MEDEA Essay Paper Example For Students

MEDEA Essay Paper A monolog from the play by Euripides NOTE: This monolog is republished from The Plays of Euripides in English, vol. ii. Trans. Shelley Dean Milman. London: J.M. Imprint Sons, 1922. MEDEA: O my sons!My children! ye have a city and a houseWhere, abandoning hapless me, withoutA mother ye for ever will reside.But I to different domains an outcast go,Ere any assistance from you I could derive,Or see you fortunate; the hymeneal pomp,The lady of the hour, the amiable lounge chair, for you adorn,And in these hands the aroused light sustain.How vomited am I through my own perverseness!You, O my children, I then futile have nurtured,In vain have works, and, squandered with fatigue,Suffered the pregnant ladies egregious throes.On you, in my tribulations, numerous hopesI established erst: that ye with devout careWould encourage my mature age, and on the bierExtend me after deathmuch begrudged lotOf humans; however these satisfying restless thoughtsAre disappeared now; for, losing you, a lifeOf sharpness and anguish will I lead.But concerning you, my children, with those dear eyesFated no more your mom to behold,Hence are ye hurrying to a world unknown.Why do ye look on me with such a lookOf delicacy, or wherefore grin? for theseAre your last grins. Ok pathetic, vomited me!What will I do? My goals fails.Sparkling with happiness now I their looks have seen,My companions, I can no more. To those past schemesI say farewell, and with me from this landMy youngsters will pass on. For what reason would it be advisable for me to causeA twofold part of misery to fallOn my own head, that I may lament the sireBy rebuffing his children? This will not be:Such guides I excuse. However, in my purposeWhat implies this change? Would i be able to incline toward derision,And without any potential repercussions license the foeTo scape? My most extreme mental fortitude I should rouse:For the proposal of these delicate thoughtsProceeds from an exhaust heart. My sons,Enter the majestic chateau. With respect to thoseWho consider that to be available were unholyWhile I the foreordained casualties offer up,Let them make sure. This inspired armShall never contract. Oh dear! too bad! my soulCommit not such a deed. Miserable woman,Desist and extra thy kids; we will liveTogether, they in remote domains will cheerThy banish. No, by those avenging fiendsWho abide with Pluto in the domains beneath,This will not be, nor will I ever leaveMy children to be offended by their foes.They positively amazing; at that point they must,I bore and I will kill them: tis a deedResolved on, nor my motivation will I change.Full well I realize that now the regal brideWears on her head the enchantment diadem,And in the variegated robe expires:But, rushed on by destiny, I track a pathOf articulate wretchedness, and them will plungeInto one yet increasingly pitiable. To my sonsFain would I say: O stretch forward your privilege handsYe kids, for your mom to embrace.O dearest hands, ye lips to me most dear,Engaging highlights and candid looks,May ye be fortunate, however in another world;For by the misleading behavior of your sireAre ye dispossessed of this world bestowed.Farewell, s weet kissestender appendages, farewell!And fragrant breath! I never more can bearTo look on you, my youngsters. My afflictionsHave vanquished me; I currently am well awareWhat wrongdoings I adventure on: however rage, the causeOf hardships generally heinous to the human race,Over my better explanation hath won.

Management of Organisational Change at WMC - MyAssignmenthelp.com

Question: Talk about the Management of Organizational Change at WMC. Answer: Presentation: The contextual investigation on WMC presents a few fitting initiative methodologies and abilities during execution of hierarchical changes in the organization. Sofea established the business as sole ownership where she gave her initiative abilities of driving human and money related assets to towards gaining benefits. Hayes (2014) Chapter 9 notices that the peak the executives needs to start authoritative changes. He brings up those hierarchical changes help associations to adjust to economic situations. These progressions guarantee that associations can rebuild their assets like HR and capital structure as per the new conditions. Further, Battilana, Gilmartin, Sengul, Pache and Alexander (2010) execution hierarchical changes call for two kinds of authority approaches to be specific, task arranged aptitudes and individual situated abilities. Undertaking focused abilities of administration approach as indicated by them identify with the hierarchical structure, planning and control of assets like the top administrators and the lesser workers. The pioneers following this initiative methodology underlines on propelling and supporting their groups (Battilana et al. 2010). They connect with their subordinates and supervisors about the need to realize hierarchical changes to adjust to the market circumstances. An examination of the instance of WMC shows that in introductory stage the clients buying cotton and woolen texture were happy with the procedure of giving great items at significant expenses. In any case, in the later stage during the initiative of Ryan and Mira the market circumstance changed because of passage of remote makers of woolen and cotton makers who offered these items at low costs and settled on their quality (Stoppa and Chiolerio 2014). The interest of the clients likewise changed and they were increasingly worried about getting low estimated results of second rate quality. Truth be told, a portion of the organizations were open constrained organiz ations like Walmart who were monetarily extremely solid and could offer items at low cost. WMC required to change its hierarchical model to rival these ease providers. Notwithstanding, the contextual analysis doesn't bear any proof of Ryan and Mira conveying and spurring the administrators about the need to change the model. Here it tends to be said they show definitive initiative styles since they needed to realize authoritative changes without looking for participation from the representatives. They expected the representatives including the executives to help out them without thinking about their dread and uncertainty in regards to the change. In this way, it very well may be induced that the pioneers Ryan and Mira didn't display task arranged initiative aptitudes of arranging the authoritative change and drawing in their representatives (Mohajeryami, Schwarz and Baboli 2015). Individual situated administration aptitudes involve the capacity to build up a straightforward correspondence with the partners like representatives so as to make an authoritative atmosphere steady to the hierarchical changes. Be that as it may, it very well may be pointed that for the situation investigation of WMC, the proprietors Hana, Ryan and Mira don't display these capabilities. The case bears confirmations, which show that these pioneers talked with the chiefs while they were wanting to present huge scope cluster creation procedure to trade cotton and woolen items to China, Japan and Indonesia just as to different pieces of the world (Nahavandi 2016). The case likewise calls attention to that they didn't talk with the chiefs in regards to the requirements to change the plans of action or examine about approaches to achieve those adjustments in the association. This absence of actualizing change process and picking up representative help brought about frailty among the chiefs as they were questionable about the future effects of the changes. Additionally, the firm was experiencing inadequate HR the board and appropriation of the new high innovation manageable creation should render more workers jobless. This shows Ryan and Mira needed errand situated and individual arranged aptitudes to drive authoritative changes (Lawrence and Weber 2014). Execution of hierarchical changes and adequately utilizing assignment and individual arranged initiative methodologies require certain abilities from the pioneers. The main competency pioneers ought to have to drive changes in their associations is the capacity to convey the need to realize the progressions to the workers. The pioneers having this property talk with their workers to think about their apprehensions and uncertainties in regards to the adjustments in the association (Franks et al. 2014). The case anyway doesn't bear any declaration indicating Ryan and Mira holding gatherings with their workers to examine about the procedure of the change and the impact of it on representatives. Truth be told it very well may be pointed that the workers dreaded losing their positions because of appropriation of maintainable and exceptionally propelled methods of creation. This shows Ryan and Mira did not have the administration competency of speaking with representatives to manage their feelings of trepidation and inspire them to grasp the change. The following competency the pioneers are relied upon to have so as to drive the progressions is the ability to activate the assets including representatives and cash-flow to achieve the change (Palmer and Stoll 2014). The WMC contextual analysis shows that Ryan and Mira were fruitful to assemble capital assets to gain exceptionally progressed feasible creation plants. In any case, they neglected to assemble the workers to grasp the change and in truth showed no drive to assess and address their feelings of dread. Subsequently, it tends to be said that Ryan and Mira were mostly accomplishment in demonstrating assessment and preparation when it came to capital however neglected to assemble representatives to execute the change (Azapagic et al. 2016). Hayes 2014 Chapter 16 depicts that the summit the board groups of the association require to mediate to realize hierarchical change successfully. The contextual investigation of WMC uncovers that specific intercessions are required to execute the hierarchical to economical huge scope creation. Coming up next are the intercessions expected to help Ryan and Mira improve the viability of the association: Posting on a stock trade: The contextual analysis of WMC shows that at the later stage during the initiative of Ryan and Mira, the organization began being undermined by the section of organizations like Walmart and Nike which are open constrained organization. These organizations are open organizations, which had the option to obtain tremendous sum capital from the market by gliding shares (Mohajeryami, Schwarz and Baboli 2015). This colossal capital records for their large scale manufacturing and selling of items, which permit them to diminish their expense of creation. Accordingly, they can enter outside business sectors like Malaysia and offer merchandise at low costs, hence giving the occupant organizations intense rivalry (Ahnet et al. 2014). The contextual analysis doesn't bear any proof of WMC being recorded and it shows up it stays a sole ownership organization with restricted money related assets contrasted with Walmart. Subsequently, this sole ownership organization of WMC ought to be interceded wi th an open constrained organization group and the organization ought to get recorded on a stock trade (Palmer and Stoll 2014). It shows up from the contextual investigation that the authoritative culture of WMC was not solid on the grounds that there was checked absence of correspondence and comprehension between the proprietors Ryan and Mira and the executives. The opposition from the outside minimal effort texture makers had just brought about decrease in the quantity of workers at WMC (Mohajeryami, Schwarz and Baboli 2015). The reception of exceptionally progressed and feasible enormous scope creation innovation made frenzy among the representatives to lose positions. This shows however the firm had stable business relationship with its customers, its relationship with the representatives had been penetrated. The representatives were experiencing apprehension and weakness because of the hierarchical change. Ryan and Mira didn't include the executives in all dynamic exercises related the business (Martins et al. 2016). This brought about trouble from the executives towards the result of the change. Ryan an d Mira should focus on coaching and directing the workers and guarantee them of employer stability because of the hierarchical change. They ought to build up a smooth progression of correspondence with the representatives. This will reinforce the hierarchical culture and help the workers manage their frailties and dread with respect to the change. This would empower the two proprietors to pick up worker backing to present the adjustment in the association (Mohajeryami, Schwarz and Baboli 2015). Reinforcing and extension of flexibly chain: The contextual investigation brings up that the firm, WMC was exclusively reliant on Australian providers to give it excellent fleece and cotton. This reliance on Australia exclusively prompted significant expense of bringing in crude materials from the nation. The proprietors of WMC, Ryan and Mira ought to extend their gracefully chain the executives and import fleece and cotton from different nations too (Ahnet et al. 2014). This extension of gracefully chain would empower them to procure crude materials from the makers offering them at the most monetary rates. This would assist them with lowering their expense of creation and permit them to offer the products at lower costs. This, would bring about improved intensity in the market against solid ease makers like Nike (Monczka et al. 2015). Hayes (2014) Chapter 27 depicts that associations require framing techniques to continue changes in them. The creator expresses that the pinnacle the board and center level administrators should pick up help from the lower level directors and officials. This would assist them with enforcing the progressions all the more successfully in the associations. WMC can continue change by getting worker enga

The Childrens Depression Inventory (CDI)

The Childrens Depression Inventory (CDI) Depression Childhood Depression Print The Childrens Depression Inventory (CDI) Benefits and Limitations of the CDI By Lauren DiMaria linkedin Lauren DiMaria is a member of the Society of Clinical Research Associates and childhood psychology expert. Learn about our editorial policy Lauren DiMaria Medically reviewed by Medically reviewed by Steven Gans, MD on August 05, 2016 Steven Gans, MD is board-certified in psychiatry and is an active supervisor, teacher, and mentor at Massachusetts General Hospital. Learn about our Medical Review Board Steven Gans, MD Updated on February 03, 2020 Morsa Images / DigitalVision / Getty Images More in Depression Childhood Depression Causes Symptoms Diagnosis Treatment Types Suicide In This Article Table of Contents Expand Overview Administration Reliability Interpretation   Limitations What Happens Next? View All Back To Top If your child has been diagnosed with depression or will be evaluated for depression, you may have heard of the Childrens Depression Inventory (CDI). The CDI is a tool that mental health professionals use to measure the cognitive, affective, and behavioral signs of depression in children and adolescents between the ages of 7 and 17.   The CDI is used to scale the  severity of depressive symptoms in children. It also discriminates between major depressive disorder and dysthymic disorder in children and helps practitioners distinguish between these disorders and other psychiatric conditions.   Overview The CDI was developed by Maria Kovacs in order to more easily diagnose depression in children. While depression is often thought of as an adult disorder, the Centers for Disease Control and Prevention (CDC) reports that 4.9% of children between the ages of 6 and 17 have been diagnosed with depression.?? The CDI is a self-report assessment written at a first-grade reading level, which means that your child will be given the paper and pencil assessment to complete by themselves. Other self-report assessments for identifying depression in children include the  Beck Depression Inventory  (BDI) and the Weinberg Screening Affective Scale (WSAS).   The CDI has two forms: The original 27-item version, and the 10-item short-form version, which takes between 5 and 15 minutes for the child to complete. The CDI is designed to detect symptoms of depression and to distinguish between depression and other psychiatric disorders. It can also be used as an instrument to monitor changes in depression symptoms over time. The short form of the test is generally used as a screening tool, while the long-form is used more often in the diagnosis of depression in children. What You Should Know About Childhood Depression Administration Each item in the CDI has three statements, and the child is asked to select the one answer that best describes their feelings over the past two weeks. There are five subscales within the assessment that measure different components of depression: Anhedonia (inability or decreased ability to experience joy)Negative self-esteem (the belief that you are not good at anything)Ineffectiveness (lack of motivation or inability to complete tasks)Interpersonal problems (difficulty making and keeping close relationships)Negative mood (irritability or anger) The CDI is popular in part because it is easy to administer and score. A child with age-appropriate reading abilities can complete the scale relatively quickly. Reliability The CDI has excellent psychometric properties, which means that it measures depression in children accurately and reliably when used properly. Some research indicates, however, that the test is not appropriate for children who have reading difficulties.  The CDI was tested on a large group that represents the population of children in the United States. Research has also shown that the CDI (both the full version and short version) is a valid instrument when used for screening for depression in pediatric settings.?? However, doctors working in pediatric care are advised to follow up with diagnostic assessments to rule out potential false positives.   Interpretation   Only a professional trained on the properties of the CDI can accurately interpret the results. A raw score on the test is essentially meaningless without a professionals interpretation, so parents should always discuss the meaning of the results with the professional who evaluated the child. While the CDI is good at detecting the presence of depressive symptoms, it is not the best at determining their severity. You should discuss follow-up assessments with your childs doctor to determine the best course of treatment for your child. Milder symptoms may respond well to support and self-care, while more moderate to severe symptoms may require other treatments such as medications or psychotherapy. Limitations Like other self-report assessments used in children, the CDI is vulnerable to certain limitations. For example, because children dont have the same sophistication as adults related to understanding and reporting their emotions, their responses may not reflect their true emotional state. In addition, children may be more likely than adults to attempt to give what they believe to be the desired answers rather than answers that represent their true feelings. Some researchers have also observed that children who do not have age-appropriate reading skills may receive an inaccurate  diagnosis on the basis of their CDI score. What Happens Next? The CDI is a quick and painless depression assessment for your child. While any type of test is sure to make a child nervous, you can assure your child that there are no right or wrong answers. Depressive symptoms tend to fluctuate in both children and adults. Therefore, the tests author recommends retesting any child who receives a positive score on the CDI two to four weeks after the initial test. In addition, a child who receives a positive score on the CDI should be referred for a comprehensive  evaluation by a licensed mental health professional.   If you are concerned about depression in your child, it is important to consult with your childs pediatrician or other mental health professional. It is important that childhood depression is treated quickly. How to Spot Depression in a Child

How The Christian Faith Broke Into So Many Different...

Joseph Suarez Miss Czel English II 22 March 2016 Have you ever wondered how the Christian faith broke into so many different denominations? It all started around the 16th century with a man named Martin Luther. He began a religious movement called the Protestant reformation. During this period many people and countries broke away from the Catholic faith. The countries England and Scotland were some countries that broke away and the English king, Henry VIII began the break from Catholicism and founded the church if England. Many events followed this break and some of the events became violent. These events and the break from the Catholic work influenced English and Scottish literature. Religious Controversies, such as the Gunpowder Plot in the 16th and 17th centuries, changed Catholicism in Scotland and England forever and influenced the play Macbeth. Prior to the Protestant reformation in Europe a majority of people were Roman Catholic. The pope was the ultimate authority of the people and Church and were a big influe nce on people s lives. Since Jesus was around the Church gradually gained more and more power over time. The church was both a political power and a military power in Europe. The church was basically a second government to Catholics. Catholics had to pay taxes, tithes, church fees, and payments and many more things for the church. Religion played a major part of people s lives at this point in the Church s history. This was the condition of the church atShow MoreRelatedThe First Domino Of Fall2014 Words   |  9 PagesHistory is often a series of processes. Very rarely do important changes happen out of the blue. These changes are brought about by little progressions, so the question becomes what is the first domino to fall. 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Obesity The Wild And Wonderful State Of West Virginia Essay

Obesity, and more importantly childhood obesity, is drastically effecting the United States of America and other parts of the world, more and more each day. In the last 30 years, the amount of children who are six to eleven years old have doubled, and children who are twelve to nineteen years old have more than quadrupled. (â€Å"Facts†) The wild and wonderful state of West Virginia unfortunately has the title of the 2nd highest obesity rate in the United States at 35.7% as of 2014. The childhood obesity rate in West Virginia is 14.0% for two to four year olds, 18.5% for ten to seventeen year olds, and 15.6% for high school students in general. (â€Å"WV†) There was a census conducted in 2012 that showed that greater than one-third of children were overweight or obese too. (â€Å"Facts†) There is clearly a problem with West Virginia, the United States, and the world. Even though childhood obesity increases every year and is caused by many factors, it can be preve nted. Before the causes, effects, and prevention of Childhood Obesity can be debated, there must be a clear difference made between overweight and obesity. Being overweight is the state of â€Å"having excess body weight for a particular height from fat, muscle, bone, and or water.† Being obese includes the definition of overweight, but it also includes â€Å"having excess body fat.† (â€Å"Facts†) In short, the state of being obese is worse than being in the state of overweight, and has more considerable causes and effects. Obviously,Show MoreRelatedMarketing Mistakes and Successes175322 Words   |  702 PagesELEVENTH EDITION MARKETING MISTAKES AND SUCCESSES 30TH ANNIVERSARY Robert F. Hartley Cleveland State University JOHN WILEY SONS, INC. VICE PRESIDENT PUBLISHER EXECUTIVE EDITOR ASSISTANT EDITOR PRODUCTION MANAGER PRODUCTION ASSISTANT EXECUTIVE MARKETING MANAGER ASSISTANT MARKETING MANAGER MARKETING ASSISTANT DESIGN DIRECTOR SENIOR DESIGNER SENIOR MEDIA EDITOR George Hoffman Lise Johnson Carissa Doshi Dorothy Sinclair Matt Winslow Amy Scholz Carly DeCandia Read MoreFundamentals of Hrm263904 Words   |  1056 PagesAccount Manager Training and implementation support www.wileyplus.com/accountmanager MAKE IT YOURS! Fundamentals of Human Resource Management Tenth Edition David A. DeCenzo Coastal Carolina University Conway, SC Stephen P. Robbins San Diego State University San Diego, CA Tenth Edition Contributor Susan L. Verhulst Des Moines Area Community College Ankeny, IA John Wiley Sons, Inc. Associate Publisher Executive Editor Senior Editoral Assistant Marketing Manager Marketing AssistantRead MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 PagesOrganizational Behavior This page intentionally left blank Organizational Behavior EDITION 15 Stephen P. Robbins —San Diego State University Timothy A. Judge —University of Notre Dame i3iEi35Bj! Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City Sao Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo Editorial Director: Sally Yagan Director of Editorial Services:Read MoreExploring Corporate Strategy - Case164366 Words   |  658 Pagesblockbusters. However, consumer brand loyalty may then provide defence against generic competition and prolong the product life cycle. Occasionally a brand which struggled as a prescription product can ï ¬â€šourish in the OTC sector – for example, Xenical for obesity, which appeared to be a greater issue for consumers than health care professionals. A ï ¬ nal important category of medicine is vaccines. Prophylactic vaccines often provide lifelong protection against serious diseases, preventing at least 3 million

More College Classes Should Be Taught Online Free Essays

Having taking online classes before in high school, I feel like there should be more classes available for the college level as well. Making more classes available for students in college will open more opportunities for students that may be working or that may even have children. I know that if there were more online classes available that I would take them because I work and it is hard to find class times that work into my schedule. We will write a custom essay sample on More College Classes Should Be Taught Online or any similar topic only for you Order Now I noticed before in my online classes I did earned better grades because I learn better by reading things myself rather than listening to a teacher lecture me. If I have everything I need to know right in front of me I could go back to whatever I need rather than having a teacher repeat everything I didn’t get. I also find it convenient because you can’t get as far behind for things like inclimate weather. Doubt Also with taking an online class, I found many struggles and negatives to the program. One thing that I didn’t like was when all the assignments were due at the same time at the end of the week. This made things very hard no only to get done but after working when I was time to do online class work, I had no enthusiasm to do it. So when It came to the end of the week when assignments were due and tests were to be taken I found myself cramming everything. Another disadvantage to online classes was the fact that I had no one on one time with the teacher if needed unless it was over email. There was also no group work which made it hard to see others perspectives and feedback on papers and assignments. That’s where I found myself struggling; having only mainly my parents to revise my assignments. The last thing I found frustrating was if blackboard, or any other online classroom website, was down there was not much one could do to get their assignment turned in. Those are my beliefs and doubts about college online classes. How to cite More College Classes Should Be Taught Online, Papers

Upon examining issues of mind and thought, the que Essay Example For Students

Upon examining issues of mind and thought, the que Essay stions of artificial intelligence and its capabilities become important considerations for answering the ultimate question of what thought truly is. Computerized calculation is one of the few events that is somewhat analogous to human cognitive thought, so the extension of this current technology to more advanced future applications makes it a very interesting testing area for questions into consciousness. If one concludes that the advancement from cash registers to present day computers is a step closer to human thought, then we must concede that progressing technology will bring us closer and perhaps to the very point of true cognitive skills. The dilemma left to us philosophers and scientists is to determine when a machine has reached the point of thought, or at least to create a rough guideline. A.M. Turing proposed a test to solve this problem. Named, appropriately enough, the Turing test, it contains a controversial method of testing called the imitation game. The idea is to pu t one man and one woman in two rooms and have them questioned by an interrogator in a third room. The man would try to answer questions in a way which would suggest he is a woman. The woman attempts to answer in a way to reveal the truth of the matter. If the man fools the interrogator, it is said that he can think like a woman, or, at the very least, mimic a womans responses. This game can also be played with a computer in the male slot, trying to convince the interrogator that it is human. It would follow reason that if a computer could pass this test, it could think like a human, or at least mimic one. Perhaps the abilities showcased in the test alone would not be sufficient, but Daniel C. Dennett claims that the assumption Turing was prepared to make was that nothing could possibly pass the Turing test by winning the Imitation Game without being able to perform indefinitely many other clearly intelligent actions (Dennett 93). One often cited criticism of this notion is the idea of mimicry. Imagine a program that stored an almost infinite amount of information regarding sentences and grammar and was able to spit out contextualy appropriate sentences to a wide variety of inquiries. The computer has no knowledge of what the information means; it is acting much as a parrot does. Luckily for Turing, there is no shortage of responses for this claim. First of all, as Douglas Hofstadter points outs, the number of sentences youd need to store to be able to respond in a normal way to all possible sentences in a conversation is astronomical, really unimaginable (Hofstadter 92). The computer would also have to contain a complex microprocessor to keep up with conversation in a timely and manageable fashion. It would have to be so advanced indeed that such a microprocessor might be considered a small scale brain, sorting through symbols and their meanings to form contextually valid responses. Accordingly, if such a machine existed, it would pass the Turing test and vali date the method of testing at the same time. If a machine was capable of mastering the context-sensitive language we use, it may very well have a claim to true thought. At the very least, the computer would surpass mimicry and be labeled a simulation. Human thought is so complicated and demanding that any device that attempts to duplicate it with any success would have to be a highly sensitive simulation. Any machine that passes the Turing test must have a rudimentary knowledge of the information it is using and therefore is more than parrot . Assuming this is true, we must then ask hard questions about the value of simulation. The critical claim is that any simulation is just a simulation and not a real example of what it is simulating. Hofstadter finds this fallacious, as do I. First, any simulation can reasonable defined in this context as the recreation of a natural event by an agent other than nature. This view brings up the idea of levels in simulation. A good example is Denne tts simulated hurricane in Brainstorms. From the programmers vantage point, the God spot, of course the simulation can be easily identified as such. On the level of the simulation, however, no such preordained order can be seen. Perhaps if we all had the vantage point of nature, we would see the entire physical universe as a large simulation created by natural forces. Ultimately, it would seem unfair to discriminate between two like events on the basis of what agent set them into motion. We are still left with the largest concern, however. What does the Imitation Game really prove? As far as I can tell, the Imitation Game proves nothing at all, yet it does not have to. As pointed out as the beginning of this investigation, the job of the philosopher/scientist is to create a guideline for judging the relative intelligence of machines. Some critics say that the Imitation Game played with humans lends no insight into how the male thinks. They say that the test will never prove the man can think like a woman. Even if this is true, it does not invalidate the test as applied to machines. The cognitive abilities of men and women are so close in nature that the test may indeed lend no valuable information. With a machine, however, the cognitive differences from a human can be seen easily. The Turing test may not lay down a definite line for thought, but it is valuable for relative evaluations. For example, if one machine performs almost perfectly on the test, and another performs badly, one could conclude that the first machine is closer to human thought than its failing counterpart. What the test cannot do, however, it tell us how close the better machine is to thought. The identity of the computer as conscious cannot be proved. Kishan Ballal points out that we intuitively feel that personal identity is the paradigm for all other judgments of identity, even though personal identity cannot be justified through purely rational means (Ballal 86). The sad truth is that a t present there is no way to establish conscious identity other than asking the entity and hope it doesnt lie. G.W.F. Hegel supports this theory of conscious identity, commenting that the self-contained and self-sufficient reality which is at once aware of being actual in the form of consciousness and presents itself to itself, is Spirit (Hegel 637). In the Hegelian view, the computer is the only one with the correct insight to determine if it is conscious. Could this possibly suggest that the only accurate Turing test is one a computer runs on itself? Through self-inspection, or self-interrogation if you will, the computer may be able to draw conclusions on its own condition. Now while Hegel never saw the computer in any form, even he realized the limits of a test like Turings. From Hegels point of view, there is not even a test to determine if a human is thinking or merely simulating conscious existence. Personal conscious identity is an assumption. Like other elements which form our bedrock of assumptions, Ballal says, personal identity is without proof (Ballal 86). Normally, this is not a problem. The knowledge of self-existence is clearly a priori analytic. It is a self-supporting truth, exempt from the attacks of epistemological skeptics. We can then deduce that any similar being that shares the basic physiological structure probably shares the same conscious existence. These assumptions are rarely challenged except by the highly fallacious solipsism of young children. When we examine a computer, however, the same assumptions cannot be applied. Therefore, the Turing test can only go so far, for the assumptions it rests on are small in number. We must keep in mind that the Turing test is only a tool, not a proof. The test was not designed to tell if machines can think. After all, Turing himself says that question is too meaningless to deserve discussion (Turing 57). The test is a yardstick with no predetermined end. There is no prefect score for the test; the most current machine defines the best result. As machines continue to advance, the best result will constantly grow better, stopping only when technology advances to its peak. Thus the Turning test can only answer the question Can machines think? in two ways: No if technology stops advancing, or We dont know yet if it has not stopped. Ultimately, the Turing test does have flaws and limitations, but that should not sharply downgrade its usefulness as a tool for measuring a computers cognitive abilities. As science grows in scope, more tests may be devised to gauge these abilities, but for current use, the Turing test clearly accomplishes what it was set out to do. Perhaps it does not offer a comprehensive proof, but it does lend insight into areas of science which were previously .uc8bc8b85f9c8e27d373396939bce1ed9 , .uc8bc8b85f9c8e27d373396939bce1ed9 .postImageUrl , .uc8bc8b85f9c8e27d373396939bce1ed9 .centered-text-area { min-height: 80px; position: relative; } .uc8bc8b85f9c8e27d373396939bce1ed9 , .uc8bc8b85f9c8e27d373396939bce1ed9:hover , .uc8bc8b85f9c8e27d373396939bce1ed9:visited , .uc8bc8b85f9c8e27d373396939bce1ed9:active { border:0!important; } .uc8bc8b85f9c8e27d373396939bce1ed9 .clearfix:after { content: ""; display: table; clear: both; } .uc8bc8b85f9c8e27d373396939bce1ed9 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uc8bc8b85f9c8e27d373396939bce1ed9:active , .uc8bc8b85f9c8e27d373396939bce1ed9:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uc8bc8b85f9c8e27d373396939bce1ed9 .centered-text-area { width: 100%; position: relative ; } .uc8bc8b85f9c8e27d373396939bce1ed9 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uc8bc8b85f9c8e27d373396939bce1ed9 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uc8bc8b85f9c8e27d373396939bce1ed9 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uc8bc8b85f9c8e27d373396939bce1ed9:hover .ctaButton { background-color: #34495E!important; } .uc8bc8b85f9c8e27d373396939bce1ed9 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uc8bc8b85f9c8e27d373396939bce1ed9 .uc8bc8b85f9c8e27d373396939bce1ed9-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uc8bc8b85f9c8e27d373396939bce1ed9:after { content: ""; display: block; clear: both; } READ: Why I Want to Be a Doctor Essay We will write a custom essay on Upon examining issues of mind and thought, the que specifically for you for only $16.38 $13.9/page Order now

Slavery And The American Bigot Essays - Slavery, Physiocrats

Slavery And The American Bigot Essays - Slavery, Physiocrats Slavery And The American Bigot Slavery and the American Bigot We Americans are interesting people and we have an interesting history. Slavery is part of that history. From time to time we forget just how much of part slavery plays in our history. I was reminded of that once again by the news story on the family reunion of the Thomas Jefferson family. The family of Thomas Jefferson has both white branches and black branches. Thomas Jefferson looms large in the history of our country. The humor comes not from the fact that his decedents are feuding. Who of us dont have family feuds? The humor comes from the attitudes adopted by the two different branches of this same family. Sadly one of the branches has a bigoted point of view. To me a bigot is simply a person who says there is one and only one way to look at a thing. Actually the bigot says a bit more than that. They say there is only one right way of looking at a thing. What makes that narrow is the word one. What makes it bigoted is the word right. Of course the religious bigot would say there is only one godly way of looking at a thing or an issue. The problem with looking at a thing or an issue from one single point of view is that by so doing only the simplest of things can be understood. Most things and most issues are not simple. Imagine looking at a three dimensional object from a single point of view. If we look at the front of our house we can not see the back of it with out changing our point of view. In fact if we only see our house that way we do not even realize that there is a back yard. To us from this point of view the back yard does not exist. Objects and lifes problems are too complex to be grasped from a single point of view. To restrict yourself to a single point of view dooms you to a lack of understanding. To ask others to share this single minded view is to cause bigotry. Understanding Thomas Jeffersons family tree can best be accomplished by acknowledging Sally Hemming.

Pronouncing Spanish Vowels

Pronouncing Spanish Vowels English speakers generally find the pronunciation of Spanish vowels fairly easy. Close approximations of all their sounds exist in English, and, with the exception of the E and the sometimes silent U, each of the vowels has basically one sound. The main thing to keep in mind is that in Spanish the vowels sounds are generally more distinct than they are in English. In English, any vowel can be represented by whats known as the schwa, an unstressed vowel sound such as the a in about, the ai in mountain, and the u in pablum. But in Spanish, such an indistinct sound isnt used. Although, as in most languages, the sounds of the vowels can vary slightly with the letters before and after them, in general the sound remains the same regardless of the word its in. Pronouncing the 5 Vowels First, the more or less invariable sounds: A is pronounced similarly to the a in father or the o in loft. Examples: madre, ambos, mapa. There are some speakers who sometimes pronounce the a something halfway between the a in father and the a in mat, but in most areas the first sound given is standard. See also the lesson on pronouncing the . I is pronounced similarly to the ee in feet and the e in me, although usually a little briefer. Examples: finca, timbre, mi. This letter is covered in more detail in the lesson on pronouncing the i. O is pronounced like the oa in boat or the o in bone, although usually a little briefer. Example: telà ©fono, amo, foco. See the lesson on pronouncing the o for more information. Now, the two vowels whose sound can change: E is generally pronounced like the e in met when it is at the beginning or within a word. It is pronounced similarly to the Canadian eh, kind of a shortened version of the à © in the English cafà ©, when it is at the end of the word. Sometimes it can be somewhere between those two sounds. Its not quite the sound of the English letter A, which if pronounced slowly often has an ee sound at the end, but closer to the e of met. Keep in mind that even when its at the end of the word, in a sentence it may sound more like the e of met. For example, in a phrase such as de vez en cuando, each e has approximately the same sound. Examples: cafà ©, compadre, embarcar, enero. See also the lesson on pronouncing the e. U is generally pronounced like the oo in boot or the u in tune. Do not pronounced it like the u in uniform. Examples: universo, reunià ³n, unidos. In the combinations gui and gue, as well as after q, the u is silent. Examples: guà ­a, guerra, quizs. If the u should be pronounce d between a g and i or e, an umlaut (also called a dieresis) is placed over it. Examples: vergà ¼enza, lingà ¼ista. This letter is covered in more detail in the lesson on pronouncing the u. Diphthongs and Triphthongs As in English, two or three vowels in Spanish can blend together to form a sound. The sound is basically the sound of the two or three vowels rapidly pronounced. For example, the u when followed by an a, e, i or o ends up sounding something like the w in water. Examples: cuaderno, cuerpo, cuota. The ai combination sounds something like the sound of eye. Examples: hay, airear. The i when followed by an a, e or u sounds kind of like the y in yellow.: hierba, bien, siete. And other combinations are possible as well: miau, Uruguay, caudillo. Pronouncing Y Generally, the y is pronounced the same as it would be if it were an i, as part of a diphthong. Examples: rey, soy, yacer. Some words that are derived from English and have a y at the end often retain the English pronunciation. For example, in popular songs you may hear words such as sexy and phrases such as oh baby. This letter is covered in more detail in the lesson on pronouncing the y.

Major Educational Issues in Further Education Essay

Major Educational Issues in Further Education - Essay Example All these issues are current concern to further education. Further Education has, therefore, become not only a national but also an international movement in view of its widespread global application. From among all above mentioned issues of further education, more important one appears to be specially the context of retention and achievement - its ever dynamic enhancement and persistent maintenance of higher standards. This is not possible without pupil-teachers -- at City & Guilds Certificate on Further Education Teaching Stage 2 - perfecting their teaching-learning skills. Two questions arise while writing about this matter: According to Learning and Skills Council (LSC), overall level of retention and achievement generally varies between 66 to 87 per cent among youth of 16 to 19 years (Government of United Kingdom, LSC) after due training. What is more important here is maintaining a consistent performance on the higher side of teaching and learning through dynamic and skilful efforts towards an excellent retention and achievement levels. How it is to be done S. Wallace has an interesting and revealing perspective in this matter. This author writes quite analytically: For a student teacher, or a teacher at the beginning of his or her career, it is usually (and understandably) the case that the focus of his or her anxieties, and therefore his or her planning, is upon the performance of teaching rather than upon the achievement of learning. I use the word 'performance' here advisedly, because the inexperienced or student teacher tends to envisage a lesson as a time to be filled by his or her own activity. They have to be 'teaching' all the time - which can mistakenly be taken to mean doing all the talking, making themselves the constant focus of the class, having to fill any potential silence with words. This, ironically, may mean the students have less opportunity to learn and that the teacher has no time to focus on whether they are doing so. If we remember, however, that the primary objective is about students' learning and that this, after all, is what all the teaching is for, we can begin to adjust our focus and to recognise that the careful pl anning, implementation and recording of assessment are central to what the lesson is about. It's not just about teaching; it's about learning. The teaching is only a means to that end (Wallace 64). Retention and achievement are clearly related to teaching and learning skills and maintaining quantitative alongwith qualitative levels of excellence through further education, continued and periodic updating of skills, and use of every possible tool for obtaining information, knowledge, experience and continuous self-assessment. How to impart information and knowledge is

Pros and cons to open a small business Essay Example | Topics and Well Written Essays - 1000 words

Pros and cons to open a small business - Essay Example This discussion illuminates the many advantages and disadvantages of opening a small business then briefly discusses the merits involved in the purchase of an existing business as opposed to starting one from the ground up. For a person that embodies the true entrepreneurial spirit, the chief goal and appeal of opening a small business is to create something novel, not simply in managing someone else’s conception. Because of this, beginning a business of one’s own construct is an appealing notion (Helfand, 2007). Operating one’s own business can be advantageous in many ways. First, and probably foremost is that a person can be their own boss. They are therefore able to make their own decisions and set their own hours. Nobody admonishes the owner for being late or taking an extra day’s vacation. No one tells the boss where to be and when to be there. The owner of a small business answers to no one besides the customer and even this is a choice. Unreasonable clients can be fired. The owner is not involved in petty organizational politics. No one is trying to undermine your authority or accomplishments so as to ‘climb the corporate ladder’ quicker. The owner of a s mall business is and always will be at the top. There is no ceiling on earnings potential to the owner of a small business. It is the best way to realize the ‘American dream.’ The more the business succeeds, the more profit is made and the owner decides how to distribute the earnings. Gone are the days of working for a pre-determined salary knowing that efforts made were probably making money for invisible investors who didn’t have a clue about the business nor appreciated the tremendous sacrifices that allowed it to profit. The owner of a small business has the ability to develop particular skills and knowledge needed for the growth of that business instead of having to focus on only the constrained

What Is Meant By Language Varieties?

What Is Meant By Language Varieties? Language is defined as a systematic use of sounds, gestures or symbols for communication. It has a complex system where the rules are not clearly stated and is productive as an infinite number of sentences can be produced once the rules are learned. Varieties of Language The expressions and uses of a language varies in many ways. The diagram below illustrates these language varieties : Language Varieties Participants Geographical Registers Social Historical Medium Topics Setting 1. Historical i) Old English it was descended from the languages spoken by the Germanic tribes when they invaded England around 500 AD. The various dialects spoken by these invaders formed the early English language. ii) Middle English was the result of the French influence of the Normans and lasted from 1100-1500 AD iii) Modern English is broken into early Modern English and late Modern English.The former began around the time of playwright, William Shakespeare. Late Modern English occurred around 1800 during British conquest and colonisation of other parts of the world. 2. Geographical English may be the native language of England but due to various reasons such as: colonisation, migration, globalisation, cultural, economic, etc, it had spread to other countries around the world. However, the language used in these different countries developed independently from the original language due to influences by local languages. These influences cause, among other things, the differences in the pronunciation, thus producing their distinctive accent. Some forms of these are: American English Australian English Indian English In certain regions,there are different versions of the same language called dialects. These dialects have different grammar, vocabulary and accent. Eg : Cantonese ( dialect of Mandarin); Aboriginal English (Australia). 3. Social It refers to the use of the language in terms of the social class or identity. Eg: The upper class society in Britain tend to use Received Pronunciation (RP) also known as Queens English or BBC English while others tend to use Cockney English. 4. Registers These are variations caused by : i) Setting It has a large influence in the application of English for Specific Purposes (ESP). Different industries such as Legal, IT, Food Beverage, Technical or Hotel Service has their own grammar or technical jargon. Eg : Lawyers would use formal or legal terms in the execution of their papers or court hearings whereas an electrician needs to understand technical terms to issue instructions or to describe repairs. ii) Participants The age, sex, group identity and roles will influence the language used. Age A different variety of language is used when talking to children, eg. Peekaboo than when talking to a peer. Sex Females tend to be more hyperbolic or expressive in their speech while males speech is more subdued. Roles The role we play in our day-to-day contact with others affect the way we speak. Eg ; as a spouse, colleague, parent, teacher, etc. iii) Topic Different subjects have its own specialized set of vocabulary and grammar usage. Eg : A disc jockey and a priest would use different sets of the same language to convey their messages. iv) Medium It can be visual or auditory. Visual (reading and writing) In reading, there are different degrees of formality and also more vocabulary than in listening. In writing, grammatical rules need to be applied and time is needed to interpret the written word Auditory (speaking and listening) Having good listening skills certainly helps one to pick up and improve on speaking skills, esp. in intonations, grammar or vocabulary. In speech, words are usually accompanied by body gestures to convey the message. Words spoken rarely needs to be interpreted, unlike written words. Conclusion As the usage of English language expands across the globe, influences from local cultures, language or from new discoveries in Science and Technology will evolve the language, making it more varied than ever. References: wapedia.mobi/en/Variety_(linguistics Categories: Linguistics | Varieties of English www.icalweb.com/wiki/Varieties_of_English An Introduction to International Varieties of English by L Bauer Related articles Q2. What is Communicative Competency? Communicative competence refers to a language users grammatical knowledge of syntax, morphology, phonology, etc as well as social knowledge about how and when to use utterances appropriately.(Dell Hymes,1966) The desired outcome is the ability to use the language correctly and appropriately to accomplish communication goals, not the ability to use the language exactly as a native speaker does. This outcome depends on : 1) Appropriateness in Speech Other than having knowledge of the words and rules of the language (linguistics), one must also learn not just to say what one means but to use the right words to suit the situation. The words used in to communicate with a friend may deem to be inappropriate when speaking to your headmaster. Eg : Hi! Buddy, have a jolly good day. Good Morning, Mr. Brown Speech can be classified into : Casual/Intimate Speech It is easy going and natural, mainly occurring between family, friends or people whom you are comfortable with. It may contain many omitted forms of grammar and missing words . Eg : Want tea? I go home now. You coming ?. ii) Formal Speech It is more careful but also natural. Proper word sentences and grammar rules are observed and may be used in office or court settings between employer-employee, lawyer-client, etc. iii) Ceremonial Speech It tends to be more unnatural where the rhythm and intonation are quite different from normal speech. 2) Appropriateness in Writing Competency in writing, such as knowledge of grammatical rules, spelling, etc cannot be overlooked. However, different situations dictate different styles of writing. i) Telegrams Where the main message or the gist of it has to be communicated in the shortest time, correct grammar form used may be inappropriate. ii) Essays It is formal writing where grammatical rules, semantics, spelling, etc has to be observed. iii) Poetry The poetic style of writing may not follow the grammatical rules of the language. iv) Legal Document The terms and language used have to be very formal and expressively written. 3) Appropriateness in Setting Being competent in using the language appropriately in a social setting will enable you to be understood and accepted. The setting is influenced by: i) Participant The social status, sex and age will affect the style of speech . Eg: speech use to communicate with a child is different from communicating with an adult. ii) Topic Speech used depend on the subject. Eg; words used for a recipe discussion will include ingredients, method, measures while IT skills will include computer,download,printer. In conclusion, where English is taught as a foreign or second language, it has become widely accepted that communicative competence should be the goal of language acquisition. This is unlike previous views in which linguistics competence was commonly given top priority. References: En.wikipedia.org/wiki/communicative competence www.teachingenglish.org.uk/think/knowledge-wiki/communicative competence www.nclrc.org/essentials/goalsmethods/goal.htm Section B Q1 What are the various stages of L1 acquisition? How does this knowledge help us in L2 teaching? Language is commonly defined as any means of conveying or communicating ideas and language acquisition is learning how to communicate these ideas. It is the process by which people acquire the ability to perceive, produce and apply the words to communicate. First language(L1), which is also known as native language or mother tongue is acquired naturally due to ones needs to communicate in order to fulfil his wants. Acquisition Of First Language It occurs in stages from birth. Stage 1 : Pre Speech Babies respond to speech around them more keenly than to other sounds and from birth, will learn to pay attention and distinguish the following in their environment before they speak : i) speech phonemes of the language, eg the speech sound of t and d in bat and bad; ii) intonation the rising and falling intonations iii) rhythm of speech phonological or system of speech patterns in the language used. Stage 2 : Babbling Babies begin to babble from around 3 to 4 months old. It is basically speech sounds with rising and falling intonations. These indiscriminate utterances (eg dadadaà ¢Ã¢â€š ¬Ã‚ ¦ or nananaà ¢Ã¢â€š ¬Ã‚ ¦..) do not make sense to the listener but the baby appears to understand the meaning of it. Stage 3 : One word (Holophrastic) stage At about ten months, infants start to utter their first recognizable words although: i) pronunciations may be inaccurate eg : eep for sleep ii) vocalized words may not correlate with words in the language eg meh for cat or ta for duck iii) certain words may be distorted eg goggy for doggie iv) reduplication of words eg da-da,na-na Stage 4 : Two word stage Babies are able to say mini sentences with simple semantic links from 18 months onwards. Eg : cat no (there is no cat ) At this stage, their ability to express is not as advanced as an adult. The semantic use of words are either too broad or too narrow. He may call any round item : ball or only himself and no one else boy However, these underextensions and overextensions develop and change over time. Stage 5 Multi word Stage (Telegraphic Stage): By two years, most children are able to speak in sentences of several words. These telegraphic sentence structures are made up of lexical morphemes which are grammatically incomplete. Eg No eat instead of I wont eat. Stage 6 Normal speech: By about 3 years of age, they would have acquired grammatical and functional structures of words to be able to conduct normal speech. Second language (L2) is any language learned after the first language. Unlike L1, it is normally acquired in order to integrate with the environment.and is achieved through active learning and motivation. As L2 learners follows the same stages of acquisition as L1 learners, it is beneficial if we understand and apply these stages because it will help us to educate L2 learners more effectively. Acquisition of Second Language The stages that L2 learners go through are: Stage 1 : Silent Stage In an environment which is similar to the Pre-Speech Stage of L1, they hear and learn to recognize the distinctive sounds of words and pronunciations. During this silent stage, they may not speak but can respond various ways such as pointing to an object, person or gesturing with a yes and no response. Stage 2 : Early Speech During this stage, utterances of first words (holophrastic) gradually make way to speaking a few simple words and then, simple phrases of the language. Mispronunciations are common during this stage and sentences are telegraphic in nature. Stage 3 : Speech Emergence Learners try to form sentences and will make mistakes in the grammatical structuring of the sentences. By making use of the Mean Length of Utterance (MLU), the development of the learner can be assessed by measuring the morphemes uttered. Eg Early In Between Later You eat? You eating? Are you eating? From the early stage of 2 morphemes, it develops to 3 and then finally 4 morphemes where the grammar and syntax are in order. Stage 4 Language Proficiency Learners are capable of using complex sentences and apply the acquired language to a greater extent. They can opine, discuss and most importantly, begin to think in the second language. Teachers Role In all the above stages, the teacher takes the important role of the mother where she encourages, repeats and reinforces the language. By motivating and making the learners feel secure in a conducive environment, learners will be more willing and confident to acquire a second language.

Lifespan Development and Personality Paper Essay

Adolescence, also known as â€Å"teenage years† is a time of dramatic change. This phase of life marks a developmental period that follows childhood and comes before adulthood. Adolescence is closely associated with puberty, which is also considered as a developmental milestone, particularly in the western countries. Puberty refers to the period of adolescence when a person becomes capable of reproduction (Carpenter, S. & Huffman, K., 2008). In this paper, I will discuss the various factors that affect the physical, cognitive, social, moral, and personality development of adolescents. Adolescence is a time of rapid physical growth which is illustrated by the drastic growth spurt in the height, weight and skeletal muscles. In this phase, rapid development of tests, scrotim and penis develops in adolescent boys whereas development of ovaries, uterus, and vagina occurs in adolescent girls. I believe some of the factors that lead to this rapid physical development can be held responsible to both hereditary and environmental influences. Hereditary influences are also referred to as â€Å"inherited† qualities which are passed on from the parents to the offspring. Therefore, these are also known as â€Å"nature† influences. On the contrary, environmental influences are those experiences that one gets from their surrounding environment as one grows and matures. Such influences are also referred to as â€Å"nurture†. Genetics play an important role in the physical development of an adolescent. For instance, if the parents of a child are extremely hairy, then there is a high probability that the child will also become hairy earlier in life. Also, if both the parents are tall, then there is a high probability that the child will also become taller in their puberty years. Moreover, environment also plays a major role in one’s physical development. Environment encompasses family surroundings, media influences, culture and so on. For instance, one of the Asian countries requires girls to wear metal bands around their necks from early age so that when they get into the puberty years, they can develop long and slender necks. This is so because it is considered beautiful in their culture for girls to have long and slender necks; it is a part of their culture. In addition, environmental and cultural factors such as television, internet, and media amongst others can play a major role to influence de velopment in adolescence. Adolescence is also a time of changes occurring in the development of cognition. Piaget developed a theory of cognitive development which emphasize on the four stages that children must go through. The four stages of Piaget’s stages of cognitive development are as follows: sensorimotor, preoperational, concrete operational, and formal operational stage. Since the focus of this paper is adolescence, I would discuss the formal operational stage in depth as it is developed in ages of 11 and up. Formal Operational stage can be characterized by abstract thinking, logical thought and hypothetical reasoning. In Piaget’s Formal operational stage, the children acquire the ability to think abstractly and hypothetically. In other words, children can ask themselves â€Å"what if† type of hypothetical questions, which further illustrates their ability to create and test concepts. In addition, Formal operational thinking also allows the adolescent to construct a well-reasoned argument based on hypothetical concepts and logical processes (Carpenter & Huffman, 2008). In addition to attaining the ability to think abstractly, children in this phase have very egocentric way of thinking. In other words, they cannot differentiate between what they are thinking and what others are thinking. This egocentric thought may be characterized into two ways: personal fable and imaginative audience. The factors that influence cognitive development in adolescents can be held responsible to both genetics and environmental influences. In terms of hereditary influences, if either of the two parents (biological) of the child is suffering from mental health disorder such as schizophrenia, then it is very likely that the offspring will also develop this disorder. Hence, this will in turn disrupt the development of cognitive processes such as formal operational stage in the child. Moreover, environment can also play a vital role in the cognitive development of an adolescent. For instance, if a child has grown up in a happy and a healthy environment where parents practice an authoritative parenting style then the child is more likely to reach the formal operational stage earlier and successfully in the adolescence years. Also, such an authoritative style of parenting facilitates good decision making in children. In other words, when given a choice between healthy and unhealthy behaviors such as having unprotected sex, driving experimenting with drugs and alcohol; these children are less likely to take such decisions and act on it. This is because they have  attained the formal operational stage and hence, gained the ability to think abstractly, hypothetically and logically about their decisions. Social development is studied by reflecting on the significance of attachment in ones life. Adolescent’s tend to develop strong attachments with people who are not their primary caregivers, particularly peers, teachers, social clubs, sports clubs and so on. Adolescence is a time when individuals tend to spend more time with peers than the primary caregivers. Not only that, adolescence is also a time when children group together to form cliques, intimate relationships and experiment with sexuality. The factor that affects social development is attachment. Vast amount of research has been done on the relationship between the type of attachment style formed in the younger years and the relationships formed later in the adolescent and adult life. Researchers found that an average, adolescents’ perceptions of the quality of the parent-child relationship declined consistently and moderately between age 11 and age 14. Furthermore, conflicts with parents increased and this was particularly true for girls than boys (McGue et. al, 2005). Morality can be explained as the ability to differentiate between right and wrong. Moral development also begins to develop in the adolescent years. Kohlberg, one of the most influential researchers in psychology has developed a model of moral development. His stages of development include Pre-conventional level, Conventional level and Post- conventional level. Since the focus of our paper is on adolescence, I will investigate conventional level in detail as it is developed in this age. Conventional level consist of stage 3 (good child orientation) and 4(law-and-order orientation). In Stage 3, the primary moral concern is with being nice and gaining approval. In stage 4, the individual takes into account a larger perspective-societal laws. Stage 4 individuals understand that if everyone violated laws, even with good intentions, there would be chaos. Thus, doing one’s duty and respecting law and order are highly valued (Carpenter, S. &  Huffman, K., 2008). Personality development is studied mainly with Erikson’s Psychosocial Theory of development. Erikson’s theory consists of eight stages of psychosocial development; these theories are in the following order:Stage 1 – Trust vs. MistrustStage 2 – Autonomy vs. Shame and DoubtStage 3 – Initiative vs. GuiltStage 4 – Industry vs. InferiorityStage 5 – Identity vs. Confusion (Adolescence: ages 12-20)Stage 6 – Intimacy vs. IsolationStage 7 – Generativity vs. StagnationStage 8 – Integrity vs. DespairThe stage 5 of Erikson’s theory reflects the adolescence period. Erikson claims that during this period, the individual questions and searches for their own identity and their role in society. Furthermore, he mentioned that those individuals who do not overcome the identity crisis do not form a stable identity, indulge into delinquent acts and behaviors, and have difficulty in forming and maintaining close relationships in life. Klimstra et. al (2009) examined adolescent personality maturation on the Big Five personality trait model and found that agreeableness and Emotional Stability increased during adolescence. In addition, mixed evidence was found for the increase in traits such as Extraversion and Openness. Furthermore, it was found that in terms of gender differences in the timing of adolescent personality maturation, girls tend to mature earlier than boys. Adolescence is a stage of development which occurs before adulthood and after childhood. In this stage of development, a drastic growth spurts in height, weight, and skeletal muscles. This paper mainly focused on the various aspects of the human development in adolescence. The various factors affecting physical, cognitive, social, moral, and personality development of adolescents were also discussed in this paper. References Carpenter, S. & Huffman, K. (2008). Visualizing Psychology. Hoboken, NJ: Wiley. Klimstra, T., Hale, W., Raaijmakers, Q., Branje, S., & Meeus, W. (2009, April). Maturation of personality in adolescence.Journal of Personality and Social Psychology, 96(4), 898-912. Retrieved April 19, 2009, doi:10.1037/a0014746McGue, M., Elkins, I., Walden, B., & Iacono, W. (2005, November). Perceptions of the Parent-Adolescent Relationship: A Longitudinal Investigation. Developmental Psychology, 41(6), 971-984. Retrieved April 19, 2009, doi:10.1037/0012-1649.41.6.971

Looking for Alaska - Miles Eulogy - 931 Words

Looking For Alaska Book Report – Eulogy Hello everyone. I would like to thank you all for coming to honor our friend, Alaska Young. I am Miles Halter, known to most as Pudge. I transferred to Culver Creek Boarding School from Florida to ‘seek a Great Perhaps’, to leave behind the insignificant things I was doing, to seek something that was perhaps greater. I collect people’s dying words and â€Å"I go to seek a Great Perhaps†, were the last words of Francois Rabelais, but unlike him, I did not want to wait to die to start seeking it. This school has given me very many of my firsts: first friend, first dose of mischief and the first and last girl. Alaska was the most enigmatic and mysterious person I have ever met. Every element of her†¦show more content†¦It all just felt so terribly unfair, all of it, the inarguable injustice of loving someone who might have loved you back, but can not due to deadness. I loved Alaska because she showed me both my labyrinth and my Great Perhaps – she had proved to me that it was worth it to leave my minor life for grander maybes, and now she is gone and with her my faith in perhaps. Alaska is still teaching me a lesson; the only way out of the labyrinth is to forgive. I wish Alaska had realized this too before it had to end this way. Her mother forgave her; just as I am sure Alaska forgives all of us now. You see â€Å"we are all going, nothing can last, not even the earth itself.† (John Green, Looking For Alaska) The Buddha said that suffering was caused by desire, and that the cessation of desire meant the cessation of suffering. So when you stopped wishing things would not fall apart, you would stop suffering when they did. So Alaska, I have some last words for you, Thomas Edison’s, â€Å"It’s very beautiful over there.† I do not know where there is, but I believe it is somewhere and I hope it is beautiful. After all of this I will learn no more last words because I know so many, but I will never knowShow MoreRelatedJohn green Essay example6063 Words   |  25 Pagesvideos. He won the 2006  Printz Award  for his debut novel,  Looking for Alaska,  and reached number one on a  New York Times Best Seller list  with  The Fault in Our Stars  in January 2012. Green was born in Indianapolis to Mike and Sydney Green  and his family moved three weeks after he was born  to  Orlando, Florida.  He attended Lake Highland Preparatory School  and  Indian Springs School  (which he later used as the main setting for  Looking for Alaska),  a boarding and day school outside of  Birmingham, Alabama  and

Analysis of Greek Tragedy Using the Aristotilean Model Essay

Greek tragedies, written in ancient times, are still a standard for tragedies written today. Contrary to diminishing in value over time, these tragedies have become cherished pieces of work in the sophisticated literate culture of today. However, one can not delve into these precious works of beautiful literary verse without first having background knowledge of the context they were written, and of the structure they follow. There are several terms, as well as an analysis of tragedies by Aristotle, a philosopher who experienced them firsthand. By knowing the structural basis of tragic works before reading them, one is able to better understand them and appreciate them more fully for the prized trophies of classic literature they are.†¦show more content†¦He also added background scenery. Also in development came the tone of seriousness, and the changing in rhythm to that more closely related to regular conversation speech. Aristotle, along with the history of tragedies, included an analysis of the subjects. He states the tragedy always deals with lofty subjects, characters greater than ourselves. They accomplish this all in a grand style of verse. The events in tragedies also generally all take place in a single day, regardless of how long they took in real life. All the previous descriptions of tragedy fall under the seven parts of tragedy Aristotle describes. First of all, tragedy involves mimesis, that is, it is imitation of real events. This gives credibility to the work and helps captivate the audience. Secondly, it is serious. This helps distinguish it from comedy. Tragedies also include action that is complete and with magnitude. Language in tragedies utilizes of rhythm and harmony. The rhythm and harmony should not be used throughout, however i.e. some bits are spoken while others are sung. Tragedies should be performed, not narrated, which is the context in which one must read and understand them. Finally, a tragedy should arouse emotions of pity and fear, while accomplishing catharsis, a purification or purging of these emotions. Structurally, Aristotle lists six component parts of which all tragedies must consist, and nothing else. These include the spectacle, which is the overall