The Contributions to the Western Civilization Essays

The Contributions toward the Western Civilization Essays The Contributions toward the Western Civilization Essay The Contributions toward the Western Civilization Essay The Contributions toward the western human progress Ashley Stewart 5/1/11 Professor Hammond Strayer University The Hebrews, Greeks, and Romans, have made incredible commitments to build up the Western Civilization. The inheritance that they’ve left was religion, information, and government. The Hebrews contributed the strict viewpoint, the Greeks contributed information and government, and the Romans contributed one must have a comprehension of the antiquated Greek culture, or, more than likely thought to be administering strategies to Western Civilization. Its said that to comprehend our way of life uninformed. sherer44). The Hebrews formed the very center of Western Civilization. Creator Thomas Cahill has as of late delivered a recorded record, The Gifts of the Jews, which investigates top to bottom the commitments of early Judaism to the idea examples and social structure of present-day orders. An audit of his work expresses that Within the grid of antiquated religions and methods of reasoning, life was viewed as a component of a perpetual pattern of birth and demise; time resembled a wheel, turning unendingly. However some way or another the old Jews started to see time in an unexpected way. For them, time had a start and an end; it was a story, whose triumphant end would come later on. From this knowledge came another origination, that of people as people with one of a kind fates an origination that would illuminate the Declaration regarding Independence and our cheerful confidence in progress and the feeling that tomorrow can be superior to today. ( The West would not have been the equivalent without Jewish commitments that commended ideas, for example, supreme ethical quality, personal growth, and the endeavoring to appreciate the powers that shape ones presence. These imaginative thoughts allowed the Hebrews to suffer all through centuries of persecution and outside strength and change their state into todays Israel, one of the best ten countries on the planet regarding military may and monetary complexity. The Greeks was making settlements around the bank of Greece. /Instead of building the segments to be straight, they assembled them utilizing delicate bends causing everything to show up progressively even. The two distinctive design styles in old Greece were the Doric and Ionic. The soonest of the structures were planned in the Doric style, for example, the Parthenon. The Doric segments are somewhat solid yet plain. The ionic Columns were assembled more slender and increasingly rich. The highest points of them had a parchment like structure, in contrast to the level Doric style. Structures, for example, the Erechtheum and the little sanctuary of Athena were worked in the Ionic style. Its to the Greeks we owe for their engineering developments to western progress The Greeks were extremely energetic about games. They invested heavily in the ideal human body: solid, fit, cut, smooth human bodies.

Chula Vista Nature Center

The Chula Vista Nature Center Tamitha Y Sprenger SCI 256 March 29, 2012 Tim Boyajian Chula Vista Nature Center San Diego, to numerous it’s a place that is known for dreams from beach front terraces to mountain sees just as numerous zones that copy the treat like atmospheres of Arizona. Be that as it may, it isn't only a home for individuals, yet additionally for some creatures and plants too. California has joined forces with the U. S. Fish and Wildlife Service and California fish and game to help secure the various types of plants and creatures that share the lavish excellence of this land.One way they are endeavoring to achieve this assignment is through the Multiple Species Conservation Plan (MSCP). One association that aids the reclamation of the local plant and creatures of Chula Vista is the Chula Vista Nature Center. The Chula Vista Nature Center is a philanthropic association committed to giving ecological instruction on beach front asset protection, and building a reg ard for untamed life in the lives of the individuals. It lays on the 316-section of land Sweetwater March National Wildlife Refuge, and gives an intuitive learning experience by acquainting the visitor with the manner in which the local animals live in their normal habitats.Some of the intelligent displays incorporate the turtle tidal pond, the shark and beam understanding, and the local plant gardens. One can even observe tunneling owl homes and the bald eagle. At the local plant and nursery guests will be furnished with staff completely educated on treating the soil gardens. These staff individuals will at that point give a showing that will show guests how they can assist make with homing nurseries solid and safe by diminishing the utilization of harmful composts that annihilate the local plants.Some of these local plants visitors will have the option to appreciate are the Shaw’s Agave, Sagebrush, Coast Barrel Cactus, The California Wild Rose, and some more. With these del ightful and fragrant blossoms visitors will likewise appreciate butterflies, hummingbirds and other local flying creatures. The Chula Vista Nature Center takes visitors on a black market experience however the Discovery Center. Here, one will find out about the Rainbow Trout, California Lobster, Red Diamond Rattlesnake, Moon Jelly and more.Guest will discover them selves voyaging however the sound, to the marshlands and afterward into upland territories as they walk around the Discovery Center. Associations with people for these plants and creatures are helpful to their endurance. Without the information on s calamities that put them at risk for eradication a significant number of these animals will have just been gone, and people will just take in of them from books. With the assistance of The Chula Vista Nature Center, these local animals will get an opportunity to develop, and live as they were intended to live.Humans will encounter the magnificence of the land, and the common as sets that are given to them by the land. Human life doesn't come exclusively from their endeavors to develop their own plants, or breed their own creatures. It originates from cooperating with the plants and creatures that normally live and develop in the earth. References County of San Diego (2009). MSCP Biology. Gotten March 26, 2012 from http://www. sdcounty. ca. gov The Chula Vista Nature Center (2010). The Chula Vista Nature Center. Gotten March 27, 2012 from http://www. chulavistanaturecenter. organization

Biography of Psychologist Erik Erikson

Biography of Psychologist Erik Erikson In This Article Table of Contents Expand Erikson's Notoriety Childhood Young Adulthood Family and Later Years 8 Psychosocial Stages Identity Crisis Contributions Select Publications Biographies Erik Erikson is best-known for his famous theory of psychosocial development and the concept of the identity crisis. His theories marked an important shift in thinking on personality; instead of focusing simply on early childhood events, his psychosocial theory looks at how social influences contribute to our personalities throughout our entire lifespans. Hope is both the earliest and the most indispensable virtue inherent in the state of being alive. If life is to be sustained hope must remain, even where confidence is wounded, trust impaired.â€"Erik Erikson,  The Erik Erikson Reader, 2000 Eriksons Notoriety Eriksons stage theory of psychosocial development generated interest and research on human development through the lifespan. An ego psychologist who studied with Anna Freud, Erikson expanded psychoanalytic theory by exploring development throughout the life, including events of childhood, adulthood, and old age. Childhood Erik Erikson was born June 15, 1902, in Frankfurt, Germany.  His young Jewish mother, Karla Abrahamsen, raised Erik by herself for a time before marrying a physician, Dr. Theodor Homberger. The fact that Homberger was not, in fact, his biological father was concealed from Erikson for many years. When he finally did learn the truth, Erikson was left with a feeling of confusion about who he really was. The common story was that his mother and father had separated before his birth, but the closely guarded fact was that he was his mothers child from an extramarital union. He never saw his birth father or his mothers first husband. â€" Eriksons obituary,  The New York Times,  May 13, 1994 This early experience helped spark his interest in the formation of identity. While this may seem like merely an interesting anecdote about his heritage, the mystery over Eriksons biological parentage served as one of the key forces behind his later interest in identity formation. He would later explain that as a child he often felt confused about who he was and how he fit into his community. His interest in identity was further developed based on his own experiences in school. At his Jewish temple school, he was teased for being a tall, blue-eyed, blonde, Nordic-looking boy who stood out among the rest of the kids. At grammar school, he was rejected because of his Jewish background. These early experiences helped fuel his interest in identity formation and continued to influence his work throughout his life. Young Adulthood Its interesting to note that Erikson never received a formal degree in medicine or psychology. While studying at the Das Humanistische Gymnasium, he was primarily interested in subjects such as history, Latin, and art. His stepfather, a doctor, wanted him to go to medical school, but Erikson instead did a brief stint in art school. He soon dropped out and spent time wandering Europe with friends and contemplating his identity. It was an invitation from a friend that sent him to take a teaching position at a progressive school created by Dorothy Burlingham, a friend of Anna Freuds. Freud soon noticed Eriksons rapport with children and encouraged him to formally study psychoanalysis. Erikson ultimately received two certificates from the Montessori Teachers Association and from the Vienna Psychoanalytic Institute. He continued to work with Burlingham and Freud at the school for several years, met Sigmund Freud at a party, and even became Anna Freuds patient.  Psychoanalysis was not so formal then, Erikson recalled. I paid Miss Freud $7 a month, and we met almost every day. My analysis, which gave me self-awareness, led me not to fear being myself. We didnt use all those pseudoscientific terms thenâ€"defense mechanism and the likeâ€"so the process of self-awareness, painful at times, emerged in a liberating atmosphere. Family and Later Years Erikson met a Canadian dance instructor named Joan Serson who was also teaching at the school where he worked. The couple married in 1930 and went on to have three children. His son, Kai T. Erikson, is a noted American sociologist. Erikson moved to the United States in 1933 and, despite having no formal degree, was offered a teaching position at Harvard Medical School. He also changed his name from Erik Homberger to Erik H. Erikson, perhaps as a way to forge his own identity. In addition to his position at Harvard, he also had a private practice in child psychoanalysis. Later, he held teaching positions at the University of California at Berkeley, Yale, the San Francisco Psychoanalytic Institute, Austen Riggs Center, and the Center for Advanced Studies of the Behavioral Sciences. He published a number of books on his theories and research, including Childhood and Society and The Life Cycle Completed. His book Gandhis Truth was awarded a Pulitzer Prize and a National Book Award. 8 Psychosocial Stages Erikson was a neo-Freudian psychologist who accepted many of the central tenets of Freudian theory but added his own ideas and beliefs. His theory of psychosocial development is centered on what is known as the epigenetic principle, which proposes that all people go through a series of eight stages. At each stage, people face a crisis that needs to be successfully resolved in order to develop the psychological quality central to each stage. The eight stages of Eriksons psychosocial theory are something that every psychology student learns about as they explore the history of personality psychology. Much like psychoanalyst Sigmund  Freud, Erikson believed that personality develops in a series of stages. Erikson’s theory marked a shift from Freuds psychosexual theory in that it  describes the impact of social experience across the whole lifespan instead of simply focusing on childhood events. While Freuds theory of psychosexual development essentially ends at early adulthood, Eriksons theory described development through the entire lifespan from birth until death. The eight key stages he described were: Trust vs. Mistrust: This stage occurs between the ages of birth and 2 years and is centered on developing a sense of trust in caregivers and the world. Children who receive responsive care are able to develop the psychological quality of hope.Autonomy vs. Shame and Doubt: This stage takes place between the ages of 2 and 3 years and involves gaining a sense of independence and personal control. Success in this stage allows people to develop will and determination.Initiative vs. Guilt: Between the ages of 3 and 6 years, children begin to explore their environment and exert more control over their choices. By successfully completing this stage, children are able to develop a sense of purpose.Industry vs. Inferiority: The stage that takes place between the ages of about 5 and 11 years is focused on developing a sense of personal pride and accomplishment. Success at this point in development leads to a sense of competence.Identity vs. Confusion: The teen years are a time of personal explo ration. Those who are able to successfully forge a healthy identity develop a sense of fidelity. Those who do not complete this stage well may be left feeling confused about their role and place in life.Intimacy vs. Isolation: The stage that takes place in early adulthood is all about forging healthy relationships with others. Success leads to the ability to form committed, lasting, and nurturing relationships with others.Generativity vs. Stagnation: At the stage occurring during middle adulthood, people become concerned with contributing something to society and leaving their mark on the world. Raising a family and having a career are two key activities that contribute to success at this stage.Integrity vs. Despair: The final stage of psychosocial development takes place in late adulthood and involves reflecting back on life. Those who look back and feel a sense of satisfaction develop a sense of integrity and wisdom, while those who are left with regrets may experience bitterness and despair. Erikson and Identity Crisis Have you ever felt confused about your place in life or not quite sure if you really know the real you? If so, you may be experiencing an identity crisis.  Erikson coined the term “identity crisis” and believed that it was one of the most important conflicts people face during the developmental process. According to Erikson, an identity crisis is a time of intensive analysis and exploration of different ways of looking at oneself. Contributions to Psychology Erik Erikson spent time studying the cultural life of the Sioux of South Dakota and the Yurok of northern California. He utilized the knowledge he gained about cultural, environmental, and social influences to further develop his psychoanalytic theory. While Freud’s theory had focused on the psychosexual aspects of development, Erikson’s addition of other influences helped to broaden and expand psychoanalytic theory. He also contributed to our understanding of personality as it is developed and shaped over the course of the lifespan. His observations of children also helped set the stage for further research. You see a child play, he was quoted as saying in his New York Times obituary, and it is so close to seeing an artist paint, for in play a child says things without uttering a word. You can see how he solves his problems. You can also see whats wrong. Young children, especially, have enormous creativity, and whatevers in them rises to the surface in free play. Select Publications Here are some of Eriksons works for further reading: Erikson EH. Childhood and Society. New York: Norton; 1950.Erikson EH. Identity: Youth and Crisis. New York: Norton; 1968.Erikson EH. Life History and the Historical Moment. New York: Norton; 1975.Erikson EH. Dialogue With Erik Erikson. Evans RI, ed. Jason Aronson, Inc.; 1995. Biographies Friedman LJ. Identitys Architect; A Biography of Erik H. Erikson. Scribner Book Co; 1999.Coles R. Erik H. Erikson: The Growth of His Work. Boston: Little, Brown; 1970.

Exxon Mobil New Jersey Standard And Vacuum Oil Company

Exxon Mobil is a combination of two of the United States’ oldest oil companies: Jersey Standard and Vacuum Oil Company. These companies are 2 of the 34 oil companies that Standard Oil was broken up into after the 1911 Supreme Court decision that ended John D. Rockefeller’s trust. The Standard Oil Company of New Jersey v. United States case decision was made after the court deemed the Standard Oil Company’s monopoly on oil businesses unnecessary and in violation of the Sherman Antitrust Act. The name Exxon Mobil is devised after Jersey Standard changes its name to the Exxon Corporation in 1972 and also when Vacuum Oil Company changes its name to Mobil Oil Company in 1966. After being split for 88 years, the two corporations finally merge to become the Exxon Mobil Corporation on November 30, 1999. Based in the United States, the corporation is known around the world by the following three brands: Exxon, Esso, and Mobil. Esso was created by Jersey Standard in 1926 w hen the company releases a new blend of fuel; the name features the initials of their former company Standard Oil. Ten years before the merge, Exxon’s ship in Prince William Sound, Alaska, the Exxon Valdez faced a terrible oil spill in Alaska on March 24, 1989. Although the company claimed responsibility for their action and quickly cleaned up their mess, should Exxon Valdez done more or did they do enough to compensate for their mistake (ExxonMobil)? 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Why Should Students From A Respected University Cheat

Whenever a cheating scandal pops up in the news, a majority of the people always wonder why. Why would students from a respected university cheat? Who should we put the blame on? A lot of people are quick to assume that it is the student s personal morals, which causes them to cheat. I realized why a lot of student’s cheat, and how certain articles that I read, proposed we fix the cheating issue. The main goal is to prevent future cheating, and you start preventing cheating by looking at what the source of that cheating is. In the articles, â€Å"Harvard Students in Cheating Scandal Say Collaboration Was Accepted† by Richard Perez-Pena and â€Å"Cheating in the Digital Age: Do Students Cheat More In Online Courses,† written by Watson and Sottile,†¦show more content†¦An entire class at Harvard was accused of cheating, however the students fought to validate their cheating actions due to the rigor and misunderstanding of the course. For instance, â€Å"S tudents said they were tripped up by a course whose tests were confusing, whose grading was inconsistent, and for which the professor and teaching assistants gave contradictory signals about what was expected† (Perez-Pena 1). The students cheated because they were confused as to what was expected from them. They needed to pass the class and there did not seem to be any other way but to cheat. This kind of cheating is triggered due to the environment the student is in. Contradictory signals and inconsistent grading can definitely push a student to cheat. This cheating doesn’t stem from personal ethical issues or gender, it comes purely from the confusion of the tests and expectations. The students couldn’t even see their actions as wrong or cheating, since everyone, even teaching assistants, who were giving out the definitions of words during a test, were supporting the cheating behavior. For example, I was just someone who shared notes, and now I’m implic ated in this, said a senior

Developmental Psychology and Anecdotal Assignment Free Essays

CLDDV 101 Anecdotal Observation Assignments â€Å"Education of the mind without education of the heart is not education at all. † Aristotle Goal – Observing Children The goal of observation is to enhance your understanding of the major concepts and milestones of development through observation of real children rather than just reading or hearing about how children grow and develop. Child development refers to the kinds of changes that occur from conception through late adolescence. We will write a custom essay sample on Developmental Psychology and Anecdotal Assignment or any similar topic only for you Order Now Physical (fine and gross/large motor), cognitive, emotional, social, self-help, and aesthetic development will be explored through these observations, providing a brief account of development as it occurs. In addition, using well-written anecdotal records teachers are better able to track a child’s interests, how a child is getting along, learning, and progressing in a program, become the basis for planning developmentally appropriate curriculum to help the child build skills, and have documentation to support classroom assessments. Observations, recorded over time, and representative of all domains of development can present a comprehensive picture of a child’s development . Child Development/Developmental Domains: Child development focuses on the processes of change and stability in children from conception through late adolescence. Developmental scientists study both quantitative change and qualitative change in children. Quantitative change is a change in number or amount, such as in height, weight, size of vocabulary, or frequency of communication and is continuous throughout childhood. Qualitative change is a change in kind, structure, or organization and is discontinuous. It is marked by the emergence of new phenomena that cannot be anticipated easily on the basis of earlier functioning. One example is the change from a nonverbal child to one who understands words and can use them to communicate. The processes of change and stability that developmental scientists study occur in domains. For purposes of study, developmental scientists separate the domains into different aspects of the self including physical (small and large muscles), cognitive, emotional, and personalsocial. All domains are interrelated. Physical Development: growth of the body and brain, the development of sensory capacities and motor skills including health. Cognitive Development: change and stability in mental abilities, such as learning, memory, language, thinking, moral reasoning, and creativity. Emotional Development: change and stability in the development of a full range of emotional responses to events and interactions from sad to happy to angry, and learning to deal with them appropriately. Social Development: growth in one’s ability to interact and communicate with others in meaningful ways. 01 anecdotal assignment 09/29/2010 1 Piaget’s Concrete Pre-operational Stage (2-7 years of age) The preschool-aged children that you will be observing have entered into Piaget’s preoperational stage of cognitive development. The key feature of children’s thinking in this stage is symbolic representation. The child is now able to use a symbol, an object, or a wor d to stand for something else. The use of symbols can be clearly seen in the child’s use of language; for example, the child can now represent objects in the environment with the appropriate word and can refer to past and future events. The use of symbols is also apparent in children’s drawings, imitation, mental imagery, and symbolic play. For example, a preoperational child might be observed feeding her doll imaginary cereal or drawing a picture of the balloons at her last birthday party. Thinking in terms of symbols does permit more flexibility and planning in their problem solving. Despite these increases in cognitive skills, the thought processes of preoperational children result in characteristic differences in reasoning. Because they do not use logical operations, their reasoning often seems flawed to adults. One of the most easily observed differences in how preoperational children reason at this age is the tendency to view the world from one’s own perspective only, a phenomenon that Piaget termed egocentrism. Because of egocentric thinking, preoperational children may â€Å"hide† by covering their eyes or only parts of their bodies, believing that if they can’t see the seeker than they, themselves, can’t be seen. Other preoperational reasoning errors result from thinking that is intuitive, rather than logical. For example, preschool children are incapable of conservation – they do not understand that certain properties of objects, such as volume or mass, do not change just because the superficial appearance of the object changes. Preoperational children are not only tied to their perceptions, they are also unable to de-center their thinking, or think about more than one aspect of a problem at a time. Their thinking shows what Piaget called irreversibility – they are unable to reverse or mentally undo an action. During this stage of development, children acquire new words at an astronomical rate. These rapid gains in children’s vocabulary are accompanied by mastery of more complex grammatical structures such as forming past tenses and plurals. As children acquire the grammatical rules of their language, a type of error called overregularization may occur in which children overuse the basic rules of language. For example, a 2 ? or 3-year-old may say, â€Å"I bringed my puppy,† or â€Å"My feets are cold. † Children also become more likely to use correct syntax – that is, they become more aware of how words should be ordered to convey a particular meaning. Children’s knowledge about gender and gender-role expectations develops very early. Preschoolers have a strong sense of gender identity, a sense of being male or female. Between the ages of 4 and 6, children develop gender constancy; the realization that gender stays the same regardless of how one looks or behaves. At this point, they may adopt very rigid standards for what they believe is appropriate male and female dress and behavior. 101 anecdotal assignment 09/29/2010 2 Preschool children are more likely to play with sex-appropriate toys; that is, boys are more likely to play with stereotypical â€Å"boy toys† – such as trucks; and girls are more likely to play with stereotypical â€Å"girl toys† – such as dolls and kitchen sets. Over the preschool years, gender segregation also increases, as children are more likely to play with same-sex peers rather than opposite-sex peers. Preoperational children’s social interactions become increasingly reciprocal and coordinated, which is reflected in their play. Children’s play can be divided into four categories, ranging from least to most socially complex – nonsocial activity (onlooker and solitary), parallel play, associative play, and cooperative play. Around the age of 4 of 5 there is a developmental shift in the type of play in which children engage. Four and five year olds begin to demonstrate constructive play, drawing pictures or working on puzzles in pairs or groups, purposefully creating and constructing something together. Play also becomes more complex as children begin to experiment with both everyday and imaginary roles through pretend or dramatic play. This type of play involves advances in cognition, perspective taking, and communication skills. While there are individual differences in development, most children develop typically. Some children, however, may show significant maturational delays or differences – these children are often identified with developmental disabilities. While many developmental disabilities are identified based on delays or differences from what we know of typical development, and different labels are used to describe the patterns of difference. It is important to remember, however, that a child with a disability is first and foremost a child, and that all children are typical in many ways. So instead of saying ‘disabled child’, it is more appropriate and respectful to state ‘a child with a disability. Writing Skills †¢ If you struggle with your writing skills, there are several resources including enrolling in CLDDV-48, securing a mentor through the Mentor Program (see instructor for referral), utilizing MJC’s writing lab or tutoring center, or working with a skilled highschool or college student or peers to review your assignments before they ar e due. The following pointers will help your success in writing effective and informative observational reports. o Use the spell and grammar check functions in your computer’s writing program. Carefully review versions of commonly used words such as they’re (they are), their (their shoes), and there (There are the missing shoes. ) o Carefully review words such as then and than ? Then connotes the relationship between actions, such as, â€Å"We will learn about anecdotal records and then running records. † ? Than connotes a comparative measurement, such as, â€Å"Amanda is taller than Dylan. † o The over use of the word â€Å"then† is another area to consider. Try to limit your use of it in your observational reports as it is often used excessively. o Learn the correct format for quotations. Anytime you are reporting what the child said, you must use the standard quotation format. Example: Kevin could not reach the ball. He said, â€Å"Teacher will you get the ball for me? † †¢ 101 anecdotal assignment 09/29/2010 3 o When children are using tricycles, the word that describes how their feet work is pedal. Examples: He pedaled. She pedaled. He was pedaling. o Write your anecdotal observational reports in past tense. This means your verbs will often end in â€Å"ed†. Examples: Julia played with the trains. Kevin walked from the blocks to the carpet area. Keifer asked the teacher, â€Å"May I have my turn now? How to record your observation: Directions †¢ Observations must occur in a licensed preschool center-based program. Licensed children’s centers are programs that operate either preschool and/or full-day childcare services for children between 30 months and 5 years of age. They are licensed by the State of California, Department of Social Services, Community Care Licensing and receive site visits and inspections on a regular basis. †¢ The following are NOT acceptable as observation sites: family child care homes, faith based nursery programs, family events, park visits, or play dates. Past experience has demonstrated that these observations are not effective for the purpose of this course. †¢ Select a program that is willing to work cooperatively with you and provide the necessary information such as the child’s birth date. It is appropriate to give a fictitious name to the child to keep the child’s name anonymous. †¢ Find a position where you can observe without interfering or interacting with the activities of the classroom. Come prepared with your paper and writing implements so that you do not interrupt the staff. A clipboard or supportive binder is appropriate, so that you can write â€Å"on your lap. Keep a low profile. †¢ Computer Generated Work/Word Processed Work/Paper Headings: All papers must be word processed (typewritten), with no less than a 12 font, space and a half. In addition, each paper submitted is required to be labeled with the information below in the top left hand corner of the first page. Please number each pa ge and staple all pages together. †¢ Papers will be graded as follows: o Required Information – 10% o Conforms to format provided – 10% o Written content, answers assignment – 50% o Writing (grammar, spelling, syntax, structure, etc. – 30% †¢ Developmental Domains/required to focus on for each observation o Anecdote #1-Physical Development/Large Motor Skills (i. e. pedaling a tricycle, hopping, skipping, swinging) or Physical Development/Small Motor Skills (i. e. cutting, drawing, painting, beading) o Anecdote #2- Cognitive Development (i. e. pre-math, science, memory, cause/effect, following directions) o Anecdote #3-Emotional Development (i. e . typically there will be some type of social interaction where you record the child’s emotional response to the interaction) 01 anecdotal assignment 09/29/2010 4 o Anecdote #4-Social Development (i. e. a social interaction between the child you select and one other child; you may NOT record an ob servation between a child and an adult. ) Please record the conversation between the two children. This anecdote may be slightly longer than your first three anecdotal observations. Anecdote: †¢ †¢ Write verbs in past tense. Select ONE preschool-aged child who is 3, 4, or 5 years of age. The child you select is the focus in your anecdote. Follow the child as s/he moves, if necessary. Quickly record in sequence all activity and try to quote, word for word, the child’s speech. It is not necessary to quote a teacher’s comments; just summarize teacher comments. Your very first sentence in the anecdote needs to identify that the child who is the primary focus. Observe and document in writing a developmentally significant event; keep written documentation for later use when typing so that you are not pulling from memory. A developmentally significant event is representative of the child’s particular age and stage of development. Typically, a significant event in the child’s day is something that you would share with the parent/caregiver at the end of the day while discussing the child’s growth and development. Be specific and date each anecdote. Times – note beginning time of significant moment. The anecdote is one short story, which is organized around a beginning, middle and end of a story. Some anecdotes may be 15 minutes long (i. e. several sentences) especially when documenting social interactions and conversations but most will be 2-3 minutes long (i. . 5-7 sentences. ) Avoid subjective statements where you give your opinion or make inferences about things like, o Goodness or badness (instead of saying that the child’s behavior was bad, state that when the other child grabbed the puzzle, the child reached over and hit) o Intentions (instead of saying that the child was waiting for the teacher to notice him, state without saying a word, the child was quietly standing next to his teacher) o Feelings/Emotions (instead of saying child is mad, state child is stomping feet, etc. †¢ †¢ †¢ †¢ †¢ †¢ Skill Building: †¢ †¢ †¢ Verbs will be written in a mixture of tenses as you share what child did in the past in order to explain child’s current skill base Include two specific skills that the child is learning as from the documented significant event. Write two complete sentences and identify the domain area (i. e. aesthetic development; cognitive development, emotional development; physical development/fine motor; physical development/ large motor; elf-help skills; social development. ) 101 anecdotal assignment 09/29/2010 5 Subjective Summary: †¢ †¢ †¢ Verbs will be written in a mixture of tenses as you share what child did in the past in order to explain child’s current skill base You, the observer, share your professional opinion about what you observed during the developmentally signific ant moment. When you share your opinion, follow it with a statement of something observed to support your statement. Stay away from words such a good and great and also stay away from labeling and diagnosing behavior such as attention-deficit or autism. ) Suggestion to help the child continue to progress (When making the suggestion, take a look at the child’s current skill base and then make a suggestion to scaffold to a more complex activity): †¢ You, the observer, share your professional recommendation for future curriculum activities. Suggest similar activities that will help the child increase proficiency in the area that s/he is building skills. If the child appears to be at the mastery level of his/her developmental stage of development, then suggest a more complex activity that you believe is still developmentally appropriate for that child. 101 anecdotal assignment 09/29/2010 6 Sample Anecdotal Assignment (Set up your assignment using this same format; the sample format in the syllabus is not correct. You are welcome to copy and paste this sample into your own word document and then replace the existing information with your information. CLDDV 101 Last name, first name: Smith, Laurie Title of Assignment: Anecdotal Observation #1 Due Date: Wednesday, September 15, 2010 Date Turned In: Wednesday, September 15, 2010 (on time) or Wednesday, September 22, 2010 (late) (Note: if you are turning in the assignment on time, then you will enter the same date for â€Å"Due Date† and â€Å"Date Turned In. † If you are turning it in 7 days late, then you will enter two different dates. Name of preschool: Address of presch ool: Phone number of preschool: Name of head teacher: Date of visit: Time of significant event: Number of teachers present: Number of children present: Name of child (it is okay to give the child a fictitious name): Angelica Birth date of child: January, 2006 Age of child including years and months: 4 years and 8 months Focused on the following developmental domain: Physical Development/Large Motor Objective Anecdote (do NOT use subjective words such as happy, sad, nervous, excited): While outside during free choice, Angelica walked over to Daisy and asked, â€Å"Do you want to go swing? Daisy responded with a smile on her face, and then they ran to the swings. With the help of a teacher giving Angelica some starter pushes, she smiled and began to pump. She looked at Daisy and said, â€Å"Look. I’m up so high! † Daisy, who was pumping on the swing next to her, responded by saying, â€Å"Me too. † Angelica continued to swing next to Daisy for a few more minutes before moving to another activity. Skill Building (select from chart below or create your own): In terms of Angelica’s physical development/large motor skills, she is developing balance and strengthening the large muscles in her arms and legs as she pumps on the swing. A second skill that Angelica is building is in the area of social development. The emergence of prosocial behavior is observed as she respectfully invites the other child to swing and then continues to interact with her in a positive manner during this interaction. Subjective Summary (in this area you can use your opinion): After observing Angelica swing, it is believed that she has well-developed physical coordination in the area of her large motor skills as she is able to sustain pumping on the 101 anecdotal assignment 09/29/2010 7 swing with just a little help from the teacher getting her started. In addition, Angelica appears to play well with other children as noted when she not only respectfully invited another child to swing, but also continued to initiate a conversation with the other child while swinging. Suggestion to help the child continue to progress (When making the suggestion, take a look at the child’s current skill base and then make a suggestion to scaffold to a more complex activity): In the area of curriculum development, it is suggested that Angelica continue to be provided with opportunities to engage in large motor activities such as swinging, running, jumping, climbing, and pedaling on a tricycle. Since, she already knows how to pump while on the swing, it is suggested that the teachers show her how to start the swing moving back and forth without the help of a teacher. This is a difficult skill to learn, so it is important to allow Angelica the choice to start on her own and/or get a starter push from a teacher as she works on skill building in this area. (If she was not able to pump at four years and eight months, you might say: She is encouraged to continue to practice swinging with the support of a teacher who can break down the steps as she teaches her how to pump. If she was only three years old, you might say: She is encouraged to continue to have positive experiences on the swing with the help of a teacher putting her on the swing and pushing her. As she grows older, a teacher can break down the steps as she teaches her how to pump. ) 101 anecdotal assignment 09/29/2010 8 Use this chart to help you locate skills that the child is developing. The Creative Curriculum Goals and Objectives at a Glance SOCIAL-EMOTIONAL DEVELOPMENT: COGNITIVE DEVELOPMENT: Sense of Self Learning and Problem Solving -Shows ability to adjust to new situations. Observes objects and events with curiosity. -Demonstrate appropriate trust in adults. -Approaches problems flexibly -Recognizes own feelings and manages -Shows persistence in approaching tasks. them appropriately. -Explores cause and effect. -Stands up for rights. -Applies knowledge or experience to a new context. Responsibility for Self and Others -Demonstrates self-direction and independence. -Takes responsib ility for own well being. -Respects and cares for classroom environment and materials. -Follows classroom routines. -Follows classroom rules. Prosocial Behavior -Plays well with other children. Recognizes the feelings of others and responds appropriately. -Shares and respects the rights of others. -Uses thinking skills to resolve conflicts. PHYSICAL DEVELOPMENT: Gross Motor -Demonstrates basic locomotor skills (i. e. running, jumping, hopping, galloping. ) -Shows balance while moving. -Climbs up and down. -Pedals and steers a tricycle (or other wheeled vehicle. ) -Demonstrates throwing, kicking, and catching skills. Fine Motor -Controls small muscles in hands. -Coordinates eye-hand movement. -Uses tools for writing and drawing. Logical Thinking -Classifies objects. Compares/measures. -Arranges objects in a series (i. e. sequence/set. ) -Recognizes patterns and can repeat them. -Shows awareness of time concepts and sequence. -Uses one-to-one correspondence. -Uses numbers and counting . Representation and Symbolic Thinking -Takes on pretend roles and situations. -Makes believe with others. -Makes and interprets representations (i. e. be a symbol for. ) LANGUAGE DEVELOPMENT: Listening and Speaking -Hears and discriminates the sounds of language. -Expresses self using words and expanded sentences. -Understands and follows oral directions. Answers questions. -Asks questions. -Actively participates in conversations. Reading and Writing -Enjoys and values reading. -Demonstrates understanding of print concepts. -Demonstrates knowledge of alphabet. -Uses emerging reading skills to make meaning from print. -Comprehends and interprets meaning from books and other texts. -Understands the purpose of writing. -Writes letters and words. 2001 Teaching Strategies, Inc. Washington, DC. Permission is granted to duplicate in programs implementing The Creative Curriculum. 101 anecdotal assignment 09/29/2010 9 Use the following ideas to help you locate more skills that the child is developing. The developmental domain area (i. e. physical development, cognitive development, etc. ) is not identified; therefore, you will need to identify the domain area when selecting skills from below. What Children Learn from Play WHEN I EASEL PAINT I LEARN: -to develop imagination and creativity. -hand-eye coordination. -to distinguish and purposely create shapes. -to express feelings and ideas. -that ideas have value. -relationships of space and size. -concepts of symmetry, balance, and design. WHEN I CUT WITH SCISSORS I LEARN: -to control the small muscles in my hand. -concepts of shape, size, color, and location. -to exercise imagination and creativity. WHEN I SCRIBBLE AND DRAW I LEARN: -to hold a pencil or other drawing implement and to control the pressure. -hand-eye coordination. -to exercise imagination and creativity. -that ideas have value. -Concepts of shape, size, color, and location. WHEN I FINGER PAINT I LEARN: -to exercise imagination and creativity. -about how colors mix to make new colors (science. ) -concepts and shape, size, color, and location. hand-eye coordination. -an acceptable way to make a mess, and have fun sharing ideas with others who are near. WHEN I PASTE, GLUE, AND COLLAGE I LEARN: -to exercise imagination and creativity. -concepts of shape, size, color and location, and design, relevant to reading. -about different textures. -how to create patterns and designs, a math skill. WHEN I PLAY WITH PLAY DOUGH OR CLAY I LEARN: -to see the shape agains t the background of the table, a reading skill. -concepts of shapes, sizes, length, and height. -to see negative space when cookie cutter shapes are taken away. to express feelings, especially negative feelings with squeezing and pounding. -to exercise imagination and creativity. -that the amount of a substance remains the same even when the shape changes. WHEN I PLAY WITH SAND I LEARN: –to exercise my imagination. –concepts of size, shape, and volume; empty and full. –how to use tools. –to solve problems. –concepts of warm and cool, wet, damp, and dry, heavy and light. –how to play socially with others. 101 anecdotal assignment 09/29/2010 10 –to create own patterns and symbols, reading and writing skills. –to observe changes, a science skill. EXAMINING OBJECTS AT A NATURE TABLE HELPS ME LEARN: -new vocabulary. -concepts of texture, color, weight, and size. -to group objects into categories. -to observe likenesses and differences. -to appreciate nature and develop a sense of wonder. WHEN I SORT THINGS I LEARN: -to notice details, likenesses, differences and to form categories, essential reading and math skills. -concepts of color, size, and shape. -numeral concepts of more and less. -logical reasoning. WHEN I STRING BEADS I LEARN: -hand-eye coordination. -concepts of color, shape, and location. number concepts like more, less, longer, and shorter. -to create and reproduce patterns. -pride in accomplishment. WHEN I PLAY WITH PEGBOARDS I LEARN: -one-to-one correspondence, one peg for one hole, a pre-math skill. -to make and repeat patterns, a pre-math skill. -concepts of addition as I add one peg at a time. -colors. -symmetry, shapes, order, and design. -hand-eye coordination. WHEN I DO COOKING PROJECTS I LEARN: -about nutri tion, tastes, and food groups. -how heat and cold change things. -concepts of volume and measure. -vocabulary. -whole-part relationships, math concepts. awareness of my own and other cultures. WHEN I PLAY WITH BLOCKS, CARS, AND TRUCKS I LEARN: -concepts of shape, size, length and location, all reading and math skills. -to create and repeat patterns, a math skill. -to exercise imagination. -to express ideas. -to cooperate with others. -to solve problems. -about the properties of wood. -to see oneself from a different perspective, that of a giant. WHEN I DO THINGS FOR MYSELF (SELF-HELP SKILLS), I LEARN: -to competently care for own needs. -to control the small muscles in hands when buttoning and zipping. -to problem solve. to see oneself from a different perspective, that of a capable person. -self-confidence, as new skills are mastered. -I can teach others to help themselves. -awareness of the importance of hygiene when I wash my hands before eating or after toileting. WHEN I PLAY ON RIDING TOYS I LEARN: -strength, balance, and large muscle coordination. -to use energy in a constructive way. -concepts of speed, direction, and location. -to use imagination as I pretend to be different characters and to make different â€Å"road† noises. 101 anecdotal assignment 09/29/2010 11 -to negotiate and take turns. to solve problems -self-confidence, as I master new skills. WHEN I PLAY ON CLIMBING EQUIPMENT I LEARN: -physical strength, coordination, and balance. -to use imagination. -to cooperate with others when involved in group play. -to solve problems. -self-confidence as I develop new skills. WHEN I PARTICIPATE IN CIRCLE TIME ACTIVITIES I LEARN: -to listen, sit still, and understand spoken words. -that ideas added to the discussion have value. -to wait when others are talking. -new vocabulary words. -to remember the words of songs and poems I have learned. -the names of others in the group. to cooperate and be considerate of the needs of others. -to help plan w hat we will do and what we will need to do it. WHEN I LOOK AT BOOKS AND LISTEN TO STORIES I LEARN: -that learning to read is important and enjoyable. -that letters on a page represent words. -to express own thoughts, feelings and ideas better. -to exercise imagination. -to interpret pictures to represent words and ideas. -to listen well to spoken language. -to make up own stories. -to handle books with care. -to recognize certain words when I see them in print. -to use more complex language patterns in my own speech. to follow the development of thoughts and ideas in the plot of a story. Reading to children frequently is one of the surest ways to ensure that they themselves will become eager and capable readers. WHEN I SING SONGS I LEARN: -principles of music and rhythm -vocabulary. -memory skills and sequencing. -to be conscious of others. -various concepts emphasized in songs. -â€Å"auditory discrimination† recognizing differences in sounds, necessary for learning to read. -awareness and identification with my culture and other cultures. WHEN I PLAY RHYTHM INSTRUMENTS I LEARN: -to be conscious of rhythm in music. concepts of fast, slow, loud, and soft. -to express oneself in new and different ways. -listening skills. -â€Å"auditory discrimination† recognizing differences in sounds, necessary for learning to read. -to interpret and understand signals and cues. WHEN I PLAY LETTER GAMES I LEARN: -to recognize and name upper and lower case letters. -to associate letters with the sounds they represent. -to recognize own name and other words. WHEN I DANCE I LEARN: -balance and coordination. -to be conscious of the moods and rhythms of the music. -to express myself physically. 101 anecdotal assignment 9/29/2010 12 WHEN I PLAY WITH PUPPETS I LEARN: -to express ideas with words. -to take on the role of someone else. -to use voice tones as well as words. -to use imagination. WHEN I PLAY IN THE DRESS-UP AREA I LEARN: -to be flexible in my thinking and t o make decisions. -to express oneself with my words. -to try on different adult roles. -to solve social problems through negotiation with friends. -to sort and organize play things. -to improvise and use things in a symbolic way to represent something else, abstract thinking. -to exercise my imagination and creativity. WHEN I SAY GOOD-BYE TO MY FAMILY WHEN I ARRIVE TO SCHOOL I LEARN: -that the loving relationships that I have created with my family provide me with the confidence and the ability to create caring relationships at school with my teachers and my friends. -how to say goodbye. -to express how I feel; and I learn that my feelings will be accepted. -that my family will consistently return each day to take me home. -that I am a capable person. 2001 Teaching Strategies, Inc. Washington, DC. Permission is granted to duplicate in programs implementing The Creative Curriculum. 101 anecdotal assignment 09/29/2010 13 How to cite Developmental Psychology and Anecdotal Assignment, Essay examples

Effect of Excersie On Mental Health Essay Example For Students

Effect of Excersie On Mental Health Essay A.Although most people know about the many physical benefits that result from consistent exercise: 1.More than 60% of adults do not achieve the recommended amount of physical activity. 2. In addition, 25% of all adults are not active at all B. This is disturbing, not only because so many people are missing out on the physical benefits that result from exercise, but on the mental benefits that result from exercise as well Main Point #1: A great deal of attention has been paid to the relationship between physical fitness and psychological health. The four psychological areas that have been studied the most are: 1) Psychological well-being and mood, 2) personality and self-concept, 3) Psychological stress response, and 4) cognition (i.e.- perception, knowledge, and awareness; thinking) A.Well-Being and Mood (Short Long term Benefits of Exercise) a.The most common result of these studies is that physical activity improves mood and well-being immediately following the exercise. One study examined 170 people. One group attended swimming, fencing, or physical conditioning classes. The second group attended lecture classes where no exercise was involved. i.Questionnaires that were filled out directly before and after the class sessions showed significant mood improvement in the classes where exercise was involved (compared to the non-physical activity classes). a. Most of these studies indicate that having a consistent exercise program This study examined a random sample of 94 people. They were divided into groups that participated in either a high intensity exercise program, a moderate intensity exercise program, or 1 of 2 control groups that participated in no exercise. i.Results showed significant psychological benefits for both the high intensity and moderate intensity exercise groups. However, the moderate intensity exercise group showed the greatest increase. ii. In addition, on follow-up testing that took places 3 months later, the same results took place. a.Taking all the studies into consideration, the research shows positive effects on mood in both the short-term and the long-term. However, the short-term benefits seem to have a stronger relationship than the long-term benefits. b.The positive mood that results from exercise is due to less: anxiety, tension, depression, and fatigue. 1.Studies have found a link between exercise and personality dimensions 103 female college students were studied before and after a 15-week period of aerobic training. i.Results showed that after the 15 week-period was over, the participants were less inhibited, more imaginative, and more self-assured. ii.Greater aerobic performance was significantly associated with the results being shown to a higher degree. a.Type A personality is characterized by an exaggerated sense of time urgency, competitiveness, and hostility. This is linked to heart disease. b.Most studies have found no link between exercise and the reduction of Type A behavior. For 10 week, examined 107 people that were assigned to one of the following groups: Aerobic Exercise, Weight Training, and Stress Management i. While the stress management group showed a significant reduction in Type A behavior, the aerobic exercise group showed virtually no reduction. The weight training group showed some reduction in Type A behavior, but was far out-distanced by the stress management group. a.Studies consistently demonstrate that exercise improves self-concept, self-esteem, and self-assurance. In addition, research suggests that exercise improves creative thinking. b. Short-term vs. long-term effects on self-concept and the like have not yet been adequately studied. c.Also, research that focuses on Type A behavior and other personality traits has not shown a link to exercise. 1.Most studies that have tested this relationship have hypothesized that the physiological adaptation that is associated with exercise, influences recovery from psychological stressful events. 2.Two Types of Experiments: Experimental Design and Correlation Design i.Participants were randomly placed into either exercising or non-exercising groups. At a 7 to 12 week follow-up, reactivity and recovery from stress was measured. ii.Stress reactivity was measured by such tasks as having the group members perform difficult math problems and several other types of stressful intellectual tasks. .u095d1ed05959a42ba4d2d4c44000bae7 , .u095d1ed05959a42ba4d2d4c44000bae7 .postImageUrl , .u095d1ed05959a42ba4d2d4c44000bae7 .centered-text-area { min-height: 80px; position: relative; } .u095d1ed05959a42ba4d2d4c44000bae7 , .u095d1ed05959a42ba4d2d4c44000bae7:hover , .u095d1ed05959a42ba4d2d4c44000bae7:visited , .u095d1ed05959a42ba4d2d4c44000bae7:active { border:0!important; } .u095d1ed05959a42ba4d2d4c44000bae7 .clearfix:after { content: ""; display: table; clear: both; } .u095d1ed05959a42ba4d2d4c44000bae7 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u095d1ed05959a42ba4d2d4c44000bae7:active , .u095d1ed05959a42ba4d2d4c44000bae7:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u095d1ed05959a42ba4d2d4c44000bae7 .centered-text-area { width: 100%; position: relative ; } .u095d1ed05959a42ba4d2d4c44000bae7 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u095d1ed05959a42ba4d2d4c44000bae7 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u095d1ed05959a42ba4d2d4c44000bae7 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u095d1ed05959a42ba4d2d4c44000bae7:hover .ctaButton { background-color: #34495E!important; } .u095d1ed05959a42ba4d2d4c44000bae7 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u095d1ed05959a42ba4d2d4c44000bae7 .u095d1ed05959a42ba4d2d4c44000bae7-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u095d1ed05959a42ba4d2d4c44000bae7:after { content: ""; display: block; clear: both; } READ: Pizza: Restaurant & Fast Food Industry Analysis Essay iii.Stress recovery was then measured by changes in heart rate, blood pressure, skin conductance, and the level of certain chemicals in the body. iv.Most of these studies concluded that exercise increases the ability of the body to recover from psychological stress. v.However, in terms of stress reactivity, the results are inconclusive. i.The people studied were divided into groups depending upon there ii.The same experiments were conducted as in the Experimental Design iii.Most of these studies found no association between exercise .

1St Amendment Rigths Essays - Einstein Family, Albert Einstein

1St Amendment Rigths Albert Einstein Albert Einstein was a famous scientist, writer and professor. He was born in Ulm, Germany, on March 24,1879. As a child, Einstein wasn't like the other boys: he hated school but loved math. He was shy, and talked very slowly. He didn't participate in sports but instead played with mechanical toys, put together jigsaw puzzles, built towers and studied nature. At school and home he would ask many questions and because of that everybody thought he was dumb. Once when he was sick in bed, his father Herman, bought him a compass; and Albert asked Why does the needle point to the north? His father didn't know the answer. Herman was calm, friendly and had a black mustache. Einstein also had a brother, Jakob. Studied electrical machinery firm financed by the Kocks. Pauline, Einstein's mother was a cultured women and an excellent pianist. Pauline encouraged Einstein to study the violin along with his scientific ambitions. There was a strong physical resemblance between Einstein and his younger sister Maja, and the two had a close relationship throughout their lives. Maja, also a pianist, married Paul Winteler Einstein childhood friend, Paul Winteler, in 1910 and later moved to the United States. When Einstein was older, he invented electric eye. He also was asked to be the president of Israel, but he refused. When Einstein was a teen-ager he was very interested in science. When he wanted to relax he would play the violin which he started playing at the age of six. The kocks, his mother's family, and the Einstein had lived in Southern Germany for more than a century, selling cloth, farming, and clerking in banks. During their free hours they enjoyed boating on the Danube and walking in the woods. Both families were Jewish . In 1880, when Albert was one year old, his father's business failed and the family moved to Munich, the capital of Bavaria A heavily catholic city, it featured art galleries, breweries and a university. Einstein's father Herman. managed an electrical machinery firm which was financed partly by the Kock family. Einstein's mother Pauline, was a cultured woman and excellent pianist. She was 11 years younger than her husband. Pauline not only motivated her son to encouraged his scientific ambitions. When Einstein was fifteen, his father's business failed again, and the family relocated in Italy, Milan. Einstein stayed behind to complete his education, but soon was asked to live school. He eventually joined his family in Italy. His parents continued to support his scientific interests, however enabling him to study at the Swiss Federal Polytechnic School, or Swiss Federal Institute of Technology, in Zurich. At the institute, Einstein met a petite, dark-haired Mileva Maric, who excelled in mathematics. Albert and Mileva were married on January 6, 1903. Although the couple had two sons, Mileva was dissatisfied with her life. She wanted either a career in her husband's work. After many years of disagreement, the couple divorced in 1919, and Mileva became a university teacher of mathematics. Einstein kept in touch with her and his sons, and in the early 20s, he gave Mileva his entire forty-five thousand dollars Nobel Prize. Han's Albert, Einsteins older son, developed a good relationship with his father. He became a good engineer, and when Einstein moved to United States in 1933, Hans Albert visited him often, ultimately setting here with his own family. Einstein younger son Eduard, began reading Shakespeare at the age of five. He got his father permission to concentrated on music and literature but did not achieve success. Eduard later accused his father of ruining his life a nervous breakdown. Although Einstein rushed to Switzerland when Eduard became ill, neither he nor the psychiatrists were able to help. Eduard lived with his mother until her death, when he was placed in a mental institution. Einstein also proved that matter and energy are really different forms of the same thing, which is the Special Theory of Relativity. Einstein's General Theory of Relativity showed that gravity, too, is relative. Gravity is the force that attracts two bodies of matter toward one another. This theory explained that a person gaining speed would feel *a force exactly like the pull of gravity. In a spaceship without windows, that person would not be able to tell if the ship had started too move faster, or if it were being pulled by gravity from planet of star. In 1929. Einstein had doubts about whether an atomic bomb could really

Who to Ask for a Grad School Recommendation Letter

Who to Ask for a Grad School Recommendation Letter Recommendation letters are a non-negotiable part of every graduate school application. Nearly all applications to graduate school require at least 3 letters of recommendation from individuals who can discuss your competencies in a coherent way and recommend that you be admitted to graduate school. Many students find that it is not difficult to select one or two people to approach for letters of recommendation. Others arent sure of who to approach. Who Is the Best Choice?   Who can write the best letter? Remember the main criterion of the letter of recommendation: It must provide a comprehensive and positive evaluation of your abilities and aptitude. It should not be surprising that letters from professors are highly valued by admissions committees. However, the best letters are written by faculty who know you, from whom you have taken multiple classes and/or have completed substantial projects and/or have received very positive evaluations. Professors provide insight into your academic competencies and aptitude as well as personality characteristics that may contribute to your potential to succeed in graduate schools, such as motivation, conscientiousness, and timeliness. Should You Ask Your Employer for a Letter? Not always, but some students include a letter from an employer. Letters from employers are useful if you are working in a field that is related to that which you intend to study. However, even a letter from an employer in an unrelated field can be useful to your application if he or she discusses skills and competencies that will contribute to your success in graduate school, such as the ability to read and integrate information in order to draw conclusions, lead others, or carry out complex tasks in a timely and competent fashion. Essentially its all about spin- spinning the material so that it matches what committees are looking for. What Makes for an Effective Recommendation Letter? An effective recommendation letter is written by someone who meets some of the following criteria: Is aware of your field of interest and the schools you are applying to.Is able to evaluate your performance in your field of interest.Is able to discuss your personal characteristicsIs able to discuss your capacity to work with othersCan discuss your leadership skillsCan evaluate your level of professionalism (e.g., punctuality, efficiency, assertiveness)Can discuss your academic skills- not simply experience, but your potential to succeed in graduate-level studyEvaluates you positively relative to othersHas some recognition and whose judgment is highly valued within the field.Has the skills to write a helpful letter. Many students become nervous when they see this list. Remember that no one person will meet all of these criteria, so dont fret or feel bad. Instead, consider all of the people who you might approach and attempt to compose a balanced panel of reviewers. Seek individuals who will collectively fulfill as many of the above criteria as possible. Avoid This Mistake The biggest mistake most students make in the recommendation letter-phase of the graduate school application is to fail to plan ahead and establish relationships that lead to good letters. Or to not consider what each professor brings to the table and to instead settle for whoever is available. This is not the time to settle, choose the easiest path, or be impulsive. Take the time and make the effort to consider all of the possibilities- each professor you have had and all persons you have come into contact with (e.g., employers, internship supervisors, supervisors from settings in which you have volunteered). Dont rule anyone out at first, just make a long list. After you have created an exhausted list, rule out those who you know will not give you a positive recommendation. The next step is to determine how many criteria those remaining on your list might fulfill- even if you have not had recent contact with them. Continue evaluating each person to choose potential referees.

BUSINESS LAW Essay Example | Topics and Well Written Essays - 1750 words

BUSINESS LAW - Essay Example In our case, Colin’s Computer (CC) is a computer garage offering repair services for computers belonging to other organizations, in return for a monthly payment. Colin’s Computers advertises its services through their website and through a local daily, which reaches the intended organizations that have the need for Computer repair, among them, Geoff’s Gym (GG). After receiving the information regarding CC’s services and the discount offer they are giving to their new customers, GG decides to go for the services and fulfill the necessary conditions that were attached by CC, so that it could benefit from the offering. However, as it turned out, GG never received the repair services for its computers from CC, which in essence did not receive the letter that was to be sent either through mail, text or post; to confirm the offer. The occurrences that follows after GG finds the services of CC and opts to purchase them are the subject of this discussion, with a f ocus on whether a contract occurred, who is liable for the breach of the contract, and whether the contract is enforceable through a court of law, if at all it occurred. ... reat, it invited the organizations in need of computer repair services to make an offer, which would in turn be accepted by CC, based on the fulfillment of certain conditions. The conditions attached for an offer to become complete were; that the organization in need of the services would contact CC either through mail, post or text before 8th June and inform them of the definitive date the organization would like the services to commence. On its side, GG posted a letter on 3rd June and followed the letter up, with a call to confirm to CC that the letter of offer had been posted. However, it turned out that the letter was not receive by CC, that is why CC did not go to offer the repair services to GG’s computers. The facts of this case prove that an offer was made, but the corresponding requirement of acceptance did not occur (Simpson, 1987). According to the ruling of the case in Partridge Vs Crittenden (1968), the display of goods by the seller does not amount to an offer, b ut rather an invitation to treat. The same applies to an advertisement made by the seller. Therefore, even when GG would want to enforce the contract based on the fact that they had accepted the terms made by CC, by posting a letter before the stated date, and even went ahead to follow it up with a phone call, just to confirm that they had posted the letter, they are not in a position to do this, because the advertisement made by CC on its websites and a local daily, regarding its offer of computer repair services, did not amount to an offer, but a mere invitation to treat (Koffman & Macdonald, 2007). Therefore, contrary to the belief by GG that they had met the requirement of the contract and thus CC was liable to compensate them for the breach of the contract, the reality is different. GG

The Use of Computers In Psychological Diagnosis Term Paper

The Use of Computers In Psychological Diagnosis - Term Paper Example Psychology has a lot of dimensions and there are different types of psychology present. This paper discusses the use of computers in the abnormal psychology. Abnormal psychology The term abnormal psychology can be defined as a branch or type of psychology that studies the behavior patterns of humans that are unusual, the unusual thoughts and emotions that humans possess that may or may not be causing them to be having a mental disorder. The abnormal psychology tends to consist of various reasons for different types of behaviors. The different behaviors observed in the individuals are due to the situations they have undergone and therefore need to undergo a psychological treatment. The medical professionals that come under this category are the psychotherapists, the counselor, and the clinical psychologists that cater towards the unusual and abnormal psychology behavior of the individual (Barlow and Mark, 2004). Intelligence testing The intelligence testing of an individual tends to f ocus upon the level of the functionality of the intellectual aspects of the individual and this is conducted by carrying out various tests for assessing the intelligence level of the individual. There are computerized tests given to the individuals for their intelligence testing and computerized results are obtained for the tests so that an immediate analysis can be given about the intelligence level of the person (Fernald, 2008). All individuals are at different levels of intelligence and according to their level the intelligence tests are conducted for them on computers. Neurobiological diagnosis Schizophrenia is one of the main diseases that are faced by humans and a neurobiological diagnosis is usually conducted for the... The discussion above depicts that computers are highly vital and an essential element in the field of psychology. Abnormal psychology deals with the unusual behaviors of the individuals such as them having fear or having mood disorders like depression and other such factors. Computers play an important role in the treatment of patients of psychological disorder and also it helps towards the maintenance and evaluation of historical records for longer time periods. Computers can store a large amount of data and results that have been obtained for different types of patients and this makes it easy to refer back to any particular case when in time of need. The assessment results obtained can be categorized as valid and reliable as the age of science has advanced drastically and made things to be conducted systematically, efficiently, and effectively. This report makes a conclusion that the use of computers is the assessment procedures of psychology tend to be reliable and have valid assessments to a large extent as everything has been tested before it has been finally implemented for the individuals. Computer technology has advanced to a very large extent and many aspects in the medical informatics as well as in the field of psychology cannot progress further without the use of computers. Computer use is a necessity in the psychological field and with advancement in science it has proves to give reliable and valid results. It has been analyzed by researchers that computer can analyze results in a systematic way and at a sophisticated level as well.

Reliance Industries Limited: Effect of Globalisation

Reliance Industries Limited: Effect of Globalisation The Reliance Group, founded by Dhirubhai H. Ambani, and is one of the largest private sector companies in India, with businesses in the energy and materials value chain. Reliance Groups annual revenues are in excess of US$ 58 billion. The flagship company, Reliance Industries Limited, is a Fortune Global 500 company. Reliance activities span exploration and production of oil and gas, petroleum refining and marketing, petrochemicals (polyester, fibre intermediates, plastics and chemicals), textiles, retail and special economic zones. Reliance is the largest polyester yarn and fibre producer in the world and among the top five to ten producers in the world in major petrochemical products. Major Group Companies are Reliance Industries Limited (including main subsidiary Reliance Retail Limited) andÂÂ  Reliance Industrial Infrastructure Limited. Reliance Group is a highly diversified group and is in to multiproduct business like oil/gas exploration, retail of petro/consumer products and mfg. of petrochemical/refining and textile products. Here I have summarised how Globalisation has affected the survival and sustainable development of Reliance Industries Ltd. GLOBALISATION If I were to summarise in one word as to what is Globalisation Liberalisation is leading to.. I will say Competition. Globalisation has a significant impact on entrepreneurial enterprises in many ways. Globalisation provides a great opportunity for entrepreneurial ventures to expand their business internationally. With the help of local governments, large corporations, and international organisations, entrepreneurial enterprises are able to confront the challenges posed by globalisation and economic liberalisation, to improve their competitiveness in the global market, and better serve the global consumers. A number of hypotheses are examined to understand how globalisation has affected the survival and sustainable development of entrepreneurial enterprises. Globalisation has forced Reliance in the following ways It has aligned with the global trends Development policies and compensation systems were put in place. Built leaders within organisation, within this talent pool. International Business Environment affects the development of RIL India imports about two-thirds of its crude oil requirement. Exploration and production of oil and gas is critical for Indias energy security and economic growth. Reliances oil and gas exploration and production business is therefore inexorably linked with the national imperative. Exploration and production, the initial link in the energy and materials value chain, remains a major growth area and Reliance envisions evolving as a global energy major. Over the years the EP industry has registered significant growth, primarily due to spiraling crude oil and gas prices. With growing competition and ever growing demand for energy, especially from developing countries, the focus is on energy security. RIL began gas production within six and a half years of gas discovery, in comparison to the world average of 9-10 years for similar deep water production facilities. Continuous gas production for about a year, with 100% uptime, once again demonstrates the Companys flawless commissioning and execution capabilities. In April 2010, RIL entered into a joint venture with the USA based Atlas Energy, Inc. (Atlas) under which RIL acquired 40% interest in Atlas core Marcellus Shale acreage position. RIL has become a partner in approximately 300,000 net acres of undeveloped leasehold in the core area of the Marcellus Shale region in south western Pennsylvania for an acquisition cost of $ 339 million and an additional $ 1.36 billion capital costs under a carry arrangement for 75% of Atlass capital costs over an anticipated seven and a half year development programme. Low operating costs and proximity to USA northeast gas markets combine to make the Marcellus Shale region one of the most economically attractive, unconventional natural gas resources play in North America. The acreage will support the drilling of over 3,000 wells with a resource potential of approximately 13.3 Trillion Cubic Feet equivalent (TCFe). While Atlas will serve as the development operator for the joint venture, RIL is expected to become a development operator in certain regions in the coming years in the JV. Atlas will continue acquiring leasehold in the Marcellus Shale region and RIL will have the option to acquire 40% share in all new acreages. RIL also obtained the right of first offer with respect to potential future sales by Atlas of around 280,000 additional Appalachian acres currently controlled by Atlas (not included in the present joint venture). The RIL-Atlas joint venture has the potential to become one of the largest prime acreage holders in the Marcellus Shale region. This joint venture will materially increase RILs resource base and provide an entirely new platform from which to grow its exploration and production business while simultaneously enhancing its ability to operate unconventional projects in the future. Additionally, RIL has farmed out 20% PI in the blocks Borojo North and Borojo South in Colombia; and 30% PI in block 18 and 25% PI in block 41 in Oman. The Regional Government of Kurdistan has assigned third party participating interest of 20% each in blocks Rovi and Sarta to M/s OVM; the assigned agreement is yet to be signed by RIL. RIL now has 13 blocks in its international EP portfolio including 2 in Peru, 3 in Yemen (1 producing and 2 exploratory), 2 each in Oman, Kurdistan and Colombia, 1 each in East Timor and Australia; amounting to a total acreage of over 93,500 sq. kms. Sustainability Strategy adopted/used by RIL in Global Markets Reliance has made sustainable development a cornerstone of its business strategy to achieve sustainable and profitable growth. RIL adopted principle of materiality and prioritized key issues after collective deliberation by management and key stakeholders. These issues include; Energy Security, Health Safety, Corporate Governance and Transparency, Product Responsibility, Climate Change and Waste Management. RIL sustainable development strategy draws on proven technology and risk management framework and evolves from the materiality analysis that has been performing over the years. The focus areas under sustainability development strategy include the following: Energy Security As a company RIL involved in the energy and materials value chain, so it is committed to responsible use of energy. Its systems and processes ensure optimum energy usage by continuous monitoring of all forms of energy and increasing the efficiency of operations. Growth through Innovation RIL firmly believe that growth through innovation will give a big competitive advantage and will be a key differentiator. Companies goal is to make RIL one of the most innovative companies in the world and to achieve breakthrough growth in revenues and profits by creating and implementing sustainable solutions. RIL is developing an innovative ecosystem that builds on organisational systems and processes, talent management, open innovation and world class RD facilities. Health and Safety Safety overrides all production targets this vision drives RIL to continuously look for ways to achieve zero accident at workplace. RIL vision is to develop a dedicated pool of safety professionals and lead in safety performance across its operations by focusing on process safety and behavioural safety.. Environment Protecting the environment and preserving natural resources is a high priority area. Through annual environment plan and business targets, RIL identify projects and take action to reduce water consumption and become carbon neutral and achieve maximum possible recycling and reuse of wastes. RIL set targets for key environment-related performance indicators such as material intensity, GHG emissions, air quality, water consumption, effluent discharge, waste generation and disposal, and conservation of bio-diversity. Product Responsibility For RIL, product responsibility is to offer efficient and reliable product and services with minimum environmental impact throughout the life cycle of the product from the cradle to the grave. Its product and services are designed, manufactured and delivered with principle consideration of customer safety. Social Institution Building Social welfare and community development is at the core of RIL/s Corporate Social Responsibility (CSR) philosophy. RIL strategy is to have close and continuous interaction with the people and communities around our manufacturing divisions to bring qualitative changes and support the underprivileged. Strategy Milestones Made significant investments in EP of OG to secure energy supplies Implemented systems to monitor and measure sustainability performance Introduced sustainability awareness programmes in the intranet Formed the Reliance Innovation Council Sustainability report assured by an independent assurance provider

Level of Stress Among Call Centre Employees Essay

Level of Stress among Call Centre Employees Submission date: 8th January, 2008 Submitted By: Ayesha Khalid Ayesha Sarfaraz Nazool-e-Tabassum Saira Khan Mussaffa Butt Submitted to Dr. Farah Malik Associate Professor Department of Psychology Government College University Lahore Introduction Stress is used as a general label for a vast complex, interdisciplinary area of interest and study, much of which is health related. Most often stress is related to personal discomfort associated with an over demanding or distressinglifestyle situation (Adams & Bromley, 1998) stress is a part of everyday life, we experience stress each day, although it is acknowledged that the degree of stress varies considerably depending on the complexity of the situation and availability of support. For some, the stress is manageable and work or home life is not affected. For others, however, the stress reaches a critical point where there may be a need for medical or psychiatric assistance (Weiten, 2001). The causes of stress can include any event or occurrence that a person considers a threat to his or her coping strategies or resources. Researchers generally agree that a certain degree of stress is a normal part of a living organism’s response to the inevitable changes in its physical or social environment, and that positive, as well as negative, events can generate stress as well as negative occurrences (Frey, 2002). There can be innumerable stress factors since different individuals react differently to the samestress conditions. Extreme stress situations for an individual may prove to be mild for another,for yet another person the situations might not qualify as stressing at all. (http://www. lifepositive. com/stress. html). The fact that women report and exhibit higher level of psychological distress than men has been explained in three major ways. The methodological artifact explanation suggests that women are socialized to be more expressive and therefore will admit more emotional symptoms than men in response to the standard psychological stress (Frey, 2002). The stress exposure argument suggests that women face more stressor in general or more severe, persistent stressors than men. Whereas the vulnerability argument suggest that women lack coping resources such as high self esteem, a sense of mastery or appropriate coping strategies for handling the stressors to which they are exposed. Newman (1984 c. f. Eckenrode, 1991) suggested that women over report minor symptoms that inflate over all distress scores (Eller, 2000). Stress in humans in general results from interactions between persons and their environment that are perceived as straining or exceeding their adaptive capacities and threatening their well-being. The element of perception indicates that human stress responses reflect differences in personality, as well as differences in physical strength or general health (Frey, 2002). Stress is often termed asa twentieth century syndrome, born out of man’s race towards modern progress and its ensuingcomplexities. For that matter, causes such as a simple flight delay to managing a teenage child athome can put you under stress. Listing the causes of stress is tricky yet replete with practical diversity (http://www. lifepositive. com/stress. html). General cause of stress include primarily, Threat; a perceived threat will lead a person to feel stressed. This can include physical threats, social threats, financial threat, and so on. Fear; Fear leads to imagined outcomes, which are the real source of stress. Uncertainty; When people are not certain, they are unable to predict, and hence feel they are not in control, and hence may feel fear or feel threatened by that which is causing the uncertainty (http://www. workstress. net/causes. htm). Apart from certain general causes another reason is cognitive dissonance; it is when there is a gap between what people do and what they think, then the outcome experience is cognitive dissonance, which is felt as stress.

Life & Wessex King Essay

Life in the past was characterized with lots of battles between rival territories. This resulted to the rise of powerful empires and the measure of power during those days was through the number of wars fought. Warriors of those days were called Vikings. A Viking also denotes a pirate, merchant or explorer. These Norsemen normally used long ships to travel in the sea to all the places of their interest and used the same vessels to fight their enemies. The Vikings are traced to have originated in the early 17th century in the German territory. The initiator of Vikings in the Iceland is Erik the red. He lived all his life ruling his people after which his son picked the mantle from him (Gwyn, J. 2000). SCANDINAVIA The term Scandinavia is both a historical a major geographical part in the world. There exist also a people who are identified as the Scandinavians. According to the geographical setting, Scandinavia is located in the Northern Europe, a place called Scandinavian Peninsula. The kingdoms that existed in the Scandinavian region include: Finland, Norway and partly Denmark. A lot of research done also reveal that Sweden and Iceland also form part of this robust history. All these regions put together are further referred to as Nordic region. The geographical orientation of Scandinavia is rather ambiguous. The region spreads from the Norwegian Fjords all the way to the low areas in Denmark through the Scandinavian Mountains and to the archipelagos of Sweden and Norway. This region has diverse group of people and for this reason, there exist more that one dialect. The languages that were spoken in these regions included Norway, Sweden and Denmark dialects. These people usually understood each other and thus had mutual understanding. DO THE VIKINGS RIGHTFULLY DESERVE THE REPUTATION THAT THEY WERE CRUEL, MURDEROUS BARBARIANS? WHY? WHY NOT? The Vikings performed most of their ventures through wars. It is evident that a normal way of dressing was to be attire that is characteristic of a warrior. The males had war uniforms all the time. From the first time that the Vikings entered a territory, war had to be fought. It is mandatory that people must die in the event of war. The death of people was so common to these northern tribes that any one could talk of them to be cruel and murderous. Other ventures like sea piracy and looting were associated with brutality and blood shed. The victims of such encounters were left counting their losses if they were not dead. Erik who is one of the founders of the Vikings movement was actually observed to murder many people in his native land until he was expelled to go to exile, the result which led to the discovery of Ice land. EXPLAIN THE ROLE OF WESSEX, IN REGARD TO THE VIKINGS IN ENGLAND. The Wessex territory was known for its great power during the year 878. This territory had great potential that any attacker could admire. Te Wessex King of that time planed for a very efficient army that was to fight and defeat the Viking warriors. This king managed to resist the Vikings and with time became pronounced as Alfred the great. His territory was a centre for trade, commerce and administration. The Vikings however invaded this land and took loots from it as usual. The Wessex region acted as a real opposition to the advances of the Vikings. Every one feared the Vikings. The sight of these raiders approaching a region would send cold shivers down the guts of every king. King Alfred however managed to escape them, even though he was later cornered. The Wessex region became a home of habitation to some Vikings although others separated from the settling camp and continued with invasion. Wessex became a point mark towards bringing an end to the Viking advances in war. HOW DID THE VIKINGS CONTRIBUTE TO THE BREAK-UP OF THE CAROLINGIAN EMPIRE? The Vikings were a major threat to the kings during the Viking age. The Vikings attached Carolingian empire in the year 885 and 886 leading to the defeat of their kings. In 845, the Viking warriors sailed to seine in France and attacked it. The end result of this was a defeat to the Carolingian empire and the kings that followed were just puppet rulers who were initiated by the Vikings. This led to the fall of this empire and it took along time to come up again. EXPLAIN THE VARIOUS PHASES INVOLVED IN VIKING RAIDS. Vikings mainly had 3 phases of raids. The very first phase said to have lasted from 790-840. The Vikings used very shallow draught long ships. They always used these ships because they were suitable majorly for surprise attacks in the coastal towns. The size of these vessels was so small so that the Vikings could rush and attack very fast. With this they attacked Frisia and Aquitane. The second level of attacks occurred between 841 and 875 and the number of raids increased. The Vikings attacked by killing or enslaving their victims. With this, the attacks proceeded to the Mediterranean Sea. 876 to 911 saw the introduction of the third phase. With this, the Vikings started to invade frnce and other parts of Europe. They also developed their own fleets that were used to attack distance empires.

The Story Of An Hour By Kate Chopin - 1137 Words

Antonio Anteola Professor Sophia Funk Enc1102 / 869023 3 September 2015 An Analysis On The Story of an Hour In the story of an hour, Kate Chopin has depicted a tone amongst many wives of the late nineteenth century. Women, by this time, were very far from the nineteenth amendment to the Constitution or the â€Å"Women’s Suffrage Movement.† What this explains is that women of this era are still being undermined by society, neither unequal nor independent from that of the voice of the masculine gender. This treatment towards women was a domestic one. Many betrothed women of this timeframe were unhappy in their marriages, due to a culture that shunned the idea of a free and empowered woman. The underlying meaning that Kate Chopin wanted to convey in The Story of an Hour, is that woman of the late nineteenth century were repressed, unhappy, and imprisoned in their marriages. Chopin presents Mrs. Mallard as a thoughtful character with quality and knowledge. As Louise comprehends the world, to lose her most grounded tie to her family is but rather an incredible misfortune a chance to move past the servitude of individual connections. Specifically, American wives in the late nineteenth century were legitimately bound to their spouses energy and status, but since dowagers did not endure the obligation of discovering or taking after a spouse, they increased more lawful acknowledgment and regularly had more control over their lives. Despite the fact that Chopin does not particularlyShow MoreRelatedThe Story Of An Hour By Kate Chopin1241 Words   |  5 Pagesâ€Å"The Story of an Hour† by Kate Chopin is a wonderful short story bursting with many peculiar twists and turns. Written in 1894, the author tells a tale of a woman who learns of her husband’s death, but comes to find pleasure in it. Many of the elements Kate Chopin writes about in this s tory symbolize something more than just the surface meaning. Through this short story, told in less than one thousand one hundred words, Kate Chopin illustrates a deeper meaning of Mrs. Mallard’s marriage with herRead MoreThe Story Of An Hour By Kate Chopin855 Words   |  4 PagesThe Story of an Hour In the â€Å"Story of an Hour† by Kate Chopin, is about pleasure of freedom and the oppression of marriage. Just like in Kate Chopin’s story, inside most marriages, even the ones that seem to be the happiest, one can be oppressed. Even though, one might seem to be happy deep inside they miss the pleasure of freedom and living life to the fullest. Just like, in this story Mrs. Mallard feels trapped and when she hears about her husband’s death she first feels distraught, but ultimatelyRead MoreThe Story Of An Hour By Kate Chopin1457 Words   |  6 PagesEmotions and Death Everyone who reads a story will interpret things slightly different than the person who reads it before or after him or her. This idea plays out with most every story, book, song, and movie. These interpretations create conflict and allow people to discuss different ideas and opinions. Without this conflict of thought there is no one devoting time to debate the true meaning of a text. Kate Chopin’s â€Å"The Story of an Hour† tells about a woman who is informed of her husbands deathRead MoreThe Story Of An Hour By Kate Chopin987 Words   |  4 PagesIn Kate Chopin’s short story, â€Å"The Story of an Hour† reader’s see a potentially long story put into a few pages filled with rising action, climax and even death. In the beginning of the story, character Louise Mallard, who has a heart condition, is told of the death of her husband by her sister and one of her husband’s friends. Afterwards Mrs. Mallard is filled with emptiness and then joy of freedom. This joy of freedom is actually what consequently leads to her death in the end when she discoversRead MoreThe Story Of An Hour By Kate Chopin1061 Words   |  5 PagesThroughout the short story, â€Å"The Story of an Hour†, readers are introduced to characters whose lives change drastically in the course of this writing. Through Kate Chopin’s story we can identify many different themes and examples of symbolism in her writing. Chopin’s choice of themes in this writing are no surprise due to the time frame of which this story was written. Chopin often wrote stories with of women’s rights, and is noted as one of America’s first open feminists. As this story of an ill, helplessRead MoreThe Story Of An Hour By Kate Chopin972 Words   |  4 Pagesâ€Å"The Story of an Hour† by Kate Chopin expresses Ms. Mallard’s feelings towards her husband’s death in an appalling train accident. Due to her bad heart, her sister Josep hine had to be the bearer of bad news and approach his death gently to her. According to the quote, â€Å" But now there was a dull stare in her eyes, whose gaze was fixed away off yonder on one of those patches of blue sky. It was not a glance of reflection, but rather indicated a suspension of intelligent thought†, it lets us know thatRead MoreThe Story Of An Hour By Kate Chopin998 Words   |  4 Pagesâ€Å"The story of an hour† by Kate Chopin was a story that was ironical yet profoundly deep. As a student I have been asked to read â€Å"a story of an hour† many times, and every time I’m surprised by how I enjoy it. People can read thousands of stories in their life times and only a handful will every stand out to them, stories that can draw out an emotion or spark a thought are the ones that will standout more. For me and â€Å"a story of an hour† the thought of freedom is what draws me the most as a teenageRead MoreThe Story Of An Hour By Kat e Chopin1542 Words   |  7 PagesIn the short story, â€Å"Story of an Hour†, Kate Chopin writes about a woman with heart trouble, Mrs. Mallard, who, in finding out about the death of her husband, Mr. Mallard, experiences some initial feelings of sadness which quickly transition into the exhilarating discovery of the idea of a newfound freedom lying in front of her. When it is later revealed that her husband is not actually dead, she realizes she will not get to taste that freedom. The devastation kills her. What Mrs. Mallard goes throughRead MoreThe Story of an Hour by Kate Chopin596 Words   |  2 PagesIn â€Å"The Story of an Hour,† Kate Chopin focuses on the idea of freedom throughout the story. Mrs. Mallard is a lonely wife who suffers from heart trouble. She is told by her sister Josephine and her husband’s friend Richards that her husband has passed away in a train accident. She locks herself in a room expecting to be devastated, but instead feels freedom. Later, she exits her room and her husband walks through the door, causing her to die of a heart attack. Chopin uses this story to demonstrateRead MoreThe Story Of An Hour By Kate Chopin886 Words   |  4 Pages In Kate Chopin â€Å"The Story of an Hour†, the reader is presented with the theme of prohibited independence. In Kate Chopin â€Å"The Storm†, the scenery in this story builds the perfect atmosphere for an adulterous affair. The importance of these stories is to understand the era they occurred. Kate Chopin wrote stories with exceptional openness about sexual desires. In â€Å"The Storm†, a short story written by Kate Chopin in a time when women were expected to act a certain way and sexual cravings was considered