Denali National Park Essay Example | Topics and Well Written Essays - 1000 words

Denali National Park - Essay Example It was renamed as Denali National Park and Preserve in 1980, when under National Interest Land Conservation Act, another 4 million acres were added to it. It exemplifies interior Alaska’s character as one of the world’s last great frontiers, its wilderness is largely unspoiled. (nps). It is an internationally acclaimed biosphere reserve under United Nations Man and the Biosphere Program. Wilderness value is an intrinsic part of this park The region is conspicuous by long cold weather followed by short growing seasons. The unpredictability of the weather condition, with unexpected snowfall, is another feature that makes it highly interesting biosphere. The climatic conditions of the park are mostly controlled by the Alaskan range. While the Gulf of Alaska brings in moisture and cold winds from the south, the mountain blocks it, resulting in drier and erratic climatic conditions to the northern parts of the park. It is for these reasons, the south of the park has cool and pleasant summer and relatively warm winters as against the widely fluctuating temperature with long cold winters and short summers of the north. ‘Moist foothill tundra comprises cottongrass (Eriophorum sp.) with dwarf shrubs, green alder (Alnus crispa) and dwarf birch (Betula nana). Drier tundra has mats of mountain avens (Dryas spp.), grasses and sedges. Above the alpine tundra, rock, snow and ice dominate’ (UNESCO). The geological aspect of the park is highly significant to study evolution of the species and understanding the complex ecological principles that are responsible for the extreme weather conditions and huge climate change of the modern times. The park abounds with huge paleontologic resources like fossils of extinct species. The park is part of Morrison Formation Ecosystem which undertakes ecosystem studies. The evidenced of the presence of dinosaurs and other extinct species have made the park extremely popular amongst the students’ community and public.

Dance Critique Essay Example for Free

Dance Critique Essay ?On October 20, 2013 a dance performance called â€Å"Crystal Jubilee† took place in the NMSU Center of arts. It was a combination of several types of dances in which we could see the participation of some dance companies, such as Contemporary Dance Theatre, Dancesport Company and Sol y Arena. As a famous Indian Proverb states, â€Å"To watch us dance is to hear our hearts speak†. At the beginning of the performance I was so excited as I usually do not attend this kind of events. One of the first dances was â€Å"Blind Trust†, it was a Latin Dance Style most probably to be rumba, two couples performed in this dance, and they were dressed in a combination of blue. The music was â€Å"Track 8† by Police performed by Royal Philharmonic Orchestra. The lights were in a soft mood perfect for the type of dance they performed. The message behind this dance was trust as the title states, before they started dancing they covered their eyes showing the public the trust they had between each other to follow their steps. The quality of their performance was very good; you could easily tell that they were advanced dancers. The atmosphere of the dance was romantic; it made me feel like they knew each other for a long time I could feel their connection as they were performing. Later two flamenco dances that were performed astonished me. The first one was â€Å"Farruca†. The music was â€Å"Farruca Solo Compas†. Their costume was the typical large flamenco dress, with their appropriate makeup and hairstyle. The lights were perfect, as they started you could see their silhouettes performing and later they appeared. The quality of their performance was very good, sometimes they were not coordinated, but they did it with a lot of confidence and security. The atmosphere of the dance was so intense and the sound as they tapped their shoes against the floor you could feel the energy they were transmitting. In addition there was also the dance called â€Å"La primera vez† and it was also flamenco. The music was â€Å"Fue en Sevilla† by Salamarina. This dance was as good as the previous flamenco one; you could also feel the intensity of the dance, it was like you just wanted to stand up and start dancing like them. Afterwards I think my favorite dance of the performance took place, it was called â€Å"Ode to the Borderlands†. The dance was a combination of several Latin dance styles. The music was â€Å"Arrecotin Arrecotan† by Celia Cruz, â€Å"Cuando Piendo en Ti† by Jose Feliciano, â€Å"Celia y Tito† by Celia Cruz and Tito Puente. The music was full of happiness and joy you could just smile by hearing to the songs. Their costumes were not so formal but enough to look elegant. I think that the message was just to transmit us energy, happiness, enjoy the dance. The performance quality of the dancers was very good; you could easily tell that they were advanced dancers. The atmosphere of the dance was of cheerfulness, joy, contentment, it made me feel so good, I just wanted to learn more and dance like them. One of the last dances was â€Å"Looking Back, Love Song For Mom†. It was a contemporary dance. The music was â€Å"I Know You By Heart† by Diane Scanlon and Eve Nelson, sung by Eva Cassidy. In this dance there was only one performer, the costume was perfect for the message that she wanted to transmit, and the light was good as we just wanted to focus on the dancer. The message was totally clear for the public and it was beautiful, it was a quick view on a mother’s life. The performance quality of the dancer was excellent. The atmosphere of the dance was of tenderness, it made me feel happy and kind of sad at the same time, because it remind me my mother and how she has fought for us all these years .

Love, Death and Transformation in Ginger Snaps Essay -- Film Movie Gi

Love, Death and Transformation in Ginger Snaps On the surface, Ginger Snaps can be easily dismissed by critics as a typical B-rated teen-turned-werewolf movie. What distinguishes this movie from other horror films, however, is its subversion of the traditional perspective of its genre. The transformation in the film is suffered by Ginger Fitzgerald, a sixteen-year-old girl. This lycanthropy coincides with Ginger's first menstrual period, making the subject matter metaphorical for the often fearful transition into the sexuality and identity formation of adulthood. Moreover, the relationship between Ginger and her sister Brigitte deteriorates in such a way that is also emblematic of the human psyche's conflicts. As their paths diverge in the film, each sister is confronted with the instincts of love and death or aggression; Eros and Thanatos in Freud's terms. The focus here will be to view these salient themes in Ginger Snaps through the lens of Freudian analysis. More specifically, this paper will analyze the psychical conflict du e to complications of the instinct toward love or aggression, as represented in the metaphorical transition into adolescence and the relationship between the two sisters. The Sisters Ginger and Brigitte Fitzgerald share a close relationship that becomes challenged as the narrative progresses. Ginger, who is a year older, is the more dominant, while Brigitte takes a more subordinate role. Both girls are late bloomers, and in Freudian terms, their outlooks and relationship with one another can be seen as the result of an extension of their latency periods. The girls do not deal well with their transition into adolescence—they recognize the budding sexuality of their peers and are th... ...emale sexuality or the "castration" undertones. Female viewers, on the other hand, could be angered by the characterization of female sexuality as being something monstrous and almost inhuman. This is the kind of response, however, that can bring into a dialogue contemporary society's prevailing notions of sexuality. BIBLIOGRAPHY Class Reader, Glossary. "Freud and the Literary Imagination." Compiled by Professor Richard Gray, 2006. Freud, Sigmund. The Ego and the Id. The Freud Reader. Ed. Peter Gay. New York: W.W. Norton & Company, Inc. 1989. Freud, Sigmund. Civilization and its Discontents. The Freud Reader. Ed. Peter Gay. New York: W.W. Norton & Company, Inc. 1989. Ginger Snaps. Dir. John Fawcett. Story: Karen Walton & John Fawcett. Perf. Emily Perkins, Katharine Isabelle. Lions Gate International, 2000. Love, Death and Transformation in Ginger Snaps Essay -- Film Movie Gi Love, Death and Transformation in Ginger Snaps On the surface, Ginger Snaps can be easily dismissed by critics as a typical B-rated teen-turned-werewolf movie. What distinguishes this movie from other horror films, however, is its subversion of the traditional perspective of its genre. The transformation in the film is suffered by Ginger Fitzgerald, a sixteen-year-old girl. This lycanthropy coincides with Ginger's first menstrual period, making the subject matter metaphorical for the often fearful transition into the sexuality and identity formation of adulthood. Moreover, the relationship between Ginger and her sister Brigitte deteriorates in such a way that is also emblematic of the human psyche's conflicts. As their paths diverge in the film, each sister is confronted with the instincts of love and death or aggression; Eros and Thanatos in Freud's terms. The focus here will be to view these salient themes in Ginger Snaps through the lens of Freudian analysis. More specifically, this paper will analyze the psychical conflict du e to complications of the instinct toward love or aggression, as represented in the metaphorical transition into adolescence and the relationship between the two sisters. The Sisters Ginger and Brigitte Fitzgerald share a close relationship that becomes challenged as the narrative progresses. Ginger, who is a year older, is the more dominant, while Brigitte takes a more subordinate role. Both girls are late bloomers, and in Freudian terms, their outlooks and relationship with one another can be seen as the result of an extension of their latency periods. The girls do not deal well with their transition into adolescence—they recognize the budding sexuality of their peers and are th... ...emale sexuality or the "castration" undertones. Female viewers, on the other hand, could be angered by the characterization of female sexuality as being something monstrous and almost inhuman. This is the kind of response, however, that can bring into a dialogue contemporary society's prevailing notions of sexuality. BIBLIOGRAPHY Class Reader, Glossary. "Freud and the Literary Imagination." Compiled by Professor Richard Gray, 2006. Freud, Sigmund. The Ego and the Id. The Freud Reader. Ed. Peter Gay. New York: W.W. Norton & Company, Inc. 1989. Freud, Sigmund. Civilization and its Discontents. The Freud Reader. Ed. Peter Gay. New York: W.W. Norton & Company, Inc. 1989. Ginger Snaps. Dir. John Fawcett. Story: Karen Walton & John Fawcett. Perf. Emily Perkins, Katharine Isabelle. Lions Gate International, 2000.

Finance and Dividend Payout Policy Essay

1.What are the problems here, and what do you recommend? 2.What happens to Gainesboro’s financing need and unused debt capacity if: a. no dividends are paid? b. a 20% payout is pursued? c. a 40% payout is pursued? d. a residual payout policy is pursued? Note that case Exhibit 8 presents an estimate of the amount of borrowing needed. Assume that maximum debt capacity is, as a matter of policy, 40% of the book value of equity. In addition, please check TN_26 provided in blackboard which will help you verify this question. Pays no dividends – If it pays no dividends, then Gainesboro would be able to channel all its earnings to fund its growth strategy. Its unused debt capacity would be channelled towards the high cash requirements of the firm’s strategic emphasis on advanced technologies and CAD/CAM. 20% – With a 20% payout ratio, the firm would have positive excess cash from 2009 instead positive excess cash from 2011 with a 40% payout ratio. This will enable the firm to use its excess debt capacity to fund its expansion needs, keeping within the debt-equity ratio of 40%. 40% – With a 40% payout ratio, the projections of 2005 would leave the debt equity ratio at 35%, which still gives the firm some debt capacity, albeit very little flexibility if it wants to keep within the 40% debt equity ratio. Perhaps the firm would have to exceed this threshold to meet its strategic growth needs, and seek more financing. Residual dividend – The financing requirements would be less than that of the 20% and 40% payout, as dividends are paid only after Gainesboro has funded all the projects that offered positive net present values. 3. How might Gainesboro’s various providers of capital, such as its stockholders and creditors, react if Gainesboro declares a dividend in 2005? What are the arguments for and against the zero payout, 40% payout, and residual payout policies? What should Ashley Swenson recommend to the board of directors with regard to a long-term dividend payout policy for Gainesboro Machine Tools Corporation? Each of the three options have their own potential advantages and disadvantages based on the growth stage of the firm and investors perspective i.e, if it is income seeking investor or capital gains investor or creditor. Generally firms that are mature tend to pay high dividends because there are few opportunities for growth; whereas, firms that have high growth prospects pay low/no dividends because they would reinvest the excess cash from the earnings for future growth opportunities. With reinvestments, firm could generate more returns to the investors. This would not only help the firm compete in the market place but could also increase the capital gains of the investors in terms of increase in firm’s share price. Zero Dividend Payout Policy: Because Gainesboro is trying to reposition itself as software and high†technology firm that has high growth potential, it could adopt a zero dividend payout policy. Although, income†seeking investors such as the retirees may be un†attracted to a zero†dividend policy, non-dividend seeking investors who prefer increased value in stock price instead of cash distribution might prefer this option. Moreover from exhibit 4 it can be seen that the firm’s traditional clientele, the long-term retirees, has reduced from 1994 to 2004; while the short-term trading oriented clientele has increased during the same period. 40% Payout: The advantage of this approach is that the firm would start repaying the dividends as it had promised to the investors. This could boost market confidence back in the firm and result in a positive increase in share price. But the disadvantage is that the Gainesboro will have to borrow more funds, which is against the firms strategy, to fund the dividends and its expansion plans Residual Payout: This policy gives Gainesboro the flexibility to pay dividends, no matter how small, to the investors as promised after funding the projects with positive NPVs, which would increase sales and growth prospects for the company. The con of this approach is that there would be lot of fluctuations in the dividends paid over the years, there could also be periods of zero dividends; thereby, imposing negative pressure on the company. Based on the growth strategy of Gainesboro, Swenson should pay dividends as promised to the investors in 2006 and adopt a zero dividend payout policy after 2006. Gainesboro should invest the excess cash to achieve its growth goal; and after the company reaches a mature stage it should start paying dividends like other mature firms in the market.

Systematic Review Paper

The purpose of this meta-synthesis research was to synthesize a qualitative study performed to better understand the underlying reasons why only a fraction of cancer patients participate in cancer research trials. The attempt is to explore factors that influence participation in this type of study. Literature in the subject indicates poorly understood process of how patients are enrolled into clinical trials.This systematic review tries to improve the patient decision-making process in participating in cancer clinical trial and to provide Oncology nurses to treat patients with solid background utilizing evidence based practice (Biedrzycki, 2010). The study was conducted in hope to eliminate misconceptions on the negative feelings of cancer clinical trials. A common misconception is participation can cause harm instead of cure. The report clearly describes how the variation in research design and methods revealed low percentages of cancer patient participation in previous studies.An i nformation specialist assisted with the selection of relevant studies. Data selection was reviewed through PubMed. Patient participation and decision making were topics reviewed. A PRISMA-type flow chart elaborates on the multiple studies reviewed (Biedrzycki, 2010). The criteria for reviewing articles included articles published since 2004. Research from other countries was reviewed and was not confined to the United States.Literature reviewed through the National Institutes of Health (NIH) roadmap for Medical Research, fortified the research by emphasizing important aspects of human research participants and transforming this into clinical research. 62 articles met criteria and 24 articles did not meet the initial criteria. Articles beyond five years provided evidence of inaccurate representation of the current views on patients’ will to participate in clinical trials (Biedrzycki, 2010). The research article indicates the sample sizes ranged from 16 to more than 115000 whic h yield a median=162.The combined sample of participants includes gender, race, and age. Most participants were Caucasian. One study included only Asian women. Ages ranged from 50 to 64 years, median 57. 6 years. Cancer diagnoses were reported in 10 studies, six studies omitted reporting cancer as a diagnosis. Four studies reported advanced cancer. Six studies reported participation in phase I clinical trials. One study reported participation in a phase III clinical study. The rest of the studies did not report the phase of trials. There is no indication whether follow up was done with the original reporter to clarify missing information (Biedrzycki, 2010).The criteria used to appraise the research consisted of decision-making process, communication, educational interventions, perceptions, benefits and burdens, quality of life, reasons for declining participation, knowledge, relative health stock, timing of consent, satisfaction, and decisional regret. Most studies focused on decisi on making, however; thirteen studies described multiple aspects of cancer clinical trial participation. Some studies focused on the psychosocial consequences of clinical trial decision making.This data was appraised by several research team members (Biedrzycki, 2010). Decision-making instruments included the Llewellyn-Thomas, an unnamed instrument and the Homes-Rovner et al. Satisfaction with Decision Scale. Other instruments included the Understanding of Clinical Trials by Joffe et al. and The Decisional Regret Scale and the Karmonos Accrual Analysis System. Most studies did not report psychometric measures and almost all studies used one question to assess willingness, interest or knowledge about cancer clinical trials (Biedrzycki, 2010).Data analysis is presented in table format. Table 1 consists of factors reflecting the rigor of the studies reviewed. Table 2 consists of measures of decision making used in the studies reviewed and Table 3 lists strengths, limitations, and key po ints of the studies reviewed. The studies were mainly descriptive, consisting of mixed-methods design. Three studies tested an educational intervention and two studies used an experimental design. 50% of the studies did not report timing of the research in relation to the decision regarding clinical trial participation (Biedrzycki, 2010).During meta-analysis, response rates varied by type of measure and study design, only 50% reported response rates (range = 21% – 95%, median=71%. 29% declined participating because they had no interest and 24% declined with no reason given. One major reason people declined to participate was because they had no access or could not use a computer. Multiple time measures were conducted in decision regret, it was noted that responses were reduced (Biedrzycki, 2010). The process used to pool the data together was clinical trial decision making.The main factors influencing this process consist of patient, provider, and treatment. Two studies speci fically explored decision making by the patient. Education requirements impacted decision making since understanding the risks and benefits of clinical trials was the most important factor taken into consideration by the patient. Educational interventions were noted to have increased patient enrollment. (Biedrzycki, 2010). If the patient found the education from the provider to be coercive, treatment was considered a burden.Time and travel also posed an inconvenience on the patient since it adversely affected quality of life and therefore deterred patients from cancer clinical trials. On a positive note, studies reported factors associated with positive decision making outcomes. Positive decision making included being more spiritual, younger, and having more advanced cancer, and having a good understanding of the education received. Several other aspects were indicated as positive decision making outcomes when providers introduced user-friendly systems (Biedrzycki, 2010).The primary focus of the study was accepting or declining clinical trial participation. The secondary focus was decision-making and the silent variable was the influence on clinical trial participation. All criteria were elegantly spelled out in form of charts and tables. Figure 1 included factors associated with the decision to participate in a cancer clinical trial. Figure 2 revealed factors associated with a positive decision making outcome (Biedrzycki, 2010). A factor that was clearly noted as missing was a review on the process by which patients decide on whether or not to participate in clinical research trial.Components of the decision making preferences have not been determined. Consenting for a research process is autonomous and the current healthcare system does did not provide sufficient learning opportunities for the patient to acquire enough information to make an adequate informed consent. When the patient lacks this knowledge and the healthcare provider lacks the understanding o f the patient’s values, it is difficult for the patient to want to participate in clinical trials (Biedrzycki, 2010).The reviewers concluded that future research is needed for continuation of exploring the reasons for lack of cancer patients’ participation in clinical research trials. The need for sound construct for decision making can prepare nurses and healthcare workers to understand the cancer patient’s values and to provide education that may enhance knowledge and strengthen interventions, and improve cancer clinical trial participation (Biedrzycki, 2010).

Words with the Suffixes -ance and -ence

Words with the Suffixes -ance and -ence Words with the Suffixes -ance and -ence Words with the Suffixes -ance and -ence By Maeve Maddox One of our readers asks if there is a rule for knowing when to write ence and when to write ance at the ends of words such as: affluence, eloquence, essence, influence, insurgence and ambulance, clairvoyance, finance, ignorance, nuisance In a priority list for English spelling reform, the spellings ence and ance, ent and ant, surely deserve a place near the top. Both ance and ence derive ultimately from Latin endings spelled entia and antia. Before the Sixteenth Century when English scholars busied themselves trying to make English spelling and grammar conform to the logic of Latin, some words that had already entered the language spelled with -ance were altered to ence. NOTE: The silent b came into the word debt at this time. In Middle English the word was usually spelled det or dette, rarely debte. The reforming scholars decided that since the word came from Latin debitum, it needed the b. As for knowing when to write -ence and when to write -ance, I believe that this is a case in which observation and practice offer the best solution. A spell checker can also help. A website called Everything2 formulates several rules for the ence/-ance, -ent/-ant spellings, but the multiplicity of rules and exceptions would seem to demand more mental exertion than simply memorizing the words one has trouble with. I was taught to attach what my teacher called a spelling pronunciation to words that do not sound the way they are spelled. For example, I have no trouble spelling chihuahua because I think /chI hoo-a hoo-a/. The same goes for words in ence and ance, ent and ant. I look at the word and emphasize the ending in my head: de fen DANT, prev a LENT. Do this often enough and the correct spelling will enter your long term memory. CAUTION: Some danger may attach to the use of mental spelling pronunciations: they may slip into your speech. Ive heard more than one TV lawyer pronounce /de fen dent/ as /de fen DANT/. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Spelling category, check our popular posts, or choose a related post below:100 Mostly Small But Expressive InterjectionsTen Yiddish Expressions You Should KnowInspiring vs. Inspirational

Swamp Wallaby essays

Swamp Wallaby essays The Swamp Wallaby belongs to the class of Mammalia and the order of Marsupial. The Swamp Wallaby is in the Macropodidae family along with other Wallabies. The Swamp Wallabys scientific name is Wallabia Bicolor. A combination of genetic, reproductive, dental and behavioral characteristics separate the Swamp wallaby from all other macropods, it is therefore classified as the sole living member of the genus Wallabia. The Swamp Wallaby lives in Eastern Queensland, Eastern New South Wales, Victoria, and Southeastern South Australia. The Wallaby inhabits thick undergrowth of dense forests. The Swamp Wallaby is also found in Eucalypt forests and in areas of long grass and ferns. In Australia the Swamp Wallaby is killed often for its skins or because they are agricultural pests. The Swamp Wallaby is a browser so it will eat just about any vegetation that grows near or around its habitat. Common foods of the Wallaby are various leaves, plants, fruits, vegetables, and grasses. The Swamp Wallaby is a solitary feeder, so you will never see one eating with another Wallaby. For their eating habitats of crop many Wallabies are hunted and referred to as a pest, The Swamp Wallaby is a very solitary animal and will not live with or around another Wallaby. The Swamp Wallaby is a nocturnal animal so it is most active during the night. Swamp wallabies can grow as large as 60 inches long (including tail) and weigh as much as 44 pounds. Wallabies can breed continuously and have a gestation period of 33-39 days. The average life span of a Swamp Wallaby in the wild is about fifteen years. ...

Definition and Examples of Point of View

Definition and Examples of Point of View Point of view is the perspective from which a speaker or writer recounts a narrative or presents information. Also known as a viewpoint. Depending on the topic, purpose, and audience, writers of nonfiction may rely on the first-person point of view (I, we), the second-person (you, your, youre), or the third-person (he, she, it, they). Author  Lee Gutkind points out that point of view is innately tied to voice, and a strong, well-executed point of view will also lead to a strong voice (Keep It Real, 2008). Examples and Observations Point of view is the place from which a writer listens in and watches. Choosing one place over another determines what can and cant be seen, what minds can and cant be entered. . . . The main choice, of course, is between the third and first person, between a disembodied voice and I (in nonfiction synonymous with the author). For some, the choice is made before sitting down to write. Some writers feel obliged to use the third person, by tradition the voice of objectivity, the disinterested mode of address appropriate for the newspaper or for history. Other writers, by contrast, seem to adopt the first person as a reflex, even if they are not writing autobiographically. But choosing a point of view really is a choice fundamental to the construction of nonfiction narratives, thus carrying relevant consequences. No moral superiority inheres in the first or third person, in their many varieties, but the wrong choice can deaden a story or distort it enough to turn it into a lie, sometimes a lie composed of facts.(Tracy Kidder and Richard Todd, Good Prose: The Art of Nonfiction. Random House, 2013) Subjective and Objective Viewpoints Pronouns reflect the various viewpoints. You can choose first-person (I, me, us, our), second person (you), or third person (he, she, they, their). First-person is considered intense, subjective, and emotionally hot. It is the natural choice for a memoir, autobiography, and most personal-experience essays. The reader is the center of attention for second-person. It is the favored point of view for instructional material, advice, and sometimes admonishment! It is intimate without being intenseunless the voice of the author is authoritarian or controlling instead of instructive. . . . Third person can be subjective or objective. For instance, when used for an as told to personal-experience essay, third-person is subjective and warm. When used for news and information, third-person is objective and cool. (Elizabeth Lyon, A Writers Guide to Nonfiction. Perigee, 2003) The First-Person Narrator Its hard to write a memoir or a personal essay without falling back on the I. In fact, all nonfiction is really told in the technical first-person point of view: there is always a narrator doing the telling, and the narrator is not some fictional persona but the author. This single point of view is one of the important- and frustrating- hallmarks that distinguishes nonfiction from fiction. Yet there are ways to mimic other points of viewand thereby to tell a more natural sort of story. Listen to the opening lines of Daniel Bergners God of the Rodeo: When he had finished workbuilding fence or penning cattle or castrating bull calves with a knife supplied by his boss on the prison farmJohnny Brooks lingered in the saddle shed. The small cinder-block building is near the heart of Angola, Louisianas maximum-security state penitentiary. Alone there, Brooks placed his saddle on the wooden rack in the middle of the room, leapt onto it, and imagined himself riding in the inmate rodeo coming up in October. No sign yet of the author- a strictly third-person presentation. . . . The author wont enter the story directly for many more lines; hell duck in once to let us know hes there and then disappear for long stretches . . .. But in fact, of course, the author has been with us in every line, in the second way that an author participates in a nonfiction story: tone. (Philip Gerard, Talking Yourself Out of the Story: Narrative Stance and the Upright Pronoun. Writing Creative Nonfiction, ed. by Carolyn Forchà © and Philip Gerard. Writers Digest Books, 2001) Point of View and Persona [T]hese issues of point of view really point to one of the most fundamental skills in creative nonfiction, to writing not as the author but from a constructed persona, even if that persona is taking on the I to tell the story. That persona is formed by time, mood, and distance from the events that are being narrated. And if we decide to foreground the artifice of this construction by using more stylized points of view, such as second- or third-person, we create even more of a relationship between the narrator and the narrated, a high awareness that we are engaged in the reconstruction of experience and not pretending to be mere transcribers of that experience. (Lee Gutkind and Hattie Fletcher Buck, Keep It Real: Everything You Need to Know About Researching and Writing Creative Nonfiction. W.W. Norton, 2008) Obi-Wan Kenobi on Point of View Obi-Wan:  So, what I told you was true . . . from a certain point of view. Luke: A certain point of view? Obi-Wan: Luke, youre going to find that many of the truths we cling to depend greatly on our own point of view. (Star Wars: Episode VIReturn of the Jedi, 1983)

Communications strategies and teenage pregnancy Essay

Communications strategies and teenage pregnancy - Essay Example The purpose of this evaluation was created with the goal to look at methods in which teenagers are warned about the cautions of preventing teenage pregnancy. Many organizations and even high school education programs attempt to curb teenage pregnancy to try to bring it to a halt There are numerous young parents added to the statistics on a daily basis. In order to try to halt the exponential increase of teenage pregnancy, it is thought that maybe it is not only in how the message is received but also how it is delivered. If the communications method was altered to not just discuss abstinence only methods but to educate about the real life components of being a parent of a young age, it could otherwise change the minds of young teenagers that take the risk of becoming pregnant and then face parenting decisions when they are barely emerging childhood themselves. Communication Strategies and Teenage Pregnancy Sex education has received a lot of support over the last few years among teac hers and paretns as a method to combat the ever increasing cases of sexually transmitted infections (STIs) and teenage pregnancies. According to McKay (2000), sex education has a place ever day in homes, schools, churches, and in the media. In schools, the sex education curriculum includes, but is not limited to, sexual development, sexual health, interpersonal relationships , as well as romance, intimacy, sex, body image and gender roles. Sex education programs teach knowledge, behaviors, attitudes, morals and skills that promote strong and healthy relationships, good character and healthy sexuality. Sex education takes place in many schools, organizations and churches to create awareness about the effects of early and misinformed sexual relationships. The sex education that teenagers receive is questionable in regards to how effective it is and if it has made any impact on teenage pregnancy rates. The goal is to evaluate potential communication strategies that can be used to teach sexual education. This project also examines how the government and the media play a role and can help spread the message using methods to curb teenage pregnancy. When looking at sex education, one in four American teenagers received abstomence education. Of teens ages 18-19 years old, 41 percent claim to know very little or nothing at all about condoms or birth control pills. In middle schools in the United States, nearly 75 percent of students received information about abstinence in order to prevent pregnancy, sexually transmitted diseases and HIV compared to just over 30 percent of middle schoolers whom learned about contraception. In high school, the rates are not much better. Approximately 85 percent of high school students learned more about abstinence while less than 60 percent of students learned anything about contraception. It looks like abstinence practices continues to be the focus of these sex education programs ("Guttemacher Institute," 2012). When evaluating longitu dinal studies that occur from the point a teenager gets pregnant and following them through the course of their life, the outlook is bleak. Children born to teenagers are approximately three times more likely to become a teenage parent themselves (Teasdale, 2006). When comparing this to a society where young women wait until their late twenties or early thirties, become educated and start establishing a future for themselves, this means that they will likely be more responsible parents as they are finally adults. Generally when the young mom has reached the age of 30 and has been a teenage mom, she is 22 percent more likely to be living a life stricken by poverty, less likely to have a partner or to be employed (Teasdale, 2006). This is in comparison to mothers that gave birth to children when they instead became mothers at the age of 24 years old or older (Teasdale, 2006). While some of these strategic methods of communication may be working such as

A comparitive Study of Clinton's and George Bush's Economic Policies Essay

A comparitive Study of Clinton's and George Bush's Economic Policies - Essay Example Bush supporters argue that Clinton inherited a booming economy on the upswing from the previous Reagan/Bush presidencies then ran it into the ground for which George W. now takes the blame. Many Clinton backers disagree taking the position that the current Bush administration has instituted a faith-based economic policy; that Armageddon will happen soon so it doesn’t matter how the country’s economy is managed. To give total credit or blame to one person for every aspect of the nation’s economic condition is hardly a credible stance. However, this paper will compare the two presidents’ economic policies as they relate directly to the end result in similar categories as a means to compare their successes and failures on an even playing field. To that end, this discussion provides an extensive view of the economy over the previous 12 years spotlighting on percentage changes of several economic indicators rather than total number. The steady creation of employment opportunities is one of the most telling signs of a country’s economic condition. According to the Bureau of Labor Statistics, the number of jobs increased 2.38 percent per year under Clinton, but it has decreased 0.17 percent per year in the years Bush has held office (Atkinson & Hutto, 2004). The Bush administration claimed that the economy was on a downturn following the Clinton presidency then was further hindered by the attacks on the World Trade Center in 2001. Bush sold the idea of tax cuts to the public predicting that this step would help to stimulate the economy by creating 3.7 million jobs in 2003, but produced only 1.7 million, fewer than the number of births in the country that year (Council of Economic Advisors, 2003). By contrast, 22 million jobs were created during the eight years Clinton was in office. The tax cut concept was not based on sound, objective economic analysis, rather it was an ideology borrowed from the equally failed

Case study of marketing Example | Topics and Well Written Essays - 4000 words

Of marketing - Case Study Example Recently it won the Best Supplier Engagement Award at the Ethical Corporations 5th Annual Responsible Award ceremony held in Londons Mayfair on 29th September 2014 (Nestle, 2014). It also won the Most Inclusive Employer of the Year award at the European Diversity Awards held in London (European Diversity Awards, 2014), and the Ministerial award for its significant environmental achievements and initiatives awarded by the government of Vietnam (Vietnam Investment Review, 2014). The achievements of the company in diverse field are indicative of the company’s commitment towards its stakeholders and for global causes. This essay aims to discuss various aspects related to corporate social responsibility and creating shared value and other similar initiatives undertaken by Nestle over the years. The term corporate social responsibility has been widely discussed and debated across various academic and non-academic fields alike. It is defined as "a concept whereby companies decide voluntarily to contribute to a better society and a cleaner environment by integrating social and environmental concerns in their business operations and in their interaction with their stakeholders" (European Commmission, 2001, p. 6). The UK government describes the term as "the responsibility of an organisation for the impacts of its decisions on society and the environment above and beyond its legal obligations, through transparent and ethical behaviour" (gov.uk, 2014). Nestlà © embraced the concept of CSR and actively endorsed the principles laid down by the term. This is apparent from the corporate strategies of the firm which are built around customers needs and expectations. The company recognises and acknowledges the need of the consumers with regard to having access to information about the products they consume. Nestlà ©Ã¢â‚¬â„¢s approach of catering to this need of the consumers helped significantly in developing and

Hamlets Tragic Flaws Research Paper Example | Topics and Well Written Essays - 1500 words

Hamlets Tragic Flaws - Research Paper Example The act ends with Hamlets assumption of an "antic disposition." He has realized that one may "smile and smile and be a villain." He has also corrected his friends skepticism: "There are more things, Horatio, / Than are dreamt of in your philosophy" (174-75). Claudius is a villain but a hypocrite; to seek his vengeance, Hamlet himself will have to pretend to be what he is not: mad. What does the act break here signify? Most obviously it marks the passage of time: "Laertes has time to settle in Paris, Hamlet to show in full his antic disposition, Rosencrantz and Guildenstern to be recalled to Elsinore and the ambassadors to go and return from Norway" (Brown, 2001). We certainly see the shape of the first act: the Ghost appears in the first and last scenes to make his demand. He has risen up from the earth to confirm his sons worst suspicions and to demand of him action. It is not unlike the plague in Sophocles Oedipus Tyrannos: the murderer of Laios has gone unpunished all these years, but the plague now demands that he be found. The irony that Oedipus, as king, takes on the responsibility of punishing the murderer, who is he himself, is not without parallel in Hamlet. In pursuing -- and not pursuing --vengeance for his fathers murder, Hamlet "finds himself." His last thought in Act I is characterizing: "The time is out of joint. O cursed spite, / That ever I was born to set it right" (196-97). Circumstances beyond his control will force him to act in an uncharacteristic manner. Nothing could be more dramatic, more tragic. The conflict is not between two individuals but within one, or between what he knows of himself in the private world of his own meditation and the public role he must now assume. The assumption of the role of a madman is metaphorical as well as an aspect of the plot: it suggests Shakespeares primary philosophical concern, which is the nature of individual identity and how it is and is not

PolicyMaking in the EU Essay Example | Topics and Well Written Essays - 3500 words

PolicyMaking in the EU - Essay Example Were it admitted to the EU, Turkey would be the most populated country and the first to be predominantly Muslim. Though its accession would have little effect on the European Commission, it would dramatically affect the European Council. Despite these many positives, some negatives make many weary about Turkey's inclusion. Agriculture is a major concern of EU policy. As Turkey's inclusion would affect voting power, Turkish concerns could change the common agriculture policy. Also, the European Union allows free movements of citizens among member nations. "A free flow of [Turkish] immigrants could destabilize labor markets around Europe. Though many of the members today feel that the presence of the Turkey would definitely create an impact on the growth of the European Economy, an equal number of the members feel that Turkey cannot be included into the EU as it is not geographically apt to be called 'European'. Its accession talks have since been delayed by a number of domestic and external problems. Several European countries such as Austria have shown their reluctance to allow Turkey into Europe. The issue of Cyprus continues to be a major obstacle to negotiations. European officials have commented on the slowdown in Turkish reforms which, combined with the Cyprus problem, has led the EU's enlargement commissioner to warn of a crash in the negotations with Turkey. Despite these setbacks, Turkey had closed its first phase in negotiations in June 2006. Based on what it views as lukewarm support for its accession to the EU and alleged double standards in its negotiations. France and Austria have indicated they will hold referundums on Turkey's membership), the Turkish public has become increasingly euroskeptic in recent times. Arguments favoring Turkey's membership in the European Union Economy An important in the favor of Turkey's inclusion is the rapid economical growth it has been achieving in the last 4 years. Although the current GNP per capita is still lower than all of the other new EU-countries, the current economic growth rate suggests that in a few years, Turkey will have overtaken Poland and Romania. In addition, Turkey has a young population. That, combined with the size of the country, and its growth rates, constitutes a major dynamism and a good opportunity for the EU. (Barry.M.Rubin, 2003) Relationship with the NATO Atlancist countries outside Turkey have always felt the inclusion of Turkey into the European Union would help counteract France's completely oblivious stand against the US. In countries like France, Netherlands and Germany, this is viewed as a point working against the country. Turkey is a strong regional military power which could give the EU more military capabilities. The Turkish Armed Forces are the second largest standing armed force in NATO after the United States Armed Forces, and they are the strongest in the Muslim world. Many countries in the west believe that the inclusion of the country in the EU would cement its alignment with the west. Many people in Turkey also believe that the Turkish inclusion could actually result in less military influence in the country and more stable Government. It could also improve in sustaining the economy. The Energy resources Turkey has now become the Energy hub of the continent. Direct piping between Russia and Iran carries natural gas to Turkey, which is planned to be distributed to the

Analysis + Memo. Playa Dorada Case Study Example | Topics and Well Written Essays - 1250 words

Analysis + Memo. Playa Dorada - Case Study Example I hope that I will be able to highlight the potential feasibility, profitability and suitability of the proposed expansion, in such a way that enhances our investment returns. Welcome. Background To begin with, you are aware that the Playa Doranda Beach & Resort in Florida has been doing very well in setting up a residential center alongside highly esteemed hotels. The residents and guests in these two units are expected to reach maximal capacity soon, thus increasing the number of people using our facilities. Further, the usage of tennis facilities has been on the increase and is likely to push us above our current capacity in the next few months. Based on vocation and tourist arrivals, there is a likelihood that our tennis facilitates will soon be inadequate. Our marketers and strategic business planners have already guaranteed increased growth of tennis demand in the location. Considering that our 18-hole golf course and Olympic sized swimming pool were also essential future inves tments that are now legendary in returns, it is strategically logical to conclude that we now need to extend our tennis infrastructure. Between 2004 and 2007, our court usage increased from 18.4% (by 2,789) players, to reach 47.3% (by 32,816 players). This was a nearly 30% increase of tennis court usage within three years. This rate or growth predicts when our tennis facilities as they are now, will be inadequate. With that kind of growth rate, our tennis courts face maximal over use in less than five years from 2007. Proposal My proposal for the next financial year is to amend the current pricing structure, and make it more competitive. Our tennis facilitates are impeccable in quality and the best in these regions. As such, since we have and we will sustain a maximal demand among players and visitors, we can optimize our profitability by increasing our prices, and being more expensive in our tennis programs. Further, even with increased prices, our tennis facilities are likely to r egister extreme numbers of potential players, as we are now, if not more when occupation increases. As such, I propose that we need to increase our tennis facilities and infrastructure, by building new courts and extending those that are currently operational. This will continue to optimize our revenue generation, not only because of new facilities, but also with the increased pricing structure. It is a highly expensive investment proposal, but the potential optimal returns are as gigantic. Conclusion Building a hotel and residential infrastructure have been central to tradition, our history and the consequent success as was demonstrated by our lucrative villa sales a few years ago. In this understanding, investing in better facilities and preparing our company with an essential expansion of our tennis club is essential. That is my proposal, hoping to maximize on the future returns on our investment, within a market that is most likely going to grow extremely huge in the near future . Thank you. SWOT Analysis The SWOT matrix can be used to analyze the potential benefits of the proposed expansion. SWOT helps profile the Strengths, Weaknesses, Opportunities and Threats of a business proposal. This will help justify the essence of the proposal, based on strategic analysis of future market of tennis courts and tennis facilities. As such, the following is a brief SWOT analysis of the proposal: A) Strengths (Potential returns for the business proposal over possible alternatives). The expansion proposes the construction

PolicyMaking in the EU Essay Example | Topics and Well Written Essays - 3500 words

PolicyMaking in the EU - Essay Example Were it admitted to the EU, Turkey would be the most populated country and the first to be predominantly Muslim. Though its accession would have little effect on the European Commission, it would dramatically affect the European Council. Despite these many positives, some negatives make many weary about Turkey's inclusion. Agriculture is a major concern of EU policy. As Turkey's inclusion would affect voting power, Turkish concerns could change the common agriculture policy. Also, the European Union allows free movements of citizens among member nations. "A free flow of [Turkish] immigrants could destabilize labor markets around Europe. Though many of the members today feel that the presence of the Turkey would definitely create an impact on the growth of the European Economy, an equal number of the members feel that Turkey cannot be included into the EU as it is not geographically apt to be called 'European'. Its accession talks have since been delayed by a number of domestic and external problems. Several European countries such as Austria have shown their reluctance to allow Turkey into Europe. The issue of Cyprus continues to be a major obstacle to negotiations. European officials have commented on the slowdown in Turkish reforms which, combined with the Cyprus problem, has led the EU's enlargement commissioner to warn of a crash in the negotations with Turkey. Despite these setbacks, Turkey had closed its first phase in negotiations in June 2006. Based on what it views as lukewarm support for its accession to the EU and alleged double standards in its negotiations. France and Austria have indicated they will hold referundums on Turkey's membership), the Turkish public has become increasingly euroskeptic in recent times. Arguments favoring Turkey's membership in the European Union Economy An important in the favor of Turkey's inclusion is the rapid economical growth it has been achieving in the last 4 years. Although the current GNP per capita is still lower than all of the other new EU-countries, the current economic growth rate suggests that in a few years, Turkey will have overtaken Poland and Romania. In addition, Turkey has a young population. That, combined with the size of the country, and its growth rates, constitutes a major dynamism and a good opportunity for the EU. (Barry.M.Rubin, 2003) Relationship with the NATO Atlancist countries outside Turkey have always felt the inclusion of Turkey into the European Union would help counteract France's completely oblivious stand against the US. In countries like France, Netherlands and Germany, this is viewed as a point working against the country. Turkey is a strong regional military power which could give the EU more military capabilities. The Turkish Armed Forces are the second largest standing armed force in NATO after the United States Armed Forces, and they are the strongest in the Muslim world. Many countries in the west believe that the inclusion of the country in the EU would cement its alignment with the west. Many people in Turkey also believe that the Turkish inclusion could actually result in less military influence in the country and more stable Government. It could also improve in sustaining the economy. The Energy resources Turkey has now become the Energy hub of the continent. Direct piping between Russia and Iran carries natural gas to Turkey, which is planned to be distributed to the

Understand below-the-line techniques and how they are used Assignment

Understand below-the-line techniques and how they are used - Assignment Example The shift towards integrated promotional strategy is one of the most significant developments in the field of marketing. It helps in building brand identity and equity which is a priority when it comes to branding. The use of different communication mediums will only be successful if there is clarity in the message and all consumers are able to perceive it in the same manner. Marketing communication can be divided into two ways: Above the line communication is conventional in nature and is quite impersonal. It includes mediums such as television, radio, web banners and print media (Vaňa & ÄÅ'ernà ¡, 2011). Below the line activities are unconventional promotional strategies which are focused towards brand building. It is most suitable when the target audience is large and difficult to approach. Below the line activities are informal and more creative than above the line activities. With markets being more fragmented, it has become highly important for markets to break clutter and attract the audience using unconventional ways such as: distribution of flyers, conducting mall activities, special events and give-aways. Below the line activities are targeted towards individual consumers and desires call-to-action. It aims to obtain individual responses from the consumers to understand their needs and preferences. In other words, these activities ensure that there is a one-to-one relationship between the bra nd and the product being marketed. Below the line activities are also measurable allowing the marketers to gauge the responses easily. Below the line channels help the marketers in tailoring their message in a more personal manner so as to develop a relationship with the consumers. Marketers can involve numerous below the line activities in their holistic marketing campaigns in order to get closer to the target audience. Whatever message they are

Formative Writing †Slumdog Millionaire Essay Example for Free

Formative Writing – Slumdog Millionaire Essay The film ‘Slumdog Millionaire’ by British born director Danny Boyle, gives a particular insight into life in India, and more specifically the city of Mumbai through the use of setting. It is this cultural backdrop presented through the perspective of foreigner that not only makes the film special, but also sparked a lot of debate whether the image revealed is an accurate portrayal of India. The film attempts to show the shocking and disturbing realities that occur in India, including poverty, injustice, slums, gang culture and prostitution. An example of one of these realities being depicted is in the scene where Jamal and Salim have been captured by the gangster Maman who plans to blind Jamal in order to make him a profitable beggar as he will evoke more sympathy if blind. The setting of the scene is outside a remote building where the gangsters keep the children at night. These children are placed away from the rest of civilisation showing how they are unwanted and are outsiders. The lighting is minimal making it dark, eerie and scary which is also coupled with fast pace camera shots which are predominantly close-ups on things such as the acid, Maman’s face and one of his accomplices cracking his knuckles. All of these features work together in order to create an intimidating impression on the viewer as we don’t get the full perspective echoing how the children are being tricked and deceived. Salim watches one of the boys eyes being burned yet the viewer doesn’t get to see this, instead the horror is echoed through Salim’s physical reaction as he vomits. It appears that the director wants to shock the audience and present the horrors present in Indian culture, yet he doesn’t show it physically being done, creating a barrier which shields the western audience at all times. Maman asks Salim whether he wants ‘the life of a Slumdog or a man?’ This gives the impression that all Indian men should want to be and are like Maman who is evil and corrupt, giving a negative representation of men in India.

Cabaret :: essays research papers

Brian says 'you're about as fatale as an after dinner mint!' Is Sally really harmless? Brian's exasperated accusation that Sally is 'as fatale as an after dinner mint' is expressed at the end of a weekend away with Max. The outburst reveals Brian's opinion that Sally is not the seductress she fancies herself to be, but is simply 'deluding' herself. However, one must stop to consider the meaning of harmless when applied to Sally Bowles. She is essentially self-absorbed and theatrical, a confused and childlike character, used in the film to demonstrate to the viewer the dangers of complacency and self-indulgence in a dangerous political environment. Sally is, in fact, unintentionally harmful, for her actions can corrupt and she is politically ignorant. Throughout the film Sally boasts her personal corruption, and perpetuates an acceptance that 'divine decadence' and debauchery are desirable lifestyles. A representative of the seedy and superficial cabaret world, Sally flaunts her promiscuity and chooses to live a life where external problems do not undermine her opinion that 'life is a cabaret'. Her world is an illusion; nothing will obstruct her view that Berlin's decadent society is a wonderfully exciting setting for her rise to stardom. Her self-absorption is obvious when she tells Brian she wants to know 'absolutely everything' about him, and then proceeds to talk over him. Similarly, her inability to assist Natalia in her romantic dilemma with Fritz suggests that she has immersed herself so completely in the amorality of the cabaret world that she cannot comprehend Natalia's emotions, or even face reality enough to contextualise her problem. This lack of empathy for those in tune with the real world rather than Sally's constru cted fantasy has the potential to damage her relationships. Sally is ardently ambitious, and her shameless espousal of hedonism is exemplary of her preparedness to do corrupt things to achieve her dreams. Sally is highly atuned to the potential of power and money to advance her career. To attain these things, she uses her sexuality as a commodity, simply another means for the advancement of her aspirations. Her liberal sexuality may ultimately harm both herself and Brian, as it makes him feel used, and her potential for any kind of real relationship is continuously pushed into the background until it becomes almost an impossibility. Sally's initial approach to all strangers is to attempt to seduce them, as seen with both Brian and Max.

What is Electronic Commerce? :: essays research papers

What is Electronic Commerce? â€Å"E-commerce has the potential to unleash enormous savings and business efficiencies, but the practicalities remain elusive. How will e-commerce change the global planning and purchasing of transport and logistics in the supply chain? Logistics has been described as the key enabler for e-business – but how can individual logistics and transport companies ensure that they benefit from, rather than perish in, the e-commerce revolution?† Alan Waller, partner, PRICEWATERHOUSE COOPERS, EMEA. Electronic Commerce (e-commerce) is electronic business. It's using the power of computers, the Internet and shared software to send and receive product specifications and drawings; bids, purchase orders and invoices; and any other type of data that needs to be communicated to customers, suppliers, employees or the public. E-commerce is the new, profitable way to conduct business which goes beyond the simple movement of information and expands electronic transactions from point-of-sale requirements, determination and production scheduling, right through to invoicing, payment and receipt. E-commerce uses key standards and technologies including Electronic Data Interchange (EDI), Technical Data Interchange (TDI), Hypertext Mark-up Language (HTML), eXtensible Mark-up Language (XML), and the Standard for Exchange of Product model data (STEP). E-commerce is made possible through the expanded technologies of the Internet, the World Wide Web, and Value-Added Networks. The Internet is a world wide collection of computer networks, co-operating with each other to exchange data using a common software standard. Through telephone wires and satellite links, Internet users can share information in a variety of forms. The size, scope and design of the Internet allows users to connect easily through ordinary personal computers and local phone numbers, exchange electronic mail (E-mail) with friends and colleagues with accounts on the Internet, post information for others to access, and update it frequently, access multimedia information that includes sound, photographic images and even video, and access diverse perspectives from around the world. An additional attribute of the Internet is that it lacks a central authority—in other words, there is no "Internet, Inc." that controls the Internet. Beyond the various governing boards that work to establish policies and standards, few rules and answers to no single organisation bind the Internet. The History of the Internet Many people think that the Internet is a recent innovation, when in fact the essence of it has been around for over a quarter century. The Internet began as ARPAnet, a U.S. Department of Defence project to create a nation-wide computer network that would continue to function even if a large portion of it were destroyed in a nuclear war or natural disaster.

Macbeth Openings

How does Shakespeare create mood and atmosphere in the opening scenes of Macbeth? Act 1 Scene 1 is set in ‘an open place’, immediately indicating to the reader that something secretive is happening, the very setting of the first scene indicates tension to come. The stage direction reads ‘Thunder and lightning. Enter three Witches. ’ The weather creates a tense atmosphere, when the scene is performed the weather acts as pathetic fallacy, further creating tension in the atmosphere; also the weather suggests a supernatural element, a common component of the Gothic genre. The witches talk in rhyming couplets, as though a chant; Witch 1 says ‘When shall we three meet again? In thunder, lightning, or in rain? ’. This indicates the witches can see into the future, developing further on the supernatural element; Shakespeare mentions this power of the witches in the first scene to shock the audience, and to develop the sinister atmosphere. The witches agree to meet on ‘the heath’, an isolated and secretive location suggesting their intentions are evil. During this scene Macbeth is mentioned for the first time, the witches say they are to meet him, Shakespeare does this to foreshadow Macbeth’s link to evil, by suggesting Macbeth knows the witches the audience automatically associates Macbeth with the witches. The ending of the scene has great impact, all witches recite ‘Fair is foul, and foul is fair: Hover through the fog and filthy air. ’ Again the witches are ‘chanting’ and talking in rhyming couplets, suggesting they have telepathic powers, securing the idea that they have supernatural powers. At the era in which Shakespeare wrote Macbeth, James I was King, he was extremely interested in Witches, so many suggest Shakespeare wrote the play to please the King, and his followers. Act 1 scene 1 is a short impact scene for dramatic effect, Shakespeare introduces the witches as the first characters in the play, and this is to foreshadow the evil to come and to engage the audience of the era. Act 1 scene 2 is set in ‘a camp’, King Duncan, Malcolm, Donalbain, Lenox and their attendants meet a bleeding Captain. The characters are talking in Iambic pentameter, which mimics human speech; Shakespeare does this so the audience subconsciously trust the King. Shakespeare also does this to draw attention to the contrast between the Witches speaking in an eerie manner with rhyming couplets (unnatural) and these characters speaking normally. When the Captain speaks, he mentions ‘two spent swimmers’ and speaks with great respect of how these soldiers fought against ‘merciless Macdonwald’. He then mentions Macbeth is one of these ‘brave’ men, which highly contrasts from the impression we get of Macbeth in the first scene. The audience get the impression Macbeth is highly respected by the Captain and the King. However Shakespeare uses brutally violent language in the Captains description of Macbeth in action such as ‘bloody execution’, ‘carv’d’ and ‘till he unseam’d him from the nave to th’chops, And fix’d his head upon our battlements. ’ Shakespeare uses the violent language to reinforce Macbeth’s strength and brutality and to further exaggerate the tense atmosphere. Later in the scene the Captain mocks the idea that Macbeth may have been scared ‘As sparrows eagles, or the hare the lion’ showing Macbeths determination and ruthlessness; he also compares Macbeth fighting to ‘Golgotha’ the scene of Christ’s death, creating this immortal imagery of Macbeth before the audience have seen him. Shakespeare introduces Macbeth through word of mouth in both Act 1 scene 1 and scene 2 to show his strength and hint at his evil streak, this creates a tense mood awaiting the introduction of Macbeth’s character. Throughout the scene Shakespeare introduces people that witnessed Macbeth’s bravery in the battle one at a time to show their appreciation and to emphasize his strength, structurally this builds tension and gradually the atmosphere becomes more and more tense. During this scene Shakespeare also introduces the theme of deception; the Thane of Cawdor has betrayed King Duncan by assisting his opponents in the battle. This theme heightens the tension and when the Thane of Cawdor is executed, Macbeth receives his title, moving him up further in the hierarchy. In Act 1 scene 3 we return to the witches located on the heath, an isolated and secretive area, with further pathetic fallacy of thunder. Shakespeare does this to heighten the tension back up for the audience wondering what the witches are going to do; after the slight relax of tension in the previous scene the pathetic fallacy quickly returns the extremely tense atmosphere. By switching from scene 1 with the witches then scene 2 without the witches back to scene 3 with the witches Shakespeare creates the idea that the witches are significant, implying that a significant event is to come in the following scene. Everything is drawing the audience’s attention to this scene. Within the scene the witches begin to discuss their evil actions, another element of the Gothic genre. Later the witches use parts of corpses to conjure up a spell, Shakespeare does this to elaborate further on the witches supernatural powers and to entice the audience with a common interest of the era. Macbeth enters directly after the spell takes place, therefore the mood is tense on his entry, Shakespeare does this to give greater dramatic effect to his entrance. Macbeth first line of speech is ‘So foul and fair a day I have not seen’ opening with the very same paradox the witches ended the first scene on; Shakespeare uses language to create a subconscious link between the evil witches and Macbeth, creating tension and foreshadowing further that Macbeth is evil. Macbeth’s loyal friend Banquo says ‘you should be women’ indicating the witches look supernatural and revolting, further heightening tensions within the audience. Later stage directions state the ‘Witches vanish’, elaborating further that the witches are in fact supernatural beings. Banquo has hallucinations, a common element of the Gothic theme, the sense of uncertainty in this soldier earlier described as a ‘spent swimmer’ creates the contrast and worry within the audience about the extent of the witches powers, the mood becomes more and more negative and curious as to what the witches are capable of. Later in the scene Macbeth, in an aside he says ‘As happy prologues to the swelling act of the imperial theme. Meaning he is happy that the witches may be right and that he may be on his way to becoming King, which for an audience during this era would be shocking. Shakespeare does this for dramatic effect. This is soon followed by the implication that Macbeth has considered killing the King ‘whose horrid image doth unfix my hair’. This is outrageous to the Jacobean audience, the mood becomes angry and tense as Macbeth starts to become justifiably disliked. He seems the anti-hero with the fatal floor of ambition. The final hint is that a later aside Macbeth mimics the evil witches in using rhyming couplets, strengthening his link with them. Throughout these scenes Shakespeare uses violent and supernatural language, as well as contrast between iambic pentameter and rhyming couplets to strengthen the ongoing development of a tense atmosphere. The atmosphere revolves closely around Macbeth and foreshadows well for the events to follow. Shakespeare does this to highlight Macbeth’s introduction at the antagonist.

Compairison of amy tans mother tongue snd orwells shooting an elephant Essay

Even though Tan and Orwell have two different approaches to showing a struggle to fit into society, they are actually in agreement that people who come from different places struggle to fit. This common ground becomes apparent through the emotion behind each authors’ writing. In both Tan and Orwell’s writing they show a variety of feelings. These feelings consist of sadness, anger and bitterness. The first illustration of both authors’ accord is the way each of them express sadness from the way they are treated by those around them. It is especially evident that Tan is saddened by the fact that her mother is poorly treated due to her broken English. Tan states â€Å"But they seem just as bad, as if everything is limited, including people’s perceptions of the limited English speaker† (179). This demonstrates the sadness Tan feels for her mother and the difficulty her mother faces to fit into society, bearing in mind it is nearly impossible to fit in with others if their perceptions are skewed. Orwell faces a similar issue throughout his essay as well. The natives of Burma were extraordinarily boorish towards Orwell simply because he was from England. Orwell shows an example of this by opening his writing with â€Å"In Moulmein, in Lower Burma, I was hated by large numbers of people the only time in my life that I have been important enough for this to happen to me† (229). Hatred from all of Burma for no good reason causes sadness upon Orwell, especially when all he wants is to fit in and not be ridiculed. Evidently when the society one lives in is not accepting of them it becomes a struggle to fit it. Tan and Orwell also display strong feelings of anger in their writings. As Tan continues to write, a change in tone is evident. She starts off placid and calm then progresses to a more aggressive angry tone. An example of this is when Tan complains â€Å"And when the doctor finally called her daughter, me, who spoke in perfect English –lo and behold – we had assurances the CAT scan would be found, promises that a conference call on Monday would be held, and apologies for any suffering my mother had gone through for a most regrettable mistake† (180). The above quote demonstrates a sarcastic tone which signifies the author is fed up, annoyed, and even angry. Orwell communicates angers from the very start of his writing when he  tells of a time he was tripped on the football field. A Burman man purposely tripped Orwell in front of the crowed and they all laughed at him, which irritated him and made him mad. Anger is a very strong emotion in which both authors’ express due to frustration from not fitting into society. An even worse emotion compared to anger is bitterness. Bitterness is a vile, putrid feeling. It shows that you have let something get the best of you. Each author displays bitterness in some form or another. Orwell shot an elephant for the sheer fact that he did not want to seem like a fool. If he was not bitter toward the Burmans he would not have allowed them to get the best of him. As far a Tan goes, she says â€Å"people in department stores, at banks, and at restaurants did not take her seriously, did not give her good service, pretended not to understand her, or even acted as if they did not hear her† (180). Tan’s bitterness for the disrespect her mother receives from multiple different people helps her to express her mother’s struggle to fit into society. With everything these two different authors’ have in common its clear they both agree that people from different places struggle to fit in. People from all different cultures and societies struggle to fit in when they go somewhere new. Both authors do a wonderful job at expressing these challenges. They each show as an individual their own personal experiences with struggling to fit into society. Their imagery and emotions make it easy to visualize being in their shoes struggling to overcome the challenges of fitting into society. It is perfectly clear that both author agree upon outsiders struggling to fit into a new society. Works Cited Orwell, George. â€Å"Shooting an Elephant.† Fields of Reading: Motives for Writing. Ed. Nancy R. Comley, et.al. 10th edition. New York: Bedford/St. Martin, 2013. 129-134. Print. Tan, Amy. â€Å"Mother Tongue.† Fields of Reading: Motives for Writing. Ed. Nancy R. Comley, et.al. 10th edition. New York: Bedford/St. Martin, 2013. 178-182. Print.

Effects of Wolf Predation

This paper discusses four hypotheses to explain the effects of wolf predation on prey populations of large ungulates. The four proposed hypotheses examined are the predation limiting hypothesis, the predation regulating hypothesis, the predator pit hypothesis, and the stable limit cycle hypothesis. There is much research literature that discusses how these hypotheses can be used to interpret various data sets obtained from field studies. It was concluded that the predation limiting hypothesis fit most study cases, but that more research is necessary to account for multiple predator – multiple prey The effects of predation can have an enormous impact on the ecological organization and structure of communities. The processes of predation affect virtually every species to some degree or another. Predation can be defined as when members of one species eat (and/or kill) those of another species. The specific type of predation between wolves and large ungulates involves carnivores preying on herbivores. Predation can have many possible effects on the interrelations of populations. To draw any correlations between the effects of these predator-prey interactions requires studies of a long duration, and tatistical analysis of large data sets representative of the populations as a whole. Predation could limit the prey distribution and decrease abundance. Such limitation may be desirable in the case of pest species, or undesirable to some individuals as with game animals or endangered species. Predation may also act as a major selective force. The effects of predator prey coevolution can explain many evolutionary adaptations in both predator and prey species. The effects of wolf predation on species of large ungulates have proven to be controversial and elusive. There have been many different odels proposed to describe the processes operating on populations influenced by wolf predation. Some of the proposed mechanisms include the predation limiting hypothesis, the predation regulating hypothesis, the predator pit hypothesis, and the stable limit cycle hypothesis (Boutin 1992). The purpose of this paper is to assess the empirical data on population dynamics and attempt to determine if one of the four hypotheses is a better model of the effects of wolf predation on ungulate population densities. The predation limiting hypothesis proposes that predation is the primary factor that limits prey density. In this non- equilibrium model recurrent fluctuations occur in the prey population. This implies that the prey population does not return to some particular equilibrium after deviation. The predation limiting hypothesis involves a density independent mechanism. The mechanism might apply to one prey – one predator systems (Boutin 1992). This hypothesis predicts that losses of prey due to predation will be large enough to Many studies support the hypothesis that predation limits prey density. Bergerud et al. (1983) concluded from their study of the interrelations of wolves and moose in the Pukaskwa National Park that olf predation limited, and may have caused a decline in, the moose population, and that if wolves were eliminated, the moose population would increase until limited by some other regulatory factor, such as food availability. However, they go on to point out that this upper limit will not be sustainable, but will eventually lead to resource depletion and population decline. Seip (1992) found that high wolf predation on caribou in the Quesnel Lake area resulted in a decline in the population, while low wolf predation in the Wells Gray Provincial Park resulted in a slowly increasing population. Wolf predation at the Quesnel Lake area remained high despite a fifty percent decline in the caribou population, indicating that mortality due to predation was not density-dependent within this range of population densities. Dale et al. (1994), in their study of wolves and caribou in Gates National Park and Preserve, showed that wolf predation can be an important limiting factor at low caribou population densities, and may have an anti-regulatory effect. They also state that wolf predation may affect the distribution and abundance of caribou populations. Bergerud and Ballard (1988), in their interpretation of the Nelchina caribou herd case history, said that during and immediately following a reduction in the wolf population, calf recruitment increased, which should result in a future caribou population increase. Gasaway et al. (1983) also indicated that wolf predation can sufficiently increase the rate of mortality in a prey population to prevent the population's increase. Even though there has been much support of this hypothesis, Boutin (1992) suggests that â€Å"there is little doubt that predation is a limiting factor, but in cases where its magnitude has been measured, t is no greater than other factors such as hunting. † A second hypothesis about the effects of wolf predation is the predation regulating hypothesis, which proposes that predation regulates prey densities around a low-density equilibrium. This hypothesis fits an equilibrium model, and assumes that following deviation, prey populations return to their pre-existing equilibrium levels. This predator regulating hypothesis proposes that predation is a density-dependent mechanism affecting low to intermediate prey densities, and a density-independent mechanism at high prey densities. Some research supports predation as a regulating mechanism. Messier (1985), in a study of moose near Quebec, Canada, draws the conclusion that wolf-ungulate systems, if regulated naturally, stabilize at low prey and low predator population densities. In Messier's (1994) later analysis, based on twenty-seven studies where moose were the dominant prey species of wolves, he determined that wolf predation can be density-dependent at the lower range of moose densities. This result demonstrates that predation is capable of regulating ungulate populations. Even so, according to Boutin (1992) ore studies are necessary, particularly at high moose densities, to determine if predation is regulatory. A third proposal to model the effects of wolf predation on prey populations is the predator pit hypothesis. This hypothesis is a multiple equilibria model. It proposes that predation regulates prey densities around a low-density equilibrium. The prey population can then escape this regulation once prey densities pass a certain threshold. Once this takes place, the population reaches an upper equilibrium. At this upper equilibrium, the prey population densities re regulated by competition for (and or availability of) food. This predator pit hypothesis assumes that predator losses are density-dependent at low prey densities, but inversely density-dependent at high prey densities. Van Ballenberghe (1985) states that wolf population regulation is needed when a caribou herd population declines and becomes trapped in a predator pit, wherein predators are able to prevent caribou populations from increasing. The final model that attempts to describe the effects of predation on prey populations is the stable limit cycle hypothesis. This hypothesis proposes that vulnerability of prey to predation depends on past environmental conditions. According to this theory, individuals of a prey population born under unfavorable conditions are more vulnerable to predation throughout their adult lives than those born under favorable conditions. This model would produce time lags between the proliferation of the predator and the prey populations, in effect generating recurring cycles. Boutin (1992) states that if this hypothesis is correct, the effects of food availability (or the lack of) should be more subtle than outright starvation. Relatively severe inters could have long- term effects by altering growth, production, and vulnerability. Thompson and Peterson (1988) reported that there are no documented cases of wolf predation imposing a long-term limit on ungulate populations independent of environmental influences. They also point out that summer moose calf mortality was high whether predators were present or not, and that snow conditions during the winter affected the vulnerability of calves to predation. Messier (1994) asserts that snow accumulation during consecutive winters does not create a cumulative impact on the nutritional status of deer and All of the four proposed theories mentioned above could describe the interrelationships between the predation of wolves and their usual north american prey of large ungulate species. There has been ample evidence presented in the primary research literature to support any one of the four potential models. The predation limiting hypothesis seems to enjoy wide popular support, and seems to most accurately describe most of the trends observed in predator-prey populations. Most researchers seem to think that more specific studies need to be conducted to find an ideal model of the effects of predation. Bergerud and Ballard (1988) stated â€Å"A simple numbers argument regarding prey:predator ratios overlooks the complexities in multi-predator-prey systems that can involve surplus killing, additive predation between predators, enhancement and interference between predator species, switch over between prey species, and a three-fold variation in food consumption rates by wolves. † Dale et al. (1994) stated that further knowledge of the factors affecting prey switching, such as density-dependent changes in vulnerability within and between prey species, and further knowledge of wolf population response is needed o draw any firm conclusions. Boutin (1992) also proposed that the full impact of predation has seldom been measured because researchers have concentrated on measuring losses of prey to wolves only. Recently, bear predation on moose calves has been found to be substantial, but there are few studies which examine this phenomenon (Boutin 1992). Messier (1994) also pointed out that grizzly and black bears may be important predators of moose calves during the summer. Seip (1992), too, states that bear predation was a significant cause of adult caribou mortality.

Violations under American Disability Act Case Study

Violations under American Disability Act - Case Study Example The foregoing violations shall be discussed individually. First, the American Disability Act (ADA) â€Å"applies to disabilities that affect a major life activity, and those areas of coverage are vision, mental and motor skills, ability to care for one’s self and commute to employment†. In the case of Miss Clark, the fact that she is blind has been known to the company for a long time, as she holds the Vice-President position. Even though she is suffering from visual impairment, it did not prevent her from fulfilling her duties and responsibilities as the Vice-President of the company. However, due to her physical disability, the company refused to promote her to the position of Senior Vice-President because they think that she is not capable enough to carry-out the functions of an SVP. In spite of this physical defect, she has remained loyal to the company and worked for them in several years. Without a doubt, there is a clear violation of the law when the employer pre vented the career advancement of Miss Clark by denying her of the position of the Senior Vice-President. ... f the major life activities of such individual; Second: A record of such impairment, or being regarded as having such impairment; and Third: Accordingly, to fall within this definition, one must have an actual disability, have a record of disability or be regarded of having one. Verily, in the light of the justifications provided by law, Miss Clark has a valid cause of action against her employer as the above requisites have been complied with and she can file a claim against her employer. The employers must take judicial of the fact that both the state laws and the federal laws give protection to employees who have been victims of discrimination because of a disability, and entitles them to file claims for damages. This is pursuant to the principle of â€Å"disparate treatment enunciated in the case of Raytheon Vs. Hernandez (540 U.S. 44 (2003)  298 F.3d 1030), where the Supreme Court held that in addition that disparate impact claims are also available to workers based on facial ly neutral policies that impact qualified individuals with disabilities differently than workers without disabilities†. Another glaring violation committed by her employer is against the provisions of â€Å"The Employee Retirement Income Security Act of 1974, or ERISA. The law was enacted to â€Å"protect the employees’ justified expectation of receiving the benefits their employers promise them, and ensures that employees will not be left empty-handed once employers have guaranteed them certain benefits upon retirement† (Bennet-Alexander and Hartman 742). Under ERISA, Miss Clark has a legal standing to sue her employer for illegally termination when she was forced to resign and accept diminished retirement benefit package being offered by the company, which she later on refused for violations

Team Performance Measurement in the Health Care Services Essay

Team Performance Measurement in the Health Care Services - Essay Example These periodic performance assessments are deemed important in every line of work, even more so in jobs that deal with life and death situations, as methods of bringing care to the sick and injured can be improved by taking the outcomes of previous performance assessments into consideration (Sundar, Sundar, Pawlowski, Blum, Feinstein, & Pratt, 2007). By creating clear and realistic goals based on the attainability of meeting or exceeding previous goals, patients and members of the community can get an assurance that the services being given by health care personnel in health facilities can either remain as satisfactory as before or become even better. Thus, it is important that there is a proper monitoring of the performance of teams and their members to maintain quality services to all stakeholders. However, while monitoring of performance measures and keeping track of goals sounds fairly simple, doing the actual thing can be daunting and even labor-intensive. It can be expected that some problems and challenges could arise during the evaluation itself, such as questioning the reliability of performance measures as well as the accuracy of goals which depend on quantitative characteristics and could bring challenges in the appropriate assessment of a team’s performance (Zeiss, 2002). Self-monitoring for each member normally does not pose a problem, even among team members that have other ancillary functions apart from their specific job functions, but when it comes to feedback from other members of the team, interpersonal problems between the evaluated party and the evaluating party could affect the outcomes of total scoring such as supervisory and peer evaluations, which could lead to resentments with each other if not addressed promptly (Reader, Flin, Mearns, & Cuthberts on, 2009; Shi, 2010).

Arts Advocacy Statement and Pamphlet Essay Example | Topics and Well Written Essays - 750 words

Arts Advocacy Statement and Pamphlet - Essay Example Artistic aptitude is an amazing ability and it is very significant for our children for their better mental approach. Art helps to enhance the childrens ability to have a better perception of the world and tends to get them to adopt a better way of communication and expression. Art helps children to make an open appearance and reveal their hidden talent and skills. Therefore, for a successful and flourishing life track, you must try to develop artistic skills in your child. Now a question arises as to what are the important factors that are necessary for the artistic development in your child. When your child starts performing certain activities, you need to develop art in his activities. Every child has a hidden artist in their inner self and parents or teachers can examine very well what kind of artistic intuition is growing within a child. Some children love to make drawings and some love to use brushes to handle colours. Some love music and few have the ability to be great composers. So every child has his/her own inclination towards various categories of art. The four disciplines of art have a diverse arrangement among artistic abilities such as drawing, print-making, painting, drama, music and dance. All these classifications are the basic skills that can be found in oneself to create a better perception of life. Home is the first basic learning institute and whatever skills a child uses to learn at home, no institute around the world could impart these skills to children. To develop art in your child and have your child able to have a better overview of any situation in life, you need to develop your child’s interest in all of the above given mediums of art. Education is an entirely different thing, but any skill or talent in a child can add more to his education with the help of artistic qualities. Art is the thing that never cares for substantial measures and children also

Leadership Theories Essay Example | Topics and Well Written Essays - 500 words - 1

Leadership Theories - Essay Example (i) They must have extensive expression, which they exercise to cover the thought of possessing a proof of triumph, whereby the person in question will have the ability to organize and lead others in a more organized manner, also being with the power to take and handle project. (iii) Sincerity and reliability, the leader has the behavior of taking an honest depiction of himself or herself, so that the people they lead can value and obey them. These will make the organization to be effective in performance as the duties will be done with less supervision. (Ajzen 1991). (v) Understanding of the industry is important for reliability, hence when a leader posses such characters in him or her, the organization will move forward in the right direction as the leadership of the organization will be reliable to the people and the environment. (vii) Hospitability, where leaders will have the skill to search for satisfying communal associations, hence they will be harmless, thoughtful and sensitive. The attribute of headship focuses on the head, but not the people he or she leads. The head shows a definite set of attributes to be an influential and successful manager. The leader – member hypotheses can be viewed using Meta – Assessment. The connection linking the leader-member exchange theory is investigated, as are matters associates to the theory. (Gernstner, 1997). Reports recommend that important connection between the hypotheses and work presentation, fulfillment with administration, general fulfillment, obligation, duty divergence, duty clearness, and capability of the people involved, therefore as an executive, he or she is required to undertake the above named attributes to fulfill the potential of the organization. The Leader – Member Exchange hypotheses tries to explain on how the heads and managers build up connections with their subordinate staff; and it clarifies how those linkages can lead to escalation

Global Assessment of Haiti Part 2 Research Paper

Global Assessment of Haiti Part 2 - Research Paper Example Pneumonia and Influenza are the major diseases that cause a lot of deaths of the Haitian population (World Fact book, 2013). The country is vulnerable to environmental impacts like harsh climatic changes and stressors of the environment like hurricanes and earthquakes. The country has presidential system and the national assembly is bestowed with law making processes. Use of voodoo doctrines is part and parcel of the Haitian population and the whole population is strong believers of the Roman Catholic. Lack of proper planning possesses a lot of challenge to the health sector of this country; because of the poor organization, most of the health care management is conducted by NGOs like Cuban Brigade and other bodies like MSF. Because of the natural calamities like earthquakes, the free medical services offered by the government had to stop because the government became bank craft and could no longer provide for the needs of the population. The old generation and the youngsters are the most susceptible members of the society based on outbreak of diseases like cholera. The case of cholera has been epidemic due to the poor hygiene and sanitation in the country. The vivid impact of the health issues is death among the vulnerable population. Due to the escalation of the health standards in the country, many international bodies have decided to offer a helping hand and some of such bodies are Pan American Health Organization (PAHO) and Partners in Health Organizations (PIH). These international bodies have embarked on vaccination programs against cholera to reduce its escalating effects. Another international body that has played a major role is UNICEF. This body has been engaged in vaccination programs to reduce the spread of cholera and other water-borne diseases. Haiti health concern with millennium development goals Some of the goals of the millennium development are eradication of extreme poverty rate and hunger, reduction of mortality rate among children below t he age of five years, improvement of maternal health care, and combating HIV/AIDS and malaria diseases (Adam et al., 2006). Based on the findings of Haiti case, nearly all the millennium goals have not been met. Haitian population still suffers from poverty since most of them live below the poverty line and this therefore, means that the first goal of eradication of poverty by millennium development has not been achieved. The second goal is reduction of mortality rate among children below the age of five years and this goal has equally not been achieved because the most vulnerable people in the Haitian population are the children below the age of five years. The country can be said to be far away from achieving the millennium goals because of their poor health organization and failure to eradicate water-borne disease like cholera. For the country to attain these goals then a lot of changes should be done on the health sector. The government should be able to contain the health situa tion and it should be able to give provisions to basic medical requirements and also cleaning drinking water for the citizens. Without these changes then the country will still be far away from achieving the highlighted goals. Three levels of prevention Levels of prevention can be broadly classified into three categories: primary, secondary, and

Developmental Psych Core Questions Essay Example for Free

Developmental Psych Core Questions Essay Core Chapter Learning Objectives for PSY 104 Developmental Psychology 1. Explain the role of theories in understanding human development, and describe three basic issues on which major theories take a stand. (pp. 5–7) 2. Describe recent theoretical perspectives on human development, noting the contributions of major theorists. (pp. 21–26) 3. Identify the stand that each contemporary theory takes on the three basic issues presented earlier in this chapter. (pp. 26, 27) 4. Describe the research methods commonly used to study human development, citing the strengths and limitations of each. (pp. 26–31) 5. Describe three research designs for studying development, and cite the strengths and limitations of each. (pp. 34–38) 6. Discuss ethical issues related to lifespan research. (pp. 39–40) Chapter 2 1. Explain the role and function of genes and how they are transmitted from one generation to the next. (p. 46) 2. Describe the genetic events that determine the sex of the new organism. (pp. 46–47) 3. Identify two types of twins, and explain how each is created. (pp. 47–48) 4. Describe various patterns of genetic inheritance. (pp. 48–52) 5. Describe major chromosomal abnormalities, and explain how they occur. (pp. 52–53) 6. Explain how reproductive procedures can assist prospective parents in having healthy children. (pp. 53–57) 7. Describe the social systems perspective on family functioning, along with aspects of the environment that support family well-being and development. (pp. 59–60) 8. Discuss the impact of socioeconomic status and poverty on family functioning. (pp. 60–63) 9. Summarize the roles of neighborhoods, towns, and cities in the lives of children and adults. (pp. 63–65) 10. Explain how cultural values and pract ices, public policies, and political and economic conditions affect human development. (pp. 65–70) 11. Explain the various ways heredity and environment can influence complex traits. (p. 70) 12. Describe concepts that indicate â€Å"how† heredity and environment work together to influence complex human characteristics. (pp. 72–74) Chapter 3 1. List the three phases of prenatal development, and describe the major milestones of each. (pp. 80–85) 2. Define the term teratogen, and summarize the factors that affect the impact of teratogens on prenatal development. (pp. 85–86) 3. List agents known or suspected of being teratogens, and discuss evidence supporting the harmful impact of each.(pp. 86–93) 4. Discuss other maternal factors that can affect the developing embryo or fetus. (pp. 93–95) 5. Describe the three stages of childbirth. (pp. 96–97) 6. Discuss the baby’s adaptation to labor and delivery, and describe the appearance of the newborn baby. (pp. 97–98) 7. Describe natural childbirth and home delivery, noting the benefits and concerns associated with each. (pp. 99–100) 8. List common medical interventions during childbirth, circumstances that justify their use, and any dangers associated with each. (pp. 100–101) 9. Describe the risks associated with prete rm and small-for-date births, along with factors that help infants who survive a traumatic birth recover. (pp. 101–106) 10. Describe the newborn baby’s reflexes and states of arousal, including sleep characteristics and ways to soothe a crying baby. (pp. 106–111) 11. Describe the newborn baby’s sensory capacities. (pp. 111–113) 12. Explain the usefulness of neonatal behavioral assessment. (pp. 113–114) Chapter 4 1. Describe major changes in body growth over the first 2 years. (pp. 120–121) 2. Summarize changes in brain development during infancy and toddlerhood. (pp. 121–129) 3. Describe the development of the cerebral cortex, and explain the concepts of brain lateralization and brain plasticity (pp. 124–125, 126) 4. Describe how both heredity and early experience contribute to brain organization. (pp. 125, 127–128) 5. Discuss changes in the organization of sleep and wakefulness over the first 2 years. (pp. 128–129) 6. Discuss the nutritional needs of infants and toddlers, the advantages of breastfeeding, and the extent to which chubby babies are at risk for later overweight and obesity. (pp. 130–131) 7. Summarize the impact of severe malnutrition on the development of infants and toddlers, and cite two dietary diseases associated with this condition. (p. 132) 8. Describe the growth disorder known as nonorganic failure to thrive, noting symptoms and family circumstances associated with the disorder. (pp. 132–133) 9. Describe four infant learning capacities, the conditions under which they occur, and the unique value of each. (pp. 133–136) 10. Describe the general course of motor development during the first 2 years, along with factors that influence it. (pp. 137–138) 11. Explain dynamic systems theory of motor development (pp. 138–140) 12. Discuss changes in hearing, depth and pattern perception, and intermodal perception that occur during infancy. (pp. 140–147) 13. Explain differentiation theory of perceptual development. (pp. 147–148) Chapter 5 1. Describe how schemes change over the course of development. (p. 152) 2. Identify Piaget’s six sensorimotor substages, and describe the major cognitive achievements of the sensorimotor stage. (pp. 153–155) 3. Discuss recent research on sensorimotor development, noting its implications for the accuracy of Piaget’s sensorimotor stage. (pp. 155–160) 4. Describe the information-processing view of cognitive development and the general structure of the information-processing system. (pp. 160–162) 5. Cite changes in attention, memory, and categorization during the first 2 years. (pp. 162–165) 6. Describe contributions and limitations of the information-processing approach, and explain how it contributes to our understanding of early cognitive development. (p. 165) 7. Explain how Vygotsky’s concept of the zone of proximal development expands our understanding of early cognitive development. (pp. 165–166, 167) 8. Describe the mental te sting approach and the extent to which infant tests predict later performance. (pp. 166, 168–169) 9. Discuss environmental influences on early mental development, including home, child care, and early intervention for at-risk infants and toddlers. (pp. 169–172) 10. Describe theories of language development, and indicate how much emphasis each places on innate abilities and environmental influences. (pp. 172–174) 11. Describe major milestones of language development in the first 2 years, noting individual differences, and discuss ways in which adults can support infants’ and toddlers’ emerging capacities. (pp. 174–179) Chapter 6 1. Discuss personality changes in the first two stages of Erikson’s psychosocial theory—basic trust versus mistrust and autonomy versus shame and doubt. (pp. 184–185) 2. Describe changes in the expression of happiness, anger and sadness, and fear over the first year, noting the adaptive function of each. (pp. 185–188) 3. Summarize changes during the first two years in understanding others’ emotions and expression of self-conscious emotions. (pp. 188–189) 4. Trace the development of emotional self-regulation during the first 2 years. (pp. 189–190) 5. Describe temperament, and identify the three temperamental styles elaborated by Thomas and Chess. (pp. 190–191) 6. Compare Thomas and Chess’s model of temperament with that of Rothbart. (p. 191) 7. Explain how temperament is assessed, and distinguish inhibited, or shy, children from uninhibited, or sociable, children. (pp. 191–193) 8. Discuss the stability of temperament and the role of heredity and environment in the development of temperamen t. (pp. 193–194) 9. Summarize the goodness-of-fit model. (pp. 194–195) 10. Describe Bowlby’s ethological theory of attachment, and trace the development of attachment during the first two years. (pp. 196–198) 11. Describe the Strange Situation and Attachment Q-Sort procedures for measuring attachment, along with the four patterns of attachment that have been identified using the Strange Situation. (pp. 198–199) 12. Discuss the factors that affect attachment security, including opportunity for attachment, quality of caregiving, infant characteristics, family circumstances, and parents’ internal working models. (pp. 200–202, 203) 13. Discuss fathers’ attachment relationships with their infants, and explain the role of early attachment quality in later development. (pp. 202, 204–205) 14. Describe and interpret the relationship between secure attachment in infancy and later development. (pp. 205–206) 15. Trace the emergence of self-awareness, and explain how it influences early emotional and social dev elopment, categorization of the self, and development of self-control. (pp. 206–209) Chapter 7 1. Describe major trends in body growth during early childhood. (pp. 216–217) 2. Discuss brain development in early childhood, including handedness and changes in the cerebellum, reticular formation, and the corpus callosum. (pp. 217–219) 3. Explain how heredity influences physical growth by controlling the production of hormones. (p. 219) 4. Describe the effects of emotional well-being, nutrition, and infectious disease on physical development. (pp. 219–222) 5. Summarize factors that increase the risk of unintentional injuries, and cite ways childhood injuries can be prevented. (pp. 222–223) 6. Cite major milestones of gross- and fine-motor development in early childhood, including individual and sex differences. (pp. 224–227) 7. Describe advances in mental representation during the preschool years. (pp. 227–229) 8. Describe limitations of preoperational thought, and summarize the implications of recent research for the accuracy of the preoperational stage. (pp. 229–233) 9. Describe educational principles derived from Piaget’s theory. (pp. 233–234) 10. Describe Piaget’s and Vygotsky’s views on the development and sign ificance of children’s private speech, along with related evidence. (pp. 234–235) 11. Discuss applications of Vygotsky’s theory to education, and summarize challenges to his ideas. (pp. 235–237) 12. Describe changes in attention and memory during early childhood. (pp. 237–239) 13. Describe the young child’s theory of mind. (pp. 239–241) 14. Summarize children’s literacy and mathematical knowledge during early childhood. (pp. 241–243) 15. Describe early childhood intelligence tests and the impact of home, educational programs, child care, and media on mental development in early childhood. (pp. 243–248) 16. Trace the development of vocabulary, grammar, and conversational skills in early childhood. (pp. 248–251) Chapter 8 1. Describe Erikson’s stage of initiative versus guilt, noting major personality changes of early childhood. (p. 256) 2. Discuss preschoolers’ self-understanding, including characteristics of self-concepts and the emergence of self-esteem. (pp. 256–258) 3. Cite changes in the understanding and expression of emotion during early childhood, along with factors that influence those changes. (pp. 258–259) 4. Explain how language and temperament contribute to the development of emotional self-regulation during the preschool years. (p. 259) 5. Discuss the development of self-conscious emotions, empathy, sympathy, and prosocial behavior during early childhood, noting the influence of parenting. (pp. 259–261) 6. Describe advances in peer sociability and in friendship in early childhood, along with cultural and parental influences on early peer relations. (pp. 261–264) 7. Compare psychoanalytic, social learning, and cognitive-developmental approaches to moral development, and cite child-rearing practices that support or undermine moral understanding. (pp. 264–269) 8. Describe the development of aggression in early childhood, noting the influences of family and television, and cite strategies for controlling aggressive behavior. (pp. 269–272) 9. Discuss genetic and environmental influences on preschoolers’ gender-stereotyped beliefs and behavior. (pp. 273–276) 10. Describe and evaluate the accuracy of major theories of gender identity, including ways to reduce gender stereotyping in young children. (pp. 276–278) 11. Describe the impact of child-rearing styles on child development, explain why authoritative parenting is effective, and note cultural variations in child-rearing beliefs and practices. (pp. 278–281) 12. Discuss the multiple origins of child maltreatment, its consequences for development, and effective prevention. (pp. 281–283) Chapter 9 1. Describe major trends in body growth during middle childhood. (p. 290) 2. Identify common vision and hearing problems in middle childhood. (p. 291) 3. Describe the causes and consequences of serious nutritional problems in middle childhood, giving special attention to obesity. (pp. 291–293) 4. Identify factors that contribute to illness during the school years, and describe ways to reduce these health problems. (pp. 293–294) 5. Describe changes in unintentional injuries in middle childhood. (p. 294) 6. Cite major changes in motor development and play during middle childhood, including sex differences and the importance of physical education. (pp. 294–299) 7. Describe major characteristics of concrete operational thought. (pp. 299–301) 8. Discuss follow-up research on concrete operational thought, noting the importance of culture and schooling.(pp. 301–302) 9. Cite basic changes in information processing and describe the development of attention and memory in middle childhood. (pp. 303–305) 10. Describe the school-age child’s theory of mind, noting the importance of mental inferences and understanding of false belief and capacity to engage in self-regulation. (pp. 306–307) 11. Discuss applications of information processing to academic learning, including current controversies in teaching reading and mathematics to elementary school children. (pp. 307–309) 12. Describe major approaches to defining and measuring intelligence. (pp. 309–310) 13. Summarize Sternberg’s triarchic theory and Gardner’s theory of multiple intelligences, noting how these theories explain the limitations of current intelligence tests in assessing the diversity of human intelligence. (pp. 310–312) 14. Describe evidence indicating that both heredity and environment contribute to intelligence. (pp. 312–317) 15. Summarize findings on emotional intelligence, including implications for the classroom. (p. 313) 16. Describe change s in school-age children’s vocabulary, grammar, and pragmatics, and cite advantages of bilingualism. (pp. 316–319) 17. Explain the impact of class size and educational philosophies on children’s motivation and academic achievement. (pp. 319–321) 18. Discuss the role of teacher-student interaction and grouping practices in academic achievement. (pp. 321–322) 19. Explain the conditions that contribute to successful placement of children with mild mental retardation and learning disabilities in regular classrooms. (p. 322) 20. Describe the characteristics of gifted children, including creativity and talent, and current efforts to meet their educational needs. (pp. 323–324) 21. Compare the academic achievement of North American children with children in other industrialized nations. (pp. 324–325) Chapter 10 1. Describe Erikson’s stage of industry versus inferiority, noting major personality changes in middle childhood. (p. 330) 2. Describe school-age children’s self-concept and self-esteem, and discuss factors that affect their achievement-related attributions. (pp. 330–334) 3. Cite changes in understanding and expression of emotion in middle childhood, including the importance of problem-centered coping and emotion-centered coping for managing emotion. (pp. 335–336) 4. Trace the development of perspective taking in middle childhood, and discuss the relationship between perspective taking and social skills. (pp. 336–337) 5. Describe changes in moral understanding during middle childhood, and note the extent to which children hold racial and ethnic biases. (pp. 337–339) 6. Summarize changes in peer sociability during middle childhood, including characteristics of peer groups and friendships. (pp. 339–341) 7. Describe four categories of peer acceptance, noting how each is related to social behavior, and discuss ways to help rejected children. (pp. 341–342, 343) 8. Describe changes in gender-stereotyped beliefs and gender identity during middle childhood, including sex differences and cultural influences. (pp. 342–345) 9. Discuss changes in parent–child communication and sibling relationships in middle childhood, and describe the adjustment of only children. (pp. 345–346) 10. Discuss factors that influence children’s adjustment to di vorce and blended families, highlighting the importance of parent and child characteristics, as well as social supports within the family and surrounding community. (pp. 347–350) 11. Explain how maternal employment and life in dual-earner families affect school-age children, noting the influence of social supports within the family and surrounding community, including child care for school-age children. (pp. 350–351) 12. Cite common fears and anxieties in middle childhood, with particular attention to school phobia. (pp. 352, 353) 13. Discuss factors related to child sexual abuse and its consequences for children’s development. (pp. 352–354, 355) 14. Cite factors that foster resilience in middle childhood. (p. 354) Chapter 11 1. Discuss changing conceptions of adolescence over the past century. (pp. 362–363) 2. Describe pubertal changes in body size, proportions, sleep patterns, motor performance, and sexual maturity. (pp. 363–366) 3. Cite factors that influence the timing of puberty. (pp. 366–367) 4. Describe brain development in adolescence. (pp. 367–368) 5. Discuss adolescents’ reactions to the physical changes of puberty, including sex differences, and describe the influence of family and culture. (pp. 368–370) 6. Discuss the impact of pubertal timing on adolescent adjustment, noting sex differences. (pp. 370–371) 7. Describe the nutritional needs of adolescents, and cite factors that contribute to serious eating disorders. (pp. 371–373) 8. Discuss social and cultural influences on adolescent sexual attitudes and behavior. (pp. 373–376) 9. Describe factors involved in the development of gay, lesbian, and bisexual orientations, and discuss the unique adjustment problems of these youths. (pp. 376, 377) 10. Discuss factors related to sexually transmitted diseases and to teenage pregnancy and parenthood, including interventions for adolescent parents. (pp. 376, 378–380) 11. Cite personal and social factors that contribute to adolescent substance use and abuse, and describe prevention and treatment programs. (pp. 380–382) 12. Describe the major characteristics of formal operational thought. (pp. 382–384) 13. Discuss recent research on formal operational thought and its implications for the accuracy of Piaget’s formal operat ional stage. (pp. 384–385) 14. Explain how information-processing researchers account for cognitive change in adolescence, emphasizing the development of scientific reasoning. (pp. 385–386) 15. Summarize cognitive and behavioral consequences of adolescents’ newfound capacity for advanced thinking. (pp. 386–388) 16. Note sex differences in mental abilities at adolescence, along with biological and environmental factors that influence them. (pp. 389–390, 391) 17. Discuss the impact of school transitions on adolescent adjustment, and cite ways to ease the strain of these changes. (pp. 390, 392–393) 18. Discuss family, peer, school, and employment influences on academic achievement during adolescence. (pp. 393–395) 19. Describe personal, family, and school factors related to dropping out, and cite ways to prevent early school leaving. (pp. 396–397) Chapter 12 1. Discuss Erikson’s theory of identity development. (p. 402) 2. Describe changes in self-concept and self-esteem during adolescence. (pp. 402–403) 3. Describe the four identity statuses, the adjustment outcomes of each status, and factors that promote identity development. (pp. 403–406) 4. Discuss Kohlberg’s theory of moral development, and evaluate its accuracy. (pp. 407–409) 5. Summarize research on Gilligan’s claim that Kohlberg’s theory underestimated the moral maturity of females. (pp. 409–410) 6. Describe influences on moral reasoning and its relationship to moral behavior. (pp. 410–414) 7. Explain why early adolescence is a period of gender intensification, and cite factors that promote the development of an androgynous gender identity. (pp. 414–415) 8. Discuss changes in parent–child and sibling relationships during adolescence. (pp. 415–417) 9. Describe adolescent friendships, peer groups, and dating relationships and their consequences for development. (pp. 417–421) 10. Discuss conformity to peer pressure in adolescence, noting the importance of authoritative child rearing. (p. 421) 11. Discuss factors related to adolescent depression and suicide, along with approaches for prevention and treatment. (pp. 421–423) 12. Summarize factors related to delinquency, and describe strategies for prevention and treatment. (pp. 423–426) Chapter 13 1. Describe current theories of biological aging, including those at the level of DNA and body cells, and those at the level of organs and tissues. (pp. 432–434) 2. Describe the physical changes of aging, paying special attention to the cardiovascular and respiratory systems, motor performance, the immune system, and reproductive capacity. (pp. 434–438) 3. Describe the impact of SES, nutrition, obesity, and exercise on health in adulthood. (pp. 438–444) 4. Describe trends in substance abuse in early adulthood, and discuss the health risks of each. (pp. 444–445) 5. Summarize sexual attitudes and behaviors in young adults, including sexual orientation, sexually transmitted diseases, sexual coercion, and premenstrual syndrome. (pp. 445–449) 6. Explain how psychological stress affects health. (pp. 449–451) 7. Summarize prominent theories on the restructuring of thought in adulthood, including those of Perry and Labouvie-Vief. (pp. 451–453) 8. Discuss the development of expertise and creativity in adulthood. (pp. 453–454) 9. Describe the impact of a college education on young people’s lives, and discuss the problem of dropping out.(pp. 454–455) 10. Trace the development of vocational choice, and note factors that influence it. (pp. 455–458) 11. Discuss vocational preparation of non-college-bound young adults, including the challenges these individuals face.(pp. 458–459) Chapter 14 1. Define emerging adulthood, and explain how cultural change has contributed to the emergence of this period. (pp. 464–466) 2. Describe Erikson’s stage of intimacy versus isolation, noting personality changes that take place during early adulthood. (pp. 468–469) 3. Summarize Levinson’s and Vaillant’s psychosocial theories of adult personality development, including how they apply to both men’s and women’s lives and their limitations. (pp. 469–471) 4. Describe the social clock and how it relates to adjustment in adulthood. (p. 471) 5. Discuss factors that affect mate selection, and explain the role of romantic love in young adults’ quest for intimacy. (pp. 472, 474) 6. Explain how culture influences the experience of love. (p. 475) 7. Cite characteristics of adult friendships and sibling relationships, including differences between same-sex, other-sex, and sibling friendships. (pp. 475–476) 8. Cite factors that inf luence loneliness, and explain the role of loneliness in adult development. (pp. 476–477) 9. Trace phases of the family life cycle that are prominent in early adulthood, noting factors that influence these phases. (pp. 478–485) 10. Discuss the diversity of adult lifestyles, focusing on singlehood, cohabitation, and childlessness. (pp. 486–488) 11. Discuss trends in divorce and remarriage, along with factors that contribute to them. (pp. 488–489) 12. Summarize challenges associated with variant styles of parenthood, including stepparents, never-married single parents, and gay and lesbian parents. (pp. 489–491) 13. Describe patterns of career development, and cite difficulties faced by women, ethnic minorities, and couples seeking to combine work and family. (pp. 491–495) Chapter 15 1. Describe the physical changes of middle adulthood, paying special attention to vision, hearing, the skin, muscle–fat makeup, and the skeleton. (pp. 502–504, 505) 2. Summarize reproductive changes experienced by middle-aged men and women, and discuss the symptoms of menopause, the benefits and risks of hormone therapy, and women’s psychological reactions to menopause. (pp. 504, 506–509) 3. Discuss sexuality in middle adulthood. (p. 509) 4. Discuss cancer, cardiovascular disease, and osteoporosis, noting sex differences, risk factors, and interventions. (pp. 509–513) 5. Explain how hostility and anger affect health. (pp. 513–514) 6. Discuss the benefits of stress management, exercise, and an optimistic outlook in adapting to the physical challenges of midlife. (pp. 514–517) 7. Explain the double standard of aging. (p. 517) 8. Describe changes in crystallized and fluid intelligence during middle adulthood, and discuss individual and group differences in intellectual development. (pp. 518–520) 9. Describe changes in information processing in midlife, paying special attention to speed of processing, attention, and memory. (pp. 520–523) 10. Discuss the development of practical problem solving, expertise, and creativity in middle adulthood. (pp. 523–525) 11. Describe the relationship between vocational life and cognitive development. (pp. 525–526) 12. Discuss the challenges of adult learners, ways to support returning students, and benefits of earning a degree in midlife. (pp. 526–527) Chapter 16 1. Describe Erikson’s stage of generativity versus stagnation, noting major personality changes of middle adulthood and related research findings. (pp. 532–535) 2. Discuss Levinson’s and Vaillant’s views of psychosocial development in middle adulthood, noting gender similarities and differences. (pp. 535–536) 3. Summarize research examining the question of whether most middle-aged adults experience a midlife crisis.(pp. 536–537) 4. Describe stability and change in self-concept and personality in middle adulthood. (pp. 538–539) 5. Describe changes in gender identity in midlife. (pp. 540–542) 6. Discuss stability and change in the â€Å"big five† personality traits in adulthood. (pp. 542–543) 7. Describe the middle adulthood phase of the family life cycle, and discuss midlife marital relationships and relationships with adult children, grandchildren, and aging parents. (pp. 543–551) 8. Describe midlife sibling relationships and friendships. (pp. 551–553) 9. Discuss job satisfaction and career development in middle adulthood, paying special attention to gender differences and experiences of ethnic minorities. (pp. 553–555) 10. Describe career change and unemployment in middle adulthood. (p. 556) 11. Discuss the importance of planning for retirement, noting various issues that middle-aged adults should address. (pp. 556–557) Chapter 17 1. Distinguish between chronological age and functional age, and discuss changes in life expectancy over the past century. (pp. 564–566, 568–569) 2. Explain age-related changes in the nervous system during late adulthood. (pp. 566–567) 3. Summarize changes in sensory functioning during late adulthood, including vision, hearing, taste, smell, and touch. (pp. 567–570) 4. Describe cardiovascular, respiratory, and immune system changes in late adulthood. (pp. 570–571) 5. Discuss sleep difficulties in late adulthood. (pp. 571–572) 6. Summarize changes in physical health and mobility in late adulthood, including elders’ adaptation to the physical changes, and reactions to stereotypes of aging. (pp. 572–575, 576) 7. Discuss health and fitness in late life, paying special attention to nutrition, exercise, and sexuality. (pp. 575–579) 8. Discuss common physical disabilities in late adulthood, with special attention to arthritis, a dult-onset diabetes, and unintentional injuries. (pp. 580–582) 9. Describe mental disabilities common in late adulthood, including Alzheimer’s disease, cerebrovascular dementia, and misdiagnosed and reversible dementia. (pp. 582–588) 10. Discuss health-care issues that affect senior citizens. (pp. 589–590) 11. Describe changes in crystallized and fluid abilities in late adulthood, and explain how older adults can make the most of their cognitive resources. (pp. 590–591) 12. Summarize memory changes in late life, including implicit, associative, remote, and prospective memories. (pp. 591–594) 13. Discuss changes in language processing in late adulthood. (pp. 594–595) 14. Explain how problem solving changes in late life. (p. 595) 15. Discuss the capacities that contribute to wisdom, noting how it is affected by age and life experience. (pp. 595–596) 16. Discuss factors related to cognitive change in late adulthood. (pp. 596â€⠀œ597) Chapter 18 1. Describe Erikson’s stage of ego integrity versus despair. (p. 604) 2. Discuss Peck’s tasks of ego integrity, Joan Erikson’s gerotranscendence, and Labouvie-Vief’s emotional expertise.(pp. 604–605) 3. Describe the functions of reminiscence and life review in older adults’ lives. (pp. 606, 607) 4. Summarize stability and change in self-concept and personality in late adulthood. (pp. 606–608) 5. Discuss spirituality and religiosity in late adulthood. (pp. 608–609) 6. Discuss contextual influences on psychological well-being as older adults respond to increased dependency, declining health, and negative life changes. (pp. 609–611, 612) 7. Summarize the role of social support and social interaction in promoting physical health and psychological well-being in late adulthood. (p. 611) 8. Describe social theories of aging, including disengagement theory, activity theory, continuity theory, and socioemotional selectivity theory . (pp. 612–615, 616) 9. Describe changes in social relationships in late adulthood, including marriage, gay and lesbian partnerships, divorce, remarriage, cohabitation, and widowhood, and discuss never-married, childless older adults. (pp. 619–623) 10. Explain how sibling relationships and friendships change in late life. (pp. 624–625) 11. Describe older adults’ relationships with adult children, adult grandchildren, and great-grandchildren. (pp. 625–626) 12. Summarize elder maltreatment, including risk factors and strategies for prevention. (pp. 627–628) 13. Discuss the decision to retire, adjustment to retirement, and involvement in leisure and volunteer activities. (pp. 628–632) 14. Discuss the meaning of optimal aging. (pp. 632–633) Chapter 19 1. Describe the physical changes of dying, along with their implications for defining death and the meaning of death with dignity. (pp. 640–642) 2. Discuss age-related changes in conception of and attitudes toward death, including ways to enhance child and adolescent understanding. (pp. 642–644) 3. Cite factors that influence death anxiety, including personal and cultural variables that contribute to the fear of death. (p. 643) 4. Describe and evaluate Kà ¼bler-Ross’s theory of typical responses to dying, citing factors that influence dying patients’ responses. (pp. 647–648) 5. Evaluate the extent to which homes, hospitals, and the hospice approach meet the needs of dying people and their families. (pp. 650–653) 6. Discuss controversies surrounding euthanasia and assisted suicide. (pp. 654–659) 7. Describe bereavement and the phases of grieving, indicating factors that underlie individual variations in grief responses. (pp. 659–660) 8. Explain the concept of bereavement overload, and describe bereavement interventions. (pp. 663, 665) 9. Explain how death education can help people cope with death more effectively. (p. 665)