A Relaxing Place

A Relaxing Place A relaxing place for me would be my house. There is no place like home. Home is where you can do what you want in privacy. You can wear what you want, say or do what you want. You don’t have to do anything. A person can really relax better in their home. Most would go somewhere special but I choose home. At home you can sleep all day and not have to worry about anything, just lay there and be lazy. You can relax in your own bedroom better than any place in the world. You have what you want in there for you. When you are home you feel safe, and like no one can ruin your good mood.You are in your own space and you are on your own time. It is better when you have a friend at your house. It makes it a lot more fun and relaxing. You have someone to do things with rather than sit and be bored. Sometimes you want to be alone but other times when your home you would like to have someone to be with you. When you go out and do things with them, you get tired then you ca n go in your house and just relax. You really couldn’t do it anywhere else without feeling like something is missing. It is a lot more fun when you can just sit and relax, or go and have fun with someone at your house.Although some people say that going to other places to relax is better than home, I still think that home is so much better. At other places you will be bothered by others, but not at your own home. You can go in your room and not be disturbed. Some say that they like to go to the public places, if you stay at home, you can have more privacy. Home is where you can go at any time to just relax and you don’t have to be disturbed. To conclude my essay, I would have to say that home is the best relaxing place you could ever go.Everyone goes to other places and they say they are relaxed, but if you just want to be alone and not hear any noise, home is the place to be. So if people tell you to go on vacation and it will be the perfect relaxing place, just think about home. You can never get tired of your own home, I never do anyways. It is the perfect place and you have what you need right there. There is no other place that you already have what you want out for you, at home you have your bed, family and your things, Home is truly the best relaxing place to be.

The Return: Shadow Souls Chapter 3

Time stopped. Elena found that she was instinctively groping for the mind of the one who was kissing her so sweetly. She had never really appreciated a kiss until she had died, become a spirit, and then been returned to earth with an aura that revealed the hidden meaning of other people's thoughts, words, and even their minds and souls. It was as if she had gained a beautiful new sense. When two auras mingled as deeply as this, two souls were laid bare to each other. Semi-consciously, Elena let her aura expand, and met a mind almost at once. To her surprise, it recoiled from her. That wasn't right. She managed to snag it before it could retreat behind a great hard stone, like a boulder. The only things left outside the boulder – which reminded her of a picture of a meteorite she had seen, with a pocked, charred surface – were rudimentary brain functions, and a little boy, chained to the rock by both wrists and both ankles. Elena was shocked. Whatever she was seeing, she knew it was a metaphor only, and that she should not judge too quickly what the metaphor meant. The images before her were really the symbols of Damon's naked soul, but in a form that her own mind could understand and interpret, if only she looked at it from the right perspective. Instinctively, though, she knew that she was seeing something important. She had come through the breathless delight and dizzying sweetness of joining her soul to another's. And now, her inherent love and concern drove her to try to communicate. â€Å"Are you cold?† she asked the child, whose chains were long enough to allow him to wrap his arms tightly about his drawn-up legs. He was clothed in ragged black. He nodded silently. His huge dark eyes seemed to swallow up his face. â€Å"Where do you belong?† Elena said doubtfully, thinking of ways to get the child warm. â€Å"Not inside that?† She made a gesture toward the giant stone boulder. The child nodded again. â€Å"It's warmer in there, but he won't let me inside anymore.† â€Å"He?† Elena was always on the lookout for signs of Shinichi, that malicious fox spirit. â€Å"Which ‘he,' darling?† She had already knelt and taken the child in her arms, and he was cold, ice cold, and the iron was freezing. â€Å"Damon,† the little ragamuffin boy whispered. For the first time the boy's eyes left her face, to glance fearfully around him. â€Å"Damon did this?† Elena's voice started loud and ended up as soft as the boy's whisper, as he turned pleading eyes on her and desperately patted at her lips, like a velvet-clawed kitten. This is all just symbols, Elena reminded herself. It's Damon's mind – his soul – that you're looking at. But are you? an analytical part of her asked suddenly. Wasn't there – a time before, when you did this with someone – and you saw a world inside them, entire landscapes full of love and moonlit beauty, all of it symbolizing the normal, healthy workings of an ordinary, extraordinary mind. Elena couldn't remember the name of the person now, but she remembered the beauty. She knew that her own mind would use such symbols to present itself to another person. No, she realized abruptly and definitively: she was not seeing Damon's soul. Damon's soul was somewhere inside that huge, heavy ball of rock. He lived cramped inside that hideous thing, and he wanted it that way. All that was left outside was some ancient memory from his childhood, a boy who had been banished from the rest of his soul. â€Å"If Damon put you here, then who are you?† Elena asked slowly, testing her theory, while taking in the black-on-black eyes of the child, and the dark hair and the features she knew even if they were so young. â€Å"I'm – Damon,† the little boy whispered, white around the lips. Maybe even revealing that much was painful, Elena thought. She didn't want to hurt this symbol of Damon's childhood. She wanted him to feel the sweetness and comfort that she was feeling. If Damon's mind had been like a house, she would have wanted to tidy it up, and fill every room with flowers and starlight. If it had been a landscape she would have put a halo around the full white moon, or rainbows amongst the clouds. But instead it presented itself as a starving child chained to a ball that no one could breach, and she wanted to comfort and soothe the child. She cradled the little boy, rubbing his arms and legs hard and nestling him against her spirit body. At first he felt tense and wary in her arms. But after a little time, when nothing terrible happened as a result of their contact, he relaxed and she felt his small body go warm and drowsy and heavy in her arms. She herself felt a crushingly sweet protectiveness about the little creature. In just a few minutes, the child in her arms was asleep, and Elena thought that there was the faintest ghost of a smile on his lips. She cuddled his little body, rocking him gently, smiling herself. She was thinking of someone who had held her when she'd cried. Someone who was – was not forgotten, never forgotten – but who made her throat ache with sadness. Someone so important – it was desperately important that she remember him now, now – and that she†¦she had to†¦to find†¦ And then suddenly the peaceful night of Damon's mind was split open – by sound, by light, and by energies that even Elena, young as she was in the ways of Power, knew had been kindled by the memory of a single name. Stefan. Oh, God, she had forgotten him – she had actually, for a few minutes allowed herself to be drawn into something that meant forgetting him. The anguish of all those lonely late-night hours, sitting and pouring out her grief and fear to her diary – and then the peace and comfort that Damon had offered had actually made her forget Stefan – to forget what he might be suffering at this very moment. â€Å"No – no!† Elena was struggling alone in darkness. â€Å"Let go – I have to find – I can't believe that I forgot – â€Å" â€Å"Elena.† Damon's voice was calm and gentle – or at least unemotional. â€Å"If you keep jerking around like that you're going to get free – and it's a long way to the ground.† Elena opened her eyes, all her memories of rocks and little children flying away, scattering like white dandelion silk in every direction. She looked at Damon accusingly. â€Å"You – you – â€Å" â€Å"Yes,† Damon said composedly. â€Å"Blame it on me. Why not? But I did not Influence you, and I did not bite you. I merely kissed you. Your Powers did the rest; they may be uncontrollable, but they're extremely compelling all the same. Frankly, I never intended to get sucked in so deeply – if you'll forgive a pun.† His voice was light, but Elena had a sudden inner vision of a weeping child, and she wondered if he were really as indifferent as he seemed. But that's his speciality, isn't it? she thought, suddenly bitter. He gives out dreams, fancies, pleasure that stays in the minds of his†¦donors. Elena knew that the girls and young women that Damon†¦preyed on†¦adored him, their only complaint being that he didn't visit them often enough. â€Å"I understand,† Elena said to him as they drifted closer to the ground. â€Å"But this can't happen again. There's only one person that I can kiss, and that's Stefan.† Damon opened his mouth, but just then there was the sound of a voice that was as furious and accusing as Elena had been, and which didn't care about the consequences. Elena remembered the other person she'd forgotten. â€Å"DAMON, YOU BASTARD, BRING HER DOWN!† Matt. Elena and Damon came to a twirling, elegant stop, right beside the Jaguar. Matt immediately ran to Elena and snatched her away, examining her as if she had been in an accident, with particular attention to her neck. Once again Elena was uncomfortably aware of being dressed in a lacy white nightgown in the presence of two boys. â€Å"I'm fine, honestly,† she said to Matt. â€Å"I'm just a little bit dizzy. I'll be better in a few minutes.† Matt let out a breath of relief. He might not still be in love with her as he once had been, but Elena knew he cared deeply about her and always would. He cared about her as his friend Stefan's girlfriend, and also on her own merits. She knew he would never forget the time they had been together. More, he believed in her. So right now, when she promised that she was all right, he believed that. He was even willing to give Damon a look that wasn't completely hostile. And then both of the boys headed for the driver's side door of the Jag. â€Å"Oh, no,† Matt said. â€Å"You drove yesterday – and look what happened! You said it yourself – there are vampires trailing us!† â€Å"You're saying it's my fault? Vampires are tracing this fire-engine-red-paint-job giant and it's somehow my doing?† Matt simply looked stubborn: his jaw clenched, his tanned skin flushed. â€Å"I'm saying we should take turns. You've had your turn.† â€Å"I don't recall anything ever being said about ‘taking turns.'† Damon managed to give the word an inflection that made it sound like some rather wicked activity. â€Å"And if I go in a car, I drive the car.† Elena cleared her throat. Neither of them even noticed her. â€Å"I'm not getting into a car if you're driving!† Matt said furiously. â€Å"I'm not getting into a car if you're driving!† Damon said laconically. Elena cleared her throat more loudly, and Matt finally remembered her existence. â€Å"Well, Elena can't be expected to drive us all the way to wherever we're going,† he said, before she could even suggest the possibility. â€Å"Unless we're going to get there today,† he added, looking at Damon sharply. Damon shook his dark head. â€Å"No. I'm taking the scenic route. And the fewer people who know where we're going the safer we're going to be. You can't tell if you don't know.† Elena felt as if someone had just lightly touched the hairs on the back of her neck with an ice cube. The way Damon said those words†¦ â€Å"But they'll already know where we're going, won't they?† she asked, shaking herself back to practicality. â€Å"They know we want to rescue Stefan, and they know where Stefan is.† â€Å"Oh, yes. They'll know we're trying to get into the Dark Dimension. But by what gate? And when? If we can lose them the only thing we need to worry about is Stefan and the prison guards.† Matt looked around. â€Å"How many gates are there?† â€Å"Thousands. Wherever three ley lines cross, there's the potential for a gate. But since the Europeans drove the Native Americans out of their homes, most of the gates aren't used or maintained as they were in the old days.† Damon shrugged. But Elena was tingling all over with excitement, with anxiety. â€Å"Why don't we just find the nearest gate and go through it, then?† â€Å"Travel all the way to the prison underground? Look, you don't understand at all. First of all, you need me with you to get you into a gate – and even then it isn't going to be pleasant.† â€Å"Not pleasant for who? Us or you?† Matt asked grimly. Damon gave him a long, blank look. â€Å"If you tried on your own it would be briefly and terminally unpleasant for you. With me, it should be uncomfortable but a matter of routine. And as for what it's like traveling for even a few days down there – well, you'll see for yourselves, eventually,† Damon said, with an odd smile. â€Å"And it would take much, much longer than going by a main gate.† â€Å"Why?† Matt demanded – always ready to ask questions that Elena really, really didn't want to know the answers to. â€Å"Because it's either jungle, where five-foot leeches dropping from the trees are going to be the least of your worries, or wasteland, where any enemy can spot you – and everyone is your enemy.† There was a pause while Elena thought hard. Damon looked serious. Clearly, he really didn't want to do it – and not many things bothered Damon. He liked fighting. More, if it would only waste time†¦ â€Å"All right,† Elena said slowly. â€Å"We'll go on with your plan.† Immediately, both boys reached for the driver's side door handle again. â€Å"Listen,† Elena said without looking at either of them. † I am going to drive my Jaguar down to the next town. But first I am going to get in it and get changed into real clothes and maybe even catch a few minutes of sleep. Matt will want to find a brook or something where he can clean up. And then I'm going to whatever town is closest for some brunch. After that – â€Å" † – the bickering can begin anew,† Damon finished for her. â€Å"You do that, darling. I'll meet you at whatever greasy spoon you've selected.† Elena nodded. â€Å"You're sure you'll be able to find us? I am trying to hold my aura down, really.† â€Å"Listen, a fire-engine-red Jaguar in whatever flyspeck of a town you find down this road is going to be as conspicuous as a UFO,† Damon said. â€Å"Why doesn't he just come with†¦Ã¢â‚¬  Matt's voice trailed off. Somehow, although it was his deepest grievance against Damon, he often managed to forget that Damon was a vampire. â€Å"So you're going to go down there first and find some young girl walking to summer school,† Matt said, his blue eyes seeming to darken. â€Å"And you're going to swoop down on her and take her away where no one can hear her screaming and then you're going to pull her head back and you're going to sink your teeth into her throat.† There was a fairly long pause. Then Damon said in a slightly injured tone, â€Å"Am not.† â€Å"That's what you – people – do. You did it to me.† Elena saw the need for really drastic intervention: the truth. â€Å"Matt, Matt, it wasn't Damon who did that. It was Shinichi. You know that.† She gently took Matt by the forearms and turned him until he was facing her. For a long moment Matt wouldn't look at her. Time stretched and Elena began to fear that he was beyond her reach. But then at last he lifted his head so that she could look into his eyes. â€Å"All right,† he said softly. â€Å"I'll go along with it. But you know that he's going off to drink human blood.† â€Å"From a willing donor!† Damon, who had very good hearing, shouted. Matt exploded again. â€Å"Because you make them willing! You hypnotize them – â€Å" â€Å"No, I don't.† † – or ‘Influence' them, or whatever. How would you like it – â€Å" Behind Matt's back, Elena was now making furious go-away motions at Damon, as if she were shooing a flock of chickens. At first Damon just raised an eyebrow at her, but then he shrugged elegantly and obeyed, his form blurring as he took the shape of a crow and rapidly became a dot in the rising sun. â€Å"Do you think,† Elena said quietly, â€Å"that you could get rid of your stake? It's just going to make Damon completely paranoid.† Matt looked everywhere but at her and then finally he nodded. â€Å"I'll dump it when I go downhill to wash,† he said, looking at his muddy legs grimly. â€Å"Anyway,† he added, â€Å"you get in the car and try to get some sleep. You look like you need it.† â€Å"Wake me up in a couple hours,† Elena said – without the first idea that in a couple hours she was going to regret this more than she could say.

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Explain how the sea breeze and land breeze can happen Assignment

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Accountant in business - Essay Example Identifying the organization that suits the profession or business can carry this and making a hierarchical structure that supports employee engagement and communication among the individuals (Rainey, 2009). Sole Proprietorship is the organization places all the liabilities of the business operations as well as finance on only one owner. Sole Proprietorship is not applicable for Molly, Mark and Mary as they are three individuals. In Sole Proprietorship, the risk is attached with only one person as he is tied to the business (Spadaccini, 2007). Corporation is another business organization that is equally unsuitable for the three individuals because it is chartered by the state and consists of a large enterprise where the owners are the major shareholders of the company and cannot be dissolved as in the case of Partnerships (Spadaccini, 2007). In order to recommend the right business for Molly, Mark and Mary, it is necessary to understand the concepts of the kinds of business organizations. As all three of them have an unequal amount of distribution of cash, they need to make comparisons through tax, liability and the impacts of organizational management in either a corporation or partnership to see which organization would be suitable to carry out business activities. As Sole Proprietorship and Corporation are not applicable for these three individuals, the following three are recommended for them. Partnership is the organization in which two or more than two people have the share of the ownership of the business enterprise. Unlike the Sole Proprietorship, there is a legal agreement made among the two or three owners as they will most of the decisions taking place within the organization have to be mutually shared, along with sharing profits. All partners are equally responsible to take measures in the organization regarding any discrepancy and can take effective steps to dissolve the partnerships whenever they wish to do so. At the time of

How Martin Luther King developed Essay Example | Topics and Well Written Essays - 750 words

How Martin Luther King developed - Essay Example The letter was written in protest to the law that segregated people on racial bases. The letter was intended to persuade his audience on the need for a nonviolent but direct action to eliminate the unjust laws. The intended audience was the critiques who were opposed to his activities in down town Birmingham, Alabama. This essay focuses on why Dr. Martin Luther King Junior's Letter from a Birmingham Jail stands out as a model of how to write a powerful argument. The essay will demonstrate what Martin Luther does to make his writing so persuasive even in the contemporary readers. Writing persuasively is not easy since it requires one to be able to coerce an audience that could be partial or impartial towards your ideas. It requires one to make the audience trust you and perceive your arguments, proclamations, or judgments as truthful (Jacobus 210-213). In case Martin Luther’s Letter from a Birmingham Jail, he had to convince his audience that racism is evil and should be elimin ated for the good of all. He starts his letter with the words â€Å"My dear fellow clergymen† (King 115). This enables him establish a connection with the intended audience. Luther manages to earn the readers trust and induces them to view him and his ideas as intelligent. The Letter to the clergymen is precise but clearly addresses different aspects of racism expressed towards African-American people, particularly in Birmingham during the time of the writing. The letter is realistic and unbiased. Dr. Martin wrote this letter on Aprils 16, 1963 while he was imprisoned. Leading Martin Luther’s letter evoked a sense of patriotism even in me. The letter was addressed to eight clergymen who were opposed to Luther’s work on civil rights. Martin Luther employs Aristotle’s persuasion appeals, which include ethos, pathos, and logos. In his writing, Luther appeals his own reputation, arouses emotions in the readers mind, and supports his claims using credible cita tions from influential thinkers. By making use of pathos, Luther is able to connect and invoke emotions such as anger, sympathy, patriotism, love, and empathy from the readers (Jacobus 225). The readers sympathize with him when he says, â€Å"I am in Birmingham because injustice is here† (King 116). This clearly addresses the question of his intentions, which had been posed by his critics. Additionally, he establishes his role as the right person to promote civil rights when he claims, â€Å"I have the honor of serving as president of the Southern Christian Leadership Conference† (King 117). He reminds his opponents, who were clergymen that he is entitled to promote the rights of his community and is not any lesser than the eight clergymen are. Additionally, this demonstrates use of ethos to establish his credibility. He builds his credibility when he repeatedly compares himself to biblical characters who had suffered for telling the truth (Jacobus 213-217). By so doin g, the reader understands and appreciates Luther’s grounds as truthful. This is depicted when he states â€Å"Just as the eight-century prophets left their little villages and carried their ‘thus saith the Lord’ far beyond the boundaries of their home towns† (King 115-116). This statement convinces the readers that his course is genuine. He continues to claim that â€Å"Just as the Apostle Paul left his village of Tarsus and carried the gospel of Jesus Christ to practically every hamlet and city of the Graeci-Roman world,

The Purposes Of Education Essay Example for Free

The Purposes Of Education Essay Workshop Foundations The purpose of the workshop is to present the purposes of education. For the purpose of this objective, the participants of the workshop will be asked to participate in group activities that will allow them to experience a purpose of education. Their experience in the activities will then be shared trough discussion group with the rest of the workshop participants.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Each of the activities assigned to each group are designed to illustrate how the process of education supports its purposes. The purposes of education, as to be presented during the Introduction of Workshop by Team 1 have been summarized as follows: Education is to teach members of society ethical and moral values, the social system which includes social order, politics and economics as well as the standards and norms expected from each member of that society (Sever, 2006) Education has the purpose of developing competencies and knowledge for the individual and social productivity, allowing individuals the ability to empower themselves and preserve society (Anderson, 2005). Education is a means to realize human potential and achieving self-worth (United Nations Educational, Scientific and Cultural Organization (UNESCO) ESD Section, 2007) Task Schedule The activity will me be led by a management team made up of four teams. Three of the teams or management team member will be assigned to supervise a workshop group with their activity. The fourth team will handle the introduction and processing of the workshop activities. The workshop activities for each group will be discussed in detail in later section of the paper. The schedule or outline of activities will be as followed strictly to ensure the group and worship activities will be accomplished and to promote the management of activities. Task # Task Team-in-charge Time allotted (minute/s) Activities 1 Introduction of Workshop 1 2 Presentation of workshop objectives and requirements. 2 Presentation of literature defining the purpose of education 2 Introduction of workshop management teams and their roles 2 Division into groups 1 2 Participants will be asked to count-off to form three groups, groups A, B and C. 1 Participants will be asked to go to their respective group managers[1] 3 Group activity 2, 3, 4 1 Orientation of team tasks[2] 8 Groups will work independently to accomplish the task/scenario given to them. 2 After accomplishment of the tasks, Teams will lead the processing for their respective groups[3]. 4 Workshop processing 1 4 The task/activity of each group will be presented by a group member and their ideas they have listed during group processing 2 Comparison and contrast of ideas listed during group processing and the presented definitions of the purpose of education 4 Discussion the significance of the understanding the purpose of education and the activities from each group    Group Activities Group A   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The city is hosting a number of groups of varying cultures and ethnicity. There has been a history of conflicts among some groups because of cultural conflicts. A few of the groups have limited interaction with other groups. At the same time, some social service and public officers have had difficulty in encouraging social participation among groups that have led to some difficulties in delivering primary services. One of the strategies that has been seen to improve relationships among these groups is by using schools as a platform? Do you believe that such interventions will be effective? Explain and discuss with your group.    Group B   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   There is a greater demand for computer literacy today. Companies consider computer skills as a minimum requirement for employment. At the same time, many services and personal activities also require a degree of computer proficiency which includes banking, communications and filing for taxes among others. Thus, many schools have invested in the procurement of these technological tools and teachers have been encouraged to incorporate computers and other technologies to their classes. This has entailed a significant resource investment that is need just as much in the development of new infrastructure, improving compensation of teaching personnel or allocating it for support services for students. Do you think schools are justified in their investment in computer literacy? Explain and discuss with your group.    Group C   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   According to the UNESCO, one of their motivations in emphasizing the importance of education in developing countries is its potential in contributing to national development. Do you believe that such a perspective is valid? How can education contribute to national development indicators such as gross domestic product, unemployment and crime rate? In turn, how can the improvement of such development indicators enhance the quality of human life? Explain and discuss with your group.    References Anderson, Jo Anne (2005). Accountability in education. Education Policy Series. Paris: International Institute of Educational Planning – International Academy of Education and UNESCO Jones, Reilly (2003). Purpose of Education. Retrieved October 21, 2007, from http://home.comcast.net/~reillyjones/education.html Majhanovich, Suzanne (2002). Conflicting visions, competing expectations: Control and de-skilling of educationa perspective from Ontario. McGill Journal of Education, April. Retrieved October 21, 2007, from http://findarticles.com/p/articles/mi_qa3965/is_200204/ai_n9030852 Sever, Rita (2006). Educational Policy Borrowing: Historical Perspectives. International Sociology, May (21): 483 – 487 The Meaning of Education (2002).   Teachers Mind Resources. Retrieved October 21, 2007, from http://www.teachersmind.com/education.htm United Nations Educational, Scientific and Cultural Organization ESD Section, 2007 UN Decade of Education for Sustainable Development: The First Two Years. Journal of Education for Sustainable Development, March (1): 117 – 126 [1] Team 1 will be assigned to handle Group A, Team 2 to Group B and Team 3 to Group C [2] Teams will explain to their respective groups the task assigned for their team. Team managers will establish roles and for the group members and guid them in the accomplishment of their objective [3] Processing will be the identification of the purpose of education highlighted by the activity. Responses will be summarized by Teams for their respective groups on posters assigned for each group or onto the presentation slides reserved for workshop processing. The posters will be displayed and utilized during workshop processing

Human Physiological Function And Homeostasis

Human Physiological Function And Homeostasis The human organism consists of trillions of cells all working together for the maintenance of the entire organism. While cells may perform very different functions, all the cells are quite similar in their metabolic requirements. Maintaining a constant internal environment with all that the cells need to survive (oxygen, glucose, mineral ions, waste removal, and so forth) is necessary for the well-being of individual cells and the well-being of the entire body. The varied processes by which the body regulates its internal environment are collectively referred to as homeostasis. What is Homeostasis? Homeostasis in a general sense refers to stability, balance or equilibrium. It is the bodys attempt to maintain a constant internal environment. Maintaining a stable internal environment requires constant monitoring and adjustments as conditions change. This adjusting of physiological systems within the body is called homeostatic regulation. Homeostatic regulation involves three parts or mechanisms: 1) the receptor, 2) the control center and 3) the effector. The receptor receives information that something in the environment is changing. The control center or integration center receives and processes information from the receptor. And lastly, the effector responds to the commands of the control center by either opposing or enhancing the stimulus. This is an ongoing process that continually works to restore and maintain homeostasis. For example, in regulating body temperature there are temperature receptors in the skin, which communicate information to the brain, which is the control center, and the effector is our blood vessels and sweat glands in our skin. Because the internal and external environments of the body are constantly changing and adjustments must be made continuously to stay at or near the set point, homeostasis can be thought of as a dynamic equilibrium. Cells depend on the body environment to live and function. Homeostasis keeps the body environment under control and keeps the conditions right for cells to live and function. Without the right body conditions, certain processes (eg osmosis) and proteins (eg enzymes) will not function properly. All organisms need some control on their internal environmental conditions in order to ensure that they will be able to survive. Since many of the metabolic reactions that occur within an organism depend on the use of enzymes or even the use of other organisms such as prokaryotic bacteria, it is essential that the optimal conditions required for the functioning of that enzyme be provided. Homeostasis therefore, is the tendency of organisms to regulate and maintain relative internal stability, and involves, among other processes, the maintenance of a constant body temperature, glucose concentration, pH, osmotic pressure, oxygen level, and ion concentrations. The ability to maintain a constant internal environment, with which we are most familiar, is that of a constant body temperature in homeothermic organisms. For example, the average body temperature of a human The mechanisms that regulate homeostasis operate by feedback mechanisms. Negative and positive feedback mechanisms operate in living things. Negative feedback mechanisms reverse the direction of the change. This maintains the constant, steady state and so represents homeostasis. Positive feedback, on the other hand, acts to change the variable even more in the direction in which it is changing. Thus, positive feedback is not a homeostatic mechanism. Temperature control is an example of a negative feedback homeostatic mechanism. The region of the brain called the hypothalamus monitors the human bodys temperature. Variation from the normal temperature of 98.6ÂÂ °F (37ÂÂ °C) triggers a response from the hypothalamus. The temperature can be lowered by activation of glands capable of sweating, or raised by signalling muscles to shiver to produce heat. Homeostatic mechanisms are a fundamental characteristic of living things. Without these mechanisms, facets of a body that need to be kept operating in a steady state, such as temperature, salinity, acidity, hormone levels, concentration of gases such as carbon dioxide, and the concentrations of nutrients, would become so unbalanced as to threaten the life of the organism. In a healthy body, homeostatic mechanisms operate automatically at different levels; molecular, cellular, and at the level of the whole organism. At the molecular level, the activity controlled by one gene can be under regulatory control by another gene. At the cellular level, a well-studied homeostatic mechanism is contact inhibition, in which cells stop dividing when they begin to crowd in on each other. Cancer, in which a hallmark is the rampant growth and division of cells, is a condition where the homeostatic mechanism of contact inhibition is inoperative or defective. At the whole organism level, a homeostatic mechanism is a vital part of birth. During labor, the contraction of the uterus causes the release of a hormone called oxytocin from the hypothalamus. The hormone increases contraction frequency, which in turn stimulates the release of more oxytocin. This increasing contraction cycle propels the fetus down the birth canal and into the world. After birth, the oxytocin acts to contract the expanded uterus in order to minimize bleeding, thereby maintaining the mothers blood volume The importance of homeostatic mechanisms to the well being of an organism is underscored by the consequences of their failure. For example, at body temperatures of 107ÂÂ °F (42ÂÂ °C), the negative feedback systems cease to function. The high temperature then acts to speed up the bodys chemistry, raising temperature even more. This, in turn, further accelerates body chemistry, causing a further rise in temperature. This cycle of positive feedback is lethal if not halted. Two hormones are responsible for controlling the concentration of glucose in the blood. These are insulin and glucagon. The diagram illustrates the principle of negative feedback control in action involving blood/sugar levels. Pancreas Receptors The receptors of the pancreas are responsible for monitoring glucose levels in the blood, since it is important in every cell for respiration. Two types of cell release two different hormones from the pancreas, insulin and glucagon. These hormones target the liver, one or the other depending on the glucose concentration In cases where glucose levels increase, less glucagon and more insulin is released by the pancreas and targets the liver In cases where glucose levels decrease, less insulin and more glucagon is released by the pancreas and targets the liver The Liver The liver acts as a storehouse for glycogen, the storage form of glucose. When either of the above hormones target the liver, the following occurs Insulin Insulin is released as a result of an increase in glucose levels, and therefore promotes the conversion of glucose into glycogen, where the excess glucose can be stored for a later date in the liver Glucagon Glucagon is released as a result of an decrease in glucose levels, and therefore promotes the conversion of glycogen into glucose, where the lack glucose can be compensated for by the new supply of glucose brought about from glycogen Diabetes Diabetes insipidus is a condition where excess urine is excreted caused by the sufferers inability to produce ADH and promote the retention of water. Diabetes Mellitus is another form of diabetes where the sufferer does not have the ability to produce sufficient insulin, meaning that glucose cannot be converted into glycogen. Anyone who has this condition usually has to take injections of insulin after meals and snacks to maintain their storage of glucose needed in emergencies. Fight or Flight In emergencies, adrenaline is released by the body to override the homeostatic control of glucose. This is done to promote the breakdown of glycogen into glucose to be used in the emergency. These emergencies are often known as fight or flight reactions. Adrenaline is secreted by the adrenal glands. The secretion of it leads to increased metabolism, breathing and heart rate. Once the emergency is over, and adrenaline levels drop, the homeostatic controls are once again back in place Osmoregulation Osmoregulation is the regulation of water concentrations in the bloodstream, effectively controlling the amount of water available for cells to absorb. The homeostatic control of water is as follows A change in water concentration leads to active via negative feedback control Osmoreceptors that are capable of detecting water concentration are situated on the hypothalamus next to the circulatory system The hypothalamus sends chemical messages to the pituitary gland next to it. The pituitary gland secretes anti-diuretic hormone (ADH), which targets the kidney responsible for maintaining water levels. When the hormone reaches its target tissue, it alters the tubules of the kidney to become more / less permeable to water If more water is required in the blood stream, high concentrations of ADH make the tubules more permeable. If less water is required in the blood stream, low concentrations of ADH make the tubules less permeable. This is illustrated by the flow chart below Evolutionary Adaptations in Water Regulation Some of the tutorial pages in the adaptation tutorial investigate some of the evolutionary adaptations that organisms have achieved through natural selection. This looks at Ways in which both animals and plants can be better adapted to cope with extreme environments (desert or wetlands). These changes can be behavioural, physical or anatomical, and in some way promote water regulation. Both plant and animal adaptations are investigated

Case Study: HSBC Balance Scorecard

Case Study: HSBC Balance Scorecard HSBC Holdings plc is a global financial services company in Canary Wharf, London, United Kingdom. As of 2010 it is the sixth largest bank in the world and the Financial Services Group and the company ranked eighth is a composite measure of Forbes magazine. On June 30, 2010, it had total assets of 2.418 trillion U.S. dollars, about half in Europe, fourth in the U.S. and a quarter was in Asia. HSBC Holdings plc was founded in 1991 in London by The Hong Kong and Shanghai Banking Corporation, to serve as a new group Holding Company and to allow the acquisition of British Midland Bank. The bank origins in Hong Kong and Shanghai where the branch was opened in 1865. HSBC is a universal bank. It is organized into four business segments: Commercial Banking, Global Banking and Markets (Investment Banking) Financial Services (retail banking) and Private Banking. HSBC first listing is on the London Stock Exchange and is part of the FTSE 100 Index. It has a secondary listing on the Stock Exchange of Hong Kong (which is a component of the Hang Seng Index), the New York Stock Exchange, Euro next Paris and Bermuda Stock Exchange à ¢Ã¢â‚¬Å¡Ã‚ ¬. Since August 2010, it was the largest company on the London Stock Exchange with a market capitalization of 115.8 billion pounds that had been achieved. The balanced scorecard developed in 1992, belongs to a strategic management system that includes efficient implementation and effective policies and tasks necessary to promote the companys customers, employees and management meet. The usage of the e Balanced Scorecard can actually vary depending on the structure and philosophy of the company. But in the case of HSBC, it centralizes the use of Balanced Scorecard in a single department. The Balance Scorecard may also be able to identify closely with managers and solve a variety of problems. Background and problems The research problem to be addressed: A study to analyze financial performance and management of HSBC The researcher wants to highlight: A. Financial Perspective B. Customer perspective-which is an approximation of HSBCs efforts to reach target groups C. Business Process perspective shows an alignment of key business processes from HSBC D. Lessons and prospects for growth shows an approximation of the learning curve HSBC Research Objective à ¢Ã¢â€š ¬Ã‚ ¢ The researcher wants the vision of HSBC leading operational objectives. Communicate the vision and the individual results. à ¢Ã¢â€š ¬Ã‚ ¢ The researcher wants to organize wants to commute the HSBCs Business planning, Feedback and learning and then adjusting the strategy accordingly using the balance scorecard Literature Review / Theoretical Framework HSBC is to have sustainable growth as a market leader in the overall market in financial and insurance sectors, as well as leadership in this segment. In both cases, the insurance and financial services at HSBC will play a crucial role. HSBC is able to provide overall guidance to the rule through the acquisition of other banks and financial institutions and utilities are combined into a new, large undertaking. Train their employees, business processes and introduction of new technologies will strengthen the positions of the various financing with HSBC Insurance. This means in practice in the economies of scale to be able to create a distribution network for local and international financing and insurance services. When a market is already controlled by other companies, HSBC has devoted his attention to the development of a premium segment with its funds and various insurance services (2004). HSBC aims to ensure sustainable growth, while continually improving the profitability of the company. The strategy to achieve this consists of four elements: à ¢Ã¢â€š ¬Ã‚ ¢ The struggle for leadership positions in attractive markets à ¢Ã¢â€š ¬Ã‚ ¢ Always focus on the sharing of financial and competitive segments of the insurance industry. à ¢Ã¢â€š ¬Ã‚ ¢ Work to improve business processes efficiency and reduce operational costs. à ¢Ã¢â€š ¬Ã‚ ¢ Continued growth through targeted acquisitions, if they are able to create added value for shareholders. Balanced Scorecard and HSBCs Improvement 1)Translating HSBCs vision into operational goals. The appearance of the Panel of the economy reflects the difficulty in managing the growing need for organizations, that require the effective use of valuable resources such as money, materials, equipment and people. And HSBC is no exception to them. That is why the Balanced Scorecard is used by the company to the most effective ways to use their resources through the application of methods of analysis disciplines such as mathematics, science and engineering to determine coordinate derivatives (2003). Through this process, problems with HSBC meet operational objectives in different ways and alternative solutions are then forwarded to management. Management then selects the appropriate measures in accordance with business objectives. Often, the Balanced Scorecard complex issues within HSBC and the high level strategy, resource allocation, design, production and prices and the analysis of large databases. 2) Communicate the vision and the individual results. All businesses and organizations are governed by their goals and tasks. These objectives are often considered a corporate vision or business philosophy .Therefore, some strategies are implemented to achieve these objectives, and is a key element in the characterization of a company or organization. The staff is clearly a key indicator to determine the characteristics of a business or organization. It is known to play a crucial role of human resources for HSBC differentiation and a potent source of competitiveness for the company. Thats why HSBC is constantly investing in the development of human resources, even in times of recession. But determining the extent that HSBC may want to develop human resources depends on its financial performance for a specific period of time. With the Balanced Scorecard from HSBC in the last decade has transformed operations at very low levels of writers to the success of the organization . However, budgets are also increasing at a rate faster than the gross national product. In the midst of this influence on growth and increase, managers and executives from HSBC are misled by the question: How to invest in human resource development? Certainly the answer will not be easy, especially since the actual level of expenditure is often an elusive figure, depending on the financial performance of the organization. However, the balance scorecard allows at HSBCs investment in human resources development to be determined. 3) Business Planning Operational planning is a necessary function within HSBC. In most financial and insurance companies that process is often very difficult due to the rapid evolution and the occurrence of unanticipated events. HSBC uses different methods depending on the speed of customer demand and level of financing, insurance. However, HSBC aims to change for each transaction is not: the efficiency and effectiveness Business planning by HSBC for its activities and resources will be implemented over time coordinates. This allows the company to achieve its goals with minimal resources. Business planning also enables the company to the status of their business plans at regular intervals to monitor and control operations. Planning activities of HSBC is in four elements: planning, production planning, financial planning and budgeting. The program includes the specification of the onset, duration or length, and at the end of planned activities. Work planning is to allocate the necessary staff and delegation of responsibilities and resources Financial planning is to identify the types and needs in terms of equipment. Cost planning is to determine the costs and the possibility of occurrence. 4) feed back and learning strategy and adaptations accordingly. One of the most important factors in improving HSBC is to measure the implementation and use of the Balanced Scorecard as a performance indicator and measures around customer satisfaction. These measures or indicators are measurable characteristics of products and services company that HSBC is normally used to study and improve performance. The indicators are chosen that are able to cover the essential factors that are essential for improving the operational and financial performance of HSBC. Through analysis of accurate information from monitoring processes, measures or indicators themselves may be analyzed and to increase its support for the objectives of this type. Methodology: There is certainly a need to reconcile both the inside and outside functions. While HSBCs operations management involves focusing on the usage of the balanced scorecard as its core competency with market position following its resource base, the company will be at a disadvantage if it neglects the macro and finance and the industry environment. Therefore, HSBC has to be aware of recent changes in the management of operations and changes in the political, economic, legal and demographic or develop customer outside functions such as identifying the market, the link Technology channel bonding, and monitoring. The benefits derived by HSBC, is to use the Balanced Scorecard as from higher incomes. Knowing what the market demands and trends could help the company come to fully exploit its research and development capabilities with insurance and financial services which are not only profitable but also high quality. The strategic option as a marketing tool, where attention to the proximity with customers and focus their comments. On the other side of the coin, there is a great mobilization of resources and risks associated with HSBC will be granted. However, the above option seems to be a practical strategy in the wake of globalization, because there is an abrupt change towards a more integrated global economy and independently. Key stakeholders should not object if HSBC heart of business is not threatened. Centralized control of the company activity is anticipated that key obstacles should exist in the exercise of this option, unless additional time is necessary, given the scope and duration of operations of HSBC. In the meantime, the partnership with HSBCs main competitors is ridiculous at first glance as a measure. But after careful consideration, the measure could pave the way for the company to continue to improve its management. The conclusion is that both parties are increasingly significant in this type of alliance. High performance measurement in operations management capabilities can be combined with their competitors suddenly invincible force that has transformed HSB. Another failure could be possible if one of the competitors of HSBC are in the need for alliances. However, the question remains whether HSBC might be able to implement any of these options, and if these options may be acceptable to key stakeholders. Any merger or alliance may be the exchange of knowledge. This company has always supported the approach of the Interior. It is important to note that the merger could be many implications for HSBC :values à ¢Ã¢â€š ¬Ã¢â‚¬ ¹Ãƒ ¢Ã¢â€š ¬Ã¢â‚¬ ¹and culture and resources. Key stakeholders would certainly be affected by options and must be convinced of the positive aspects. Somehow, HSBC will be able to overcome this barrier in the process of implementing the policy options above. CONCLUSION The results of the analysis carried out on the impact of the Balanced Scorecard of HSBC indicated significant effects, even under the threat of unrest. Therefore, we conclude that the management operations of HSBC is still expected to improve faster than average. The review of HSBCs operations management capabilities and resources revealed very little inconsistencies regarding its strategy in using the balanced scorecard. However, the need to reconcile both the inside-out and outside-in approaches becomes a need for HSBC. The analysis of the financial sector environment, and management of operations and functions of HSBC has shown some shortcomings, most of which are distorted to the environment. However, these gaps paved the way towards determining a number of recommended strategic options to secure the competitiveness of HSBC through the continued utilization of the balanced scorecard. In addition, HSBC,has to find a balance between the internal forces within the administration and the evolution of environmental forces so that such policy options can be implemented.

The Birth of Computer Programming Ada Augusta Byron King Countess of Lovelace :: Essays Papers

The Birth of Computer Programming Ada Augusta Byron King Countess of Lovelace In a world of men, for men, and made by men, there were a lucky few women who could stand up and be noticed. In the early nineteenth century, Lovelace Augusta Byron King, Countess of Lovelace, made her mark among the world of men that has influenced even today’s world. She was the â€Å"Enchantress of Numbers† and the â€Å"Mother of Computer Programming.† The world of computers began with the futuristic knowledge of one Charles Babbage and one Lady Lovelace, who appeared to know more about Babbage’s Analytical Engine than he himself knew. At the time of Lovelace’s discoveries, women were only just beginning to take part in the scientific world, and her love of mathematics drove her straight into the world of men. Her upbringing, her search for more knowledge, her love of mathematics, and her inherited writing abilities brought to life what we know today as computer programming or computer science. Lovelace Augusta Byron was born to the famous British poet George Gordon Byron (Lord Byron), and Anne Isabella Milbanke on December 10, 1815. Her parents marriage lasted the short time of one year, and one month after Lovelace was born, Lord Byron left. From that point in time until her death, Lovelace’s life was governed by her domineering mother. As a child, Lovelace’s tutors and governesses were all instructed to teach her the â€Å"discipline† of mathematics and music in such a way that Lovelace would never find the love of writing that her father possessed. For fear that Lovelace would develop the same mood swings and torments that her father had, Lovelace was not allowed to really read her father’s poetry. There were claims that Annabella, as her mother was called, kept Lord Byron’s poetry in a case that Lovelace could access at anytime. She was even encouraged to read the poetry later on in life, but the â€Å"discipline,† as An nabella called it, of mathematics had been instilled into Lovelace and her spark for poetry was smothered. It was by smothering Lovelace’s tendencies towards poetry that she ended up studying the women’s forbidden subjects of mathematics and science. â€Å"Undoubtedly, Lovelace was better off not attending a school where she would have been obliged to follow the typical curriculum for young ladies of her class.

Essay on Nathaniel Hawthornes Scarlet Letter - Rev. Arthur Dimmesdale is the Greatest Sinner :: Scarlet Letter essays

Arthur Dimmesdale is the Greatest Sinner in The Scarlet Letter It is strange how often other peoples' sins seem so much worse in comparison to our own. In Nathaniel Hawthorne's 1850 novel, The Scarlet Letter, Arthur Dimmesdale, an adulterate minister, seems to believe that Roger Chillingworth, the husband of his lover, is somewhat lacking in righteousness, when in fact, Arthur himself has "deeply sinned." Through his adultery, his lying, and his lack of faith, Arthur Dimmesdale wrongs more than anyone else in the novel. "'You shall not commit adultery'" (Exodus 20:14). Hester's and Arthur's mutual sin is the source of their discontentment. They wrong themselves by breaking this sixth commandment. As Hester disavows her duties to her husband, Arthur denies his duty to the people of the community who look up to him with astounding reverence. He has polluted his soul, and says it best himself: "What can a...polluted soul [effect towards] their purification?" Arthur, through his own tainted actions, leaves himself in a position to either nullify the community's notion that the Reverend is a pure and godly individual or to lie to them. For most of the story, he chose the latter. "'You shall not bear false witness...'" (Exodus 20:16) Dimmesdale casts the eighth commandment aside as he continues to impress upon the Puritan community his moral and upright façade. "Happy are you Hester, that wear the scarlet letter openly upon your bosom! Mine burns in secret!" Dimmesdale realizes his fault in hiding his sin, but his desire to repent is repeatedly overcome by his craving for public approval. His continuing falsehood led to his straying away from his relationship with God. "'You shall have no other gods before me.'" (Exodus 20:3) In the words of Martin Luther, this first commandment can be best interpreted as "We should fear, love, and trust in God above all things" (Luther's *Small* Catechism). Dimmesdale does all but exemplify this conception. Instead of placing his fate in the hands of The Almighty, Arthur allows himself to become subdued by Roger Chillingworth, who acts as a figurative enzyme to sin by taking Arthur out of his comfort zone and stressing his relationship with God.

Death and Reality in Where Are You Going, Where Have You Been? by Joyce Carol Oates :: Where Are You Going Where Have You Been

Death and Reality in "Where Are You Going, Where Have You Been?" by Joyce Carol Oates      Ã‚  Ã‚   Joyce Carol Oates' "Where Are You Going, Where Have You Been?" is about a young girl's struggle to escape reality while defying authority and portraying herself as a beauty queen; ultimately, she is forced back to reality when confronted by a man who symbolizes her demise. The young girl, Connie, is hell- bent on not becoming like her mother or sister. She feels she is above them because she is prettier. She wants to live in a "dream world" where she listens to music all day and lives with Prince Charming. She does not encounter Prince Charming but is visited by someone, Arnold Friend, who embodies the soul of something evil. Arnold Friend symbolizes "Death" in that he is going to take Connie away from the world she once knew. Even if she is not dead, she will never be the same person again, and will be dead in spirit. With the incorporation of irony, Oates illustrates how Connie's self-infatuation, her sole reason for living, is the reason she is faced with such a terrible situation possibly ending her life. Connie is only concerned about her physical appearance. She can be described as being narcissistic because "she had a quick, nervous giggling habit of craning her neck to glance into mirror or checking other people's faces to make sure her own was all right" (Oates 148). Connie wants her life to be different from everyone else's in her family. She thinks because she is prettier, she is entitled to much more. She wants to live the "perfect life" in which she finds the right boy, marries him, and lives happily ever after. This expectation is nothing less than impossible because she has not experienced love or anything like it. She has only been subjected to a fantasy world where everything is seemingly perfect. This is illustrated in the story when Connie is thinking about her previous encounters with boys: "Connie sat with her eyes closed in the sun, dreaming and dazed with the warmth about her as if this were a kind of love, the caresses of love, and her mind slipped over onto thoughts of the boy she had been with the night before and how nice he had been, how gentle, the way it was in movies and promised in songs" (151).

Brain Development Essay

At birth there are about 100 billion brain cells produced and they are beginning to connect with each other. At the first week of age, brain development starts with conception. It is important to reach the age of an infant and practice the ten principals. In the early years, young brains produce almost twice as many synapses as they will need. By age two, the number of synapses a toddler has is similar to that of an adult. By three the child has twice as many synapses as an adult. The infant brain develops through the interaction with the world around, especially the interaction with adults. At the first few months, an infant cannot response to praise or punishment. Emerging research on brain development indicates that the degree for responsive care giving that children receive as infants and toddlers positively affects the connections between neurons in the brain (Brain Cells), and the architecture of the brain itself. The first three years of life are the period of growth in all areas of a baby’s development. Consistent, responsive relationships enable infants and toddlers to develop secure attachments. Infants and Toddlers develop knowing and understanding by perceiving experiences directly with the senses. For infants to acquire the ability to comprehend this sensory information they must b able to distinguish between the familiar and the unknown; later they will begin to consider, to formulate, and to form mental images in this process of experiencing and clarifying the environment. Infants begin by exploring the world with their bodies. They internalize what they take in through their senses and display it in their physical movements. Infants gather vital information through such simple acts as mouthing, grasping, and reaching. The knowing process also involves language abilities. As young children use their senses to experience the world, they need labels to categorize and remember these experiences. By creating these labels, children increase their ability to communicate and begin to control their own behavior. These expanded abilities give young children additional opportunities to understand the world (Infant, Toddlers, and Caregiver Ninth Edition). Recent brain research supports the goal of building a total person instead of concentrating on cognitive development alone. Providing a rich environment with interesting things to do is desirable and stimulates cognitive development. But that does not work without working on physical, social, and emotional development at the same time. What make differences are the day-to-day living, the relationships, the experiences, the diapering, the feedings, the toilet training, and the free play and exploration that contribute to intellectual development. Early experiences matter, and shape brain architecture. Advances in brain research have provided great insight into how young children’s experiences have profound impact on genetic predispositions and thereby share the processes that determine whether their brains will have adaptations or maladaptations for later learning, memory, reasoning, executive functioning, expressing a full range of positive and negative emotions, socialization, behavior control and lifelong health. The thrust of this element is to close the gap between what we have learned and what we do with infants and toddlers. Experiences that prepare the developing brain to function optimally include having warm, nurturing, attentive social interactions and conscientiously buffering young children from the adverse impact of toxic stress. Lack of these kinds of experiences can have devastating, long-term effects on brain development including cognitive functioning and social-emotional competencies. For example, unpredictable or chaotic routines or lack of consistent caregivers may jeopardize children’s foundation for identity development or self regulation, or few language experiences, toys, and opportunities to explore impede the development of neural connections and pathways that facilitate learning (Essential elements of Quality-Infant-toddler Program). To deliver high quality care giving, adults need to understand and recognize key developmental processes that help them understand and support infants and toddlers. Since this essential element explicitly identifies knowledge about key developmental processes threats to them as a factor in quality infant-toddler program, three terms are defined as important pieces of a wider knowledge base about brain development that informs practice: serve and return, executive functioning and toxic stress. Serve and return is the interaction between young children and their parents and caregiver is a key to healthy brain development. It helps to create neural connections that build later cognitive and emotional skills. Executive functioning represents the cognitive skills that enable a child to focus on, hold, and think about information, filter distractions; and divert their attention to something new. The foundation for executive functioning is laid in infancy and is facilitated through early experiences. Acquiring the early building blocks of (executive functioning) skills is one of the most important and challenging tasks of the early childhood years. Toxic stress is defined as strong, frequent, and/or prolonged adversity without adequate adult support. Toxic stress disrupts brain development. While some experience with manageable stress is important for healthy development, prolonged, uninterrupted, overwhelming stress; toxic stress without the buffering relationships a child needs, can result in damaged, weakened systems and brain architecture that can have negative long-term effect (Essential Elements of Quality-Infant-Toddler Program). Environments make a difference in brain development. Environments that provide proper nutrition and regularly scheduled periods of sleep and physical activity consistently promote warm, nurturing, attentive social interaction; and conscientiously buffer young children from the adverse impacts of toxic stress. Lack of adequate nutrition, physical activity, appropriate sensory stimulation or social-emotional developmental experiences disrupt brain architecture and can have a decisively negative Impact on future development (Essential Elements of Quality-Infant-Toddler Program). Finding about the impact of early experiences on brain development highlight the importance of intervening early with highly stressed infants and toddlers and their families. Infants and children who are rarely spoken to, who are exposed to few toys, and who have little opportunity to explore and experiment with their environment may fail to fully develop the neural connections and path ways that facilitate later learning. Despite their normal genetic endowment, these children are at a significant intellectual disadvantage and are likely to require costly special education or other remedial services when they enter school. Fortunately, intervention programs that start working with children and their families at birth or even prenatally can help prevent this tragic loss of potential. While high-quality infant and toddler programs are not necessarily intervention programs. When caregiver and parenting practices are grounded in knowledge of early brain development, caregivers and parents are much more effective in providing experiences that facilitate optimal development including strong brain architecture (Essential element of Quality-Infant-Toddler Program).

Contributions to Misunderstanding Psychology Essay

Rose (1992) has accused psychology of â€Å"Engineering the Human Soul† (p. 351). This is a very odd statement for a sociologist to make because science, whether hard or social, by definition, requires conclusions to be based on use of the scientific method. Alas, the hypothesis that there is a human soul is one that that the scientific method cannot address because there is no way to provide empirical evidence that either confirms or disconfirms it. Indeed, even the phrenologists Gall and Spurzheim (discussed below), who mapped the brain into areas controlling all sorts of human attributes, found an area for â€Å"spirituality† (Myers, 2004), but not for the soul. Rose is, however, in the company of a medical internist with a Ph. D. from Yale in physical chemistry, i. e. , Collins (2007, as cited in Snyder, 2007), who has claimed there is evidence that â€Å"moral law is implanted in our brains by God† (p. 6). Nonetheless, despite psychology being unable to engineer an entity for which there is no scientific evidence, one purpose of this paper is to argue that Rose (1992), along with other critics of psychological research, has failed to recognize that the continued influence of the studies of individual differences beyond the early part of the last century, mainly the development of tests to measure intelligence, i. e. , IQ testing, has not been on psychology, but on education. Indeed, later psychological research on intelligence and cognitive development has been largely ignored in education (Perlmutter & Burrell, 1999). There is no disagreement that IQ testing had and continues to have a negative influence on education, but this paper addresses the waning of the influences of IQ testing within psychology itself not long after the development of these tests. What is psychology? Rose (1992) defined psychology as the study of individual differences, based on a â€Å"paradigmatic technique of . . . the psychological ‘test’ . . . (pp. 358-359). The goal of psychology, according to Rose, is â€Å"the isolation, intensification, and inscription of human difference† (p. 359). This definition is not the same as the one used in most textbooks on introductory psychology, where the discipline is defined as â€Å"the science of behavior and mental processes† (Myers, 2004). While psychological questions have been of interest from the time of the ancient Greek philosophers, psychology as a science did not develop until the latter part of the 19th century (Myers, 2004). Psychologists eventually conducted research in areas that began in other disciplines – and also came to be blamed for the wretched excesses of still other disciplines, notably education. In the early 19th century, phrenologists Gall and Spurzheim mapped out brain areas supposedly controlling attributes from acquisitiveness to sublimity and measured people on these attributes by feeling bumps on their heads (Myers, 2004). Despite the embarrassment phrenology caused scientists, late in the 19th century French and German neurologists, notably Brocca and Wertheimer, provided evidence of left-hemisphere dominance in tasks involving language (Deutsch & Springer, 1997). They used autopsy findings of those who suffered language deficits following strokes to areas in the left cerebral hemisphere (the dominant hemisphere for more than 90% and 70% of right- and left-handed people respectively). These findings were followed by further research on deficits in spatial abilities following strokes in the right cerebral (usually non-dominant) hemisphere (Deutsch & Springer, 1997). In the next century, researchers studied the performance of those who underwent a surgical procedure where the connecting fibers (the corpus colossus) between the two hemispheres were severed to control the spread of severe seizures (Deutsch & Springer, 1999). Later research, using equipment such as evoked potentials, was conducted using samples from the general population. The research provided evidence not that only one hemisphere was activated during performance of most tasks but evidence that one hemisphere was more activated than the other, for example, in language comprehension, the left hemisphere is more activated, but the right hemisphere also is activated in comprehending the emotional, metaphoric, and humorous content of language (Deutsch & Springer, 1997). Individual differences also were rare, for example, listening to music results in greater activation in the right than left hemisphere, except there is the reverse pattern for trained musicians (Deutsch & Springer, 1999). However, the history of research related to the cerebral hemispheres is an example of psychologists falsely being blamed for the nonsense propagated by those in education that there were left- and right-brained people – and teachers somehow were supposed to adjust their teaching for their right-brained students (Connell, 1990). In outlining the history of psychology, introductory textbooks place its beginnings in Wundt’s establishment of a laboratory in Vienna in 1879 for the purpose of applying the scientific method to the study of human mental processes: â€Å"On a December day in 1879 . . . Wundt was seeking to measure . . . the fastest and simplest mental processes. Thus began what many consider psychology’s first experiment† (Myers, 2004, p. 4). However, those in other disciplines, such as Rose (1992), seem to believe not only that psychology began – and ended – with the early work of those studying individual differences, but also that research in psychology actually is used in education. Individual Differences One important difference between the early work of neurologists on the human cerebral hemispheres described above and early work on individual differences is that the former research was based on beginning with basic or shared mental processes. Put another way, the law of parsimony is that main effects are studied prior to interactions (Kirk, 1995). The early work on individual differences in intelligence began prior to research on basic cognitive processing. Galton’s definition of intelligence (White, 2006) was based on an assumption drawn from Darwin’s evolutionary theory of the survival of the fittest, both between- and within-species (1859, as cited in Myers, 2004). Between-species, humans clearly are advantaged with superior intellect. However, if human intelligence had been defined as those characteristics that increase the probability of an individual’s survival, predominant attributes would be those related to the attainment of economic and political power. From the beginnings of civilization, world history has been a struggle for power, with members of prevailing powerful groups inhumanely dominating members of less powerful groups (Braudel & Mayne, 2003), a concept perhaps best expressed by John Travolta in Saturday Night Fever as â€Å"everybody always has to have somebody to dump on† (Wexler, 1977). Being powerful certainly does enhance one’s chances of survival, but how did anyone reach the conclusion that power was related to what we usually think of as intellect?

Analyze Attitudes Toward and Evaluate the Motivations Behind

Analyze attitudes toward and evaluate the motivations behind the European acquisition of African colonies in the period 1880 to 1914 During the late 1800’s, Europe was looking for a way to improve themselves as a whole. With growing population and a steady decline in available work, something new had to be done. Countries looked towards Africa to serve as new colonies for the Europeans in order to better their own countries. During the European acquisition of African colonies in the period 1880 to 1914 Europe’s attitude towards Africa was that Africa was the inferior race in comparison to the Europeans.With the help of a strong feeling of nationalism, Europeans were motivated to acquire new lands in order to improve their motherland’s power and economy with new available work. In the years from 1880 to 1914, Europe’s attitude towards the acquisition of Africa’s land is that the Europeans were more advanced race and felt as if it was their right as E uropeans to take the lands for themselves. This statement is supported by document 11, in which Martial Henri Merlin, the governor of French Equatorial of Africa’s speech in 1910.In this speech, Henri claims that it is the, â€Å"right of a civilized, fully developed race to occupy territories which have been left fallow by backward peoples who are plunged into barbarianism†¦ What we exercised is a right. † This speech shows the attitude of the Europeans by saying that it is the European’s right to take that land from the uncivilized people of Africa. Henri clearly views Africa as the inferior race by calling the backwards and barbarians. He also justifies his actions by calling it a right of the Europeans to do this.Another example of Europe’s attitude toward Africans is exampled by document 6 George Washington Williams in his letter to Leopold II in 1890. In this letter, it says, â€Å"When he gave the black brother a cordial grasp of the hand, th e black brother was surprised to find his white brother so strong that he nearly knocked him off his feet. † In this letter, George is demonstrating how he can use the new advancements in technology, to fool the uneducated and uninformed African people that he is stronger and more dominant.These methods were used to acquire land by making treaties with native chiefs shows Europe’s attitude and how they will do whatever they want in order to acquire more lands. The motivation behind conquering colonies in Africa starts with the opportunity to thrive economically. In document 9 from the Resolution of the German Social Democratic Party Congress 1900, it states that acquiring new lands, â€Å"†¦corresponds†¦to the greedy desire of the bourgeoisie for new opportunities to invest†¦ [in] new markets.This shows one of the motivations for colonization; to invest and open new markets in the new lands in hope to make a profit. The desire for new markets in Europe w as getting bigger and bigger now that the population was rising and jobs were becoming scarce. Colonizing new areas in Africa would lead to more imports and exports leading to more jobs which seemed appealing to most people. Supporting the idea of creating a better economy is document 4, which is a speech in 1888 by Joseph Chamberlain.In his speech he says, â€Å"We have suffered much in this country from depression of trade. We know how many of our fellow-subjects are at this moment unemployed. † This quote shows that Britain’s trade is declining with other nations and many of the people are unemployed. This is motivation for the British to colonize in Africa because with new colonies in Africa, trade would increase between Britain and the rest of Europe from the recourses Africa can provide. Colonizing in Africa would bring more money and more jobs to Europeans so it motivated people to do so.Apart from economic growth, Europeans also supported the colonization of Af rica because is made the motherland powerful. In Europe, there was no room to have countries expand their borders, meaning colonizing in Africa was the only way to do so. In Document 1, Prince Leopold II had a conversation in 1861 in which he said, â€Å"Colonies are useful, that they play a great part in that which makes up the power and prosperity of states†¦ let us strive to get one in our turn†¦to lead to progress in every sense†¦ [and] prove to the world that Belgians are an imperial people. Colonies were not only used to gain wealth but they were also a sign of power. The more land that a country can acquire, the more of a threat they can be to other countries. Gaining power is a very big motivation for Europeans to colonize Africa. In this conversation, Prince Leopold strongly suggests that Belgians should see the colonizing as a step toward domination and more power and should support the cause. Another person to encourage the colonization of Africa is Benjam in Disraeli, the British prime minister. In his speech to the House of Commons regarding the Suez Canal (doc. 0) he says, â€Å" I have always and do now recommend [colonizing] as a political transaction, and one which I believe is calculated to strengthen the empire. † Although Benjamin believes that it is not a good financial investment to purchase the land and hope for a profit, he finds that the new land will strengthen the empire by expanding its boarders to new lands in Africa. Power serves as a motivational factor because all countries want to be more powerful than its rivals and power comes from the expansion of a country’s boarders.Nationalism also contributes towards the power of a country and nationalism is displayed in document 12. Louis Bernard, a French colonial official, wrote in a memoir that he â€Å"found the image of a victorious and conquering France†¦ I was in a country of empire, an empire in which I participated instead of submitting, as it was in our annexed, Alsace and Lorraine. † Louis believes that his country is better than it is currently doing because of his strong sense of nationalism. Louis sees France as an empire which fought and didn’t surrender.He believes that France could hold more power than what it currently wields now. His motivation to see France as an empire is why France is motivated to secure parts of Africa for themselves. Through the early 20th century, countries in Europe were looking to becoming more powerful than their rivals. With this need to be better, countries looked to Africa to expand their country’s boarders in order to gain power and enhance their country’s economy. Europeans justified their actions because they saw the Africans as barbaric and backwards people and thought that it was the European’s right to take African lands.

Night World : Witchlight Chapter 2

They'd gotten a dragon. Keller's heart was pounding. Somehow, somewhere, the people of the Night World had found one and awakened him. And they'd paid him-bribed him-to join their side. Keller didn't even want to imagine what the price might have been. Bile rose in her throat, and she swallowed hard. Dragons were the oldest and most powerful of the shapeshifters, and the most evil. They had all gone to sleep thirty thousand years ago-or, rather, they had been put to sleep by the witches. Keller didn't know exactly how it had been done, but all the old legends said the world had been better off since. And now one was back. But he might not be fully awake yet. From the glimpse she'd had, his body was still cold, not much heat radiating from it. He'd be sluggish, not mentally alert. It was the chance of a lifetime. Keller's decision was made in that instant. There was no time to think about it-and no need. The inhabitants of the Night World wanted to destroy the human world. And there were plenty of them to do it, vampires and dark witches and ghouls. But this was something in another league altogether. With a dragon on their side, the Night World would easily crush Circle Daybreak and all other forces that wanted to save the humans from the end of the world that was coming. It would be no contest. And as for that little girl in there, Iliana the Witch Child, the Wild Power meant to help save humankind-she would get swatted like a bug if she didn't obey the dragon. Keller couldn't let that happen. Even as Keller was thinking it, she was changing. It was strange to do it in a public place, in front of people. It went against all her most deeply ingrained training. But she didn't have time to dwell on that. It felt good. It always did. Painful in a nice way, like the feeling of having a tight bandage removed. A release. Her body was changing. For a moment, she didn't feel like anything-she almost had no body. She was fluid, a being of pure energy, with no more fixed form than a candle flame. She was utterly†¦ free. And then her shoulders were pulling in, and her arms were becoming more sinewy. Her fingers were retracting, but in their place long, curved claws were extending. Her legs were twisting, the joints changing. And from the sensitive place at the end of her spine, the place that always felt unfinished when she was in human form, something long and flexible was springing. It lashed behind her with fierce joy. Her jumpsuit was gone. The reason was simple: she wore only clothes made out of the hair of other shapeshifters. Even her boots were made of the hide of a dead shifter. Now both were being replaced by her own fur, thick black velvet with darker black rosettes. She felt complete and whole in it. Her arms-now her front legs-dropped to the ground, her paws hitting with a soft but heavy thump. Her face prickled with sensitivity; there were long, slender whiskers extending from her cheeks. Her tufted ears twitched alertly. A rasping growl rose in her chest, trying to escape from her throat. She held it back-that was easy and instinctive. A panther was by nature the best stalker in the world. The next thing she did was instinctive, too. She took a moment to gauge the distance from herself to the black-haired boy. She took a step or two forward, her shoulders low. And then she jumped. Swift. Supple. Silent. Her body was in motion. It was a high, bounding leap designed to take a victim without an instant of warning. She landed on the dark boy's back, clinging with razor claws. Her jaws clamped on the back of his neck. It was the way panthers killed, by biting through the spine. The boy yelled in rage and pain, grabbing at her as her weight knocked him to the ground. It didn't do any good. Her claws were too deep in his flesh to be shaken off, and her jaws were tightening with bone-crushing pressure. A little blood spilled into her mouth, and she licked it up automatically with a rough, pointed tongue. More yelling. She was dimly aware that the vampires were attacking her, trying to wrench her away, and that the security guards were yelling. She ignored it all. Nothing mattered but taking the life under her claws. She heard a sudden rumble from the body beneath her. It was lower in pitch than anything human ears could pick up, but to Keller it was both soft and frighteningly loud. Then the world exploded in agony. The dragon had caught hold of her fur just above the right shoulder. Dark energy was crackling into her, searing her. It was the same black power he'd used against Winnie, except that now he had direct contact. The pain was scalding, nauseating. Every nerve ending in Keller's body seemed to be on fire, and her shoulder was a solid red blaze. It made her muscles convulse involuntarily and spread a metallic taste through her mouth, but it didn't make her let go. She held on grimly, letting the waves of energy roll through her, trying to detach her mind from the pain. What was frightening was not just the power but the sense of the dragon's mind beneath it Keller could feel a terrible coldness. A core of mindless hatred and evil that seemed to reach back into the mists of time. This creature was old. And although Keller couldn't tell what he wanted with the present age, she knew what he was focused on right now. Killing her. That was all he cared about. And of course he was going to succeed. Keller had known that from the beginning. But not before I kill you, she thought. She had to hurry, though. There almost certainly were other Night People in the mall. These guys could call for reinforcements, and they would probably get them. You can't†¦ make me†¦ let go, she thought. She was fighting to close her jaws. He was much tougher than a normal human. Panther jaws could crush the skull of a young buffalo. And right now, she could hear muscle crunching, but still she couldn't finish him. Hang on†¦ hang on†¦ Black pain†¦ blinding†¦ She was losing consciousness. For Winnie, she thought. Sudden strength filled her. The pain didn't matter anymore. She tossed her head, trying to break his neck, wrenching it back and forth. The body underneath her convulsed violently. She could feel the little lapsing in it, the weakening that meant death was close. Keller felt a surge of fierce joy. And then she was aware of something else. Someone was pulling her off the dragon. Not in the fumbling way the thugs had. This person was doing it skillfully, touching pressure points to make her claws retract, even getting a finger into her mouth, under the short front teeth between the lethal canines. No! Keller thought. From her panther throat came a short, choking snarl. She lashed out with her back legs, trying to rip the person's guts out. Afo. The voice didn't come in through Keller's ears. It was in her mind. A boy's voice. And it wasn't afraid, despite the fact that she was now scrabbling weakly, still trying to turn his stomach to spaghetti. It was concerned and anxious but not afraid. Please-you have to let go. Even as he said it, he was pushing more pressure points. Keller was already weak. Now, all at once, she saw stars. She felt her hold on the dragon loosen. And then she was being jerked backward, and she was falling. A hundred and ten pounds of black panther was landing on whoever had yanked her free. Dizzy†¦ Her vision was blurred, and her body felt like rubber. She hardly had enough strength to twist her head toward the boy who had pulled her away. Who was he? Who? Her eyes met blazing green-gold ones. Almost the eyes of a leopard. It gave Keller a jolt. But the rest of the boy was different. Dark gold hair over a rather pale and strained face with perfectly sculpted features. Human, of course. And those eyes seemed to be blazing with worry and intensity rather than animal ferocity. Not many people could look at an angry panther like that. She heard his mental voice again. Are you all right? And then, for just an instant, something happened. It was as if some barrier had been punctured. Keller felt not just his voice but his worry inside her head. She could feel†¦ him. His name†¦ Galen. And he's someone born to command, she thought. He understands animals. Another shapeshifter? But I can't feel what animal he turns into. And there's no bloodtbirstiness at all†¦. She didn't understand it, and her panther brain wasn't in the mood to try. It was grounded in the here and now, and all it wanted was to finish what she had started. She wrenched her eyes away from Galen and looked at the dragon. Yes, he was still alive but badly wounded. A little snarl worked out of Keller's throat. The vampire thugs were still alive, too; one was picking up the injured dragon and hauling him away. â€Å"Come on!† he was shouting in a voice sharp with panic. â€Å"Before that cat recovers-â€Å" â€Å"But the girl!† the second vampire said. â€Å"We don't have the girl.† He looked around. Diana was standing by a display of porcelain figures, looking just as pale and graceful as any of them. She had both hands at her throat and seemed to be in shock. The second vampire started toward her. Afo, Keller thought. But she couldn't get her legs to move. She could only lie helplessly and stare with burning eyes. â€Å"No!† a voice beside her said, out loud this time. Galen was jumping up. He got between the vampire and Diana. The vampire grinned, a particularly nasty grin. â€Å"You don't look like a fighter to me, pretty boy.† It wasn't exactly true, Keller thought. Galen wasn't pretty; he was beautiful. With that gold hair and his coloring, he looked like a prince from a storybook. A rather young and inexperienced prince. He stood his ground, his expression grim and determined. â€Å"I won't let you get to her,† he said steadily. Who the hell is this guy? Keller thought Iliana, pale and wide-eyed, glanced up at him, too. And then Keller saw her†¦ melt. Her drawn features softened; her lips parted. Her eyes seemed to quiver with light. She had been cowering away from the vampire, but now her body relaxed just a little. He certainly looked more like a champion defender than Keller had. He was clean, for one thing. Keller's fur was matted with her own blood and the dragon's. More, she couldn't help the little raspy snarls of rage and despair she was making, showing dripping teeth in a red-stained muzzle. Too bad he was about to be slaughtered. He wasn't a fighter. Keller had seen the inside of his mind, and she knew he didn't have the tiger instinct. The vampire was going to massacre him. The vampire started forward. And a voice from the front of the store said, â€Å"Hold it right there.†