Free Essays on The Novels Focus On Inner Experience And Everyday Life

Question 7: How does the novel as a classification politicize the space of regular day to day existence and inward experience? â€Å"The tale was the main instrument by which more established ideas of social worth (...) were dislodged. (...) The tale assumed an amazing political job in its own way.† Richard Kroll sums up here one of Nancy Armstrong’s principle contentions in Desire and Domestic Fiction: A Political History of the Novel (1987) and this statement could likewise be the rundown of this paper. The tale as a sort increased political significance for two reasons: Firstly, the improvement of what Kroll calls â€Å"literature’s material conditions† caused a development of education in England. The epic rose out and utilized this improvement to welcome issues on the space of regular day to day existence and internal experience into open conversation, and in this way to political significance. Also, as the article question infers, there are class explicit highlights, which â€Å"make† the space of regular daily existence and internal experience â€Å"political in tone† and give them political pertinence. The difference in the writing material conditions is huge, for the conversation how the area of regular daily existence and inward experience won political significance through the novel. Ian Watt states in his The ascent of the novel as an aberrant aftereffect of the book retailers that writing was brought away from the control of the support to the control of the laws of the commercial center . A writer needed to fulfill not, at this point certain norms of a supporter yet was allowed to compose fundamentally, as long as their books were sold. One side outcome was the expansion of female journalists around then, who like Jane Austen in Northanger Abbey and Mary Shelley in Frankenstein condemned the female job in the public arena. Because of the general expense of books and the formation of coursing libraries they arrived at a bigger number of perusers than previously. Eve Tavor Bannet claims: â€Å"Lady writers (...) surely knew the force that fictions exercis... Free Essays on The Novels Focus On Inner Experience And Everyday Life Free Essays on The Novels Focus On Inner Experience And Everyday Life Question 7: How does the novel as a sort politicize the space of regular day to day existence and inward experience? â€Å"The epic was the central instrument by which more established ideas of social worth (...) were uprooted. (...) The epic assumed an incredible political job in its own way.† Richard Kroll sums up here one of Nancy Armstrong’s fundamental contentions in Desire and Domestic Fiction: A Political History of the Novel (1987) and this statement could likewise be the rundown of this paper. The tale as a classification increased political significance for two reasons: Firstly, the improvement of what Kroll calls â€Å"literature’s material conditions† caused a development of proficiency in England. The epic rose out and utilized this improvement to welcome issues on the space of regular day to day existence and internal experience into open conversation, and accordingly to political significance. Besides, as the paper question infers, there are kind explicit highlights, which â€Å"make† the area of regular day to day existence and internal experience â€Å"political in tone† and give them political significance. The difference in the writing material conditions is noteworthy, for the conversation how the area of regular daily existence and inward experience won political significance through the novel. Ian Watt states in his The ascent of the novel as a circuitous consequence of the book retailers that writing was brought away from the control of the support to the control of the laws of the commercial center . A writer needed to fulfill not, at this point certain measures of a supporter however was allowed to compose basically, as long as their books were sold. One side outcome was the expansion of female authors around then, who like Jane Austen in Northanger Abbey and Mary Shelley in Frankenstein censured the female job in the public arena. Because of the general expense of books and the making of circling libraries they arrived at a bigger number of perusers than previously. Eve Tavor Bannet claims: â€Å"Lady authors (...) surely knew the force that fictions exercis...

Genetically Modified Organisms: Our Only Hope to Feed Seven Billion Peo

Present day Agriculture Cultivating experienced little change from the finish of the medieval age until the center of the twenty-first century. (Bread cook, 2014) When the tractor turned into the basic ranch device and supplanted the pony, crop yields stayed a lot of the equivalent. (Bread cook, 2014) From 1866 until 1938, corn yields in the United States were accounted for at 30 bushels a section of land. This, when contrasted with medieval yields, isn't a lot higher than a decent developing year in medieval occasions. (Dough puncher, 2014) Innovation was radically slowed down constantly World War and the Korean clash. Be that as it may, by 1951, crop yield started to consistently increment as new advances like compost and mixture corn breeds turned out to be all the more promptly accessible in the United States.(Baker, 2014) After the presentation of these developments, corn yields in the United States, from 1952-present, demonstrated an expanded yield of 2 bushels a section of land for each year. (Cook, 2014) This straightforward increment, of corn, however other grain sources has prompted a colossal increment in the number of inhabitants on the planet. The populace has expanded more quickly over the most recent 200 years than some other time ever. This may appear to be a generally brief timeframe, however when contrasted with the historical backdrop of farming this is a brief timeframe period. Consider that it took more than 1000 years for the world to arrive at a populace of 1 billion and just 207 years to arrive at 7 billion. This is an exponential blast in the populace. Since forever, horticulture, through a few upsets, has made it conceivable to support the total populace. Through advancements, for example, the furrow, crop revolution, and compost, yields have developed and upheld the populace. In any case, by what means will current horticulture bolster a populace of 7 billion individuals? There is n... ... Biosafety? Indiana Journal of Global Legal Studies 9.2 (2002): 461-500. Web. 1 Mar. 2014. Levetin, Estelle, and Karen McMahon. Section 11: Origins of Agriculture. Plants and Society. The McGraw-Hill Companies, 2008. 177-186. Web. 3 Mar. 2014. Paarlberg, Robert. GMO Foods and Crops: Africas Choice. New Biotechnology 27.5 (2010): 609-613. Web. 17 Feb. 2014. Supplicate, Carl, Latha Nagrajan, Luping Li, Jikun D. Huag, Ruifa Hu, K.N Selvaraj, Ora Napasintuwong, and Chandra Babu. Potential Impact of Biotechnology on Adaption of Agriculture to Climate Change: the Case of Drought Tolerant Rice Breeding in Asia. Sustainability 3(2011): 1723-1741. Web. 17 Feb. 2014. Xia, Lanqin, Youzhi Ma, Yi He, and Huw D. Jones. GM Wheat Development in China: Current Status and Challenges to Commercialization. Journal of Experimental Botany 63.5 (2012): 1785-1790. Web. 17 Feb. 2014.

TEDx Columbia SIPA = cool COLUMBIA UNIVERSITY - SIPA Admissions Blog

TEDx Columbia SIPA = cool COLUMBIA UNIVERSITY - SIPA Admissions Blog TEDxColumbiaSIPA is a locally-organized, student-led event designed to spark authentic, impassioned, and open-minded dialogue in our community.   Drawing from both TEDxs mission of Ideas Worth Spreading and SIPAs focus on addressing challenges around the globe, the event will be organized under the theme of A Better World. TEDxColumbiaSIPA will be held on Friday, February 15th, 2013 at Columbias School of International and Public Affairs (SIPA) in New York City.   Speakers include Joel Klein, VP, NewsCorp former Chancellor of NYC Dept. of Education, Leila Makarechi, COO, MicroClinic International SIPA alumna, Yvonne Macpherson, Executive Director, BBC Media Action USA, Joseph Stiglitz, Professor at Columbia University Nobel Prize- winning Economist, Adam Scher, Captain, US Army current SIPA student, Andrew Rasiej, Founder, Personal Democracy Forum, Paul Krugman, Professor at Princeton University Nobel Prize-winning Economist, Victor Casanova Michael Craft, filmmakers, Route2Happiness SIPA alumni, PigPen Theatre Co., award-winning actors and musicians, and many more Unfortunately, the event is sold out to be expected with fascinating topics and a high-level roster of speakers But the good news is that the event will be live-streamed so you can catch it online in your pajamas at: http://new.livestream.com/tedx/tedxcolumbiasipa

College Student Loans Friend Or Foe - 1991 Words

McDonald Steele English 1A 0252 10 April 2015 College Student Loans: Friend or Foe Many people are incurring massive amounts of debt that they will have no means to pay off. In turn they will be carrying this debt burden into the rest of their life. It will affect their ability to buy a house, start a business, save for retirement, and it will be a burden they carry into their marriage. Student loan debt is not only a problem for individuals, but is also beginning to have serious consequences for our nation’s economy. Some even question if pursuing a college education is still a good idea. A college education is still a good investment in your future. It will increase your chance for employment and increase your potential to earn a†¦show more content†¦Is it to provide an education only, or is its purpose also to provide social experiences, sporting events, parties, etc.? I think most people would agree the primary purpose of college is to prepare students for a career as well as success in life. Certainly there is great value in attending universi ty. The most obvious reasons are that college graduates have a greater earning potential throughout their lives than those who don’t. According to Danielle Kurtzleben of US News, â€Å"Among millennials ages 25 to 32, median annual earnings for full-time working college-degree holders are $17,500 greater than for those with high school diplomas only. That gap steadily widened for each successive generation in the latter half of the 20th century.† The earning gap between college graduates and high school graduates is expected to continue to grow in the coming decades. The second reason why attending college is beneficial is that the unemployment rate is lower for college graduates then for people who only have a high school diploma or have completed some college. Again Danielle Kurtzleben of US News makes the point that, People with college degrees have a far easier time finding a job than those without a degree. Among 25- to 32-year-olds with a college degree, the jobless rate as of March 2013 was 3.8 percent. At 8.1 percent, the rate was more than twice as high for those with a two-year degree or some

Gastar Conjugation in Spanish, Translation, and Examples

The Spanish verb gastar is a regular -ar verb that means to spend. The conjugation pattern for gastar is similar to that of other regular -ar verbs like bajar, tratar and llamar. This article includes gastar conjugations in the present, past, conditional, and future indicative mood, the present and past subjunctive mood, the imperative mood, and other verb forms. Using the Verb Gastar The most frequent use of the verb gastar is to spend money. For example, El chico gastà ³ mucho dinero en el regalo para su novia (The boy spent a lot of money on the gift for his girlfriend). Gastar can also be used to talk about time, but in that case, it means to waste time. For example, No debes gastar tiempo jugando videojuegos (You should not waste time playing video games). In order to talk about spending time, in Spanish we use the verb pasar tiempo, as in Me gusta pasar tiempo con mi familia (I like to spend time with my family). The verb gastar can also mean to use or to use up. For example, you can say Se gastà ³ la tinta de la impresora (The printers ink got used up), or Ese carro gasta mucha gasolina (That car uses a lot of gas). In addition, gastar can mean to wear out, as in Gastaste la suela de tus zapatos de tanto correr (You wore out the soles of your shoes from running so much). Gastar Present Indicative Yo gasto I spend Yo gasto muchos là ¡pices en la escuela. Tà º gastas You spend Tà º gastas dinero en cosas innecesarias. Usted/à ©l/ella gasta You/he/she spends Ella gasta mucha electricidad en su casa. Nosotros gastamos We spend Nosotros gastamos mucha gasolina en el viaje. Vosotros gastà ¡is Youspend Vosotros gastà ¡is tiempo viendo fotos en el trabajo. Ustedes/ellos/ellas gastan You/they spend Ellos gastan mucha agua regando el jardà ­n. Gastar Preterite Indicative There are two past tenses in Spanish. The preterite tense is used to describe actions completed in the past. Yo gastà © I spent Yo gastà © muchos là ¡pices en la escuela. Tà º gastaste You spent Tà º gastaste dinero en cosas innecesarias. Usted/à ©l/ella gastà ³ You/he/she spent Ella gastà ³ mucha electricidad en su casa. Nosotros gastamos We spent Nosotros gastamos mucha gasolina en el viaje. Vosotros gastasteis Youspent Vosotros gastasteis tiempo viendo fotos en el trabajo. Ustedes/ellos/ellas gastaron You/they spent Ellos gastaron mucha agua regando el jardà ­n. Gastar Imperfect Indicative The other past tense in Spanish is the imperfect, which is used to talk about ongoing or repeated actions in the past. The imperfect can be translated to English as was spending or used to spend. Yo gastaba I used to spend Yo gastaba muchos là ¡pices en la escuela. Tà º gastabas You used to spend Tà º gastabas dinero en cosas innecesarias. Usted/à ©l/ella gastaba You/he/she used to spend Ella gastaba mucha electricidad en su casa. Nosotros gastà ¡bamos We used to spend Nosotros gastà ¡bamos mucha gasolina en el viaje. Vosotros gastabais Youused to spend Vosotros gastabais tiempoviendo fotosen el trabajo. Ustedes/ellos/ellas gastaban You/they used to spend Ellos gastaban mucha agua regando el jardà ­n. Gastar Future Indicative Yo gastarà © I will spend Yo gastarà © muchos là ¡pices en la escuela. Tà º gastarà ¡s You will spend Tà º gastarà ¡s dinero en cosas innecesarias. Usted/à ©l/ella gastarà ¡ You/he/she will spend Ella gastarà ¡ mucha electricidad en su casa. Nosotros gastaremos We will spend Nosotros gastaremos mucha gasolina en el viaje. Vosotros gastarà ©is Youwill spend Vosotros gastarà ©is tiempo viendo fotosen el trabajo. Ustedes/ellos/ellas gastarà ¡n You/they will spend Ellos gastarà ¡n mucha agua regando el jardà ­n. Gastar Periphrastic  Future Indicative   The periphrastic future is formed with three components: the present indicative conjugation of the verb ir (to go), the preposition a, and the infinitive gastar. Yo voy a gastar I am going to spend Yo voya gastar muchos là ¡pices en la escuela. Tà º vasa gastar You aregoing to spend Tà º vasa gastar dinero en cosas innecesarias. Usted/à ©l/ella vaa gastar You/he/she isgoing to spend Ella vaa gastar mucha electricidad en su casa. Nosotros vamosa gastar We aregoing to spend Nosotros vamosa gastar mucha gasolina en el viaje. Vosotros vaisa gastar Youaregoing to spend Vosotros vaisa gastar tiempo viendo fotosen el trabajo. Ustedes/ellos/ellas vana gastar You/they aregoing to spend Ellos vana gastar mucha agua regando el jardà ­n. Gastar Present Progressive/Gerund Form To form the present progressive you need the gerund or present participle (the English -ing form). Present Progressive ofGastar està ¡ gastando Is spending Ella està ¡ gastando mucha electricidad en su casa. Gastar Past Participle To form perfect tenses like the present perfect, you need the past participle of the verb. Present Perfect of Gastar ha gastado Has spent Ella ha gastado mucha electricidad en su casa. Gastar Conditional Indicative To talk about possibilities, you can use the conditional tense. Yo gastarà ­a I would spend Yo gastarà ­a muchos là ¡pices en la escuela si me gustara escribir. Tà º gastarà ­as You would spend Tà º gastarà ­as dinero en cosas innecesarias si fueras millonario. Usted/à ©l/ella gastarà ­a You/he/she would spend Ella gastarà ­a mucha electricidad en su casa, pero siempre apaga las luces. Nosotros gastarà ­amos We would spend Nosotros gastarà ­amos mucha gasolina en el viaje si fuà ©ramos en carro. Vosotros gastarà ­ais Youwould spend Vosotros gastarà ­ais tiempo viendo fotosen el trabajo, pero el jefe no os lo permite. Ustedes/ellos/ellas gastarà ­an You/they would spend Ellos gastarà ­an mucha agua regando el jardà ­n, pero por suerte ha llovido bastante. Gastar Present Subjunctive The present subjunctive is used in sentences with two clauses, when the speaker is expressing a desire, doubt, denial, emotion, negation, possibility, or other subjective situations. Que yo gaste That I spend La maestra espera que yo gaste muchos là ¡pices en la escuela. Que tà º gastes That you spend Tu madre no quiere que tà º gastes dinero en cosas innecesarias. Que usted/à ©l/ella gaste That you/he/she spend Carlos no cree que ella gaste mucha electricidad en su casa. Que nosotros gastemos That we spend Andrea no quiere que nosotros gastemos mucha gasolina en el viaje. Que vosotros gastà ©is That you spend El jefe no permite que vosotros gastà ©is tiempo en el trabajo. Que ustedes/ellos/ellas gasten That you/they spend El jardinero recomienda que ellos gasten mucha agua regando el jardà ­n. Gastar Imperfect Subjunctive The imperfect subjunctive can be conjugated in two different ways: Option 1 Que yo gastara That I spent La maestra esperaba que yo gastara muchos là ¡pices en la escuela. Que tà º gastaras That you spent Tu madre no querà ­a que tà º gastaras dinero en cosas innecesarias. Que usted/à ©l/ella gastara That you/he/she spent Carlosno creà ­a que ella gastara mucha electricidad en su casa. Que nosotros gastà ¡ramos That we spent Andrea no querà ­a que nosotros gastà ¡ramos mucha gasolina en el viaje. Que vosotros gastarais That you spent El jefe no permità ­a que vosotros gastarais tiempo viendo fotosen el trabajo. Que ustedes/ellos/ellas gastaran That you/they spent El jardinero recomendaba que ellos gastaran mucha agua regando el jardà ­n. Option 2 Que yo gastase That I spent La maestra esperaba que yo gastase muchos là ¡pices en la escuela. Que tà º gastases That you spent Tu madre no querà ­a que tà º gastases dinero en cosas innecesarias. Que usted/à ©l/ella gastase That you/he/she spent Carlos no creà ­a que ella gastase mucha electricidad en su casa. Que nosotros gastà ¡semos That we spent Andrea no querà ­a que nosotros gastà ¡semos mucha gasolina en el viaje. Que vosotros gastaseis That you spent El jefe no permità ­a que vosotros gastaseis tiempo viendo fotosen el trabajo. Que ustedes/ellos/ellas gastasen That you/they spent El jardinero recomendaba que ellos gastasen mucha agua regando el jardà ­n. Gastar Imperative The imperative mood is used to give commands.There are slightly different versions for positive and negative commands. Positive Commands Tà º gasta Spend!  ¡Gasta dinero en cosas innecesarias! Usted gaste Spend!  ¡Gaste mucha electricidad en su casa! Nosotros gastemos Let's spend!  ¡Gastemos mucha gasolina en el viaje! Vosotros gastad Spend!  ¡Gastad tiempo viendo fotosen el trabajo! Ustedes gasten Spend!  ¡Gasten mucha agua regando el jardà ­n! Negative Commands Tà º no gastes Don't spend!  ¡No gastes dinero en cosas innecesarias! Usted no gaste Don't spend!  ¡No gaste mucha electricidad en su casa! Nosotros no gastemos Let's not spend!  ¡No gastemos mucha gasolina en el viaje! Vosotros no gastà ©is Don't spend!  ¡No gastà ©is tiempo viendo fotosen el trabajo! Ustedes no gasten Don't spend!  ¡No gasten mucha agua regando el jardà ­n!

Storm Born Chapter Fifteen Free Essays

string(54) " Her fingertips grazed my cheek, icy cold but gentle\." I don’t care how old you get or how tough you are. Nothing, nothing at all, can ever replace your mother taking care of you when you’re sick. The feel of a cool, wet cloth touched my head, and the sound of familiar humming just barely penetrated my weary brain. We will write a custom essay sample on Storm Born Chapter Fifteen or any similar topic only for you Order Now I opened my eyes and saw the same funny-shaped pieces of sunlight cast through my blinds onto the bedroom ceiling. Only this time, their positions had changed, their colors dimmer and darker orange. The humming abruptly stopped. â€Å"Eugenie?† â€Å"Mom,† I croaked. My throat felt torn and raw. She moved into my field of vision, face drawn with worry. I couldn’t believe it. She looked almost entirely normal. Her hair had a bit of a wind-swept look, and I could see a few bruises. Other than that, she seemed fine, not like she’d just endured a paranormal attack and subsequent magically induced maelstrom. For just a moment, I questioned my own memories. Had I imagined what happened? Had it been a trick or a vision? No. I felt like shit. No delusion could have caused this pain. â€Å"You’re okay?† I asked doubtfully. She nodded. â€Å"Fine. What about you?† I tentatively attempted to make contact with the muscles in my body. They told me to leave them the fuck alone. â€Å"I hurt.† She adjusted the cloth on my head, making it fractionally more perfect. As she leaned over, a lock of her hair slipped forward, and I made out muddy fingerprints on her neck. No. Definitely not my imagination. â€Å"I called Roland. He was up in Flagstaff with Bill. He’s on his way back now – should be here in a couple of hours.† â€Å"Mom†¦how’d you recover?† â€Å"What do you mean?† â€Å"You were really messed up from those spirits. Don’t you remember?† â€Å"I got a little shaken up but nothing worse. Nothing like you.† She frowned, giving a little sigh. â€Å"God, how I wish you were a lawyer instead. Or maybe a pharmacist.† â€Å"What do you remember happening?† â€Å"Not much,† she admitted. â€Å"I remember going after one of those†¦creatures. After that, it’s a blur. I must have panicked. Your living room is, uh, going to need some help.† I closed my eyes, feeling tired. My living room would probably need to be bulldozed and rebuilt from scratch. No telling how the rest of the house had fared. It could probably collapse at any moment. My room actually looked kind of normal. A few things were knocked over, probably casualties of stray gusts of wind. â€Å"You’ve got people here who want to see you.† I opened my eyes. â€Å"Who?† â€Å"No one I know. A man and a woman.† â€Å"Is the man a fox?† She stared at me, confused. â€Å"A fox? He’s very handsome, yes, but, sweetie†¦maybe I should send them away. You don’t sound like you’re better yet.† â€Å"No, no, let me talk to them.† I had a feeling the missing pieces of what had happened during and after the storm lay with Kiyo. â€Å"And I need to talk to them†¦alone.† My mother looked hurt. â€Å"It’s not personal. It’s business.† She started to argue, then shook her head and stood up. â€Å"I’ll go get them.† While she was gone, I dared a hasty assessment of my appearance. I was still in my underwear and camisole. The top in particular was ripped and dirty. I pulled the covers up almost to my neck and ran a hand over my hair and face. I could feel more dirt on my skin plus a scab on my cheek, distantly reminding me of a shard of something flying out and cutting me. My hair stuck out everywhere. I attempted to smooth it down, but then my mom returned with Kiyo and a strange woman. â€Å"I’ll be in the kitchen if you need me,† Mom said protectively. She pulled the door closed behind her, all but a crack. Kiyo’s face told me all I needed to know about the way I looked. â€Å"You should see the other guy,† I said. A small smile broke over his face. â€Å"I did. He’s in pieces in the other room.† â€Å"Oh.† He beckoned to the woman. â€Å"Eugenie, this is Maiwenn, queen of the Willow Land.† I started in surprise. She didn’t look like a Willow Queen. Of course, I’m not sure what exactly I expected – maybe something akin to Glinda the Good Witch. But this woman looked like Surfer Girl Barbie. Her skin glowed with a deep bronze tan. Platinum blond hair fell in supermodel waves to her waist. Her eyes were the color of the sea in the sun, blue-green with long lashes. She wore a simple blue dress, a bit old-fashioned but nothing that screamed, â€Å"I’m a fairy queen.† It was looser than the form-fitting gowns other gentry women seemed to favor but was still quite pretty. My feelings of inadequacy about my appearance increased tenfold. â€Å"Nice to meet you,† I said. I could hear the tentativeness in my voice. Kiyo might swear to her character, but I still carried a lot of apprehension around the gentry, monarch or no. â€Å"And you,† she said. Her voice was rich and sweet, her face serene. â€Å"I’m sorry I could not heal you too.† â€Å"‘Too’? Oh†¦was it you? Did you heal my mother? She doesn’t remember anything†¦.† She nodded. â€Å"I didn’t have the power to heal you both. She was more severely injured, and with your age and stamina – and your blood – well, I thought you’d have an easier time recovering.† I thought about the aches and pains shooting through my body. Easier? That might be a subjective term. â€Å"You made the right choice. Thanks. I’ll be fine.† Kiyo stuffed his hands in his pockets and leaned against the wall. â€Å"Eugenie doesn’t like to admit weakness. It’s one of her more charming traits.† I shot him a glare, and Maiwenn offered a small, polite smile. â€Å"Nothing wrong with that.† She approached me and extended a hand toward my face. â€Å"I think I have enough strength for a small healing. May I?† I nodded, not entirely sure what I was agreeing to. Her fingertips grazed my cheek, icy cold but gentle. A tingle ran through me, and she drew back, suddenly looking pale and tired. Kiyo started to help her when she stumbled, but she waved him off. â€Å"There. No scarring this way.† My fingers examined the place she had touched. No more scab. â€Å"Thank you.† Silence fell, and I looked from face to face. With me in bed and them hanging around so casually, I didn’t really feel like I was having a meeting with a bona fide queen. It was all so informal. â€Å"What happened?† They exchanged uncertain glances. â€Å"We’re not really sure,† he said. â€Å"You and your mother were both unconscious. The elemental was dead, and your living room†¦it looks kind of bad.† â€Å"But†¦that was it?† His eyebrows rose. â€Å"What more could there be?† â€Å"There was no storm when you showed up?† They exchanged conspiratorial looks again, and something about their solidarity rankled me. â€Å"Tell us what you remember,† Maiwenn said. I did, starting with the spirit attack and ending with the vicious storm. Neither spoke when I finished. Kiyo sighed. â€Å"What?† I demanded. â€Å"What happened? You obviously know.† â€Å"It’s complicated.† â€Å"Everything’s complicated lately. Let me guess. It was the magic, wasn’t it? Storm King’s inherited power?† He didn’t answer. She did. â€Å"Yes. It seems it has been passed down after all.† â€Å"Can I stop it? Keep it locked up so it doesn’t come out again?† â€Å"Not likely. You might be able to bury it so it isn’t consciously used, but†¦if it’s there, it’s likely to burst out again when your emotions let loose. You’ll get the same kind of disastrous results if you don’t learn to manage it.† â€Å"I don’t want it.† I shuddered, recalling that horrible blackness and deadly lightning. Uneasily, I remembered what Volusian had told me, that embracing my magic could protect me and those I loved. I looked at Maiwenn nervously, hating what I was about to ask. â€Å"But I don’t want to hurt anyone either. Can you teach me to use it? Or at least control it?† Kiyo’s eyes widened. â€Å"Eugenie, no – â€Å" â€Å"What do you expect me to do?† I demanded. The expression on his face mirrored what I felt inside. â€Å"It’s not like I want to do this. But you saw what happened. I destroyed my house, and worse, I nearly killed my mother. And myself.† He sighed but didn’t argue. Maiwenn regarded him calmly. â€Å"She’s right.† â€Å"I know. But I don’t have to like it.† â€Å"I don’t know if I can teach you or not,† she murmured, turning back to me. â€Å"Your magic – storm magic – is a very physical, outward sort of power. Healing is more internal. Less aggressive. Some of the basics will be the same, but we’ll probably have to find you a teacher with similar powers.† Like someone who can call up pieces of the earth and rip castles apart, I thought. I didn’t give voice to that. Kiyo and I might be â€Å"friends,† but I immediately knew he wouldn’t like me getting close to Dorian. â€Å"Kiyo says you’re against the invasion thing, that you weren’t a supporter of Storm King.† â€Å"Yes. That was part of the reason I wanted to meet you. I’m happy you survived today, Eugenie Markham, but†¦this possibility of the prophecy coming true alarms me. I’ve spent years believing Storm King had no children. Your existence causes all sorts of complications.† It occurred to me then that Maiwenn might have slept easier if I’d been killed today. â€Å"So is it true?† she asked. â€Å"You have no intention of fulfilling the prophecy?† â€Å"Of course not.† â€Å"Turning one’s back on such power can’t be easy. Even now, you’re considering his magic.† â€Å"That’s a necessity. I don’t want it. Besides, none of this is about power. It’s about keeping my world safe. You forget that until a few weeks ago, I had no clue about any of this. In most ways – me whipping up a storm aside – I still consider myself human. I’m not going to let some army subjugate or destroy my race.† â€Å"You see?† Kiyo said to her. â€Å"I told you.† I could still see the doubt on her face. â€Å"I’m serious. I don’t want to usher in some terrible era of gentry domination. I sure as hell don’t want to be a plaything for every gentry guy. And even if the worst happens† – I shuddered, remembering the elemental’s proximity – â€Å"well, there are ways of making sure I don’t actually get or stay pregnant.† I didn’t feel like getting into logistics with her. â€Å"Hopefully, I can just keep up the avoidance, though. I’m not jumping into anyone’s bed soon.† Sympathy replaced Maiwenn’s doubt. â€Å"Yes. I’m truly sorry for what you’ve endured. It sickens me. I honestly can’t imagine it. You’ve surpassed your fearless reputation. I couldn’t have coped so bravely.† I thought again about the terror that had filled me when the elemental had me trapped. The tears. The desperation. I didn’t know how brave I’d really been. Kiyo’s eyes met mine then, and while Maiwenn looked distracted with thought, I think he might have glimpsed a little of my emotion. Affection for me burned on his face, and I fell into it. The moment shattered when a loud voice sounded outside my room. â€Å"What the fuck happened in here? No way am I cleaning this up!† Kiyo straightened up, alarmed, but I waved away his concern. â€Å"Don’t worry. It’s just my housemate.† Sure enough, Tim burst in, outrage written all over him. He wore buckskin pants and a matching vest over his bare chest. Feathers decorated his black hair. Beads ringed his neck. His face fell as soon as he saw me. â€Å"Oh God, Eug. Are you all right?† I started to give him the â€Å"other guy† line, then opted for simplicity. â€Å"Fine.† He jerked his thumb behind him. â€Å"That room’s in pieces.† â€Å"I know. Don’t worry. I’ll clean it up.† â€Å"What happened?† â€Å"You’re better off not knowing. Tim, this is Kiyo and Maiwenn.† Remembering himself, Tim raised his right hand in a sort of â€Å"How, white man† kind of way. â€Å"I am Timothy Red Horse. May the Great Spirit smile down upon you.† This latter part seemed to be for Maiwenn in particular. She smiled formally. Kiyo appeared to oscillate between hilarity and disgust. Greetings done, Tim walked over to me, shaking his head ruefully. â€Å"You’re into some crazy shit.† â€Å"You might want to find another place to stay,† I said seriously. â€Å"I don’t think it’ll be safe around here.† â€Å"Are you kidding? I’m never going to find this good a deal. What’s a little death and destruction?† â€Å"Tim – â€Å" His face sobered. â€Å"Don’t worry, Eug. I know what you do. If things heat up, I’ll get out.† â€Å"Did you see the living room? That’s pretty hot.† â€Å"Yeah, but so long as the house is standing†¦Ã¢â‚¬  â€Å"You’re more difficult than I am.† I remembered I was supposed to find a witch to boost the wards around my house. I’d forgotten. Instead, I had created some wards of my own, but they weren’t very strong, as evidenced by the recent invasion. A witch couldn’t keep everything out but would do a better job than me. Tim grinned. â€Å"Well, let’s not get carried away. Anyway. You look like you’re in the middle of something. You want anything? Chicken soup? Foot massage?† â€Å"You can get me a Milky Way. And see if my Def Leppard CD survived the war zone.† â€Å"Don’t get your hopes up on that last one.† He said goodbye to the others and left. â€Å"An odd man,† mused Maiwenn. â€Å"You have no idea.† Yet, while Tim and I had bantered, I’d noticed Maiwenn and Kiyo speaking quietly to each other in the corner. She had rested a hand on his arm as they talked, and there had been something almost†¦intimate in the way they stood together. Like they were comfortable being in each other’s personal space. Very comfortable. I remembered Kiyo’s resolute support of her, his claim that he worked with her because he believed in her cause. But was that truly it? Or was there more? She was a â€Å"good friend.† They stood apart now, but a jealous, ugly feeling kindled in my chest. She finally turned away from him and gave me a small, tight smile. â€Å"I don’t mean to be rude, but†¦I’m not feeling well and must return home.† â€Å"It’s no problem. Thanks for coming, and†¦thank you for healing my mother.† Maiwenn nodded, and I could tell she really was sick. Weariness ringed those lovely eyes. â€Å"I’m happy to. And I’m glad we were able to talk. You have no idea how relieved I am to see where you stand. I’ll do what I can to keep others from trying to†¦take liberties with you.† Kiyo’s fingertips brushed her arm to stop her, and I watched that contact with a critical eye. â€Å"Wait for me outside.† She nodded and then swept out of the room in all her golden beauty. Kiyo walked over to my bed and sat down, running a hand along my cheek. â€Å"I’m glad you’re okay. When I walked in†¦I thought you were dead.† â€Å"I’m hard to kill,† I said lightly. He smiled, shaking his head with exasperation. â€Å"I can believe that.† Reaching down, he picked up my hand and brought it to his lips, eyes on mine. He lingered a moment, and my skin burned where he kissed me. Then carefully, gently, he laid my hand back down, lacing his fingers with mine. â€Å"I’m going to make sure she crosses over okay, and then I’ll be back to stay with you.† â€Å"You gonna take care of me? Massage my feet and feed me chicken soup?† â€Å"Anything you want,† he promised. â€Å"That’s what friends do.† He kissed my hand again and then stood up. â€Å"Be back in a few minutes.† I could still feel where he’d kissed me, but for once, my infatuation with him went on hold. I was thinking about the conversation I’d just had. It still bothered me, but I’d meant what I said. Learning gentry magic was about the scariest thing – other than rape by a mud elemental – that I could imagine right now. Yet, I wanted no more storms in my living room, no storms anywhere that I was incapable of controlling. And for what it was worth, that meant getting a grip on my power. I knew whom I had to go to for that control, and it held its own set of terrors. Necessary evils, though. I had no choice. So while I waited for Kiyo’s return, I began a mental to-do list. Summon Volusian. Plot strategy. Buy high-heeled shoes†¦ How to cite Storm Born Chapter Fifteen, Essay examples

Prof. Lampen Essay Example For Students

Prof. Lampen Essay For my Social Work interview, I interviewed Professor Lampen. She is a social work professor here at Cornerstone. She is no longer in the profession right now. Before she came to cornerstone to teach she worked as a social worker for about sixteen years. Professor Lampen started out her schooling by getting her bachelors degree in Psychology. Then, she went on with her schooling and became a Registered Nurse. She decided that she wanted something different so she went back to school and got her Masters in Social Work at Western Michigan University. For her first job she worked at a hospice. There she made home visits to patients. She worked there for about four years and then went on to work at Mary Free Bed Hospital and Rehabilitation Center. At Mary Free Bed she worked mostly with spinal cord and brain injury patients. She said with her back round in nursing that it helped her in the unit. With her medical back round she was able to understand the patients more and help them better with their problems. She worked there for twelve years and now here she is at Cornerstone teaching. My next question for if she had any advice for someone entering the field of Social Work. She told me to make sure that the field fits you. There are so many different fields in Social Work. Whatever one you choose you have to make sure it fits you and youll enjoy working there. She also said that you really have to care about your work. If you dont love your work and care about it then you wont be able to put your whole heart into it. I also asked her about some of her likes and dislikes about the profession. One of her likes is that she knows that what she does matters. As a social worker she makes great impacts on peoples lives. She loves being able to help people and the interaction with people. One of her dislikes is that its not a very prestigious occupation and that social workers dont get enough respect. One of the discouraging things she said about social work is the resources are very limited. Some of the things that help her with the stress of the occupation are friends. She always makes sure she has something fun to do on the weekends with her family or friends. She also makes sure that every night she has something relaxing to do whether its watching a particular TV show or spending quality time with her family. My next question I asked her was if she kept her moral and spiritual issues separate form her work. Both of the places she worked were not Christian organizations. She said that she thinks soci al work is important to her because of her spiritual values. She doesnt try to keep her values from her work but she doesnt express them as much as she would usually. My last question for Professor Lampen was, what were the characteristics she thinks a social worker should have. She said that a social worker should have a high energy level and be able to focus on the positive side of things instead of the negative. She also said that it was important to really want to be able to help the needy. If you dont have the passion to help people then you wont be able to do your best for people. I thought that Professor Lampen was very interesting to talk to. My talking to her it makes me even more excited to get out there and help people. I thin I have finally figured out that this is the field of work that God has called me too.

13 Skills You Need to Put On Your Resume

13 Skills You Need to Put On Your Resume You got skills. And you know how to use them. Presumably, that’s why you’re trying to get someone to pay you for them. Your resume is nothing if not a fancy package of your skills- but did you know that not all skills are created equally? Skills that helped you win your college ping pong championship are not necessarily the same ones that will land you the new job you want, so you have to be discerning. Here are 13  skill types, and how to use them on your resume if you have them.The Hard Skillsâ€Å"Hard† skills are the ones that can tie most directly to the job you’re seeking. They’re easy for a recruiter or an interviewer to recognize and quantify, and they tell a lot about you. These include:1. Foreign language fluency2. Specific certifications you may have3. Computer programming skills4. Typing speed (words per minute)5. Specific software proficiency and training6. Proofreading and copyediting skillsHard skills don’t leave a lot of wig gle room, so this is not an area you want to fudge. If you put on your resume that you speak excellent French, when your experience is really limited to 8th  grade lessons, you run the risk of interviewing with someone who spent a semester in Paris. And when that happens†¦c’est dommage, mon ami.Building hard skills is pretty straightforward as well. If you want to learn HTML coding to add it to your resume, you can take any number of online courses or tutorials. If you want to get your typing skills up to 80 words per minute, you can drill yourself until you get up to speed (ha). These are specific skills with specific goals.The Soft Skillsâ€Å"Soft† skills are less tangible abilities. They’re just as important, because they tell the resume reader more about what you could bring to the job on a day-to-day basis. Soft skills include things like:7. Teamwork/collaboration8. Time management9. Flexibility and adaptability8. Communication skills9. Problem solv ing10. Conflict resolution11. NegotiationUnlike hard skills, soft skills do often leave a bit of room for interpretation. You can adapt all sorts of real world scenarios to back them up. For example, if you brokered peace between feuding teams in your last job, boom- negotiation skills. Where hard skills tell the reader information right away, soft skills are more about showing. Always have specific examples of your soft skills in mind, so that you can come up with evidence on the spot if necessary.If you want to build soft skills, it might not be as easy as with the hard skills, but it can be done. You can take public speaking courses to improve your communication skills, or sign up to volunteer in order to gain experience. Another great way to boost soft skills is to pick a mentor, and work with that person on areas where you could use some enhancement/improvement. Downloading someone else’s expertise can help you see what you need, and can help you brainstorm ways to get t here.The Skills to AvoidRemember when I said not all skills are created equally in resume world? There are some skills that don’t necessarily belong on your resume, no matter how awesome you are at them. Unless they apply directly to the job at hand, there’s no reason to include skills like these:Personal/hobby skillsSports skillsAcademic skillsWhile these are all great, and probably show how well-rounded you are as a person, they undermine your resume as a lean, mean, job-specific machine. Unless you’re applying for grad school or a volunteer position based on your extra-professional hobbies, these types of skills shouldn’t be on your official resume.Your resume should be a snapshot of the best of your abilities, as they pertain to your next job opportunity. You already have a ton of skills, so it’s just a matter of rounding them up and figuring out which ones make for the best applicant package.

User Needs Essay Example

User Needs Essay Example User Needs Essay User Needs Essay I am going to create a database for a cinema organiser/manager to help them keep on task with the cinema club that the students go to, an up to date with their members. At the moment the data is held on a paper based document, this can cause problems because paper can easily be lost or damaged and back-ups are some times impossible or hard to deal with because to copy all the information out again will take a long time.My database will be electronic, which means I can save changes and make back-up copies of the data easily. My database will allow them to do searches and queries to find data. The database is going to include a list of names, genders, addresses and telephone files. This database will be professional, reliable and easy to use; particularly if the owner does not know the necessary ICT skills. The database will be able to print out reports and present data.The user will need the necessary software and hardware to run the software and also a printer to print out reports. T hey will need to have a back up storage facility e.g. another drive, memory sticks or floppy disks.The plan of my databasePlan for the Card Holder Table:Field NameField TypeFormat/LengthRequired?Primary Key?Personal Reference NoNumberIntegerYesYesSurnameText20YesNoFirst NameText15YesNoSchoolText30YesNoGenderText1YesNoDate of BirthDateMediumYesNoAddressText150YesNoPost CodeText8YesNoPlan for the Schools Table:Field NameField TypeFormat/LengthRequired?Primary Key?School NameText30YesYesHeadteacherText25YesNoAddressText150YesNoPost CodeText8YesNoTelephoneText12YesNoSetting up the databaseI choose to set up the tables in design view, so that I could control how the tables were going to be formatted. After opening the design view the blank design form can be typed into so that you can create your own field names. Data types and field lengths.Relationships in my databaseTo make the relationship database work I had to form relationship between the two tables by clicking on the relationship icon and dragged one key field to another to create it (shown below on the left of the screen shot). Because one school can have many pupils I chose a many to one relationship, between my tables. On the right hand side of the screen shot shows the relationship editing window which shows that I have created a one-to-many relationship which means one school in the schools table will relate to many schools in the card holders table.How I entered data into the databaseWhen entering data you should not enter data straight into the tables particular if you want someone to enter data for you. Its easier for a novice to enter data because its more accurate and secure if they use an input form. I created an input form for both tables by clicking on the Forms tab in the database window and using the form report wizard to createCard holders form School formTo move through the records or check and edit them you have to use the navigation button at the bottom of the form box.Checking and correc tingSearching/Sorting the databaseReporting using the databaseI created two reports from my two queries by using the report wizard. To do this you should click on reports in the database window and then create report by using the wizard. This will take you through various steps to create the report. You can choose the data source, the style of the report, the layout, the fields you want to include and how to sort the report. I created two reports from my two queries. In the first one I chose one style for the report and in the second I chose a different one to look at the more suitable style. The two reports are shown below. One is landscape to get all the data in (even then I had to amend the formatting in design view because the first and last fields did not fit on the paper). The bottom one is much neater and professional looking and has fewer fields so that it can fit in a portrait orientation.Backing UpYou need to back up your data regularly in case there is system rash or othe r data loss of some kind. Backing up ensure that you have another copy that you can refer to if you lose the original copy.

How were Martin Luther King and Malcolm X different in their attitudes Essay

How were Martin Luther King and Malcolm X different in their attitudes to the United States and its political traditions How were they similar - Essay Example In America for instance, throughout the United States, there were numerous activism activities, especially by the black Americans in the early 19th Century, who felt segregated from getting an equal share politically, socially, and economically in the American soil. In this case, the essay evaluates approaches that were used by activist, Malcolm X and Martin Ruther King in the early 19th Century within the United States. Among the African Americans, there were numerous issues that were viewed as unacceptable to the American culture. This included the acts of discrimination on the basis of color, in the political arena, socially and in equal distribution of wealth among the whites and the black Americans leading to Montgomery Bus Boycott (Jo Ann, 1987, p. 44). In other cases, there were accusations against the police using force on the black Americans. Through numerous activists such as Malcolm X, there were efforts to change such situations by advocating for equality through different activist organizations formed by the black Americans. In 1964, there was an achievement by such groups when a law on civil rights was signed by President Lyndon Johnsons in presence of activist Martin Luther King, Jr. by the passing of the civil rights law, this promoted equality among all the Americans whether black or white. Malcolm X and Martin Luther King, Jr. were both black American activists born and brought up in the United States in the early in 19th Century. Their contributions toward black America activism were exclusive, and their impacts are felt to date in the American soil. Their activism efforts, though, were different as they both used different approaches towards their activism activities. Malcolm X, for instance, based his activism activities on the Islam teachings, while Martin Luther King, Jr. based his activism activities on Christianity. Additionally, Martin Luther King, Jr. fought

Raymond Carver, Cathedral Essay Example | Topics and Well Written Essays - 1250 words

Raymond Carver, Cathedral - Essay Example Indeed â€Å"blindness and sight† is embedded within both the structure and the content of the story. The author essentially propounds that, though blessed with eyesight; the crust of individualism does not let modern man see what lies beneath the surface or appearance. Indeed Carver’s narrator is one of those commoners who never want to go through the stress to interpret mindfully what they are attached to. Ingenue Simplicity in the story’s Plot Indeed the plot of Carver’s story is ironically simple. It is endowed with a great fluidity of expression that enables the readers to read the story palatably. Apparently it details a homely dialogue between a narrator and his guest Richard, a blind man who is paying visit to Richard’s house. Like any other homely conversation the story’s plot also continues having no apparent predestined goal. But elements like the blind guest’s success in bonding a relationship, in opposition the narratorâ⠂¬â„¢s failure, etc make this apparent simplicity ironical and provoke Carver’s readers to delve deep in what lies beneath the surface level of the story. Regarding the ironical simplicity of the story, Carol Simpson Stern says that like other stories of Carver, the Cathedral’s plot is â€Å"about people who work mindlessly, drink, have broken marriages, and take in life, not directly, but through an immersion in mediated images† (1). Indeed the ‘blindness’ of the narrator has been used as an irony in the structure of the whole story. The narrator relates the story in his own way that provides the readers with the opportunities to look into the communicational incapability in his character. Analysis of Major characters All the two major characters of the â€Å"Cathedral† are those who do not stand alone in the society; rather they are submerged in the society and fraught with all the characteristics of a modern man. In the story, the unnamed narrator, the only developing character, is self-doubting, introvert, and self-absorbed. At the beginning of the story, he lacks communication skills. But as the story progresses, he, breaking his comfort zone of â€Å"nonchalant detachment†, gradually learns to decode the unfathomable meaning of the blind man’s long-lasting relationship with his wife and eventually forges a true connection with him. One of the stories’ themes is to unearth and uphold the root cause of modern man’s failure to forge a successful relationship and to perceive what lies beneath the materialistic existence, coming out the crust of individualism induced by materialism. This theme has prudently been applied in the literary relationship that exists among the three characters of the blind man, Robert and Robert’s wife who are the characters in focus. These three characters uphold the three themes of religion, public relations and composition. The author cautiously and sensi bly engages these characters to explicate and, at the same time, explain the theme. Internal and External Conflicts in the Story In the story the narrator is in conflict with his blind guest Richard. He is quite annoyed at the blind man’s visit and a bit jealous of his relation (Richard’

Mental Health of Geriatric Population Comparison

Mental Health of Geriatric Population Comparison AIM Mental health of Geriatric Population: A Comparative study between old aged living with family and in old age homes. OBJECTIVE To assess the dimensions of mental health of the old aged living with family and in old age homes. HYPOTHESIS There will be a significant difference in the mental health of geriatric population living in old age homes and with family. There will be a difference between anxiety of old aged living with families and old aged living in old age homes. There will be a difference between depression of old aged living with families and old aged living in old age homes. There will be a difference between loss of behavioural control of old aged living with families and old aged living in old age homes. There will be a difference between general positive affect of old aged living with families and old aged living in old age homes. There will be a difference between emotional ties of old aged living with families and old aged living in old age homes. There will be a difference between life satisfaction of old aged living with families and old aged living in old age homes. There will be a difference between psychological distress of old aged living with families and old aged living in old age homes. There will be a difference between psychological wellbeing of old aged living with families and old aged living in old age homes. RATIONALE To study the impact of old age problems on psychological well being in Indian context because of different societal values they experience different kinds of psychological problems. Growing numbers of elderly in countries of the developing world presage an increase in those affected by organic, age-related mental diseases such as dementia. A simultaneous rise in the burden of non-organic mental disorders in elderly populations is likely because stressors in many countries are affecting the mental health of the elderly directly and/or indirectly by altering the ability of families to provide care for them. It is believed that in order to improve the conditions of the old aged around the world we need to address the issues of mental health. RESEARCH DESIGN The between groups design is used to conduct the research work. Variables Independent variable –the place of stay of geriatric population Dependent Variable – Mental Health SAMPLE To achieve the objective of the current study a sample of 30 old aged males females in old age homes and 30 old age man females living with family. Their socio demographic details were taken and it was seen that samples were distributed randomly to both the genders. The age group between 60- 80 was taken and it was found that the mean age came out to be 75. It was seen that half of the population belong to the urban area and had their education till 12th standard. The sample belongs to the middle class socio economic status. SAMPLING To achieve the above objective a technique of Purposive sampling is used. Type of the study Quantitative study is being used. INCLUSION CRITERIA Males and females Between 60-80 years of age Same geographical area i.e. Delhi/NCR Old age homes Aged living with their families. EXCLUSION CRITERIA Males who are above 80 years of age and who are below 60 years of age Females who are above 80 years of age and who are below 60 years of age People with physical problems. Patients having any other psychiatric or neurological disorder RESEARCH TOOLS Mental Health Inventory (MHI; Veit Ware, 1983) The MHI measures general levels of psychological distress and well-being. The MHI consists of 38 items that are scored on a 6-point Likert scale according to the frequency of its occurrence over the past month. The MHI has elicited reliably strong internal consistencies ranging from .83 to .96 (Veit Ware,1983). It is a Self Rated Questionnaire measuring 38 items which describe symptoms or states of mind. Items are rated in terms of frequency or intensity of symptoms or states of mind over the past month. All of the 38 MHI items, except two, are scored on a six- point scale (range 1- 6) Items 9 and 28 are the exception, each scored on a five- point scale (range 1- 5). The MHI may be aggregated into 3 types of summary scores: Emotional †¢ Six subscales – Anxiety, Depression, Loss of Behavioural/ Control, General Positive Affect, Emotional Ties and Life Satisfaction. †¢ Two global scales Psychological Distress and Psychological Well-being. †¢ A global Mental Health Index score Validity and Reliability Mental health inventory has a reported .93 Cronbach alpha rating whereas its abridged version has .82 rating. The test referred to herein have been field tested on large number of people and is a well known test. Further it is pertinent to note that the mental health inventory depicted high correlation rating with MSQLI or Multiple Sclerosis Quality of Life Inventory. MHI has reported both internal reliability and Test Retest reliability which are highly acceptable. PROCEDURE The first step in the research required that permission be sought from the publishers of the selected questionnaire for carrying out the study using their questionnaire. Having obtained the permission from the publishers; permission was sought from old age homes and with family members for carrying out the study on the old aged. The study was discussed with them in detail. Participants for the study were selected randomly and they comprised a purposive sample. Consent was obtained from the participants and their family members by taking their signatures on the consent forms. They were duly informed that the information provided by them would be used for research purpose only and that it would not be misused in any way. Having obtained their permission the questionnaires were then administered on the old aged. STATISTICAL TOOLS T-test was used to assess the correlation among the variables of the study SPSS 17.0 was used for result analysis The data collected by the researcher on the questionnaire selected for the present study from each of the 60 participants was subjected t statistical analysis using the Statistical Package for Social Sciences Software Programme (SPSS 17.0) in order to test the suggested hypotheses. TABLE 1 The above result table compares the mean and t score of the elderly living with families and old age homes at the scale of anxiety where group 1 indicates the lower mean (28.2000) than the mean of group 2 (34.9667) with the t-score of -3.123 significant at 0.01 level. The above result table compares the mean and t score of the elderly living with families and old age homes at the scale of depression where group 1 indicates the lower mean (12.4667) than the mean of group 2 (15.2000) with the t-score of -2.580 significant at 0.01 level. The above result table compares the mean and t score of the elderly living with families and old age homes at the scale of loss of behaviour/emotional control where group 1 indicates the lower mean (26.6333) than the mean of group 2 (33.9000) with the t-score of -3.701significant at 0.01 level. The above result table compares the mean and t score of the elderly living with families and old age homes at the scale of general positive effect where group 1 indicates the higher mean (42.1667) than the mean of group 2 (26.9667) with the t-score of 7.106 significant at 0.01 level. The above result table compares the mean and t score of the elderly living with families and old age homes at the scale of emotional ties where group 1 indicates the higher mean (7.5000) than the mean of group 2 (5.3667) with the t-score of 3.560 significant at 0.01 level. The above result table compares the mean and t score of the elderly living with families and old age homes at the scale of life satisfaction where group 1 indicates the higher mean (4.3333) than the mean of group 2 (2.4333) with the t-score of 6.697 significant at 0.01 level. The above result table compares the mean and t score of the elderly living with families and old age homes at the scale of psychological distress where group 1 indicates the lower mean (74.0667) than the mean of group 2 (92.2333) with the t-score of -3.644 significant at 0.01 level. The above result table compares the mean and t score of the elderly living with families and old age homes at the scale of psychological well being where group 1 indicates the higher mean (57.2667) than the mean of group 2 (36.9667) with the t-score of 7.549 significant at 0.01 level. The above result table compares the mean and t score of the elderly living with families and old age homes at the scale of mental health index where group 1 indicates the higher mean (1.4707E2) than the mean of group 2 (1.1563E2) with the t-score of 4.252 significant at 0.01 level. TABLE 2 The above table suggest that Anxiety (with family) has a Positive Correlation with depression, LOS, Psychological Distress and ET which are significant at 0.01 levels. Also, it shows that anxiety has a Negative Correlation with GPA, LS, Psychological Wellbeing and KMHI significant at 0.01 levels. Anxiety of old aged living in old age homes has a positive correlation with depression, loss of behaviour/emotional control psychological distress which are significant at 0.01 level. Also, it has a negative correlation with General positive affect, emotional ties, life satisfaction being significant at 0.05 levels. The above table suggest that Depression (with family) has a Positive Correlation with Anxiety, LOS, Psychological Distress and ET which is significant at 0.01 levels. Also, it shows that Depression has a Negative Correlation with GPA, LS, Psychological Wellbeing and KMHI are significant at 0.01 level and ET, LS are found to be insignificant. Depression of old aged living in old age homes has a positive correlation with anxiety, loss of behaviour control which are significant at 0.01 levels. Also, it has a negative correlation with general positive affect, emotional ties life satisfaction, psychological wellbeing and mental health being significant at 0.05 levels. The above table suggest that LOS (with family) has a Positive Correlation with Anxiety, Depression and Psychological Distress which are significant at 0.01 levels. Also, it shows that LOS has a Negative Correlation with GPA, Psychological Wellbeing and KMHI significant at 0.01 level and ET, LS being insignificant. Loss of behaviour control of old aged living in old age homes has a positive correlation with anxiety, depression and psychological distress which are significant at 0.01 levels. Also, it has a negative correlation with general positive effect, emotional ties, life satisfaction, psychological wellbeing and mental health which are significant at 0.01 levels. The above table suggest that GPA (with family) has a Positive Correlation with LS and Psychological Wellbeing and MHI which are significant at 0.01 levels. Also, it shows that GPA has a negative Correlation with ET, anxiety, depression, LOS and psychological Distress significant at 0.01 levels. General positive affect of old aged living in old age homes has a positive correlation with emotional ties, life satisfaction and psychological well being which are significant at 0.01 level. Also, it has a negative correlation with anxiety, depression, loss of behaviour and psychological distress control which are significant at 0.01 levels. The table suggest that ET (with family) has no significant correlation with any of the dimensions mentioned above. Emotional Ties of the old aged living in old age homes has a positive correlation with general positive affect, life satisfaction which are significant at 0.01 level and psychological well being is significant at 0.05 levels. Also, emotional ties have negative correlation with anxiety, depression, loss of behaviour control being significant at 0.01 level and psychological distress being significant at 0.05 levels. The above table suggest that LS (with family) has a Negative Correlation with depression, Anxiety, LOS, ET and Psychological Distress which are significant at 0.01 levels. Also, it shows that LS has a Positive Correlation with Psychological Wellbeing significant at 0.01 level and General positive affect, KMHI significant at 0.05 levels. Life satisfaction of old aged living in old age homes has a positive correlation with General positive affect, emotional ties, psychological well being and mental health which are significant at o.01 level. Also, it has a negative correlation with anxiety, depression, loss of behaviour control which are significant at 0.01 level and psychological distress being significant at 0.05 levels. The above table suggest that Psychological distress (with family) has a Positive Correlation with depression, Anxiety, LOS and ET which are significant at 0.01 levels. Also, it shows that Psychological Distress has a Negative Correlation with GPA, LS, Psychological Wellbeing and KMHI significant at 0.01 levels. Psychological distress of old aged living in old age hoes has a positive correlation with anxiety, depression and loss of behaviour control being significant at 0.01 levels. Also it has a negative correlation with GPA, distress and mental health significant at 0.1 level and ET, The above table suggest that Psychological Wellbeing (with family) has a Negative Correlation with Anxiety, depression, LOS and Psychological Distress which are significant at 0.01 levels. Also, it shows that Psychological Wellbeing has a Positive Correlation with GPA, LS, and KMHI significant at 0.01 levels. Psychological well being of old aged living in old aged homes has a positive correlation with GPA, MHI significant at 0.01 levels and ET being significant at 0.05 levels. Also it has negative correlation with depression, psychological distress significant at 0.01 level and LOS being significant at 0.05 levels. The above table suggest that KMHI (with family) has a Negative Correlation with depression, Anxiety, LOS and Psychological Distress which are significant at 0.01 levels. Also, it shows that anxiety has a Positive Correlation with GPA, LS and Psychological Wellbeing significant at 0.01 levels. The above table suggest that MHI of old aged living in old age homes has a positive correlation with GPA significant at 0.05 level and psychological well being significant at 0.01 level.

Organizational Performance Management Essay

Each Learning Team member must select a different type of health care organization to study for the purpose of this group assignment. You are encouraged to select a different type of organization from the one chosen in the Week Three individual assignment but it’s not necessary. Group members compare their chosen organizations to complete the table and paper. Resources: Organizational Performance Management Table and Paper Grading Criteria and University of Phoenix Material: Organizational Performance Management Table Conduct a group discussion and address the following points:  · Summarize the type of health care organization you selected.  · Compare the main regulatory and accreditation standards that apply to each type of organization and identify standards that apply broadly to most or all types of health care organizations.  · Discuss the influence of regulatory and accreditation standards on performance-management systems.  · Discuss how the performance-management systems affect risk and quality management in each type of organization.  · Identify key areas in the organization that will have direct responsibility for carrying out the day-to-day responsibilities associated with the regulations or standards.  · Identify other areas in the organization that will be indirectly affected by the regulations or standards.  · Outline what oversight activities you could use to ensure that the regulatory and accreditation requirements are being implemented and are achieving the desired results. Collaborate to write a 1,400- to 1,750-word paper in which you address the following points:  · Address the similarities and differences among the types of organizations.  · †¦ Follow the link Now for full guide – https://bitly.com/1DNjhaY Look into attending community college for your first year or two. By taking your basic core studies at a community college, you can save a considerable amount of money. You can then transfer all of your credits to a university of your choice. If the cost of a 4-year degree is beyond what you can afford, this is a good option. General Questions – General General Questions Each Learning Team member must select a different type of health care organization to study for the purpose of this group assignment. You are encouraged to select a different type of organization from the one chosen in the Week Three individual assignment but it’s not necessary. Group members compare their chosen organizations to complete the table and paper. Resources: Organizational Performance Management Table and Paper Grading Criteria and University of Phoenix Material: Organizational Performance Management Table Conduct a group discussion and address the following points:  · Summarize the type of health care organization you selected.  · Compare the main regulatory and accreditation standards that apply to each type of organization and identify standards that apply broadly to most or all types of health care organizations.  · Discuss the influence of regulatory and accreditation standards on performance-management systems.  · Discuss how the performance-management systems affect risk and quality management in each type of organization.  · Identify key areas in the organization that will have direct responsibility for carrying out the day-to-day responsibilities associated with the regulations or standards.  · Identify other areas in the organization that will be indirectly affected by the regulations or standards.  · Outline what oversight activities you could use to ensure that the regulatory and accreditation requirements are being implemented and are achieving the desired results. Collaborate to write a 1,400- to 1,750-word paper in which you address the following points:  · Address the similarities and differences among the types of organizations.  · Propose how each organization will monitor performance, achieve regulatory and accreditation compliance, and improve overall organizational performance.

Humans Live in a World Where Everything Tries to Make You Something Else Essay

Identity is now so hard to define. No longer as simple as whom am I? Identity is it solid or fixed? Neither is it constantly changing from birth till death. In addition to the problems faced with growing a developing an individual also faces problems from ideas surrounding personal problems. These can be examples from the environmental influence, such as arriving into a new school or even a new culture. These experiences can be both positive and negative though, negative as they may leave an individual disillusioned with their direction and place in life, yet positive in the way that an individual may feel reinvigorated and their perception of personal boundaries removed. Growing up in Australia is a short collection of stories from various artists that entails their stories of being different to others and the challenges that they faced in order to fit in when their identities are so different. Sticks and Stones and Such Like by Sunil Badima is a story about How being different, can isolate an individual and make it difficult for them to belong. The main difference in this story is the name Sunil, it singled him out and showed his different nature compared to everyone else. The way that people couldn’t pronounce it only served to exacerbate his push for a more ‘western’ name, Neil. This changing of an identity, from the Indian Sunil to the Aussie Neil, represents how people are willing to change and conform in order to fit in and be accepted by others, even going so far as to forego cultural preoccupations. How to be Japanese by Leanne Hall is a story that Discusses the stereotypes that exist, the racial prejudices that those from a culture deemed the minority are subject to. An individual cannot control how they look yet they’re judged about this. The cultural differences usually hinder an individual, whereby once cultural values sporting exploits as that of success another views success educationally as high marks, yet it is the minority group which is subjected to being stereotyped. This stereotyping is an action that removes an individual’s identity, placing an individual into a wider group whereby they lose their identity, given a set of predetermined characteristics, which is extremely common amongst the racial groups, e. g. the Japanese love hello Kitty. Reveals how a loss of identity can occur as an individual is adjudged to be something else before qifference, alienating them, difficult to conform. A personal identity is impossible without belonging to a family, society and culture. Without Belonging to a group somewhere an individual cannot hope to find their identity, the two are inextricably linked. Without a place in the world, an individual is lost and cannot hope to find their place. This is shown progressively throughout the film of ‘Skin’. Because Sandra is coloured and her parents and brother are white, she is constantly confused about her identity and who exactly she is. rBelonging is an innate predisposition that majority of the populous seek the feeling of acceptance and a place in the groups ranks offers. Once Sandra relises she can’t find this within her family and the society she grew up in she looks to the Black people of South Africa to find a sense of belonging. Belonging to a group offers a sense of security and acceptance that people seek. It is through this environment that an individual will learn and their identity flourishes under the experiences of the group and that of their own, belonging to a group reaffirms our own identity. Whilst belonging to a group may culminate in the formation of an identity, this may not be the true potential of the individual. This influence may upon an individual’s identity may be detrimental, their identity a mere extension of the group’s prerogative. May also lead to an individual being stereotyped and/or alienating their past. Therefore those that cannot belong or alienate themselves from the rest of society struggle to find their place in the world, they are constantly drifting, the question of who am I, left unanswered. This is emphasised throughout the film Skin as Sandra is constantly changing her state as a white South African to a colored South African, so that she is able to find a sense of identity and belonging. People are put into groups, like family and school, and this is a struggle when it conflicts with identity. Whilst belonging to a group, the choice to conform is one that most people must make, we are all born into a group of some degree. Yet it is this place within a group, the arrangement of parameters that can lead to conflict surrounding an individual’s identity. When we are born, we are born into a family environment, born into a group already. Yet through this group, as individual’s we learn and model ourselves off the actions of those in the group, the decisions and perceptions of its members are reaffirmed onto our own. Yet this predetermined group can cause problems for our identity as individuals. This family whilst providing a base from which an identity can develop, also masks an individual’s identity, the individual may have of been raised in the interests of the group, unfulfilling their true potential. Moreover this placement of an individual occurs through other avenues of life as well. At school an individual may be labelled, stereotyped in a particular way based upon something as simple as they way in which they dress. This stereotyping and prejudice can breed only conflict within an individual as they struggle to determine who they truly are, are they the person they are perceived as? Or are they more? Furthermore in order to fit into a group, an individual’s conformity may be misaligned with the values and perceptions of this group, only giving birth to further conflict surrounding an individual’s identity. They struggle to find who the truly are, their true identity against the restraints that conformity offers them. There is conflict between identity and belonging. Where conflict is resolved it is good for the individual’s identity. The need to belong is an innate predisposition for most humans. As we are social creatures we seek a place in the world, a place where we can be accepted, a place of security. Yet in our willingness to conform, conflict can arise between an individual’s identity and that of the group. This discrepancy something that breeds only discontent as an individual discovers that the interest of the group may be misaligned to those of their own. Furthermore in a group the needs of the group are put before those of the individual, thereby stifling the true identity. Yet this creates further conflict as some of the decisions of the group, the choices that it makes may not be reflective of those of the individual. As the individual takes second wrung to the needs of the group, the individual may become discontent about where they are, questioning their own identity.

The Importance Of Ethnic Identity, Incumbency Advantage,...

Descriptive Representation: Factors that Contribute to the Underrepresentation of Hispanic-Americans in The U.S. House of Representatives According to the U.S. Census Bureau, the Hispanic population in the United States is fifty-four million. The 113th Congress, has twenty-eight Hispanic U.S. Representatives and only three Hispanic Senators (Green 2014, Class). The stereotypical portrait of a member of congress is a white, middle-age man, former attorney who was raised in a middle to upper class family. Earlier in the semester, as a class we acknowledged the fact that minorities, specifically African-Americans and Hispanics are still underrepresented in Congress. It takes time for members of these minority groups to get elected into office, especially Congress. African-Americans and Latinos have increased their congressional representation somewhat in the past two decades (Ginsberg 2013, 272). Compelling evidence suggests that particular socio-demographic groups are best able to rep resent the policy preferences of that group (Lawless 2012, 8). This paper will explore the factors of ethnic identity, incumbency advantage, and professional credentials that affect why it takes longer for majority Hispanic districts to elect Hispanic representatives to the U.S. Congress. For the purposes of this paper, I chose to research Latinos in the U.S. House of Representatives because historically there have been more Latinos elected to the House. Also House members are up for election