Peer Advice for First Generation College Applicants

Are you the first in your family to apply to college? If so, it’s likely challenging, but you’re not alone. Take it from Valentina, a student at American University, who shares her advice on applying to college as a first generation student:As a first generation student, I am proud of my choice to attend college. Regardless of what socio-economic background you come from, education is a right. But, when you’re the first person in your family to pursue a postsecondary education, you often find many barriers in the way. The process seems a bit overwhelming, and you’re on your own. I get it. You’ve worked hard, but you aren’t sure how to begin your college search, or what is a â€Å"good fit†. Your family members want you attend your dream school, but they don’t understand how the college admissions process works or how to help. Truth to be told that’s how everyone’s feels. Even for students who have parents that attended prestigious universities find the entire process a bit tedious. So, if you’re lost and not sure where to begin, here are some tips to help you get started: 1. Find Your Best College Fit To get started, think about where you can see yourself being happy. What career goals do you have? What do you want to major in? If you’re undecided, break down your interests even further. For example, if you are interested in computers, research computer related majors. For example, the Rochester Institute of Technology offers a Computer Exploration program. The program gives students the opportunity to explore the field of computing before declaring a specific major. 2. Be Realistic Be realistic when choosing what colleges to apply to. Colleges are looking for well-rounded students who are looking to make an impact on society. Needless to say, some colleges are more competitive than others. Plan your college list wisely: consider at least two safety schools, two target schools, and two reach schools. 3. Understand Your Financial Aid Options Finances are important, but don’t limit your choices because of a school’s â€Å"ticket price.† Some private schools are extremely expensive at first sight, but may offer merit-based scholarships and grants that can reduce costs tremendously. Also keep in mind that if you are applying to any Ivy League universities (Harvard, Princeton, Yale, etc.), they can meet all of your financial needs if your family makes less than a specific income. 4. Stay Organized Keep yourself organized. Create a word document or an excel sheet with all of the universities you will apply to. There will be many deadlines you need to abide to. You will have to send transcripts, letters of recommendations, and complete applications. Make sure you give yourself enough time to plan ahead. 5. Ask for Help There is plenty of help out there! There are plenty of resources you can rely on and people you can reach out to help you throughout your admissions process. There are also plenty of scholarships you can find and apply to online to help pay for college! Talk to a guidance counselor, teacher, parent’s friend, or even email a professional. There are many resources to help you plan ahead. Remember, you’re not alone!The application process is tough. Your efforts and personality is being judged and evaluated by each university you apply to. So I just want you to remember that even through potential rejection letters you’re worth it. Just because the rest of your family never went to college doesn’t mean you shouldn’t either. If you want to pursue a higher education, you have every right to.

Gia Marie Carangi essays

Gia Marie Carangi essays When looking back on all the photos and runways Ive seen of Gia Marie Carangi, I never would have suspected her life to have been so out of control and overwhelming. Gias life didnt last long enough; but for the time she was alive, Gia experienced a lot and broke boundaries that were never thought of being broken. Gia Marie Carangi gave a new meaning to the modeling industry catch phrase girl of the moment; Gia's life was amazing and touching to everyone that knew her name. Gia's childhood was intense and dramatic. Her life experiences, beginning at a young age, were abnormal. She had a yearning for "something" while growing up. Gia Carangi grew up in Levittown, in Northeast Philadelphia, in the 1970s. She lived with her mother, father, and two older brothers. When Gia was six years old a neighborhood boy sexually abused her, but she would not speak of the abuse until she was older. When Gia was 11 years old, her parents separated. Gia's mother left the family and moved out on her own. Gia was depressed by her mother's departure and there were no other women around as a role model. When Gia was around 14, she became a wild teenager. There was a new rock band called "Bowie", which Gia and her friends were obsessed with. Gia, along with her friends, started dressing wildly, painting their faces and created crazy hair styles; all to match "Bowie". Gia stated It was a crazy time to all be in high school. I remember staying out all nig ht on a weeknight and then hailing a cab to take me straight to school from the clubs, (Fried 32). Gia became a sort of icon at school; people looked up to her. No matter if they were gay or straight, everyone fell head over heals for Gia. She had been the first crush for many, male or female. Gia found herself infatuated with women rather than men. One friend reported to say "Gia was the purest lesbian I had ever met." It...

Maryland Vital Records - Births, Deaths and Marriages

Maryland Vital Records - Births, Deaths and Marriages Learn how and where to obtain birth, marriage, and death certificates and records in Maryland, including the dates for which Maryland vital records are available, where they are located, and links to online Maryland vital records databases. Maryland Vital Records:Division of Vital RecordsDepartment of Health and Mental Hygiene6550 Reisterstown RoadBaltimore, MD 21215-0020Phone: (410) 764-3038 or (800) 832–3277 What You Need to Know:Personal check or money order should be made payable to Division of Vital Records. Call or visit the Web site to verify current fees. All requests MUST include the signature and a photocopy of a valid photo ID of the individual requesting the record. The state of Maryland does not accept payments for vital records certificates by credit card, but you can process requests with a credit card through VitalCheck. Web site: Maryland Vital Statistics Administration Maryland Birth Records: Dates: From 1898 (from 1875 in Baltimore City) Cost of copy: $24.00 Comments: Access to birth records in Maryland is restricted to the individual named on the certificate, the parent or guardian of that individual, the surviving spouse, a court-appointed guardian, or an authorized representative of the individual or a parent listed on the certificate.. With your request for a Maryland birth certificate, include as much as you can of the following: the name on the birth record being requested, date of birth, place of birth (city or county), fathers full name, mothers full name (including her maiden name), your relationship to the person whose certificate is being requested, your daytime telephone number with area code, your handwritten signature and complete return mailing address.Application for Maryland Birth Certificate * Maryland birth records more than 100 years old (from 1878 in Baltimore City and 1898 for the rest of the state) are available from the Maryland State Archives with no access restrictions. Earlier birth records (from 1865) may be available for certain counties. The fee is $12.00 for a plain copy and $25 per certified copy. Request must include the full name, approximate date of birth and county. Maryland State Archives350 Rowe Blvd.Annapolis, MD 21401Phone: (410) 260-6400Web site: Maryland State Archives Online:  Maryland Births and Christenings, 1650–1995 (free, index only) Maryland Death Records: Dates: From 1898 (from 1875 in Baltimore City) Cost of copy: $24.00 Comments: Access to death records in Maryland is restricted to surviving relatives of the deceased or their authorized representatives, and individuals who have a proven legal need. The State Vital Records Division only issues certified copies of death certificates for individuals who died from 1969 to the present. Earlier death records are available from the Maryland State Archives. With your request for a Maryland death certificate, include as much as you can of the following: the name of the deceased, date of death, place of death (city or county), your relationship to the person whose certificate is being requested, your purpose for needing the copy, your full name, current address, daytime telephone number with area code and handwritten signature.Application for Maryland Death Certificate * Maryland death records prior to 1969 (from 1878 in Baltimore City and 1898 for the rest of the state) are available from the Maryland State Archives with no access restrictions. Earlier death records (from 1865) may be available for certain counties. The fee is $12.00 for a plain copy and $25 per certified copy. Request must include the full name, approximate date of death and county. Online: Maryland Death Index, 1898-1944 (free) *Includes Baltimore City deaths back to 1875Maryland Church, Death Burial Index, 1686–1958 (free)Maryland Deaths and Burials, 1877–1992 (free, index only) Maryland Marriage Records: Dates: Varies by county Cost of Copy: Varies Comments: The state vital statistics division only issues certified copies of marriage certificates from 1990. For marriage records prior to 1990, send your request to the Clerk of Circuit Court in the county where the marriage license was issued or the Clerk of Common Pleas of Baltimore City for marriage licenses issued in the city of Baltimore. Copies of marriage records from 1777 through 1950 can also be obtained through the Maryland State Archives. Online: Maryland Marriage Records Index 1655-1850 (subscription only)Maryland Marriages, 1666–1970 (free, index only) Maryland Divorce Records: Dates: Varies by county Cost of copy: Varies Comments: Send your request to the Clerk of Circuit Court for the county where the divorce decree was granted. The Maryland State Archives also has divorce records  for Baltimore City and several counties into the 1980s for some jurisdiction. More US Vital Records - Choose a State

Mans Search for Meaning Essay Example | Topics and Well Written Essays - 1250 words

Mans Search for Meaning - Essay Example However, the 20th century revealed another image of human, less generalized and, in his drives, a more individual one. Viktor E. Frankl, mostly basing his ideas on his psychoanalytic experience in concentration camps during World War II, had developed quite opposite to Freud’s one, and more current point of view on a subject. According to Frankl, one of the key drives for human existence is finding a meaning of life. Considering human as an animal of higher order, Freud naturally generalizes drives of human life to instincts, which are common for all people, and also are inherent for all human beings. Thus, the reasons for individual to behave in particular way also originate from the â€Å"inside† of a human, because those reasons are rather inherent or based on individual’s past. Freud is known to be the â€Å"father† of psychoanalysis, and in his studying of neuroses he also believed, that the common origin for all mind disorders is a past psychological trauma. Therefore, neuroses are caused by those human desires which once in the past were repressed by individual himself (even if he was forced to repress his desires as the result of psychological trauma). This idea naturally comes from Freud’s structural model of human’s psyche, which consists of three parts. â€Å"Id† is a driving force for all human actions and behavior, and is in common for all hu man beings. â€Å"Ego† is human’s individuality, which is reasonable, and therefore establishes connections between â€Å"id† and â€Å"superego†. â€Å"Superego† is a human inner censor, who gauges actions. â€Å"Superego† is based upon issues of authorities. Yet Freud rests most of the responsibility for human behavior on that â€Å"id†, which always stays in common for all individuals while â€Å"ego† and â€Å"superego† depend on conditions very much. In his book, Man’s Search for Meaning Frankl brings next Freud’s utterance.

Human Resource Strategy Formulation Research Paper

Human Resource Strategy Formulation - Research Paper Example The information relates to customer requirements, resource constraints, regulatory issues, industry trends, and stockholder demands (Gary, 2009). The stakeholders in the strategy formulation process must have knowledge of this information in order to operationalize it. The stakeholders should know to prioritize information. The information gathered has to be structured in a meaningful way in order to be actualized. The manpower in a business is the backbone of the business, and it is necessary to have the correct team. The workforce in any business enterprise must have the will, knowledge and expertise to perform the duties and deliver the desired results. They must work in unison and should work as a team rather than as individuals (Michael, 2011). The efforts, skills, and capabilities contributed by the organization’s workforce determine the achievement of the organization. A human resource strategy aims at satisfying the customer needs. The strategy aims at setting a direction which the workforce will follow to deliver a successful and sustainable customer satisfaction. To have a human resource that is committed to delivering its results, the organization needs to have principals laid out to be followed. The managers should be concerned about the human resource issues. The human resource of the organization should be involved in all decision making levels of the organization. To ensure that customers are satisfied, the organization should develop a culture that ensures all members of staff are committed to the organization’s performance and improvement (Chris, 2010). Also, there should be a spirit of team work, cooperation and trust for better performance. Human resource is the department in any business enterprise which determines the success or failure of its operations. The human resource in any organization should be managed well and organized in a

Psychology and Teaching Assistant Essay Example for Free

Psychology and Teaching Assistant Essay 1.1 Describe the duties and responsibilities of own work role. The teaching assistant role includes working under the guidance of the teacher, supporting teaching and learning in the school nursery through group activities. I am able to devise learning activity plans also and also spontaneous learning activities which occur through play and other immediate learning activities. The learning assistant role also includes administration, wall displays, food preparation, leading activities with smaller and larger groups, and also individual work. Listening and talking with the children and offering support in social and emotional development as well as curriculum activity development. It is necessary to promote positive behaviours and deal with any negative behaviour in a professional manner. It is also necessary to promote equal opportunities, diversity and inclusion. It is necessary to build professional relationships with the children and also with other work colleagues. Assessment on a formative or summative basis is also part of the role. The teaching assistant role also includes effective safeguarding, and health and safety of the children and also the learning environment all contributes to a happy place, that is a safe and healthy place to learn within. 1.2 Explain expectations about own work role as expressed in relevant standards. There is a list of standards for school support staff depending on the role. The National Occupational Standards for Teaching Assistants offers guidance of competent performance. Some schools ask teaching assistants to complete the National Association of Professional Teaching Assistants. There are also local and national guidelines for codes of practice. 2.1 Explain the importance of reflective practice in continuously improving the quality of service provided. Reflective practice is actually reflective learning and then putting this learning into future practice. It is essential to reflect over activities and other things that have happened and work out if they worked out well, or did not work out well. Why? And what can be improved. It is a continual thinking process to strive for improvements. It is important to self-assess and assess situations by reflecting on them and then putting ideas/plans forward to progress from that event. It is good to  be able to discuss thoughts and ideas with colleagues to then identify areas of strengths and those that need further development. Reflective practice includes reflecting on own role when supporting children learning. It also includes managing children’s behaviour and planning and assessing and also feedback. Reflective practice also includes working with colleagues and other adults and professional development. 2.3 Describe how own values, belief systems and experiences may affect working practice. If the teaching assistant is a religious person, then there may be personal conflict with been expected to take part or support learners in other religions activities. If the teaching assistant has no religion, then it is likely to be easi er to support learning activities and personally be rather passive about the belief part of the religion, and just concentrate on the knowledge part of the religion. Own beliefs, and values and experiences shape the way a person is and so facing and taking part in activities about other beliefs, values and experiences can enhance learning and understanding depending on how flexible in thought and attitude the individual actually is. A person who is less flexible in thought and attitude may find that the taking part in activities of other beliefs, values and experiences can be a very challenging experience. 3.1 Evaluate own knowledge, performance and understanding against relevant standards. It is essential to reflect on learning activities that you have taken part in with the children and then compare with the national occupation of standards to see if you meet what is required. By working through and addressing areas of performance a person can begin to improve their practice. There are 69 units of the National Occupational Standards. These describe the skills and knowledge that teaching assistants need to do their job effectively. Teaching assistants and other support staff roles do not need to cover all 69, they just need to cover the ones which relate to their work environment. (see table attached regarding the relevant standards and my evaluation of own performance and understanding) 3.2 Explain how you would demonstrate use of feedback to evaluate own performance and inform development. Consider the feedback fully and then reflect on own performance to see if you can accommodate the feedback to make effective improvements to own performance to then be able to put this into further practice. Constructive feedback is best to work from and can aid professional development as well as additional training  opportunities. The assessment forms from tutor observed sessions in the workplace can highlight strengths and also areas that need some improvement. 4.1 Identify sources of support for planning and reviewing own development. Sources of support can come from other work colleagues, teaching assistants and teaching staff and also tutors if on further college courses. The planning and reviewing cycle is not unlike that of the planning and assessment cycle which a teaching assistant is part of in the working environment. There are also online materials and also books which can be used to aid learning in order to develop planning and reviewing abilities. The school system for employees would be to use formal and informal support and appraisal meetings with senior management. College staff for those on college courses can also be part of this support system. Inset/training days for staff are a way of gaining support for planning as information is pooled and new ideas and methods are put into operation. Da ta may be logged in a milestones format for reflection and further development. 4.2 Explain how you would demonstrate how to work with others to review and prioritise own learning needs, professional interests and development opportunities. The school appraisal system for employees is a way of assisting staff to consider their own professional performance on a frequent basis. This process needs to be a positive and non-threatening one to be at its most effective. A line manager may do this process for a general teaching assistant, whereas the schools SENCO is likely to do this for a teaching assistant with one to one supportive roles for a child or children with SEN. 4.3 Explain how you would demonstrate how to work with others to agree own personal development plan. A personal development plan is a plan to improve professional practice. The appraisal system and other formal and also informal feedback on a person’s professional development all contribute along with own reflective assessments of actual working experience. There will be opportunity for training in the working environment and also external training events which can be added into the personal development plan. The initial in employment training is the induction course for teaching assistants and also opportunities for other training to take place. These will cover areas such as behaviour management, SEN, and also supporting numeracy and literacy, and learning intervention schemes such as extra literacy and extra numeracy support training to be able to implement  these programmes effectively with children who need extra support. 5.1 Evaluate how learning activities have affected practice. Practice has been affected by learning activities with extended experience. Using the learning from these experiences it has helped to shape and develop abilities and new experiences have provided opportunity to try out and reflect upon. Observing and working with other colleagues have affected practice in offering ideas previously not thought of, to use and develop into own professional practice. All learning activities have provided opportunity for reflection and then personal development with copying and continuing good practice throughout. Just as the children learn from direct experience and from each other and build/scaffold on these experiences, teaching assistants also follow the same process. 5.2 Explain how reflective practice has led to improved ways of working. Reflective practice is the key to effective learning. Reflective learning is a powerful tool and can be gained from self-reflection and including feedback from others to reflect upon. It is personal assessment and this can be used to find out what went well and what needs working on. Work colleagues and training can also aid learning as we learn from each other. Observation of other more experienced staff such as other teaching assistants and the teachers can offer food for thought, and then the person can try out these newly observed methods observed to improve ways of working with learners across the school years. Reflection on good practice has led to personal development in this role by developing new ideas based on the good practice already experienced. 5.3 Show how to record progress in relation to personal development (see enclosed CV) It is a good idea to have an achievements file where all the qualifications and other awards and certificates are all placed into the file, in groups and date order. A detailed CV can also include the most essential qualifications as well as other personal information and employment and voluntary experienced logged in chronological order. I update my CV frequently and also adapt it per type of job role that I am applying for and update my achievements file and keep in in good order.

Analyzing User Requirements by the Unified Process and Total Quality Management :: essays research papers

Analyzing User Requirements by the Unified Process and Total Quality Management Summary A successful project demands a correct and thorough requirements analysis. This paper proposes a refined requirements workflow, TQM/UP, to analyze requirements systematically. This workflow integrates five management and statistical analysis tools of Total Quality Management (TQM)—Affinity diagram, Tree diagram, Brainstorming, Pareto analysis and Process Decision Program Chart (PDPC)—into the Unified Process (UP) and helps the team to analyze requirements in a more efficient way. The guidelines I provide are based on my own experiences in an IT company, Interlancer, Limited which is briefly introduced at the latter part of this paper. Educator & practitioner summary I would like to thank all of the people at UL for their support and input during this project. I give special thanks to my project advisor, Mr. John Noonan, for his support and guidance. I would also like to thank my girlfriend, for her enduring support over the past several weeks. Contents Summary 1 Educator & practitioner summary 2 1 Introduction 5 2 What are Requirements? 5 3 Capturing Requirements by UP 6 3.1 What is UP? 7 3.1.1 UP is Use-Case Driven 7 3.1.2 UP is Architecture-Centric 8 3.1.3 UP is Iterative and Incremental 8 3.2 The Life of UP 8 3.3 The Role of Requirements in the Software Life Cycle 10 3.4 Requirements Workflow in UP 10 4 A Refined Requirements Workflow: TQM/UP 13 4.1 Introduction of TQM Tools 13 4.1.1 Affinity diagram 13 4.1.2 Tree diagram 13 4.1.3 Brainstorming 13 4.1.4 Pareto analysis 14 4.1.5 Process Decision Program Chart (PDPC) 14 4.2 TQM/UP 14 4.2.1 How to Analyze the Problem? 14 4.2.2 How to Understand Stakeholder Needs? 17 4.2.3 How to Define the System? 18 4.2.4 How to Manage the Scope of the System? 19 4.2.5 How to Refine the System Definition? 20 5 A real world case: Interlancer, Limited 21 5.1 A brief introduction of Interlancer 21 5.2 TQM/UP in Interlancer 22 5.2.1 Analyze the Problem 22 5.2.2 Understand Stakeholder Needs 24 5.2.3 Define the System 27 5.2.4 Manage the Scope of the System 27 5.2.5 Refine the System Definition 28 6 Conclusion 30 Appendix: Glossary of Terms 31 List of illustrations 32 List of tables 32 References 33 1 Introduction Requirements analysis of a software system is one of the most crucial steps in the software development process. Frederick P. Brooks, Jr. has pointed out that no other part of the work so cripples the resulting system if done wrong and no other part is more difficult to rectify later than requirements analysis. The potential impact of errors in requirements is substantial: †¢ The resulting software may not satisfy users’ real needs.

Explore the dramatic Essay

Lady Capulet, mother of the young Juliet, was only about 13 when she married the older Lord Capulet. And now that Juliet has reached the age of teens where girls are meant to be ready for marriage and childbirth, she is being pushed to look for a husband, and that is arranged to be Paris. Although Juliet does not exactly despise or even dislike Paris, she does not feel comfortable marrying or attempting to get to know someone who has been forced upon her without consent from her. Although Lady and Lord Capulet might have the title of a married couple they are not close at all. Behind his back Lady Capulet makes remarks and jokes that demise Lord Capulet such as when Lord Capulet calls for a sword to fight, she laughs and says that he should instead be calling for a crutch as he is too old to fight. â€Å"A crutch, a crutch! Why call you for a sword? † But on the other hand, when Lord Capulet is violently screaming at Juliet for disobeying him and refusing to marry Paris and then threatens to throw her out of the house, Juliet looks to her mother for support but alls eh says is that she should listen to her father. And even when she asks for the nurse’s help she says that she better do what Lord Capulet says as she does not want to lose her job by going against what Lord Capulet, her employer and man of the house she works in. So although they might not agree with anything the man in charge says, they (the nurse and Lady Capulet) wouldn’t dare go against him. As a mother, Lady Capulet is not very close to Juliet at all. When she wants to get the point across that she should be prepared to marry and that she should try and get to know Paris as he is the one she should marry, she brings the nurse in to try and help her connect with Juliet and get to her as the nurse is the one who really brought up Juliet from a young age. But rather than stick up for Juliet in her case that she does not want to marry yet, nurse agrees with Lady Capulet and she even makes an old fashioned joke that embarrasses Juliet and which Lady Capulet seems to dislike and disagree with but in reality it is what Lady Capulet is trying to say. â€Å"Thou wilt fall backward when thou comest to age , wilt thou not, Jule? † This ‘joke’ is portraying that in those days women were not meant in society for much more than pleasuring the men and having babies. â€Å"It is an honour that I dream not of. † Here Juliet is summing up how she really feels about the option of marrying Paris. Although she is being polite to her mother by saying it would be â€Å"an honour† but she also makes it clear that it is not an honour that she doesn’t want to have. Then Lady Capulet starts to explain how many girls the same age or even younger than Juliet become wives and even mothers and she too was Juliet’s mother around the same age. This might seem to Lady Capulet that she is convincing Juliet that marrying is a good thing and she can do it at that young age but she could easily be making Juliet second guess the chance of getting married because she can most likely see what Lady and Lord Capulet’s relationship is like and that they are very detached from each other and are not very close as a married couple. Today the idea of getting married at an age of 13 or 14 sounds absurd and it is even illegal under today’s laws. But back in the Juliet’s time it was common and accepted that men would usually marry women much younger than them, sometimes even half their age. Women did not have many rights such as voting, they rarely went to school and any money they inherited or managed to earn if the were lucky enough to have a job would go straight to their husband or the closest man to them such as their father or brother. This was not only accepted by the men but by everyone. Women just accepted that their sole purpose was really to make babies, look after them and as sex toys. But in today’s society it is very different as women are allowed to make any choices they want, they have the same rights as men and they are allowed to choose themselves when they want to get married or have a child as long they agree with their partner. Juliet’s father’s thoughts also changed over time as at first he says to Paris that although he can give him Juliet’s hand in marriage, he must also woo her and get her to love him. As soon as their marriage is put in jeopardy when one of Paris’ kinsmen is killed, Lord Capulet is desperate to have the wedding and not have Paris shy away from Juliet so he instantly says to Paris that he can marry Juliet straight away and he comments on how they should marry three days time, as two would be too short notice. â€Å"But fettle your fine joints ‘gainst Thursday next, to go with Paris to St. Peter’s church. † This also shows that Lord Capulet is not in complete control of everything and when the marriage of Juliet and Paris is put into danger, Lord Capulet desperately fights to save the marriage to rushing it to three days time. When Romeo and Juliet first meet at Capulet’s party they instantly fall in love and they have a fatal first kiss which sends them into the turmoils of love. Afterwards, when they both find out who the other is, they realize that they are meant to be on opposite sides of a bitter family feud. â€Å"‘Tis but thy name that is my enemy; thou art thyself, though not a Matague. † Before their kiss, which Romeo is much more eager to have, Romeo and Juliet exchange words which are in the form of a sonnet, the only one in the whole story. This sole use of a sonnet accentuates the feelings in their words and importance of the scene. Romeo starts by talking about how he needs to soften Juliet with a kiss but Juliet holds back and says how in praying pilgrims pray and kiss by holding their hands against someone else’s. Romeo comments on how hat they do with their hands, they should do with their lips. â€Å"O then, dear saint, let lips do what hands do. † As Juliet tempts and holds Romeo back, the text is written in the form of a sonnet as Shakespeare tries to emphasize the deep feelings being exchanged between Romeo and Juliet. The sonnet uses rhyming to add a feeling of a poem to the text. The use of this single sonnet in the whole story also singles it out for the reader to know that it is very important and highlights a key point in the relationship of Romeo and Juliet as it is the first time they met each other. â€Å"Which mannerly devotion shows in this†¦ And palm to palm is holy palmers’ kiss. † â€Å"Ay, pilgrim, lips that they must use in prayer†¦ They pray, grant thou, lest faith turn to despair. † As shown in these alternate rhyming sentences, the text shows both Juliet’s teasing and Romeo’s eagerness. It is also rhythmic and adds flow to the conversation between the two star crossed lovers. The balcony scene is where Romeo and Juliet first express their true and deep feelings for each other. The balcony that at firsts separates Romeo and Juliet from touching each other acts as a symbol of the barriers of their family’s history against each other. The balcony scene is an intense and decisive scene in the story as it is the point from where Romeo and Juliet cannot turn away from each other. â€Å"It is the east, and Juliet is the sun. Arise, fair sun, and kill the envious moon. † When he talks of the east he is talking about how the sun (Juliet) rises and that she is the one which lights up his heart. Moon is often coincided with virginity and she, the sun, must kill the moon, or her virginity, and he is the one to help her do so. â€Å"I am too bold, ’tis not to me she speaks: two of the fairest stars in all the heaven† This could come as a certain amount of surprise to a reader as it shows how Romeo does not have incredible amounts of confidence about getting to Juliet’s heart. But then he also talks how she is a star and that she is something out of this world and when she rests her chin in her hand he wishes that his hand was her’s just so that she could get the opportunity to touch her face. â€Å"See how she leans her cheek upon her hand! O that I were a glove upon that hand, That I might touch that cheek! † As Juliet calls for Romeo she offers to give up her family name without hesitation and that her family name does not mean anything because she is in love. â€Å"And I’ll no longer be a Capulet†¦ thou art thyself, though not a Montague†¦ what’s in a name? † â€Å"With love’s light wings did I o’erperch these walls, for stony limits cannot hold love out. † Here Romeo is talking about the wall of Juliet’s house which he has to climb to get to her is like the family difference which separates Romeo and Juliet from being happy together. But Romeo explains that like the high boundaries of the wall, the family feud they are tied up in is no match for the love Romeo has and he will not be stopped from loving her. Juliet is much more cautious and nervous about Romeo being caught and facing the punishment if he does. â€Å"If they do see thee, they will murder thee. † Romeo, as shown before is much more eager to be one with Juliet while Juliet is constantly slightly holding back. While Romeo is willing to swear on anything for his love for Juliet, Juliet says they are better off if they do not swear on anything at all as it is too sudden. And when Juliet insists that she has to leave Romeo asks why she has to leave him so unsatisfied. â€Å"O wilt thou leave me so unsatisfied? † But then Juliet proposes that if Romeo wants to prove his profound love for her he should set up their marriage as soon as possible. â€Å"If that thy bent of love be honourable, thy purpose marriage, send me word tomorrow. † She also seems very reluctant to let him leave as she is forced to go back inside as she has been called for. â€Å"Good night, good night! Parting is such sweet sorrow, that I shall say good night till it be morrow. † Here, as like earlier in the balcony scene, the words of Juliet rhyme for more affect as it is a very heart felt sentence. Rhyming also shows up in the next two lines when Romeo is talking, so Shakespeare must have felt that this was an important or true moment of love between Romeo and Juliet as there was earlier in the balcony scene. The balcony scene is most likely the scene with the greatest amount of feelings being expressed which are revealed through language and forms of writing. Shakespeare does a very good job of making priorities stand out by making the language the text is written in different from text he usually writes. The sonnet is a fantastic way to capture the attention of a reader and create an atmosphere really felt between the two star crossed lovers. In the two films, the original version and the modern version, the balcony scene is portrayed in different ways but they also have many similarities. In both films, Romeo and Juliet or on opposite sides of a bitter family feud and have to endure the fighting between the two families. The modern film, as expected, is very modernised. Rather than use swords for fighting, the two families have weapons such as guns and small hand knives.

Case Study About Ebola Essay

Throughout this world over the course of centuries, there were many deadly diseases and plagues that killed people or killed an entire population. From the black plague to chickenpox, disease have a huge impact on the population and countries as a whole. Just recently, the virus, Ebola, has made its way through countries across the world and have killed many people. Some people do not know what exactly Ebola is or how it kills people, but people need to discover the importance of the disease and how we as people are preventing it. Ebola is a hemorrhagic virus, part of the virus family called Filoviridae, that consists of 5 other Ebola diseases. Ebola started in the Sudan and the Democratic Republic of the Congo with an infectious person. The infected person then spread the virus to thousands of people which lead to between 1,552 to 1,716 cases of Ebola. What causes this virus among many people are blood on a human as well as bodily fluids of infected or sick animals. Once these fluid s are in or affect the human body, the virus Ebola will infect the whole body of an individual. The symptoms of the virus Ebola are active two to three weeks after contracting the virus. Some common symptoms of Ebola are a very high fever, sore throat, muscle pain, as well as a headache. The high fever weakens the body to perform at an all time low and it is hard for the patient to move around or communicate. After the basic symptoms occur, more complex and harsher conditions come on to the patient. The patient would soon feel very sick and begin to vomit, develop a harsh rash, and develop a lot of very painful diarrhea. One scientist on the virus Ebola describes the virus: â€Å"Ebola then turns the insides of its host into jelly: you begin to vomit black junk which is basically your dissolved liver and internal organs.†. Though we live in a modern technological and medical world, there is no treatment to be found to fully cure an infected human being. Some people in the world have not fully treated the disease by tried abnormal treatments. People infected my go on oral rehydration therapy (salty/sweet water diet) or drink intravenous fluids. The virus is so deadly, that its kills nearly 50 to 90 percent of its patients infected with the virus. Because there is no treatment, there are only way to prevent the disease from starting or spreading. The way the disease can not spread or develop is by checking animals (origin of disease) for infections or making sure not fluids make contact with human skin. Along with checking animals,  humans need to wear protective gear to check, kill, and correctly dispose of the animal or people with Ebola. Many believe a quarantine has done a good job to separate the virus from virus-free people. Some people in the Congo believe that just washing the hands may prevent the virus from attacking a human. Although countries have come a long way in preventing the disease, the disease had made it was closer to other countries and has found a way into the United States. There have been a handful of United States citizens who have been affected but have been â€Å"cured†. One case has been found in Texas when a man has not realized he was infected until three weeks later. Because Ebola is a harsh, developing disease across the country and is growing concern, the United States and other coun ty’s organizations have come to fight the disease. Before the virus, Ebola, has spread into the United States and friendly countries, the United States stepped up to fight the deadly disease. The current president, Barack Obama, has taken a huge to step to help fight the disease while other foreign problems, like Isis or Syria, has started over the last couple of months. Some ways the United States has been involved in fighting the disease is by sending in thousands of soldiers. By sending in soldiers, the virus Ebola can be obtained more easily and create less of the spread. Also, the United States has also planned and announced the 22 million dollar project to create hospitals to station and help patients fight Ebola. This hospital will contain 100 beds and 500 health care providers per week. What other countries, international aid organizations, and the UN have done to fight the disease is provide health care systems. Although the health care systems are to help the patients, the systems failed miserably and collapsed under the strain of the virus, Ebola. Also, other countries like Britain, have send more than 40 troops and humanitarian staff members to help cure and c onstruct hospitals to fight the disease. At last, how do we develop health care infrastructures? One main position of creating health care infrastructures will focus on the people in poverty and helping them become distant from the disease. If we can eliminate the poverty community from Ebola, we can decrease the spread of it. At last, what we as people need to do is to donate or help out the system in which would put a huge dent and impact into cures and preventions for viruses such as Ebola. Although the disease is deadly, two principles can be applied to the deadly disease called Ebola.  Two principles that apply to the virus Ebola are human dignity and common good. Human dignity is something that can be taken away. One thing that can be taken away from Ebola patients is assisted or mandatory death. Common Good is for the benefit and interest of all. One action that benefits and interests all is to find a cure for the disease. In conclusion about Ebola, the rise of Ebola has started in our country and we need a way to find to cure Ebola around the world.

How to Achieve Happiness Essay Example

How to Achieve Happiness Essay Example How to Achieve Happiness Essay How to Achieve Happiness Essay There is a saying that states that â€Å"Money doesn’t buy happiness,† and most of the time, the response to that is: â€Å"Yeah right, whatever, keep on dreaming† or â€Å"Yes sure, but you have to admit that it helps when you have some†. Indeed, when we think about money, we either start daydreaming about the projects we will realize once we have it in our hands or we end up having nightmares about what we will be losing once it has vanished. So for sure, the common answer would be that money is definitively necessary to be happy. However, recent studies, as author Richard O’Connor (2008) claims, show that Americans with higher wages still show no sign of being happier or even worse become sadder then what they were before. If money was supposed to be the source of happiness, why do we still not stay happy when we have some? It is probably because money just represents a small part of happiness and if this is the case then that must mean that other factors are much more important in making us truly happy. As said before, money is a source of happiness for many people or at least that is what they think. It is true that when you lack money, you usually cannot take proper care of yourself. So in this particular moment, you feel like money is a major need. Indeed, like author R. O’Connor (2008) said there are two situations where money is a definite source of happiness: firstly when it â€Å"lifts you out of poverty† and secondly when it â€Å"satisfies a basic need† (p. 42). In both of these cases, money is playing a role in people’s happiness because it helps them take care of themselves. In other words, as author Michael Argyle (2008) states by the use of â€Å"Marlow’s Theory (1954),†- showed in the pyramidal graph below stating that once our basic needs were completed, we move on to higher needs that need to be accomplished in order to gain â€Å"social acceptance, self-esteem and finally self-actualization† (P. 142). Put simply, once we have taken care and paid with our money the food, water and other primary needs we needed, we can now use the rest of our time to satisfy higher-hand needs rather than to impress our neighbors by buying the new car that we always wanted but then we end up thinking about the new plasma television that we can’t afford anymore or the last telephone bill that showed up in the mail. As a matter of fact, we obtain what we want, feel happy for a while, and then go right back to the state of being unhappy again. So, we can probably say that since we have not gained all of the things we wanted, we still haven’t reached the happiness state that we think of. We still need to work more to make sure that we can get money for our children’s college fees or we have to get that promotion in order to get a trip to Hawaii. As M. Argyle (2008) mentions: â€Å"People think that what money can buy will make them happier because spending it produces short-term positive feelings or because it will increase their control over events. † (p. 144) In fact, we are deeply conditioned to believe that money is the key source of our happiness. Indeed, when thinking about our careers we are not focused on the success or the joy of obtaining something but rather on the fact that we need to have more of things that makes us feel happy for one second, namely, material possessions. However, the research contradicts this ideology. When Dan Seligman (2010) shows a survey done by Diener et al. , where they asked random people on how happy they are, the results that came out were quite a shock, since more than one-third of the people categorized as super-rich were actually less happy than the people categorized as average. You would not expect that people considered as rich would be less happy, but they are. In fact, they just prove how much we are stuck in the belief that money equals automatically happiness when it actually has no direct connection to it. So then what explains our false beliefs about money? For Dan Gilbert (2004), this is called an â€Å"Impact Bias†, where one has a tendency to â€Å"exaggerate the outcomes of the situation,† where we actually end up thinking too much and getting lost in our personal obsessions and where we end up putting importance on the wrong things. To prove this matter, Gilbert (2004) did a research based on which kind of future would be a happy one. He gave two choices: winning at the lottery or ending up being paraplegic. On a first basis, a common sense person would have made up their mind really fast and would have said that winning the lottery would definitively make someone happier. However, the results showed something completely different since both types of choices lead exactly to the same degree of happiness. In fact, both types of futures end up at the same level in happiness after a period of time, not one being higher than the other. With this research, we are proven for sure that we have a really hard belief concerning money and happiness. Indeed, we think that if we have money we will be able to take control of events or achieve better comfort or a greater materialistic security. However, we forget that, by doing so, we end up focusing on getting rich than actually on life itself and as R. O’Connor explained we end up losing track of what really makes us happy. Also, we lose precious time of our life because in the end we still end up with the same amount of happiness. Nevertheless, if money isn’t the source of happiness, what is then? Well, probably anything that we use money for and probably everything that we forget while we try to gain some. In the case of author Ruth Brown (2010), family and social interactions are far more likely to have a better effect on happiness than a wealthy financial state. In her research, she has discovered that people who are considered as â€Å"successful† obtain certain advantages such as power and prestige, yet they are still unhappy since they have to spend countless stressful time working and spend less and less time with their family or relationships. As Brown (2010) mentions â€Å"humans are social animals† and therefore it is only normal that we become less happy when we are cut away from our connections even if we still gain something out of it. In other words, we would be far better if we appreciated small things in life, even if we can’t obtain everything we could want. In the opinion of the author O’Connor (2008) we should â€Å"save money for what it is really good for† (p. 266) and use it for security, freedom and time to enjoy life, in order to appreciate little things in life. We shouldn’t stand on the materialistic view of society, but just appreciate everyday life to its fullest. He also thinks that having fewer choices would be helpful. Dan Gilbert (2004) also mentions about the fact of having less choice. He presented a survey on two different groups of Harvard students who were told to choose between two pictures, keep the picture they really liked and get rid of the other, with a few changes concerning the disposal of the picture: the first group was told that they would have to get rid of the picture they least like immediately whereas the second group was given a few days to decide on which picture to surrender. His results showed that the students, who had the choice and time to get rid of the picture, were less happy than the ones who got rid of it immediately. This result shows that we just stay in our own belief system when we can simply adapt to the situations and become happy. In fact, like Gilbert stated, we choose to be unhappy like his experience showed with 66% of the students who decided to have a choice if they were decided to get rid of the picture. The more we wonder, the more we end up depressed or obsessed about it, just like money issues. Another way to be happy according to authors Paula Moyer (2007) and Martin Seligman (2004), we should apply a process of â€Å"Positive Happiness,† meaning that we should just focus on the major meanings of life and be grateful for the small things we can accomplish with our own strength. Their research was based on different groups of students that were put on a constant work pressure. The only exception between was that some of the groups were being pushed to their limits and were given no encouragements on any types of grades they would obtain whereas some of the other groups would be encouraged and taught to be grateful and happy about each effort they made without paying attention to whether the grade was acceptable or not. The results showed that the groups who actually improved the most and where happy, even if they had failed the class, were the ones that were submitted to a positive environment and who were taught to appreciate any efforts they were able to make. With these researches, we have proof that adopting a positive attitude helps a lot in reaching a constant state of happiness, since as we have saw, the happiest groups of students were the ones that were following this psychological process. They were happy because of their will to accomplish something, not because of the fact that they were going to get a grade out of it. Like Seligman (2004) explains, if we decided to be grateful for the small things we could obtain in life, we would probably be much happier. As a conclusion, when we state that â€Å"Money is the key to happiness†, we can answer that this sentence is not true in itself. We can indeed be happy on a short-term period after spending some but we can also become depressed for a long-period of time if we think too much about it. Also, with or belief system that money is the key to happiness, we actually are not focusing clearly on what really matters to us: security, relationships, time to simply enjoy life and feel grateful about positive little events that occur every day.

Appropriate vs. Apropos vs. Apt

Appropriate vs. Apropos vs. Apt Appropriate vs. Apropos vs. Apt Appropriate vs. Apropos vs. Apt By Maeve Maddox A reader has asked for a discussion of â€Å"appropriate vs. apropos vs. apt.† All three words may be used as adjectives meaning suitable or pertinent: Your reference to â€Å"The Emperor’s New Clothes† is apropos of the way so many people conform to social expectations rather than think for themselves. I admire your apt choice of words in this article. A rating of â€Å"G† indicates that a movie is appropriate for children. Of the three adjectives, appropriate [uh-PRO-pree-it] is heard more often. Appropriate derives from the past participle of a Latin verb, a combination of ad (to) and proprius (own). Something appropriate â€Å"belongs† to someone or something. Here are some examples of current usage: How Having An Appropriate Level Of Confidence Can Better Your Life By comparing many entertainment jobs, you should be able to get a good idea of the appropriate salary. The young offender could not be questioned without an appropriate adult present Was Lohan’s courtroom attire appropriate? Note: English also has the verb appropriate [uh-PRO-pree-ATE], â€Å"to take possession of.† For example, â€Å"A section of land at St. Clements in Oxfordhas been appropriated to planning purposes to facilitate a regeneration project intended for the area.† Apt is from the Latin word aptus, â€Å"fitted, suited, appropriate.† The adjective derives from a verb meaning â€Å"to fasten, to attach.† The most common use of apt is to describe the fitness or expressiveness of language. Another meaning of apt is â€Å"ready to learn,† as in â€Å"She’s an apt student.† Sometimes apt is a synonym for likely: â€Å"Children are apt to live up to what you believe of them.† Apt can also be used in the sense of â€Å"having an unfortunate tendency, or â€Å"exposed to a risk†: Spanked kids more apt to commit crimes Study: Immigrants who live, work together less apt to learn English The adjectival use of apropos is the least common of the three. I’ve seen forum comments asserting that apropos is â€Å"never a synonym for appropriate.† A French borrowing, apropos functions more often as a preposition or as an adverb. Apropos comes from French propos, â€Å"with regard to this purpose.† As an adjective, it is a synonym for appropriate: My point is rather that it is not  apropos  in every case. The mayor called the cornflake comment â€Å"not apropos† and warned Lukaszuk to be careful of what he says. Your allusion to Josephine Tey’s bit of dialogue was very clever and funnybut not apropos As a preposition, apropos means â€Å"with reference to; concerning†: The principal remarked apropos the new regulations, â€Å"They will cost a lot to implement and do nothing to address the problem.† As an adverb, apropos is most commonly heard in the expression â€Å"apropos of nothing.† The sense is that someone’s comments or actions are completely unrelated to any previous discussion or situation. For example, â€Å"Apropos of nothing, Tom started talking about his root canal.† The usual preposition to follow apropos is of. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:15 Terms for Those Who Tell the FutureOn Behalf Of vs. In Behalf OfCharles's Pen and Jesus' Name

Meteorological Satellites Systems Essay Example | Topics and Well Written Essays - 2750 words

Meteorological Satellites Systems - Essay Example These characteristics formed the basis on which most of the theoreticians worked on to provide information about the atmosphere. However, these characteristics ware not enough to provide more precise information about the atmosphere yet such information was of great significance in predicting meteorological parameters and conditions. The introduction of computers and mathematical models resulted in an increased demand for observational data that was adequately sampled and reliable both in time and space. This was due to the fact that the atmosphere forecast models depended strongly on the initial atmosphere state that had been reached at through assumptions. Better data was needed as even after this initial information, there were still many areas that were left without atmospheric soundings that were conventional. Before the discovery of weather satellites, the weathermen work was almost impossible as they were handicapped with very limited information before them about the atmosphe res state at any time (Kidder and VonderHarr, 1995). Even after the world war period when observational networks were expanded by most of the meteorological services from different nations, the global vast land areas that were sparsely populated as well as the large areas covered by oceans remained virtually blank with regards to conventional meteorological observations. The introduction of metrological satellites was a major step towards overcoming all these deficiencies. Satellite imagery has since its discovery proved to be a vital information source in forecasting operations. The images serve various important functions in the metrological field including; a tool used for analysis mostly when dealing with data from the tropics, a vital aid during forecast conducted in short periods before rainfall, cloud, and floods, serves as an input to weather prediction  models mostly dealing with numbers so as to define initial conditions, and used to monitor forecast models.