Justin Bieber Purpose World Tour Performed At The...

On, March 26th, 2016, I attended the Justin Bieber:Purpose World Tour performed at the Savemart Center. Then I attended a live Jazz performance on April 22, 2016. The band was The Rich Severson Quartet and was held at The Tasting Room in Fresno, California. Instrumentation Justin Bieber s band had multiple instruments included in the performance. For instance, guitars both electric and acoustic, keyboard, piano, drums, and DJ equipment that produces musical-like instrumentation. In addition, Justin Bieber was the lead vocalist. The Rich Severson Quartet was formed by four members each playing a different instrument. Included was an electric guitar, electric bass, drums, and a keyboard. Solos A distinctive solo during Justin Bieber s performance was when he started to play the drums. The stage elevated him into the air above the crowd, while he played for about two minutes. Musically, the lead vocalist impressed the crowd with his talent on the drums. It amped up the crowed by the high intensity sound. Where as, during the The Rich Severson Quartet performance the solo was more calm and relaxed. There was no focal point on the artist, rather the sound was just heard more clearly. The solo that stood out to me was during the song â€Å"Bop till you Drop,† when Karl the keyboardist produced a soft, mellow sound. It was much slower than the rest of the song and it brought on a calm and cool feeling. General Mood The mood during the song â€Å"Where are you now† by Justin Bieber

Essay about Amazing Grace or Disgrace - 1215 Words

Imagine living in the 1700s when slavery was a normal part of people’s everyday lives. Would you be for slavery, or against it? People in today’s society would denounce slavery as cruel or inhumane. But in the eighteenth century, most of the western society accepted slavery and the slave trade. It took heroic efforts be brave, dedicated political leaders to eventually turn the tables. Amazing Grace is a historical film that depicts the life and work of British politician and abolitionist campaigner William Wilberforce. The film takes place in Britain between 1780 and the early 1800s, during which Wilberforce was working to write and pass a bill to abolish the slave trade. While watching this historical film, one might automatically assume†¦show more content†¦His persistent hard work and dedication to the cause eventually led him to successfully pass a bill through Parliament in 1807 abolishing the slave trade in the British Empire forever. In the opening scen e of the film, Wilberforce is traveling by horse drawn carriage through a rain-soaked English countryside. Putting his health at risk, a very ill Wilberforce forces the carriage to pull off to the side of the road and gets out to save a black horse being whipped by his masters. The two middle class commoners who were punishing their horse immediately stopped when they realized who was talking to them. They reeled back in admiration and acceptance of his forceful orders, and agreed to stop beating the horse. Throughout Amazing Grace, William Wilberforce is projected as a flawless character with nothing but greatness thrust upon him. Any negative characteristic showing that Wilberforce was not faultless, such as his addiction to opium and his multiple failures to pass the abolition bill, was claimed to be either â€Å"forced† upon him or blamed on his betrayal by others. This is one small inaccuracy that is subtly revealed throughout the duration of the film, establishing Wilb erforce to be some sort of â€Å"saint.† However, Wilberforce was not the only person who was continuously fighting to abolish the slave trade.Show MoreRelatedWhat Makes Gods Grace so Amazing981 Words   |  4 Pages Djanin Djoy D. Eng17 BB Sept. 22, 2008 SPEECH TOPIC: What Makes God’s Grace So Amazing? SPEECH PURPOSE: This speech is to inform others about what the word grace really mean and what it is for. This also aims to let others know the significance and purpose of existence of God’s grace in our lives. SPEECH TITLE: â€Å"The Free Gift† People use the word grace in several different ways such as, â€Å"saying grace† before meals, being â€Å"grateful† for someone’s kindness, or simply â€Å"congratulations†Read MoreThe Role Of Animals In Disgrace By J. M Coetzee1344 Words   |  6 Pagesman as a species† (Berger 4). 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Medea and the Myth of Feminism free essay sample

Medea the Myth of Feminism It is only males who are created directly by the gods and are given souls it is only men who are complete human beings and can hope for ultimate fulfillment; the best a woman can hope for is to become a man (Plato 90e). Euripides Medea was written in a time where even the word feminism did not exist and yet he gave Medea a role of substance and a stature of strength. It is a wonder whether or not Euripides knew Just how much power he put into the hands of this woman as well as many more in the creation of her character. Perhaps not in his time and perhaps not y intention, but since then Medea the play and Medea the woman have filled a symbolic role in the area of feminism, the debate being for or against it. In countless cultures and streams of media, the woman stands timeless. We will write a custom essay sample on Medea and the Myth of Feminism or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page What this paper intends to explore is the levels of the performance and how they stack up to the idea of feminism by framing Euripides possible intent, understanding various audience response to various productions, and finally studying Medea herself to see whether her roots of vengeance are in feminism or rather immorality. At the beginning of our quest we find the author, alive at a time in which ancient Greece was overwhelmingly patriarchal, but where did Euripides find himself? Is it possible to suspect that he may have allied himself among other voices which held sympathy for the plight of women? Could he have been the model of a proto-feminist or was he a misogynist? In either case, Medea seems to be the place to look. While pursuing her ambition, Medea disregards many of the feminine characteristics of the patriarchal Greek society. She questions the inequality of women, contradicts Jasons chauvinist beliefs, challenges the stereotype that women are weak and passive and ltimately completely disregards the feminine role of motherhood. Euripides portrays a woman who completely subverts feminine norms, overcomes masculine bonds and, given that his depiction of Medea was highly influential and replicated to some extent by most later authors, the Medea viewed as a figure of feminine power in modernity is at least in part dependent on Euripides (Mastronarde 52). Honing in on the text, one might examine Medeas opening speech, a fine feminist harangue (Hadas 81), showing that, Medea has been treated unjustly by men, and her eloquent indictment of womens lot is never denied (Foley 265). This speech is the first introduction to Medea as a strong and independent woman, but the words are not hers alone. These lines have sometimes been seen as Euripides bitter reflections on his own isolation as an advanced and intellectual poet. There is much truth in this view, but the lines are also Medeas, the complaint of a woman of great intellectual capacity who finds herself excluded from the spheres of power and action (Knox 314). It is this exclusion that leads her to the inexcusable action of killing her children, or is it so inexcusable? When focusing on Euripides intent one might see that: Euripides made Medea herselt choose to murder ner chi Idren as the hurtful part of her revenge against Jason. It perhaps sounds at first as if this might tell in favor of the idea that Euripides was hostile to women. But in fact it turns out to have quite the opposite result, because of the way Euripides treats his material Euripides has created this new Medea who chooses to kill her own children. He condemnation the murderous deed: shows us with painful insight and utterly without mind of the woman who has the ability to do such a the torment before the final decision, the ultimate grief, and, here in he final scene, the inevitable results. Medea is now finally untouched, untouchable by human hands and by human emotions (March 35-36; 43). By this evidence it would appear that Euripides has molded a woman for women. Unfortunately, while the presentation of this piece could certainly cause a discomfort among male audience members, it equally might encourage greater suspicion and scorn by males of females. Euripides Medea questioned prevailing norms and beliefs, primarily those of the heroic masculine ethic, though perhaps at the expense of women, and not in their support. The meaning of Euripides words cannot be eciphered simply by picking and choosing sections of the play to analyze. To understand his intent there is the need to understand the totality of the narrative as well as the audience he wrote for. Playing to a primarily male audience, Euripides does not introduce Medea immediately but has the chorus and nurse tell of her first, giving the audience a misconception of Just how much power the woman holds. In fact supported by Medeas cries of anguish heard offstage she is first represented as emotional and submissive. By Euripides authorial intent, he lulls the audience into a state of pity here there should be fear. Skillfully contrived is the choral passage in which we first hear the agonized voice of Medea from offstage. If we had been prepared to see a woman of monstrous power and witchery, a being of preternatural passion and resource, we are deceived (Musurillo 54). Medea is first painted as nothing other than what you would expect of a woman, a merit of pity though not empathy, however when first seen she shifts to reasonable and calculating. Returning to analyis of her first speech, one can more deeply apply what she is saying to her situation. Her eloquent first speech on the wrongs of women deceptively applies only in part to herself. For Medea is far from the passive victim of marriage and masculine brutality that she claims to be (McDermott 259). Within the world of the play Medeas deception makes sense in winning the approval of the chorus, however to spectators the mismatch of her words to her situation carries a different meaning. It paints a new picture and a new woman who is willing to exaggerate and lie in order to achieve her goals. It becomes clearer as the play progresses that Euripides initial ortrayal of Medea serves as a baseboard for growth from helpless to dangerous, parallel to the audience reaction as it stems from pity to loathing. An ancient Athenian audience would have found little to no fault in Jasons actions, by a public standard, Jason satisfied his marital obligation toward Medea and returned favor for favor by bringing her to Greece (Walsh 295). This leaves it to Medeas character to be the cause of any unsettlement. Her ultimate action of killing her children, makes her most territying, tor sne is not a victim and not vulnerable†that is, not teminine†yet he has been identified as and with other women (Rabinowitz 132). With this information, only fear is struck by Medea in the name of women. Regardless of Euripides intent, proto-feminist, misogynist, or most likely of all neither, his audience rests at the wrathful hands of a powerful woman, but empathy is unlikely. It is important however, to take into account various audiences beyond simply that of Euripides time. A present audience interprets a performance of Medea much differently than ancient Greeks would have and there are countless Medea inspired adaptations which ancient Greeks never had the chance to experience. It is these productions and these audiences that are next to be studied on the road to feminism. To approach from another end of the spectrum, a drastically different style of performance than that of western culture may be studied. Carol Sorgenfrei provides this with her 1975 work, Medea: A Noh Cycle Based on the Greek Myth. Noh theatre, like many traditional Japanese theatre forms, prioritizes stylization above realism in performance, a practice that aligns well with a myth of murder and revenge. The stylization draws away from the brutal acts, allowing the audience a chance to accept Medea for her motives instead of unquestionably condemning her. By adhering to the structure of Noh, Sorgenfrei creates a world where time, place, and gender are transcended in favor of larger-than-life emotions and issues (Edelson 1). It is also worthy of note to state that Noh theatre is an all-male performance style (as it would have been in ancient Greece as well). One might take it upon themselves to understand by this knowledge that the theatre form is inherently sexist, yet, since the 1960 s, theater practitioners have drawn on these traditional forms to rediscover feminine and feminist messages (2). Furthermore the stylization and art that go into the intricacies of embodying a female are no Joke within the ritualistic practice. As denoted in the title, Sorgenfreis piece is a cycle play referring to the five different plays that would be performed in a traditional Noh performance. These plays are thematically based, in the order of God, Warrior, Woman, Frenzy, and Demon. Drawing inspiration from Noh style, Sorgenfreis Medea, develops the Medea myth through her plays five scenes, which progress through the different traditional categories despite the thematic linkage (2). As for the audience of this particular performance, it is no surprise that not only is it drastically different than that of Euripides and ancient Greece but also vastly different than that of Zeamis and the fifteenth century (the roots of Noh theatre). Sorgenfrei writes very consciously for a feminist audience in 1975. This retelling of the Medea myth from a female point of view in a beautifully feminine style of Japanese theatre, despite its male performance history, allocates the piece among cultural feminism, praising what is feminine while still acknowledging the differences among men and women. Feminine, however, is not the same as feminist. For that title we might analyze Medea in the fourth scene, the frenzy play, where Medea gives birth to herself as the Sun God. In one sense, the birth metaphor is emblematic of the mother/daughter bond, but its glorification of motherhood also implies that a womans self-fulfillment can best be attained by fulfilling her biological capabilities (Dolan 30). Seeing as Medea is a mother to herself though, it would appear that Sorgenfreis intent is that, birth is a metaphor tor revealing ones true selt, becoming oneselt, independent ot a partner or arents. Not only does Sorgenfreis Medea serve as the antithesis to the glorification of motherhood, but she also subverts the concept of birth as something that can be successfully and independently accomplished without the aid of man (Edelson 6). If this transformation is not convincing enough, then the transformation of Jasons character in the final demon play certainly thrusts the play into feminism. At this point in the cycle play Jason and the children reveal themselves as demons and, by displacing Medea and focusing solely on Jasons (and the childrens) transformation n Demon Play, Sorgenfrei forces the viewer to explore the cause of Medeas suffering instead of only investigating the effect of her actions (7). The audience, throughout Sorgenfreis production, due to the stylization of noh performance as well as the cycle transformations, is able to question Medeas past and her motives instead of assuming the worst from the start. Sorgenfreis as well as many other variations of Medeas tale open the doors to inquiry for viewers. As performances vary, so does the message of femininity, but it really comes down to the character herself and the motivation behind her actions. If her strength is solely for the sake of revenge then women lose merit, however if she acts in defiance to a patriarchal society she is a voice for feminism. In studying the woman we might discover hints as to whether or not she, as a character, is a feminist. The obvious first argument is that feminism is not an option for Medea as a character. The time period in which she is set in the play and in which her character was created do not allow such a term. However, for the sake of this paper and staying true to the idea that characters never die, it is now assumed that she is still alive oday and thus feminism exists. Now, to discover whether Medea is a feminist or not it seems vital to set aside any notions of her being simply a victim of patriarchy. To see her only as such is to exclude very important aspects of her character which tie her to humanity. It is her darkness that is relatable and takes her beyond a pitiable subject to be observed. It is the independence throughout her struggles that makes her more than two dimensions. Medea is a compelling character. Through plays, films, operas, paintings and novels, we have heard her story told again and again and e remain fascinated by her. Our fascination is not without reason, for Medea brings us face to face with darkness that lurks within anyone and catastrophe that can befall any marriage. We watch and listen to her because she speaks to us of ourselves (Fuller 3). Her story is not uncommon, the betrayal of a spouse and the desire for revenge. This theme can be found reinterpreted within films such as War of the Roses and The First Wives Club. Both embody the spirit of Medea, the story of a woman who gives up everything for a man only to be left for a younger woman. So it s seen that the character lives and changes as time passes. What these film adaptations lack is the darkness that individualizes Medea and the accumulation of this darkness to the point of murdering her children. However, this theme too may be found in literature such as La Llarona and even in history such as the Andrea Yates trial. Its clear that Medea, even in her darkness, is an influence to art and to life, but another question rises in this darkness. By throwing her maternal nature aside does she also discredit the female race or does the strength it takes to murder ones own hildren become commendable? Motive is the question at hand and Medea does nerselt no tavors at tirst glance . The decision to murder ner children in return tor the joy she will receive in witnessing Jasons anguish gives Medea little respectability. It is precisely at this point, where rage and pain and revenge come together, that Medea creates a problem for feminism (5). She flaunts her immorality, showing no remorse whatsoever for her actions. While it is admirable of a woman to overcome her situation, Medeas display of heartlessness after the fact of murdering her hildren leaves her alone, independent, and selfish. On the other hand it is so difficult to grasp the understanding of killing a child and the action is so inconsistent with Medeas prior feminism. Her original revenge was upon Creon, Jason, and his bride. It is reasonable to consider based off this knowledge that Medeas hand was moved by the authorial intent of Euripides rather than by her own will. Perhaps this was essential though, perhaps with a loss of darkness comes a loss of complexity and then what need would there be to discover why this troubled woman acted as she did. There would be no question of her feminist nature because there would be no care. A last note on Medea herself, she is not human, at least not fully. She is a mythical creature who by the end of the tale is taken into the sky by a chariot. So, take into account the action that takes place within other greek myths, birth from Zeus thigh, rape by Zeus in the form of a swan (among other animals). By these mythological standards is child murder something that can be Judged by mankind? By keeping in mind that Medea has a part of the divine within her, her actions become less of an atrocity and more of a symbol. Seen in this light, that Medeas are not the acts of a literal person but rather are symbolic, the child murders then become more understandable (11). Her children too then become a symbol of her marriage which is destroyed and thus the children must be destroyed. Seldom do women, let alone feminists, act out so much as to murder their children over the betrayal of their husbands, but divorces and custody battles do not stray too far from it. Medeas actions, when taken literally, may be unforgivable by a feminist society, but symbolically she hits right on target. Children become the battleground for the arents rage and disappointment and most often they are the collateral damage in the marital wars (13). Medea lives on, struggles on with a voice unafraid to speak out against the wrongs done to her. This is the voice that feminists cling to while they avoid acknowledgement of the rash action of murder. When it comes down to it though, Medea is studied because she is relatable, darkness and all. In order for a woman to know herself, she must come to terms with her own capacity for darkness, rage, and power and this is what Medea has to offer. There has yet to be an adaptation in hich she experiences the same pain and anger without the result of destruction, but maybe that is the standing lesson. Medea continues to struggle because women continue to struggle and as women evolve so shall she as she has before. In order to stand for women, it is not essential to be a model woman, only to continue on in the struggle, to continue fighting, and so she does.

Writers Of The Harlem Renaissance Essays - Harlem Renaissance

Writers Of The Harlem Renaissance During the 1920s, a flowering of creativity, as many have called it, began to sweep the nation. The movement, now known as The Harlem Renaissance, caught like wildfire. Harlem, a part of Manhattan in New York City, became a hugely successful showcase for African American talent. Starting with black literature, the Harlem Renaissance quickly grew to incredible proportions. W.E.B. Du Bois, Claude McKay, and Langston Hughes, along with many other writers, experienced incredible popularity, respect, and success. Art, music, and photography from blacks also flourished, resulting in many masterpieces in all mediums. New ideas began to take wings among circles of black intellectuals. The Renaissance elevated black works to a high point. Beyond simply encouraging creativity and thought in the African American community, the writers of the Harlem Renaissance completely revolutionized the identity of African American society as a whole, leading black culture from slavery to its current place i n America today. There was no single cause which produced the Harlem Renaissance, but there are several historical developments which paved the way. The first set of contributing factors deal with the cultural background of Harlem from 1900 to 1920. At the turn of the century, Harlem first began to emerge as a distinctly black community. As black population increased, African American culture came to the surface and blacks started to hold prominent roles in this self-motivated community. This afro-centric atmosphere of Harlem appealed to many southern blacks, and as a result, the Great Migration of southern rural blacks to the north began in 1915 (Haskins 15). Blacks left segregation-endorsing southern states to find newly opened jobs and opportunities in the north. This migration so greatly affected New York that, according to Negroes in the U.S., by 1930 over 52% of Manhattans black residents had migrated from South Atlantic states. This migration set the stage for a diverse and interesting Harlem flavor, which led to the Renaissance. A second cluster of factors contributing to the Renaissance concerns the development of a sense of empowered community among black culture in the twenties and the preceding decade. The African American churches played a large role not only in religious thought, but also in building community and self-awareness among blacks. Organizations such as the Negro YMCA and African American lodges and social clubs began to emerge and flourish. In 1909 and 1910, the National Association for the Advancement of Colored People (NAACP) and the Urban League were formed. In 1916, Marcus Garvey began the Universal Negro Improvement Association (UNIA), which stressed nationalism among blacks and urged blacks to be proud of their color and to build social and economic institutions of their own (Haskins 29). Although different in some of their ideals, these organizations led to black nationalism and community. The prohibition movement also contributed to a broadening awareness of emerging black culture, since prohibition led to illegal sales of alcohol and the flocking of both whites and blacks to the clubs of Harlem. This in turn led to a white interest in black culture, music, and literature. Another community builder for African Americans was the 1917 East St. Louis Massacre and the increase in lynching incidents, which led to thousands of blacks marching in New York to protest the actions of the whites in the anti-black riot. This event showed whites the strong presence of blacks in New York and opened the eyes of the African American community to see their strength in numbers and the power of a unified goal. Behind every great movement in history, there are men and women who made their mark. So also the story of the Harlem Renaissance cannot be told without reference to some of the contributors. Carl Van Vechten, one of the few white authors associated with the movement, generated interest in the African American subculture of Harlem by publishing the very upsetting novel, Nigger Heaven. Almost all readers, both black and white, were offended, but the book helped the movement gain steam, and encouraged white interest in the culture of Harlem. W.E.B. Du Bois, founder of the NAACP, writer, and editor of The Crisis magazine, advocated pride in the black heritage and endorsed many other young black writers. Alain Locke, who graduated from

Meine Meinung zu Sofis Welt (der Film)

Meine Meinung zu Sofis Welt (der Film) Free Online Research Papers Meine Meinung zu Sofis Welt (der Film) Der Film Sofis Welt handelt von einem Mdchen das erkennt das sie Teil einer Geschichte ist.Am Anfang bekommt sie seltsame Briefe und weiß keine Antwort darauf, bis sie Alberto kennen lernt der ihr hilft die Fragen zu beantworten. Alberto spricht immer wieder von dem Major. Der Major ist derjenige der die Geschichte schreibt. Als Sofi dies feststellt beginnt Sie mit Alberto einen Plan aufzustellen. Sie wollen den Major à ¼berlisten ,denn sie denken sich wenn der Major aufhà ¶rt zu schreiben dann wà ¼rden sie sterben. Doch dies ist nicht so einfach. Denn wenn der Major der ja die Geschichte schreibt , etwas nicht weiß ist das unlogisch, denn er schreibt ja die Geschichte und muß er ja auch geschrieben.Das Sofi und Alberto einen Plan aufstellen wollen.Oder leben die Figuren in der Geschichte etwa. Was ja sehr unwahrscheinlich ist. Der Film zeigt oder erzhlt wie jemand eine Geschichte erzhlt. Also eine Geschichte in einer Geschichte also fà ¼r mich ist das schon seltsam. Und dann diese Angst die die Sofi hat ist auch unbegrà ¼ndet. Denn der Major schreibt ja à ¼ber oder fà ¼r seine Tochter ein Buch und selber kommt sie ja auch darin vor. Er will, seiner Tochter glaube ich zumindest eine kurze Geschichte zur Welt – Geschichte erzhlen oder besser gesagt schreiben. Aber er schreibt sie so als wà ¼rde seine Tochter selber dabei sein.Und das ist auch so die Sofi spielt die Tochter vom Major. Die Philosophie von der in dem Film viel gesprochen wird wà ¼rde ich sagen steht im Hintergrund und ist einfach nur da zu da um die Fragen die er ja seiner Tochter in dieser Geschichte oder Film ,das ist das selbe, stellt besser zu beantworten, oder damit der Zuschauer auf Deutsch gesagt nicht ganz und gar einschlft. Denn wer weiß denn schon woher wie Welt kommt oder wer er selber ist im hà ¶heren Sinne natà ¼rlich. Diese Fragen kann der Major aber auch nicht richtig beantworten, aber zum Teil denn seine Tochter soll ja auch anfangen zu Philosophieren ( spinnen ), soweit ich den Film richtig verstanden habe. Man mà ¼ÃƒÅ¸te den Film mindestens zwei mal sehen um ihn zu verstehen oder Anfangsweise nicht da bei einzuschlafen. Denn beim ersten mal ist das Ende schon klar, als Sofi feststellt das sie ein teil einer Geschichte ist. Denn ich glaube kaum das der Vater also der Major seine Tochter in einer Geschichte, wo sie ja die Hauptfigur ist, sterben zu lassen. Er lßt also das Ende offen, was man im Film zwar nicht sieht aber sich wohl denken kann. Research Papers on Meine Meinung zu Sofis Welt (der Film)Where Wild and West MeetAnalysis Of A Cosmetics AdvertisementStandardized TestingEffects of Television Violence on ChildrenCanaanite Influence on the Early Israelite ReligionPETSTEL analysis of IndiaTrailblazing by Eric AndersonThe Masque of the Red Death Room meaningsBionic Assembly System: A New Concept of SelfAnalysis of Ebay Expanding into Asia

Yay, Hooray, Woo-hoo and Other Acclamations

Yay, Hooray, Woo-hoo and Other Acclamations Yay, Hooray, Woo-hoo and Other Acclamations Yay, Hooray, Woo-hoo and Other Acclamations By Mark Nichol Traditional exclamations of triumph or vindication come into and go out of fashion, but they tend to beget variations, and they usually begin with one of several similar sounds, as exemplified by yay, hooray, and woo-hoo. Here’s a discussion of those terms of acclamation and others, all of which are almost invariably followed by exclamation points to signal enthusiastic delivery. Yay is simply an alternate spelling of yeah or yea, which have distinct pronunciations and meanings. (Yeah, an informal variant of yes, is pronounced â€Å"ya† and sometimes spelled that way; yea, which sounds like yay, survives as an affirmation in biblical contexts and as a counterpart to nay in voting contexts.) Hooray is an alternate spelling of hurrah; both go back hundreds of years, and two other, less common variants, hurray and hooray, are nearly as old. (They all stem from huzza- emphasis is on the second syllable- which dates back to the time of Shakespeare and survives only at â€Å"faires† that recreate a Renaissance environment.) These words can also refer to a cheer or a fanfare, or excitement, and the oldest sometimes denotes a disturbance, as in â€Å"There was a big hurrah about something happening down the street.† Woo-hoo, also spelled whoo-hoo or truncated as whoo- the variation woot, sometimes spelled with zeros instead of o’s, originated in computer gaming- is very recent and has no etymological basis; it’s basically a sound effect, although it’s close in sound to whoop, which derives from the Old French term huper (also spelled houper), which means â€Å"cry† or â€Å"shout.† (Whoop is the source of whoopee, meaning â€Å"revelry,† which developed into the euphemism â€Å"making whoopee† for â€Å"having sex† and was in vogue for a time as part of the name of the whoopee cushion, a novelty device that simulates flatulence when an unsuspecting person sits on it.) Other exclamations of triumph or delight include wahoo, whee, yahoo, yee-haw, and yippee, which all go back a century or so. (The noun yahoo, referring to a coarse, ignorant person, is unrelated; it derives from the name of a race of brutish humans in Jonathan Swift’s Gulliver’s Travels.) Hallelujah (from the Hebrew word hallÄ•lÃ… «yÄ h, meaning â€Å"Praise the Lord†) is sometimes substituted even by the nonreligious. More recent cries of triumph include aha or simply hah, rah, and uh-huh (pronounced with a rising inflection), or simply yes with an exaggerated, elongated pronunciation of the final consonant. Boo-ya is an outdated, mercifully short-lived expression of triumph with a mocking edge. Exclamations of opprobrium are much more limited in variety: The basic critical cry is boo (which is also an exclamation delivered suddenly when someone makes an attempt to frighten one or more others); aw is more an interjection of disappointment than one of disapproval. Criticism in contexts in which acclamations are used, such as sporting events, tend to be delivered as statements; among the more restrained are comments such as, â€Å"You’ve got to be kidding me.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:Creative Writing 10140 Fish IdiomsPeople vs. Persons

Professional Practice Essay Example | Topics and Well Written Essays - 2000 words

Professional Practice - Essay Example On one bright day, on the New Year eve, the main server crashed. Though we were able to restart the server and line it up for service, the database could not be started. After much trying we decided to restore the backed up data from the earlier date. As luck would have it, the restored data also failed. If we had tried to restore this data it would have been two days work which the client might have had to do, instead if we were to restore the earlier one, we need to restore or reenter almost one week's data which is quite a volume. Taking all this into consideration we tried our best to bring back online the original data without loss of any information. It took almost two days for us to bring back the data and restart the database. This professional issue meant we are possibly missing our New Year celebrations. But for the client, it was down the day before the New Year and it was brought on line the day after the New Year. Literally, there was no down time for them. They were hap py. Professional issues many times are application of mind and common sense coupled with appropriate technical knowledge. May be I should say, 20% technical knowledge and 80% common sense. I have found along with this, there is also another major factor which plays an important role in sorting out professional issues and that is the attitude. The learning attitude and an open mind, both for criticisms, for new ideas and for sharing new thoughts, would all help in solving very many complex issues. Professional issues are welcome since they would bring in challenges that make our work more interesting, in the bargain, educating us and leave us with a sense of achievement at the end. Whereas Ethical issues are not... The researcher of this essay states that running and heading a private business is a challenging job. One, you are responsible for your staff and also for yourself and your family. Two, the customers need to be answered and the commitments made need to be honored including the time lines. As a matter of fact, the staff in your company will expect you to compensate them for the same kind of work. The responsibilities at the office are more profound and finding time to make contributions to forums of interest seems to be a difficult proposition. The researchr of this essay lists down some of the professional issues that he faced during the course of his work with various companies. As Head IT Technician, the researcher was expected to plan for ongoing and regular backups of database in a particular client site. This was done twice every week at an interval of three days every time. The idea was, in case there is any data related issue, the client would be able to roll back to a state t hat was maximum three days prior to the date of the problem. The researcher also planned it in such a way that there will be at least one more backup which will also be maintained. The researcher concluds that this course made a very important point and that is: we may not be able to satisfy every one at every point in time. Professionals need to up hold the highest professional tradition and ethic. The course made the researcher to appreciate these facts of the codes of conduct as well as the ethics and the morals behind these codes.

Social Work Group Skills Essay Example | Topics and Well Written Essays - 750 words

Social Work Group Skills - Essay Example As work groups develop, the members come to play different parts in the socials structure. The emergence of different roles is a natural process. One of the most critical roles assumed by group members is that of leading the group. The essay is therefore written with the objective of presenting the results of a group video, specifically addressing the following, to wit: (1) method of intervention used in the group and the rationale for effectiveness; (2) identification of strengths and areas for development in leading groups; and (3) ways and means for group members to learn from each other. The method of intervention used by the group in the video is the cognitive behavior therapy. According to the National Association of Cognitive-Behavioral Therapists (NACBT) (2009, par. 1), the cognitive behavior therapy (CBT) is â€Å"a form of psychotherapy that emphasizes the important role of thinking in how we feel and what we do†. Cognitive behavior interventions are designed to educate and modify or change the clients’ attitudes and behaviors using nonpharmacological means (Delaune & Ladner, 2006, 1108). This approach is effective in terms of applying the garbage in – garbage out thinking where faulty thinking and information goes out to be replaced by new data which educates the client into effective recovery. It assists the client into developing skills to modify one’s behavior, identification of distraught thinking, assists in relating to others, minimize being indifferent and develop determination to change for the better. Negative thoughts are assessed and flushed out of the client’s mind, enabling new and improved mental processes to sink in and transform the client’s behavior and self concept. The exercise developed the following skills and strengths in leading the group: (1) cohesiveness where members are attracted to each other and engage in frequent social interaction. Feelings of belonging, acceptance and

Protein Content in Milk and Soya Milk Essay Example for Free

Protein Content in Milk and Soya Milk Essay Casein is a kind of protein content in regular milk and soya milk. A slimmer would like to know the protein content in soya milk and milk so that he can decide his diet program. In this test our control are amount of milk and soya milk, temperature. Independent variable is the types of milk and soya milk, dependent variable is the protein content in those two types of beverages. Aim: Measure the protein content (casein) in milk and soya milk by using the method of hydrolysis Hypothesis: The result of this test will be the protein content in milk is higher that soya milk. On the nutrition panel from soya milk we see that 5. 67g of protein per 100g and compare with 8. 35g in milk. Variables: Independent variable: types of milk and soya milk Dependent variable: protein content Control: amount of milk and soya milk (125ml per type), temperature (25 degree), time (stirring time about 90 second) Apparatus * (125ml milk and soya milk) X 2 * Dilute acid 10ml * Cheese cloth (filter) X 4 * Hair dryer * Water bath ( 25 degree) * Bunsen burner * Solid magnesium sulfate X 2 * Balance * 150 ml beaker X4 * Glass rod * Tripod * Heat proof net * Heat proof mat Procedure 1. Collect protein content from milk and soya milk with a amount of 125ml 2. Weight the mass of the milk with a balance 3. Leave the soya milk on the side on the bench and pour 125 ml of milk in to a 150ml beaker 4. Warm the milk to 25 degree by the water bath for 2mins 5. Remove it away from the water bath then add 10 ml of dilute acid and stir continuously with a glass rod for about 90 second 6. After stirring let it settle for 5 minutes in order to precipitate protein out of the milk 7. By using the cheese cloth separate precipitate from water and carefully run through water to rinse off the acid 8. Squeeze the protein content in the cheese cloth carefully in order to remove as much extra liquid as possible, and dry it with a hair dryer ( remember don’t over heat) 9. While waiting for the protein content to dry get the soya milk you have prepared and weight it mass 10. Set up a Bunsen burner with a trip opened and place a tripod on top of it with a heat proof net 11. Heat up the soya milk till it is boiled. (during this procedure instead of walking away from it, you should pay attention on the progess) 12. Remove it away from Bunsen burner immediately so that it won’t overthrown and stir in a solid magnesium sulfate. 13. Wait for the soya milk cool down on a heat proof mat with the room temperature 14. Filter the precipitate through cheese cloth, run water through the protein as a control 15. Squeeze the protein content in the cheese cloth remove as much extra liquid as possible, and let it cool down in room temperature Results Soya milk’s protein content(g) Milk’s protein content(g) First trial 3. 13g 20. 14g Second trial 2. 98g 20. 98g Average 3. 06g 20. 56g The average of soya milk’s result of 3. 13g and 2. 98g is 3. 06g The average of milk’s result of 20. 14g and 20. 98g is 20. 56g. Due to using electronic balance a error is occurred, the balance can measure 0. 1g. Therefore, +/- 0. 05g Conclusion: The above result from my test has met the hypothesis. Before setting up the milk and soya milk I wrote down the nutrition information form the panel of two types of milk. Regular milk have the similar protein content as soya milk has, but through the test I found the truth isn’t the same as what the panel had wrote. Soya milk have a smaller amount of protein content compare with regular milk has, which it clearly define which regular milk is much fatter for a person who want to loss weight. The difference is about 74. 8 percent per 125ml. The nutrition panel from soya milk has match with the result of my test which is similar, but on the other hand milk have a big different with what it has label on the nutrition panel. Which proven that the nutrition panel on milk is wrong. Evaluation: Throughout the test there are few errors occurred, during the process of squeezing the extra liquid from milk’s and soya milk’s protein content we might squeeze away part of the protein content due to our careless. Also, running through water we might wash away protein content. But why can we use the same method on two types of milk.

Masculine Identity in Sir Gawain and the Green Knight Essay -- Essays

Masculine Identity in Sir Gawain and the Green Knight Vern L. Bullough's article, "On Being a Male in the Middle Ages," addresses how vital it was for a man living in the middle ages to be sexually active in order to maintain a masculine identity by explaining: Quite clearly, male sexual performance was a major key to being male. It was a man's sexual organs that made him different and superior to the woman. But maleness was somewhat fragile, and it was important for a man to keep demonstrating his maleness by action and thought, especially by sexual action. It was part of his duty to keep his female partners happy and satisfied, and unless he did so, he had failed as a man. (41) If we are to use this reference to explain what constitutes maleness in the middle ages, then the question naturally arises as to how Gawain in Sir Gawain and the Green Knight retains his masculine identity while abstaining from sex. I believe the answer to this can be found by looking at the structure of the story, in which we will find that Gawain is surrounded by father figures who create a superego that requires Gawain to repress his sexual desires. At the same time, these parent figures are testing Gawain's ability to abstain from sexual intercourse to see if he is worthy of a courtly masculine title. Therefore, the only way Gawain can achieve and maintain this masculine identity is to abstain from sex. We should begin our observations into the question of how Sir Gawain's masculinity works by focusing on the Green Knight. The Green Knight, the first father figure introduced in the story, tests Gawain's masculinity. Before the Green Knight can test Gawain, though, he must prove that he is in a position to pass judgment. C... ...teilungen. 86 (1985): 482-88. Bullough, Vern L. "On Being a Male in the Middle Ages." Medieval Masculinities: Regarding Men in the Middle Ages. Medieval Cultures; 7. Minneapolis: U of Minnesota P, 1994. Freud, Sigmund. Character and Culture. 1907. New York: Crowell-Collier P, 1970. Freud, Sigmund. The Origin & Development of Psychoanalysis. 1910. New York: Henry Regnery Company, 1967. Freud, Sigmund. Sexuality and the Psychology of Love. 1905. New York: Crowell-Collier P, 1970. Hedges, Warren. Personal interview. 26 November 1996. Kinney, Clare R. "The (Dis)Embodied Hero and the Signs of Manhood in Sir Gawain and the Green Knight." Medieval Masculinities: Regarding Men in the Middle Ages. Medieval Cultures; 7. Minneapolis: U of Minnesota P, 1994. Mann, Jill. "Prince and Value in Sir Gawain and the Green Knight." Essays in Criticism. 36 (1986): 294-318. Masculine Identity in Sir Gawain and the Green Knight Essay -- Essays Masculine Identity in Sir Gawain and the Green Knight Vern L. Bullough's article, "On Being a Male in the Middle Ages," addresses how vital it was for a man living in the middle ages to be sexually active in order to maintain a masculine identity by explaining: Quite clearly, male sexual performance was a major key to being male. It was a man's sexual organs that made him different and superior to the woman. But maleness was somewhat fragile, and it was important for a man to keep demonstrating his maleness by action and thought, especially by sexual action. It was part of his duty to keep his female partners happy and satisfied, and unless he did so, he had failed as a man. (41) If we are to use this reference to explain what constitutes maleness in the middle ages, then the question naturally arises as to how Gawain in Sir Gawain and the Green Knight retains his masculine identity while abstaining from sex. I believe the answer to this can be found by looking at the structure of the story, in which we will find that Gawain is surrounded by father figures who create a superego that requires Gawain to repress his sexual desires. At the same time, these parent figures are testing Gawain's ability to abstain from sexual intercourse to see if he is worthy of a courtly masculine title. Therefore, the only way Gawain can achieve and maintain this masculine identity is to abstain from sex. We should begin our observations into the question of how Sir Gawain's masculinity works by focusing on the Green Knight. The Green Knight, the first father figure introduced in the story, tests Gawain's masculinity. Before the Green Knight can test Gawain, though, he must prove that he is in a position to pass judgment. C... ...teilungen. 86 (1985): 482-88. Bullough, Vern L. "On Being a Male in the Middle Ages." Medieval Masculinities: Regarding Men in the Middle Ages. Medieval Cultures; 7. Minneapolis: U of Minnesota P, 1994. Freud, Sigmund. Character and Culture. 1907. New York: Crowell-Collier P, 1970. Freud, Sigmund. The Origin & Development of Psychoanalysis. 1910. New York: Henry Regnery Company, 1967. Freud, Sigmund. Sexuality and the Psychology of Love. 1905. New York: Crowell-Collier P, 1970. Hedges, Warren. Personal interview. 26 November 1996. Kinney, Clare R. "The (Dis)Embodied Hero and the Signs of Manhood in Sir Gawain and the Green Knight." Medieval Masculinities: Regarding Men in the Middle Ages. Medieval Cultures; 7. Minneapolis: U of Minnesota P, 1994. Mann, Jill. "Prince and Value in Sir Gawain and the Green Knight." Essays in Criticism. 36 (1986): 294-318.

Alcohol drinking

The last reason of alcohol drinking among the youth In Hong Kong is tension reduction and it is the most common excuse among them. From a survey result conducted in 2008 by The Hong Kong Federation of Youth Group, about 30% of students increase their pressure index during the beginning of each new academic year. It was found that the high consumption of alcohol Is related to the high level of pressure Index. And the frequency of drinking depends on how early the students have experienced drinking alcohol. Drinking daily or over consumption of alcohol will lead toa chain of bad impacts.If we drink in a large amount, it will have lifelong negative consequences, including physically and mentally, Drinking can affect thinking capacity and the active attention period will be reduced effecively_ Also fatigue may happen easily although only drinking a small amount of alcohol. As a result, It may affect in studies. As we notice that there are many foreign researches about the motivation of d rinking but there are only llttle researches Investigate the Hong Kong tertiary students. That means the foreign researches cannot completely reflect the Hong Kong situation due to the different cultural norms of east and west.Also. the education of alcohol management and knowledge are not prevalence in Hong Kong. Therefore, we would like to know about the basal motives of alcohol drinking and the influences of drinking among the tertiary students. And the healthcare stream students In IVE will be our target group. As our target group are studying In healthcare stream, we hypothesize that they are more likely to consider their health and a lower drinking frequency and quantity of alcohol will be found. We also assume that their motivation of drinking are due to peer, environment and social. Alcohol Drinking The last reason of alcohol drinking among the youth in Hong Kong is tension reduction and it is the most common excuse among them. From a survey result conducted in 2008 by The Hong Kong Federation of Youth Group, about 30% of students increase their pressure index during the beginning of each new academic year. It was found that the high consumption of alcohol is related to the high level of pressure index. And the frequency of drinking depends on how early the students have experienced drinking alcohol. Drinking daily or over consumption of alcohol will lead to a chain of bad impacts.If we drink in a large amount, it will have lifelong negative consequences, including physically and mentally. Drinking can affect thinking capacity and the active attention period will be reduced effecively. Also fatigue may happen easily although only drinking a small amount of alcohol. As a result, it may affect in studies. As we notice that there are many foreign researches about the motivation of drinking but there are only little researches investigate the Hong Kong tertiary students. That means the foreign researches cannot completely reflect the Hong Kong situation due to the different cultural norms of east and west.Also, the education of alcohol management and knowledge are not prevalence in Hong Kong. Therefore, we would like to know about the basal motives of alcohol drinking and the influences of drinking among the tertiary students. And the healthcare stream students in IVE will be our target group. As our target group are studying in healthcare stream, we hypothesize that they are more likely to consider their health and a lower drinking frequency and quantity of alcohol will be found. We also assume that their motivation of drinking are due to peer, environment and social. Alcohol Drinking Nowadays, it is very amusing that not only the adults are into drinking but surprisingly, teenagers or youngsters are already exposed to it and unfortunately become alcoholic in a very young age.There are about 74% of youngsters who try alcohol drinking more often (see Facts about underage drinking and statistics on teen drinking). Drinking alcohol beverages with moderation is advisable but excessive drinking is not. When you say alcoholism, it is a compulsive habitual excessive use of alcohol drinks.It is not the same as drunkenness, which may be habitual but is not compulsive (Leigh 2002). Alcoholism becomes a chronic condition; it should not be confused with acute alcoholic poisoning, which is the sudden poisoning of the body by alcohol.Underage drinking is one of the major dilemmas which our society is presently facing. Drinking in an early age can possibly make the youngsters become alcoholic in the future and become addicted to drinking.On the other hand, many crimes and accide nts happen because of excessive alcohol drinking. However, not all crimes are the result of alcohol intake but most likely, crimes happened because of excessive drinking of alcohol. True or false? In large amounts, alcohol is a depressant; in small amounts, it is a stimulant.False. Small doses of â€Å"spirits† may indeed, enliven a drinker, but they do so by slowing activity in brain centers that control judgment and inhibitions. Alcohol facilitates urges that the individual might otherwise resist by focusing attention on the immediate situation and away from future consequences (Steele & Josephs 2000).If provoked, people under alcohol’s influence respond more aggressively than usual. If asked to help, people under alcohol’s influence respond more helpfully than usual. In everyday life, alcohol disinhibits both harmful tendencies, as when sexually coercive college men try to disinhibit their dates by getting them to drink (Mosher & Anderson 1999), and helpful t endencies, as when restaurant patrons tip more when tipsy (Lynn1999).Thus, alcohol makes us more aggressive or helpful—or self-disclosing or sexually daring—when such tendencies are present. Whatever urges you feel when sober, you are more likely to act upon if intoxicated.Low doses of alcohol relax the drinker by slowing sympathetic nervous system activity. With larger doses, alcohol can become a staggering problem: Reactions slow, speech slurs, and skilled performance deteriorates. These physical effects, combined with the lowering of inhibitions, contribute to alcohol’s worst consequences—in America, the more than 100, 000 lives claimed annually in alcohol-related car accidents and violent crime (Lord 2001).Thesis Statement: This paper scrutinizes about alcohol drinking and who are involved to it; thus, be aware of the effects of alcohol to our health and into our society.II. DiscussionDrinking alcoholic beverages moderately can stimulate our system ho wever too much and excessive intake might incur deterioration of our memory. Alcohol has an intriguing effect on memory. It impairs neither short-term recall for what just happened nor existing long-term memories. Rather, it disrupts the processing of recent experiences into long-term memories.Thus, the day after being intoxicated, heavy drinkers may not recall whom they met or what they said or did the night before. This memory blackout stems partly from an inability to transfer memories from the intoxicated to the sober state (Eich, 2000). Blackouts after drinking may also result from alcohol’s suppression of REM sleep.Alcohol has another intriguing effect on consciousness: It reduces self-awareness. Compared with people who feel good about themselves, those who want to suppress their awareness of failures or shortcomings are more likely to drink. The Nazi doctors who selected â€Å"unfit† inmates for the gas chambers often did so while drunk, or got drunk afterwards (Lifton 1999).As with other psychoactive drugs, alcohol’s behavioral effects stem not only from its alteration of brain chemistry but also from the user’s expectations. Many studies have found than when people believe that alcohol affects social behavior in certain ways, and believe, rightly or wrongly, that they have been drinking alcohol; they will behave accordingly (Leigh 2002).For example, alcohol per se has some effect on sexual arousal, by decreasing cognitive inhibitions (Crow & George 1999). But people become even more responsive to sexual stimuli if they believe alcohol promotes arousal and believe they have been drinking. From their view of research, Jay Hull and Charles Bond concluded (2001) that for some people alcohol serves â€Å"as an excuse to become sexually aroused.†Consider one such experiment by David Abrams and Terence Wilson. They gave Rutgers University men who volunteered for a study on â€Å"alcohol and sexual stimuli† either an alcoholic or a nonalcoholic drink. (Both drinks had a strong taste that masked any alcohol.) In each group, half the subjects thought they were drinking alcohol and half thought they were not.Regardless of what they drank, after being shown an erotic movie clip, the men who thought they had consumed alcohol were morel likely to report having strong sexual fantasies and feeling guilt-free. Thus, being able to attribute their sexual responses to alcohol released their inhibitions—whether they actually had drunk alcohol or not. This illustrates an important principle: A drug’s psychological effects are powerfully influenced by the user’s psychological state.A. Serves as depressantThe most widely used drug in the depressant class is alcohol. You may be surprised to see alcohol listed as a depressant because you probably have heard someone say that â€Å"a few beers loosen me up and make me have a good time.†Depressants are drugs that have a general sedative effect on the central nervous system, and alcohol clearly has the effect. Initially, alcohol reduces a person’s inhibitions through action on the brain stem. Continued drinking, however, affects higher brain centers in the cortex and leads to reduced alertness. Impaired motor functioning, and slowed reaction times. Higher doses can produce unconsciousness and even death.Alcohol abuse is a major problem for society, costing billions of dollars annually in medical care, insurance costs, job loss, tax loss, and welfare costs, as well as the loss of priceless human life and other human miseries it produces. For example, one half of fatal automobile accidents involve a driver who is intoxicated (World Health Organization 2001).People drink alcohol for a variety of reasons, but principal goals are to achieve another state of consciousness, to relax, to forget one’s worries, to enjoy the high that alcohol initially provides. As tolerance develops, the individual must drink mo re to achieve the same effect. Thus, it is easy to progress from use to abuse. Dependency on the drug is known as alcoholism, a condition that affects an estimated 12 to 15 million Americans.For many years, alcoholism has been viewed in the context of a disease model, emphasizing the effects of the drug on physiological processes. Recently, the pendulum has swung toward psychological theories that emphasize processes such as learning, motivation, and self-awareness to explain how drinking problems are initiated and how they are maintained.Current research also recognizes that there is more than one kind of alcoholic, and studies are under way to differentiate these groups by cause (Conrad 2001). Obviously, such a differentiation would have an important impact on the development of more effective treatment.B. My AnalysisBased on my understanding, experienced, and my personal research, alcoholism is a serious public health problem. It afflicts millions of people, including adults and teenagers from all types of social groups. Why people become alcoholics is not clearly understood; alcoholism can stem from emotional immaturity, insecurity, nervous tension, loneliness, or depression. Physiological causes of alcoholism, if any, have not been determined. Physicians generally consider alcoholism an addiction.Personally, I occasionally take alcoholic beverages and it usually happens when I attend to parties or any special occasions but I drink moderately because I don’t want alcohol rule my life but I want to be the ruler of myself. The way I see it, too much drinking can affect many organs and systems of the body.It irritates the lining of the stomach and pancreas, causing inflammation, tenderness, and ulcerlike lesions. I have read to some articles too that heavy consumption of alcohol inhibits the absorption of proteins, nutrients, and vitamins from the small intestine and this can cause chronic malnutrition. I do not want these things happen to me.III. Conc lusionIn conclusion, our government should pay attention to this increasing and alarming dilemma which the teenagers are facing. One result of continued, excessive drinking is the development of tolerance. The cells of the nervous system become more tolerant of alcohol, and larger quantities must be consumed to produce intoxication.When consumption is discontinued, a severe physical reaction, called alcohol withdrawal syndrome, may occur. Twelve to 48 hours after the last drink, the person may experience nausea, vomiting, profuse sweating, tremors, insomnia, and hallucinations. Forty-eight to 96 hours later, the person may experience delirium tremens, a disorder of the nervous system.Reference:Conrad, Barnaby. Time is All We have: Four Weeks at the Betty Ford Center (Arbos House, 2001).Eich, J.E. (The cue-dependent nature of state-dependent retrieval. Memory and Cognition, 8, 157-173, 2000Leigh, B.C. In search of the seven dwarves: Issues of measurement and meaning of alcohol expect ancy research. Psychological Bulletin, 105, 361-373, 2002.Lifton, R.J. The Nazi doctors. New York: Basic Books. (p.168), 1999Lord, L.J.   Coming to grips with alcoholism. U.S. News and World report, pp. 56-63, 2001Lynn, M. The effects of alcohol consumption on restaurant tipping. Personality and Social Psychology, 51, 404-408, 1999Mosher, D.L., & Anderson, R.D. Macho personality, sexual aggression, and reactions to guided imagery of realistic rape. Journal of research in Personality, 20, 77-94, 1999Steele, C.M., & Josephs, R.A. Alcohol myopia: Its prized and dangerous effects. American Psychologist, 45, 921-933, 2000World Health Organization. The influence of alcohol and drugs on driving. Albany, NY: WHO Publication Centre, 2001   

Lesson Plan for P.E. Essay

This is a great activity that my kids loved after a solid review of what is in a First Aid Kit. Once your students have been introduced to these contents and understand their uses, have them apply their knowledge to real life situations with this activity. 1. Have students break into groups of 3-5. 2. I assigned students roles in their groups. (Time Keeper, Writer, Speaker, etc.) They all need to help discuss however. 2. Each group will receive an index card with a scenario on it. 3. Based on the scenario, students must decide which item(s) from their First Aid Kit they would use. They should write down the items they could use on the back of the note card. I have a spelling list on the board for younger grades. If supplies allow it, give each group a first aid kit so that they may simply grab the item for their scenario. Example of a Scenario: One of your friends cuts their leg and it begins to bleed. You need to help them clean the wound. What do you need to use from the First Aid Kit? Answer: Rubber Gloves, Cleansing Pads, Gauze, Antibacterial Ointment, etc. 4. Have each group go through their list and discuss with the class why it’s important to have each certain item. How does it help both the helper and whoever is injured? Make sure that you stress the importance to always find an adult first before performing first aid. Assessment Ideas: Perform assessment and evaluation throughout the entire lesson by having the students interact with thoughtful discussion based lecture and apply what they have learned by putting the index cards into the correct spots and answering why it’s important to know first aid safety. Tuesday Name of Activity: Counting on Groceries | Purpose of Activity: The purpose of the activity is for the students to comprehend concepts related to health promotion by moving in the gymnasium and learning about healthy food choices as well as doing a little basic math. Prerequisites: Counting to 6. Have some basic ideas of what good foods look like. Student will demonstrate healthy practice and behaviors to maintain or improve personal health. Suggested Grade Level: 2 Materials Needed: Enough foam dice so that each child has one Lots of plastic foods Two reusable shopping bags 4 green baskets (depending on how much â€Å"go food† you have) 2 red baskets (depending on how much â€Å"whoa food† you have) Description of Idea Place on shopping bag with lots of food choices in it toward one end of the play space. Place the other shopping bag also with lots of food choices in it toward the other end of the play space. This allows for more movement and less traffic jams. Place the color baskets in the center of the play space. The green baskets represent the â€Å"Go Foods – healthy food choices† and the red baskets represent â€Å"Whoa Foods – foods we can only eat every once in a while†. Each child will get 1 die. They will take the die to a self-space and roll the die one time. After rolling the die they need to count the spots. Each spot represents a piece of food they can get at the grocery store (shopping bags). Once they collect the correct amount of food from the bag to match the roll of the die they bring the food back to the baskets. Once at the baskets they sort the food into the green basket for go foods and red basket for whoa foods. After sorting the foods they go ba ck to their die and roll again. They continue to do this until the shopping bags are empty and the food is all sorted. After all food is sorted bring the children back to the center of the play area. Have them sit in a circle so they can all see the baskets. As the children to identify the foods in the basket and evaluate to see if they placed the foods in the correct baskets. Assessment Ideas: I was able to assess if the students could count to six by watching their die roll and seeing how many pieces of food they took when going to the shopping bag. I was able to watch the children sort the food and see if they were sorting correctly for the food choices they had. As a group I was able to assess the overall outcome by how successful they were overall with the sorting activity. Adaptations for Students with Disabilities: Kids with mobility problems could have an adult bring a basket to them so they could sort easier. Kids with visual difficulties could have the food identified for them and then have them tell another child or adult what basket to place to the food in. Kids could work in pairs if a child has trouble counting the spots on the die. Wednesday Name of Activity: Learning the food guide pyramid | Purpose of Activity: The learner will apply knowledge and behavior self-management skills to areas of nutrition and physical activity for healthy growth, development, and maintenance. Prerequisites: The student will choose habits that prevent hearth disease. : Students should have knowledge of the five food groups, how much of each food group they should be getting every day, and what makes up a â€Å"serving† of food. 115.2 Health Edu. (b)(1) (A) Suggested Grade Level: 2 Materials needed: -white board, -white board markers. -Class set of food calendar worksheets, -multiple sets of pyramid go fish game, -deck of cards Description of Idea Focus: What is everyone’s favorite food? (Make a chart on the white board, placing student’s favorite foods under the category of the food pyramid in which it belongs) Explain which category the student’s favorite foods fall under, which category we should have the most of (grains) and which the least of (fats and oils)? Statement of Objectives: To learn about the food guide pyramid and what foods are best for our bodies! Teacher Input: Can anyone name all the categories of the food guide pyramid? (Grains, vegetables, fruits, milk/dairy, meats & beans, and fats/sugars) Tell your neighbor what your favorite food is and which category it fell under? Now how much of all the other categories, as well as the one your favorite food falls under, do you think you should be eating each day? Grains- 6 ounces Vegetables- 2  ½ ounces Fruits- 1 ½ cups Milk/dairy- 3 cups Meats & beans- 5 ounces Fats/sugars- know your limits Oils (although not a good group, they are needed in small amounts for good health) We eat these foods because they provide our bodies with the nutrients we need to do things. To run, walk, talk, think, smile, and GROW big and strong! All the categories of the food guide pyramid are like a puzzle, and if our body doesn’t have all the pieces, it isn’t complete! Guided Practice: Can we discuss as a class, what are some healthy choices that we could eat from each of these categories. Examples: Grains (pasta, bread, rice), Vegetables (lettuce, spinach, broccoli, cucumbers, peppers), Fruits (bananas, strawberries, oranges, apples), Milk/dairy (milk, yogurt, cheese) Meats & beans (chicken, fish, lean beef, soybeans, dried beans). One important thing to know when deciding what you are going to eat for your each food guide pyramid portion size. We need six ounces of grains per day, and five ounces of meat/bean. What does this mean? Well three ounces can be described as the same width and size of a deck of cards (show example of a deck of cards). So remember that when eating. Now, let’s fill in this chart all together (the same food calendar worksheet passed out to class already) to help us think about what kinds of foods we would all eat throughout our meals to ensure we are eating all of the correct foods and serving amounts that the food guide pyramid tells us to. Who would like to raise their hand first, to tell me, what is a food we could eat with breakfast, which would help us reach our goal of meeting the food guide pyramid daily servings? Independent Practice: With three of your neighbors, take a few minutes to play â€Å"Pyramid Go Fish!† The dealer of your group shuffles the cards, then gives each player four cards, and puts the remaining cards in a stack in middle of everyone. Each player takes a turn asking another player if he/she has the pair to one of the four cards that they currently have in their hands. If two of the same cards are obtained, then the pair is laid down and counted as one point. When asking another player if he/she has a card and is answered â€Å"no, go fish† then the player who was denied must draw another card from the deck in the middle. If answered â€Å"Yes†, then the player is given the card, lays down his/her pair, and gets to ask again if a fellow player has a card he/she needs. Whoever ends up with the most pairs wins? Closure: Raise your hand to tell me a food that may not be your favorite, but you like a lot, that falls into the food guide pyramids’ categories. How much of this food do you usually eat when you have it? What are some fats/sugars that would be better to choose, rather than candy, ice cream and items like that? Make sure to go home tonight and talk to your family about what should be on your plate in order to have a well-balanced, healthy dinner tonight! Assessment Ideas: Psychomotor: The student will be able to play games related to the food guide pyramid. Cognitive: The student will be able to remember what the food guide pyramid categories are, what types of foods belong to each, how many servings pertain to each category, and why we should eat these foods. Affective: The student will be able to discuss good choices to eat from the food guide pyramid, determine how much of each pyramid category they should eat daily, and also be able to teach others about what they learned from the food guide pyramid. Thursday Name of Activity: Creating a First Aid Kit | Purpose of Activity: The student should know how to work in groups while making the first aid kit. They should also be able to list five items that should in a first aid kit and explain how they are used, as well as, go home and make a first aid kit. Prerequisites: Student should have had prior practice. The students should know the name of the items in the box and how to use all content in the box, also where it should be kept. And be skilled in common first aid procedures. 115.2 Health Edu (b) (1) (A) Suggested Grade Level: 2 Materials Needed: first-aid manual, sterile gauze, adhesive tape, adhesive bandages in several sizes, elastic bandage, antiseptic wipes, soap, antibiotic cream (triple-antibiotic ointment), antiseptic solution (like hydrogen peroxide), hydrocortisone cream (1%), acetaminophen and ibuprofen, extra prescription medications (if the family is going on vacation), tweezers, sharp scissors, safety pins, disposable instant cold packs, calamine lotion, alcohol wipes or ethyl alcohol, thermometer, plastic gloves (at least 2 pairs), flashlight and extra batteries, mouthpiece for administering CPR (can be obtained from your local Red Cross), your list of emergency phone numbers blanket (stored nearby), Plastic box, construction paper cut to 3Ãâ€"5 in., markers, sandwich bags, take home handouts with the list of items for kit and how to make a kit, First aid assessment sheet, the in class worksheet for with blank spaces for students to fill in descriptions Description of Idea Statement of Objectives: Once we have finished creating our classroom first aid kit you will be able to go home and make your own first aid kit with your parents and identify all the parts that are found in the kit. Teacher Input: Ask students, â€Å"Have you ever seen a first aid kit?† ask them to raise their hand. â€Å"Where do you usually see first aid kits?† call on a few, give positive feedback. Tell the students that a first aid kit is a good thing to have anywhere. Give examples: in the car, at home, at the playground. Tell the children how you never know when you may have a emergency that will require immediate action. Put up a slide showing the standard list of items, with their descriptions, found in a kit. Point to each item say the name and have the class repeat the name. Guided Practice: After going through the list once give each student the handout that matches the slide telling them to follow along and take notes of the descriptions of use as you move down the list. Tell the classroom that this information was provided to them by the White Lake Fire Department. This time instead of pointing only to the slide use the items you have already sat on the desk that will go in your kit to show the students a visual of the item as you describe it while they take notes. After going over an item start passing it through the class giving each student an opportunity to look closely at each item. Once you reach the end have them fill in the last three spaces with things they think would be nice to have in a first aid kit. This can be something serious like glow sticks, matches or fun such as a coloring book or small stuffed animal. Independent Practice: Assign children into groups of no more than five. Give each group a sandwich bag and the construction paper squares. Tell the students to make their own first aid kit by writing the name of each item on the paper provided. Tell the groups to switch bags and empty the contents checking to make sure each piece is there. Before they check the new bags explain to the students the importance of going through the first aid kit every few months to make sure all the items are still there and that none of the items are out of date or damaged. Closure: Give positive feedback on what a wonderful job they have done so far. Go back to the table with all the items for the first aid kit and have each child come up and pick and item to go in the class box. Ask the student, â€Å"Can you tell everyone what this item is and what we would use this item for?† Let each child have a turn if possible. Pass out the First Aid Lesson assessment and have the children complete and hand in. After the box is complete encourage the children to go home and talk to their parents about making their own kit Friday Name of Activity: Nutrition Scooter Relay | Purpose of Activity: The students will be able to demonstrate safe scooter travel and will be able to correctly identify foods from the six food pyramid groups. Prerequisites: Students should have knowledge of the five food groups, how much of each food group they should be getting every day, and what makes up a â€Å"serving† of food. Suggested Grade Level: 2 Materials Needed: 1. four wheeled scooters (enough for half your class) 2. Pictures of foods from the six food groups (around 100-150 pictures) Description of Idea I like to use this relay as a culminating activity for learning about the six food groups. Divide the students into pairs and have them spread out along one side of the gym with one scooter per pair. Spread out pictures of food from the six food groups along the opposite side of the gym. I like to use food group pictures that I ordered from a Dairy Council catalog that allots free monies to teachers every year, but any assortment of pictures will work. It is also nice to tack up a picture of the food pyramid on the same side of the gym that you spread out the pictures for struggling students to use as a resource. Once the gym is set up, give the signal to begin. One student from each group must travel on the scooter down to the opposite end of the gym while the other student runs/skips/gallops/etc. beside his/her partner on the scooter. The partner on the scooter must travel on his/her bottom or knees. Once they have made it to the opposite side each group must pick six different foods pictures of food that fit into the six food group categories before returning. Partners can check with each other and the food pyramid poster to make sure they have all six before returning. They must go back the same way they came, with the same partner on the scooter and the same partner moving alongside the scooter. Once the first group has returned, begin counting down from 30 seconds, signaling to the other groups that they need to get back to the other side of the gym before time runs out with whatever pictures they have. Once everyone is back, they can take 30 seconds to show their items to another group to double check their choices. Once the 30 seconds are up, collect all the food from the students, have them switch places and go again! While they race down, replace the food you have collected so that they can use those pictures again for the following round. The kids LOVE this game, and it gives the students multiple opportunities to check their knowledge with other students while giving me many opportunities to walk around and assess student learning levels. Assessment Ideas: I have assessed student learning and comprehension levels in different ways for this game. Sometimes I use a check-sheet to mark that can correctly identify and place foods within the correct food groups, and sometimes (with the second graders) I use self-assessment charts where students can mark their own levels of understanding. Since this activity takes place at the end of my nutrition unit I usually already have a pretty good idea of who can and can’t identify foods and correctly place them within the six food groups, so this just gives me one more opportunity to check for understanding.

Essay about Timeline 1750

Essay about Timeline 1750 Essay about Timeline 1750 Timeline 1750-1914 Toussaint Louverture (May 20, 1743- April 7, 1803) -The leader of the Haitian Revolution Reign of King Louis XVI (Aug. 23 1754- Jan. 1793 -King of France that was executed in the French Revolution James Watt perfects steam engine (1765) -He discovered that steam could be harnessed and used to work. American Revolution (April 19, 1775- Sept. 3, 1783) - Colonists of the thirteen colonies overthrew the British congress and created the united states of america Simon Bolivar (July 24, 1783- Dec. 17, 1803) -Venezuelan statesman and military leader French Revolution (1789-1799) -French citizens redesigned their country’s political landscape Haitian Revolution (1791-1804) -The largest and most successful slave rebellion in the western hemisphere Cotton Gin Developed (1793) -The modern mechanical cotton gin was invented in the United States in 1793 by Eli Whitney Reign of Napoleon (April 20, 1808- Jan. 9, 1873 -French military leader and emperor who conquered much of Europe in the early 19th century Wars of Independence in Latin America (1808-1826) -revolutions that took place during the late 18th and early 19th centuries and resulted in the creation of a number of independent countries in Latin America. Spinning Mule Developed (1813) -The spinning mule produced a very fine and even thread which was suitable to spin yarns for making muslin. Congress of Vienna (Sept. 1814) -A congress is a formal meeting of the representatives of different nations, constituent states, independent organizations, or groups Opium War (1839-1842) -wars between China and Western countries Unification of Italy (1848-1870) -The movement to unite Italy into one cultural and political entity Taiping Rebellion (Dec. 1850) -one of the bloodiest civil wars in history between the Qing Dynasty and the Chinese 'Christian' rebels Crimean War (1853-1856) -a conflict in which Russia lost to an alliance of France, Britain, the Ottoman Empire, and Sardinia Bessemer Process Developed (1856) -first inexpensive industrial process for the mass-production of steel from molten pig iron prior to the open hearth furnace Sepoy Rebellion (1857-1858) -The British commanders were forcing Indian soldiers to use their mouth on the cartridges which were greased with cow and pig fat; This was against religious beliefs and led to an uprising by the Sepoys Origin of the Species Published (Nov. 24, 1859) -a book written by Charles Darwin about evolution Emancipation of Russian Serfs (1864) -the first and most important of liberal reforms effected during the reign of Emperor Alexander II of Russia Meiji Restoration (1868-1912) -the political revolution that brought about the fall of the Tokugawa shogunate and returned

Implicit and Explicit Constructor Chaining

Implicit and Explicit Constructor Chaining Constructor chaining in Java is simply the act of one constructor calling another constructor via inheritance. This happens implicitly when a subclass is constructed: its first task is to call its parents constructor method. But programmers can also call another constructor explicitly using the keywords  this() or  super(). The this() keyword calls another overloaded constructor  in the same class; the super() keyword calls a non-default constructor in a superclass. Implicit Constructor Chaining Constructor chaining occurs through the use of inheritance. A subclass constructor methods first task is to call its superclass constructor method. This ensures that the creation of the subclass object starts with the initialization of the classes above it in the inheritance chain. There could be any number of classes in an inheritance chain. Every constructor method calls up the chain until the class at the top has been reached and initialized. Then each subsequent class below is initialized as the chain winds back down to the original subclass. This process is called constructor chaining. Note that: This implicit call to the superclass is the same as if the subclass had included the super() keyword, i.e. super() is implicit here.If a no-args constructor is not included in the class, Java creates one behind the scenes and invokes it. This means that if your only constructor takes an argument, you must explicitly use a this() or super() keyword to invoke it (see below). Consider this superclass Animal extended by Mammal: class Animal {// constructorAnimal(){   System.out.println(Were in class Animals constructor.);}} class Mammal extends Animal {//constructorMammal(){   System.out.println(Were in class Mammal s constructor.);}} Now, lets instantiate the class Mammal: public class ChainingConstructors {   /*** param args*/public static void main(String[] args) {Mammal m new Mammal();}} When the above program runs, Java implicitly triggers a call to the superclass Animal constructor, then to the class constructor. The output, therefore, will be: Were in class Animals constructorWere in class Mammals constructor Explicit Constructor Chaining using this() or super() Explicit use of the this() or super() keywords allows you to call a non-default constructor. To call a non-args default constructor or an overloaded constructor from within the same class, use the  this()  keyword.  To call a non-default superclass constructor from a subclass, use the super() keyword. For instance, if the superclass has multiple constructors, a subclass may always want to call a specific constructor, rather than the default. Note that the call to another constructor must be the first statement in the constructor or Java will throw a compilation error. Consider the code below in which a new subclass, Carnivore, inherits from Mammal class which inherits from the Animal class, and each class now has a constructor that takes an argument. Heres the superclass Animal:   public class Animalprivate String name;public Animal(String name)  // constructor with an argument{this.name name;System.out.println(Im executed first.);}}Note that the constructor now takes a name of type String as a parameter and that the body of the class calls this() on the constructor. Without the explicit use of this.name, Java would create a default, no-args constructor and invoke that, instead. Heres the subclass Mammal: public class Mammal extends Animal {public Mammal(String name){super(name);System.out.println(Im executed second);}} Its constructor also takes an argument, and it uses super(name) to invoke a specific constructor in its superclass. Heres another subclass Carnivore. This inherits from Mammal:   public class Carnivore extends Mammal{public Carnivore(String name){super(name);System.out.println(Im executed last);}} When run, these three code blocks would print: Im executed first.Im executed second.Im executed last. To recap: When an instance of the Carnivore class is created, the first action of its constructor method is to call the Mammal constructor method. Likewise, the first action of the Mammal constructor method is to call the Animal constructor method. A chain of constructor method calls ensure that the instance of the Carnivore object has properly initialized all the classes in its inheritance chain.

'To live is to be photographed (Sontag 2004). Does photography have a Essay

'To live is to be photographed (Sontag 2004). Does photography have a special role in the mediation of our lives, and how, according to Sontag, is this role changing - Essay Example There is a big role of photography in the conception of the history of the world. Photographs have historically provided an objective record of the events of the real world. They have served as a key in confirming the ravages of the Civil War for the public. â€Å"Roland Barthes, a preeminent theorist of photography, said that photograph is the "sovereign contingency," meaning it is dependent on something else happening† (Huds, 2013). In the earlier times, photography was considered as the domain of only the rich people in the world. The power of photography was spread to the general public’s hands after the invention of the instant camera by the Eastman Kodak company (Huds, 2013). Using this camera and the cheap 35 mm film, it was possible for any individual, rich or poor, to capture an image by clicking the camera, thus making photography evolve as the most popular art form. Photographs do play a special role in the mediation of our lives. There is an insuperable powe r in photographs that helps them determine what can be recalled in the events. Photography brings the memories of childhood back to us. Photographs help us recall a sad or happy moment that we can share with others. The power of picture is that it captures a single moment’s quintessence and makes it permanent so that it can be reviewed over and over again. Photographs help us keep record of our past as well as present. ... r is to convey the actual fear and horror prevailing in the battle-field to the people in an attempt to discourage the occurrence of wars in the future. Once, a photographer said, â€Å"I thought I was going to save the world with my photographs† (The Free Library, 2013). Thousands of photographs of the Vietnam War were taken and almost all of them were viewed by people in different parts of the world within only few days of their being made. Those photographs were basically meant to be seen as soon as possible. The photographs were disturbing and affected people emotionally and psychologically. They made the audiences feel sickened. It is a fact that some photographs, particularly those of the war, are intentionally taken to shock the audience because the images recalled are the ones that are the most horrifying and compelling. Such photographs are imprinted on the minds of the audience. A memorable photograph is one that has an impact. It is a form of a visual impression tha t awakens the individual looking at it in a positive or a negative way. A horrifying photograph spurs anger and frustration in the audience. It evokes an emotional response that makes the audience think upon the context that reflects from the photograph. A photographer making a documentary focuses the camera at the real world to capture the drama of life, death, and all that lies in between the two. The audiences have been brought quite close to the important events of the world by the photojournalists. They have helped the audiences see the world as it is in reality rather than the way it is projected in the news. The medium of photography has even made the armchair participants completely aware citizens of this world. In the present age, the importance of photographs cannot be overestimated.

Management issue Assignment Example | Topics and Well Written Essays - 750 words

Management issue - Assignment Example Many organizations fail on this issue as they do not apply or rather use the appropriate management strategies (Hopkins, 3). With the interconnectedness of factors in the market, risks in companies may crop up from any corner across the globe and cause uncertainty and volatility which in turn increase the pressure on managers. Moreover, the uncertainty increases the management need for specific and accurate data. This goes along with the need to ensure that every decision the management makes take into account several alternatives in related issues. Various factors have come to the forefront forcefully due to the ever changing nature of markets across the globe. These factors have a greater impact on risk management of businesses. To start with, operational risk is on top of this list. With the ever rising complexity in transactions, the world’s nature of every market and the particular risks they represent is common for companies. Thus, comparing to the previous years, a number of firms have an employment position for operational risk officers; such positions never existed in previous years. Secondly, economic models are now on a focus. These have led to various questions that lack easy answers. For instance, given a capital challenges that resulted to a crisis in the organization, should the firm continue using the same proprietary model? Proper models or rather proper use of these models is at stake in many organizations since they have an impact in the firm’s risk management. In addition, the corporate governa nce is an upcoming factor which is being focused by risk managers. These managers are currently involved in companies’ corporate governance and other discussions such as compensation. In most cases, they are asked to give opinions on packages of compensation and if the incentives in these packages might height the company’s profile. Lastly, the role of overall management in the modern companies is dramatically changing. The risk-related

CASE STUDY Example | Topics and Well Written Essays - 250 words - 8

Case Study Example Reason being, it acquired land secretly through undetectable means (Daft & Marac, 2007). Furthermore, the citizens saw the possibility of the emergence of hotels and restaurants that were not proper for their country. Similarly, it was feared that the Disney’s America Park might have a negative impact to the environment. Thirdly, some citizens disliked the nature of secrecy of the company. Reason being, it did not consult them on what should the history of America be made of (Theme Park History: Disneys America and the Historian Dilema , 2013). The information about the closure of the project was conveyed through the external form of communication. The level of knowledge about Disney Park differed among citizens within the county. For instance, majority of those who opposed the project were individuals who were less informed about it. On the other hand, the leaders seemed knowledgeable about the project. At the end of the project, many politicians were disappointed. (The Third Battle of Bull Rumn the Disneys America Theme Park, 1994) In conclusion, the success of Disney’s America Park was unachievable because of its: possessive nature as seen in the naming, and secrecy, which saw the citizens being less informed about the progress of the

Reflection on Cultural Competencies

Reflection on Cultural Competencies Jon Teegardin Caring for a multicultural society is the name of the class I am taking this semester. It is only logical that part of learning about providing care to a patients of diverse ethnic and cultural backgrounds is learning about my own perceptions of culture. By honestly and openly completing a cultural competency checklist, I was able to identify my own strengths and shortcomings about culture. This paper will analyze the results of my checklist, analyze my thoughts and feelings about my responses, and identify ways I can improve on my care of culturally diverse patients. Analysis and summary of the assessment results This assessment was completed by me, Jon Teegardin, RN. I currently work as an emergency room nurse at a local hospital. I strongly agreed with 77% of the statements in the assessment, agreed with 16%, and chose neutral for the remaining 7% of the statements. There were no statements that I disagreed or strongly disagreed with. The subjects with a neutral response included acceptability of the use of languages other than English, participation in insensitive comments or behaviors, and recognition of different English language dialects. Analysis of thoughts and feelings after taking assessment My initial impression of the assessment was that I was culturally competent and sensitive to culturally related differences among my patient population. As I looked closer at my responses though, I realized that I am less sensitive to non-English speakers and that I am prone to making insensitive comments. After realizing this, I wanted to analyze why I have a neutral view about those who may not speak English and those who speak a different dialect of my native language. Being 45 years old, I can distinctly remember a time in this country when the English language was the only language used by business and even the government. The United States Government still requires that naturalized citizens â€Å"read, write, and speak Basic English† (U.S. Citizenship and Immigration Services, n.d.). Television produced many shows that used racial and ethnic stereotypes as the basis for sitcoms. Shows like What a Country used language and cultural differences as the punchline for jokes set to a laugh track. Perfect Strangers went so far as to create a fictitious country of origin for the shows main character. This allowed the network to write scripts that utilized extreme stereotypical views of eastern Europeans without appearing to be offensive to the target audience of Americans (Amazon, 2014). This programming taught viewers that it was OK to laugh at those who spoke differently or those who had different traditions or values. We were taught that an ac cent was something to laugh at and imitate. I could cite even worse examples from the seventies. I actually felt ashamed when I thought about American Sign Language and deaf culture. I actually debated a previous instructor about deaf culture, based in part on the fact that American Sign Language is not just hand signals of English words or letters, but is actually a visual language of its own (Jay, 2008). I actually contradicted my own belief by limiting my definition of language. Not one of my finer moments. Areas of improvement needed after taking the assessment There are three areas of improvement that I identified by taking this assessment. Acceptability of the use of languages other than English, participation in insensitive comments or behaviors, and recognition of different English dialects. It is important to remember that while a person may speak Basic English, they may be more comfortable speaking their native language. There are 31.8 million U.S. residents that speak a language other than English in their home, and of that number, 54% are Hispanic (Cultural diversity and language issues, 1994). Even though there is a movement in this country away from the concept of the melting pot, it does not mean that people who choose to come here don’t want to embrace American culture. Learning a new language is hard and that difficulty is magnified as we age. I have encountered many patients in the ER who speak little or no English, but their child speaks both languages fluently. It is insensitive to demand that everyone who comes here speak only my native language. Insensitive comments or behaviors don’t need to be made in a negative manner to be hurtful. How many of us have spoken louder and slower to someone who speaks limited English? We may be doing so in an attempt to be helpful, but do we stop and think about how patronizing or belittling that behavior may be? It is important that I model my behavior in a manner that is sensitive to a language barrier in a manner that is still respectful. Part of my assessment of a patient needs to address communication barriers immediately and utilize my facilities language translation services earlier in the patient encounter. Recognition of different English dialects should include geographic influences. I have to admit that initially I was looking at dialect as simply poor grammar, when it is much deeper than that. Southern English is just as correct as Midwestern English, even though substantial differences can be found in the way people from these two areas speak. One researcher identified 24 different dialects of American English (Wilson, 2013). Suggestions for improving the provision of transcultural healthcare It is important that to let go of stereotypes or behaviors that were impressed on me at an early age. The first step towards modifying these behaviors is identifying them properly. The assessment is a good tool to identify areas that can be improved. It is also important to recognize that â€Å"transcultural research, as presently conducted, may depict a view of behavior that encourages expectations of stereotypes among health practitioners and this view may inhibit rather than enhance individualized practice† (Price Cortis, 1999, p. 243). This means that it is important to remember that our learned cultural expectations may be suspect and this can be detrimental to the care that we provide to our patients. A provider cannot assume that just because they know the cultural aspects of a patient that they know the geographic influences on that patient’s culture as well. References Amazon. (2014). Perfect Strangers. Retrieved September 16, 2014, from http://www.imdb.com/title/tt0090501/ Cultural diversity and language issues. (1994).The Journal of School Health,64(1), 41. Retrieved from http://search.proquest.com/docview/215683754?accountid=87314 Jay, M. (2008). Deaf Culture. Retrieved September 16, 2014, from http://www.start-american-sign-language.com/deaf-culture.html Price, K., Cortis, J. (1999). The way forward for transcultural nursing. Nurse Education Today,20(3), 233-243. U.S. Citizenship and Immigration Services. (n.d.). Learn About Naturalization. Retrieved September 16, 2014, from http://www.uscis.gov/citizenship/learners/learn-about-naturalization Wilson, R. (2013, December 3). What Dialect Do You Speak? A Geographical Breakdown of American English (Posted 2013-12-03 01:01:46). The Washington Post. Retrieved September 16, 2014, from http://www.highbeam.com/doc/1P2-35439884.html?