Effect of music during worship sevice Term Paper

Effect of music during worship sevice - Term Paper Example This "Effect of music during worship sevice" essay outlines the role of music during praying. From the findings, music during worship is necessary since worship starts with a vocal praise and helps the worshippers enter presence with God through exalting him (Stringer, 2005). Music during worship will establish the mood thus enabling the congregation to value both faith and feelings towards the creator (White, 2010). Musical rhythms have deep personal associations for worshippers thus act as a reference point during worship (Leonard, 1990). Music during worship facilitates revelation since Christians believe that revelation that is both natural through human experience and also supernatural through praise and worship (Smith, 2004). However, majority of the Catholic respondents see music as not essential during worship and they do not necessary express their freedom through bodily movements, but through prayer (Hauerwas & Wells, 2011). From the above findings, it is clear that a major ity of the Churches incorporate music during their worship regardless of whether in an urban or rural setting. Since contemporary music is the most preferred type of music, some Christian denominations like Methodist, Baptism and Non-denominational will have to enhance the quality of the music in order to attract more congregation (Macquarrie, 2003). Music provides the worshippers with a freedom to express their deep feelings about their God through dancing, joy and lifting of hands (White, 2006). Music is a means of exhortation since some anthems and solos are purely geared at exhortation thus worshippers will be able to express their personal testimony with their God thus acting as both worshippers and the preacher (Foley & Bangert, 2000). Praise through music humbles the worshippers since it is a sign of adoration from the creator thus something dynamic usually happens in the souls of the singers (Kurtz, 2008). Music

Drinking Age Essay Example for Free

Drinking Age Essay You pack up all your belongings, say farewell to your hometown and your parents, and just like that, you start a whole new life that you have been looking forward to all your life. As you approach your first Friday night as a college freshman, you inevitably encounter the choice of going to your first college party and being able to drink without having to worry about your curfew for the first time. Needless to say, you make the decision to follow your floor-mates to a big party that they have been talking about for the whole week. Underage drinking situations like the above are common especially among college students. Underage drinking is currently determined by an MLDA, or legal minimum drinking age, of 21 throughout the United States. Despite this simple and straightforward law, however, an abundant amount of irresponsible minors tend to ignore this rule and continue to do what is ultimately an illegal action. Because of these ongoing actions, people have been questioning the law and whether or not the legal drinking age should be lowered. After a investigation of evidences and arguments, I firmly believe that the minimum legal drink age should be kept at 21 and not be lowered. Due to countless numbers of statistics, the social and physical effects, and the need to keep the younger teens away from alcohol, it is safe to conclude that keeping the drinking age at 21 is the best choice for our society. For more than 90 years, the topic of legal drinking age have surfaced and caused controversy. Because of this, there have been many modifications to the law from lowering the minimum age to 18 to giving the choice to each state to increasing the national minimum age to 21. According to an article from Economic Inquiry by Jeffrey A. Miron and Elina Tetelbaum, having all states to adopt an MLDA of 21 is regarded as an enormous contribution to life-saving effects such as decrease in driving fatalities among youths as well as in the number of binge drinking reported. When the individual states were allowed to lower their MLDA from 21 to 18 between 1970 and 1976, there were studies that â€Å"claimed that traffic collisions and fatalities were increasing in states that lowered their MLDA†. This helps to support the assertion that lowering the MLDA didn’t do much in lowering the number of traffic-related accidents, although it doesn’t directly prove the fact that lowering the drinking age causes accidents. However, Dee, who uses state-level panel data and controls for state fixed effects, prove the point that there is a direct correlation between the MLDA and the rate of traffic incidents. After years of studying the effects of different MLDA’s, he confirmed that having an MLDA of 21 as a matter of fact reduces total traffic fatalities among 18-20 year olds by about 11%. Not only were there findings in the reduction of traffic fatalities with an increased MLDA of 21, but there were also evidences that it helps to reduce the number of teen binge drinking as well. An article from the Journal of American College Health indicated that cases of binge drinking, which is defined as five consecutive shots for men and 4 consecutive for women, has been reported more frequently among college students living in dorms. However, according to the Economic Inquiry, moving away from MLDA 18 has been said to be associated with a reduction in heavy teen drinking of 8. 4%. They found that â€Å"nationwide increases in the MLDA†¦reduced youth drinking by about four percent relative to pre-existing levels† (Miron). Overall, these findings in statistics help with the assertion that the drinking age should be kept at 21 for the minors’ safeties. In addition to these statistics, there are also social reasons behind why the underage population should be forbidden to drink until they are 21. According to an article on the American Journal of Public Health, influences in underage drinking are contributing factors in unintentional social and health causes, such as sexual assault, violence, crime, overdose, and other related high-risk behavior. Since minors have not been fully developed as adults mentally, they are more likely to make irresponsible actions when intoxicated. This may lead to undesirable affects that could potentially influence them for the rest of their lives, and hence actions need to be done in order to keep minors from the alcoholic influence. Also in opposition, there is no scientific evidence made to date that suggests â€Å"a lower minimum drinking age would create conditions for responsible drinking or would lead young adults ages 18-20 years to make healthy decisions about drinking† (Wechsler). Therefore, we have no solid claim to support the MLDA of 18, whereas we have more than enough justifications in saying that the MLDA should be kept at 21. Lastly, my stance on the minimum drinking age is supported by the mere fact that having a lower drinking age will only cause the younger generations to be introduced to alcoholic beverages. An article from the Economic Inquiry points out â€Å"when the MLDA is 18, more high school students have access to alcohol through peer networks†. It is an inevitable circumstance that if the MLDA lowers down to 18, typical high school seniors will have access to alcohol; this can only mean that alcohol will be more accessible to high school underclassmen than if the MLDA is 21. This also means that, according the to the article, the law enforcement will have to monitor the drinking behavior of individuals aged 17 years and possibly younger—not only should this be an unnecessary action for law enforcement, but this is also a situation that everyone should be concerned about. Giving teens easier access to alcohol will only deter them from growing to their full potential. The higher the MLDA, the less likelihood we have that the younger generation will have access to alcohol. That way, we will also have the benefit of a possible reduction in alcohol-related traffic fatalities and binge drinking rates among youths as well as prevention of them being socially and physically influenced by alcohol. Therefore, it makes more sense to keep the MLDA AT 21 if we do not want the younger generations to have easier access to alcohol. Underage drinking—you see it everywhere and hear about it every time. Having to listen to the news on the most recent car accident caused by a drunk minor should not have to be a common thing if we implement the right actions. Many statistics out there evidently show that having a lower MLDA has a direct correlation to a higher chance of alcohol-related traffic fatalities as well as the rate of binge drinking amongst youths. Studies also show that underage drinking may lead to serious health or social causes to the minor, some of which include sexual assault, violence, and overdose. Lastly, lowering the MLDA will only help the younger generations to have access to alcohol due to their high school peers. Overall, I believe that the safest and the best choice for our society is to keep the MLDA at 21 and not be any lowered than it is now. As the future leaders of the world, I believe that youths and minors should be grown in the safest, healthiest, and the most influence-free environment that will help them grow to their full potential when they can.

Free Surface Energy of Polymers

Free Surface Energy of Polymers Free surface energy of polymers. Poly(itaconate)s and poly(methacrylate)s Ligia Gargallo1, Claudia Aguirre2, Angel Leiva2, Deodato Radic Abstract: The free surface energy (SE) for a series of mono and diesters derived from poly(itaconic) acid, was determined by wettability measurements and estimated by theoretical calculations from Sugden’s Parachor. For these polymers it was observed a decreaseing in the free surface energy as the size of the chain of the alkyl groups in monoitaconates and diisoalkylitaconates increases. However, it did not allow to get values of the free surface energy comparable with experimental values, exception was for poly(2-chloroethyl diitaconate) and poly(3-chloropropyl diitaconate) where the experimental and theoretical variation was comparable. It means that the Sugden method match well for these polymers. Additionally, it was determined the free surface energy for some polymers from poly(methacrylic acid) derivatives, specifically poly(phenyl methacrylate)s (PPhMA). For these systems a decreasing in the free surface energy is observed, when a fluorine atom was introduced into the p henyl group. In general there was not a good correlation between experimental values and those estimated through the theoretical calculations. The influence of polymeric film thickness and topography on the determination of contact angle was studied for poly(phenylmethacrylate)s. The results show that the film thickness to determine contact angle must be over 254 A °. 1. Introduction In general it is very well known that due to the lack of surface mobility, the surface tension of a solid phase is too different to a liquid phase. So that, it is not possible to measure directly the surface tension of a solid phase, as it is the case of a liquid phase. It had been used several independent approximations to estimate the surface tension on a given system surface solid, being the measurement of contact angle the most practical way[1-11 ]. The surface of a solid, as well as of a liquid, has an additional free energy, but due to this lack of mobility in the surface of solids this energy is not possible to measure directly. [12] It means that the free surface energy can be estimated by wettability measurements in an indirect way, as shown in Figure 1. [13,14] An approximation to estimate the surface energy of solids is based on the interpretation of contact angle of sesil drop. Figure 1. Sesil drop over a solid surface. The arrows represent the surface energies when they are explained like forces of surface tension. From the schematic representation on Figure1, and considering the equilibrium state, the Young’s equation is obtained. This equation establishes a relationship between the contact angle and the three surface tensions: (2) where: ÃŽ ¸ is the contact angle, à ¯Ã‚ Ã‚ §s à ¯Ã¢â€š ¬Ã‚  is the surface energy of solid-vapor interface, à ¯Ã‚ Ã‚ §sl is the surface energy solid-liquid interface and à ¯Ã‚ Ã‚ §l the surface energy at liquid-vapor interface. The dispersion force and polar contribution to SE, ÃŽ ³d and ÃŽ ³p, respectively, can be calculated by using the Owens, Wendt and Kaelble method. [15-17] The aim of this work is to obtain information about the free surface energy of several polymers with different chemical structures and various side chains. It was also interesting to clarify the inflence of the thickness and topography of the film in the determination of the SE of the polymeric systems studied. 2. Experimental Synthesis and characterization of poly(diisoalkylitaconate)s, poly(monoitaconate)s and poly(methacrylate)s Diisoalkylitaconates were obtained by conventional acid catalyzed esterification of itaconic acid using sulphuric acid in toluene and the corresponding acohols. [18-20] Monoitaconates were obtained by reaction of itaconic acid with the respective alcohols under fairly acidic conditions according to the method described by Baker et al., [21,22] for lower monoesters. Methacrylates were prepared by reaction of methacryloyl chloride with the appropriate alcohols in toluene solutions and N.N-dimethylaniline at reflux temperature during 24 h. Purification of the monomers was achieved by distillation under reduced pressure (0.5 mm Hg) as previously reported [23,24] for diitaconates and methacrylates. Purification of monoitaconates were achieved by repeated crystallization from toluene. The monomer structures and purity were confirmed by 1H-NMR and infrared spectroscopy with Fourier Transform (FT-IR). Polymerization was achieved in bulk at 340 and 350 K, depending on the monomer, using azobisisobutyronitrile (AIBN) as initiator under N2 (polymerization time 48-60 h; conversion 70%) for diitaconates, 48 h for monoitaconates; yield 35% and 10-3 w/w % of AIBN in benzene solution under vacuum in the case of methacrylates (polymerization time, 48 h; conversion 65%). Preparation of Polymeric films. Films of poly(monoitaconate)s and poly(diitaconate)s were prepared by evaporation of dilute solutions (0,05 g/dL) in tetrahydrofuran (THF), over the glass and silicon wafer plates. Poly(metacrylate)s were prepared from dilute solutions 0.05 g/dL in chloroform. Contact angle measurements Surface free energy. The total surface energies of the polymers were determined by wettability measurements with water, diiodomethane and ethyleneglycol. Polymers films were cast onto glass slides for optical microscopy and silicon wafer. The cast films were dried for 30 min at 393 K. The wettability of the polymer films was determined by contact angle measurements. Contact angles were measured using a contact angle system OCA by Dataphysics with a conventional goniometer and high performance video camera, controlled by SCA20 software. A syringe connected to a Teflon capillary of about 2 mm inner diameter was used to supply liquid into the sessile drops from above. A sessile drop of about 0.4-0.5 cm radius was used. The contact angles were measured carefully from the left and right side of the drop and subsequently averaged. These procedures were repeated for six drops of each liquid on three new surfaces. All reading were then averaged to give an average contact angle. All experiments were performed at room temperature. Determination of polymeric film thickness by ellipsometry. Optical Assembly. The ellipsometer used has a polarizer, a compensator, the sample, an analyzer and a detector. The light source comes from He-Ne laser whose wavelength is 632.8 nm, that fall onto the sample with an angle of 60.65 °. The analyzer remains fixed at an angle of 24.256 °, and the polarizer is mechanically adjusted so that the detector does not record any signal. Silicon wafers (Silicon doped with Boron crystalline plates) were used as substrates. Pieces of 12 x 12 mm were used. The most important characteristic of these substrates, are the refractive index of silicon of 3.877 + 0.019 [25, 26] and the refractive index of PPhMA was 1.5706 [27]. Substrates were also properly cleaned and dried, being their typical polarization angle between 43.8 and 43.9 °. Preparation of films of poly(phenylmethacrylate). The film of PPhMA was prepared by evaporation of the polymeric solution in chlorform over the silicon wafer. In order to get different films thickness of PPhMA, different concentration of the polymeric solutions were used. Concentrations were 0.05 g/dL, 0.10 g/dL, 0.20 g/dL, 0.30 g/dL and 0.40 g/dL. Estimation of film topography. Morphological analysis of surface films of poly(phenylmethacrylate) were done by Scanning Electron Microscopy (SEM). A film of PPhMA of 94  ± 10 Ã… thickness was prepared from a solution of 0.05 g/dL in chloroform and deposited over a silicon wafer as substrate. 3. Results and Discussion. Polymers studied in this work were mono and diesters from poly(itaconic) acid, and additionally some polymers from poly(methacrylic) acid were also studied. The sixteen polymers studied are shown in scheme 1. Surface free energy was determined by measuring the contact angles (CAs) of water, ethyleneglycol and diiodomethane on the polymeric surfaces. The dispersion ÃŽ ³d and polar ÃŽ ³p contributions were calculated by the Owens, Wendt and Kaelble methods. [15,16, 28,29] The results obtained by wettability measurements of polymeric systems studied are summarized in Tables 1 to 4. In the same tables are the surface energy calculated from Sudgen ´s parachor (à ¯Ã‚ Ã‚ § =(Ps/V)4) for the same polymers. In the case of poly(diisoalkyl itaconate)s it can be seen that the number of methylene groups increases the lateral chain, the calculated surface energy values decreases. This is a normal behavior because the hydrophobicity of the polymer must increase. However, it did not allow to get experimental values that present this behavior. As it is important to consider the possible errors on the determination of SE values due to the effects of the roughness and at the same time the thickness on adsorbed polymers. For this reason the film thickness was studied to clarify its influence on the measurement of contact angle. Mono esters of poly(itaconic) acid Diesters of poly(itaconic) acid Poly (methacrylic) acid Scheme 1 In order to get films with different thickness the concentration of the solution of poly(phenylmethacrylate), PPhMA, was modified. Thicknesses and topography of the films were measured by ellipsometry on silicon wafer substrates. It was found a good linear correlation between film thickness and polymer concentration. (Regression coefficient R=0.98955). Surface free energy of substrates used was also determined in order to obtain this information to perform appropriate comparison of the results dealing with this polymer. The film thickness determination for PPhMA was made on silicon wafer, and on a glass plate. The surface free energy values in both substrates were compared. Table 5 shows surface free energy values found for PPhMA in these substrates. Topography of the surface of PPhMA film at a thickness of 94 A ° was studied by SEM micrography. It was found that the polymer is homogenously distributed on the silicon wafer substrate, showing a surface with regular porosity. This demonstrates that PPhMA film whose thickness is 94 Ã…, the surface is not completely cover and it produces in the measurement of the contact angle non reproducible values, due to the liquid will penetrate itself within the holes. Determination of surface free energy for PPhMA was performed at different film thickness. It was observed that for films thickness of PPhMA greater than 24513 A º there is a better reproducibility in the values of contact angle obtained. The SE values are shown in Table 6. 4. Conclusions Poly(monoitaconate)s with large lateral chains as poly(monodecylitaconate) and poli(monododecylitaconate), it was found that the surface free energy decreases as the length of the alkyl group increases. It allows concluding that the polymer increases its hydrophobic character, as its lateral chain increases. It is in agreement with its chemical structure. The surface free energy calculated through the Parachor parameter, for the poly(monoitaconate)s studied, decrease as the lateral chain increases its size. The estimation of surface free energy for the poly(diisoalkyl)itaconates, through Parachor, allows observing a decrease in the surface free energy for polymers, as the length of lateral chain increase; that is direct relation with the experimental work done. However, this work does not allow getting surface free energy values for those polymers comparable with the experimental value. The theoretical method of Sugden was not adequate to estimate those measurements. For polymers poly(2-chloroethyl diitaconate) and poli(3-chloropropyl itaconate), the variation of experimental and theoretical surface free energy was slight. It will imply that Sugden method is well fitted for those polymers. The study of surface free energy for poly(phenylmethacrylate)s shows that the introduction of a fluorine atom at phenyl group generates a decrease in its surface free energy. For poly(phenylmetacrylate), the results showed the film thickness, needed to determinate the contact angle, need to be higher than 24513 AËÅ ¡. The difference in the measurement of surface free energy between those experimentally determined and those estimated since Parachor, are related to the complexity of the monomeric structure. It is likely that the volume of each group or atomic unit would be influenced by interactions of neighbor atoms within the monomeric unit. Therefore calculations of surface free energy based on the table of structural contributions of Sugden’s Parachor would not fit at the experimental values. Acknowledgements. DR and AL. thanks to Fondecyt 1120091 for parcial finantial support. References [1] T. Rabockai Fà ­sico-Quà ­mica de Superficies, Ed. The General Secretariat of the Organization of American States Washington, D.C., Brazil, (1979). [2] M. Dà ­az Peà ±a, M., Quà ­mica Fà ­sica, Vol. II, cap.25. (1976). [3] R. A. L.Jones, R. W. Richards, Polymers at Surfaces and Interfaces, Ed. Cambridge University Press, U.K., (1999). [4] W.A. Zisman, Contact Angle, Wettability and Adhesion, Advances in Chemistry Series; American Chemical Society: Washington, D.C., Volume 43, (1964). [5] K. Ma, T. Chung, R. Good, Surface energy of thermotropic liquid crystalline polyesters and polyesteramide. J. Polym. Sci.: Part B 36,(1988) 2327-2337. [6] O. Driedger, AW Neumann, PJ Sell; Contact Angle, Wettability and Adhesion. Kolloid-ZZ. Polymere, 201 (1965), p. 52J. Kolloid-Z Z Polym. 52, (1965) 201, [7]A.W. Neumann, R.J. Good, C.J. Hope, M.J. Sejpal, Colloid Interface Sci., Physico-chemical surface characterization of hyaluronic acid derivatives as a new class of biomaterials Colloid Interface Sci. 49,(1974) 291-302 [8] Spelt K., Li, D. In A. W. Neumann, J. K. Spelt, Eds., Applied Surface Thermodynamics; Marcel Dekker: New York, pp. (1966) 239-292. [9] D.K. Owens, R.C. Wendt, Estimation of the surface free energy of polymers J. Appl. Polym. Sci. 13, 1741-1747 (1969). [10] C.J. Van Oss, K. Chaudhury, R. Good,. Interfacial Lifshitz-van der Waals and Polar Interactions in Macroscopic Systems J. Chem. Rev., 88 (1988), 927-941. [11]. A. Kwok, A. Li, A. W. Neumann., Low-rate dynamic contact angles on poly(methyl methacrylate/ethyl methacrylate, 30/70) and the determination of solid surface tensions. J. of Polym. Sci., Part B: Polymer Physics, 37,(1999) 2039-2051). [12] Van Krevelen D. W., Properties of Polymers, their estimation and correlation with Chemical structure, Ed. Elsevier, Amsterdam, Chap. 8, (1976) [13] L. Makkonen, On the methods to determine surface energies, Langmuir, 16, (2000) 7669–7672. [14]L. Gargallo, D. RadiĆ¡, Structure/Surface energy relationships of polymers. Current Trends in Polymer science 6 (2001)121-133. [15] A. Rudawska, E. Jacniacka, Analysis for determining surface free energy uncertainty by the Owen–Wendt method International Journal of Adhesion and Adhesives 29, 2009, Pages 451–457 [16] M. J. Owen Surface tension of polytrifluoropropylmethylsiloxane Journal of Applied Polymer Science 35 (1988) 895–901 [17] D. K. Owens, R. C. Wendt. Estimation of the surface free energy of polymers. Journal of Applied Polymer Science 13, (1969) 1741-1747 [18] J.M.G. Cowie, I.J. McEwen, J. VeliÄ koviĆ¡Dynamic mechanical spectra of poly(itaconic acid esters) containing phenyl and cyclohexyl rings. Polymer , 16 (1991) 869-872. [19] D. RadiĆ¡, C. Daà ±in, A. Opazo, A., L. Gargallo, Functionalized Polymers 1. poly(dichloroalkyl itaconate)s. Synthesis and Solution Properties. Makromol. Chem., Macromol. Symp. 58,(1992) 209-213 [20]D. RadiĆ¡, L. Gargallo, Synthesis, Solution behavior and reactivity ratios of vinylpyrrolidone-co-monoalkylitaconate and vinylpyrrolidone-co-dialkylitaconate, Macromolecules, 30 (1997) 817-825 [21] B.R. Baker, R.E.. Shaub, G.H. Williams, Oxidation of primary alcohols to carboxylic Acids. Aguide to current common practice, G. Tojo, M. Fernandez Springer, J. Org. Chem., 17, (1952) 122-125. [22] L. Gargallo, D. Radic ´, A. Leà ³n, Polymer conformation and viscometric behavior 3. Synthesis, characterization and conformational studies in poly(mono-n-octyl itaconate) Makromol. Chem. 186, (1985) 1296. [23]. Burtle, J. G., Turek, W.N. J. Org. Chem., 19, 1567 (1954). [24]. L. Gargallo, M.I. Muà ±oz, D. RadiĆ¡, Polymer conform,ation and viscometric behavior 1. Conformational transition in poly(benzylmethacrylate) in dilute solution Polym. Bull. 10, (1983) 264-270. [25] Handbook of Chemistry and Physics, 79th ed., Ed., David R. Lide (CRC, Boca Raton), (1999). [26] Handbook of Data on Organic Compounds, Ed. Robert C. Weast and Melvin J. Astle (CRC, Boca Raton), (1985). [27] Brandrup J., Immergut E.H. Polymer Handbook, Third Edition, Ed. John Wiley sons, New York, (1989). [28]L. Gargallo, D. Vargas, N. Becerra, C. Sandoval, C. Saldà ­as, A. Leiva, D. RadiĆ¡, Supramolecular structures. Organization and Surface behavior at interfaces, Macromol Symp., 278, (2009) 80-88. [29]C. Saldà ­as, L. Gargallo, C. Sandoval, A. Leiva, D. RadiĆ¡, J. Caballero, M Saavedra, F. Gonzà ¡lez-Nilo, Polymer 50 (2009) 2926-2932. Table 1. Surface free energy (SE) of poly(diisoalkylitaconates)s Table 2. Surface free energy (SE) of poly(2-chloroethyl diitaconate) and poli(3-chloropropyl diitaconate) Table 3. Surface free energy (SE) of poly(monoitaconate)s Table 4. Surface free energy (SE) of poly(phenylmethacrylate)s Table 5. Surface free energy for substrates Table 6.Values of the surface free energy for poly(phenylmethacrylate) at different film thicknesses 1

Everyday Use by Alice Walker Essay -- Family Heritage Literature Essay

Everyday Use by Alice Walker Heritage is an important factor to every developing family. Heritage helps to develop a person's values showing what they believe in. Particularly about the values of their family. In the story Everyday Use, by Alice Walker, value of heritage is a main topic. Throughout this story there are many different words used to describe what Wangero (Dee), Maggie, and their mother value. These choices of words all play an important role in the contrasting values of these people and the battle over heritage. The mother of Wangero and Maggie is the narrator of this story. It is evident at the beginning of this story, when the narrator describes her clean yard as an extended living room, that she is proud of her home. Her house is somewhat of a shanty, meaning well run down and not very luxurious. Being proud of her home shows that she values what she has and doesn't complain about not living in luxury. The narrator also shows that she believes in having a close family. This is evident when she describes a dream of hers. The dream is about being on a TV program where Dee, her daughter also known as Wangero, comes on and hugs her; telling her how she appreciates all she has done. This experience of the hug in public shows that she values her daughter being close to her. This hug being in public shows that the narrator wants the world to see the family's interconnectedness. The narrator also shows her closeness with her other daughter Maggie, later in t...

Amir’s Redemption Essay

It is fair to say Amir redeemed himself by demonstrating courage in the end of Khaled Hosseini’s controversial novel, The Kite Runner. Not all individuals possess courage and some develop this virtue at a later time in life. Courage is defined as the ability to do something that frightens one. That is precisely what Amir had done when he received a phone call from his old friend, Rahim Khan. He repented for the terrible things he had committed and decided it was time for him to make things right and â€Å"be good again. † He risked his new life and traveled to his treacherous homeland to make right of something he had done years ago. He vowed to fix his mistakes and by this act showed courage and redemption. Amir had betrayed his only friend Hassan in one of the most cruel and darkest ways. He witnessed something unspeakable and did not aid his friend nor did he make anyone aware of the situation. Yet Amir was a young boy at the time and young children can be ignorant in situations such as these. He had known what he saw was wrong and felt, at the least to say, heart wrenchingly guilty. He was painfully aware of his cowardness. â€Å"I ran because I was a coward. I ran because I was afraid of what Assef could do to me. I was afraid of getting hurt (The Kite Runner 140). † Almost thirty years later when Rahim Khan calls him with the opportunity to redeem himself, he takes it. He takes it because he has to fix the mistake he made with Hassan and realizes saving his now orphaned son, Sohrab, is the way to do it. He demonstrates newfound courage by traveling back to Afghanistan, a place he never wanted to see again. Although his homeland is now dangerous and swamped with evil Taliban, he is determined to rescue his nephew. Initially Amir travels to a run-down Afghan orphanage in hopes of finding Sohrab and releasing him to a couple who will take care of him. Upon arriving there he finds out his nephew has been taken by Taliban and he then goes to save him from his menacing, childhood bully, Assef. This truly courageous act shows how far Amir was willing to go for redemption. He was Kidder 2 beaten mercilessly and brutally by Assef to get Sohrab. In a way his redemption was also his retribution. As he was getting injured by Assef, Amir felt he was finally paying for all his sins and mistakes. â€Å"My body was broken-just how badly I wouldn’t find out until later-but I felt healed. Healed at last, I laughed (The Kite Runner 253). † Battling his demon and saving Sohrab was his most courageous act by far. Amir always considered Hassan his brother symbolically, having being â€Å"fed from the same breast. † When he found out Hassan was truly his brother by blood, he was in disbelief but accepted it. That is why he decided it was best he take Sohrab to live with him in America. In his heart he knew this courageous act would be his final step to redemption. He would never be able to fix what happened with Hassan but saving his son would save anymore tragedy from happening. It was difficult for Sohrab to transition from life of hardship in Afghanistan to life in America, the land of dreams. He was mute for two years and was judged harshly by General Tahiry. Amir stood up to the General and told him â€Å"You will never again refer to him as ‘Hazara boy’ in my presence. He has a name and it’s Sohrab (The Kite Runner 315). † This was courageous and honorable of him as he has always been intimidated by the General. The Kite Runner is a spectacular, well-written novel that conveys how an individual can develop the virtue of courage even much later in life. What the character of Amir had done was terribly wrong, but he fully atoned for his mistakes. Realizing the error of his ways, he went above and beyond to make things right. It took courage to travel to one’s forgotten hometown, the place where he went through hardship. It took a great deal of courage to bring his nephew to safety from Taliban. Amir suffered enough and showed enough courage to finally be redeemed from his sins.

Ethnic Groups in America

Ethnic Groups in America Free Online Research Papers When the Pilgrims landed on Plymouth Rock they brought with them the dominant human characteristics of risk taking, perseverance and determination for the end result of abundant prosperity. While at first look one would assume that these are desirable traits to have in any ethnic group. However not when the prosperity of the newly colonized people involves its ability to invade, displace and eradicate the native ethnic groups in its pursuit of expansion. After the American Revolution, Americans would import foreign African ethnic groups establishing an economic and political system that would escalate into a heedless nation that’s only cultural contribution to the world is its obsession for greed ,wealth, and power at the expense of all ethnic tradition and customs brought here by immigrants from around the world. The problem facing all ethnic groups in America today is the growing consumerism that has been incubating an emerging culture for the last 150 years. Unlike other countries where other ethnic groups are forced to assimilate due to foreign invaders, America invited with open arms a diversity of multi-cultured ethnic groups. All these different ethnic groups each brought their own customs traditions foods and religious beliefs with them. As we finish the first decade of the 21st century individuals find themselves more concerned with who is going to be eliminated this week on American idol, while watching it on the television screen in their cars with 24 inch spinning rims, on our way to the Olive Garden to eat Italian food made by a Mexicans, all while updating their Face book page with their new I phone. This is a terrifying definition of what one might call American culture. However it is not culture at all but the end result of extensive consumerism. Corporations produce goods in s uch mass volume so we can easily afford them. They also spend millions of dollars on advertising to the point we feel we can not live with out them. This is causing people to work more hours to purchase luxury items in an attempt to compete with their peers. This is causing a generation to abandon the values and traditions brought here by previous generations who migrated to America. This problem faces every ethnic group in America today. If left unresolved, all the diversity that makes this country the great melting pot it is today, will instead turn it into a cultureless country of money-grubbing, mindless zombies that behave and purchase everything corporations want them to. Corporate retailers support the social influential broadcasting media networks such as MTV, CNN, ESPN, and the Disney channel by purchasing the commercial time the networks sell to generate their revenue. This also allows the Corporations to influence the programming shown on television which plays a signific ant role in creating American culture. This is an important issue because in a country that prides its self in its ethnic cultural diversity, it is slowly being erased by the corporations that were born in its free market system. Immigrants have come to America to escape political and or economic hardships. They have also come here to work or start business and have a piece of the â€Å"American dream†. As newly relocated immigrants they bring with them the culture of their homeland. As time goes on they can pick and chose the extent of their assimilation. Their native born or even young children on the other hand only know the Americanism consumer society they grow up in. As they go to school they discover the importance placed on material possessions as they are judged by their peers by their clothing and possessions placing them in social categories. This is when they learn the value and necessity of the items they see on television commercials (Brenagain). For first generation Americans the only exposure they g et to the culture and tradition of their native land is what comes from their parents. As they grow up and assimilate they will abandon the culture taught by their parents for the materialistic American consumer way of life. Advertisers started to reach out to large groups of people in the 1920’s as consumer spending fueled by consumer credit helped people make purchases they might not be able to afford(GMU.edu)With the invention of the radio, advertisers could reach all the people in a city. Radio also helped expose products to people that were illiterate and normally never saw adds in magazines or newspapers. Using new techniques such as music jingles and having radio actors promote products, was the beginning of playing on peoples desires to want to be like celebrities and buy what they said was necessary and fashionable. (JDU.edu)Commercial television advertising began after world war II in the 1950’s . The three major networks (ABC NBC CBS) broadcasted nationally and the commercials shown were made by the largest corporations that had their goods sold in stores nationwide (JDU.edu). Nothing has changed in the last sixty years; the growth of television has created more channels with more commercials. Corporate retail giants are continually telling us we need their products to enhance our lives, while molding our culture to their liking destroying the diverse cultures of all ethnic groups in America. Immigrants that came here originated from many different cultures and ethnic backgrounds. They brought with them a rich heritage. However the youth of today holds no value to that heritage and is throwing it away and trading it for prime time television and whatever new clothing line is popular at the time. If society does not wake up and recognizes that they are being brainwashed by corporate sponsors that fund the programming they watch on TV and figure out that the shoes you wear, the car you drive, and the jewelry you flaunt does not define your character .It is this kind of mentality that fuels American consumerism and will lead to the downfall of all the diverse culture ethnic groups brought to America making us the great melting pot of the world. If I was president and could implement any action to rectify this issue that faces all ethnic groups today, my solution would be simple but possibly have a catastrophic impact on our society as we know it. I would create a law that places a financial ceiling on the amount of money any business in America can spend on advertising. I would allow businesses to spend only up to 100,000 dollars on advertising each year in every state. This would allow nation wide corporations to spend up to 5.2 million dollars a year but no more then 100,000 dollars in any particular state. However I would allow additional spending over the cap so long as any amount of money spent in any particular state by a corporation is matched with a 2 to 1 ratio payment to that states public school system. That way if McDonalds wants to spend 10milion on commercials in Los Angeles County they would also have to give 20 million to California’s school system totaling 30 million for only 10 million in advertisin g. My intention for this radical form of legislation would be to cripple the hold that advertisers have on the television media potentially destroying mass media as we know it. Two possible results would occur if I could implement this law. With out the millions dollars corporations spend on add revenue all the mindless programming that is on television would be taken off the air. This would not allow television networks to pay actors absurd amounts of money but instead direct that money into bettering our local school systems and pay teachers the money they deserve to educate our children benefiting our society and all ethnic groups as a whole. This way our county could redirect its value s away from material possessions and the need to own everything shown on TV. and more on sciences , the arts, family values, and improving the community. Then ethnic culture will grow and thrive in communities and the rich diverse ethnic heritage and history?that made our county the unique meltin g pot will continue, and not be erased by corporate profiteering.? American Advertising: A Brief History. History Matters: The U.S. Survey Course on the Web. George washington university, n.d. Web. 6 Mar. 2010.

West Side Story1 essays

West Side Story1 essays During my vacation in North Woodstock, New Hampshire, my two friends and I came across The Papermill Theater. An old run down mill, turned into a theater, with lots of history. We all decided to attend the play , West Side Story, hoping it would be As we entered the theater my eyes swayed from left to right taking in all the history of the building. I saw old ceilings and walls with different mill machines with in them. I came across the old set up of the building consisting of a rundown stage with many scene props and dusty old chairs. These chairs really stood out, they were all differently designed and all different types. Some were folding chairs while others As the three of us discovered our seats we noticed how popular the show really is, as a matter of fact all 100 seats ended up being filled. After everyone was seated I took out my program booklets and began to read about the backgrounds of the actors and actresses. I discovered that they were all professional actors and actresses and had produced three well-liked plays already this summer. These plays were Anything Goes, She Loves Me, and of course West Side Story. As I continued to read I also cited the pictures and the descriptions of every actor. I became very anxious to see what was to come of this production. The lights finally went out and I was instantly enthralled with the cast and plot. The play focused around the two gangs, the Jets and the Sharks(the Puerto Ricans). They continued on to identify the hostility of these two gangs through song dance and of course acting. Every scene change was not a done with a curtain, but rather a spotlight. This technique I enjoyed and found very intriguing to watch. As the actors toured me through the play act by act I enjoyed it more and more. ...

Free Essays on Play Therapy

Play Therapy Both directive and non directive Art Therapy Parenting skills Filial Play Therapy Modeling to the parents as a secure base for Juan Play therapy Coping skills Supportive â€Å"Play therapy is a helping interaction between a trained adult and a child that seeks to relieve the child’s emotional distress through the symbolic communication of play (Webb, 1999, p.30).† Through the interpersonal interactions with the therapist, the child experiences acceptance, catharsis, reduction of troublesome affects, redirection of impulses, and a corrective emotional experience. It is the therapist’s interventions and utilizations of the play that are critical The primary purpose of play therapy is to help troubled children express their conflicts and anxieties through the medium of play in the context of a therapeutic relationship. Play therapy helps establish the treatment relationship, provides a medium for working through defenses and handling anxieties, assists in the verbalization of feelings and helps the child to act out unconscious material and relieve the accompanying tensions (p.32)\ Directive and Nondirective Therapist-directed play therapy – Specific skills are being taught and/or emphasized such a sproblem-solving. Therapist chooses the toys, how they will be used, and for what length of time. Filial Therapy A major purpose of filial therapy is to strengthen parent-child relationships. Helps families to learn healthy interaction patterns and parenting skills that they can use as their relationships develop throughout their lives. It serves a preventive function by empowering families to strengthen themselves. VanFleet 1983, p.373 Art Therapy Cognitive-Behavioral Approaches with a focus on positive thinking and active problem solving. Weight problem TV watching Physical Activities Special time with mom Going to school Parental Involvement Parent education Sett... Free Essays on Play Therapy Free Essays on Play Therapy Play Therapy Both directive and non directive Art Therapy Parenting skills Filial Play Therapy Modeling to the parents as a secure base for Juan Play therapy Coping skills Supportive â€Å"Play therapy is a helping interaction between a trained adult and a child that seeks to relieve the child’s emotional distress through the symbolic communication of play (Webb, 1999, p.30).† Through the interpersonal interactions with the therapist, the child experiences acceptance, catharsis, reduction of troublesome affects, redirection of impulses, and a corrective emotional experience. It is the therapist’s interventions and utilizations of the play that are critical The primary purpose of play therapy is to help troubled children express their conflicts and anxieties through the medium of play in the context of a therapeutic relationship. Play therapy helps establish the treatment relationship, provides a medium for working through defenses and handling anxieties, assists in the verbalization of feelings and helps the child to act out unconscious material and relieve the accompanying tensions (p.32)\ Directive and Nondirective Therapist-directed play therapy – Specific skills are being taught and/or emphasized such a sproblem-solving. Therapist chooses the toys, how they will be used, and for what length of time. Filial Therapy A major purpose of filial therapy is to strengthen parent-child relationships. Helps families to learn healthy interaction patterns and parenting skills that they can use as their relationships develop throughout their lives. It serves a preventive function by empowering families to strengthen themselves. VanFleet 1983, p.373 Art Therapy Cognitive-Behavioral Approaches with a focus on positive thinking and active problem solving. Weight problem TV watching Physical Activities Special time with mom Going to school Parental Involvement Parent education Sett...

Learning Journal Essay Example | Topics and Well Written Essays - 2000 words

Learning Journal - Essay Example Curriculum can be used for both individual courses as well as for the whole overall course being offered. Students present at high school and college level do have a certain degree of choice for pursing the education they like. They have an individual curriculum that guides them in specializing in a specific field or attaining a certain degree. At times in high school a course is segregated into different courses that would then help the children in gaining certain degrees or diplomas. Curriculum in some schools is specially designed for students who are willing to work in fields like trading etc. after they are finished with their schooling. When students are following a specific course for studying, then the school usually offers them the certifications in courses like construction or secretarial skills (What is Curriculum?, 2013). Goals are considered to be the benchmark of expectations for the purpose of teaching and learning. They are often designed specifically to form a sequence or some skills that are needed to be addressed Curriculum can often be specifically used for defining objectives, goals or plans. It is something that is distinctive from the perspective of material, methods and assessment. All the discussed components are quite essential for the learning of the individual, although each of these components may include some hidden barriers that may undermine the efforts of the student in becoming a master learner. While designing curriculum each of the discussed components must be considered as an important piece. These guidelines of designing curriculum can be applied while designing the general education curriculum. Keeping in mind the essential components the curriculum must be designed in a way that it should meet the needs of most of the students, even the ones with any sort of disability. A curriculum usually comprises of content,

Tocquevilles Concept of Social Reciprocity in the Democratic Age Essay

Tocquevilles Concept of Social Reciprocity in the Democratic Age - Essay Example Tocqueville believed that to thrive within democracy, polities require citizens who are highly participatory, who are engaged civically, and who have formed close bonds with one another. From this correlation, he theorizes that civic engagement teaches people to be cooperative, which, in turn, affects the body politic, fostering democracy. Thus, in Tocqueville's view, political/civic participation is not simply the manifestation of the fulfillment of citizenship obligations but is the basis for individual and social improvement. Tocqueville makes much of the spill-over effects of political participation and social reciprocity. He recognizes that political participation has the capacity to create an active citizenry capable of organizing most spheres of social (and, thus, economic) life. The corollary of this view is that the participatory citizens of this kind of social/commercial system will, of necessity, participate in political life. In his view, there is, at the very least, the potential for a sort of sociopolitical symbiosis. Tocqueville states that the fundamental condition underlying American democracy is equality; it is the essential fact from which all others seem to be derived. This social equality did not exist in aristocratic Europe. The aristocracy, although declining, still had considerable power. In the aristocracy social and political power was based on name and birth. Nobility, political influence, and wealth could be passed on from one generation to the next. Social classes were fixed, and it was rare for a person to move up in social class. This lack of social equality prevented democracy from taking hold in Europe. In the United States, there was no aristocracy or rigid social classes, instead there was equality (except, of course, if you happened to be a woman or a slave). According to Tocqueville, this equality of conditions served as a guiding principle of American democracy. Much of the writing in Tocqueville's work documents how the many trends of social and political life-such as the propensity to form associations-stems from the equality of condition as he describes it. He sees participation (specifically, the formation of private associations) as the principal means by which a people might develop personally, intellectually, and, by extension, socially. Tocqueville views the myriad associations formed by Americans as an apt illustration of the idea of individual benefit being consistent with social benefit. Tocqueville observes that, among their participants, associations foster understanding, cooperation, solidarity, and a willingness to take part in political affairs: Among democratic peoples associations must take the place of the powerful private persons whom equality of conditions has eliminated. As soon as several Americans have conceived a sentiment or an idea that they want to produce before the world, they seek each other out, and when found, they unite. Thenceforth they are no longer isolated individuals, but a power conspicuous from the distance whose action serve as an example; when it speaks, men listen. (Tocqueville 517) According to

Decision Making Assignment Essay Example | Topics and Well Written Essays - 1500 words

Decision Making Assignment - Essay Example Value refers to what one visualizes significance in life that is, what is right or valuable in life. Values provides priorities setting base for deciding worthwhile actions and goals and less important ones and thus gives meaning to the life’s of people. By knowing the values of a family for example, the members of the family can decide on the goals, make the required and critical decisions and subsequently take the needed action which can meet the predetermined goals. Some differences and individual conflicts have to be resolved by establishing the best way while forming a basis for the family values using the individual values. A decision maker must be acquitted on the environment on which the decisions are being made. The environment comprises of opportunities, limitations and change possibility. Where there is presence of only one course of alternative, there can be no decision to be made. One possible alternative can not constitute a decision making process. In existence of limited choice, where one has a choice of selecting to undertake an action or to decline taking action, there is involvement of decision making in such a situation. Primarily, the decisions can concern personal or individuals while others can involve the community wholly or the society at large. The other decisions may engage group members. A group of members carry easily, acceptable decisions more efficiently if involved in the process of decision making. If there is suggestion of more available alternatives and options that are not productive as identified earlier, group decisions are always better. Decisions may be reached through dominance that is, submission where the situation is dominated by one person and others consent with the decision as it is made. This is however, given the name to as win-lose situation. A win-win situation can also be adopted through what is called conversions. Additional points of facts are brainstormed, presented, and the person persuades the othe rs members of the group. Through integration, decisions can be reached through synthesis of the developed ideas which can be agreed upon and supported by everyone. They are many types of decisions which can be differentiated by their content. These types includes social and in other terms human decisions which involves goal setting and the various priorities that determine and influence the individuals general roles and the relationships of the group individuals. Decisions involving allocation of resources and distribution of these available resources among the various set goals are economic and in other term can be called allocation decisions. Another type of a decision is technical decisions which describes what, how, who, when, and why to accomplish a specific task and also regarding the efficient allocation of resources to attain a single goal. The other type of a decision relates to social economic and technical matters. They can be called coordination and interaction decisions because they deal with family communications and also the larger community and the kind of the needed information, while making other decisions, and way of motivating people to carry out their roles. Decisions are not dependent and also interrelated among each other. This makes the decision making process to be termed as dynamic. Decisions are often affected by and affects other decisions at appoint in time. There are models used

Energy Security Research Paper Example | Topics and Well Written Essays - 1500 words - 1

Energy Security - Research Paper Example However, there should be development of alternative ‘clean’ energy sources, which do not rely on fossil fuels and which have a tolerable environmental effect in order to meet the raising global demands for energy and to allow for the depletion of fossil fuel supplies in the future (332). For effectively use of renewable sources, there is a need of consistent ways of storing energy for example, rechargeable batteries and high-temperature superconductivity as well as developments in hydrogen storage (Dresselhaus and Thomas, 333). Due to high demands, the strained global energy systems has caused high prices hence increasing global anxiety over the world’s ability to meet energy needs. It is evident that there is a challenge trying to administer the growing complexity of an energy-interdependent world while on the other hand trying to meet environmental, security, and economic goals. This necessitates a more advanced energy policymaking approach one that fully values the complex nature of energy security, the need to manage the trade-offs inherent in energy policy decision-making, and the interdependencies of global markets (Verrastro and Ladislaw, 95). On the other hand, each energy source has some adverse effects. Fossil fuels processes emit carbon dioxide, and perhaps other contaminants, such as nitrogen oxides, sulphur oxides and ash. There is production of radioactive fission products in the nuclear plants. While dams and large lakes are needed for hydroelectric plants, large areas are necessary f or solar and wind energy although they are limited geographically. Then again, geothermal sources are restricted to very few locations and those methods using small temperature gradients need very large heat-exchanger areas because of the low thermal efficiencies in the earth or oceans (Dresselhaus and Thomas, 332). One of the alternative energy supplies that the globe can rely on is solar

Exploring Entrepreneurship in Dubai Coursework Example | Topics and Well Written Essays - 3250 words

Exploring Entrepreneurship in Dubai - Coursework Example The secondary research tool used was the internet. The website of the MOBH group covers all essential aspects of the company background, mission and vision, and future projects. It focuses on all areas of the company and served as a helpful resource. Gulf News and other articles on the group's acquisitions and deals assisted in getting a background on the company. The most important source of primary research was Mr. Mohammed Omar bin Haider, who agreed to a discussion and is the major source of research. The detailed discussion dealt with all the topics that were to be covered in the report as well as most issues faced by him and the corporation. The limitations faced were that the discussion could have been more objective and straightforward and it was difficult to get real problems out on the table. Third party sources and information from and about major customers was difficult to find. Most statements from the entrepreneur were biased or ambiguous. Mohammed Omar Bin Haider Group (MOBH) is a Dubai based corporation run by Mohammed Omar bin Haider. His father Omar Ali bin Haider was the founder of the company in the early 1950s along with his son. He started with a factory for gas production from 1964 to 1971 was the exclusive provider in Dubai. Mohammed Omar bin Haider is the current chairman of the group and is actively involved in its operations, direction and overall strategy. The company’s vision is to be the best at everything. The mission is to be a high growth company and diversify into various sectors.

Ordovician Life in Ohio Research Paper Example | Topics and Well Written Essays - 2250 words

Ordovician Life in Ohio - Research Paper Example This essay functions to consider the Ordovician sea life in the state of Ohio. In developing this examination it presents a brief investigation into the geological and general scientific elements related to the Ordovician period and then investigates the sea life that existed during this time. Ordovician Background The Ordovician period is a categorical definition of a period in geologic history. It roughly covers the time between 488 and 443 million years ago and falls within the Paleozoic Era. The period itself was named after a Celtic tribe of the Ordovices and gained its definition in the 19th century. The period itself is recognized as starting during the Cambrian-Ordovician extinction events. In total, the period lasted for approximately 44.6 million years and concluded with the onset of the Ordovician-Silurian extinction event, which distinguishes nearly 60% of marine genera (Moore, Teichert 1978). These dates and distinguishing elements represent slight estimations, as they s hift occasionally with the discovery of new radiometric patterns; the exact time period differs as sources disagree over various data elements. Within the Ordovician period, there are a great many subdivisions, as distinguished by the years in which they occurred. One of the primary concerns of this era is in relation to paleogeography. Paleogeography indicates that during this period sea levels were generally high (Moore and Teichert 1978). Indeed, it’s been noted that the Ordovician period witnessed the As one later considers the Ordovician period in terms of the state of Ohio they will recognize that sea level and continent positioning was drastically different. During this period the southern area continents were part of one whole referred to as Gondwana. In addition to Gondwana there was also the continent of Baltica and Siberia, both which are now parts of present-day northern Europe, but at the time separate entities. In terms of the state of Ohio, the North American c ontent was linked and referred to as Laurentia. There was tremendous geological change during this period, with underwater volcanoes emerging that would go on to form the Appalachian mountain range. Ordovician Life Abundant life emerged during the Cambrian period, and this life carried over to the proceeding Ordovician period. This life evolved and divided into new species many of which existed throughout what would later become the Ohio region. While fossilized sea life has been discovered throughout Ohio, perhaps the most prominent discoveries have come in the southwestern region of the state. It has even jokingly been noted that if one were to remove all of the Ordovician rocks from the Cincinnati area, then the state would once again fall below sea level. While there are a variety of sea life fossils that have been discovered in Ohio, scientists have identified a number as the most prominent. One of the most prominent such sea life fossils in Ohio are bryozoans. It’s been indicated that these animals, â€Å"lived in branching, tree-like colonies or flattened, encrusting masses on shells of other invertebrates. In some areas, bryozoans litter the outcrop. Brachiopods are no less spectacularly abundant than bryozoans and are a favorite of the beginning collector.

Energy Security Research Paper Example | Topics and Well Written Essays - 1500 words - 1

Energy Security - Research Paper Example However, there should be development of alternative ‘clean’ energy sources, which do not rely on fossil fuels and which have a tolerable environmental effect in order to meet the raising global demands for energy and to allow for the depletion of fossil fuel supplies in the future (332). For effectively use of renewable sources, there is a need of consistent ways of storing energy for example, rechargeable batteries and high-temperature superconductivity as well as developments in hydrogen storage (Dresselhaus and Thomas, 333). Due to high demands, the strained global energy systems has caused high prices hence increasing global anxiety over the world’s ability to meet energy needs. It is evident that there is a challenge trying to administer the growing complexity of an energy-interdependent world while on the other hand trying to meet environmental, security, and economic goals. This necessitates a more advanced energy policymaking approach one that fully values the complex nature of energy security, the need to manage the trade-offs inherent in energy policy decision-making, and the interdependencies of global markets (Verrastro and Ladislaw, 95). On the other hand, each energy source has some adverse effects. Fossil fuels processes emit carbon dioxide, and perhaps other contaminants, such as nitrogen oxides, sulphur oxides and ash. There is production of radioactive fission products in the nuclear plants. While dams and large lakes are needed for hydroelectric plants, large areas are necessary f or solar and wind energy although they are limited geographically. Then again, geothermal sources are restricted to very few locations and those methods using small temperature gradients need very large heat-exchanger areas because of the low thermal efficiencies in the earth or oceans (Dresselhaus and Thomas, 332). One of the alternative energy supplies that the globe can rely on is solar

Ordovician Life in Ohio Research Paper Example | Topics and Well Written Essays - 2250 words

Ordovician Life in Ohio - Research Paper Example This essay functions to consider the Ordovician sea life in the state of Ohio. In developing this examination it presents a brief investigation into the geological and general scientific elements related to the Ordovician period and then investigates the sea life that existed during this time. Ordovician Background The Ordovician period is a categorical definition of a period in geologic history. It roughly covers the time between 488 and 443 million years ago and falls within the Paleozoic Era. The period itself was named after a Celtic tribe of the Ordovices and gained its definition in the 19th century. The period itself is recognized as starting during the Cambrian-Ordovician extinction events. In total, the period lasted for approximately 44.6 million years and concluded with the onset of the Ordovician-Silurian extinction event, which distinguishes nearly 60% of marine genera (Moore, Teichert 1978). These dates and distinguishing elements represent slight estimations, as they s hift occasionally with the discovery of new radiometric patterns; the exact time period differs as sources disagree over various data elements. Within the Ordovician period, there are a great many subdivisions, as distinguished by the years in which they occurred. One of the primary concerns of this era is in relation to paleogeography. Paleogeography indicates that during this period sea levels were generally high (Moore and Teichert 1978). Indeed, it’s been noted that the Ordovician period witnessed the As one later considers the Ordovician period in terms of the state of Ohio they will recognize that sea level and continent positioning was drastically different. During this period the southern area continents were part of one whole referred to as Gondwana. In addition to Gondwana there was also the continent of Baltica and Siberia, both which are now parts of present-day northern Europe, but at the time separate entities. In terms of the state of Ohio, the North American c ontent was linked and referred to as Laurentia. There was tremendous geological change during this period, with underwater volcanoes emerging that would go on to form the Appalachian mountain range. Ordovician Life Abundant life emerged during the Cambrian period, and this life carried over to the proceeding Ordovician period. This life evolved and divided into new species many of which existed throughout what would later become the Ohio region. While fossilized sea life has been discovered throughout Ohio, perhaps the most prominent discoveries have come in the southwestern region of the state. It has even jokingly been noted that if one were to remove all of the Ordovician rocks from the Cincinnati area, then the state would once again fall below sea level. While there are a variety of sea life fossils that have been discovered in Ohio, scientists have identified a number as the most prominent. One of the most prominent such sea life fossils in Ohio are bryozoans. It’s been indicated that these animals, â€Å"lived in branching, tree-like colonies or flattened, encrusting masses on shells of other invertebrates. In some areas, bryozoans litter the outcrop. Brachiopods are no less spectacularly abundant than bryozoans and are a favorite of the beginning collector.

Application of social learning theory in psychology research Essay Example for Free

Application of social learning theory in psychology research Essay ‘Explaining substance use among Puerto Rican adolescents: a partial test of social learning theory’ is an article by Holly Ventura Miller, Wesley G. Jennings, Lorna L. Alverez-Rivera and J. Mitchell Miller. The article is a 2008 publication in the Journal of Drug Issues Volume 38, issue number 1. In this study, Miller et al (2008) seek to use social learning theory to understand substance use among Puerto Rican adolescents as part of the larger Hispanic group. The importance of social learning is assessed through finding out the effect of differences in an individual’s description of substance use as compared to the description that peers have. This study is based on the view that most adolescents who have friends who are in substance abuse also become substance abusers. Perceptions about drug abuse also seem to be similar with those held by the peers. Social interactions of the youths therefore seem to play a big role in learned behavior and perceptions. Miller et al (2008) have reviewed considerable literature on social learning theory more so the aspect of differential association in acquisition of socially unacceptable behavior. A cross-cultural application of social learning theory forms the center of this study where a group (288 youths) of Puerto Rican adolescents is chosen as the study sample. This study specifically focuses on how peer and personal perception of substance use influence alcohol, cigarette and marijuana use. The survey-type of study was carried among school going youths aged 14-19 years in San Juan, Puerto Rico. The subjects were selected from public and private schools with the sample size from public schools being considerably higher compared to that from private schools (69% versus 31%). The survey was conducted using questionnaires where several variables were assessed. Questionnaires administered in public schools were written in English whereas those issued in public schools were in Hispanic. The study excluded subjects who did not report being Hispanic since ethnicity was a very crucial variable. The adolescents were assessed of their behaviors as regards to alcohol abuse, cigarette smoking and marijuana use. Predictor variables were social learning (definitions on substance abuse) and sex. The control variables in this study were age and belonging to single-parent family. After statistical analyses (logistic regression analyses), it was found out that youths in private schools had a greater lifetime substance use and reported peer influence in the use of the three substances. In addition, males were likely to be involved in use of the three substances under study as opposed to females in both types of schools. In private schools, a significant difference in substance use was noted to exist between males and females. It is also notable that cigarette use among females in public schools was influenced by their views of smoking cigarettes as a favorable behavior. This was also the case with private school males. Personal definitions were also found to play a big role in alcohol consumption. Marijuana use was mainly due to the influence of peers’ definition as opposed to personal definition. Miller et al (2008) therefore concluded that if personal definitions of substance use are favorable, the likelihood of substance abuse is high. Peer definitions are also significantly important determinants of substance abuse as evidenced by marijuana use among Puerto Rican adolescents. Sex is also a determinant factor in influencing substance use. Article 2 The article ‘social learning, self control, and substance abuse by eight grade students: at tale of two cities’ by L. Thomas Winfree Jr. and Frances P. Bernat is a 1998 publication in the Journal of Drug Issue volume 28, issue number 2. In this study, Winfree and Bernat (1998) examine the effectiveness of the social cognitive theory and self control theory in predicting level of substance abuse among a group of eight graders in a large versus a small city. Among the substances the substances that the eight grade students are assessed of include alcohol, cigarettes, and marijuana among others. This sample is selected from Phoenix, Arizona and Las Cruces, N. M. the cities are choice for this study due to differences in types of crimes thus the authors of this study challenge that the two theories cannot be used to predict substance abuse among the two groups of youths. Winfree and Bernat (2008) argue that the social learning theory is viewed as being able to predict how people develop delinquent behaviors, as well as the environment that is likely to predispose one to delinquent behaviors. As such, it is viewed that substance abuse by youths can be predicted by the social learning theory as long as the social environment of the youth is well understood. On the other hand, Winfree and Bernat (1998) argue that the self control theory indicates that the level of self control determines human behavior especially in consideration of factors such as self interest and tendency to seek pleasure and not pain. In their study, Winfree and Bernet (1998) carried out a wide cross-sectional study in 11 localities including Phoenix and Las Cruces. The subjects who participated in this study gave an informed consent through either parents or guardians. Data was collected through the use of questionnaires and the surveyors helped the students in understanding the questions thus improving accuracy of data collected. Dependent variables in this study were use of different substances within the past one year. Social learning independent variables included neutralization, guilt, positive reinforcement and negative pushers. Self control independent variables included parental monitoring, impulsivity and risk-taking. After performing regression analyses, it was evident that there was a low level of substance abuse among Phoenix students who said that they would feel very guilty if their engaged in substance abuse. Higher levels of substance abuse in Phoenix sample was identified among students who agreed greatly to neutralizing statements about negativity of crime. In terms of self control, there was higher substance use among students who reported higher risk taking tendencies. However, parental control and impulsivity did not provide enough data for evaluation. In Las Cruces, it was observed that youths who had seen gangsters and viewed gangsters as having better lifestyles were likely to abuse substances. The same happened with neutralization of negativity of crime. Guilt was not a big determinant of substance abuse in Las Cruces. Conclusively, Winfree and Bernet argue that social learning theory and self control theory can be used to evaluate delinquency in adolescents. From the above two articles, social learning theory emerges as an important tool for predicting substance abuse. Counselors stand to benefit from the understanding of the application of social learning theory in this context since they can be able to associate a certain substance abuse problem to the social influences of the client. By identifying the source of the substance abuse problem using the social learning theory, the counselor is able to provide a way out of the delinquency or substance use. This would include subjecting favorable social environment and statements such that the substance abuse behavior is taken as a negative rather than a positive thing. It would also be helpful for the counselor to suggest a geographical relocation (e. g. school transfer) as an important way of creating the best environment (drug/crime-free environment) for adolescents. References Miller, H. V. , Jennings, W. G. , Alverez-Rivera, L. L. and Miller, J. M. (2008). â€Å"Explaining substance use among Puerto Rican adolescents: a partial test of social learning theory. † Journal of Drug Issues 38(1): 261+. Web. 15, July 2010. Questia. com. Winfree, L. T. and Bernat, F. T. (1998). â€Å"Social learning, self control, and substance abuse by eight grade students: at tale of two cities. † Journal of Drug Issue, 28(2): 539+. Web. 15, July 2010. Questia. com.

Poor Behaviour To Manage Education Essay

Poor Behaviour To Manage Education Essay An unfortunate term, perhaps, behaviour management, it implies that from the outset there will be poor behaviour to manage, and that we have precluded much about a student or cohort by considering management of behaviour from the outset. 1.0The truth though is that if we have not considered it at all, we will cause problems and noise between ourselves and our students. Much of that which we never would want to occur will occur if we do not, at the very outset, seek to understand; to provide frameworks of behaviour to follow for both the learner and the tutor to build trust and respect on both sides. We must examine what is meant by behaviour management, the factors involved in broad terms, and what we seek to achieve by it. 1.0 No learner comes to us as a blank sheet. No person is a blank sheet. We are not a blank sheet. We will have previous experience, and based on that previous experience we make a prediction of what will happen next. It will affect how we react, and how our students react. 4.1 Knowing this makes the tutor the most influential part of the learning experience. 3.1Adopting the correct stance and strategy for the psychodynamics at work within a classroom is crucial if we are to provide a positive and effective learning environment and learning experience. 1.0 Getting the dynamics wrong will lead to learners disengaging, becoming restless, attending badly and breaking rules of conduct and discipline agreed at the outset. 3.1 Careful attention to behaviourism in structure, policy and in recognition of it in the learners is fundamentally important for developing an environment that will be behaviourally stable. 2.0/ 3.1 Rules, that need to be agreed with learners if they are to be effective, will include organisational policy rules. These are likely to be rules over which there is little latitude for movement and provide the framework around which the agreements are structured. 3.1 2.0Attendance, for example, rules on bullying and respect, inclusivity and diversity. Assessment methods, professional standards and personal behaviour, roles and responsibilities. 3.1 2.0 They will also include disciplinary procedures that are clear and fair, structured to promote re-engagement and identify causes for varying from the code of conduct so that clear targets can be set to regain good behaviour. 2.0/3.1Without the framework of policy rules would appear unilateral and therefore polarising. 2.0/ 3.1 Understanding that the student and the tutor are bound under the same rules is a unifying experience, and helps 3.1learners build a rapport with their tutor without the interference of an unnecessarily polarised relationship. 3.1Yet the benefit of clear lines and boundaries exist for each party to rely on. Christine Richmond (Rogers, August 2002) (page 58) 3.1 1.0 As I have said, no learner comes as blank sheet. Most will have experienced positive experiences in education, along with negative ones at times. Others will have had very little positive experience at all. This will affect their expectations of what will happen in their next experience. 1.0 If the rules didnt help them achieve last time, why should they obey any rules this time? 1.0Perhaps not obeying the rules will get better results? 1.0 If a student has been excluded before, they may expect it again, and would rather you just got on with it. 1.0 Some have not achieved well before for a variety of factors, if they feel they are not likely to achieve they may be disruptive to avoid failure in the future; not doing an assignment doesnt mean they were not capable of it, they chose to not do it as a challenge to the rule, taking ownership of failure on their terms in a more acceptable form. (Miller, 2002)(Andy Miller/Bill Rogers 2002 (page 69) 3.1 The research referred to above relates to addressing this very early, on the first day your students are with you. At this point they have no rapport with you, all they know is their previous experience and perhaps will be predicting that you will be no different from those previous experiences, and that you will not make a difference. 1.0 It may also be social factors and peer expectation, a desire to be included in a groupà ¢Ã¢â€š ¬Ã‚ ¦ all these factors are part of what influences individual behaviour initial part of a study course. 4.1/ 3.2/ 3.1 Specifying and explaining a rule is crucial. We could say no talking while your teacher is teaching thats the rule. For students with fragile internal controls this is a target to aim at, a button to push( playing into the hands of a passive aggressive type). 3.1We could alternatively say its important that everybody hears instructions clearly for the best chance to achieve. Please make sure that you are able to hear, and your neighbours can hear clearly while any tutor is giving you instruction so that you understand. 4.1/4.2 This is explaining the same rule, but is also explaining why there is a rule and the benefits to the learner of that rule. 3.1There is certainly more likelihood of cooperation with rules given in this way, with reason and foundation, rather than as a totalitarian dictate. (OBrien, 2002) (2002) teaching leadership and behavioural management; page 93 3.1/4.1/4.2/For some students accepting the rules will need to follow very quickly with a positive result from those rules, reinforcing it is beneficial to them to follow it. This does not follow that breaking the rules should result in reprimand, but more a reminder of the rule. 3.1/ 3.2Moreso, to ask the student what the rule is, and why it is a rule, but without making it a humiliating affair. 3.1/4.2Keeping the event low key de-escalates the any spiralling frustration. Returning to the curriculum and the lesson objective is the only purpose here, not a public win for either side. Returning to the task is a win for the tutor, and a success for the learner in re-engaging 3.1/3.2/4.2. For some students, there will be no solution to behaviour that constantly trucks the rules, only good management of it so that it has least impact on the learning for the student and learners in the cohort. 3.2The humanistic view is that the teacher is not responsible for the behaviour, only the manage ment of it. 3.2/4.2Liberated from the feeling that you must get this class inside the rules leaves you free to focus energy on how to best manage the circumstances and achieve the curriculum. (Parsons, 2002, p. 117) 4.2/3.2 This does not mean that behaviour should go unchecked, but should be focused on low key solutions that avoid conflict (which is always a destructive force in relationship building) and engage respect, that does encourage relationship building and trust. The rules we make for students must have the aim of safety, trust and respect. We should be making sure our students are reaching the top of Maslows hierarchy or needs and that all of our rules and policy and dynamics are tilted only towards enabling learning. If they are not then they can be seen as rules without meaning. 4.1 This does not mean that some behaviour cannot be challenged directly and publicly. 4.2 Dangerous or abusive behaviour is often best dealt with quickly and publicly, reinforcing to the group that they can have confidence in your leadership and surety of safety. Always, though, making sure that the quickest possible return to task is achieved. 4.2/4.1 Once the incident is stopped, it is best then to return to low key treatment involving a private tutorial with the learner/transgressor, a least intrusive intervention (Rogers, 2002)page 7. Use positive words and statements rather than negative ones (Braithwaite 2001) et al. (Rogers, August 2002) Christine Richmond 4.2/ 4.1/ 3.1 4.1/4.2 We must de-escalate events and interventions. When a person is angry (Teachers included) they can make poor judgements. Far better to make an intervention that returns quickly to task and give all parties a chance to reflect and calm before addressing discipline or correction in a calm and cool manner, when it is easier to articulate and more readily accepted on all sides (particularly true of active-aggressive types). 4.2This may include a time out, or inviting the student or students to remain at the end of lesson for a tutorial. Remaining neutral and calm can be difficult but it is a professional imperative to achieve it. 1.0Reflect that the event may not be related to the underlying cause of the behaviour and assess it from a humanistic point of view. 1.0 Planning can do much to mitigate risks of behaviour from the outset. Students of different backgrounds, ethnicity, race and religion can be in conflict before they ever take a seat in the class. Some may be bringing pre-existing relationships and loyalties with them from previous schools or colleges, or from elsewhere. Having a policy of rules, across an entire campus, keeps consistency. 1.0 2.0 3.1 It avoids the risk of too many tutors and teachers applying rules confusingly differently giving learners sure ground to rely on. 4.2/1.0There are of course students with varying conditions that will appear often to overstep the line on behaviour and will remain unchallenged. We must be careful that accommodating our group profile does not undermine rules that all others are expected to adhere to, and yet accommodate these students fully, so that they are included fully and have the same opportunity of success. The process should be clear and transparent and include the learner in the planning as much as is practicable. This may include support professionals. (Learning Skills Development Agency, 2007) 4.1/4.2We can do this more easily if all behaviour management is kept low key and designed to re-engage a student to task. 4.2/3.1We must also work towards preventing and label that the learner feels they have been attached to becoming a self-fulfilling prophesy. 4.1/4.2Conceptualising behaviour in terms of Primary, secondary and residual behaviours (Rogers) is a useful process that allows refocusing of behavioural issues so that positive behaviour can be affirmed and rewarded. 4.1/4.2/3.2/3.1 This crucial if incremented step provides new experience for the learner, new confidence and eventually the chance of altered behaviour in the future, making all learning more accessible to that learner. Building bridges, not barriers. 1.0 Fundamentally destructive behaviour from a teacher can cause students to be uncomfortable, they will slip down the hierarchy of needs, trust is broken and then there is no respect. Some causes of destructive behaviour are obvious or at least should be. 1.0 Insults directed at a student or group of students, dont be thick Oi, youà ¢Ã¢â€š ¬Ã‚ ¦fattyà ¢Ã¢â€š ¬Ã‚ ¦. If we used them toward other adults in any other arena they would be unacceptable, and so they are here. They hurt, they are erosive and destructive. 1.0/2.0 Sarcasm is also destructive (as well as likely to be hard to perceive for those with Aspergers/autism). It is a cheap shot, and will not yield long term results other than a degradation of student / tutor relationship. This is such a fundamental and crucial area that it should be part of the organisational policy and not rely on individual teachers and tutors to establish. (OBrien, 2002) 1.0 What happens when we start to trade insults and sarcasm with students is a sarcastic and insulting response. We have set the trend by doing this and what follows is our fault. We will lose control of the lesson, the students will at some point say something that pushes all our buttons and we will react with anger. If we cant follow anger with apology and a climb-down and regain respect then we should not set foot on the road that leads to it. It is much the same for management in commerce. 1.0 One could simply not entertain behaviour of such nature and retain respect of staff, colleagues and superiors, nor the all-important customer (which in many ways a student is). At its extreme it is bullying. There are many parallels between classroom management and man management in commerce and industry. Its a people thing, students are people and so are teachers and tutors. 4.2/4.1 Keeping staff focused on their function is crucial to success and the extent of responsibilities must be very clearly understood for all parties. A manager of a workshop will be very clear that a worker is accountable to achieve a given level of output, and we must be clear with students that they are accountable for their output, and in return we are accountable to provide a structure in which that flow of work is constant yet manageable, as is the case of the workshop manager. 4.2Encouraging an environment where the roles are clearly understood, and e ach understands their responsibility, nurtures a culture of cooperation where hierarchy can be reduced and a partnership culture adopted through mutual trust. This means that instead of competing roles they become collaborating, symbiotic roles. (Robertson, 2002) 4.2Environmentally we can control the room layout, and to some extent the temperature and feel of the room. 1.0If it is hot and airless everyone feels stressed, as is the case if it is far too cold, too cramped or learners find it hard to see or hear what is going on. 4.2/1.0We can make an effort not to be intimidating; teachers can be intimidating on many levels without meaning to be. They have excellent subject knowledge, they know whats coming next, they are allowed to ask for your attention and expect to get it, they have voices that carry and they look comfortable in their environment. They can make the work look easy when the student doesnt understand it at all, all these things are intimidating, particularly to students with fragile internal controls. 4.2We can control the flow of information so the student is not overwhelmed, but so that they feel there is plenty to do and do not waste time, thinking that there is only one simple task. 4.2We can communicate clearly, in whichever way the learner accepts most readily. 4.2We must provide them with clear information of what is going to happen when, who we are, who others are and where to find things so that they acquire some ownership and belonging as immediately as possible. 4.2 We can focus on low key interventions that do not leave a student feeling excluded or highlighted in themselves, only in the action away from the task. 4.2Use of body language and eye contact can be quite enough to bring a student back on task (Rogers, 2002)4.2 give ownership of the behaviour to a student by asking them what the rule is and why it is a rule, then move on without further comment (Rogers, 2002). 4.2 Discuss the rules with students so they understand and agree the rationale behind the rule. Make sure the students are aware that there are rules for Teachers and Tutors too, and that we all are under these rules in the framework. 4.2/2.0Be clear on the procedures involved in the policy framework and how that policy is engaged with and what it seeks to achieve. 1.0Be aware that the students will be carrying past experience and that this may not always be positive. 3.1/3.2Be prepared to build bridges and not barriers. 4.2 Recognise achievement and try to divorce the student from the behaviour so that they are free to move their position in approach to learning. 4.2/3.1/3.2Build on good experience so that is supplants any negative experience. 4.2Always let a student move on from a confrontation with a clean sheet, avoid grudges on both sides. 4.2/3.2 Focus on managing behaviour and not waste energy trying to solve behaviour that some students will be unable to comply with. Always return to the objective of completing the task, the curriculum and how that can be achieved with the best management that can be achieved. There will always be times when we misjudge, or engage the wrong strategy. We must not make ourselves a victim, but accept any responsibility that is ours. We must be able to objectively review behaviour and strategy and be open to trying a new approach. We must be open to talking with colleagues and developing our own skills. We must be equally prepared to be wrong and be proven so. The only fault in this would be not being prepared to change or develop a new strategy, or listen to colleagues. References; Harvard; Learning Skills Development Agency, 2007. Whats your Problem. London: Learning skills Network. Miller, A. /. R. B., 2002. Teacher leadership and behaviour management. s.l.:SAGE. OBrien, T., 2002. Teacher leadership and behavioural management. s.l.:Sage. Parsons, L., 2002. Teacher leadership and behaviour management. s.l.:Sage. Robertson, J., 2002. Teacher leadership and behavioural management. London: sage. Rogers, B. /. R. C., August 2002. Teacher leadership and behaviour management. s.l.:Sage. Rogers, B., 2000. Classroom Behaviour: A Practical Guide to Effective Teaching, Behaviour Management and Colleage Support. London: s.n. Rogers, B., 2002. Teacher leadership and behaviour management. s.l.:sage. 1. Potential factors that lead to behaviour that can disrupt a learning environment Cross references P1p 1-2 P2p 2-3 P3p 1 P5p 3-4-5 P6p 1-2-3 P7p 1 P8p 2 P1p 3 P2p 1-2 P5p 4 P6p 1 P8p 1 2. Understand organisational policies relating to managing behaviours in the learning environment. 3. Promote behaviours that contribute to a purposeful learning environment. 3.1 Review ways of encouraging behaviours that contribute to an effective learning environment. 3.2 Use strategies for encouraging behaviours that contribute to a purposeful learning environment P1p 2-3 P2p 1-2 ref P3p 2-3-4-5 P4p 1 ref 4. Be able to manage behaviours that disrupt a purposeful learning environment. 4.1 review ways of managing behaviours that disrupt a purposeful learning environment. 4.2 Use strategies for managing behaviours that disrupt a purposeful learning environment

The Princess Bride Screenplay Essay examples -- William Goldman essays

William Goldman made a number of changes in the development of The Princess Bride screenplay. The changes Goldman were not subtle, because when you transform a book into a movie there are major adaptations that must be made for a movie to be successful. The changes may affect the quality of the movie in comparison to the novel. This report is going explain the three most significant changes and how these affected our view and appreciation of the story. The most significant difference between the book and the movie, was that the narrative parts of the book which display the character's thoughts were removed. The book describes what the characters where feeling and thinking, which brought us closer to them. When we know what the character feels and thinks, the story becomes a three-dimens...

Obsessive-Compulsive Disorder Essay -- Health Mental Disorders OCD Ess

Obsessive-Compulsive Disorder Obsessive-compulsive disorder, commonly known as OCD, is a type of anxiety disorder and was one of the three original neuroses as defined by Freud. It is characterized by "recurrent, persistent, unwanted, and unpleasant thoughts (obsessions) or repetitive, purposeful ritualistic behaviors that the person feels driven to perform (compulsions)." (1) The prime feature that differentiates OCD from other obsessive or compulsive disorders is that the sufferer understands the irrationality or excess of the obsessions and compulsions, but is unable to stop them. What differentiates people with OCD from other usually healthy people with milder forms of obsession and compulsion is the fact that the obsessions and compulsions serve to interfere with the person with OCD's life to the point where they are extremely distressed, the obsessions and compulsions take a large proportion of their time, and serve to interfere with the their routine, functioning on the job, normal social activities, and relationships with others. (1) (3) Some of the typical compulsions that someone with OCD may exhibit include an uncontrollable urge to wash (especially the hands) or clean, to check doors repeatedly to make sure that they are locked, confirming that appliances are switched off multiple times, "to touch, to repeat, to count, to arrange, or to save." (1) Obsessions that one with OCD may display can include fixation on dirt and contamination, the fear that one may act upon destructive or violent urges, having an overdeveloped sense of responsibility for the welfare of others, objectionable religiously blasphemous or sexual disturbances, other socially unacceptable behavior, and an overbearing concern with the... .../server-java/Arknoid/science/AS/Encyclopedia/0/04/Est_042250_pg2.html 3) Neurotic Disorders, An article on neurotic disorders by Marshal Mandelkern on McGraw-Hill's Access Science site, an online encyclopedia of science and technology. http://www.accessscience.com/server-java/Arknoid/science/AS/Encyclopedia/4/45/Est_450300.html 4) Ancient Gene Takes Grooming in Hand, An article by Bruce Bower found through McGraw-Hill's Access Science site, an online encyclopedia of science and technology. http://www.accessscience.com/server-java/Arknoid/science/AS/News/45/4483.html 5) Understanding Obsessive Compulsive Disorder (OCD), An informational site about OCD, from the makers of Zoloft, which is used in the treatment of OCD and other anxiety disorders. http://www.zoloft.com/zoloft/zoloft.portal?_nfpb=true&_pageLabel=default_home&pageid=14&o=7779976%7c5101527%7c0 Obsessive-Compulsive Disorder Essay -- Health Mental Disorders OCD Ess Obsessive-Compulsive Disorder Obsessive-compulsive disorder, commonly known as OCD, is a type of anxiety disorder and was one of the three original neuroses as defined by Freud. It is characterized by "recurrent, persistent, unwanted, and unpleasant thoughts (obsessions) or repetitive, purposeful ritualistic behaviors that the person feels driven to perform (compulsions)." (1) The prime feature that differentiates OCD from other obsessive or compulsive disorders is that the sufferer understands the irrationality or excess of the obsessions and compulsions, but is unable to stop them. What differentiates people with OCD from other usually healthy people with milder forms of obsession and compulsion is the fact that the obsessions and compulsions serve to interfere with the person with OCD's life to the point where they are extremely distressed, the obsessions and compulsions take a large proportion of their time, and serve to interfere with the their routine, functioning on the job, normal social activities, and relationships with others. (1) (3) Some of the typical compulsions that someone with OCD may exhibit include an uncontrollable urge to wash (especially the hands) or clean, to check doors repeatedly to make sure that they are locked, confirming that appliances are switched off multiple times, "to touch, to repeat, to count, to arrange, or to save." (1) Obsessions that one with OCD may display can include fixation on dirt and contamination, the fear that one may act upon destructive or violent urges, having an overdeveloped sense of responsibility for the welfare of others, objectionable religiously blasphemous or sexual disturbances, other socially unacceptable behavior, and an overbearing concern with the... .../server-java/Arknoid/science/AS/Encyclopedia/0/04/Est_042250_pg2.html 3) Neurotic Disorders, An article on neurotic disorders by Marshal Mandelkern on McGraw-Hill's Access Science site, an online encyclopedia of science and technology. http://www.accessscience.com/server-java/Arknoid/science/AS/Encyclopedia/4/45/Est_450300.html 4) Ancient Gene Takes Grooming in Hand, An article by Bruce Bower found through McGraw-Hill's Access Science site, an online encyclopedia of science and technology. http://www.accessscience.com/server-java/Arknoid/science/AS/News/45/4483.html 5) Understanding Obsessive Compulsive Disorder (OCD), An informational site about OCD, from the makers of Zoloft, which is used in the treatment of OCD and other anxiety disorders. http://www.zoloft.com/zoloft/zoloft.portal?_nfpb=true&_pageLabel=default_home&pageid=14&o=7779976%7c5101527%7c0