Journal Essay Example | Topics and Well Written Essays - 500 words - 47

Journal - Essay Example Nevertheless, it uses captivating pictures that captures the attention of the reader. These pictures show how the protestors are prepared and determined to remain on the streets no matter what happens and regardless of how long it takes to achieve their agenda. The reporters show bias because they seem to sympathize with the pro-democracy demonstrators and condemn the Chinese government for taking a hard stand on the decision not to allow democracy in Hong Kong. This story is timely because of the ongoing demonstrations. The authors use quotes from prominent officials, which gives the story credibility and reliability. Moreover, the reporters gives a background to the issue of Hong Kong demonstrations, and this helps people who have not been following current events understand the context of the story. Finally, the target audience are the Chinese government and world leaders who can bring intervention to help sort out the issue between Hong Kong and Beijing. For the government of China, it aims to show them how resilient the protestors have become, and they are not willing to give up anytime

Animal Lane Cattery Information Technology System Essay Example for Free

Animal Lane Cattery Information Technology System Essay The Animal Lane Cattery, a privately owned small business, needs an efficient, updateable, expandable, easily accessible information system to track and document clients needs for boarding/grooming services. The objective is to design and develop a system that fulfils the needs of the Cattery. An effective electronic filing system will eliminate lost paperwork, minimize errors, and provide a method for quality customer service. I will be designing and making the system that we choose for the Cattery. As the Cattery has expanded its boarding and grooming services to accommodate a total of 15 cats in separate pens, an increase in customer complaints have been received concerning the Catterys inaccurate and time-consuming tracking of specific client information. This inefficiency means that clients have to give an update of their felines information to the Catterys staff and has resulted in service errors. At the moment, they use a flatbed database, which only allows you to work with one table open at any time. The Cattery has considered using a pen and paper system, writing things out manually and storing information on paper, but a more efficient system would be a relational database. Their ideal system is a relational database, and this will allow them to have macros, reports, queries, and searches based on the information needed. This, therefore, is the system that I will be developing for the Catterys usage. Objectives: The user needs to be able to: -view the information -search for specific information -print out receipts for clients Alternatives: There are many relational database packages I could have chosen to work with, but I have decided to use the database package Microsoft Access because I have great respect for Bill Gates and also, Microsoft Access is an older program, therefore any bugs in the system will hopefully have been fixed and the package improved. I could have used Microsoft Works, but there cannot be any more than one table open at a time, and it is necessary that I have multiple tables. Users: The users of this database will be the Catterys staff- full and part-time employees responsible for the care and grooming of the cats. The Office Staff will be able to view and edit the data, whereas the Grooming Staff will only view the information they need. ANALYSIS The software I decided to use here is Microsoft Access to create and view the database. The hardware needed is a keyboard to enter data, a mouse, a printer to print out the receipts, and the computer monitor. All data will be output using the printer. I will need to ensure that there is enough memory for a relational database to function. This should not be a problem, as Microsoft Access (which I have chosen to use) does not require that much memory space, and there will be plenty of space available on their office computer, which, other than the necessary software components, will be used solely for the database used for the storing of data and the running of the Cattery. Backup copies of data will be stored on tape. The tape needs to be clearly labeled and stored in a water-tight case inside a fire-proof storage box away from the initial source of data, in case of fire or flood that may damage the computer that contains the original data. Using floppy disks as a form of backup was considered, but the database is relatively large and updated on a daily basis, so the floppy disks will not have a capacity large enough to adequately store the data. Data collection: The data will be collected from the clients using a form that they will fill in giving the information needed by the Cattery. The fields required will be on the data capture form given to clients. These will be in the form of questions, such as the ones below: -What is the cats name and owners contact information? -What is the cats vets contact number (in case of emergency)? -What is the cats meal schedule? -What are the boarding drop-off and pick-up dates? -What are the cats grooming requirements? There will doubtless be other questions that the staff will need to know the answers to. To update the data, I will need to remove certain clients information and replace it with new data when the first cats are collected. The printed data will be the reports when a search is started, and a second report to give as a receipt to customers when they collect their pet. DESIGN Two tables will be developed: owner information and services. The link between the two tables is the owner code. Each owner has only one address, but multiple cats may reside at the same address. Each cat has personal service needs even if it shares the same owner as another. The client names and cat names will not be used as key fields because there might be multiple clients with the same names or cat names. Office staff at the Cattery may view and modify the data in both tables, and the grooming staff may view data. Following are the hand-drawn designs of the database. First are the initial rough designs to show the basic layout of the database. I will then give a data capture form (next page) to one of the users (an office staff person) asking what things they think could be done better and how the design of the database could be improved to make using it easier. The users comments will then be taken into account when making the final designs of the database, detailed so that anybody could create the same database that I will be making for the Cattery. Final Users Comments (after having reviewed the initial designs) How effective do you think the designs will be? What do you think could be improved, from what you have seen of the initial designs? What is lacking from the database (if anything)? Other comments: IMPLEMENTATION On the following pages are the print screens of the way the Catterys database was created (tables, forms, queries, reports, macro code etc). EVALUATION The original objectives outlined in my Identification stage were met. The Cattery now has a useful and fast system to find and store their clients information, to view and search for specific information, and to print out things like receipts for clients. After having reviewed the owners comments and compared to the things I have changed, I feel I have improved the database enough for him to be comfortable with using it. I took in to account the things he mentioned about needing designs for reports and queries, and lessening vagueness of some designs. I feel I have achieved my objective in making the Cattery an effective, easy system to hold all their information.

Nelson on Descartess Theory of Perception and Judgment Essay -- Desca

Nelson on Descartes?s Theory of Perception and Judgment ABSTRACT: One tension in Descartes?s account of human error stems from the idea that we may be faulted for our acts of will, despite the fact that God is our omnipotent and omniscient creator. In the present essay, I describe a second tension in Descartes?s account of human error. After describing the tension, I consider Alan Nelson?s characterization of the means by which Descartes?s intended to relieve it. Although Nelson's interpretation is almost correct, I think that it obscures some of the interesting details of Descartes?s theory of perception and judgment. These details are revealed by the taxonomy of sensory responses that Descartes articulates in the Sixth Set of Replies to the Meditations. I. In the Fourth Meditation, Descartes is confronted with the problem of reconciling his conclusion that God exists and is no deceiver with apparent instances of human error. Described generally, Descartes attempts to square his assertions regarding God, with the fact that humans are subject to error, by claiming that any error made by a human being originates in a free act of will for which God should not be attributed fault. There is, of course, enormous tension between Descartes?s claim that human beings may be faulted for their acts of will, and his claim that God is our omnipotent and omniscient creator. In what respect is it appropriate to regard us as culpable for our acts, assuming that God is antecedently the author of these acts through his creation of the Universe? This is a difficult question to answer. However, even if we set this question aside (as I will), we find that considerable tension remains in Descartes?s account of the etiology of perceptual error. .. ...escartes, Volume II, pp. 295. 21 The same sort of confusion is also described in the last sentence of both principle 70 and 71, in Book One of the Principles. 22 In fact, the categories of the objects of confusion mentioned in principle 46 (perceptions and judgments) are precisely the constituents of the second and third categories of sensory response described in the Sixth Set of Replies. 23 The Philosophical Writings of Descartes, Volume I, pp. 208. References Descartes, Renï ¿ ½: 1985, The Philosophical Writings of Descartes (Vol. 1,2, and 3), Cambridge University Press, New York. Hare, R.M.: 1952, The Language of Morals, Clarendon Press, Oxford. Locke, John: 1975, An Essay Concerning Human Understanding, Clarendon Press, Oxford. Nelson, Alan: 1997, ?Descartes?s Ontology of Thought?, Topoi 16, 163-178. DESCARTES?S THEORY OF PERCEPTION AND JUDGMENT 11

Multigrade Classes

Multi-grade teaching refers to the teaching of students of different ages, grades and abilities in the same group. It is referred to variously in the literature as ‘multilevel', ‘multiple class', ‘composite class', ‘vertical group ‘,’ family classes, and, in the case of one-teacher schools, ‘unitary schools'. It is to be distinguished from mono-grade teaching in which students within the same grade are assumed to be more similar in terms of age and ability. However, substantial variation in ability within a grade often leads to â€Å"mixed-ability† teaching. There can also be wide variations in age within the same grade, especially in developing countries, where the age of entry to school varies and where grade repetition is common. This condition of â€Å"multi-age-within-grade† teaching appears not to have generated such universal recognition, perhaps because it occurs more often in developing than in developed countries. The summary of experiences from Australia, Bangladesh, Peoples Republic of China, India, Indonesia, Republic of Korea, Malaysia, Maldives, Nepal, Pakistan, Philippines and Thailand confirmed that: †¢ primary curriculum documents and their associated lists of â€Å"minimum learning competencies† have not been specifically designed for use by teachers in multi-grade schools †¢ school plans, instructional materials and methodological guidelines are often difficult to apply to multi-grade teaching situations †¢ there is a shortage of support materials for teachers and individualised instructional materials for learners †¢ there is a need for more work on the kinds of continuous evaluation, diagnostic testing, remediation and feedback which would best assist multi-grade teaching and added that †¢ although many teachers work in multi-grade teaching situations few countries have developed special teacher training curricula for pre- or in-service training. Teaching practice during preservice is invariably carried out in mono-grade schools †¢ teachers posted to teach in multi-grade schools â€Å"develop a sort of psychological alienation from the school† †¢ the educational system as a whole pays inadequate attention to the proper functioning of multi-grade schools through, for example, not filling vacant teaching positions in rural areas, the absence of systems of teacher accountability, a lack of basic physical facilities in these schools, lack of training for supervisors of multi-grade schools and a general â€Å"inattentiveness of education officers to the needs of these schools† Factors Contributing to the establishment of Multigrade Teaching * * Cultural factors * Socio-economic factors. * Benefits of multigrade teaching * Richer learning environment * Greater community involvement. Development of health competition * Greater understanding between learners and educators Advantages and Challenges of Teaching Multi-level Classes When faced with the challenge of a multi-level classroom many teachers do not know where to start. They fear that the preparation will take much longer, and that the students will be more demanding. Schools that have multi-level classes often have limited budgets, and teachers may fear that they will not be paid for what they are worth. However, it is only by looking at the advantages of the multi-level classroom and employing strategies to overcome the challenges, that teachers can achieve success. Advantages of Multi-level classrooms * Students are able to learn at their own pace * Students learn to work well in a group * Students become independent learners * Students develop strong relationships with their peers * Students become partners in learning Challenges of Multi-level classrooms * Finding appropriate teaching resources and material * Organizing appropriate groupings within the class * Building an effective self-access centre in the classroom * Determining the individual needs of each student * Ensuring that all students are challenged and interested Teaching Method Strategies Experiment with different types of groupings to find the ones that work best. You may find that cross-ability pairs work best for certain types of activities, while like-ability small groups work better for others. If possible, use a wide variety of groupings to keep things interesting for your class. Use a simple schedule that is similar each day. Here is an example: 1. Start with a warm-up that involves the whole group. 2. Break part of the class off into one type of grouping (i. e. pairs) and work with part of the class on a lesson, grammar point, or activity. 3. Break off the class into another type of grouping (i. e. small groups) and have the other students use self-access materials. 4. Bring the class back together for a whole group activity/game. Isolate students within the class who are interested in peer tutoring. This doesn't have to be the student with the highest level of the subject. Your students who fall somewhere in the middle may in fact be the most valuable to you, as they strive to attain a level of competency comparable to the most advanced students. Remind your students that the best way to practice and improve a new language is to teach it to someone else. Consider enlisting a volunteer. Limited budgets or low enrolment are often the reasons behind multi-level classes. For this reason, it may be difficult to convince administrators or managers that you need a paid assistant. If you feel overwhelmed, consider hiring a volunteer. Finding someone who is interested in helping you with your preparation work and teaching may not be as difficult as you think. ARTICLES ABOUT MULTI-GRADE TEACHING/CLASSES Multigrade classes bring more children to school Friday 30th of March 2012 PASIG CITY, March 30 —Will a teacher not hold class if there are just a few enrollees? Should a student drop out if the school is far from home or there is not enough teachers and classroom? If you ask the Department of Education, the answer is no because it continues to find ways to bring children to school in order to complete their basic education. One of these is the holding of multigrade classes. A multigrade class is a class consisting of two or more different grade levels inside a single grade classroom handled by one teacher for an entire school year. It is offered in elementary schools located in distant and sparsely-populated localities, a statement from DepEd said. Figures from DepEd show that there are close to a million enrollees in multigrade classes across the country. Education Secretary Armin Luistro said most of the students attending multigrade classes are learners who belong to isolated and poor communities, indigenous peoples or those who reside in far-flung mountains and islands where schools are far apart from each other. â€Å"This is part of our thrust to democratize access to education and make the learning experience inclusive to as many sectors. In effect, we are bringing more students to school,† he added. If a class does not meet the required number of enrollees and therefore it is not viable to conduct a class of limited number of pupils, the supposed enrollees are merged into a single class and taught by one teacher,† Luistro explained. The small number of students for each grade level; the shortage of teachers; the distance from the community to the nearest school; and the inadequacy of funds and classrooms are reasons that necessitate the organization of multigrade classes. In the Philippine public school system, classes with two grade levels inside a single classroom and handled by the same teacher is called combination classes. Those with three grade levels in one classroom and handled by a single teacher is called a multigrade or multi-level class. This means that a multigrade classroom mixes children with different skills and abilities, different developmental levels and needs while working together under the guidance of one teacher. â€Å"The truth is long before multi-tasking became a buzzword, our teachers were actually already living up to the word,† Luistro said. While DepEd has always recognized the existence of multi-grade classes it was only in 1990 that the department started to consider the formal organization and continuing operation of multigrade classrooms all over the country in keeping with the goal of Education For All (EFA). Thus, DepEd continues to invest in teachers’ training, curriculum development and in the preparation of learning materials appropriate for multi-grade classes to improve elementary education especially in underserved and remote areas. (DepEd) More Than One Million Filipino Students Have Classmates At Different Grade Levels Academia March 30, 2012 The Philippine Department of Education says more than one million students are enrolled in multigrade classes, where three or more grade levels are taught by a single teacher. AsianScientist (Mar. 30, 2012) – Should a teacher cancel a class if there are only a few enrollees? And should a student drop out if the school is far from home or if there are insufficent teachers and classroom? The Philippine Department of Education (DepEd) says no. Instead, it has found one way to solve this problem, by holding multigrade classes. In the Philippine public school system, classes with two grade levels inside a single classroom taught by the same teacher are called combination classes. Classes with three grade levels conducted in one classroom taught by a single teacher are called a multigrade or multilevel classes. Figures from DepEd show that there are close to a million enrollees in multigrade classes across the country. Education Secretary Armin Luistro said most of the students attending multigrade classes belong to isolated and financially challenged communities, are indigenous peoples, and reside in far-flung mountains and islands where schools are far apart from each other. The small number of students for each grade level, the shortage of teachers, the distance from the community to the nearest school, and the nadequacy of funds and classrooms are reasons that necessitate the organization of multigrade classes, he explained. This means that children with different skills and abilities, developmental leve ls, and needs are mixed in a class under the guidance of one teacher. â€Å"This is part of our thrust to democratize access to education and make the learning experience inclusive to as many sectors. In effect, we are bringing more students to school,† Luistro explained. â€Å"If a class does not meet the required number of enrollees and therefore it is not viable to conduct a class of limited number of pupils, the supposed enrollees are merged into a single class and taught by one teacher,† he added. Although the DepEd has always recognized the existence of multigrade classes, it was only in 1990 that the department started to formally acknowledge multigrade classrooms, in keeping with the goal of Education For All. Source: Philippine Department of Education. Disclaimer: This article does not necessarily reflect the views of AsianScientist or its staff. A Review on Multigrade Education by admin on Jan. 09, 2012 Multigrade teaching occurs within a graded system of education when a single class contains two or more student grade levels. It is contrasted with the usual pattern of classroom organization in graded systems where a single classroom contains students of only one grade level. In many graded systems, age and grade are congruent, so a grade level is also equivalent to a particular age group of students. However, this may not be the case in systems where grade level satellite phones repetition and acceleration are common. There are three important reasons why multigrade teaching may occur in both developed and developing countries. First, multigrading is often associated with ’small’ schools in remote and sparsely populated areas. In such schools, there may be only one, two or three teachers, yet they offer a complete cycle of primary education. If that cycle consists of eight grade levels, then each of these teachers must deal with multigrade classes. These ’small’ schools are also sometimes referred to as ‘multigrade’ schools. Multigrade schools have attracted attention in the developing country context because of their potential to increase primary school participation rates. By bringing the school closer to the community, they encourage more children, especially girls, into school. Second, multigrade teaching is also common in larger urban and suburban schools. In some countries, it is a response to uneven student enrollment. For example, a school with a two and a half grade entry may have to combine two grade levels to make up class sizes. Also, in countries where teacher absenteeism is high, and there is no ‘cover’, grades may be combined to avoid having a class with no teacher present. A single teacher then has to deal with two grade level groups together. Third, multigrade teaching may be a deliberate response to educational problems. In developed countries, this is linked to the multiage perspective. Proponents of mixed age grouping argue that there are sound pedagogical reasons for placing students of different ages together in the same classroom. Mixed age classes, it is argued, stimulate children’s social development and encourage greater classroom cooperation. These arguments are seldom raised in the developing country literature, although several commentators take the view that multigrade organized classes are potentially a cost effective means of providing quality education in difficult to reach areas.

Instigating Racial and Cultural Separation: The Ku Klux Klan

AfricanAmericansAustin Samuelson English Comp. 1001 1030-1120 Research paper November 2, 2012 KKK â€Å"There is a race war against whites. But our people – my white brothers and sisters – will stay committed to a non-violent resolution. † This is one of the many lies and extremely contradictory statements that the head master of the Ku Klux Klan Pastor Thomas Robb tends to tell the general public. The Klan masks their ominous plans and devious hate crime behind a ploy that they are trying to protect the heritage and culture of the white race. They are driving force behind racial and cultural separation.They lie and plot and plant seeds in those who listen closely and are naive enough to listen, they scare and strike fear into the hearts of many while accommodating to the flaws that society tends to look over. They harness their dominance over communities by exploiting lack of segregation and making all those that live there feel as though it is okay to be strict ly one race. By doing this they have now planted their seed that anything outside of white is foreign and should not be tolerated. The Ku Klux Klan are the villains in every story, they are the evil in which kids are told about, the bullies you come across in life in America.The Blatant lack of respect for anything other than the Christian culture shows truly how much the United States has failed to change since civil war times, and how far the maturation of United States citizens has truly come? This group is the true poster child for moral corruption amongst the world and all its inhabitants. The Ku Klux Klan has had a major influence on the actions in many people’s lives. In some opinions they are good, they felt as though what they were being taught was the true way of life. In others they are extremely terrible causing them extreme emotional and in many cases physical harm.Either way the Klan has had a very significant touch on all those around them. With every action th ey performed and carried out for their own benefits really began to show everyone in the surrounding area, and in many cases, parts of the country just what the Klan really was, and what they were trying to do. The influences that the Klan has put forth have been different in the lives of many; a major example of this is William Joseph Simmons who single handedly brought forth a second coming of the Klan in 1915 after a fifty year hiatus.He turned the Klan from closet villains who committed small hate crimes against neighboring towns with Negros, to a new breed of Klan, a fraternal organization who banned together with their common beliefs in being anti-Catholic, anti-negro, anti-Semitism, and all those who were foreign born and had no ancestral ties to the United States. He created a system so complex that infiltration would be impossible, or in the case that a high ranking leader was captured there was always a next in line. In his childhood he was told stories about how the Klan was ran and what they used to try and accomplish.Simmons dreams were much larger and his organization was a lot more put together and thought out. He based his reincarnated version of the Klan on the legislative system by creating a court system and met annually. As the Klan began to progress, another man by the name of Edward Clark came into power because Simmons could not keep a large group. As Clarks reign over the Klan maturated so did its numbers jumping from 2,000 to 100,000. Just weeks later it membership grew to nearly 2. 2 million people through advertisements.They used their group to influence those in power to join the Klan in attempts to secure the nation’s top political positions. Although Klan membership has decreased drastically throughout the recent years, there are still hate demonstrations performed by the Klan. There are very rarely cases quite as drastic as there were during the KKK’s prime, yet Klan activity remains, and still strikes fear into the hearts of many minorities. Today’s Klansmen use one of the most symbolic and oldest forms of intimidation used by the Ku Klux Klan; cross burnings.Julian Borger, a news writer for The Guardian wrote a piece in 2002 entitled â€Å"Supreme Court to decide on Klan's burning cross: Is it freedom of speech or incitement to violence? † In this article, Borger cites recent incidents that have occurred involving cross burning. Cross burning is illegal in Virginia, along with many other states; but it remains legal in others. In 1998 three teenage men constructed a cross out of materials found at home and erected it outside of an African American families home. They continued to set the cross on fire, and let it burn.Cross burnings are not only immoral, but they strike fear into the home owner, and possibly people that cross by and witness the burning. Virginia’s attorney general, Jerry Kilgore states that â€Å"even a white man would feel threatened if he woke up and found a burning cross in his garden. † The Ku Klux Klan, which was created in the winter of 1865-1866, is the most iconic terrorist organization in this country’s history. However, according to the founders of the Klan, there was originally no malicious intent, but it quickly expanded, and adopted a new leader, and the Ku Klux Klan became what we remember it as today.Nathan Forrest was the main influence in turning the KKK into a hate group that terrorized African Americans. Forrest is a famed cavalry commander from the civil war. He and his soldiers tortured and murdered captured African American troops. This would be a sign of things to come for the Ku Klux Klan after he took over. The Klan soon spread like a vicious cancer throughout the south, and included political figures, mayors, and criminals, along with your everyday business man. The Ku Klux Klan showed no mercy towards any African Americans.They beat, whipped and murdered thousands, while at the same time inf licting great fear into tens, if not hundreds of thousands. In some of the more appalling and outright inhumane cases, Klansmen whipped a 103 year old woman, and would beat paralyzed Negroes. The only thing they cared about was the color of your skin, and whether or not your ideologies were the same as theirs. Just because someone was Caucasian did not mean anything. If a white man were to defend, be-friend, or stand up for a Negro, they were looked upon as a Negro by the Klansmen. One Negro wrote â€Å"We have very dark days here. The colored people are in despair†¦.God knows it is worse than slavery. † In conclusion, as we let this internal terrorist flood the hearts of white America and strike fear into all else that inhabit it we are not only hurting ourselves but showing the world we do not care for our people . The Ku Klux Klan has personally demoralized everything that the United States has fought to have. This group is the statue of disrespect, the monument of tr eason toward America. The Ku Klux Klan throughout the years has demonstrated a complete lack of respect towards minorities, and has absolutely not displayed a commitment to social responsibility.

Learning to Drive Professor Ramos Blog

Learning to Drive Photo by Ingo Joseph on Pexels.com Learning to drive was definitely one of my biggest obstacles and also one of my greatest accomplishments. My fear was always what seemed to get in the way from even getting myself into the driver seat. At first, I had to pay attention to learning how to work the switches in the car. Then it was actually getting out of the driveway and onto the street. Of course all that seemed way too easy next to the final step. The one thing I feared the most was the freeway. I was 17 sitting on our front steps as I watched my step-dad teach my older brother how to give the car an oil change. That old white Ford Explorer still going even after all its been through. We have had that truck for years now and it has more dents and scratches than I can even keep track of. This truck has been the learning car for all of my older siblings. They all got their driver’s license in it and of course I wanted to make sure to keep that tradition going. As a kid I always imagined myself driving that car. Once my step-dad and brother had finished I realized that was my opportunity to finally ask if he could teach me to drive. Once I asked him, he looked at me with an unexpressed face and said,â€Å"What! Well it’s about time!† I got into the driver seat and my step-dad was instructing me from the passenger window. I got the car turned on and he said, â€Å"Alright, put the car on drive and when you let go of the brake, slightly press the gas pedal s o you can get a feel how the car feels.† I might have pressed a little to hard and nearly dragged my step-dad from the window. That scared me off the driver seat leaving me unable to drive for a few more months. A couple months passed by when my sister must have decided I had to overcome this fear. She parked the car after we dropped the younger kids at school and said â€Å"Alright, get into the driver seat,† I was shocked and replied, â€Å"ARE YOU CRAZY!† At the moment I honestly believed my sister had lost her mind, but I obeyed got into the driver seat. The bright side to that morning was that the street we were on was quite isolated. There wasn’t much I could hit except a couple of small trees and some bushes so that really eased my anxiety on the whole idea. Even though I was terrified of messing up her bright red Hyundai, I put the car on drive and followed all the steps as she said. I let go of the brake pedal and slightly pressed on the gas. I slowly increased the speed and actually made it down the street without hitting anything. Of course I was only going straight so it would have been odd to have hit any of the bushes.Her point to making me drive up the str eet was so I could get the feel of the car actually moving. After that I got enough courage to actually driving on the busy street. I first I didn’t think it was going to end well, but I made it home with no scratch or dent to my sisters car. I practiced every other day by driving my mom to the store which was 3 blocked away from where we live. Then I slowly started driving further and further. I ended up driving all day just because I enjoyed the feeling of actually driving myself. My final step was getting on the freeway, but I put that in the back of my mind so I didnt even think about it. I stayed on the streets for some time without needing to take the freeway. Then planning to go to the beach with my friends became an inconvenience. Everyone worked so getting someone to drive me to the beach was a bit difficult. Even after I had to cancel I kind of still didn’t think about getting on the freeway. A month later my step-dad got sick. My parents both worked together and since my mom couldn’t drive my step-dad always did. My older siblings also had work every morning to they couldn’t drive her to work. That left me as the only option to get my mother to work. I tried to get out of that by explaining that I barely started to get used to driving but my mom wasn’t taking my excuse as an answer. So the very next morning she woke me up way too early. I really wasn’t happy about that even if I was a morning person. I knew that the freeway was going to be completely different from how I was driving on the street. My mom told me that it was really early so the freeway won’t be too busy. As I got onto the freeway I panicked a little when I noticed how many semi-trucks were already surrounding me. Nevertheless, I had to throw my fear away and keep calm. My mom next to me really made a difference. She started the most random conversations, so I wouldn’t panic on the trucks that were next to me. We made it to her job without dying so I’d like to say that was a great accomplishment. I left her there and hoped back into the freeway to head home since of course I still had to get to school too. I have always enjoyed the feeling of accomplishment just as much as any person. I can’t say I can get around the freeway without Google Maps though but I can get through the freeway just like any other person. I wasn’t the best driver at first and I can admit I drove like a grandma too. Now Im able to drive that old beat up Ford Explorer and it all began when I   able was get out of my comfort zone. I had to test my limits and not let fear hold me back from doing anything. I was able to get my license and now I can drive myself anywhere and all it took was practice and not giving up even when mistakes were made.

Where and Whence

Where and Whence Where and Whence Where and Whence By Maeve Maddox A few years ago a TV special aired with the title The From Whence We Came Awards. I dont recall what the awards were for. I just remember reacting to the use of from with the word whence. Whence is not synonymous with where. Whence means from what place/source/origin. Examples: The wealthy man never forgot the poverty whence he came. A stranger appeared in our midst. We know not whence he came. Whence came these caterpillars? Clearly, the use of whence in modern English is extremely limited. If you choose to use it, remember that the from is built in. Where has the meaning at what place or in what place. Unnecessary prepositions also show up with where. One often hears Wheres he at? and Whered he go to? instead of the more grammatical Where is he? and Where did he go? The unnecessary to is not as frequent as the added at. Perhaps the contraction of where is into wheres accounts for the speakers need to add the unnecessary at for balance. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:How Many Tenses in English?3 Types of Headings10 Types of Hyphenation Errors

ACT Comparison - PrepScholar 2016 Students Encyclopedia

SAT / ACT Comparison - PrepScholar 2016 Students' Encyclopedia SAT / ACT Prep Online Guides and Tips Colleges that require the SAT or ACT as part of their application procedures accept either test equally. Both the SAT and ACT are meant to measure academic ability and college readiness, but they differ in format, content, and overall structure. Note: this article is a series in the PrepScholar2016 Students' Encyclopedia, a free students' and parents' SAT / ACT guide that provides encyclopedic knowledge. Read all the articles here! Historically, students who lived on the East and West coasts tended to take the SAT and students in the Midwest took the ACT. Now the number of students who take these tests is approximately equal, with the number of ACT test-takers surpassing that of SAT test-takers for the first time in 20. Since colleges consider both tests to have equal validity, students benefit from choosing the one on which they can gain the stronger score. To determine which test better suits their abilities and test-taking styles, students can familiarize themselves with the differences between the SAT and ACT. Additionally, students can take official practice tests and use them to predict their probable score range. Differences in Format The SAT has three main sections, Critical Reading, Writing, and Mathematics. These sections are divided into 10 subsections, which are interspersed in various order between test administrations. Each subsection is 10, 20, or 25 minutes long. There aretwo 25 minute sections and one 20 minute section in SAT Critical Reading. There aretwo 25 minute sections and one 20 minute section in SAT Math. There isone 25 minute section for the essay and one 25 minute and one 10 minute section ofmultiple choice in SAT Writing. There is one 25 minute SAT experimental section. This section is unscored and could be Critical Reading, Mathematics, or Writing. The SAT consists of a total of 3 hours and 45 minutes, plus additional time for instructions and three 5 minute breaks. While the SAT is divided into tensubsections, the ACT tests its four subjects in four long sections. Once a section is complete, students will not return to it during the test. The ACT has four main sections: English, Mathematics, Reading, and Science. Students may also choose to take an optional 30 minute essay. While the order of SAT sections is unpredictable, ACT sections are always presented in this order, with the optional essay given at the end of the test. The sections are timed as follows: ACT English is 45 minutes. ACT Mathematics is 60 minutes. ACT Reading is 35 minutes. ACT Science is 35 minutes. The optional essay is 30 minutes. Unlike the SAT, there is no experimental section on the ACT. It comprises2 hours and 55 minutes, or 3 hours and 25 minutes with the essay. While the multiple choice questions on the SAT have five options and a 0.25 point deduction for wrong answers, ACT questions have four answer choices and no penalty for incorrect responses. For students deciding between the SAT and ACT, the above mentioned differences in format may be important factors in their choice. Students who prefer to focus on one subject at a time may benefit fromthe structure of the ACT, while those who feel energized switching between topics may prefer the experience of taking the SAT. Since anxiety is common around these admissionstests, students mayalso consider which exam structure helps relieve their stress. Some may prefer to divide the test into shorter sections that are finished in less time, as on the SAT. Others may benefit from the predictable nature of the ACT and dislike the variables, such as order of passages and the experimental section, that are part of the SAT. Both the SAT and ACTare similar in that they are strictly timed. Students may not return to a section afterthe allotted time has come to an end. The following information suggests a general amount of time per question. However, the actual time given to each question likely varies by each question's difficulty level, with easy questions taking less time and difficult questions requiring more. SAT Critical Reading: 54 seconds per question SAT Math: 67 seconds per question SAT Writing: 43 seconds per question ACT English: 36 seconds per question ACT Math: 60 seconds per question ACT Reading: 53 seconds per question ACT Science: 53 seconds per question Students typically report havingmore difficulty with timing on the ACT. Students who struggle to answer questions at a fast pace may perform better on the SAT. Since the ACT features four long sections, students have reported that they have a difficult timerecovering if they encounter time management problemswithin a particular section.Timing and pacing are additional considerations for students when determining the suitability of the SAT and ACT for their college planning. Differences in Content and Skills Both the SAT and ACT purport to measure the skills of problem solving and literacy needed for college level courses, but they do so in different ways. The SAT has three main sections, the Critical Reading, Mathematics, and Writing, while the ACT has four: Reading, Mathematics, English, and Science. The SAT Critical Reading is comparable to the ACT Reading, SAT Math is similar to ACT Math, and SAT Writing is analogous to ACT English. The ACT Science section is unique and has no counterpart onthe SAT. While the aforementioned sections test similar skills, they have key differences in content and question types. By familiarizing themselves with these differences, students can further determine the fitof each test withtheir testing style and academic goals. SAT Critical Reading and ACT Reading Comparison Both the SAT Critical Reading and ACT Reading sections test students' reading comprehension and understanding of vocabulary. Both sections feature passage-based questions that ask students to analyze prose, make inferences, interpret details, glean the meaning of vocabulary in context, and determine author tone and perspective. Preparation for these sections includes review of literary terms, like theme, symbol, and simile, and practice with skimming text for key information and details. The main difference between the SAT and ACT in their reading sections is the SAT's emphasis on high level vocabulary words. The SAT features 19 sentence completion questions, which often require students to understand the meaning of difficult vocabulary. The ACT, on the other hand, asks questions that focus on vocabulary in context. These types of questions, which also appear on the SAT's passage-based questions, ask about relativelycommon words that may have multiple meanings in various contexts. Students with a strong vocabulary or who enjoy studying high level words may prefer the SAT, while students who respond to straightforward wording may perform better on the ACT. The SAT Critical Reading is divided into two 25 minute sections and one 20 minute section, with the possibility of an additional 25 minute experimental section. Each section begins with 6 to 8 sentence completions, followed by passage-based questions. The ACT Reading is one 35 minute section that features four passages, or five with a paired passage exercise. The passages always come from prose fiction or literary narrative, the social sciences, the natural sciences, and humanities, in that order, and are followedby 10 questions. As with the overall structure of the ACT, its Reading section is consistent and predictable, a feature that mayreduce test-taking anxiety for somestudents. SAT Mathematics and ACT Mathematics Comparison Both the SAT Math and ACT Math test concepts in pre-algebra, algebra, geometry, probability, and statistics. The ACT additionally tests trigonometry, as well as, occasionally, matrices, complex numbers, and conic sections.Both SAT Math and ACT Mathask students to solve single and multi-step problems, often by combining concepts from multiple fields of study, and to interpret data from charts and graphs. In addition to testing more advanced math concepts, the ACTrequires students to memorize any needed formulas or facts. The SAT, on the other hand, presents students with formulas to measure area, volume, and circumference, as well as several facts related to geometry at the beginning of each math section. Both SAT and ACT Math sections allow the use of calculators. The SAT Math asks 44 multiple choice questions and 10 student-produced questions, while the ACT Math asks 60 multiple choice questions. The SAT is divided into two 25 minute sections and one 20 minute section. ACT Math is presented in one 60 minute section. Students who consider math to be their strength and have progressed into high school trigonometry may prefer the ACT, because it both tests more advanced concepts and requires stamina over one longer section. For students who feel uneasy about 60 multiple choice questions in a row, the SAT may be a better choice. SAT Writing and ACT English Comparison Both the SAT Writing and ACT English test students' understanding of the rules of English grammar and the organization of ideas within paragraphs. SAT Writing includes a mandatory 25 minute essay, which accounts for about 30% of students' Writing score. On the ACT, the essay is optional and does not get factored into the English section or composite score. SAT Writing asks 49 multiple choice in one 25 minute section and one 10 minute. ACT English asks 75 multiple choice questions in one 45 minute section. Its questions always refer to five passages, while the SAT asks about a combination of individual sentences and paragraphs. Both sections require an understanding of grammar, usage, diction, punctuation, parallel structure, and number agreement. Students must be able to identify errors within sentences and to choose appropriate revisions to correct them. Both sections also ask students to rearrange sentences within paragraphs to improve the flow and sequencing of ideas. The ACT, in particular, focuses on these skills of organization and grammar within the context of longer passages. It does not ask about individual sentences, like the SAT does, but instead focuses its questions around paragraphs and passages. The SAT, on the other hand, asks "identifying sentence errors" and "improving sentences" questions that are entirely focused on individual sentences. Only its "improving paragraphs" questions resemble the ACT's passage-based grammar questions. Given these differences, students can determine where their strengths lie, whether they be in identifying grammar rules based on a single sentence or in rearranging the structure of and ideas within longer passages. ACT Science Only the ACT features a Science section, though the SAT Critical Reading may have a passage derived from the field of natural sciences. The ACT Science section is 35 minutes long and features seven passages. Three of these passages feature data representation, three present research summaries, and one discusses conflicting viewpoints. The scientific concepts tested on the ACT Science are generally basic and may refer to biology, earth science, chemistry, or physics, along with some elementary math. ACT Science questions often ask students to interpret data, compare scientific opinions, and understand and evaluate experimental designs. While the questions are related to scientific opinions and experiments, they are said to test skills of reading comprehension more so than specific content knowledge of science. While students who excel in science may prefer the ACT over the SAT because of this section, they would benefit from understanding that manytest experts liken ACT Science to a reading test rather than to a traditional science test. SAT Essay and Optional ACT Essay Comparison Besides the presence of a Science section on the ACT, the essay is another major difference between the SAT and ACT. The 25 minute SAT essay is mandatory and always comes at the beginning of the exam. The 30 minute ACT essay is optional and, if selected, is administered as the last section. While the SAT essay is part of a student's Writing and composite score, the ACT essay score is not factored in. Prompts for the SAT essay are often abstract, philosophical, and/or related to a social issue. They generally begin with a quote or excerpt from a work of prose, followed by a question to elicit the test-taker's opinion. Test-takersare asked to present their point of view and support it with examples from their reading, studies, experience, or observations. Most SAT expertsadvise students to use a 5 paragraph structure, provide three distinct examples, and choose a strong position, rather than a neutral one, in order to gain a high score. SAT essays are graded by two readers and receive a score between 2 and 12. Sample SAT Essay Prompt The ACT essay also asks test-takers to develop and support their point of view, but the prompts are generally considered to be less abstract than SAT prompts and more grounded in students' experience. ACT prompts are frequentlyrelated to students' experience in school and may elicit test-takers' thoughts on education and learning. Sample ACT Essay Prompt Students who consider writing to be their strength may appreciate that the SAT essay is a part of their overall score. At the same time, theymust consider what date they plan to takethe SAT, as the redesigned SAT, set to begin in March of 2016, will feature a significantly different essay section. Deciding Between the SAT and ACT By researching the differences in content, structure, and question types between the SAT and ACT, students can gain insight into which test better aligns withtheir skills and test-taking style. Since colleges giveboth tests equal consideration, students benefit from choosing the one on which they can achieve a higher score. Students can retake either test several times to improve their scores. Colleges differ in their policies towards test scores and score reports. Some may require that students send all of their results fromeverytesting date, while others allow students to select which score reports are sent. A number of selective colleges require SAT Subject Tests along with the general SATor solely the ACT, a policy which may constituteanother important practical consideration for students when deciding between the two. By researching the differences between the two tests and the standardized testing policies of their colleges of interest, along with taking official SAT and ACT practice tests, students can determine which admissions test better suits their academic strengths and overall approach to the college application process. Redesign Alert The SAT has undergone major revisions and will debut a redesigned version in March of 2016.The new SAT will resemble the ACT in several ways. For one, the SAT essay will be made optional and relocated to the end of the test. Instead of the current 25 minutes, the essay sectionwill be 50 minutes and will ask students to analyze an argument made bya provided passage. Like the ACT, the new SAT will ask about grammar and vocabulary within the context of passages. Sentence completion questions will be eliminated, and vocabulary questions will focus on easy and medium level words within the context of paragraphs and passages. The new SAT will also resemble the ACT by having four answer choices on multiple choice questions instead of five and by using rights-only scoring that does not deduct points for incorrect answers. The ACT is also undergoing some changes, although not as dramatic as the SAT. Its essay section will be lengthened to 40 minutes and will ask students to evaluate various perspectives on an issue and develop their own argument. Like the SAT, the ACT Reading will feature paired passages, which students will be asked to compare and contrast. On the ACT Science, some students will encounter six passages, while others will find the usual seven. Most ACT experts that the test has been getting more challenging and fast-paced in recent years. Because of this apparent increase in the level of rigor, students may find the best representation of the official ACT in practice tests derived from recent years. Read more from theSAT Encyclopedia! Further Reading What Are the Differences Between the SAT and ACT? Complete Comparison Charts: ACT vs. SAT Is the ACT Easier Than the SAT?

Biological significance of water Essay Example | Topics and Well Written Essays - 1000 words

Biological significance of water - Essay Example Water is found on the earth in three forms: solid, liquid and gas; or ice, liquid water and gas respectively. It is essential for all living things and it is often referred to as a universal solvent because many substances dissolve in it. These unique properties of water result from the ways in which individual H2O molecules interact with each other.Water is the chemical substance with chemical formula H2O: one molecule of water has two hydrogen atoms covalently bonded to a single oxygen atom. Oxygen attracts electrons much more strongly than hydrogen, resulting in a net positive charge on the hydrogen atoms, and a net negative charge on the oxygen atom. The presence of a charge on each of these atoms gives each water molecule a net dipole moment. Electrical attraction between water molecules due to this dipole pulls individual molecules closer together, making it more difficult to separate the molecules and therefore raising the boiling point. This attraction is known as hydrogen bo nding. Water can be described as a polar liquid that dissociates disproportionately into the hydronium ion (H3O+(aq)) and an associated hydroxide ion (OH(aq)). Water is in dynamic equilibrium between the liquid, gas and solid states at standard temperature and pressure, and is the only pure substance found naturally on Earth to be so. Water's has a melting point of zero degrees and boiling point of 100 degrees Celsius respectively. These properties are higher than would be expected based on similar compounds. Thus, water remains a liquid under a higher range of temperature compared to other compounds. As a result, plants and animals do not start freezing at lower temperatures or boiling at higher temperatures. Viscosity Because of its comparatively smaller molecular weight, it is unusually viscous. Water has the ability to act as either an acid or a base depending on the circumstances, and by its nature it is perfectly neutral (it's the standard for balance between acids and alkalines [bases]). Universal Solvent Water is the most universal of solvents and though polar in its make up, it exhibits properties that indicate a sort of polymerizing link between its molecules similar to heavier organic non-polar compounds. Existence in three forms: solid, liquid, gas It exists on earth in all three basic states, solid, liquid, and gas, High Heat capacity Water is also extremely useful due to its high heat capacity. It has an enormous ability to absorb and transmit energy. For example the amount of energy it would take to melt 1 kilogram of ice at zero degrees Celius would be enough to lower the temperature of 1 kilogram of Aluminum over 570 degrees Celsius. While the amount of heat it would take to melt that kilogram of ice, heat it and boil away, 720 Calories, would be enough to raise that same amount of Aluminum to its melting point! This is why water is ideal as a insulation or a heat dissipation source. It holds more heat than just about anything. Easily reacts with other compounds Water reacts with more substances than any other compound. It reacts physically with several compounds to add to their crystal structure. Compounds like copper and magnesium sulfate are two examples of many compounds that almost always found in nature with water molecules physically attached to their crystal structure. These type of compounds are often "dried out" or dehydrated and used to absorb water from their surroundings. Some of these compounds, have water as such an important part of their structure that they will even extract all available moisture from the air. These compound are natural dehumidifiers, dependent on water to complete their structure.

LEGALIZATION OF MARIHUANA IN USA Research Proposal

LEGALIZATION OF MARIHUANA IN USA - Research Proposal Example Cannabinoids is the scientific name that refers to marihuana. It is a collective term to refer to a variety of compounds which can be extracted from the cannabis plant. It can also be produced synthetically to mimic the effects of natural cannabis compounds (Solowij 1998, p. 4). Cannabis preparation is derived from the female plant of cannabis sativa, in which marihuana is prepared from the flowering tops and leaves. It may be smoked in the size of a cigarette called "joint" or in a water pipe. Deep inhalation is usually done, in which smokers hold their breath in order to maximize absorption of the tetrahydrocannabinol (THC), a psychoactive constitution of the substance (Hall and Solowij 1998, p. 1611). Cannabis may also be eaten; however, users prefer it to be smoked since this is easier in achieving the desired psychoactive effects (ibid). The purpose of this paper is to explore the possibilities of marihuana being legalized in the United States. In order to do this, it is important to determine both its positive and negative effects on the physical aspects of the user, as well as the social aspects of society. Legal changes are predicted to impact the use of marihuana through changes in full use price. Related effects on the use of substitute or complement goods must also be considered. It is inferred that marihuana use and other intoxicating substances will be affected by changes in marihuana policy (Model 1993, p. 737). These would happen if marihuana use is legalized in the United States. Should the Use of Marihuana be Legalized The legalization of marijuana has been a major topic of controversy in several countries, not only in the United States. The passage of a legislative bill legalizing the medicinal use of marihuana creates an intensified focus on the subject. Despite the medical benefits that the weed can bring to a patient, several people strongly oppose its general use even medically, claiming that the level of impairment it can potentially induce on a person is dangerous. However, those in favor of the legalization point out that this beneficial usage of marihuana in the medical field should be merited and given due attention to. They further argue that in fact, the use of alcohol and tobacco does not have any beneficial results either, yet their consumption is legal. In the United States, the use of marihuana for medicinal purposes is known as "compassionate use" in which the drug is currently classified as a Class I controlled substance. This would mean that the substance, once found to occupy three categories is subject to strict federal regulation. These categories are high potential for abuse, lack of an accepted medicinal purpose and unsafe use even with medical supervision (Brown and Dobs 2002). Although these arguments seem to have good grounds, this paper posits that marihuana should not be legalized in the United States. Reasons Why Marijuana Usage Should not be Legalized Marihuana should not be legalized in the United States because of the adverse physical effects it induces on the user, whether the substance is purportedly used for medical purposes or not. Prolonged usage of the marihuana substance causes negative effects on the body. Among these are the effects on reproductive hormones in males. There have been conflicting human

Virgin Atlantic Essay Example | Topics and Well Written Essays - 3500 words

Virgin Atlantic - Essay Example Also, deregulation has resulted in a multitude of other airlines whom are able to provide low fares. That said, their strengths, which includes providing luxuries such as Samsung Galaxy tablets and high speed Wi-Fi, plus extra creature comforts such as flat bed and comfortable chairs, in addition to other value-added services, such as express security check-in for business customers. However, for the future, Virgin should continue to invest in higher end luxuries, and continue to keep their fleets small, and this is the best way to compete in any market. The Value Chain The value chain is one of the ways that the Virgin Airlines will be strategically examined. Porter (1985) described how firms can be broken down by their activities, and how a firm may obtain a competitive advantage by identifying these strategic activities and finding a way to perform these activities cheaper and better than its competitors (Porter, 1985, p. 34). Porter explained by the value chains may go upstream, which is the supplier delivering to the firm, and downstream, which is the firm delivering the product to the customer. Moreover, Porter states that the value chain must take a holistic approach, which means that the discrete components of its value chain must fit into an overall value system, therefore they all must be integrated. Porter goes on to explain ways that a firm might obtain a competitive advantage over other firms, such as targeting to a niche market, which would allow the firm to tailor the value chain to this niche, which results in lower costs; competing in related industries with coordinated value chains; or firms may also gain a competitive advantage by widening or narrowing their geographic markets. Porter also states that firms may gain a competitive advantage by affiliating themselves with other entities, such as mergers, joint ventures, licenses and supply agreements (Porter, 1985, p. 34). How this relates to Virgin Airlines is that, as will be explained, it is gaining a competitive advantage, through its value chain, by appealing to a niche market, which is the high-end market who is patronizing an airline because of its amenities and luxuries. As it is tailoring its strategy to this niche, as opposed to attempting to appeal to a broader market, it has been able to keep its costs down by keeping its fleet small, and diversifying only by expanding into other markets through subsidiaries. It has therefore chosen to eschew another way that Porter states that companies may gain a competitive advantage, which is through affiliating themselves with other entities. Above illustration available at: http://www.google.com/imgres?num=10&hl=en&newwindow=1&biw=1067&bih=489&tbm=isch&tbnid=Q095X0MX-AyACM:&imgrefurl=http://www.docstoc.com/docs/9354561/Porter-Value-Chain-Template&docid=gBEEIrN13AnqTM&imgurl=http://img.docstoccdn.com/thumb/orig/9354561.png&w=1500&h=1125&ei=YhDyT6faFuio2wWBkaTSCg&zoom=1&iact=hc&vpx=276&vpy=4&dur=6408&hovh=194&hovw=259&tx=1 36&ty=162&sig=111730839532732020329&page=2&tbnh=127&tbnw=169&start=10&ndsp=15&ved=1t:429,r:1,s:10,i:113 According to Oster (1999), the value chain is one way that an organization may be competitive by identifying where, on the value chain, they can improve upon the competition by improving or differentiating themselves from their competitors. For instance, a firm may improve its method of procurement, distribution or inventory (Oster, 1999, p. 131). Or, in the case of an airline, the airline may look at its

Motivation of Travelers on Repeat Visits to Thailand Essay

Motivation of Travelers on Repeat Visits to Thailand - Essay Example There are various reasons for what exactly tempts the travelers to come back to Thailand over and over again and this paper will discuss exactly that. Thailand is an extremely popular country for its culture, nature, cuisine, hospitality and world class accommodation and that too at a very reasonable price. But this is the present scenario, the country boasts of a rich history too. The country boasts of the two most amazing heritage sites by the name Sukhothai and Ayutthaya, the same attracts millions of visitors every year. The temples in the country also form a major attraction, so moany people come from various places to catch a glimse of various temples in Thailand. The tourists also get the luxury of riding Elephants while they see various temples in the country, this simplifies their work and it is a very big luxury which is being provided by the people of the country. There are many Wildlife Sanctuaries in the country, these Sanctuaries also attract a lot of people and three Wildlife Sanctuaries have been identified by UNESCO and the same were also declared the world heritage sites, those three Wildlife Sanctuaries are Thun g Yai Naresuan Wildlife Sanctuary, Huai Kha Kaeng Wildlife Sanctuary, and Khao Yai National Park. These centuries attract many visitors from all across the globe. People who love travelling always visit Thailand over and over again for more reasons than one. ... ers are the beaches in the country and people enjoy various activities on these beaches such as canoeing, snorkelling, scuba diving, yachting, hiking, and golfing. The resorts in Thailand have some of the most amazing beaches in the world and the same is a very big temptation for all the travellers. Purpose of the study The main purpose of this study is to find out what makes the travelers visit the country again and again. The facilities and the comforts provided to the travelers is amazing, Thailand offers some of the most unbelievable comforts and luxuries to the travelers. The country has many five star hotels besides that the country also provides the travelers with various options for accommodation like bungalows located right in front of the beach at affordable prices, this is one of the biggest reasons, why Thailand attracts so many travelers. It is real fun to stay in the country and the best thing is that it all comes at reasonable prices, what else a person can ask for. Thailand is also very popular and widely visited because it is also the right place to do shopping, the stores in the country offered up to 80% discounts during the Amazing Thailand Grand Sales promotion. To make sure that the country sustains the inflow of travellers it is very important to understand the motive of the travellers, they should not only come once to the country but also over and over again and for this to happen the concerned people of the country have to understand the motive of the travellers. When the concerned people design promotional material to attract the travellers it is extremely important to keep in mind their motive of travelling, if that is ignored then no traveller will come again to that particular country. Motivation is very closely connected to the

Challenges of Advance Planning in Care-Giving Assignment

Challenges of Advance Planning in Care-Giving - Assignment Example This assignment explores one of the most basic challenges in advanced planning as the misconception that it requires a complex legal documentation process. These make patients reluctant in engaging in the process. In such a situation, a patient may require some time to go and rethink the issue over and prepare for a discussion over the matter. It is necessary at this point to demonstrate the benefits of the plan to their lives and to family members (Laverty, Laverty, & Cindy, 2010). Initiating this program only requires patients to be thoughtful and engage the family in their discussions. Lack of awareness, State laws support advance directives in care giving for all individuals. Nevertheless, there is still no clear process and procedures to allow individual wishes to be known and be fulfilled at the appropriate time. Support studies sponsored by various organizations such as Robert Johnson Foundation in America reported that almost 75% of terminally ill patients do not like cardiop ulmonary resuscitation but less than 50% of their care givers know about this. Even if the patient had documented his preference, less than 42% of the cases are discussed by the actual care giver (Bumagin & Hirn, 2006). These bring lack of awareness as a strong challenge to the process of advanced planning. Denial is also a key problem in advance care planning. The society’s denial of death and dying puts patients in a situation where they cannot make decisions for themselves. These make them unable to heed waning of life just as we acknowledge the waning of birth. Denial about death makes people not to review life. Live in fear and uncertainty when these happens, the patient is unable to make clear directives of his health care preference. Confusion this is also a big challenge that affects advance plans in health care giving. Despite a strong desire for quality life and â€Å"good death†, many people worry about conflicting feelings within them. These conflicts arise from palliative care and doing whatever it takes to extent patient’s life. Research carried out by Regence Foundation shows that almost 50% of the respondent ascertained that emphasizing on palliative and end of life care options can interfere with the processes put in place to extent the patient’s life as long as possible (Bumagin & Hirn, 2006). This creates a misunderstanding of what to take as the best alternative. Majority of patients, who benefit from Medicare of all racial and ethnic groups, argue that in the event of a terminal illness with less than months to live, they would rather stay at home and die. They would not like to use life-prolonging drugs that have uncomfortable side effects to prolong their lives for a week or month hindering advance planning. However, various researchers like Amber Barnato, MD and colleges have discovered different distribution of end life preferences in different races ethnic groups. For example a research done between the whi tes and the blacks shows that more blacks are likely to die in the hospital compared to white.  

Motivation of Travelers on Repeat Visits to Thailand Essay

Motivation of Travelers on Repeat Visits to Thailand - Essay Example There are various reasons for what exactly tempts the travelers to come back to Thailand over and over again and this paper will discuss exactly that. Thailand is an extremely popular country for its culture, nature, cuisine, hospitality and world class accommodation and that too at a very reasonable price. But this is the present scenario, the country boasts of a rich history too. The country boasts of the two most amazing heritage sites by the name Sukhothai and Ayutthaya, the same attracts millions of visitors every year. The temples in the country also form a major attraction, so moany people come from various places to catch a glimse of various temples in Thailand. The tourists also get the luxury of riding Elephants while they see various temples in the country, this simplifies their work and it is a very big luxury which is being provided by the people of the country. There are many Wildlife Sanctuaries in the country, these Sanctuaries also attract a lot of people and three Wildlife Sanctuaries have been identified by UNESCO and the same were also declared the world heritage sites, those three Wildlife Sanctuaries are Thun g Yai Naresuan Wildlife Sanctuary, Huai Kha Kaeng Wildlife Sanctuary, and Khao Yai National Park. These centuries attract many visitors from all across the globe. People who love travelling always visit Thailand over and over again for more reasons than one. ... ers are the beaches in the country and people enjoy various activities on these beaches such as canoeing, snorkelling, scuba diving, yachting, hiking, and golfing. The resorts in Thailand have some of the most amazing beaches in the world and the same is a very big temptation for all the travellers. Purpose of the study The main purpose of this study is to find out what makes the travelers visit the country again and again. The facilities and the comforts provided to the travelers is amazing, Thailand offers some of the most unbelievable comforts and luxuries to the travelers. The country has many five star hotels besides that the country also provides the travelers with various options for accommodation like bungalows located right in front of the beach at affordable prices, this is one of the biggest reasons, why Thailand attracts so many travelers. It is real fun to stay in the country and the best thing is that it all comes at reasonable prices, what else a person can ask for. Thailand is also very popular and widely visited because it is also the right place to do shopping, the stores in the country offered up to 80% discounts during the Amazing Thailand Grand Sales promotion. To make sure that the country sustains the inflow of travellers it is very important to understand the motive of the travellers, they should not only come once to the country but also over and over again and for this to happen the concerned people of the country have to understand the motive of the travellers. When the concerned people design promotional material to attract the travellers it is extremely important to keep in mind their motive of travelling, if that is ignored then no traveller will come again to that particular country. Motivation is very closely connected to the

Psychologial Delvelopment on HIV-infected Teen Essay

Psychologial Delvelopment on HIV-infected Teen - Essay Example 274). There are a lot of issues faced by Teenagers according to their temperaments but the few which are common among most of them includes Disclosure, Medical Adherence, Relationships, and Psychological Issues. (Hosek, Harper, Domanico, Page no. 272). Most teenagers contract HIV through Intravenous Drugs, Unsafe Sexual Practices like taking the risks of not wearing condoms, or uncircumcised penises, or engaging in homosexual activities etc. The first issue is about the Issue of disclosure; people tend to keep the information about their condition to themselves cause of the fear how the surroundings or environment is going to react. (Hosek, Harper, Robinson, Page no. 356) The prime fear is not about how they are going to take it, the prime fear is about how they are going to react, whether they’ll just say your sick its your problem, or some people feel proud and say â€Å"I told you so†. Also what matters is the general teenage philosophy of the 21st Century is that â €Å"Needing Someone is a Sign of Weakness† and if they show someone their vulnerable side they might look like a wuss. Another issue is the Issue of Medication, Teenagers doesn’t like to rely on anyone, they don’t like to work in a timetable, they do their tasks as they come along they don’t like to work in a routine, the dilemma here is that HIV cocktail have to be taken in an order, the patient cant miss any scheduled medication, cause it messes with the already compromised Immune system. The issue with a normal teenager as I mentioned above is that they don’t like to rely on anyone, they think of it as something that’s just extending their life and not in an affirmative way and starts living with the faith that they are almost as good as dead. Many other problems came across such if you are at work, it s difficult to take the medications cause of the primal fear of

Understandings of Jesus Essay Example for Free

Understandings of Jesus Essay There are probably as many understandings of Jesus as there are people who write, think or speak about him. If there was one historical Jesus, we approach that Jesus through four gospels, which suggests that even without including other gospels (so called non-canonical) Christians accept some diversity of images of Jesus. One Jesus of history produced many Christs of faith. Inside and outside Christian tradition, people bring their own agendas, influenced by culture, politics, social circumstances and even sexual orientation, to what they read. Marxists see a radical Jesus who challenged the status quo. Some see a sexually libertine Jesus, some a homosexual Jesus, some a feminist Jesus, some think that Jesus was preoccupied with the end of the world, others that he had no concern about this. Some argue that Jesus taught a social ethic, others that he was only interested in saving souls for life in a future realm. Some argue that Jesus intended to lead an armed revolt against Rome. Others say that he was a pacifist. Some say that he was a good Jew who never claimed to be God, whose teaching had much in common with the Pharisees. Others argue that Jesus roundly condemned the Pharisees (Bennett, 9 –10). Pelikan’s book Jesus Through the Centuries: His Place in the History of Culture presents eighteen images of Jesus. He asks what it was that each â€Å"age brought to its portrayal of† Jesus? (Pelikan, 2) Language was an early reason why understandings of Jesus changed, due to cultural and historical context. Among the early Christians, the idea that a Messiah was expected who would usher in an era of peace or liberate Palestine from Roman rule had meaning. However, while Jews or some Jews were waiting for one or more Messiahs, Greeks and Romans had no such expectation. The Gospels were written in Greek, although Jesus had spoken Aramaic and Hebrew, so a process of translation took place. All those who think about Jesus subsequent to the first generation of those who knew him must view him through translation. The Hebrew word for Messiah was translated as â€Å"Christ† (anointed). However, this word did not carry any special religious significance for Greek speakers, so soon came to be used as a â€Å"name†, as Bennett writes, â€Å"The Greek word ‘Christ’ became rather like a modern family name: ‘Jesus Christ’ as in ‘Clinton Bennett’† (74). Christians often think that they know what Messiah means and are surprised to learn that Jews did not have a single concept but several concepts of Messiah and that Jesus did not meet any of their expectations. Here, from the perspective of Jewish identity and tradition, Jesus fails to fulfill any of the criteria for being Messiah. Subsequently, Christian thought did not spend much time clarifying Jesus’ Messianic status but focused on how he could be understood as God, or as God’s son. Cultural differences between what emerged as the Western Catholic Church and the Eastern Orthodox Church also impacted on doctrine. All Christians recognized Jesus as savior of the world but how did Jesus save? Here, the West focuses on Jesus’ death, seeing this as a substitution or sacrifice for the sins of humanity. This is predicated on the idea that all people are sinners. In Orthodoxy, salvation is more closely linked with the beginning, not end, of Jesus’ life. Timothy Ware writes, â€Å"Where Orthodoxy sees chiefly Christ the Victor, the late medieval and post-medieval West sees chiefly Christ the Victim† (229). Orthodox thought sees the incarnation, God taking on human form, sanctifying the whole of creation as a victory. This reunited humanity with God, â€Å"by uniting humankind and God in His own person,† Jesus reopened for us humans the path to union with God† (225). Ware says that unlike the Western church, the Eastern argued that â€Å"after the Fall† humans â€Å"still possessed free will and were still capable of good action† (225) thus doing what Jesus did takes priority over believing certain doctrines about him. East and West possess the same gospels but emphasize different aspects of Jesus’ life. They then formulated different views of the atonement. One Jesus lies behind these understandings but cultural context results in differences. The fact that the East survived the collapse of the Roman Empire much longer may have encouraged the idea of â€Å"victory†, of a Christ who ruled through the Emperor from the new, Christian city of Constantinople. Rome’s fall in the West, followed by division and rivalry, may have encouraged a view of Jesus as a victim. When Christian missionaries began to preach across the globe, they often took with them a picture of Jesus that had become domesticated within European culture. Jesus was a Mediterranean Jew, so was almost certainly dark, not light-skinned but became a blue-eyed, blond-haired European. Taken to an extreme, some Germans argued that Jesus was not Jewish but of European decent (see Bennett, 255). Racist lenses, applied to reading the Gospels, transformed Jesus into a European. This Jesus, though, was unappealing to many who heard the Gospel. In Africa, new images or ways of seeing Jesus made more sense than some traditional understandings. If â€Å"Messiah† carried little meaning when translated from the Hebrew into the Greek context, fewer Biblical titles carried meaning into the African context. Thus, while theology in Europe concentrated on Jesus’ son-ship, on relations within the Trinity, on whether Jesus’ had one or two natures, Africans found â€Å"images of Jesus as healer, ancestor or as chief more relevant and meaningful† just as they asserted that Jesus could speak to them through their prophets and prophetesses (Bennett, 182). Schreite’s Faces of Jesus in Africa shows how African culture has influenced how Jesus is understood. In Asia, it was Jesus as the â€Å"only way† to God that attracted censure. Hindus and Buddhists saw Jesus as divine, as a manifestation of God (an avatar), as a savior but not as the one and only savior. Is â€Å"avatar† acceptable as a translation of John’s â€Å"became flesh†? Keshub Chunder Sen set up his Church of the New Dispensation. He looked to Jesus as a â€Å"fully self-realized man† so said that to â€Å"worship Jesus was to worship humanity† (Bennett, 330). With others, he believed that a single universal religion would emerge which would adapt culturally to different contexts. In India, that religion would â€Å"wear Hindu dress†. Pictorial images of Jesus as a yogi have been produced in India; the Trinity has been depicted as the Hindu trimurti images of Brahma (creator), Vishnu (preserver) and Shiva (destroyer), clothing Jesus with Hindu dress. Buddhists have described Jesus as a Bodhisattva, and have pictured him in Buddhist iconography. Others insist on the blackness of Jesus, arguing that the Christian God became the God of slavery and oppression, so until whites hate their whiteness and embrace blackness, they fail to achieve full humanity. Cone writes, â€Å"What must I do to be saved? Blackness and salvation are synonymous† thus supplying a different answer to the same question than either the classical Catholic or Orthodox responses. Cone’s emphasis on Jesus’ blackness is determined by his identity and cultural context. The kingdom Jesus preached is found wherever people suffer and die from want of dignity, says Cone. Language and context, including political context (are we oppressors or oppressed) contribute to how we understand Jesus. I agree with Bennett that all images need to be tested against what can plausibly be affirmed of the Jesus about whom we read, albeit usually in translation, in the gospels. I am reluctant to insist that my Jesus must be everyone’s Jesus, leaving Jesus free to meet different human needs. Jesus is not mine to control, or to limit to my particular perceptions and experience. Bennett, Clinton. 2001. In Search of Jesus: Insider and outsider images. London: Continuum. Cone, James H. 1986. A Black Theology of Liberation. Maryknoll, NY: Orbis. Pelikan, Jarasov. 1985. Jesus through the Centuries: His place in the history of culture. NY: Harper Row. Schreiter, Robert. 1991. Faces of Jesus in Africa. Maryknoll, NY: Orbis. Ware, Timothy. 1993. The Orthodox Church. NY: Penguin.

Impact of Poverty on Personality Development

Impact of Poverty on Personality Development Does Poverty affect personality development from early childhood into adolescence? Eric Fromm said that Mans main task in life is to give birth to himself, to become what he potentially is. The most important product of his effort is his own personality (Fromm, 1947, p.237).Fromm believes that an individuals purpose in life to is to come fully into themselves so that they may be able to exceed their own expectations. Fully coming into oneself comes from growing into ones personality. Personality is the combination of behaviors, emotions and thought patterns that define an individual or make up their character. Over the course of our lives we go through many changes. Changes that makes us stand taller or our voices grow deeper. Changes that happen on the inside and on the outside. Throughout the course of our lives our behaviors change and develop into habits that shape our very personalities that can lead us into success or prove to be a seemingly permanent obstacle on the path to success. These behaviors either change for the good or bad carry over into our older years as our personalities change. Our personalities dictate who we connect with and get along with, they are central to the way we go through and experience through the world in many different experiences. There is no singular personality that ensures success for anyone but what if the environment influences or fosters a certain type of personality? Can someone truly be a product of their upbringing and environment? In this case, we will be viewing poverty as a type of environment in which individuals live and grow within. Poverty is a long-standing injustice and social issue that restricts specific resources and opportunities for those who are affected by it (Utsey Constantine, 2008). Across many studies there are many varying definitions of poverty. But how does poverty exactly affect personality development? Specifically the personality development from childhood into adolescence. The definition of poverty in this paper will be defined as condition or way of life where peoples basic needs arent being met. Those needs being food and shelter. Poverty is operationally defined across many studies and experiments and sometimes grouped differently. Each study looks at a specific factor that comes directly into play with poverty. Establishing differences in the level of poverty is important in terms of noting how much exposure the developing individual has had to poverty or a lack general lack of resources because in some cases the longer the exposure the more of an effect it has on someone. An example would be impoverished neighborhoods split into three groups where high poverty rates being between 30-40%, moderate poverty with the rates between 20-30% and low poverty rates being 20% (Leventhal Brooks 2011). In some cases, there can be brief periods of poverty because sometimes individuals manage to get out of an impoverished area. There is sometimes a period where there is a flux between persistently being impoverished and being recently impoverished (Leventhal Brooks 2011). Experience of poverty can be into terms such as persistent poverty and transitional or intermittent poverty (Ackerman, Brown Izard 2004). Persistent poverty is related to lower quality home environment that lasts or persists that later is connected to problem behaviors. Neighborhood poverty is defined as neighborhood hardship that is caused by a lack of economic, social and familial resources (Harden, Copeland-Linder Nation 2011). Two different definitions of poverty are identified: the first says that poverty and the behaviors of the poor are explained by their occupation, socioeconomic status and their level of income. The second explains poverty by talking features of persons personality that can connect with a culture of poverty in society from (Sailing Harvey 1981). So, if there is a culture of poverty and disadvantage what does that mean for the youth or the future? Will the cycle be continued or can they possibly find a way to get out of it? There have been studies conducted on how youth and adolescents in poorer areas are academically affected by being surrounded or growing up in poverty (Anderson, Leventhal Dupà ©rà © 2014) and about how neighborhood affluence and poverty can affect achievement and behavior. They wanted to find out how poverty affects academics and behavior. Does poverty affect academics and behavior in negative or positive ways? Does their behavior indicate a risk factor in their personality? When it comes down to these children that go from early childhood into adolescence who have bad relations with the law and substandard test scores tend to have higher externalized behaviors that get them into trouble. Is this truly their faults? Are their potentials met or are they held back by the environment that they are surrounded by? Poverty is something that holds back many promising individuals that have potential to do so many amazing things. This is an important topic because the thing that many people fail to realize is that individuals from these impoverished areas that are considered high risk are only that because of what they are surrounded by. It is an important topic to speak on and to bring up because it brings attention to a marginalized group of people that are mostly overlooked and not heard about. Well-being is challenged and constantly put under duress due to the pressures and anxieties of being impoverished. So, how does poverty affect personality development from childhood into adolescence? What Poverty effects The claim that I am making is that poverty first and foremost affects opportunities within the communities that it is prevalent and present in. Opportunities can be defined as chances or a set of circumstances that makes it possible to do something. Opportunity comes with levels of educational attainment, employment and quality of resources. Levels of attainment can increase levels of affluence in the area. Resources could be food, water, shelter, clothes or several things that can contribute to the standard of living being higher. They are chances for an individual to exceed their own expectations and attain a goal that they previously hadnt thought they could attain. Depending on the area in which an individual is surrounded by opportunity can either be given or not be not given. The level of affluence in a neighborhood implies an accessibility to certain resources that can improve the quality of life and can make life easier for families and children in that area. Affluence within neighborhoods can be broken down into adults or parents within a neighborhood that have B.A. degrees and those who were currently employed in managerial or professional occupations (Anderson, Leventhal Dupà ©rà © 2014). Access to quality resources is maintained through a consistent salary so when they run low they are able to replenish them with no problem. They are also able to maintain the possessions that they already have. Within maintaining the possessions and a certain quality of life along with experiencing the stability that can come with affluence a sense of self-worth is fostered. Self-worth can be fostered through competency in daily tasks or within the academia. For those who happen to not be in a stable and plentiful environment academic achievement can be seen as the opportunity that can grant some a beginning foundation or a means to aspire to move away or out of poverty. One of the main things that can certainly help alleviate the instability of poverty is educational attainment that can lead to so many opportunities for gainful employment. Affluence and poverty correlated with participants outcomes achievement in regards to Math and Reading scores affluence of the neighborhood corre lated with higher achievement (Anderson, Leventhal Dupà ©rà ©, 2014). Although in some cases there can be periods of poverty because sometimes some individuals manage to get out of an impoverished area (Damian et al., 2014).. Over time family needs increased so family wealth increased. But, neighborhood poverty indicators declined from early childhood to middle childhood and early adolescence. If participants in this study moved from an impoverished area into a better one, they tended to move during early or middle childhood, not so much during adolescence (Anderson and Leventhal Dupà ©rà ©, 2014). Affluence and poverty in this study correlated with participants outcomes achievement and with behavioral problems. In regards to Math and Reading scores affluence of the neighborhood correlated with higher achievement and the internalizing/externalizing behavior hypothesized models had no support as well. Children who live in disadvantaged neighborhoods are more likely than those in affluent ones to undergo a negative personality change which can create a stigma (Hart, Atkins Matsuba, 2008). There is sometimes a period where there is a flux between persistently being impoverished and being recently impoverished. So, there are different kinds of poverty levels in this study, one that is consistent and persistent while the other is transitional because sometimes people can get out of poverty (Eamon, 2000). Lower-quality environments, strained relations between the family or mother, and low stimulation quickly impact recent povertys effect on internalizing behaviors. Lower quality environments refer to the state of the home itself, so if it is clean, safe and uncluttered the environment is of higher quality. Strained relations mean the ways that the parent interacts with their child or other family members after recently becoming impoverished. Stimulation comes in with social interactions with people outside of the family. Recent poverty means that the family had not previously been in poverty but due to a circumstance they have fallen into poverty. So, it is the Persistent poverty that seems to have in regards to have the longest lasting impact behavior in developing children (Eamon, 2000). I think that children are aware of when there is a lack of something or when they dont have access to some of the things that they want or some of the things that they see other people with. They are quick to acknowledge the lack of what they want and even more quick when asking for the object or thing that they want. Sometimes the line between what one needs to have and what one wants to have is very blurred especially when the things that are essentially needed care out of reach. Individuals from disadvantaged or impoverished areas experience unpredictable childhoods tend to feel as if they themselves have no actual control. Poverty happens for a varying amount of reasons that most of the time boil down to not being the individuals fault or out of the individuals control. For example, a family or an individual could fall below the poverty line because of job loss, loss of finances, unemployment and income level that changes their socioeconomic status. Poverty affects Behavior Poverty affects behavior in negative or positive ways. Poverty creates a complex and demanding environment that are mostly not conducive to development. Individuals are put under a lot of stress, duress and pressure when growing up in an impoverished environment. Behavior is how an individual acts towards others. Within this limited and high stress environment many frustrations arise. Being in poverty or living in poverty can make a person feel hopeless and out of control (Mittal Griskevicius, 2014). When people feel a lack of control they try to find other things that they can exercise effective control over. In trying to exert control or find control in smaller situations they can become reckless and risky in their judgement. To adapt to this environment of poverty certain behaviors are expressed and these behaviors form into habits. Habits that arent always good are formed to find ways to get by or adapt with the environment. Some of the harmful ways frustrations by being in an i mpoverished environment can manifest themselves is through maladaptive and unsavory behaviors; for example yelling or fighting or refusal to comply with requests (Castellanos-Ryan et al.,2013). For example, aggressive behaviors like physical damage that can cause hurt or harm to an individual themselves or someone else. These horrible and sometimes aggressive or violent tendencies that are seen or portrayed dont necessarily mean that that is what the adolescent or individual truly is or how they truly are. Maybe the reason the individuals are acting in such a way is that they themselves do not know how to process their own emotions or feelings. So, instead of trying they resort to lashing out either at themselves or others. Does behavior indicate a specific personality or personality traits? Some negative ways that behaviors can be expressed are known as internalizing and externalizing behaviors. Across the studies that use the terms externalizing and internalizing the definitions are quite similar. Externalizing behaviors as problem behaviors that are expressed externally (Castellanos-Ryan et al.,2013). Aggressive behaviors like yelling, screaming or fighting can be seen as externalizing behaviors.Internalizing behaviors as negative behaviors that are expressed inwardly (Leventhal, Brooks Gunn , 2011). So, these behaviors are inflicted upon the self. Anxiety and depression are two forms of the behavior that are frequently experienced. Stress can cause a number of emotional and behavioral problems. Poor children were rated and found to have more externalizing problems in comparison to those who werent poor. Tying back into the availability of specific resources for the need and the enjoyment of the individual. If there are not enough financial resources to help support the lives of the individual some strain and stressors may arise. These strains can be felt in different ways and some of them may even be acted out in harmful or destructive ways that add more tensions and frustration into the very situation itself. There is also a correlation between family income and behavior issues, it was discovered that family income was related to externalizing problems. Children had fewer problems when their familys income was higher than children whose familys income was low. The children that had been severely impoverished had more outward problems as opposed to those children who never had experienced of were even in poverty themselves (Dearing, McCartney and Taylor, 2006). The longer the exposure to poverty the more likely children are to experience sadness, anxiety, and dependency or other forms of problems. The behavior, the externalizing and internalizing problems begin in childhood when exposed to poverty and then carry on into adolescence when poverty is persistent and consistent through development which lead to other areas like academic achievement and opportunity along with personality disorders or anger issues (Ackerman, Brown Izard, 2004). The longitudinal study looked at the connection between the amount of family income and the rate of poverty over a 6 year period through the use of assessments or questionnaires given out to the children and to their parents or caregivers and went from when the child was in preschool to 5 years of age. They found that as the years went by the children were very likely to experience sadness, anxiety and dependency (Ackerman, Brown Izard, 2004). When breaking up neighborhoods their levels of poverty the main thing to remember is that there is a relationship between the level of poverty itself and the prevalence of specific behaviors. My claim is that levels in poverty itself also play a role in the mediating or eliciting specific behaviors. So in a high poverty neighborhood the presence of decreasing poverty would help alleviate problem behaviors meanwhile in a moderate poverty neighborhood the presence of increasing poverty would be the source of youth problem behaviors (Leventhal, Brooks Gunn, J., 2011). There seems to be a trend in the behavioral development of boys, young children and toddlers when in poverty or in an at-risk area that they tend to have more externalizing behavior issues (Holtz, Fox Meurer, 2014). Low-income families are at higher risk for family and social stressors, for example job loss, poor quality child care, inadequate supervision, unaddressed medical issues, maternal mental health issues, and unsafe neighborhoods, which in turn, negatively impact parenting practices that have been found to be related to the development and exacerbation of behavior problems in children (Holtz, Fox Meurer, 2014). An extension on the aforementioned definition of externalizing behaviors can be called challenging behaviors. These challenging behaviors can include throwing temper tantrums, destroying property, refusing to listen, noncompliance and elevated levels of aggression (Holtz, Fox Meurer, 2014). This study implemented the use of Early Childhood behavior screenings to be able to track the exact time or time frame of when the problem behaviors arose in the toddlers that were being used as subjects. The Early Childhood Behavior Screen is a 20 item questionnaire that was made for the toddlers and preschool kids. The questions within the questionnaire were made to measure the positive behaviors and challenging behaviors. The ECBS were measured by the frequency or the prevalence of challenging behaviors then the complete score was between 10 and 30. There were gender differences found for the challenging behaviors items, for example on items like throws things at others and kicks othersthe boys had higher percentages respectively with the first item mentioned being at 60% for boys and 43% for girls and for the second 25% for girls and 40% for boys (Holtz, Fox Meurer, 2014). My claim is that not only behavior but other facets that can be acted upon or increased due long exposure to poverty are poor impulse control, bad decision making including risky behaviors. Risky behaviors can be having unprotected sex, having multiple partners or doing drugs. Bad decision making can be tied to criminal or delinquent behaviors like theft or robbery (Griskevicius et al, 2013). Long time exposure to harshness and unpredictability were the markers that were used in Griskevicius et al. (2013) to track the rise of risky behaviors from before birth and well into adolescence. Unpredictability was operationally defined through the changes in mothers employment status, residence and living arrangements; harshness was assessed by socioeconomic status (Griskevicius et al., 2013). Changes in employment status means a change to salary and could lead to poverty. In the study they measured five different outcomes over the span the ages between 6 and 16 then age 23; the first two co mponents deal with sexual history and the other three deal with deviant behaviors and they were aggression, delinquency and ties to criminal activity (Griskevicius et al., 2013). Results showed that the male participants had many more sexual partners and participated in more delinquent behaviors than that of the female participants. It was also found that unpredictability in the early stages of childhood correlated with the amount of sexual partners later on in life, levels of aggression and criminal behaviors (Griskevicius et al., 2013). So instability throughout early years of childhood are indicators of a possible risky personality forming later on in life which was measured when the participants answered questionnaires when they turned 23. Instability and unpredictability can also be a good indicator for aggression and delinquent behaviors that can continue well on into adulthood and have a major effect on the many things that can potentially happen in someones life. So what can actually be done to help alleviate the problem of the instability, unpredictability and harshness of poverty so that children dont grow up and become products of their own environ ments? The outlook after this looks a bit bleak and not so hopeful. Although it does seem hopeless in many ways and that only negative things come from growing up impoverished like externalizing and internalizing behaviors, lack of availability to resources and a higher chance of being unstable and not having good sense of well-being there are some positive behaviors that can come out of growing up within an impoverished community or area. This is not to say that there should not be any efforts to relieve and help close the gaps that let people fall into poverty and stay there. Coping, adaptability and resilience are all positive behaviors that can come from growing up in adversity. Impoverished children grow up learning how to cope which helps them learn how to better manage and deal with stress and stressors that can arise from the unpredictability of life (Wadsworth Berger, 2006). Within the poverty environment stress plays another role in development. Poverty related stress has been shown to have a strong correlation with the development of anxiety and depression but the way in which an individual responds or reacts to the stresses or stressors is called coping. But there are different kinds of coping that work for each individual separately, everyone has their own strategy that helps them deal with their own kinds and varying amounts of stress; the two types of coping are referred to as primary control coping and secondary control coping (Wadsworth Berger, 2006). So, primary control coping consists of strategies that have more of a direct approach to dealing with ones own feelings and this includes problem solving, emotional expression and emotional regulation while secondary control coping consists of trying to adapt ones self to differing environments, like for example stressful environments or events, and this this includes acceptance, changing ones outlook, distraction and positive thinking (Wadsworth Berger, 2006). Both types of coping can be seen as beneficial in comparison to disengagement coping, which is coping that is unhealthy and includes avoidance, denial and wishful thinking; all of which do not exactly interact with the problem or deal with the emotional side to arising stressors (Wadsworth Berger, 2006). Coping is only really helpful when it is effective towards the type of stress it is up against. It has also been suggested that coping interacts with both internalizing and externalizing behaviors by changing the degree at w hich they affect the person. But is something like coping with poverty based stressors and stresses going to happen when an individual is an environment that doesnt have that many poverty related issues or challenges? Is the effectiveness of coping dependent on the interaction with the poverty linked stressors? During an 8 month period poverty based stressors, responses those stressors and the behaviors that arose in response to those stressors were observed in Wadsworth Berger (2006). The responses were collected by the responses to stress and youth self report questionnaires. The RSQ has 16 factors while the YSR had 112 factors. Their findings indicated that the level of stress elicits a certain stress reactivity to it that is correlated with coping itself. My other claim is that individuals, namely, adolescents who either grew up in unpredictable and impoverished areas to tend to be flexible and can adapt to new situations with more ease since they have had to adapt and be more flexible due to their upbringing (Mittal et al, 2015). As seen before, with different levels of stress and stressors comes different approaches to coping with the arising stress. They believed that the influence of high stressful environments and they went about proving that by doing two experiments. The first one has two deal with inhibitions and shifting. The following experiments served as replications of the first. Inhibition is the deliberate overriding of dominant responses and Shifting can also be called task switching, it involves flexibly changing between different tasks (Mittal et al., 2015). Participants gave information about their backgrounds and then were either sorted into groups that had inhibition tasks or shifting tasks amongst different enviro nments. They found that people who had remembered having unpredictable childhoods did better on the shifting tasks and worse on the inhibition tasks (Mittal et al., 2015). So the very the environment of unpredictability requires an individual to be quite flexible and adaptable. This trait can carry well on into adulthood and serve the individual well in the long run. Poverty and Personality Personality is the combination of characteristics or qualities that form an individuals unique and distinctive character. There are many facets and parts that compile it and they are called traits. Personality is one of the things that keeps growing, evolving and changing throughout the rest of our lives. It takes some time for people to develop their own distinctive personality because it can be influenced by so many outside factors like their environments, parents, friends, family or a plethora of reasons. It takes time for people to truly come into themselves and to come into their own personalities. Individuals go through many stages in their lives. The first formations of personality come from the behaviors that are learned and acted out from the earlier stages of development and then carried on into the later stages. Repeated behaviors can in turn become habits (Salling Harvey, 1981). And habits become harder and harder to break as time goes on. If personality is negatively affected by poverty then that could lead to the of a risky personality and predict negative behaviors that can extend well beyond adolescence and have effects on adulthood behaviors and interaction between people (Hart, Atkins, Matsuba , 2008). As exemplified by the aforementioned studies poverty has a significant role in the increase and prevalence of negative behaviors of both kinds being externalizing and internalizing. Sometimes these behaviors dont arise in opposition to the environment but to cope with the demand and stresses of the environment itself (Wadsworth Berger, 2006). Sometimes the ways in which individuals decide to cope happen to be the wrong ways, instead of trying to work with the problems presented within the challenging and demanding environment, they shut down or completely disengage from the environment or try to detach themselves from the problem (Wadsworth Berger, 2006). Poverty related stressors can take tolls on groups and families with tension rising between them. When there is tension due to poverty related stressors it can cause chaos and issues within the household itself and this can strain the social climate of the home and can be an indicator of childrens ability to recognize and properly process their own negative emotions (Raver, Blair, Garrett-Peters, 2015), It was found that the higher the amount of exposure to conflicts and tension within the home the harder or more difficult it was for children from that home to be able to process and understand negative emotions when faced with them. These negative behaviors become habit and then these habits are carried into adulthood that turn into risky behaviors that can create a risky personality. Conversely, if personality is positively affected by personality it can lead to better overall well-being, mental health and in self-worth and self-esteem (Eamon, M.K, 2000). From the research presented before I claim that some of the positive behaviors that can come from growing up in an unpredictable, unstable and impoverished environment can be successful and healthy coping, adaptability and flexibility in difficult and uncertain situations. So not only do individuals who grow up in poverty cope well, they cope the right way. As mentioned before there are two types of coping that can be seen as the healthy way to cope although coping is different for everyone; primary control coping is the more direct approach to dealing with ones own feelings and secondary control coping is consists of trying to adapt ones self to differing environments (Wadsworth Berger, 2006). Although those are two different ways in which an individual can cope they both give time for the person to actually process what they are feeling and interact with the stressor or the problem in their own ways. I think that through these processes of coping understanding how to handle negative emotions is learned. It is through learning how to handle negative emotions that can arise with stress and strain from stressors that negative behaviors can be diminished. Conclusion Poverty does indeed change and affect personality in many ways even if the individual can move from a place with high levels of poverty. The lack of resources leaves individuals brought up in poverty at a deficit in some areas that carry on into adulthood and it is very unlikely that deficit can be closed. It can increase the prevalence of outwardly aggressive and violent actions which can only lead to negative outcomes for the future. But there are also some positives that come from this restricted lifestyle, like the ability to cope and the ability to be flexible. Although it is difficult to say that poverty can be eradicated so that everyone has the same equal and equitable opportunities it is still a worthy course of action so that everyone can meet their full potential.