Tuesday, August 25, 2020
Examine multi week of world economy - Essay Example Spending on strong merchandise was moderately inflexible, this meant that stagnation or fall in the economy. Inside the investigation week as the change or vacillation in the list was insignificant, from negative 0.3 to negative 0.2, a figure that was greatly underneath the expertsÃ¢â¬â¢ projection of 0.4 percent. The US economy enlisted negative insights recording EUR/USD figures that were down when contrasted with expertsÃ¢â¬â¢ projections. The main part in the economy that recorded a positive figure was home deals though the new home deals, joblessness claims, and assembling reports recorded brought down figures from the projections. The projections demonstrated lull in the assembling part that the negative insights demonstrated. The variance of the dollar is another impacting factor that contrarily influenced the US economy. The joblessness rates were high a result of the presence of low maintenance employments in the work market and absence of full-time places that rendered numerous jobless after some time. The expense of requests got for the tough merchandise were low to a negative 2 percent, a sign of moderate monetary development. The figures excluded orders for transportation that was steady paying little heed to the financial precariousness. From the remainder of the worldÃ¢â¬â¢s economies, Germany enlisted a list of 113.9, a figure up by 1.9 from the past chronicles (The Forex Market n.p). The figures demonstrate the current conditions and future projection of monetary development. The review dissected in excess of 7000 organizations, and the acknowledgment of a positive record demonstrates development in the economy. The development in the economy speaks to an improvement in the gross residential salary added to by an expansion in net fares. The US Euro economy once in a while profits by assortment of economy infusions due to its more vulnerable money, which just favors the fares subsequently disheartening neighborhood makers who become less serious. There exists a slice of near a
Saturday, August 22, 2020
Culture and Disease Paper Ã¢â¬ Malaria Erin E. Nelson HCS 245 September 5, 2011 Andrea Dale Culture and Disease Paper Ã¢â¬ Malaria It tropical and sub-tropical atmospheres temperature, moistness, and precipitation cooperate to make a reproducing ground for mosquitoes. Mosquitoes are a host for transmittable infections one specifically is called jungle fever. We will compose a custom exposition test on Hcs 245 Culture and Disease Paper or then again any comparable subject just for you Request Now Jungle fever is a parasitic ailment that taints a specific sort of mosquito, Anopheles mosquitoes, which benefits from people. Individuals who get intestinal sickness are commonly exceptionally wiped out with high fevers, shaking chills, and influenza like disease. In spite of the fact that intestinal sickness can be a lethal infection, ailment and passing from jungle fever can for the most part be forestalled (Global Health Ã¢â¬ Division of Parasitic Diseases , 2010) Individuals living in atmospheres that help the existence pattern of these mosquitoes are more in danger than the individuals who don't. In the event that temperatures fall beneath 68 degrees Fahrenheit the mosquitoes can't finish their development cycle. Africa, portions of South America and Asia have caused most of the jungle fever plague (Global Health Ã¢â¬ Division of Parasitic Diseases , 2010). I this paper I will cover: populaces defenseless against intestinal sickness, factors that make these populaces powerless, methods of transmission, techniques used to control the spread of jungle fever, the job of social/social impacts and offer network wellbeing advancement and health systems. Specifically little youngsters and pregnant ladies are more in danger of contracting jungle fever. Small kids have not developed or obtained insusceptibility to the illness and without invulnerability diseases are progressively extreme and perilous (The World Health Organization Staff, 2010). Over 40% of the worldÃ¢â¬â¢s youngsters live in places where jungle fever is a steady danger. Most amazing jungle fever since they don't get viable treatmentÃ¢â¬ (Episcopal Relief and Development Staff, 2009). Pregnant ladies have undermined insusceptible frameworks because of the pregnancy leaving them in danger. Additionally people experiencing different sicknesses, for example, HIV, hunger and fra ilty are powerless (Global Health Ã¢â¬ Division of Parasitic Diseases , 2010). The parasite that causes intestinal sickness contaminates two has: the female Anopheles mosquitoes and people (Global Health Ã¢â¬ Division of Parasitic Diseases , 2010). The mosquito is basically safe, sound, from the parasite yet goes about as a vector and transmits the illness from human to human each time it takes care of. The parasites are found in the mosquitoesÃ¢â¬â¢ salivary organs; it infuses the salivation when taking care of, and gives the parasite to its Ã¢â¬Å"mealÃ¢â¬ . While the parasite is in people it travels through the blood where its moved to the liver. The parasite makes a home in the humanÃ¢â¬â¢s liver and in the red platelets it develops. The existence cycle proceeds in every red platelet, obliterating them and making girl parasites (Global Health Ã¢â¬ Division of Parasitic Diseases , 2010). So as to control the spread of intestinal sickness researchers made anti-microbials to fix the illness to help limit the spread of the infection. Chloroquine was the principal anti-toxin made by german researcher, Han Andersag, in 1946. A German science understudy, Othmer Zeidler, incorporated DDT (Dichloro-diphenyl-trichloroethane) in 1874 yet the bug spray properties were not found until 1939 (Global Health Ã¢â¬ Division of Parasitic Diseases , 2010). It was utilized by warriors to ward mosquitoes off so they would not contract typhus and intestinal sickness will on the war zone. The CDC (Communicable Disease Center) was made as another segment of the U. S. General Health Service and has been attempting to battle Malaria since 1946. The new focus was the immediate replacement of the Office of Malaria Control in War Areas, an organization set up in 1942 to restrain the effect of jungle fever and other vector-borne illnesses (Global Health Ã¢â¬ Division of Parasitic Diseases , 2010). Another method of counteraction is legitimate drug and bug spray while going in territories that are exceptionally soaked in mosquitoes and announced instances of intestinal sickness. Ã¢â¬ Every year, a huge number of US occupants travel to nations where jungle fever is available (Global Health Ã¢â¬ Division of Parasitic Diseases , 2010). Around 1,500 instances of intestinal sickness are analyzed in the United States yearly, generally in returned travelersÃ¢â¬ (Global Health Ã¢â¬ Division of Parasitic Diseases , 2010). Intestinal sickness chance isn't disseminated homogeneously all through all nations. A few goals have intestinal sickness transmission happening all through the entire nation, while in others it happens in characterized pockets so the voyager ought to be fatigued of regions whose atmosphere is helpful for mosquitoes. The WHO Global Malaria Program is answerable for proof based arrangement and system plan, specialized help, limit building, jungle fever reconnaissance, onitoring and assessment, and coordination of worldwide endeavors to battle intestinal sickness. WHO is likewise a prime supporter and hosts the Roll Back Malaria association, which is the worldwide system to actualize composed activity against intestinal sickness (The World Health Organization Staff, 2010). The CDC partakes effectively in worldwide jungle fever endeavors through work with the WHO, Roll Back Malaria Partners, UNICEF, and more in the battle to keep the pandemic under control (Global Health Ã¢â¬ Division of Parasitic Diseases , 2010). End Intestinal sickness is an infectious parasite transmitted through mosquitoes to people. Those in danger are people living in zones helpful for the rearing of mosquitoes, particularly those that permit the mosquitoes to finish their development cycle. Everybody is in danger particularly with the quantities of explorers expanding the danger of the voyager bringing it home to the states is likely. Preventable measures have been made, for example, DDT in creepy crawly repellant and anti-microbials. The pestilence has stopped in the States however keeps on being an issue in Africa and Asia. References Episcopal Relief and Development Staff. (2009). Jungle fever FAQs. Recovered September 3, 2011, from NETSFORLIFE: http://www. netsforlifeafrica. organization/intestinal sickness/jungle fever faqs Global Health Ã¢â¬ Division of Parasitic Diseases . (2010, February 28). Intestinal sickness. Recovered September 3, 2011, from Centers for Disease Control and Prevention: http://www. cdc. gov/jungle fever/about/malady. html The World Health Organization Staff. (2010, April). Intestinal sickness Center. Recovered September 3, 2011, from World Health Center: http://www. who. int/mediacentre/factsheets/fs094/en/list. html Instructions to refer to Hcs 245 Culture and Disease Paper, Papers
Sunday, August 9, 2020
Why I Didnt Need to Study Abroad for an Entire Semester With my study abroad trip a few days behind me, I have had the opportunity to reflect on my experience. Before I went on my trip, I had always been afraid of even the idea of studying abroad. The thought of leaving behind the comfort of Champaign-Urbana for a foreign country was overwhelming. But then I learned that study abroad trips arent always semester-long trips, and you dont have to go halfway across the world. For any freshmen that are too afraid to study abroad for a whole semester (or at all), this post is for you. The trip from which I just returned was a study abroad trip, but it was not your traditional study abroad agenda. My trip was over winter break, and it was just a few weeks long. Rather than flying to Italy or France, I drove 20 hours to Kayenta, Arizona, where I student taught in a seventh-grade classroom. There were 16 students and one professor on my trip, and we traveled in three mini-vans. When we werent teaching, we had the chance to explore the land by hiking, skiing, and sight-seeing. It was a jam-packed schedule, for sure, but I didnt feel that I missed out on any experiences that I would have gotten on a full semester trip. For me, the trip was a perfect length, and I learned more than I could have imagined. So if the thought of picking up your life and moving across the world is pushing you away from study abroad trips, it is important to realize that study abroad comes in all lengths and distances. Abroad does not always mean Europe. Rachel Class of 2020 I am studying Middle Grades Education with concentrations in Social Sciences and Literacy in the College of Education. Although I now reside in Champaign, I am originally from Vernon Hills, a Northwest suburb of Chicago.
Saturday, May 23, 2020
Teaching Philosophy My philosophy of teaching is deeply rooted in nurturing the potential each and every student in my classes. Providing a creative environment that allows self assessment, growth, group interaction and mentorship are at its very core. Having taught in Higher Education for many years, and as an instructor of Media Arts and Animation, and Game Design, I have had the amazing opportunity to work with some of the brightest and creative young professionals. Teaching has not only broadened my love of art and exploration, but my determination to help students that do not have the confidence to persevere through their education, yet have the passion to follow their dreams. Learning is social, in studios you gain more and grow more when working with members of your team; at times more than a student will in an entire term in college. This type of collaboration must be a part of he current classroom climate. It must be . Students need to embrace critical and independent thinking. They need to trust their own instincts with somethingdoes not look right or fit into the bigger picture of the projects intendedoutcome. I facilitate a culture of learning that is centered around self growth, relections, invstigatn and problem solving. How does one teach art? Its been a question that has been thrown around a lot, and in years of faculty meetings and workshop, a much heated debate. Students are reauired to share their terms weekly plans in achieving the goalsShow MoreRelatedMy Personal Philosophy Of Teaching797 Words Ã |Ã 4 PagesPhilosphy of Teaching The the purpose of this paper is to identify/describe and discuss my personal philosophy teaching. As I describe my theory of learning I will talk about experiences that have affected me. As well as identify areas of pedagogy that have influenced my personal philosophy. I will then describe how my philosophy teaching guide my teaching style. Personal Experinces My personal philosophy of teaching has its foundations in my experiences as a student. These experiences as a studentRead MoreEducation Philosophy and Rationale1846 Words Ã |Ã 7 PagesEducation Philosophy and Rationale Every instructor or a teacher has a certain ideology that he or she follows throughout the teaching careers which underpins everything. These ideology or philosophy is based on our assumptions about our definition of learning and our views on the nature of mankind, the purpose of education, the nature of the curriculum, the role of the teacher and the learner, and the nature of the instructional process. Similarly, I had a certain philosophy which focuses on introducesRead MoreMy Personal Philosophy of Education958 Words Ã |Ã 4 PagesMy Personal Philosophy of Education It is customary that on New YearÃ¢â¬â¢s Eve, we make New Year resolution. The fact is that we are making a set of guideline that we want to live by. These are motives that we seek to achieve. In a similar way, teachers live by philosophy. This essay focuses on my personal philosophy of education. It unfolds the function of philosophy in a teacherÃ¢â¬â¢s life, my view on the purpose of education, the student teacher- relationship and the philosophy which influences myRead MoreEssay about Personal Educational Philosophy1069 Words Ã |Ã 5 Pagespaper is my personal educational philosophy statement. It represents my ideas and values about teaching and learning; it reveals my personal teaching beliefs and their relation to the five major established educational philosophies; it shows my role and responsibilities in educational process. I place great significance on personal style of instruction and its influence on curriculum implementation. The paper also highlights my career as piration and orientation. Personal EducationalRead MoreEducational Philosophy Reflection1539 Words Ã |Ã 7 Pagestype of education that I experience until I graduated high school. When I decided to go into teaching it was an easy decision for me to want to not provide this type of experience to my students. Early in the education program, Bud Stefanski posed us the question about our educational philosophy in the Foundations of Education class. When answering that question, I was 100% progressivism in my education philosophy students should only learn through hands-on experiences and not be forced to sitRead MoreMy Teaching Philosophy Of Education1486 Words Ã |Ã 6 PagesMy teaching philosophy of education is being able to recognise that all children learn in different and unique ways. I believe that all students should have a safe learning environment which enables them to grow physically, mentally, emotionally and socially. As a teacher, I aim to act as a guide for student learning and provide demons trations and understanding to all students. More specifically as a physical education teacher, I aim to bring a positive and encouraging attitude to the students andRead MoreMy Personal Philosophy Of Education1476 Words Ã |Ã 6 PagesPhD Personal Philosophy of Education Submitted by: Wessam Elamawy . Personal Philosophy of Education Introduction: From the very beginning of my life I recognized the importance of higher education. I am 34 years old. I am Egyptian. I was born in a highly educated family . My father earned a Ph.D. in chemistry. My uncle earned a Ph.D. in Engineering . My aunt is a doctor. My grandparents were highly educated and they were great leaders in the educational field. This shaped my personalityRead More My Philosophy of Education: Combining Progressivism, Essentialism and Behaviorism826 Words Ã |Ã 4 PagesMy Philosophy of Education: Combining Progressivism, Essentialism and Behaviorism Upon being faced with the task of writing my philosophy of teaching, I made many attempts to narrow the basis for my philosophy down to one or two simple ideas. However, I quickly came to the realization that my personal teaching philosophy stems from many other ideas, philosophies, and personal experiences. I then concentrated my efforts on finding the strongest points of my personal beliefs aboutRead MoreHigher Education Faculty Teaching Philosophy845 Words Ã |Ã 4 PagesHigher Education Faculty Teaching Philosophy Introduction Many higher institutions have a statement of philosophies of their own derived from their pioneer or parent institutions or organizations (Higgins Leonora, 2009). The Catholic University of America School of Nursing has its pioneer group that is the Catholic Church. Therefore, every value, virtue, norm, composition and beliefs are all originated from the Catholic Church and are thus modified to fit its environmentRead MoreWhat I Believe About Philosophy, Ethics, Adult Education, And The Curriculum1412 Words Ã |Ã 6 Pagespractice.Ã¢â¬ (2007) This essay will outline what I believe about philosophy, ethics, adult education, the learner, the instructor, and the curriculum. This will ultimately help guide me and focus me to my view of this profession and myself as an adult educator. Before I go into how I see things, I first must define a few terms and decide where I stand. First, what is a philosophy of education? Lorraine M. Zinn (1998) Explains a Philosophy of Education represents a comprehensive and interrelated set
Tuesday, May 12, 2020
Sample details Pages: 8 Words: 2318 Downloads: 9 Date added: 2019/08/02 Category Sociology Essay Level High school Tags: Self Esteem Essay Did you like this example? Abstract This paper reports findings from several psychological journals that explain how self-esteem is not entirely based on a persons childhood because humans ultimately have the free-will to choose how much they value themselves. The varying sections of this research will analyze the process of self-esteem development on the human brain, specifically in the anterior cingulate cortex (ACC), as well as the effects of adverse childhood experiences (ACE) on self-esteem development. It will also focus on and social anxiety disorder (SAD) throughout adulthood as a consequence of an emotionally scarred childhood of an individual, and to what extent it inflicts damage on the further development of self-esteem in an individual.. DonÃ¢â¬â¢t waste time! Our writers will create an original "Why Self-Esteem Isnt Based on Childhood" essay for you Create order Keywords: Self-esteem, anterior cingulate cortex, adverse childhood experiences, social anxiety disorder, free-will Introduction Ã Ã Ã Ã Ã Ã Ã Ã The concept of self-esteem is processed in the mind of an individual based on the paradigms they have created for themselves. It has nothing to do with their looks, culture, or their personality. Instead, they attain their view of themselves through the evaluation of the social feedback they are receiving, or self-comparison, which allows for their adaptation to the environment in which they are surrounded. It is this process of evaluation that determines whether said individual will have a low or high self-esteem. However, self-esteem does not live solely in thoughts or feelings. It has a deep impact in the formation of the human brain, and therefore, it is for this very reason, that we researched and hypothesized that self-esteem is not entirely based on a persons childhood (regardless of how their brain formed during their childhood development),Ã because humans ultimately have the free-will to choose how much they value themselves, thus taking advantage of the human brains neuroplasticity. Brain Development Ã Ã Ã Ã Ã Ã Ã Although there has not been much research done on the volumetric analysis of self-esteem on the brain, the sole published volumetric analysis of self-esteem to our knowledge has revealed that persons with low self-esteem possess reduced hippocampal volume. This may contribute to their lowered resilience, since reduced hippocampal volume has been implicated in vulnerability to stress (Agroskin, Jonas, and Klackl 2014). The hippocampus is responsible for long-term memory, and an individual with low self-esteem is usually more predisposed stress, which can affect the structure of the brain and its function, in this case; it can be attributed to memory loss and poor coping ability in the brain to deal with new information. Furthermore, the hippocampus isnt the only area of the brain affected by the reigns of self-esteem. The anterior cingulate cortex (ACC) is a region of the human brain that holds responsibility for emotional regulation and is wrapped in a brain tissue known as grey matter. Grey matter, on the other hand, contains the majority of the brains neurons, which are cells that transmit nerve impulses. The amounts of this brain tissue can vary between individuals. However, reduced grey matter volume in the ACC has been found to underlie difficulty in regulating negative emotion, [ ] there is evidence of decreased grey matter volume in the ACC in persons with a strong inclination to ruminate, which is an important mediator of the relationship between low self-esteem and depression (Agroskin, Jonas, Klackl, 2014). Constant ruminating, or deliberately thinking about a negative event, has detrimental effects of the neurological activity of the brain, which leads to an ineffective regulation of emo tions. This is attributed to decreasing the self-esteem of an individual, as they lose control of their emotions and their ability to distinguish between rational and irrational thoughts. Moreover, the functioning of the ACC is also transformed based on cognitive reappraisal and expressive suppression. Cognitive reappraisal, is an emotion regulation strategy that is positively related to self-esteem [and is] positively linked to ACC volume (Agroskin, Jonas, and Klackl, 2014). However, while cognitive reappraisal involves adapting to a particular circumstance and shifting the brains paradigm towards a certain event, suppression causes an individual to act impulsively and based on their emotions, rather than using logic and attempting to think clearly and make appropriate choices. Suppression does very little, if anything at all, for adapting to the different circumstances an individual is encountered with and prevents the positive shifting of paradigms that offer rationality. As a result, reappraisal is positively associated with self-esteem, while suppression is negatively associated with the latter (Agroskin, Jonas, and Klackl, 2014). Taking this under consideration, we decided to analyze the development of self-esteem in children, adults, ad determine the role of free will in the transformation of internal brain structures. Children Extensive research on self-esteem has demonstrated that it originates from actual own/ideal own discrepancies, which are differences as to how a person wish they were and how they really are. These discrepancies have been demonstrated to make a person more vulnerable to dejection-related emotions as well as to lower self-esteem levels (Keshky and Samak, 2017). As for children, this is no different. Children become more sensitive to inconsistent information, with discrepancies between self-relevant beliefs and others standpoints turning out into potentially stressing psychological situations and feelings of guilt and embarrassment. The social environment in which a child is raised can determine a lot about their self-esteem. If they were to live and grow in a constant state of fear of dejection or embarrassment, because they are not living up to their own ideas of what they should be, then the child will not be able to function properly when faced with social situations. Developmental ly, [ ] global self-esteem precedes rather than follows domain-specific evaluations in young children. Thus, young children appraise themselves in terms of good and bad. It is only later, from middle to late childhood, that boys and girls gradually develop the ability to compare themselves with others and take into account feedback from significant others, when they evaluate themselves (Keshky and Samak, 2017). Although in their beginning stages of childhood, they will create their own images of what their ideal self is, it is when reaching the middle and end of their childhood that they will determine how distant they actually are from becoming that ideal self, based on the feedback of others around them. And, although a child may report that their self-esteem levels are high, the stability of it can actually range from low to moderate (Orth, Robins, and Trzesniewski, 2010). In brief, developmental trajectories of self-esteem and self-discrepancies are not parallel, although they b oth depend on cognitive as well as social competences that children acquire progressively. In fact, in late childhood, boys and girls can evaluate themselves in terms of self-worth at both global and domain-specific levels. Conversely, it is only from early adolescence on that conflicting self-representations become relevant in the self-system. It remains to be explored the direction of the association between self-esteem and self-discrepancies in late childhood, that is, years of transition, during which aspects of the self-system are rapidly changing. Furthermore, the social development of a child is believed to have potentially life-long consequences on them. For instance, adverse childhood experiences (ACEs)which are stressful or traumatic events, including abuse and neglect, occurring during childhood or adolescencemay lead to a wide range of physical and psychological health issues throughout a persons lifespan. Children with ACEs, develops poor relation skills and low self-esteem, which may increase the likelihood of interpersonal problems and physical aggression in adult life (Orth, Robins, and Trzesniewski, 2010). Adulthood Ã Ã Ã Ã Ã Ã Ã The development of self-esteem in adults is usually not focused towards appearance, or personality traits, in contrast to the way in which it is fomented in childhood. Instead, in adulthood, individuals increasingly occupy positions of power and status, which might promote feelings of self-esteem (Orth, Robins, and Trzesniewski, 2010). However, it can be still externally oriented, depending on how the individual was raised. Whether it be in pleasing other people, similar to how a child attempts to please their parents, or to feel valued by others, to some extent, like a child wants to be rewarded by their parents. However, if instead of looking for external approval to reinforce the strength of their self-esteem, they would look inward for sources of positive self-esteem, personality changes that occur during adulthood tend to reflect movement toward higher levels of maturity and adjustment, as indicated by increases in traits such (Orth, Robins, and Trze sniewski, 2010). Having an external locus of control on self-esteem, can lead to an individual constantly dealing with rejection or disappointment, because their paradigm of how the word should be and how they should be accepted are not always aligned with reality. Therefore, if they place that locus of control into something more stable, like their internal self, they would feel much more accomplished and would find it easier to maintain a high self-esteem. The process of finding self-worth is facilitated once the individual begins their process by looking within and seeing how they are pleased with themselves, and not how others are pleased with them being themselves. Ã Ã Ã Ã Ã Ã Ã Nonetheless, the process of changing from an external to an internal source of self-esteem can become difficult for individuals who have not been provided with proper emotional support in their childhood development. Adults who have been diagnosed with social anxiety disorder (SAD), are characterized by persistent fear of social or performance situations in which an individual is at risk for embarrassment, humiliation, or possible scrutiny by unfamiliar persons (Goldin, Gross, Heimberg, Kuo, and Werner, 2011). By definition, this condition should completely prevent the development of a healthy self-esteem, as the individuals are constantly afraid of the rejection that could possibly arise in the social environment they find themselves in. Instead of focusing internally, they look to the external world for validation, but go through the constant fear of not being good enough for those around them. Furthermore, findings from family studies demonstrate a str ong association between social anxiety in parent and offspring [interactions] and, the impact of social learning experiences has been suggested as a key environmental factor contributing to the development of the disorder and has received substantial empirical attention. Prospective studies have found that parental overprotection, rejection, and lack of warmth are associated with offspring SAD (Goldin, Gross, Heimberg, Kuo, and Werner, 2011). This fear of not pleasing everyone encountered, is mostly attributed to ineffective or even toxic parenting tactics from behalf of the individuals parents. Therefore, as mentioned before, individuals who constantly ruminate of negative situations, and have an inability to change their paradigms, in this case the ones they created in their childhood, are often found to have low levels of self-esteem, and if they continue the cycle of fear, frustration, and rumination, they will not be able to change the way they view themselves to a more positiv e light. Free willÃ Ã Ã Ã Ã Ã Ã Ã Ã Ã Ã Ã Ã There is no doubt in the neurological community that the brain changes based on the conditions of its host. For instance, in a study with cats, cats that were blinded in one eye had changed their brain formation to process visual information from the eye that could see (Askenasy and Lehmann, 2013). However, when it comes to humans, what does it take for this process of transforming the brain take place? The transformation of thoughts themselves. The process is simple, although putting it into place is more challenging. According to John Searle, a philosopher and advocate for science, there is no problem in changing consciousness and by that causing the brain to change. A change can be made in the highest level of the brain system or in its lowest level, and the results will include changes in both neurons and consciousness (Askenasy and Lehmann, 2013).Ã When an individual changes the way they interact with their conscious mind through consciously refra ming their thoughts, they slowly begin to create changes in their brain structures. Extensive brain analysis has proven that the brain can change itself and it has a self-healing capacity, which means that in general it can both improve and cure itselfat least to a certain extent (Askenasy and Lehmann, 2013). The brain has a process through which I could heal itself, therefore, if an individual chooses to use a different approach to dealing with negative thoughts, conceptions, and feedback, they can ultimately change their internal brain structure and heal their anterior cingulate cortex by and increasing the levels of grey matter found in it, which is correlated to higher levels of self-esteem and better emotional control and coping. Conclusion Ã Ã Ã Ã Ã Ã Ã Although the development of self-esteem in children and adults are focused on different processes, ultimately, childhood does have an impact on the self-esteem of an adult individual. However, through the ability of the brain to transform, an individual can actually change the way their brains process negative feedback and, can also change the brains internal structure to increase or decrease the grey matter found present in the ACC, which plays a large role on self-esteem levels, through their thoughts. Humans are built with the skills, they just need to choose to use them. Therefore, our hypothesis that self-esteem is not entirely based on a persons childhood, because humans ultimately have the free-will to choose how much they value themselves, was proven to be true. However, we recommend that further research is ensued, so that we could attain full understanding of the extents to which childhood development impacts self-esteem in adults. References Agroskin, D., Klackl, J., Jonas, E. (2014). The Self-Liking Brain: A VBM Study on the Structural Substrate of Self-Esteem. PLoS ONE, 9(1). doi:10.1371/journal.pone.0086430 Askenasy, J., Lehmann, J. (2013). Consciousness, brain, neuroplasticity. Frontiers in Psychology, 4. doi:10.3389/fpsyg.2013.00142 Keshky, M., Samak, Y. (2017). The Development of Self Esteem in Children: Systematic Review and Meta-Analysis. International Journal of Psychology Behavior Analysis, 3(1). doi:10.15344/2455-3867/2017/128 Kuo, J. R., Goldin, P. R., Werner, K., Heimberg, R. G., Gross, J. J. (2011). Childhood trauma and current psychological functioning in adults with social anxiety disorder. Journal of Anxiety Disorders, 25(4), 467-473. doi:10.1016/j.janxdis.2010.11.011 Orth, U., Robins, R. W., Trzesniewski, K. H., Maes, J., Schmitt, M. (2009). Low self-esteem is a risk factor for depressive symptoms from young adulthood to old age. Journal of Abnormal Psychology, 118(3), 472-478. doi:10.1037/a0015922
Wednesday, May 6, 2020
We as people identify with our name in many ways. Our name is what connects us to our family, and we are the image that is associated with our name. In the passage, Mrs. We will write a custom essay sample on My Name Is Margaret or any similar topic only for you Order Now ViolaÃ¢â¬â¢s friend sees a lack of importance in calling Margaret by her actual name, as Ã¢â¬Å"that may be, but the nameÃ¢â¬â¢s too long. IÃ¢â¬â¢d never bother myself. IÃ¢â¬â¢d call her Mary if I was you. Ã¢â¬ In doing this, Ã¢â¬Å"Old Speckled-Face,Ã¢â¬ as Margaret called her, attempts to dehumanize her and exemplifies the standard way of thinking of the common, rich white people in the 60Ã¢â¬â¢s and 70Ã¢â¬â¢s. In seeing MargaretÃ¢â¬â¢s name as something that doesnÃ¢â¬â¢t matter, being that her name is who she is, she therefore makes Margaret Ã¢â¬Ënot matterÃ¢â¬â¢. The authorÃ¢â¬â¢s indignation toward her employer for impertinently renaming her substantiates MargueriteÃ¢â¬â¢s strong sense of self-pride, now revealed in the face of racism. AngelouÃ¢â¬â¢s reaction to her Mrs. ViolaÃ¢â¬â¢s renaming exhibits the subtle forms of resistance that blacks could use. In a sense, Mrs. CullinanÃ¢â¬â¢s kitchen served as a finishing school for Margaret because black girls Ã¢â¬Å"were given as extensive and irrelevant preparations for adulthood as rich white girls shown in magazines. The difference was that many white girls learned about more high-class habits, while black girls learned housekeeping. In being a servant in Mrs. CullinanÃ¢â¬â¢s kitchen, she learns the same things that white girls would learn at finishing school. Angelou describes Mrs. CullinanÃ¢â¬â¢s house as Ã¢â¬Å"exactÃ¢â¬ and Ã¢â¬Å"inhumanÃ¢â¬ to articulate her ideas that white people are very different from black people. She also makes the assumption that all white people are caddy, shallow, and lonely, based on her experiences with the white ladies on the porch, which may indicate some bias changing the actual story due to racism. At first, Margaret decides that she will write a poem about the tragedy of Ã¢â¬Å"being white, fat, old, and without children,Ã¢â¬ due to the fact that she sees Mrs. Cullinan as living a miserable, pathetic lifestyle. But after standing up for Margaret by insisting her friend address her by the proper name, she finds a new respect for Mrs. Cullinan. Mrs. Cullinan believes that she has regained control over Margaret, however, she has in fact let go of her symbol of power over Angelou. Mrs. Angelou regains her name, and with that, her sense of self. Though she was treated wrongly by her employer and her snooty friends, Angelou reveals herself to have racist prejudice and a tendency to incorporate them into her writing, as shown in her narrative. * Alliteration * Ã¢â¬Å"Impish elfÃ¢â¬ * Used to bring the readerÃ¢â¬â¢s attention to the fact that this is when Mrs. Cullinan turns into a different person, which is the person that her white friends see Motif * Repetition of Ã¢â¬Å"MaryÃ¢â¬ and Ã¢â¬Å"MargaretÃ¢â¬ * Used to show the two sides that Angelou struggles with as she fights to maintain her identity in a world of prejudice * Diacope * Ã¢â¬Å"This cup went here and only hereÃ¢â¬ * Used to show how Angelou perceives her employer as being single-minded * Asyndeton * Ã¢â¬Å"There were goblets, sherbet glasses, ice-cream gla sses, wine glasses, green glass coffee cups with matching saucers, and water glasses. Ã¢â¬ * Used to emphasize the Ã¢â¬Å"extensive and irrelevantÃ¢â¬ things that white people find essential to function living How to cite My Name Is Margaret, Essay examples
Saturday, May 2, 2020
Question: Discuss the strategic best HR Practices. Answer: Introduction McDonald is the most popular and the largest chain of fast food outlets in the world. The company is spread over 119 countries and has become a prime choice among its customers. It is not only popular for its food but also for working on the quick delivery module. The HR practices in the organization have always been talked about everywhere. The management practices in the company are efficiently planned. Strategic best HR Practices Nowadays, each and every organization is paying significant attention towards making the best use of strategic HR practices. Strategic HRM is the way of planning the HR with an overview of setting up long term goals resulting in long term outcomes. This not only helps and supports the organization in its constant growth, but also brings out the best in the employees (MahoneyÃ ¢Ã¢â ¬Ã Phillips Adams, 2009). Some of such HR practices are: Training and development It is very crucial to have an efficient and effective training and development program for the employees. It has been observed that the attrition rate is very high at McDonalds. The training and development initiative will not only enhance the performance of the employees, but also keep them contented with the job (Pfeffer, 2005) . The job satisfaction would be on the higher level and employees will be motivated to deliver the best results. Compensation and Rewards The employees at Mc Donalds experience a very high level of work pressure. The quick delivery module and the consistent flow of customers builds enormous pressure on the employees. Hence, it is recommended to work upon the compensation and rewards (Baeten Verwaeren, 2012). The package should be designed in such a manner that the employee feels motivated to work despite of the work pressure. Recommendations The HR division gives the interface between "the organization" and the staff. It has been observed that the turnover rate is very high at the McDonalds. They should focus on retaining the employees and sustaining them for a longer duration. Retention of the employee not only saves the cost, but also brings the company in good books. The HR department also needs to be more transparent with the employees. Their HR policies must be more employee friendly. There is a perception in the market about the high work pressure at Mc Donalds which needs to be changed. The performance appraisal system should also be focused towards the benefits of the employees (Hansen, Smith Hansen, 2002). Conclusion An effective HRM focusing on the employees would not only have the employees happy and contented but also bring out the best in them. The job satisfaction would be at the highest level. The training and development program will enhance the employees performance in the organization. The compensation and the rewards will motivate the employee and would encourage him to handle the work pressure. The attrition rate could also be lowered by following the aforesaid HR recommendations. Reference Baeten, X., Verwaeren, B. (2012). Flexible Rewards From a Strategic Rewards Perspective. Compensation Benefits Review. Hansen, F., Smith, M., Hansen, R. (2002). Rewards and Recognition in Employee Motivation. Compensation Benefits Review, 34 (5), 64-72. MahoneyÃâÃ Phillips, J., Adams, A. (2009). Getting the measure of HR. Strategic HR Review, 9 (1), 5-9. Pfeffer, J. (2005). Producing sustainable competitive advantage through the effective management of people. Academy Of Management Executive, 19 (4), 95-106.