Soren Kierkegaard Vs. Friedrich Nietzsche

Soren Kierkegaard Vs. Friedrich Nietzsche Free Online Research Papers Soren Kierkegaard and Friedrich Nietzsche are generally viewed as the two biggest scholars of the nineteenth century. Known as the dads of the existentialist development, these two savants have altered the manner in which we see the world. Despite the fact that it has been longer than a century since they have both kicked the bucket, the very certainty that their writings are being instructed in present day curriculum’s, is a demonstration of how compelling their functions really are. Despite the fact that the two men have similitudes, as in they wish to find the genuine importance of ones presence, the two of them arrive at two totally various resolutions. In spite of the fact that both state theory as a way to improve and value the existence you have, Religion, the significant contrast between these two masterminds, is what's going on with their purposed thoughts of carrying on with an important life. Kierkegaard, in of his works Concluding Unscientific Postscript to Philosophical Fragments states: ‘Without hazard there is no confidence. Confidence is unequivocally the inconsistency between the limitless enthusiasm of the individual’s internal quality and the goal vulnerability. On the off chance that I am fit for getting a handle on God unbiasedly, I don't accept, however exactly in light of the fact that I can't do this I should accept. In the event that I wish to save myself in confidence I should continually be expectation after holding quick to the goal vulnerability, in order to stay out upon the profound, more than seventy thousand distances of water, despite everything safeguarding my faith.’ One can wholeheartedly differ with Kierkegaard, for the straightforward explanation that confidence is certainly not a standard for conviction. One doesn't have to accept, in light of the fact that they can not unbiasedly derive. Kierkegaard’s philosophical feelings were enormously molded by his strict perspectives, one of the most renowned being his hypothesis on The Knight of Faith. Kierkegaard characterized the Knight of Faith as â€Å"the person who can nimbly grasp life†. He is a person who depends on acknowledgment of the silly as a methods forever. The Knight of Faith is eager to step over moral limits for what he accepts is a higher reason. In his work Fear and Trembling Kierkegaard develops this idea. Kierkegaard’s case of such a knight was the scriptural figure of Abraham. At the point when Abraham was approached to forfeit his child Isaac, he grappled with the choice. How might he end the life of his dearest child? His heart overwhelming with distress, Abraham took his youngster to the highest point of a mountain and lifted his hand to kill his child; finally, the blessed messenger of the LORD kept him from doing as such. Rather than Isaac, Abraham yielded a smash that was caught in a brush close by. Abraham was compensated with the life of his child, on account of his confidence in the ludicrous. Kierkegaard claims Abraham, out of affection was eager to execute, and on the grounds that he was giving up his child to god, out of adoration, he is the genuine knight of confidence. This is what is generally befuddling. Abraham goes to the highest point of the mountain to murder his child, trusting it will all work out, in view of nothing reasonable. In light of straightforward morals, he will end up being a killer. His dedication and confidence in god places him above human morals and ethics. This thought is totally crazy. This thought, if a demonstration is done out of adoration, and you get a message from god, than your activities are out of nowhere legitimate. Kierkegaard trusted Abraham such a saint, that he loved him, yet sobbed, in light of the fact that he didn't accept his confidence to be as solid as his. This impeccably associates with his hypothesis of tension. This idea of tension (nervousness) is utilized to characterize the sentiments of dread and frailty of the free reasoning person. Kierkegaard implied this with respect to dread of bombing in your duties to god, albeit an individual of none, or an alternate confidence, can credit similar standards to their dread of not satisfying their own ethics and convictions. Just supplant God, for anyone whose feeling matters to you, your family, and companions, critical others. The issue of nervousness applies to these circumstances. You wish so difficult to satisfy these individuals, yet the dread of frustrating them is consistently present in your psyche. In his works Kierkegaard every now and again discusses the sub specie aeterni (from the point of view of forever). It was as he would like to think that ones life ought to be seen from the viewpoint of endlessness. Kierkegaard accepted all people were a blend of the limited (body) and the unending (soul) Kierkegaard characterized mankind as a strain between the limited and interminable, a pressure that ought not be ignored however strengthened. For instance a guitar isn't valuable when quiet; it’s at its most delightful when being played, the strings vibrating. For Kierkegaard life was not intended to be lived in only a condition of strict isolation, similar to a priest, one must endure to encounter genuine â€Å"tension†. The individuals who focus their lives on being commonsense are passing up otherworldliness. As indicated by Kierkegaard these individuals feel misery since they are not encountering the profound part of the human experience, in this manner incapable t o be completely human. Where Kierkegaard loses a portion of his perusers is the thought that the limited and interminable union can just happen through god. He lives by the possibility that through god individuals can evade discouragement, and this sentiment of skepticism. In his content The Sickness unto Death Kierkegaard claims we are all in a condition of misery. He expresses that society all in all is neglecting to satisfy the genuine human experience, in any event, venturing to such an extreme as to state it is in actuality a SIN in this condition once we have been shown the expression of Christ. Imagine a scenario in which we aren’t in a condition of hopelessness. Consider the possibility that we don’t feel our lives are good for nothing, and wicked. In the event that somebody was not of the Christian confidence, maybe Kierkegaard’s sees on wrongdoing and sadness were immaterial in his/hers lifestyle. Without utilizing confidence or agnosticism to examine his writings, one can accumulate from Kierkegaard’s works a straightforward message. Depend on no individual or realities of this world to give you answers to philosophical and moral inquiries. We are the ones who should live with the decisions we make. We will be considered capable by our cognizance four our moral choices. In this manner we should act as indicated by our very own convictions: we ought to do what sounds good to us. Do we truly require go to give us our ethical compass? The following rationalist being talked about would contend no. Friedrich Nietzsche was a skeptic. This conviction was a significant impact in the greater part of his works, venturing to such an extreme as to state â€Å"god is dead†. In his content Thus Spoke Zarathustra he states: God is dead. God stays dead. Furthermore, we have slaughtered him. By what means will we comfort ourselves, the killers all things considered? What was holiest and mightiest of all that the world has yet possessed has seeped to death under our blades: who will clear this blood off us? What water is there for us to clean ourselves? What celebrations of expiation, what consecrated games will we need to develop? Isn't the enormity of this deed unreasonably extraordinary for us? Must we ourselves not become divine beings just to seem deserving of it? Nietzsche doesn't mean the exacting passing of god, however an allegorical demise. Nietzsche trusted that with the passing of god, society would at last have the option to make their own feeling of ethics and morals. He sought after individuals to lose their confidence in god and go to the acknowledgment of agnosticism. Characterized as the philosophical tenet proposing the nullification of at least one significant parts of life, most normally, skepticism is introduced as existential agnosticism which contends that life is without target importance, reason, or worth. Nietzsche trust through skepticism mankind would be compelled to reconsider their very establishments, establishments more profound than Christianity and other abrhamic religions. Comprehend that Nietzsche was not an aficionado of skepticism; in truth he was very frightful of it. â€Å"I acclaim, I don't censure, [nihilisms] appearance. I trust it is probably the best emergency, a snapshot of the most profound self-impression of mankind. Regardless of whether man recuperates from it, whether he becomes ace of this emergency, is an issue of his quality! It is conceivable. . . . (Complete Works Vol. 13) He considered it to be a venturing stone to arrive at the more prominent acknowledgment of what he accepted to be a definitive lifestyle, the Will to Power, to turn into the ÃÅ"bermensch. Research Papers on Soren Kierkegaard Vs. 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Feline Leukemia essays

Cat Leukemia articles Will ever test negative. On the off chance that your feline is tried positive, at that point it as a rule has around ten or twelve years to live. There are approaches to forestall cat leukemia notwithstanding. The most straightforward route is to have your pet immunized against the infection. There are seven distinct sorts of inoculations accessible. These inoculations are not 100% viable. On the off chance that you have an open air feline, just let it meander around your lawn, to diminish the difference in contamination brought about by another feline. The most significant avoidance technique is to not let your feline offer its water, food dishes, or litter box. On the off chance that you have a feline that lives indoor, and your home has been recently presented to another cat with this malady, at that point it is important to have the house cleaned. Try not to let your feline go into the house until the procedure is finished. On the off chance that you neglect to disregard this, your feline is high in danger for contamination of this horrible sickness. You ought to consistently have your feline normally checked for the infec tion. There are numerous similitudes and contrasts between cat leukemia and human leukemia. Numerous individuals accept that people can get leukemia from cats, this is exceptionally false. The strategies for treating the leukemia is diverse also. A few techniques for treatment for people are medical procedure, radiotherapy, chemotherapy, and natural treatment. Cats are not offered these strategies, other than medical procedure. Cat leukemia isn't a joke, it is something intense and is deadly to cats over the world. ... <!

Essay Sample on Global Education Workshop

Essay Sample on Global Education Workshop Global Education Workshop Dec 19, 2019 in Education Introduction Nowadays, global education has become an important issue. Due to rapid changes, diversity, and interdependence of the world population, global education offers new perspectives in the global international market. New technology allows the world community to interact with each other regardless of boundaries. In todays international environment, more and more people are involved in the international business. To be successful in the modern global environment, students should learn how to behave and think globally. This new knowledge allows citizens of different countries to communicate and interact with each other providing business internationally. Current paper analyzes the specification of global education and its impact on students development. Learning Outcomes of the Workshop In fact, no nation can develop its business independently. The research asserts that it has become a common fact that global education empowers students to understand their roles in the diverse global environment (Spring, 2014). Thus, global education effectively promotes understanding of different cultures, geography, languages, and global perspectives. Students should learn how to succeed in the global market through global education. A new generation should learn how to make their lives more flourishing. Kirkwood-Tucker (2009) assumed that the growth of worldwide educational institutions, networks, and discourses has led to similar national educational agendas, particularly the concept of education as economic investment. Consequently, educational discourses around the world often refer to economic growth, teaching-work related skills, and lifelong learning for work. Currently, the global economy requires a large migration of professionals throughout the world. Learning outcomes of the workshop are determined by knowledge and skills that have been obtained during their study. In order to gain certain outcomes in learning, educators should clearly determine a learning activity of students. Thus, while planning, educators should focus on students behavior that differs from the traditional education process. Furthermore, global education requires identifying what should be learned providing special directions and instructions. Finally, it is necessary to plan what is to be accomplished. Specific Elements of Global Education Global education deals with a specific audience, context, and discipline. Thus, global education should be adapted to the various flows of people that represent a diverse population (Rotberg, 2010). The flow of ideas and practices regardless of nation, race, and ethnicity is of particular importance for education. Admittedly, many nations tended to adapt the Western model of education throughout the history. Nowadays, many global education programs are implemented in many educational establishments. These programs differ from one another in context, disciplines, and audience. .fod-banner { display: table; width: 100%; height: 100px; background-color: #04b5af; background-image: url('/images/banners/fod-banner-bg-1.png'), url('/images/banners/fod-banner-bg-2.png'); background-position: left center, right center; background-repeat: no-repeat; } .fod-banner .button { min-width: 120px; } .fod-banner-content { height: 100px; display: table-cell; vertical-align: middle; color: #ffffff; width: 100%; text-align: center; padding-top: 5px; padding-bottom: 5px; } .fod-banner-content > span:first-child { font-size: 15px; font-weight: 100; } .fod-banner-content-discount-text { font-size: 16px; } .fod-banner-content-discount-text span { font-size: 18px; color: #ffe98f; font-weight: bold; } .fod-banner-content-image { vertical-align: middle; } .fod-banner img.fod-banner-content-image { width: auto; } @media all and (min-width: 993px) and (max-width: 1320px) { .fod-banner { background-image: none; } } @media all and (min-width: 845px) and (max-width: 992px) { .fod-banner-content > span:first-child { font-size: 18px; } .fod-banner-content-discount-text { font-size: 20px; } .fod-banner-content-discount-text span { font-size: 24px; } } @media all and (max-width: 740px) { .fod-banner { background-image: url('/images/banners/fod-banner-bg-2.png'); background-position: right center; background-repeat: no-repeat; } } @media all and (max-width: 670px) { .fod-banner { background-image: none; } .fod-banner-content { padding: 15px 10px; } .fod-banner img, .fod-banner-content-discount-text { display: block; margin: 0 auto; } .fod-banner-content > span:first-child { font-size: 28px; } .fod-banner-content-discount-text { font-size: 20px; } .fod-banner-content-discount-text span { font-size: 24px; } } Limited time offer! Get 15% OFF your first order Order now Planning a workshop for the global education program, teachers should consider the level of confidence, skills, knowledge, and the competence of specific audience. It is also important to determine appropriate theories in accordance with disciplines. For example, students should learn ethical and competent communication. Critical thinking is another important issue in global learning. Critical thinking helps learners to live reasonably and rationally in the new global environment. A comparative approach of global education helps students to integrate into specific disciplines such as geography, history, economics, and political science. Different content requires students to understand similarities and differences among cultures. A Global Education Model for the Workshop A global education model for the workshop may include: Implementation of new global content and strategies Improvement in individual school plans Creation of lessons plans in accordance with the global themes Implementation of new curricular designs Implementation of best practices Brainstorming and decision making Spring (2014) argued that it was rather difficult for teachers to teach about global content issues or global systems. Teachers should cultivate multidisciplinary knowledge in students. Thus, students should learn how the world works, especially from the points of view of diverse people in the world. Teachers attitudes, knowledge, and skills shape their students for effective global citizenship in a troubled, interdependent world. Models and Examples of Global Education Global education requires implementation of models that can guide teachers in their work. Thus, one of these models is the Global Education Initiative model that empowers people to participate effectively in the educational process. This model helps educators to provide systematic planning and analyze partnership initiatives. The Global Education Initiative Model comprises twelve components that are interrelated with each other. Monitoring and evaluation are essential elements of this model. Planning, communication, and implementation of core values and objectives are among this list of the model requirements. For example, the Global Education Initiative model was successfully implemented in India and Egypt in 2005-2006 and reached successful outcomes. The Global Education Model of Schooling serves to receive best outcomes from learning. The goal of this model is to develop love for all peers regardless of their race, ethnicity, and religion. Rotberg (2010) noticed that this model requires teaching children how to think globally, and respect and understand others. For example, todays school environment consists of diverse groups of children who should learn how to communicate with each other and create friendly relationship. Global Education Model of Schooling tends to eliminate discrimination in educational facilities. For example, teachers and other educators create diverse groups of children that can interact with each other through different activities. This model facilitates the development of proper communication skills, respect to students with diverse background, emotional stability, and other positive traits. The Technology Acceptance Model is a model that organizes the work of students using new technology. Students learn how to use and share online information. Users create a new relationship due to the Technology Acceptance Model. Practically, students in developed countries have easy access to the Internet and are experienced in new technology. However, many people from underdeveloped countries have difficulties with using new technology in their studies. For example, children in India or other poor countries are often illiterate. Conclusion Global education is an important issue in the modern world. It offers new perspectives in the global international market. Global education empowers students all over the world to be a part of the globalized world without borders and boundaries. Every educational institution should develop a global education model for the workshop.

Rape Culture Essay - 1198 Words

Rape culture is prevalent on all college campuses, and many fail to realize this and what rape culture is. It is in the party scene, athletics, in dorm rooms, and everywhere else around campus. It is the acceptance of sexual jokes, saying â€Å"she was asking for it because of what she was wearing,† not taking sexual assault seriously, and so much more. Rape Culture is an environment in which rape is prevalent and in which sexual violence against women is normalized and excused in the media and popular culture. Rape culture is perpetuated through the use of misogynistic language, the objectification of women’s bodies, and the glamorization of sexual violence, thereby creating a society that disregards women’s rights and safety (Rape†¦show more content†¦The Title IX websites states that â€Å"making sexual innuendos, calling people sexually charged names, spreading rumors about sexual activity, or touching someone inappropriately used to be dismissed as boys will be boys type of behavior at best, and rude or crude at worst† (Sexual Harassment). Now with Title IX, people are held responsible for their actions and sexual harassment and assault is starting to be dealt with properly. All faculty and students are required to take Title IX’s sexual harassment module, which deals with sexual identity, date rape, sexual assault, and other things. Title IX’s focus on sexual harassment is a step towards ending rape culture on college campuses. But many people believe that some colleges are discriminating against the accused male in sexual assault cases, meaning those colleges are breaking Title IX. Even Betsy DeVos, the current Secretary of Education, states that those who are accused, under Title IX deserve a just trial (Young 27). Title IX is a law against sex discrimination and does not deny the rights of the accused in a sexual assault trial or any trial. If anything, the â€Å"Title IX and the Obama Administration’s Dear Colleague Letter provide accused students more protections than arguably any other federal law—including the U.S. Constitution† (Title IX). Just because the accused male does not like the outcome of the case doesn’t mean it is discrimination by the college.Show MoreRelatedRape Culture Essay1507 Words   |  7 Pagesused when somebody is accused of rape. Rape culture affects many people, including both women and men. 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Rape is generally unlawful and unwanted sexual intercourse between any person. In this shocking world today, most perpetrators of sexual assaults are caused by heterosexual men, and for the most partRead MoreRape Culture Essay2011 Words   |  9 PagesRape culture Many of the attitudes, beliefs, and mistaken ideas about rape have been with us for centuries. By looking at myths, such as women ask for it, and women secretly enjoy rape, from a historical perspective, lead us for better understanding how they evolved. Women are still seen as the property of men, are protected as such. Men and women are still taught to occupy very different roles in todays world. Men are usually in power positions, and women are seen as passive. This socializationRead MoreRape Culture Controversy Essay896 Words   |  4 Pagesback of my mind for quite some time: rape culture. This issue is vastly popular in the world of bloggers and social networking site, tumblr. 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Despite rape cultureRead MoreEssay about Rape Culture: Are Women Asking for It?1698 Words   |  7 PagesSmith’s Encycolpedia of Rape defines the term â€Å"rape culture† as â€Å"one in which rape and other sexual violence against women . . . [is] both prevalent and considered the norm† (174). Rape is not a new subject in today’s society, its origins reaching far back into history. What causes rape, though? Is it the primal drive of men to exhibit dominance over all women, or do the women share the blame because of the way they dress, act, or do their makeup? Modern American culture would place the blame onRead MoreTo Stop the Rape Culture Essay examples852 Words   |  4 Pagesdressed like that,† or â€Å"she was drunk and asking for it,† when you hear the unfortunate story of another girl being the victim of sexual assault or rape. It is likewise as common for these crimes to go unreported, due to the victims feeling they will not be beli eved, or become subject to further shame and humiliation. This is because of the idea of â€Å"rape culture,† a term coined in the 1970’s during the second wave of feminism. It suggests that the reason that these actions and concepts are so commonplaceRead MoreRape Culture: Attitudes and Assessments Essay1713 Words   |  7 PagesRape, it seems to be an uncomfortable word for most people to hear or talk about. Whether it’s just embarrassing or a sore subject most people just don’t like to talk about it. There is a certain stigma that surrounds rape and that is the main source of the problem. There is rape culture in this country that leads men and women in this country to believe that in certain situations rape is okay. Whether she was â€Å"dressed like she was asking for it† or was passed out drunk, these are not excuses for

The Education Of Higher Education - 1075 Words

Institutions of higher learning compete amongst each other, enabling them to focus on subjects that do not pertain to education. The education system has become more of a business organization, making learning their second priority and further shifting their focus from the quality of education and students to the quantity of students and the popularity of their institution. The economy of the country has also had a big impact on shaping universities operating systems. American modern economy is based on knowledge, thus there is an increasing high demand for higher education. Higher education has become a market system, and universities have to change their traditional structure in order to become a valuable competitor; although education is in demand, the supply of quality in education is decreasing. Competition among traditional universities and the increase of for-profit schools have diminished the value of higher education. Educational instiutions are evolving into businesses an d primarily focusing on the profit aspect.Education is a very valuable business, it creates a lot of free cash flow and there is a high rate of educational needs that continue to grow. In the essay†The Sandbox Experiment† , by Peter Sacks, the author makes an argument that professors are placed in situations where they are forced to moderate their course material in order to please their students(Sacks 1-2). Sacks conducts the â€Å"Sandbox experiment† which demonstrated how professors change theirShow MoreRelatedThe Education Of Higher Education Essay1662 Words   |  7 Pagesclasses, I have begun to understand that the foundation of higher education in the United States has a tumultuous past, however, is also an example of how enough desire for progress and pressure from external sources fosters change. From our readings in A History of American Higher Education by John R. Thelin we have discussed the progress and design of American Higher Education from the ea rly 1600’s on. In our second text, American Higher Education in the Twenty-First Century: Social, Political, and EconomicRead MoreHigher Education : Education And Education Essay1238 Words   |  5 PagesHigher education comprises all post-secondary education, training and research guidance at education institutions such as universities that are authorized as institutions of higher education by state authorities1. it comprises the entire activities a given country deem to be higher education not only those which take place within universities and graduate schools but short term education and training course that are 2-3 years in the length and even correspondence course that makes use of informationRead MoreThe Education Of Higher Education1605 Words   |  7 PagesThe idea of Higher Education is a crucial thread in the fabric of this nation, woven through our culture, beliefs and politics. The best of American Higher Education outstrips any others in the world and the output of American Institutions is unparalleled. To stay competitive and expand the current education horizon, different types of institutions, evolve and prioritize differently to ensure the best education quality to targeted students. However, today Higher Education is facing more challengesRead MoreHighe r Education Costs And Education983 Words   |  4 Pages Higher Education Costs Education, there should be no class distinction. Education should be provided to all, irrespective of their economic, social or religious backgrounds. Education is defined as gaining knowledge which is funded by the government or charity organizations for awareness, charity, religious, or any other motives. It’s like an investment which helps to build the economy in the long run rather than a way of getting short-term inceptives from students.Read MoreHigher Education And High Education957 Words   |  4 PagesHigher education has evolved to become one of the principal means in educating individuals in specific areas of study such as engineering, management, or the sciences. Universities and colleges are the places where people go seeking for higher education. It is the reason why the world is where it is today. Almost all of the inventions that make our life easier today are the outcome of education. Some students will do whatever they can to make sure they end up in one of these places. Higher educationRead MoreThe Education System Of Higher Education1096 Words   |  5 Pagesthey desire. They’re told that dreams can become reality. However, the structure of higher education facilities doesn t support a child’s dreams. The dreams of many, not just children, are halted by the current education system of society. People dream of becoming doctors, lawyers, and engineers. Regardless of their ambition, they’ll never be able to accomplish their goals without paying a lot of money. Higher education costs a substantial amount of money across the globe. Additionally, not everyoneRead MoreHigh Education And Higher Education1771 Words   |  8 PagesImagine a world with no college debt, a higher education equally available to all young people, and no college price barriers. These were the main goals of President Truman in his 1974 commission on Higher Education. Now, let us fast-forward forty years and take a look at the higher education system, which suffered an increase of one hundred and ten percent. â€Å"Eighty-five percent of college graduates are forced to move back home with their parents due to college debt, forty-two with debt currentlyRead MoreHigher Education And High Education Essay2583 Words   |  11 PagesOver the last several decades, higher education has gone through an unprecedented growth period, and as a result, the average university has more students and a larger output now than ever before (Amaral, Jones, and Karseth, 2013). Higher education is a privilege that I value immensely. Having gone through my fair share of ups and downs when it comes to earning my Bachelor’s degree, I have come to appreciate the difficult and sometimes the seemingly never ending road of obtaining a college degreeRead MoreHigh Education And Higher Education Essay2095 Words   |  9 PagesEducation, specifically higher education, allows individuals in society to progress and move forward in societa l stratifications. To specify, higher education is considered one of the main facets of exhibiting a high socioeconomic status. Therefore, to achieve a certain level in higher education is to progress in society as one of the elites. Although many perceive college and higher education solely through the lens of societal progression, these same people do not take in consideration the facetsRead MoreThe Higher Price of Higher Education2181 Words   |  9 PagesThe High Price of Higher Education In Americas society today, students are expected to follow the path of day care, grade school, middle school, high school and hopefully college. Growing up in America today, the importance of education is stressed starting at the earliest stages of development. In a world with a competitive job market and with citizens who want to make the most money that they can, a college education is key in success. For some students, financing college is not a problem

Dover Lights Free Essays

Dover Lights Introduction 1) Have you ever been sitting at home bored looking for something to do? Have you ever wanted to see some paranormal activity that is close to home? 2) Good Morning my name is Micah Thomas 3) Some of you may know the place a) Dover Lights b) I will tell you about i) The history ii) About the spot iii) Encounters 4) I have even had a couple of personal experiences Body 1. History 1) Spanish Conquistadors buried gold in the Ozarks during the war a) The story behind the lights are the Conquistadors searching for the gold and silver they lost b) Conquistadors are thought to have littered the Ozarks in search of the treasures c) Written reports in the 1800’s of settlers finding deposits of silver d) Homesteaders found large deposits of silver seam ) Dover lights are something that has been around since the early 1800’s e) There are written documents from the 1800’s from settlers f) However most locals say the first real reports were in 1930 i) The Works Projects Administration scoured the hill country for stories ii) Civilian Conservation Corps built the rock wall at the overlook where the lights are most often viewed g) In the 1990’s MysteriousReality. Com posted the first film footage ever of the lights iii) Lights moving around bluffs and above the creek h) Around 2000 a camper called in emergency crews because he thought a vehicle had driven off one of the bluffs that rim the valley i) In March 2004 Ted Phillips of the Branson, Missouri from the Center for Physical Trace Evidence photographed what he described as intense and odd-colored lights ) In April 2009, a paranormal group filmed the lights iv) At the time of the filming the water levels were at record levels ruling out and human contamination 2. We will write a custom essay sample on Dover Lights or any similar topic only for you Order Now About the spot 1) Located about 17 miles outside of Dover Arkansas heading north on highway 7 a) Down a lonely stretch of dirt road b) Overlooking Big Piney Creek c) CCC overlooking the valley and creek d) No electricity e) No man made light f) National Forest 2) Things to do g) Camping h) Canoeing i) Hiking j) Beautiful Overlook k) Popular party/drinking spot 3. Encounters 1) ‘’Lantern floating in the air† is what most people describe the light as a) The lights are the Spaniards lanterns they are using to search for the silver and gold i) If you yell out â€Å"we have your treasure† they will sometimes come out and chase up the hill side toward you b) 3 lights all three different colors ii) Red light seen most often iii) Blue light iv) White light 2) Professional sightings c) Have been on several different TV shows v) Discovery’s ghost hunters vi) Arkansas ghost and urban legends ii) Forgotten USA d) All have reported about the same thing viii) 3 lights floating/dancing/racing across the canyon ix) Some have done day time explorations and say the valley is to dense and steep for some human to be doing it e) Some professional and scientist say that it could be gas being let off x) Used to mine sulfur out of the valley years ago xi) Some say the gas could make the glowing 3) Personal sightings f) I have been to the lights about 30 times xii) Seen them about 10 times g) Seen all three lights 5 times ) Seen just the red twice and seen just the white twice i) Been legitimately scared about 30 times Conclusion 1) You now know the a) History of the lights b) Where they are located c) And what some encounters are 2) No one has solid evidence on what this phenomenon really is d) But it is fun to go out and watch i) Weather you believe in ghost ii) Just want to go hang out and get away from town iii) Its always a fun and exciting adventure e) And if you are feeling really brave go up to the edge and yell â€Å"we have your treasure† but get ready to â€Å"run like a little girlâ €  How to cite Dover Lights, Papers

Salmon Essays - Salmon, Oncorhynchus, Thamnophis, Ichthyology

Salmon What species would travel over 2000 miles just to have young and then die? It has been said that anyone who has not seen a wild salmon has not seen what a fish should be. Salmon was the common name applied to fish characterized by an elongated body covered with small, rounded scales and a fleshy fin between the dorsal fin and tail. In this paper I will be discussing history of studying salmon, the life cycle, spawning and mating behaviors; which has much to do with the total reproduction of salmon. Salmon were studied earlier than some may think. Experiments were done by men that date back to the mid-1600s. These experiments involved catching salmon in fresh water, tagging them, and then catching them again when they return to the same place, around six months later. These experiments were doubtful and it was not until the beginning of the 1900's that proof was available that the salmon returned home. (Shearer) Although usually drab in color before the breeding season, which varies with the species, members of the salmon family develop bright hues at spawning time. The male, during this mating season, usually develops a hooked snout and a humped back. "In many diverse taxa, males of the same species often exhibit multiple mating strategies. One well-documented alternative male reproductive pattern is 'female mimicry,' whereby males assume a female-like morphology or mimic female behavior patterns. In some species males mimic both female morphology and behavior. We report here female mimicry in a reptile, the red-sided garter snake (Thamnophis sirtalis parietalis). This form of mimicry is unique in that it is expressed as a physiological feminization. Courting male red-sided garter snakes detect a female-specific pheromone and normally avoid courting other males. However, a small proportion of males release a pheromone that attracts other males, as though they were females. In the field, mating aggregations of 5-17 males were observed formed around these individual attractive males, which we have termed 'she-males.' In competitive mating trials, she-males mated with females significantly more often than did normal males, demonstrating not only reproductive competence but also a possible selective advantage to males with this female-like pheromone." In the competitive mating trials, the she-males were successful in 29 out of 42 trials. The normal males won out in only 13! The authors ask the question: Why aren't all males she-males given such an advantage? (Mason, Robert T., and Crews, David; "Female Mimicry in Garter Snakes," Nature, 316:59, 1985.) Comment. Among the fishes, bluegills and salmon (and probably many others) have female-appearing males competing with normal males. Abstract: The influence of sperm competition and individual mating behaviour in an externally fertilizing species of fish, the Atlantic salmon (Salmo salar), is estimated from video observations of multiple-male spawnings and subsequent paternity analyses. One male dominated the paternity during polygamous spawnings, fathering more than 80% of the progeny in a single nest. Behavioural analyses of the spawnings showed that the first-mating male had sperm precedence in 6 out of 10 cases. In three of the other spawnings, sperm limitation likely influenced individual success, as the first-mating male had participated in a large number of spawnings. In the final, nearly simultaneous spawning, male size was more important than the 0.6-s difference in spawning times. Thus, male fertilization success can be influenced by a variety of factors, including sperm precedence, male size, and spawning history. Back to Table of Contents Before mating, one parent excavates a nest for the eggs; after the eggs are deposited and fertilized, the female stirs up the stream bottom so that earth and stones cover the eggs and protect them. The eggs hatch in two weeks to six months, depending on the species and the water temperature. During the migrations and nest-building activity that precede mating, neither the females nor the males consume food. In the life cycle of the pacific salmon, nature recycles the parents to feed the babies. Mature salmon leave the Pacific Ocean as saltwater fish, never again to eat as they battle their way up the Columbia River to spawn in the home stream where they were born. Those born in the upper reaches of the Columbia River's tributary stream, the Snake River, travel more than 1,000 miles inland to lay their eggs and fertilize them, roughly one fourth of the distance across the United States. Without enough reserves in their bodies to get back to the Pacific, the adult salmon spawn and die. To spawn, a female salmon scoops a nest in stream-bottom gravel by waving her tail and deposits her eggs in Salmon Essays - Salmon, Oncorhynchus, Thamnophis, Ichthyology Salmon What species would travel over 2000 miles just to have young and then die? It has been said that anyone who has not seen a wild salmon has not seen what a fish should be. Salmon was the common name applied to fish characterized by an elongated body covered with small, rounded scales and a fleshy fin between the dorsal fin and tail. In this paper I will be discussing history of studying salmon, the life cycle, spawning and mating behaviors; which has much to do with the total reproduction of salmon. Salmon were studied earlier than some may think. Experiments were done by men that date back to the mid-1600s. These experiments involved catching salmon in fresh water, tagging them, and then catching them again when they return to the same place, around six months later. These experiments were doubtful and it was not until the beginning of the 1900's that proof was available that the salmon returned home. (Shearer) Although usually drab in color before the breeding season, which varies with the species, members of the salmon family develop bright hues at spawning time. The male, during this mating season, usually develops a hooked snout and a humped back. "In many diverse taxa, males of the same species often exhibit multiple mating strategies. One well-documented alternative male reproductive pattern is 'female mimicry,' whereby males assume a female-like morphology or mimic female behavior patterns. In some species males mimic both female morphology and behavior. We report here female mimicry in a reptile, the red-sided garter snake (Thamnophis sirtalis parietalis). This form of mimicry is unique in that it is expressed as a physiological feminization. Courting male red-sided garter snakes detect a female-specific pheromone and normally avoid courting other males. However, a small proportion of males release a pheromone that attracts other males, as though they were females. In the field, mating aggregations of 5-17 males were observed formed around these individual attractive males, which we have termed 'she-males.' In competitive mating trials, she-males mated with females significantly more often than did normal males, demonstrating not only reproductive competence but also a possible selective advantage to males with this female-like pheromone." In the competitive mating trials, the she-males were successful in 29 out of 42 trials. The normal males won out in only 13! The authors ask the question: Why aren't all males she-males given such an advantage? (Mason, Robert T., and Crews, David; "Female Mimicry in Garter Snakes," Nature, 316:59, 1985.) Comment. Among the fishes, bluegills and salmon (and probably many others) have female-appearing males competing with normal males. Abstract: The influence of sperm competition and individual mating behaviour in an externally fertilizing species of fish, the Atlantic salmon (Salmo salar), is estimated from video observations of multiple-male spawnings and subsequent paternity analyses. One male dominated the paternity during polygamous spawnings, fathering more than 80% of the progeny in a single nest. Behavioural analyses of the spawnings showed that the first-mating male had sperm precedence in 6 out of 10 cases. In three of the other spawnings, sperm limitation likely influenced individual success, as the first-mating male had participated in a large number of spawnings. In the final, nearly simultaneous spawning, male size was more important than the 0.6-s difference in spawning times. Thus, male fertilization success can be influenced by a variety of factors, including sperm precedence, male size, and spawning history. Back to Table of Contents Before mating, one parent excavates a nest for the eggs; after the eggs are deposited and fertilized, the female stirs up the stream bottom so that earth and stones cover the eggs and protect them. The eggs hatch in two weeks to six months, depending on the species and the water temperature. During the migrations and nest-building activity that precede mating, neither the females nor the males consume food. In the life cycle of the pacific salmon, nature recycles the parents to feed the babies. Mature salmon leave the Pacific Ocean as saltwater fish, never again to eat as they battle their way up the Columbia River to spawn in the home stream where they were born. Those born in the upper reaches of the Columbia River's tributary stream, the Snake River, travel more than 1,000 miles inland to lay their eggs and fertilize them, roughly one fourth of the distance across the United States. Without enough reserves in their bodies to get back to the Pacific, the adult salmon spawn and die. To spawn, a female salmon scoops a nest in stream-bottom gravel by waving her tail and deposits her eggs in

La Secuencialidad Del Desarrollo Cognitivo Espontáneo

La Secuencialidad Del Desarrollo Cognitivo Espontneo Free Online Research Papers La Secuencialidad Del Desarrollo Cognitivo Espontneo â€Å"El desarrollo del nià ±o es un proceso temporal por excelencia†, he querido resaltar esta frase de Piaget porque me parece un tema central dentro de su teorà ­a. En el texto que nos ataà ±e el autor en un principio resalta dos puntos clave como son el papel necesario del tiempo en el ciclo vital, y otro que viene a decir algo asà ­ como que si la civilizacià ³n modifica el ritmo biolà ³gico fundamental, y en quà © medida lo hace. Para tratar estos puntos Piaget se centrar en el desarrollo psicolà ³gico, y ms concretamente en el desarrollo propiamente intelectual o cognoscitivo. Destaca a continuacià ³n dos aspectos en el desarrollo intelectual del nià ±o, como son el aspecto psicosocial (todo lo que el nià ±o recibe desde fuera) y un aspecto al que le podemos llamar espontneo (el desarrollo de la inteligencia propiamente dicha; lo que el nià ±o aprende o piensa, no es aprendido y que es descubierto por à ©l mismo). Para ello recurre a dos ejemplos donde vemos como leyes que para nosotros pueden resultar ms que obvias, vemos como en nià ±os que no han alcanzado un determinado estadio evolutivo, no es asà ­; como es el caso de el todo supera a la parte, y el ejemplo de las varillas donde se pone en juego la transitividad. â€Å"†¦ para construir un nuevo instrumento là ³gico son necesarios siempre instrumentos là ³gicos preexistentes, es decir, que la construccià ³n de una nueva nocià ³n supondr siempre sustratos, subestructuras anteriores, y por consiguiente, regresiones indefinidas†¦Ã¢â‚¬  , lo podrà ­amos resumir en la siguiente frase: â€Å"siempre se aprende en base a nuestro conocimiento previo†; sà ³lo con leer la frase que aparece en el texto, nos podemos hacer una idea del corte constructivista que presenta Piaget; desde esta à ³ptica el fallo se encontrarà ­a en el planteamiento del problema, y no tanto en el desarrollo. Piaget nos habla en la teorà ­a de los estadios del desarrollo (4 en particular: sensorio-motor, representacià ³n preoperatorio, operaciones concretas, y proposicionales o formales) de escalones sucesivos, por estadios y por etapas, caracterizados por un orden fijo de sucesià ³n (no habla de fechas concretas para los estadios, sino de un orden d e sucesià ³n que ha de mantenerse constante). Como decà ­a en el anterior prrafo para mi, el problema se presenta en el planteamiento de la teorà ­a. Piaget donde nos habla de estructuras generales de conocimiento que son construidas mediante una maduracià ³n donde incluimos una experiencia fà ­sica y social; sin embargo otros enfoques constructivistas alternativos al piagetiano nos hablan de estructuras especà ­ficas de conocimiento, esto es, alguià ©n puede resultar ser un experto en matemticas y puede ser un negado en Historia; pero esto no quiere decir que no se haya pasado de un perà ­odo a otro, ya que para Piaget debemos superar un determinado estadio para poder hablar de un determinado conocimiento. Desde esta perspectiva no hablamos tanto de sucesià ³n de estadios como de amplitud de conocimiento. Los estudios entre novatos y expertos nos revelan gran aporte de argumentos a todo esto; si aà ºn asà ­ no estamos del todo satisfechos con estos argumentos  ¿cà ³mo explicarà ­amos la clsica partida de ajedrez entre un nià ±o de 8 aà ±os, experto en el juego, contra un joven de 21 aà ±os, novato en el campo, el cual termina por rendirse ante el dominio del pequeà ±o?.Anteriormente hablbamos de una experiencia que se da en el nià ±o debido a una experiencia fà ­sica y social, a esto podemos hacer la siguiente crà ­tica: si para pasar de un estadio a otro necesitamos de esas experiencia,  ¿tenemos todos las mismas experiencias?  ¿cules determinan el paso de un estadio a otro?. Por à ºltimo no todos son crà ­ticas para este genial bià ³logo reconvertido a psicà ³logo, ya que su teorà ­a de equilibracià ³n entre asimilacià ³n de conocimiento y acomodacià ³n del que ya tenemos, sigue vigente hoy en dà ­a. Si antes hablbamos de secuencialidad del desarrollo cognitivo espontneo, ahora nos centraremos en la internalizacià ³n de procesos externos (o bien, una reconstruccià ³n interna de una operacià ³n externa). Como ejemplo el autor hace referencia al hecho de seà ±alar con el dedo en el nià ±o pequeà ±o. En un primer momento el movimiento del nià ±o por alcanzar algà ºn objeto queda representado por los movimientos del pequeà ±o, hasta que aparece la madre del nià ±o en esa situacià ³n, y à ©sta cambia totalmente; el hecho de seà ±alar ahora se convierte en un gesto para los dems, el fracasado intento del nià ±o engendra un reaccià ³n en una persona (su madre) no en el objeto que querà ­a alcanzar. De esta manera el significado primario del fracasado movimiento queda establecido por los dems; sà ³lo cuando el nià ±o sea capaz de relacionar, ms tarde, su fallido movimiento de agarrar con la situacià ³n objetiva como un todo, comienza a interpretar dicho movimiento como acto de seà ±alar. Es aquà ­ donde se da la transformacià ³n de un movimiento orientado a uno dirigido a otra persona, como consecuencia de este cambio, el movimiento queda simplificado y lo à ºnico que re sulta es la forma de seà ±alar que se denomina gesto. Como dice el autor a todo esto: â€Å"Se convierte en un verdadero gesto sà ³lo despuà ©s de manifestar objetivamente todas las funciones de seà ±alar para otros y de ser comprendido por los dems como tal. Su significado y funciones se crean, al principio, por una situacià ³n objetiva y luego por la gente que rodea al nià ±o†. De lo anterior deduce una serie de transformaciones en el proceso de internalizacià ³n: a) una operacià ³n que inicialmente representa una actividad externa se reconstruye y comienza a suceder internamente b) un proceso interpersonal queda transformado en otro intrapersonal (en el desarrollo cultural del nià ±o, toda funcià ³n aparece dos veces, primero a nivel social y ms tarde a nivel individual; aplicndose igualmente esto a las funciones superiores que se originan como relaciones entre seres humanos) c) la transformacià ³n de un proceso interpersonal en un proceso intrapersonal es el resultado de una prolongada serie de sucesos evolutivos (el proceso, aun siendo transformado, continà ºa existiendo y cambia como una forma externa de actividad durante cierto tiempo antes de internalizarse definitivamente). Al final del texto se nos dice algo bastante interesante y es que precisamente a la internalizacià ³n de las actividades socialmente arraigadas e histà ³ricamente desarrolladas, podemos dar el salto cualitativo de la psicologà ­a animal a la humana (la internalizacià ³n de las formas culturales de conducta implica la reconstruccià ³n de la actividad psicolà ³gica en base a las operaciones con signos). A modo de recapitulacià ³n podemos decir de Vugotski que habla de estructuras especà ­ficas de conocimiento, a diferencia de Piaget, y adems aà ±ade el proceso de internalizacià ³n de procesos externos (desde este punto de vista el aspecto que Piaget denominà ³ espontneo, no tiene mucha razà ³n de ser). Para este autor el conocimiento se forma gracias a la experiencia social, y al contexto en sà ­ mismo, que influye no sà ³lo en la adquisicià ³n del conocimiento sino en la aplicacià ³n del mismo. Research Papers on La Secuencialidad Del Desarrollo Cognitivo EspontneoThree Concepts of PsychodynamicRelationship between Media Coverage and Social andThe Relationship Between Delinquency and Drug UsePETSTEL analysis of IndiaInfluences of Socio-Economic Status of Married MalesIncorporating Risk and Uncertainty Factor in CapitalOpen Architechture a white paperThe Hockey GameMoral and Ethical Issues in Hiring New EmployeesLifes What Ifs

How To Use the Spanish Word No

How To Use the Spanish Word No A simple Spanish word like no can be deceptive. It looks and sounds like its English cognate, no, and has a similar meaning. There are some ways in which the Spanish no is used that will seem unfamiliar to English speakers. Here are some of the most common uses of no: No as a Simple Answer to a Question This usage is similar in both languages: -  ¿Ests feliz? - No. (Are you happy?  ¶ No.)-  ¿Es estudiante de la sicologà ­a? - No, es estudiante del arte. (Is he a psychology student?  ¶ No, hes an art student.)-  ¿Hay muchas personas en tu paà ­s que hablan inglà ©s? - No, pero hay muchas que hablan portuguà ©s. (Are there many people in your country who speak English?  ¶ No, but there are many who speak Portuguese.)-  ¿Te gustarà ­a un cafà ©? - No, pero me gustarà ­a un tà ©. (Would you like a coffee?  ¶No, but I would like a tea.) Using No as a Question Tag No is very commonly attached to the end of a statement to turn it into a question, either rhetorically or seeking confirmation from the listener that the statement is true. It is usually the equivalent of isnt that so? or something similar. No in such situations is often called a question tag or tag question. Estudias mucho,  ¿no? (You study a lot, dont you?)Su esposa es inteligente,  ¿no? (His wife is intelligent, isnt she?)Voy contigo,  ¿no? (Im going with you, arent I?)El vuelo sale a los dos y media,  ¿no? (The flight leaves at 2:30, doesnt it?) Using No To Negate a Verb In English, this is usually done using a negative auxiliary verb such as dont, wont or didnt. Él no comprende el libro. (He doesnt understand the book.) ¿Por quà © no estudiabas? (Why didnt you study?)La presidente no es una mujer de grandes principios ni convicciones. (The president isnt a woman of great principles nor convictions.)No fuimos ayer a mi casa. (We didnt go to my house yesterday.) Using No as Part of a Double Negative As a general rule, if a Spanish verb is followed by a negative, it must also be preceded by no or another negative. When translated to English, such sentences use only one negative word. As shown in the second translations below, this may result in an indirect translation of no. No conoce a nadie. (He doesnt know anyone. He knows nobody.)No fui a ninguna parte. (I didnt go anywhere. I went nowhere.)Ahora mismo no estoy concentrado en escribir ningà ºn libro. (Right now Im not focused on writing any book. Right now Im focused not on writing any book.)No quiero que nunca me olvides. (I dont want you to ever forget me. I want you to never forget me.) Using No as the Equivalent of Non- Before Some Nouns and Adjectives Many words use prefixes as a way of making them into the opposite; for example, the opposite of prudente (careful) is imprudente (careless). But some words are preceded by no instead. Creo en la no violencia. (I believe in nonviolence.)Humo pasivo puede matar a los no fumadores. (Secondhand smoke can kill nonsmokers.)El pà ³lipo es no maligno. (The polyp is nonmalignant.)No existe la palabra para definir a la mujer que no es madre. Pero sà ­ que existen las no madres. (There isnt a word that defines the woman who isnt a mother. But indeed non-mothers exist.)Soy un no ciudadano. (I am a noncitizen.) Using No as the Equivalent of Not Typically, no when used the way English uses not immediately precedes the word or phrase it negates.  ¡No en nuestro nombre! (Not in our name!)El matrimonio con ella fue fugaz y no feliz. (His marriage with her was brief and not happy.)Pueden hacer el mismo, pero no rpidamente. (They can do the same thing, but not quickly.)Tiene la inteligencia de no pedir lo que no le van a dar. (She has the intelligence to not ask for what theyre not going to give her.) Using No as a Noun As can the English no, the Spanish no can be used as noun, although the Spanish word is a bit more flexibly used. El paà ­s ha dicho un no rotundo a la guerra. (The country has said a definite no to the war.)Hay una diferencia profunda entre el sà ­ y el no. (Theres a huge difference between yes and no.)Con este referà ©ndum le dieron un gran no al primer ministro. (With this referendum they gave a huge no to the prime minister.) ¿Aceptarà ­as un no dà ©bil? (Would you accept a tentative no?)

Watercolor Prints Essay Example | Topics and Well Written Essays - 250 words

Watercolor Prints - Essay Example The procedures for this class are; Step 1: Children will sit down on the floor (white coloring sheets on the floor) instead of having a canvas in front of them. (Children will not get tired holding their hands in the air). Step 2: Asked to brush colors on canvas without any restrictions Step 3: teacher will go up to each student and tell them specific points about their painting so they could make it better. Step 4: Let them be. Let them use their imaginations and create whatever pleases them. Step 5: they will be briefed about specifics of painting later so they would take short notes. Step 6: They are supposed to write about their own piece. Step 7: Next day, they are supposed to repeat the process in the hopes of improvement. Purposes of the Lesson The purpose of the lesson is to teach students how to read and express emotions through water painting. Estimated Duration Estimated duration for this course is 5 days; daily 4pm to 10pm. Pre- Assessment Just the basic understanding of water colors would be considered sufficient to enroll in this class. The thing about this class is not much about teaching but letting students express themselves through water paintings.

Computer Networking and Management Case Study Example | Topics and Well Written Essays - 4500 words

Computer Networking and Management - Case Study Example figurations at the data center core switch enable functional areas within each department to operate as independent LANs regardless of their physical locations. Internet-enabled Client Applications The following typical applications are allowed by the security management team to access the Internet: 1. Web browsers (IE 7). 2. Email client (Outlook 2007). 3. Skype client; used for voice chat, instant messaging, video conferencing, and low-cost Internet telephony. These applications were found essential to facilitate immediate contact and collaboration across to other universities and research institutions. No other network applications are allowed access to the Internet. The above Internet clients operate at designated TCP ports, which are open but monitored and occasionally audited though the firewall, to ensure compliance with security and IT access policy set forth by the campus network management. Any other applications requiring access to university wide intranet resources achieve that through a web interface and therefore do not require having arbitrary ports open. Figure : screen shot of web browser, email client, and IM/IPT clients Servers Servers, central security appliances, and edge network appliances are all housed in a secure one-level data center, located within the same campus area. Servers are connected to the main access router via a 10Gbps optical Ethernet. Table 2 illustrates the server distribution, platforms, and functionality. Web server (Linux) 1 central server Hosts the intranet portals and internal applications Mail server (Exchange over Windows 2003) 1 central server Hosts all email accounts and archives Domain Controller (Windows 2003) 1 central server Manages DNS, DHCP, and Active Directory Antivirus server (Linux) 1 central server Manages... This document demonstrates the understanding of some major aspects of computer networking, over three distinct sections. Section 1 considered the internal network of the College of Engineering and presented detailed high level description of user, server, network, and security designs of the network and how it connects to the Internet and to the university core intranet. Section 2 examined the important topic of data encryption. Symmetric and asymmetric ciphers have been described and contrasted. Examples of each have been provided. Also, the use of encryption for message authentication in the form of digital signature and/or message authentication code was discussed and the two schemes were compared. Section 3 considered the topic of congestion control and avoidance for TCP/IP networks, which make the overall transport infrastructure of almost all today’s public and private data networks. Congestion control algorithms were discussed at a topical level and a comparative descri ption of three algorithms (Tahoe, Reno and Vegas) was provided. Section 3 concluded with describing the role of an HTTP proxy and the performance penalty it encounters due to the common use of database driven dynamic web content.

Impact of Mass Media on Individuals, Society, and Culture Essay

Impact of Mass Media on Individuals, Society, and Culture Mass media, over the years, has had a profound effect on American society, on its culture, and on the individuals exposed to the media. Mass media is a form of socialization, having a long-term effect on each member of American society. While mass media targets the individual in short-term intervals, the overall influence on them has been established as the consumer moves from one impressionable age category to another. The long or short- term effects of mass media are separate and distinct when its role in America is evaluated. Mass media effects people differently because of varied amounts of exposure and formats. Mass media has a socialization function in American society, in the culture, and on individuals. Mass media has played a role of socialization in our society over the years: Socialization is a long-term process that every human being undergoes as he or she becomes a functioning member of society. Socialization refers to the internalizing of all of the lessons from many sources concerning ways of behaving that are approved or expected by society, as individuals mature through every stage in the life cycle (DeFleur and Dennis, 582). Mass media educates its customers on how to think and to act, as they are conditioned to what the media portrays as suitable responses and behavior to experiences in American life. This long- term process is established over the years as media influences the impressionable age groups, as they are gradually exposed to distinct messages of mass media. These distinct age consumer groups are targeted by mass media, and while the effects of mass media are short-term, the subtle impression is long-term. The effect on American s... ...mmunity and friends have become more concerned of their own pursuits of happiness and security. Most people perceive mass media as quite negative, cynical, and unimportant for everyday life’s survival. The media reveals the degradation of society, our government, our politicians, and our celebrities. American culture is now filled with images of drugs, violence, and sex. Works Cited Anderson, Charles. Personal Interview. 3 November 1996. DeFleur, Melvin L. and Everette E. Dennis. Understanding Mass Communication. Boston: Houghton Mifflin Company, 1996. Denger, Stuart. Personal Interview. 3 November 1996. Hummon, David. Geographical Reviews: Commonplaces: Community Ideology and Identity in American Culture. Geographical Review. July 1991: 363-365. Swidler, Ann. â€Å"Inequality and American Culture† American Behavioral Scientist March 1992: 606- 629. Impact of Mass Media on Individuals, Society, and Culture Essay Impact of Mass Media on Individuals, Society, and Culture Mass media, over the years, has had a profound effect on American society, on its culture, and on the individuals exposed to the media. Mass media is a form of socialization, having a long-term effect on each member of American society. While mass media targets the individual in short-term intervals, the overall influence on them has been established as the consumer moves from one impressionable age category to another. The long or short- term effects of mass media are separate and distinct when its role in America is evaluated. Mass media effects people differently because of varied amounts of exposure and formats. Mass media has a socialization function in American society, in the culture, and on individuals. Mass media has played a role of socialization in our society over the years: Socialization is a long-term process that every human being undergoes as he or she becomes a functioning member of society. Socialization refers to the internalizing of all of the lessons from many sources concerning ways of behaving that are approved or expected by society, as individuals mature through every stage in the life cycle (DeFleur and Dennis, 582). Mass media educates its customers on how to think and to act, as they are conditioned to what the media portrays as suitable responses and behavior to experiences in American life. This long- term process is established over the years as media influences the impressionable age groups, as they are gradually exposed to distinct messages of mass media. These distinct age consumer groups are targeted by mass media, and while the effects of mass media are short-term, the subtle impression is long-term. The effect on American s... ...mmunity and friends have become more concerned of their own pursuits of happiness and security. Most people perceive mass media as quite negative, cynical, and unimportant for everyday life’s survival. The media reveals the degradation of society, our government, our politicians, and our celebrities. American culture is now filled with images of drugs, violence, and sex. Works Cited Anderson, Charles. Personal Interview. 3 November 1996. DeFleur, Melvin L. and Everette E. Dennis. Understanding Mass Communication. Boston: Houghton Mifflin Company, 1996. Denger, Stuart. Personal Interview. 3 November 1996. Hummon, David. Geographical Reviews: Commonplaces: Community Ideology and Identity in American Culture. Geographical Review. July 1991: 363-365. Swidler, Ann. â€Å"Inequality and American Culture† American Behavioral Scientist March 1992: 606- 629.

How to Multitask? Essay

Sometimes I wish I could clone myself and be present in several places at the same time! † says Vedika. Don’t we wish all we could do that ? Living in this busy world, we never seem to have enough time to get everything done. The best way to get our tasks done is to learn how to organize our time. Women are the best example of multitasking. They need to take care of so many things at once; their children, houses, husbands, and sometimes careers! (Catherine Bush,2001) Although women are born with this skill that doesn’t mean it’s not an attainable skill. The most successful business men are those who learned the art of multitasking. So much work needs to get done, so little time to do it. After all as they say in the business world â€Å"time is money! † Doctors are also are a great example. As a doctor you have a big number of patients to look after, not to mention the multiple surgeries that you have to perform each day, which means you have to focus on getting each task done in its own time. In order to master the art of multitasking, we can always follow a few simple steps in order to get our lives much more organized & accomplishing more. If you want to be a professional multitasked; you have to take in a consideration writing down your to do list, prioritizing, having a timeline, sticking to your time line and finishing   tasks on time. A to do list is the most common way to organizing your tasks. Write down the things you need to get done for the day in the evening before, spend 10-15 minutes writing down your list. There fore, the first thing you should start your day with is deciding what would you do depending on how busy your day os going to be. Now a days, Technology has become much more aware of the important of To Do Lists so we can find such pocket organizers, programs in computers, online websites, and mobile phones as well. Having a to do list will make your day more organized, much clear of what to do. Moreover, it will make you feel less stressed, then you will be much more capable of accomplishing your tasks. After writing down a to do list prioritizing would be your second step. To know when to switch tasks, you must distinguish between the tasks you must perform and those you can afford to blow off. Prioritize your list in order depending on the tasks must be done first. Rank them as daily, weekly, monthly, and yearly categories (Catherine Bush, 2001). Then, you have to decide what tasks need to be done first according to the level of importance and the amount of time you have to get it done. Keep in mind that you have to carry on with your schedule under any circumstances (Sanjay). Timeline would be your redline, so you should prepare yourself to be always on time. First, set a time line for each task so you won’t waste your time. Secondly, you must decide the amount of time you can spend on each task so that you will have enough time to finish them all (Triana Mukherjee,2004). Some tasks un expectedly take more time thus affecting your whole plan. It’s alright, the more you practice this, the better you will be in your time judgment After setting your timelines you have to stick to it. Always, stick to your time line, and finish each task before starting the next one. Doing this will be a good exercise on time management. E. g: when having to work on a project for school, set on estimate for the time required for the preparations step, research step, and writing step. You will be able to finish on time if you stick to your time line . Multitasking at your current level leads to other levels and that is a natural progression. The ‘challenge’ factor keeps you going. You can do other things and do them well† Observes Sanjay, The amount of tasks needed to be accomplished each day depends on a lot of factors; the amount of time you can afford to spend, the quality you want your work to be, your limitations, strength and ambitions.

The Religious Motivations of Christopher Marlowes Dr...

The Religious Motivations of Christopher Marlowes Dr Faustus Dr Faustus is a short play written by Christopher Marlowe. The play is a masterful insight into the paradoxical soul of mankind and its ironically self inflicted corruption. The play could be classified as a theological allegory. It can be assumed that the play specifically speaks to the religious motivations of the time, but can be adapted to the present as well. Marlowe portrays Faustus’ ambition as dangerous; it was the cause of his demise. Perhaps Marlowe used the theme of over-ambition as a warning to the audience, who would be likely to be wary of ambition - it was looked down on as a negative personality trait in Christian England (Calvinism) (Munteanu, Class notes).†¦show more content†¦Here we are told of the life of an ordinary man, born to modest people. This piece tells us that in the new age of the Renaissance, a common-born scholar like Faustus, is as important as any king or warrior, and his story is worthy of being told. Also state is that Dr Faustusâ €™s swelling pride will lead to his downfall. Here we are addressed with a precursor of what is about to happen and how it is to be facilitated, again by one mans desire to destroy himself in respect to Godliness. In act one, Marlowe portrays Faustus as being over-ambitious by his turning to magic, which is a much more sinister and much less conventional pursuit than others that he had been discussing previously. Faustus hopes that magic will make him omnipotent and god-like. Through out the next few acts we see Dr Faustus disregard the teachings against the seven deadly sins with his trickery and debauchery. The great doctor Faustus has the seven deadly sins entrenched in his life and they are displayed by his various actions during the play. The first deadly sin was that of pride. Dr Faustus saw himself as in comparison to others in a competitive nature. Pride and vanity are competitive. This was done in Act One when he sits there and tells the audience of his accomplishments and wishes for more glory. The second is covetousness, it is manifested in the play through various actions. Faustus demonstrates this in various scenes, when he evokes