Maintenance Awareness in Design Essay Example | Topics and Well Written Essays - 2500 words

Maintenance Awareness in Design - Essay Example Findings: The findings of this paper indicates that systems always fail due to miss management and poor planning on the part of managers, companies and all individuals involved in any specific project. Moreover, it further indicates that designers can learn from various failures and they can minimize the risk factors by taking several measures. System failure, basically, stands for any situation when a system stops working and fails to achieve desired objectives. It further lacks in smooth functioning of an overall system which is very much required for any successful design and project. Nowadays, it is common trend that people prefer to use new systems and advanced technology rather than old ones. They feel themselves more compatible with latest technology just because of demand and trend. Projects are usually driven just to replace the old trends and architecture. Old systems are extensively replaced with new ones having new technology. However, it is very essential to understand that there are several important aspects and stages involved in any good design. All of these stages should be accessed if you want a successful design. It is not wise option to go just for modern and trendy designs. Essential stages should be kept in mind. These generally include, If we look at technical side of the modern projects, we will observe that nowadays projects are built with a goal of offering multiple functions that was not possible in recent past. Currently, systems become the integration of various sub systems. Some additional constraints are also getting involved day by day with changing needs and demands of various people. Now people are more concerned about reliability and security systems offer within a design. Nowadays, we can also observe that the success rate is continuously decreasing and most of the large projects of engineering are less satisfactory. Many of the projects are getting failed and end up in failures and great risks. However, it is also a

ENG COMP II TCP TASK2 Research Paper Example | Topics and Well Written Essays - 1750 words

ENG COMP II TCP TASK2 - Research Paper Example For example, computers do not possess the ability to think, but increasingly, they ensure performance of tasks that only individuals managed to do with accuracy, efficiency and limited time. Currently, automating tasks that depend on the perceptual skills of individuals is achievable through the use of cognitive technologies. These tasks may include handwriting recognition, face identification as well as other cognitive skills. Examples of cognitive skills relate to planning, reasoning from partial or unclear information and learning. Thesis Statement: Research shows that cognitive technologies enhance human efficiency as a result of dynamic access to information as well as redistributing between people and intelligence tools while also ensuring efficiency and effectiveness. The author of the above journal discuses how intelligent data management and analysis applications aid individuals in finding about trends as well as relationships. These issues are achieved through implementation of various techniques among them text mining as well as web mining among others. Scholars currently possess capability of understanding how there exists continuous relationships and interactions setting across huge data base and diverse social media platforms. Al-Azmi (2013) provides a lot of information relating to how user behaviors, expectations, as well as needs get studied. The work of Al-Azmi serves as a reference since the work presents an excellent literature review that is essential in assisting the reader to understand the power of cognitive technologies in a deeper context. The significant focus examined by the author aims at examining how cognitive technologies play a significant role in ensuring interactions among individuals from various realms. While Al-Azmi presents the importance of cognitive technology in enhancing relationships across individuals, the next article presents a different perspective that

Ethics Game Simulation Essay Example for Free

Ethics Game Simulation Essay In simulation game, two dilemmas were presented. The first case is happened to a 16-year-old mother, RB. She is in her tenth hour of labor. Her parents are at bedside with her. Because of religious belief, they have chosen to limit the amount of medication and other medical assistance. Due to the length of her labor, her unborn child’s situation is getting worse. RB has not received any medication so far. Because of her fear and distress, fetal distress has been increasing gradually. RB’s brother stated that their parents want the staff hold the painkiller and treatment because they punish her for getting pregnant before she was married. RB is still a minor, her parents are informed of her health status, but we are not sure whether or not they understand how dangerous her situation could get. In the second case, one of the ICU patient, AT, was brought to the hospital by his domestic partner, YM. YM was accompanied with him while both of them were in the ER, but he was not allowed to visit his partner in the ICU. The shift supervisor nurse stated she would follow the rules and allow actual family members visit the patient. AT has been unconscious for one day and no definitive diagnosis has been reached. He was in critical condition and cannot make decision by himself. There is no related information on patient’s file whether or not approve or refuse the current treatment. In order to address ethically, I need to be attentive. So I have to identify the real dilemma first. In the first case, the teen and her unborn child need medical care but her parents are the legal guardian that have legal responsibility for her care. Now I have already now the problem, the next step is to be intelligent. I need to use my critical thinking skill to evaluate the facts. Also, I need to think about my obligation to my patient and how my decision affects each person involved in this case. Hence, the decision needs to be fair, fulfill my duty, and reasonable. I have to assure that the patient and her unbor n child get appropriate medical care, her parents’ wishes are being honored, and I will follow hospital’s policies and  rules. After careful consideration, my decision is to ask the assigned nurse to call a physician to make sure the mother and baby are assessed medically, they will get appropriate and necessary care, and both of them will be safe. Meanwhile, I will contact the chaplain to make sure patient’s parents’ values are respected by the medical care team. In the second case, I have to identify patient’s domestic partner’s rights and each person’s emotional state. Then I have to consider how to perform my job duty responsibly and my obligations to the patient, and patient’s best interest. The issue they have now is how to assure access for same-sex partner’s patients on equal footing with heterosexual couples. Because the same-sex partner do have some rights in this situation such as right to make decision for an unconscious family member. Since my patient, AT, is still unconscious and he can’t make any decisions for himself. So, my decision is to give YM access to his loved one and treats him as family. I will also speak to my supervisor about my decision. When utilizing ethical lenses, it will guide me make a sound decision. In the first case, I used right/responsibilities lens and results lens. The right/responsibilities lens focuses on duties and obligations, and be ethically acceptable. The results lens focuses on the duties and what meets individual desires, which means I have to consider how my action will affect each person. Hence, I have to combine all the analysis and my knowledge to make a sound decision in order to satisfy each person’s ethical desires. The second case, I used relationship lens and reputation lens. The relationship lens focuses on being fair. In order to be fair, I have to use my power appropriately and everyone’s rights as a person. For instance, I need to know the patient’s domestic partner’s rights and what kind access I can give to him. The reputation lens guides me focus on the virtues of each person. The rights/responsibilities lens allow me to consider my duty as a nurse and how to accomplish my duty. My patient and her baby’s safety ar e my top priority. Hence, I have to call the physician and notify him that my patient needs medical care. When using the results lens, I need to consider how to create a satisfied result to meet my patient and her family member’s needs and honor patient’s parents’ wishes as well. Hence, I have to contact the chaplain to comfort patient’s parents in order to meet their spiritual needs. The relationship lens allow me to consider my patient and his domestic partner’s rights. Hence, before I make a decision. I look at  hospital’s policy and rules. I want to make sure I give my patient’s partner his rights to access his loved one while I am still implementing hospital protocols. The reputation lens leads me to think about how to be a good nurse and how to provide best care for my patient. Also, I have to let my supervisor understand my decision and my standard as an employee and a nurse. As a home health nurse, we meet patients who from countries and who has different beliefs, and cultural backgrounds. I think when I have an ethical conflict, I have to assess the situation and gather data instead of making assumptions. After I collect data, I need to think about how the decision will impact each person involved in this case (right/responsibilities lens). As a nurse, I also need to remember ANA Code of Ethics. I have to remind myself I need to References EthicsGame.com, LLC. (2007). The troubled teen and policies an politics. Retrieved from: http://www.ethicsgame.com References Guido, G. W. (2010). Legal ethical issues in nursing (5th ed.). Upper Saddle River, NJ: Prentice Hall.

Biography of Theodore Roethke Essay Example for Free

Biography of Theodore Roethke Essay Theodore Huebner Roethke was born in Saginaw, Michigan, the son of Otto Roethke and Helen Huebner, who, along with an uncle owned a local greenhouse. As a child, he spent much time in the greenhouse observing nature. Roethke grew up in Saginaw, attending Aurthur Hill High School, where he gave a speech on the Junior Red Cross that was published in twenty six different languages. In 1923 his father died of cancer, an event that would forever shape his creative and artistic outlooks. From 1925 to 1929 Roethke attended the University of Michigan at Ann Arbor, graduating magna cum laude. Despite his family’s wish that he pursue a legal career, he quit law school after one semester. From there he spent 1929 to 1931, taking graduate courses at the University of Michigan and later the Harvard Graduate School. There he met and worked with fellow poet Robert Hillyer. When the Great Depression hit Roethke had no choice but to leave Harvard. He began to teach at Lafayette College, and stayed there from 1931 to 1935. It was here where Roethke began his first book, Open House. At Lafayette he met Stanley Kunitz, who later in life, became a great support and friend. By the end of 1935 Roethke was teaching at Michigan State College at Lansing. His career there, however, did not last long. Roethke was hospitalized for what would prove to be a bout of mental illness, which would prove to be reoccurring. However the depression, as Roethke found, was useful for writing, as it allowed him to explore a different mindset. By the time he was teaching at Michigan State Roethke’s reputation as a poet had been established. In 1936 he moved his teaching career to Pennsylvania State University, where he taught seven years. During his time there he was published in such prestigious journals as Poetry, the New Republic, the Saturday Review, and Sewanee Review. His first volume of verse, Open House, was finally published and released in 1941. Open House was favorably reviewed in the New Yorke, the Saturday Review, the Kenyon Review, and the Atlantic; W. H. Auden called it completely successful. His first work shows the influence of poetic models such as John Donne, William Blake, LÃ ©onie Adams, Louise Bogan, Emily Dickinson, Rolfe Humphries, Stanley Kunitz, and Elinor Wylie, writers whose verse had shaped the poets early imagination andstyle. In 1942 Harvard asked Roethke to deliver on of their prestigious Morris Gray lectures. Then in 1943 he left Penn State to teach at Bennington College, where he met Kenneth Burke, whom he collaborated with. The second volume of Roethkes career, The Lost Son and Other Poems was published in 1948 and included the. greenhouse poems. Roethke described the glasshouse, in An American Poet Introduces Himself and His Poems in a BBC broadcast, on the 30th of July 1953, as both heaven and hell. It was a universe, several worlds, which, even as a child, one worried about, and struggled to keep alive. He penned Open Letter in 1950, and explored eroticism and sexuality with I Need, I Need, Give Way, Ye Gates, Sensibility! O La!, and O Lull Me, Lull Me. He later wrote Praise to the End! in 1951 while at Washington University, and a telling Yale Review essay, How to Write Like Somebody Else in 1959. Roethke was awarded Guggenheim Fellowship in 1950, the Poetry magazine Levinson Prize in 1951, and major grants from the Ford Foundation and the National Institute of Arts and Letters the year after. In 1953 Roethke married Beatrice OConnell, whom he had met during his earlier at Bennington. The two spent the following spring honeymooning at W. H. Audens villa at off the coast of Italy. There Roethke began editing the galley proofs for The Waking: Poems 1933-1953 which was published later that same year, and won the Pulitzer Prize the next year. It included major works such as Elegy for Jane and Four for Sir John Davies, which was modeled on Daviess metaphysical poem Orchestra. During 1955 and 1956 the Roethke and his new wife traveled Europe, on a Fulbright grant. The following year he published a collection of works that included forty-three new poems entitled Words for the Wind, winning the Bollingen Prize, the National Book Award, the Edna St. Vincent Millay Prize, the Longview Foundation Award, and the Pacific Northwest Writers Award for it. The new poems included his famous I Knew a Woman, and Dying Man. Roethke began a series of reading tours in New York and Europe, underwritten by another Ford Foundationgrant. While visiting with friends at Bainbridge Island in 1963, Washington, Roethke suffered a fatal heart attack. During the last years of his life be had composed the sixty-one new poems that were published posthumously in The Far Field in 1964which received the National Book Awardand in The Collected Poems in 1966.

China :: essays research papers

China China is a land of beauty and fascination that tempts travelers from all over the world. It is a massive country, covering 6,000,000 square miles and spanning 60 longitudinal degrees. It has large variety of people, natural landscape,a brilliant history and a culture with fascinating destinations that visitors attends to be amazed. China, represents one of the earliest civilizations in the world, has a recorded history of about 3,600 years. It possesses rich historical documents as well as ancient relics. It is the inventor of compass, paper-making, gunpowder and printing. The Great Wall, Grand Canal and Karez irrigation system are three great ancient engineering projects built 2,000 years ago. Now they are the symbols of the rich culture of the Chinese nation. Like other nations, China, in its development, passed through the stages of primitive society, slave society, and feudal society. During the middle decades of the 19th century, capitalist forces of foreign countries invaded China, and China was slowly transformed into a semi-colonial and semi-feudal society. The founding of the People's Republic in 1949 marked China's entry into the socialist stage. During the long period of historical development, the industrious, courageous, and intelligent Chinese people of all nationalities collectively created a great civilization, and made a great contribution to all of mankind For the first time in decades a Chinese government was met with peace, instead of massive military opposition, within it’s territory. However, it wasn’t like that for long, in the first half of the 20th century, China was beset by major famines, civil unrest, military defeats, and foreign occupation. After World War II, the communists under MAO Zedong established a dictatorship that, while ensureing China’s sovereignty, imposed strict controls over everyday life and cost the lives of tens of millions of people. This new leadership was highly disciplined and, having a decade of wartime administrative experience to draw on, was able to embark on a program of national integration and reform. In the first year of Communist administration, moderate social and economic policies were implemented with skill and effectiveness.

Neurofeedback and ADD :: Neurology Disorders Papers

Neurofeedback and ADD What is ADD? ADD is an acronym for Attention Deficit Disorder (this can also be known as ADHD [Attention Deficit Hyperactivity Disorder]). â€Å"Attention-deficit/hyperactivity disorder is characterized by an age-inappropriate level of inattention, with or without impulsivity and overactivity, that occurs across settings, causes functional impairment and cannot be attributed to another disorder† (Mercugliano 831). This is one of the most common psychiatric disorders amongst children today. According to Linder, Habib, and Radojevic (1996), ADD affects between 5% and 15% of children. DSM-IV CRITERIA FOR ADHD A. Either 1 or 2 (or both): 1. Six or more of the following symptoms of inattention have persisted for at least 6 months to a degree that is maladaptive and inconsistent with developmental level: Inattention a. often fails to give close attention to details or makes careless mistakes in schoolwork, work, or other activities b. often has difficulty sustaining attention in tasks or play activities c. often does not seem to listen when spoken to directly d. often does not follow through on instructions and fails to finish schoolwork, chores, or duties in the workplace (not due to oppositional behavior or failure to understand instructions) e. often has difficulty organizing tasks and activities f. often avoids, dislikes, or is reluctant to engage in tasks that require sustained mental effort (such as schoolwork or homework) g. often loses things necessary for tasks or activities (e.g., toys, school assignments, pencils, books, or tools) h. is often easily distracted by extraneous stimuli i. is often forgetful in daily activities 2. Six or more of the following symptoms of hyperactivity-impulsivity have persisted for at least 6 months to a degree that is maladaptive and inconsistent with developmental level: Hyperactivity a. often fidgets with hands or feet or squirms in seat

Reflection on Reading Essay

Looking Back In Order to Move Forward As a future elementary school teacher, I have always thought the task of teaching kids could be a rewarding and gratifying experience. However, I recently realized that in order to obtain these rewarding experiences the teacher and students must work hard and with determination. Learning to read can be a very daunting task for a youngster. Therefore, as a teacher, it is your job to facilitate positive reading strategies from the start. Looking back at my experiences as an early reader, I can gain some insight as to what might help or hinder my future students. I believe that one of the most important things you can do for your child is to start reading to them at an early age. Before I even became a school aged child my mother would sit on the couch with my brother and I just after lunch and read books. Sometimes it was a favorite book that we had picked and other times they were early reader books like Dick and Jane. I remember being snuggled up on the couch helping her point to the words as she read along. Then at bed time she would read aloud from a chapter book. My brother and I would eagerly open our minds to the words as they came off the page. Some of my fondest memories as a child are listening to my mother read Charlotte’s Web and Stuart Little to us. Since I consider reading to a child one the best ways to open their imagination to new worlds, I fully intend to different forms of literature into my classroom. I think by hearing an adult read aloud to a child, the child is then able to properly hear and feel the author’s intentions for tone and emotion of his or her book. I don’t think you are ever too old to sit and listen to a book, especially if you can open up a child’s mind to a book that he or she would never pick up on their own accord. I firmly believe that my mother laid the foundation for better success once I entered elementary school. My elementary school experience probably started out a little different than most kids. I lived in a little valley in East Napa County which currently has a population of 488. I sense that the population has stayed around 500 people since I was little. As I entered elementary school the class sizes were extremely small. In fact the school only had three classrooms total for grades kindergarten through eighth grade. My first teacher taught kindergarten through the 2nd grade all  in one classroom, while 3rd-5th was taught in the second classroom and 6th-8th in the last classroom. I had 4 other students in kindergarten with me at the time, a girl and three boys. Some might think this to be the ideal situation because of the attention that each student would get. However, I felt the complete opposite. The teacher was constantly busy trying to make sure the curriculum for each grade level was being taught and there was very little time for students that were struggling. I remember being put into groups and given workbook pages with very little instruction or guidance as to what was expected. Many of the boys had trouble with this approach and needed more guidance to get started in their tasks. The teacher often mistook the fact that they did not fully comprehend what was expected of them on the workbook pages as disobedience, which often lead to punishment. In order to curb the potential for punishment, the students who excelled helped those who struggled. I don’t really think this environment is particularly beneficial to children in elementary school. However, there were some great things about this learning environment that I really enjoyed. My teacher loved to sing and play the guitar and brought her love into the classroom with her. Every morning we would get into a circle and sing songs with her. Some of the songs were just plain fun songs to sing, but many of the songs taught us letter sounds, and phonics. I remember loving circle time and singing the songs to my mom when I got home from school. I believe that music can play an important part in helping children learn to read, and even though I am not a singer or musician I intend to use music in my classroom to enhance my students learning atmosphere. I feel learning the phonics of letters through the rhythms of music truly helped me as I began to sit down with my first readers. As I began applying what I was learning in the songs to some basic basal readers like Dick and Jane I was able to find patterns between the phonics in the songs and the words on the page. We had books that were themed each week with certain phonic sounds. The sound was then repeated throughout the book but in different words. We were able to take these books home and practice with our parents. I think that practice and repetition are key in continuing to recognize letters with their phonic sounds. I feel these books served the purpose of achieving good reading skills for me as a child, and continue to be helpful to children today as they learn to read. There are two other techniques that my teacher used to help teach us how to read. One I consider to be a good strategy and the other I am not too fond of. The first approach was using a tape recorder and head sets. We would sit down with a book and follow along with our finger as a voice was reading the book to us in our ear. I think this particular approach works because it releases the anxiety and stress of having to pick apart the words on a page in order to learn them. By following along they are able to develop listening skills and hear the correct pronunciation of the word and associate it with the word on the page. After listening to the book, we were asked to answer a few questions about we had just listened, which gave us our first exposure to comprehension. I feel this method works fairly well but could be enhanced by taking five to ten minutes to ask the students questions out loud about what they had just listened to, so they get accustomed to forming thoughts and speaking about books. The last tactic that my teacher used I found a little repressive. She would sit us down on the floor with sock puppets and speak to us in baby voices. Each week the puppets would present a new constant and vowel sound to us. I remember feeling a little disturbed, and telling my mom that my teacher was trying to pretend like she was on Sesame Street. My mom reminded me that I did not take too kindly to the puppets, and that I found them rather babyish. In our text book, Mosaic of Thought, Ellin writes that too often we draw negative conclusions about a child’s ability to comprehend and think at high levels when the problem is his or her ability to articulate that thinking. I believe that my teacher really underestimated her student’s ability to learn by teaching them with sock puppets. In all actuality, it really was not necessarily the sock puppets that really came into question, but the baby voices in which she used. These baby voices simulated that of someone talking to a toddler who is beginning to learn to speak. I think as children enter elementary school they want to feel important and what they are learning is significant, but I feel my teacher imposed the opposite effect on her student. She devalued the process of learning by speaking in baby voices and using puppets. After a few years my mom began to see the affects the school was having on my brother and I, and she decided to drive us thirty minutes each way to an elementary school in a nearby town. This change in atmosphere did wonders for both my brother and I, but the change did not happen until I was entering the 3rd grade. Once at this new school a whole new world opened up to me. We began reading newspapers, and sharing articles that we had read with the class. We started writing book reports and began to question what we were reading. I think the best part of the new school was having a whole classroom of students that were in the same grade. We were often separated into groups based on our reading level in order to read and discuss what we were reading. This helped my confidence tremendously. However it was not until I was in high school that the teachers began to try and teach active reading strategies, by seeking out the meaning in books like Catcher in the Rye and a Wrinkle in Time. I struggled with these new concepts, and still do as an adult. I think I could have greatly benefitted from starting this process at a younger age. As a future teacher, and parent, I firmly believe that in order for a child to become an active reader, and really learn to love books we need to unlock their minds to all possible reading strategies. We must have them begin questioning books and theories early, so that they learn to be active readers. I also believe that students need a parent who is actively in tune with the child’s learning process. When a parent shows the student how important reading is and shows gratitude towards progress being made, the child will excel in his class work. I think as a future teacher I will use some of the tried and true strategies like listening stations, and bringing words alive with music and rhythm. However I will not be afraid to deviate from the norm and experiment beyond the workbook pages in order to connect with my students. One of my greatest joys is reading, and I hope one day I can bestow that upon young children.

Emotional intelligence has become a major tool

Dear mentor,  Emotional intelligence has become a major tool in effective human interactions at home in school and within every organization, because of its usefulness in utilizing the powers of emotional on thoughts. According to Daniel Goleman, there are five components, which include self-awareness, self-regulation, motivation, empathy and social skills [Goleman, 1995]. Each component employs the self-understanding and appreciation as a foundational tool to discover ways to improve every relationship one has within others. Self-Awareness is the ability to recognize and understand personal moods and emotions. Self-Regulation: The ability to control or redirect disruptive impulses and moods and the propensity to suspend judgment and to think before acting.. Motivation: A passion to work for reasons that go beyond money and status; a tendency to pursue goals with energy and persistence. Empathy: The ability to understand the EMOTIONAL makeup of other people. Social Skills: Proficiency in managing relationships and building networks and ability to find common ground and build rapport [Goleman, 1995]. Having taken a personal survey of these skills, I believe there are ways |I can apply to suit my status quo, so that the desired results can emerge. My main challenge has been to connect with other members of my team as individuals.   What I have decided to do is to first evaluate my personal skills with respect to this matter. I also want to do a self-portrait so that I can ascertain my current status. This would the stating point. This would afford me to know my positives and negatives in communication and human relationships [Goleman, 1995]. Besides, I would also undertake a dutiful effort in understanding every member of the team. This includes finding details about their lives such as date of birth, location of residence, their likes and dislikes. Having known this, I would pay visits, set mails regularly as inspirational tools fort their daily challenges. Within the lint of resources I have, i would also appreciate every effort in cash [gift] and kind. My motive is not to know so that we can relate better but to be a part of their life. I believe that organizations can do certain things to help develop the emotional intelligence of their managers as well as other employees, first is the education on the components and intricacies of this; this can be done through training /retraining session for both leaders and employees.   Seminar, workshop and case studies are methods that can be adopted for this training.  Apart of this, there can be a constant review of employee or manager skills in the company that employs emotional intelligence as tools in human resource management, such efforts could be identified and rewarded accordingly. This is another way emotional intelligence can become a useful tool in any organization. Sir, I believe if you can work on these things, I would improve tremendously and build a viable working team. REFERENCE Goleman, D. (1995, November/December). Emotional Intelligence. Harvard Business Review. Goleman’s Emotional Intelligence. http://www.12manage.com/methods_goleman_emotional_intelligence.html Goleman’s model. www.businessballs.com/eq.htm http://www.businessballs.com/emotionalintelligencecompetencies.pdf      

A consideration of the principles and practice that underpin the Early Years Foundation Stage and how the current framework relates to young children’s needs and interests

Introduction DfE (2013a) enunciates that the Early Years Foundation Stage (EYFS) is a set of statutory guidelines which all childcare providers (including schools, nurseries and children’s centres) must adhere to in catering for children between the ages of 0 to 5, upon which time they will enter full-time education. The EYFS has been in circulation for several years, undergoing numerous revisions and amendments. The most recent version was published in September 2014 and is a simplified version of past documents, by having four overarching principles which is guided upon: every child is unique, children become strong through building positive relationships, children learn and develop well in ‘enabling environments’ and finally that children develop and learn at different rates (DfE, 2014). These 4 areas will provide the structure for this assignment. The EYFS seems to comprehensively cover all the needs which children may have in their formative years. It is also concurrent with previous initiatives the government have devised, such as SEAL (Social and Emotional Aspects of Learning), which implored teachers and practitioners to adopt a holistic stance in educating their pupils (DfE, 2010) and Every Child Matters, which stressed that each child was an individual and should be treated as so (DfE, 2004). Principle 1- Every Child is Unique Perhaps the most notable principle espoused in the current early year’s framework is the need to recognise the child as an individual, one who is unique and should have care tailored to meet their needs (DfE, 2014). This is a point which seems to have sound theoretical backing. Bandura (1977) feels that children do develop in a unique manner, also giving credence to the fact that the social environment influences their development, something the EYFS also seems to value. Bandura also feels that social interaction is something that is imperative to the child’s development, which is agreement with the communication and language need identified by the framework. Although Piaget (1952) does recognise that each child is an individual, he posits that their development amongst each other is fairly uniform, as he feels that children progress through a series of fixed stages, particularly in a cognitive manner. This seems to be slightly different to the message which the EYFS framework conveys, as they do recognise that children progress through stages, but the document expresses that their development may not be so homogenous: rather each child is on their own unique learning journey (DfE, 2014). In my own practice, children were treated as an individual, with an emphasis on the present, rather than adhering to a fixed model of child development. On my placement each child had their own box and folder where detailed notes on them were kept, which shows how they were being considered as individuals. It seems important to treat the child as an individual so that they can grow in stature and become someone who has an authentic identity. This is something which is inherent with the theory of constructivism which advocates children being treated as individuals who make sense of their world in a way which is unique to them, allowing them to build understanding in a way which is ‘special’ to them (Bruner, 1961: 22). This seems to ratify the ethos of the current EYFS framework in treating children uniquely, although parallel to this, it may also be pertinent to bear in mind that there are certain stages which children progress through. Even if each child’s development is not uniform, there may still be some similarities between them, which necessitates the importance of consulting certain theoretical models of development. Principle 2- Children become strong and independent through positive relationships This principle seems to be slightly paradoxical in nature. Piaget (1952) articulates the importance of children being active and independent whereas Vygotsky (1977) feels that guided participation (from an adult or worker) is essential in fostering a child’s development. The EYFS framework arguably combines these theoretical notions, recognising that children should have be independent and be able to explore, whilst being able to have a positive relationship with their ‘key person’, the adult who is most involved in their care (DfE, 2014). The framework elaborates that it is the key’s person role to ensure that the child becomes settled into the environment, becomes comfortable in the setting and also to build a productive relationship with the parents. Whilst these are undoubtedly important, Bandura (1977) offers an extra dimension of the key worker’s role, which is that they can model and display the desirable behaviours which the children they loo k after can copy and imitate, a phenomenon which Bandura feels is particularly powerful in influencing a child’s development. Nutbrown and Page (2008) emphasise the importance of the key person, in that they should exude warmth, friendliness and possess excellent interpersonal and communication skills which will enable them to develop a rapport with the child and be able to contribute to their development successfully. A supposition could be made that many of the key attributes that a key person should possess are identical to that of a teacher in mainstream education. Nutbrown and Page (2008) also speak of the importance of the key worker handling the transition for young children from being attached to their parents before progressing to being looked after in the children’s centre. This is something which has been covered many times in empirical theories which surround children’s development. Bowlby (1951), an eminent psychoanalyst, put forward the theory of attachment, where he stated that infants form an attachment to a primary caregiver (known as monotropy), typically with the mother, in the first few years of their life and should receive continuous care from this attachment figure for the first two years of their life. This seems to align well with contemporary practice, with the majority of children going to nursery when they are around three years old (Gov.uk, 2014). Bowlby (1953) conceptualised the absence of such care as maternal deprivation, positing that this could have many ramifications for the child such as delinquency , apathy, reduced intelligence and depression. However, a criticism of Bowlby’s attachment theory is that he did not acknowledge the influence of other stakeholders in the child’s care, such as the father, key worker or extended family members. Elfer et al. (2003) concentrate specifically on the relationship between carers and the child, advocating that they should exude warmth and friendliness and not shy away from forming a strong bond with the infant for fear of confusing it, as even a baby is able to discern between their parents and their carers. The literature expressed above seems to evidence the importance of the key worker in meeting the child’s needs, something which the EYFS framework also gives credence too. Key workers are influential in helping children to gain some stability in the setting and become comfortable there and allowing them to thrive and prosper. If they form a good relationship with the child this can help them to achieve their ‘early learning’ goals, particularly in how they communicate with others and explore the world around them (DfE, 2013b). Sylva et al. (2004) articulated the importance of the key worker being on good terms with the parent in their authoritative EPPE study, which asserted that each child should be assigned a key worker. Essentially, if the key worker has a good relationship with the parent this may allow children to form a better relationship with the key worker and have all of their needs fulfilled, it could also boost the engagement of certain groups of parents such as teen mums, something which my placement noted the importance of. DfE (2013a) also highlight the importance of key workers being suitably trained and educated so they can provide a good service to the children under their care. This was again apparent in the children’s centre which I visited, where the early years teachers had to be educated at least up to a Level 3 standard. In essence, children need to build positive relationships with those around them to become independent, and the key worker is at the centre of this. Principle 3- Children learn and develop well in ‘enabling’ environments Piaget (1952) conjectured that babies are naturally inquisitive and want to explore the world around them and become active participants within it. Therefore it seems appropriate that there should be an environment which stimulates them to do that, intellectually, socially and building their autonomy and independence. Such environments are deemed to be ‘enabling’ with the key worker again at the centre of cultivating and propagating such an environment, which could be potentially similar to the environment to the child is exposed to at home, to ensure greater consistency and continuity (DfE, 2014). However, structuring the environment in such a way may allow children to learn about concepts which will be of use to them in their development as an adult. The children’s centre where I was placed at were proponents of heuristic learning in getting the children to problem-solve and explore activities, with the emphasis being on play and reward, with items like treasure baskets used quite frequently (See Appendix A). Outdoor and indoor learning in the EYFs seems to be equally important, something which the government recognises and gives credence to in the EYFS framework, making it mandatory that childcare providers give access to an outdoor environment which is safe and has plenty of opportunities for play (DfE, 2014). Garrick et al. (2010) extend this, articulating that the environment of an EYFS setting should have abundant opportunities for play, including allowing children to indulge in creative pursuits (something their study valued highly), physical opportunities (like sports and outdoor play areas) and ‘pretend’ play. If a centre did include such an extensive range of opportunities, this could allow them to cater for a larger spectrum of learners as it is widely acknowledged that pupils thrive and learn in a multitude of different ways (Gardner, 2004). Furthermore, the potential for progression in the children could be enhanced if they were encouraged to develop a ‘growth’ mindset by staff and engage in activities that they would not do normally, so they can become more familiar with varied tasks and not be reticent to challenges in their future life (Dweck, 2006). The indoor environment is imperative also to facilitating children’s development. As previously mentioned, there should be ample opportunities for children to engage in a wide variety of activities to stimulate them in different ways. A multi-sensory approach can contribute significantly to the development of children and really aid them in reaching a higher level of maturity and cognition, as they interact with the world around them in different ways and become more flexible and adaptable. Steel (2012) infers that such an approach could have positive longitudinal consequences for the child, including improved academic attainment and retention of knowledge, which seems to be a sound rationale for such an approach. Whilst it seems essential that the indoor environment should be stimulating cognitively, it may be wise not to neglect the emotional aspect of it. Again, the key worker is at the centre of providing the warmth needed in an enabling environment. Nutbrown and Page (20 08) assert that they should show warm responses to the children under their care and react well to them. In essence, an enabling environment is made up of the components of suitable and stimulating indoor and outdoor areas, which the key worker is central in maintaining and facilitating. Principle 4- Children develop and learn in different ways and rates The final principle espoused by the EYFS framework is perhaps more concerned with the cognition of children, although it does refer to their social and emotional development in part. Nevertheless, Katz (1988, as cited in Carr, 2001, p.21) hypothesises that each child has a certain ‘disposition’, something which is distinct from learning; it is concerned more with how they react to certain situations and the habits they adopt and carry out on a regular basis. In a later document, Katz (1993) elaborates that dispositions in young children are normally learned from those around or the environment they are raised in or looked after, which seems to resonate with Bandura’s (1977) theory of modelling mentioned earlier in the assignment. Katz (1993) also articulates that dispositions are strengthened when they are acknowledged and efforts are made to continue them (particularly if they are good habits), which seems to emphasise the importance of treating the child as an i ndividual. It seems evident that all children learn and develop in different ways, as evidenced by the argument above. However, a conjecture could be made that there may be certain strategies which a practitioner or worker can implement which will result in children developing into sensible and mature adults. One way in which to do this is to cultivate a child’s resilience in their ability to complete a task or try a new activity. Children may give up if they perceive the task to be beyond their capabilities and not extend themselves to complete this. This could be a natural response from the child (particularly if the task is incommensurate with their skillset) or it could be something that they have learned over time. Dweck (1975: 673) terms this as ‘learned helplessness’, where a child habitually gives up in the face of a challenging task or adversity, possibly because of a lack of response from the adult in encouraging the child to complete the task and persevere. Combining the sentiments expressed by Katz and the argument above, could be essential in helping children to progress appropriately, particularly when faced with unfamiliar situations and tasks. Siraj- Blatchford et al. (2002) concluded in their Researching Effective Pedagogy in the Early Years (REPEY) study that shared sustained thinking was crucial in helping a child to tackle new problems and persist. This is defined as two or more individuals (with at least one adult ‘facilitator’) working together to complete a task, although the authors stress that each person should be actively contributing to the task, and that there must be a progression towards an eventual solution, even if that is reached straight away. This coincides with Vygotsky’s (1977) theory of cognitive development, which posits that a child will enhance their zone of proximal development (the difference between what they can do on their own and with help) if they are supported by a more knowled geable other such as an adult or more capable peer. Both arguments suggest that collaboration between adults and children is essential to further the child’s development, although again the manner in which this is done should be unique to the child by using questioning which is appropriate to the child’s level of cognitive development (Bloom et al., 1956). Conclusion The rationale which underpins the EYFS framework is the need to treat the child as a unique individual and consider their needs at length, in a cognitive, emotional, social and physical sense to facilitate optimum development in them. There are several ways to ensure this, including that the environment is stimulating and appropriate enough for the child’s needs, that they have access to a multitude of activities, that the key worker has a warm and fulfilling relationship with the child and that they encouraged to develop a growth mind set and persevere with challenging tasks with the facilitation of another adult. Arguably, if a childcare provider follows all of the actions above and adheres to the EYFS framework, then this should allow for children to progress to the desired level of development and maturity. References Bandura, A. (1977) Social Learning Theory. Englewood Cliffs, NJ: Prentice Hall. Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H. and Krathwohl, D. R. (1956) Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. New York: David McKay Company. Bowlby, J. (1951) ‘Maternal Care and Mental Health.’ World Health Organization Monograph. Bowlby, J. (1953) Child Care and the Growth of Love. London: Penguin Books. Bruner, J. S. (1961) ‘The act of discovery’. Harvard Educational Review, 31 (1): 21–32. Carr, M. (2001) Assessment in Early Childhood Settings. London: SAGE. Department for Family, Education and Skills (2004) Every Child Matters. [Online]. Available at: http://webarchive.nationalarchives.gov.uk/20130401151715/https://www.education.gov.uk/publications/standard/publicationdetail/page1/dfes/1081/2004 (Accessed: 24 November 2014). Department for Education (2010) Social and emotional aspects of learning (SEAL) programme in secondary schools: national evaluation. [Online]. Available at: https://www.gov.uk/government/publications/social-and-emotional-aspects-of-learning-seal-programme-in-secondary-schools-national-evaluation (Accessed: 24 November 2014). Department for Education (2013a) Improving the quality and range of education and childcare from birth to 5 years. [Online]. Available at: https://www.gov.uk/government/policies/improving-the-quality-and-range-of-education-and-childcare-from-birth-to-5-years/supporting-pages/early-years-foundation-stage (Accessed: 24 November 2014). Department for Education (2013b) Early years outcomes: A non-statutory guide for practitioners and inspectors to help inform understanding of child development through the early years. [Online]. Available at: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/237249/Early_Years_Outcomes.pdf (Accessed: 24 November 2014). Department for Education (2014) Early years foundation stage framework. [Online]. Available at: https://www.gov.uk/government/publications/early-years-foundation-stage-framework–2 (Accessed: 24 November 2014). Dweck, C.S. (1975) ‘The role of expectations and attributions in the alleviation of learned helplessness.’ Journal of Personality and Social Psychology, 31: 674-685. Dweck, C. (2006) Mindset: The New Psychology of Success. New York: Ballantine Books. Elfer, P., Goldschmied, E. and Selleck, D. (2003) Key Persons in the Nursery: Building relationships for quality provision. London: David Fulton. Garrick, R., Bath, C., Dunn, K., Maconochie, H., Willis, B. and Claire Wolstenholme (2010) Children’s experiences of the Early Years Foundation Stage. DfE: London. Gardner, H. (2004) Changing Minds: The art and science of changing our own and other people’s minds. Harvard Business School Press. Gov. UK (2014) Free early education and childcare. [Online]. Available at: https://www.gov.uk/free-early-education (Accessed: 24 November 2014). Katz, L.G. (1988) ‘What Should Young Children Be Doing?’ American Educator: The Professional Journal of the American Federation of Teachers: 29-45. Katz, L. (1993) Dispositions: Definitions and implications for early childhood practices. ERIC Clearinghouse on Elementary and Early Childhood Education. Nutbrown, C. and Page, J. (2008) Working with Babies and Children Under Three. London: Sage. Piaget, J. (1952) The Origin of Intelligence in Children. New York: International University Press, Inc. Siraj-Blatchford, I., Sylva, K., Muttock, S., Gilden, R. and Bell, D. (2002) Researching Effective Pedagogy in the Early Years (REPEY) DfES Research Report 365. HMSO London: Queen’s Printer. Steel, N. (2012) Encyclopaedia of the Sciences of Learning. New York: Springer. Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford I. and Taggart, B. (2004) The Effective Provision of Pre-School Education (EPPE) Project: Final report. London: DfES and Institute of Education, University of London. Vygotsky, L. S. (1978) Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press

Hauora Essay

If a person puts themselves first before others and their personal ambitions they are considered unhealthy. Communication through emotions is more powerful than words. If people show what they feel, instead of talking about their feelings, this is regarded as healthy. Te taha Wairua refers to spiritual well being. It is believed that if someone is lacking this they are more prone to ill health Wairua may also explore relationships with the environment, between people, or with heritage. The breakdown of this relationship could be seen in terms of ill health or lack of personal identity. Te taha Tinana refers to physical well being There is also the question of personal space to take into account. Maori consider stepping over someone as rude and demeaning to that person’s mana (personal authority/power). However there are different ways in which respect is shown to another person. For example Maori tend to have minimal eye contact and respect each other’s space in formal situations. Body language is also an important feature to note. Whanau/Family – is the prime support system providing care, not only physically but also culturally and emotionally. For Maori, whanau is about extended relationships rather than the western nuclear family concept. Maintaining family relationships is an important part of life and caring for young and old alike is paramount. Everyone has a place and a role to fulfil within their own whanau. Families contribute to a person’s wellbeing and most importantly a person’s identity. A Maori viewpoint of identity of identity derives much from family characteristics. It is important to understand that a person carrying an ancestral name will often be seen as having the qualities of their namesake. It is important to be aware for Maori, a persons identity is gleaned by asking â€Å"Where are you from† rather than â€Å"What is your name? † Maori identity is based upon an ancestral Waka (canoe) a physical landmark, which is usually a Maunga (mountain), a body of water Awa (river), Moana (sea) and a significant Tupuna (ancestor). Once this is known people can share a common bond.

Dreams and Reality Essay Essay Example

Dreams and Reality Essay Essay Example Dreams and Reality Essay Paper Dreams and Reality Essay Paper Dreams and Reality In order to discuss this topic, I would like to put the main focus on lucid dreaming. How do we distinguish what we see to what we see when we dream? How we see things in real life is not just through perception, but you create the final image of being through the other senses, such as smell, hearing, taste, just as much as seeing.  For example, when we dream you cannot know, unless you have mastered lucid dreaming, that what is going on, is in fact, a dream. When you know the technique of lucid dreaming you have control over your dream, and over that parallel universe that is supposed to represent a different world from the real one. You create the scenery, you define yourself, and you choose who and what is happening in it. If we look at the rational side of the answer to this question, it would seem quite easy to truly answer it, but the problem is how to explain what actually is going in your head during dreaming and well, living, when it is acknowledged that we can very easily fool our senses to make what is going on, believable.  The dream is like an idea, it all starts in your mind, the difference being, you can create a whole new world with the dreams. The very visible difference between reality and dreams is where the saying of pinching each other to know if something is real came from. We all know that no matter how realistic the dream looks and even feels, pain and other emotions are felt quite differently from every day. No matter how perfect something is, the observation of details will help you and guide you to the realization that something is not what you might think it is. The same applies to the dream. You observe, and you always sense if something is not as it is supposed to be. This is where the ways of knowing kick in: Reason, as well as perception, and emotion can be quite helpful as well. Our ways of knowing, are the path showing us how to distinguish on what is real and what is not, because in the other case, we will be stuck in a limbo place between reality and dreams, where you wont be able to live truly and fulfill your intrinsic goals and values and your mind will be stuck in a lucid environment, where the true goal of life would be to find and prove something and someones reality.

Free sample - Celiac Disease. translation missing

Celiac Disease. Celiac DiseaseCeliac disease affects the small intestines. When one has a celiac disease there is allergic reaction in the small intestines towards gluten that is commonly found in wheat, barley and oats. This immunological reaction results in an inflammation that destroys the inner lining of the small intestines (Fasano Troncone, 2008). This eventually reduces the absorption of important nutrients into the body leading to symptoms of mineral and vitamin deficiencies. Celiac disease is also referred to as non-tropical sprue or gluten enteropathy Celiac disease is mostly common in European countries such as Sweden, Italy and Ireland. United States has also indicated a high prevalence rate in Celiac disease though the symptoms of this disease are only visible in the late stages of life. Causes The allergic reaction towards gluten in the small intestines causes inflammation that completely destroys the small intestines. Evidence has shown that this reaction is partially inherited and genetic. This implies that around 11% of first degree relatives of persons with celiac disease have high chances of getting the disease (Fasano Troncone, 2008).   Similarly, around 35% of fraternal twins, and 65% of identical twins have high chances of both the twins having the disease. There are also some specific genes that are only available with individuals with celiac disease Gluten is a type of protein that is present in wheat and comprises of some proteins called gliadin that dissolves in alcohol. The immunological reaction common in celiac disease is caused by the gliadin. Upon the reaction, gliadin becomes toxic and destroys the inner lining of the small intestines. Proteins such as gliadin are formed by long chains of amino acids that are attached to each other. The digestive enzymes present in the small intestines break proteins into smaller chains of amino acids for facilitation of easier absorption (Thompson, 2006).   The allergic reaction in the small intestines could be because gliadin is not completely broken down by the intestinal enzymes causing some long chains of amino acids to remain unbroken. These chains penetrate the cells at the inner intestines and hence causing the damage to the intestinal cells. One of the longer chains of the amino acids attaches to the tissue transglutaminase. In persons with celiac disease, this combination causes an immune reaction that destroys the intestinal cells. Foods that contain gliadin-like proteins such as barley and rye end up causing celiac disease in persons who are genetically predisposed (Thompson, 2006). Oats contain gliadin that cause weak inflammation and only attacks few individuals who are predisposed to get celiac disease. Corn and rice do not cause celiac disease because they lack gliadin-like proteins. Effects in the Small Intestine The inner lining of small intestines has finger-like projections known as villi. They increase the surface area for absorption of nutrients into the blood stream (Blummer, 2010).  Ã‚   The presence of celiac disease destroys the villi through inflammation making the inner lining of the small intestine to be flattened. When the villi are destroyed, it leads to mal-absorption of nutrients that eventually leads to nutrients’ deficiencies, a condition called malnutrition.   The extent of the damage at the small intestines varies from patient to patient and determines the magnitude of the signs and symptoms of the celiac disease. If all the small are affected by the inflammation, then the patient is bound to have rigorous symptoms of mal-absorption. Signs and Symptoms The symptoms for celiac disease range from mild to more advanced signs (Fasano Troncone, 2008). There generally two sets of signs and symptoms namely; symptoms due to mal-absorption and symptoms due to mal-nutrition of vitamins and minerals. Signs and Symptoms of Mal-absorption Celiac disease reduces the absorption of crucial nutrients such as carbohydrates, fats and proteins. Absorption of fat is affected more than the other nutrients and hence most of the gastrointestinal symptoms of celiac disease are caused by the inadequate absorption of fat or fat mal-absorption. Some of these symptoms include diarrhea, flatulence, abdominal bloating and high amounts of aft in the stool (steatorrhea) (Blummer, 2010).   Diarrhea occurs when the unabsorbed fats are broken down into fatty acids by the intestinal bacteria. The fatty acids enhance the secretion of water into the intestine and hence resulting into diarrhea. The fatty stools are voluminous and have foul smell, are greasy and light grey in color and have tendencies of floating in the toilet bowl. Sometimes oil droplets from undigested fats may be spotted floating on water. Mal-absorption of carbohydrates and especially sugar lactose that is common in milk is experienced by patients suffering from celiac disease. Lactose consists of glucose and galactose and has to split into these sugars for it to be absorbed in the body (Thompson, 2006).  Ã‚   Lactase, which is the enzyme responsible for splitting glucose and galactose, is situated on the surface of the small intestinal villi. The damage of the intestinal wall due to inflammation causes mal-absorption of lactose in patients suffering from celiac disease. Symptoms of lactose mal-absorption include diarrhea, flatulence (passing of gas), pain in the abdomen and bloating. These symptoms are as a result of the unabsorped lactose passing into the colon where it is split into galactose and glucose by the bacteria present in the colon. Gases released by the bacteria are hydrogen and methane and are responsible for the flatulence. Increased gas in the stool also cause the floating of the stool in the toilet bowl. Signs and Symptoms of Mal-nutrition Some of the symptoms for nutrient deficiency include; loss of weight, fluid retention, anemia, bruising easily, peripheral neuropathy or nerve damage, osteoporosis, infertility and general muscle weakness. Weight loss is caused by the mal-absorption of fats, proteins and carbohydrates. Celiac disease causes increased appetite in the patients and therefore weight loss does not always occur. Protein is responsible of preventing fluid from leaking out of blood vessels and hence the reduction in protein levels causes fluid to leak into many tissues (edema) such as ankles and feet causing swelling of the same (Thompson, 2006).  Ã‚   Easy bruising is caused by mal-absorption of vitamin K leading to lack of blood clotting. Nerve damage is caused is caused by the deficiency of thiamine and vitamins B12, and may lead to poor balance, muscle weakness and numbness. Infertility normally occurs in women when the celiac disease is untreated. Muscle weakness is caused by low levels of magnesium a nd potassium. How Celiac Disease is diagnosed Symptoms associate with celiac disease may also be experienced in patients with other diseases such as Crohn’s disease and pancreatic problems (Blummer, 2010).   It is therefore important to carry out necessary testing to confirm celiac disease. Some of the recommended tests include small intestinal biopsy and specific antibody tests. Blood tests may also be performed to check vitamin deficiencies. Treatment of Celiac Disease There is no known cure for celiac disease and therefore gluten free diet is used as a form of treatment (Thompson, 2006).   Foods made from rye, barley and wheat should be avoided completely. Some tablets that might contain gluten should also be avoided by persons with celiac disease. Drugs for Celiac Disease Treatment Drugs used for the treatment of celiac disease are mostly food supplements for replacing nutrients that are lacking in the body (Fasano Troncone, 2008). Some of the drugs include; Dapsone, Effexor, Levaquin, Nexium, Prozac, Probiotics, Synthroid, Protonix and many more. References Blummer, I. (2010). Celiac Disease for Dummies. Chicago: For Dummies. Fasano, A., Troncone, R. ( 2008). Frontiers in Celiac Disease. London: Karger Publishers. Thompson, D. (2006). Ciliac disease nutrition guide. New York: American Diatetic Association.

Calpurnia essays

Calpurnia essays Calpurnia acts like shes the mother of Scout and Jem. Not only does she cook and clean for the Finchs, she also disciplines, advises, and takes care of all Jems and Scouts needs. Cal is an extremely well educated black woman who lives in two very opposite worlds. In one world she is the mother of two white children and she speaks like them. In her other world shes with other blacks, going to church with them, and acting and talking like other blacks. Calpurnia is like a Ying-Yang symbol because she lives two opposite lives, and a little part of each life is within the other one. ...

3 Steps to Acing Your Truck Driving Job Interview

3 Steps to Acing Your Truck Driving Job Interview Is one of your New Year’s resolutions to get a trucking job? Whether you’re a rookie driver or a seasoned veteran, the rules are the rules- you’re going to need to interview in order to get hired. Follow these three steps, and you’ll be well on your way. Have a quality resume on-handNo matter how much- or how little- trucking experience you have, you still need a professional resume. Not just some scribbles on a sheet of notepaper, or a hastily-crafted bullet list. You need a properly formatted, proofread, thorough resume on high quality paper. You can get special resume paper at any office supply store. Make sure to have at least 20 copies on hand. If you’re not good with computers, consider asking a friend to help. If you throw them a few bucks, you’ll probably get a great resume out of it.Create an info packetA resume isn’t all you need. Make yourself a folder with the following, and make sure to take it with you on every interview. This kit will include all you’ll need for the interview, as well as the on-boarding process with HR. That way you won’t have to delay starting- or getting paid.A copy of your CDLAn official copy of your birth certificateA copy of your social security cardAn official copy of your truck driving school certificate, if you have onePre-hire letters from other companies considering hiring youYour CSA and DAC reports (if you have worked previously as a truck driver)A copy of your motor vehicle record (MVR)A copy of an updated DOT physical (which is required to get your CDL)Having all of this put together shows hiring manager, the HR rep, and your new boss that you are organized, professional, and respectful of your colleague’s time.Do your pre-interview  homeworkWe all know that an interviewer asks most of the questions. But there is always a point in every interview when the hiring manager will ask what questions you might have. It’s best to be prepared. If you’ve gone to so many interviews that you can’t keep them all straight, make yourself a list to study before each interview. Make sure to note the name and location of the company, whether they have multiple offices throughout the country, who you’d be working for, the name of the HR manager, the name of your interviewer, and any other information you might be able to gather about the company from a Google search or two, as well as your sense of the types of jobs and hauls the company offers.Following these steps will ensure that you remain in control during the interview process. You’ll be ready for anything, so you’ll be at your best and most confident to go in there and land the job.

Golden Eagle Facts

Golden Eagle Facts The golden eagle (Aquila chrysaetos) is a large diurnal bird of prey whose range extends across the Holarctic region (a region that encircles the Arctic and encompasses areas within the Northern Hemisphere such as North America, Europe, northern Africa, and northern Asia). The golden eagle is among the largest birds in North America. They are among the most popular of national emblems of the world (they are the national bird of Albania, Austria, Mexico, Germany, and Kazakhstan). Fast Facts: Golden Eagle Scientific Name: Aquila chrysaetosCommon Name(s): Golden eagleBasic Animal Group:  BirdSize: 2.5 to 3 feet tall, a wingspan of 6.2 to 7.4 feet  Weight: 7.9 to 14.5 pounds  Lifespan: 30 yearsDiet:  CarnivoreHabitat:  Mexico through western North America to Alaska with occasional appearances in the east; Asia, northern Africa, and Europe.Population:  Global breeding population is 300,000Conservation  Status:  Least Concern Description Golden eagles have powerful talons and a strong, hooked bill. Their plumage is mostly dark brown. Adults have a shiny, golden swatch of feathers on their crown, ​nape, and sides of their face. They have dark brown eyes and long, broad wings, Their tail is a lighter, grayish brown as are the undersides of their wings. Young golden eagles have white patches located at the base of their tail as well as on their wings.   When viewed in profile, golden eagles heads appear  relatively small while the tail seems quite long and broad. Their legs are feathered their full length, all the way to their toes. Golden eagles either occur as solitary birds or are found in pairs. Anton Petrus/Getty Images Habitat and Distribution Golden eagles inhabit a wide range that stretches throughout the Northern Hemisphere and includes North America, Europe, northern Africa and the northern parts of Asia. In the United States, they are more common in the western half of the country and are only rarely spotted in the eastern states. Golden eagles prefer open or partially open habitats such as tundra, grasslands, sparse woodlands, scrublands and coniferous forests. They generally inhabit mountainous regions up to 12,000 feet in elevation. They also inhabit canyon lands, cliffs, and bluffs. They nest on cliffs and in rocky outcrops in grasslands, shrublands, and other similar habitats. They avoid urban and suburban areas and do not inhabit dense forests. Golden eagles migrate short to medium distances. Those that breed in the far northerly regions of their range migrate further southward during the winter than those that inhabit lower latitudes. Where climates are milder during the winter, golden eagles are year-round residents. Diet and Behavior Golden eagles feed on a variety of mammal prey such as rabbits, hares, ground squirrels, marmots, pronghorn, coyotes, foxes, deer, mountain goats, and ibex. They are capable of killing large animal prey but usually feed on relatively small mammals. They also eat reptiles, fish, birds or carrion if other prey is scarce. During the breeding season, pairs of golden eagles will hunt cooperatively when pursuing agile prey such as jackrabbits. Golden eagles are agile avian predators that can dive at impressive speeds (as much as 200 miles per hour). They dive not only to catch prey but also in territorial and courtship displays as well as regular flight patterns. Reproduction and Offspring Golden eagles construct nests out of sticks, vegetation and other materials such as bones and antlers. They line their nests with softer materials such as grasses, bark, mosses or leaves. Golden eagles often maintain and reuse their nests over the course of several years. Nests are usually positioned on cliffs but are also sometimes located in trees, on the ground or on high man-made structures (observation towers, nesting platforms, electrical towers). The nests are large and deep, sometimes as much as 6 feet wide and 2 feet high. They lay between 1 and 3 eggs per clutch and eggs incubate for about 45 days. After hatching, young remain in the next for about 81 days. W. Perry Conway/Getty Images Conservation Status There are large and stable populations of golden eagles in multiple locations around the world, and thus the species has a status of Least Concern. Much of the reason for their success is the result of conservation projects to protect both the birds and their habitats. The golden eagle has been a federally protected species since 1962, and several international groups dedicate themselves to the welfare of golden eagles and eagles in general. Bald or Golden Eagle? Juvenile bald eagles look very similar to golden eagles. They are about the same size with a similar wingspan, and, until bald eagles reach about a year of age, they have the same brown feathers covering their entire bodies. Juvenile bald eagles do have mottled underbellies, and they dont shine in the same way that golden eagles do- but its tough to spot these differences in a bird in flight. Its not until after their first year of life that bald eagles start to show their distinctive areas of white plumage. Because of this similarity, its common for birders (especially in the eastern part of the United States) to believe theyve spotted a golden eagle when theyve actually seen a juvenile (and more common) bald eagle. Sources â€Å"Golden Eagle.†Ã‚  National Geographic, 24 Sept. 2018, www.nationalgeographic.com/animals/birds/g/golden-eagle/.â€Å"Golden Eagle.†Ã‚  San Diego Zoo Global Animals and Plants, animals.sandiegozoo.org/animals/golden-eagle.â€Å"Golden Eagle Demographics.†Ã‚  American Eagle Foundation, www.eagles.org/what-we-do/educate/learn-about-eagles/golden-eagle-demographics/#toggle-id-2.â€Å"Is That Golden Eagle Actually a Bald Eagle?†Ã‚  Audubon, 3 July 2018, www.audubon.org/news/is-golden-eagle-actually-bald-eagle.

How to Conjugate Influencer (to Influence) in French

How to Conjugate Influencer (to Influence) in French As you might suspect, the French verb  influencer  means to influence. Yet, when you want to say influenced in the past tense or influencing in the present tense, youll need to know how to conjugate the verb. A quick lesson will introduce you to the most important conjugations youll need. The Basic Conjugations of  Influencer French verb conjugations are not the easiest lessons and some are more challenging than others. Influencer is a spelling change verb and that may sound scary at first, but its not bad and theres a good reason for it. The spelling change affects the  c  at the end of the verb stem  influenc-. Typically, when that letter is followed by the vowels  a  or  o, the sound is hard as in cat. To retain the soft  c  sound in the conjugations with endings that begin with these vowels, the  c  changes to a  Ãƒ §. Other than that minor difference in some verb forms,  influencer  is conjugated like a  regular -er  verb. Using the chart, you can study these conjugations by pairing the subject pronoun with the present, future, and imperfect past tenses. As an example,  jinfluence  means I am influencing and  nous influencions  means we influenced. Present Future Imperfect j' influence influencerai influenà §ais tu influences influenceras influenà §ais il influence influencera influenà §ait nous influenà §ons influencerons influencions vous influencez influencerez influenciez ils influencent influenceront influenà §aient The Present Participle of  Influencer Due to the -ant  ending used to form the  present participle  of  influencer, the spelling change is required here as well. That gives us the word  influenà §ant. Influencer  in the Compound Past Tense Passà © composà ©Ã‚  is another way to say influenced in French. This compound past tense requires the  past participle  influencà ©Ã‚  and an auxiliary verb. To form this, conjugate  avoir  into the present tense for the subject, then add  influencà ©. This leaves us with phrases such as  jai influencà ©Ã‚  (I influenced) and  nous avons influencà ©Ã‚  (we influenced). More Simple Conjugations of  Influencer Among the other simple conjugations, you may need for  influencer  are  the subjunctive  and  the conditional. Both give the act of influencing some uncertainty, though the conditional says it will only happen under certain conditions. If you read or write much French, you will likely encounter  the passà © simple  and  the imperfect subjunctive. These are literary tenses and used frequently in formal French writing. Subjunctive Conditional Passà © Simple Imperfect Subjunctive j' influence influencerais influenà §ai influenà §asse tu influences influencerais influenà §as influenà §asses il influence influencerait influenà §a influenà §Ãƒ ¢t nous influencions influencerions influenà §Ãƒ ¢mes influenà §assions vous influenciez influenceriez influenà §Ãƒ ¢tes influenà §assiez ils influencent influenceraient influencà ¨rent influenà §assent It is possible that you will find some uses for  influencer  in  the French imperative.  When you do use it, all formality is dropped and you can skip the subject pronoun. Imperative (tu) influence (nous) influenà §ons (vous) influencez

Cultural Dimensions Assignment Example | Topics and Well Written Essays - 750 words

Cultural Dimensions - Assignment Example Students from both Japan and Austria were interviewed and data taken. The findings were made accordingly. Therefore, this section will explain the method used to collect relevant data. 2.1 A group of thirty students were selected for interview from Austria and Japan. These countries were chosen because they are situated in different continents: Japan in eastern Asia and Austria in central Europe. Thus, it was important to determine whether their cultures also differed due to their different geographical locations. Students were asked a number of questions using structured questions to provide an opportunity for wider answers. The reason for this is that the questionnaires had definite and very concrete questions, and were well prepared in advance to ensure that nothing was left out in terms of the cultural differences. A mixture of both open and close ended questions were used to ensure that every aspect of the emerging cultural difference between the two countries. The purpose of this research is to establish whether there exists a cultural difference between Austria and Japan countries. Students from both countries were interviewed using structured questionnaires to come up with the required data. 3.1 The data shows that Austria and Japan have differing cultural beliefs. Austria has the family as the basic unit. Their families are quite small due to the fact that they do not migrate. They devote weekends to family activities including various outdoor activities. They only believe in inviting only the close people to their groups meaning that they conduct informal communications here. Japanese also has the family as their basic society unit. They have high respect for their elders with the group being more important than the individual. This indicates that Japan is a collectivist culture since they believe in

Art and the Unconscious Essay Example | Topics and Well Written Essays - 3000 words

Art and the Unconscious - Essay Example I have often noticed that writing poetry sometimes replaces the realization of the emotions that were projected in the subconscious. That is, if there are obstacles to the achievement of pleasure through the implementation of emotion in the external world, there is no such problem in art, and in this case art is a spiritualized projection of emotion, expression of which is invariably accompanied by feelings of pleasure and satisfaction. Certainly it is undeniable that the implementation of emotion with a real object would have brought far more satisfying, but with the existence of external barriers to achieving the desired, formed new virtual method of implementing the internal motives. However, the art impulse is not only positive emotions. Aggression, frustration, protest, pain and all sorts of emotions and feelings are not realized in the external world also tend to express. One more element is the desire for self-knowledge and self-revelation inherent to a person on a subconsciou s level, and at some point, when under the influence of any external factors that desire is activated; the person feels what may be called inspiration. The most profound and significant area of human intelligence is the unconscious. The unconscious is a repository of primitive instinctual drives plus the emotions and memories that are so threatened by the consciousness that had been crushed and driven into the unconscious. Unconscious material largely determines the daily operations. The studying the phenomenon of the unconscious goes into great antiquity. For Plato the recognition of the existence of the unconscious was the basis for creating the theory of knowledge, built on the reproduction of what is in the depths of the human psyche. Being familiar with the philosophical ideas of Plato, Freud, of course, drew out some ideas about the unconscious. (Freud, 2009) It is known that a key regulator of human behavior is unconscious. Freud discovered that behind the veil

Summaries Term Paper Example | Topics and Well Written Essays - 750 words

Summaries - Term Paper Example Owing to crisis and fall in the real estate market Robert Verrone resigned from Wachovia, leaving the organization in dire strait. Robert Verrone’s methods were a key architect in inflating the real estate to a never seen height. He also participated in lending to hedge funds in real estate transactions. His risk taking activities helped Wachovia to reduce their debt amount. He also lent a large sum of money to a few developers under the interest-only deals. His dealings made him to be recognized as â€Å"Large Loan† Verrone and also a starry figure in the ‘New York real estate world’. He had been a hard working banker like any other over the years providing valued service to his clients. The limelight and the glitz of the circumstances made individual’s like Robert Verrone to undertake such business deals which otherwise they might not have. The present scenario which has seen a rebirth of ‘commercial real estate bond business’ after th e boom and the downfall of the recent years has seen Robert Verrone get revitalized and think of getting his lost ground back in the real estate market with his innovative and at times pragmatic deals. The article â€Å"Google vs. the Little Guy† was authored by Peter Burrows was published on Bloomberg Businessweek, on September 22, 2010. The article deals with a lawsuit related to a scenario in which Skyhook Wireless asks for tens of millions of dollars from the globally renowned company Google. This lawsuit was filed with an â€Å"intentional interference† claim that frightened Motorola away from undertaking a huge contract with Skyhook. The claim from the side of the Chief Executive officer of Skyhook Wireless stated that they settled a contract along with Motorola. Motorola’s upcoming mobile phones would make use of the software prepared by Skyhook Wireless. This deal was prepared exclusively for the Motorola’s smartphones. Google in this scenario was a competitor of Skyhook as the deal of Motorola can be

Nonfiction Text and the Use of Graphic Organizers Essay

Nonfiction Text and the Use of Graphic Organizers - Essay Example One strategy for developing these skills in students is through the use of graphic organizers. Graphic organizers are communication devices used to show the structure or organization of concepts and the relationships between them (Ellis). They are visual tools that use visual symbols to denote ideas and concepts to convey meaning. They depict the relationships between facts, terms, and/or ideas. They are often referred to as a map because they help teachers and students map out ideas in a visual manner (Saskatoon). According to Ellis, the visual spatial arrangements which represent the information's structure reduce the cognitive demands on the learner. The learner need not process a lot of semantic information to understand the information. Graphic organizers are very powerful devices for students with language-based learning disabilities (Ellis). They are of course similarly useful, if not more so, for regular students who do not have learning disabilities. Being a visual tool, a graphic organizer allows the mind to see patterns and relationships in the information presented. One of the most common graphic organizers is the calendar. It is a descriptive matrix. At a glance it shows what month it is, the number of days in the month, what day of the week a certain date falls on, which dates fall on a particular day, and so on. The calendar helps the user gather, sift, sort and share information (Graphic.org1). Usefulness of Graphic Organizers As instructional tools, graphic organizers are very valuable because they are flexible and endless in application. They show the order and completeness of a student's thought process. They can immediately indicate strengths and weaknesses of understanding. They show different aspects of an issue or problem, whether it be the big picture or a part of it up close (Kipperman & McIntry). Graphic organizers are applicable across a wide range of curriculum subject areas such as reading, science, social studies, language arts, and mathematics (Saskatoon). However the effectiveness of graphic organizers lies in the ability of teachers teaching students how to use them efficiently. Especially in the area of non-fiction text, graphic organizers foster learning in reading, comprehension and vocabulary knowledge. The learner does not merely read a bunch of words but learns to understand the importance or lack of importance of these words, understanding the concept behind what is being read, det ermine a main idea and process relational information from there (Graphic.org2). Ellis identifies three compelling reasons for using graphic organizers. First, students will more likely understand and remember the subject content they are being taught. A graphic organizer highlights what is/are important, and separates these from those that are interesting but not essential. In other words, information tends to be more precise. Second, graphic organizers allow the teacher to expound on the content at more complex levels because the burden of semantic processing is greatly reduced. Showing instead of just telling students the information facilitates understanding. Third, students more likely become strategic learners with the use of graphic organizers, thereby improving reading and writing skills, communication skills, and analytical, critical, and creative

Critiquing Marijuana Legislation Essay Example | Topics and Well Written Essays - 2250 words

Critiquing Marijuana Legislation - Essay Example The author of the essay "Is there any Justice: Marijuana as Medicine - the Case for Legalization" begins with that the legalization of marijuana for medicinal purposes is viewed by many as one of the worst things that we could do. There are many reasons that people feel that marijuana should not be legalized for medical uses. Marijuana is an illegal substance and until that is changed; prescribing it is against the law. Dr. Jerome Kassirer wrote that, "Attorney General Janet Reno announced that physicians in any state who prescribe the drug could lose the privilege of writing prescriptions, be excluded from medicare and Medicaid reimbursements, and even be prosecuted for a federal crime". Government officials are not the only ones to object to the legalization of marijuana. Another objection to the legalization of marijuana is shown in "Marijuana for the Sick", where it is pointed out that many parents object to the legalization of marijuana for medical uses. Their objections come fr om a reasonable concern that there has been an increase in the use of marijuana by teenagers. Their concern is expanded since the marijuana of today is much more potent than the marijuana of a few decades ago. Another concern regarding the legalization of marijuana for medicinal purposes is that there is strong evidence that shows that regular use of marijuana for long periods of time could cause severe lung damage. If the use of marijuana could damage a patient's lungs, then the risk could outweigh the benefit. The strongest point that many make opposing the legalization of marijuana is that there just is no clear evidence that smoking marijuana can help an individual who is ill (Abrams, Child & Mitchell, 2005). History of Marijuana and its use in medical field The history of the beneficial use of marijuana is a long one. Marijuana is one of the oldest drugs known to man, the use of which has been documented as far back as 2700 B.C. in a Chinese manuscript (Bakalar & Grinspoon, 2007) Although no actual studies were performed at the time, the simple fact that marijuana had been used for such an extensive period of time, shows that it can be used as a beneficial substance in helping those who are ailing. There has been research done in more recent times on the effectiveness of marijuana. Many reports are in favor of utilizing medical marijuana. In 1839, a respected member of the Royal Academy of Science, Dr. W. B. O'Shaugnessy, was one of the first in the medical profession, who presented positive facts dealing with marijuana and medicine (Bakalar & Grinspoon, 2007). In one Journal of American Medical Association article, "Marijuana as Medicine, a Plea for Reconsideration" stated that from 1840 to 1900, more than one hundred articles by Ameri can and European medical journals were published that showed the therapeutic uses of marijuana. Now recall the first criteria for a drug to be considered a controlled

Kant's Ethics Essay Example | Topics and Well Written Essays - 500 words

Kant's Ethics - Essay Example Kant rebuffed the notion that anything as uninformed and incidental as empirical ends, no issue how sound intended, could protected the meticulous demands of ethics. He persisted that ethical demands are obligatory -- not only essentially and unanimously, but unreservedly. Ethical demands are articulated in categorical, not hypothetical, essentials. Ethical demands be obliged to be based on rationally obligatory prescribed principles, not contingent material rules. The main point of Kant's argument has been to offer a quick contrast with the categorical imperative. Categorical imperatives do not bid us will the means to an end, and so are not conditioned by will for an end already presupposed: this is why they are unconditioned, unqualified, and categorical. According to categorical imperative each rational instrument ought to will thus and thus. Therefore the clarification given of imaginary imperatives can in no way relate to it. The very notion of a categorical imperative might appear extraordinary were one not familiar with the apparently unconditioned asserts of morality. (Hoose, 1998) Kant, though, persists that one can in no way institute the categorical imperative by a request to experience.

Oil, Iraq and U.S. Foreign Policy Term Paper Example | Topics and Well Written Essays - 1250 words

Oil, Iraq and U.S. Foreign Policy - Term Paper Example The Bush administration used the fear of terrorism as a political tool to garner public and congressional support for the invasion of Afghanistan, the country where the infamous Al Qaeda architect Osama bin Laden was thought to be hiding. Bush quickly thereafter justified sending the bulk of the military to Iraq because it was also a terrorist threat because of its massive stockpiles of ‘weapons of mass destruction.’ Of the 13 terrorists linked with the 9-11 attacks, nine were from Saudi Arabia (none from Iraq) who obtained passports from Iran and took orders from an Afghanistan-based organization. No weapons, no link to terrorism and no legal reason to attack. However, Bush decided to invade Iraq for causes deemed unacceptable to the vast majority of other nations so he repeatedly relied on and used false information to justify it. He lied. This discussion will examine how the truth was a casualty early and often during the lead up to the war and outlines some of the co nsequences brought about by these far-reaching and deadly deceptions. The U.S. justified its invasion and occupation of Iraq to the nations of the world by proclaiming, if not proving, that it was a mission to remove weapons of mass destruction which threatened not only the U.S. but all other nations as well. Secretary of State Colin Powell and other administration officials, particularly with the U.S. Department of State, eagerly endeavored to state their rationale for aggressive military actions and make it as palatable to as many other countries as they could. Deputy Secretary of Defense Paul Wolfowitz is quoted in an interview with Vanity Fair magazine dated May 28, 2003, as saying â€Å"For bureaucratic reasons, we settled on one issue, weapons of mass destruction† (Shovelan, 2003).

Reading Response Essay Example | Topics and Well Written Essays - 500 words - 5

Reading Response - Essay Example In fact, most writers are hardly sure if they are going to get enough stuff for the number of pages required. Lamott refers to a time when, through experience in the writing process, she â€Å"eventually let [herself] trust the process, sort of, more or less† (1). This is because, even being an experienced writer, she still has to begin by putting down really shitty first drafts. After refining the initial draft a second and third time, she is able to come up with excellent pieces. She still gets wary of what she puts down and still worries about whether her work is good enough. Lamott wariness is not personal but rather a common trait among all writers. Getting the right words and knowing how to begin the first paragraph for a piece of work is a challenge to all writers. For every writer, writing is a process that begins with no order but ultimately ends with excellence. Writing a first draft is more about the process because it is not well organized. It rather serves as a form of reference for a writer’s initial ideas that could be forgotten if not scribbled down. Most first drafts can only be understood by the writer. Therefore a second and third draft is crucial. A second draft is significant because it incorporates corrections and new leads. This gives the work some direction. A third draft is the accurate draft; a writer ensures that the words and flow of work is accurate by reviewing every detail. Lamott says that â€Å"almost all good writing begins with terrible efforts† (2). Every writer has to begin somewhere and this can only be done by putting down information and thoughts on paper. According to Lamott, not one of the great writers â€Å"sits down routinely feeling wildly enthusiastic and confident. Not one of them writes elegant first drafts† (1). As a writer, starting the first paragraph of a piece of work has always been a challenge. I get worried about the

Drugs addiction and musicians Research Paper Example | Topics and Well Written Essays - 1250 words

Drugs addiction and musicians - Research Paper Example Drug addiction among musicians of specific genres of music seems to be higher compared to some other genres of music. A recent study by the University of California, Berkeley’s School of Public Health found out that illegal drug use in rap music has increased by six times since 1979. It is the fear of many parents and public health officials that the trajectory in rap music poses serious threat to the society particularly among the youth. Pop and rap music is very appealing to majority of young individuals, most of whom are looking up to rap, jazz and pop artists as their role models (Yang para3). This paper delves into drug addiction and musicians, particularly addressing the reasons as to why drug addiction is so omnipresent in musical circles. Drugs have often been associated with music scenes, and celebrated musicians such as Miles Davis, Jimi Hendrix, and Keith Richards, have been addicted to drugs at one time or another. The close relationship between drug addiction and musicians is well reflected in a short fiction by James Baldwin â€Å"Sonny’s Blue†. In this story, an African American schoolteacher disagrees with his younger brother â€Å"Sonny† about his ambition of becoming a musician. Soon after Sonny is arrested for heroin use and sent to rehab. After a short while, he watches Sonny performing at a Jazz club and he feels deeply connected and enlightened with Sonny’s blues (Baldwin 21). However, what is apparent from the story is that Sonny is suffering from drug addiction and he is a musician. He displays characteristics of a drug addict such as being introspective and quiet person with tendency of withdrawing inside himself. He is also wild and behaves in a manner that is not expected of him. Nonetheless, he has passion for jazz music and he goes ahead to become a successful musician (Baldwin 42). Sonny is in a community of many other musicians who are addicted to drugs. Considering the positive and negative effe cts of drug addiction on musicians, it is critical to examine the various aspects related to these two issues. There is no doubt that drug addiction is very common in musical circles. In fact, there are numerous evidences of famous musicians who have battled alcoholism and drug addiction for better part of their music career and some have even succumbed to drug addiction. Famous politicians such as Bob Marley, Britney Spears, Keith Richards, Jimi Hendrix, Whitney Houston, Amy Winehouse, and Michael Jackson among others battled with drug addiction. So, why are drugs so omnipresent in musical circles? Many musicians use drugs largely because drugs including alcohol are extremely prevalent in the music industry (The Music of Orrin Hatch para3). Every music events, big and small, have people using harder drugs; music industry is considered a â€Å"party industry† and it is somewhat expected apart from entertainment, there should be upbeat emotions during performance. In many case s, drugs are used in the musical circles to enhance entertainment, as well as in enhancing emotions. It is for this reason that drug use has become part of music culture where famous music stars and even fans have made it a mainstay. It now appears awkward to many musicians mainly in pop, rap, and jazz music industry not to use drugs

Macroeconomics Assignment Example | Topics and Well Written Essays - 250 words - 6

Macroeconomics - Assignment Example From this discussion it is clear that public goods are characterized by non-rivalry, which means that after consumption, there are still in plenty for others to enjoy it. In addition, non-excludability is a characteristic that occurs when it is impossible to produce a good without the possibility of others enjoying it. On the other hand, private goods have a rivalry that after the consumption, it is unavailable to others. It is in this respect that they are possible to produce goods with the possibility of enjoyment of others. The non-rivalry and non-excludability feature characterize the public and private goods. The citizenship can enjoy both the two levels of goods with satisfaction.As the study highlights there is a free-rider problem in public good because of non-excludable. It refers to the ability where one cannot stop the other from consuming it. Non-rival also means that consuming the good does not lower its availability. An example for this outfit is the local police who ar e considered as a public good because of their non-rivalry. Local TV services are private as people usually pay for them. The variations based on rivalry index on goods makes them a concern for consumption and hence worth understanding.  A price index is a consideration that a manager ought to keep a keen focus on especially in determining the best product to optimize. I take a consideration of the two products A and B and subject them to the system, which shows that the marginal utility of dollar (z) MUA is 2 while MUB is 0.53.