A Deadly Mistake Uncovered on College App Essay Samples Similar to Creative Writing and How to Avoid It

A Deadly Mistake Uncovered on College App Essay Samples Similar to Creative Writing and How to Avoid It College App Essay Samples Similar to Creative Writing - Overview Creative writing is the procedure which reflects the writer's capacity to think and think of original ideas. Get your creative juices flowing by brainstorming all the potential ideas you can imagine to deal with your college essay question. After you have gathered ideas on the subject, you have to properly place your thoughts into words. Just as you ought to be focusing on your strengths, do your best not to bring up the negative. Your paragraphs do not connect one another's meaning in addition to the full thought of your essay might be incomprehensible. The single most essential part of your essay preparation could be simply making certain you truly understand the question or essay prompt. Therefore, if you begin with a terrible topic, not only will you wind up with a poor essay, but you risk ruining the fantastic impression that the remainder of your application makes. At times, even when you're writing about an interesting, relevant subject, it is still possible to look immature or unready for college life due to the direction you present that topic the way you really write your individual statement. What You Don't Know About College App Essay Samples Similar to Creative Writing Professor Mitchell obtained a grant to have a category of students to Belgium so as to study the EU. An admissions officer is a lot more likely to keep in mind an applicant who has a rather specific essay written in a distincti ve and quirky way. Besides completing a single, uniform application, students will have to write just one essay and will have the choice of supplying a second. It's very useful to take writing apart so as to see just the way that it accomplishes its objectives. You don't need to answer major questions. Carefully consider which teachers you need to ask to complete your evaluation. Students may recall specific challenge and offer solutions to it. New Ideas Into College App Essay Samples Similar to Creative Writing Never Before Revealed So here are 5 ideas that will help you earn the most out of your very first year in Uni. Anyway, college community may locate a valuable input offered by my essay. Be positive in regards to the college you're presently attending. You're not being requested to explain how college can help you grow, but how Oberlin can help you grow. Once you brainstorm, you're know what you would like to say, but you have to decide how you're likely to say it. Your orders will be carried out exactly as you desire. On the flip side, in the event that you made a fantastic choice, focus on what influenced you to make that decision and the way it has changed you. Unique things to various folks, since the situation demanded. By now you know just what you will write about and how you wish to tell the story. Honesty, humor, talking how you talk, showing the manner in which you think, all help to make voice. There's always somewhere to develop an attractive idea in my mind. Finding College App Essay Samples Similar to Creative Writing on the Web Research on the topic matter if you discover that it's necessary. Another question you might have is whether the application paper has a particular format as with other academic papers. There's maybe some evidence to imply that the author was shaken somewhat from a comfortable, materialistic existence. By doing that the student stays true to the very first paragraph in giving a crystal clear d irection throughout the full essay. The Honest to Goodness Truth on College App Essay Samples Similar to Creative Writing Colleges can tell whenever your essay is merely a form essay. When you're finished writing, you will need to make sure your essay still adheres to the prompt. In general, do what you can to put in the endeavor on essays which you feel are unique, meaningful, and well-organized. Writing an essay is a critical role in academe life. Essay writing is usually practiced is schools. It can be quite a challenge. Because the college essay isn't the exact sort of essay that you write for your high school English teacher, it doesn't need to have the regular essay introduction, which gives a thesis statement. After a thousand or therefore, you really feel just like you're reading exactly the same essay repeatedly. There's no ideal solution on how best to compose an effective essay. Before you submit your application make certain you take the opportunity to proofread your essay from starting to end. Our site is just one of the most appropriate for essay help. Thus, it's important to have a look at excellent application essay examples. You'll observe a similar structure in a lot of the essays. An essay has to be composed of an introduction, a body, and a conclusion. Creative essays should have a topic. Scholarship essays are extremely similar to your college application essays regarding strategy.

Workplace Bullying And The Workplace - 1529 Words

Workplace bullying is something that is a big contemporary problem, that I feel is often pushed under the rug and not discussed. Workplace bullying can effect a person’s health, and it can also affect their role as it relates to their workplace performance. I would like to discuss workplace bullying to help those that has been through this or is currently going through this. I want to provide different steps workers can take if they feel they are being bullied in their workplace. According to the Workplace Bullying Institute (2015) workplace bullying is repeated, health-harming mistreatment of one or more persons (the targets) by one or more perpetrators. Bullying in the workplace is one of the most contemporary problems I feel that we are faced with today. According to the Waitt Institute (2016) Workplace Bullying is an Epidemic and 37% of American workers, an estimated 54 million people, have been bullied at work. Types of Bullying There are different types of bullying that take place. Workplace bullying can consist of verbal abuse using choice words such as a form of attacking another person. Another type of bullying can be offensive behavior that can consist of verbal or nonverbal, it can also be threatening and humiliating, or intimidating actions towards another person. Workplace bullying can also be a person interfering with another person work such as trying to sabotage their work. Bullying can be aggressive towards another person with threats or screams. ReducingShow MoreRelatedWorkplace Bullying And The Workplace3373 Words   |  14 Pages Workplace Bullying By 4 Seasons http://static.selfdeprecate.com/wp-content/uploads/2012/02/Christie-bully-new-jersey-cartoon.jpg By: David Lam, Jolly Pandaya, Tavric Chance, and Sharon Jusczak Table of Contents What is workplace bullying and where does it come from? 3 Workplace bullying 3 History of workplace bullying 3 Damages cause by bullying 3 Facts about work bullying 3 What constitutes workplace bullying? 3 Mean boss vs. bully 3 Physical and psychological effects 4 Non-verbal characteristicsRead MoreThe Effects Of Workplace Bullying On Workplace Essay907 Words   |  4 PagesThere are many reasons workplace bullying is costly and preventable. Workplace bullying can occur among all people and different venues. In school and business, practicing bullying it is unlikely to conducive positive performance and it is costly and preventable. The key is creating a positive work environment where bullying is not rewarded. Senior management and executives should take control of stopping workplace bullying and realizing it is possible for employee and employer to work together toRead MoreBullying in the Workplace2670 Words   |  11 Pagesï » ¿Introduction Bullying in the workplace has always been an issue that has not been given much importance. It is indeed a problem that should be addressed by the concerned personnel because it can result in many health and safety issues, especially when nurses are bullied at their workplace. From the beginning of times, people who are deployed at a senior post to tend to look down upon the students or new people who have just started work. Nursing is also one of the professions in which the freshRead MoreBullying in the Workplace2514 Words   |  11 PagesBullying in the workplace is one of the most significant challenges facing companies today. According to the Waitt Institute for Violence Prevention nearly half (49%) of all workers in the United States have been a victim or witnessed abusive behavior towards an employee (www.workplacebullying.org). Bullying in the workplace is similar to childhood bullying, but workplace bullies often operate within established policies of their companies. Th ey commit deliberate acts against employees or co-workersRead MoreWorkplace Bullying And Workplace Harassment Essay4824 Words   |  20 Pagesevery single person is trying to be better than his/her peers or subordinates, the instances of workplace aggression leading to workplace bullying and workplace harassment are very common. Work organizations are like any other social setting where scarce resources, competition, time constraints to complete goals, personality of individuals often leads to workplace bullying and workplace harassment. Bullying and harassment are situations where a worker or supervisor is systematically mistreated and victimizedRead MoreWorkplace Bullying in Adulthood and in the Workplace Essay1982 Words   |  8 Pagesanother issue in regarding to today’s workforce. We can assume that most of us have experienced some type of bullying while in our younger years. Unfortunately, bullying exists in one’s adulthood as well, especially within the work e nvironment. Additionally, workplace bullying is one of the biggest complaints from both employers and employees today. The phenomenon of workplace bullying refers to a gradually evolving process, whereby an individual ends up in an inferior position and becomesRead MoreWorkplace Bullying And The Victim1644 Words   |  7 Pages Workplace Bullying and the Victim When a nurse is bullied, she often develops the feeling associated with disappointment in regards to being a nurse and their ability to handle the bully. The feelings of failure manifest into actions. The nurse’s productivity decreases, which leads to actions of incompetency. Workplace bullying causes physical and emotional illnesses in the victim. Workplace bullying is a stressor. A stressor is defined as anything that generates stress. The body responds to stressRead MoreAdult Bullying And The Workplace1555 Words   |  7 Pages Adult bullying in the workplace has become quite commonplace and its consequences can be far-reaching. According to the Bureau of Labor Statistics, 146 million Americans are employed in the United States, and an estimated 54 million of those are bullied at work (Namie, 2007). These statistics are staggering. Bullying is defined as a combination of verbal abuse and behaviors that are humiliating, threatening, or intimidating and create harm (health, social, or economic) to individuals and mayRead MoreThe Effects Of Bullying On The Workplace925 Words   |  4 PagesPressure / unwitting bullying – working to unlikely time scales as well as providing minimal supplies to finish the given task. Corporate bullying – a business manhandle with an exemption, knowing the law is feeble and work business sector is delicate. Organizational bullying – a blend of force and harassing happens when an association battles to accustom to evolving markets, decreased salary, a decrease in financial plans, forced desires, and other acute compulsions. Institutional bullying – settled inRead MoreEssay on Workplace Bullying1084 Words   |  5 Pages Workplace Bullying Angela Barbato BUS 600 Management Professor Frank Bucaria February 8, 2014 Workplace bulling is abusive behavior that creates an intimidating and uncomfortable work environment that affects another person or persons safety or well-being (Qualia Soup, 2014). The article Workplace Bullying: Costly and Preventable by Wiedmer, T.L. (2011) discusses work place bullying and its effects on productivity and the work environment. Workplace bulling

Family vs. Law free essay sample

Family, an important theme of life, gets expressed throughout many ways in society. Family may take precedence over many things, including authority and the law. Within the tragic play, Antigone, the author Sophocles presents situations where the characters have to choose between their family and the law. The characters must choose what is more important to them, their family or obeying the laws of Thebes. Throughout the play, Sophocles presents a strong theme of family values and the importance of it through the actions of Antigone, Creon and Haimon. Antigone, placed in many situations throughout the play, has to choose between her family and the law. Antigone chooses to honor her brother, Polyneces, by burying him even though she will break the law by doing so. Antigone asks her sister Ismene to help bury their beloved brother, but when Ismene says no, Antigone responds by saying, â€Å"But as for/ me/ I will bury the brother I love† (Prolouge. We will write a custom essay sample on Family vs. Law or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page 192). Antigone chooses to honor her brother and risk breaking the law because family means more to her. Antigone puts her family first, presenting her as a selfless person. Along with the risk of breaking the law, Antigone also risks her death. Once Creon tells Antigone of her punishment after finding out she buries Polyneces, she has to decide whether or not burying her brother is worth it. After Creon tells Antigone of his plan for her, she says, â€Å"This death of mine/ is of no importance; but if I had left my brother/ lying in death unburied, I should have suffered. / Now I do not† (SceneII. 208). Antigone shows Creon that he cannot stop her from saving her family by trying to punish her with death. Antigone chooses to help her family and stand up for them, even when faced with death. Sophocles shows Antigone as a brave person by denouncing Creon’s rules and saving her brother. Through Antigone’s actions, Sophocles shows how he favors family over authority and the law. Sophocles expresses his devotion to family throughout Creon’s actions in the tragic play. Prior to Creon’s initial decision to let Antigone die, the Choragos convinces him to let her go free. Creon, reluctant at first, listens to the Choragos and says to them, â€Å"It is hard to deny the heart! † (SceneV. 235). Creon knows deep down inside that he will be doing the right thing by letting Antigone go free. Although Creon wants Antigone to pay for breaking the law, his family ties with her prove to out shine his devotion to the law. As Creon orders the Choragos on what weapons to bring, he says, â€Å"I buried her, I/ Will set her free† (SceneV. 236). Creon realizes that his family ties with Antigone mean more to him than justice and he wants her to know that by freeing her himself. Creon wants to prove to Antigone that he does care about her safety and her future so he will set her free so she can go on living her life with Haimon. Although Creon decides to free Antigone partly out of guilt, he mostly does it because of her love for her. Sophocles shows throughout the tragic play that he prefers family over the law through the actions of Creon. Sophocles shows his devotion to family over the law by the actions of Haimon. Haimon has to decide whether to fight for his wife’s life or obey his father. Haimon, driven mad by the situation he has at hand, decides to kill himself after he finds out Antigone has done the same. The messenger delivers the horrible news to the Choragos and says, â€Å"Haimon is dead; and the hand that killed him/ Is his own hand† (Exodos. 239). If he cannot live with Antigone, then Haimon does not want to live at all. Haimon’s devotion and love for Antigone is stronger than his will to obey the law. Even as Haimon â€Å"died/ He gathered Antigone close in his arms again,† (Exodos. 241). By having Haimon’s last moves before his death be hugging his wife one last time, Sophocles shows that family takes precedence over the law through Haimon’s selfless acts. Haimon wants to show to everyone, especially his father, that his love for Antigone overrules everything else, particularly the laws that Creon creates. Throughout Haimon’s actions in the play, Sophocles shows that family means more to him than the law. Throughout Antigone, Sophocles shows that his strong devotion to family overrides authority and the law. Sophocles proves this to the reader through the actions of Antigone, Creon and Haimon and the choices that they make throughout the play. Even at the face of death, Antigone chooses to honor her brother over obeying the law as a way of showing Sophocles’ devotion to family. Prior to Creon’s original decision to kill Antigone, he changes his mind and decides to spare her life to exemplify Sophocles’ loyalty to family life. Haimon chooses to spare his own life to support his wife and rebel against the laws his father creates to prove Sophocles’ commitment to family. Sophocles shows that his devotion to family overrides the law by the situations and decisions Antigone, Creon and Haimon make. Not just in the play Antigone, but even in the world today, family values have high precedence over the laws and rules created to follow.

My role as a Social Worker free essay sample

Living a life as a social worker can be a very interesting but stressful job. With this particular career comes the good with the bad and one must be very careful while out in the field. I would like to become a social worker for abused and neglected children as I have a passion for our children of the world today. Also to take on a case of a child whom has been abused or neglected will put a mark in my heart but as a professional I must still follow the code of ethics. A social worker’s duties can expand amongst a number of jobs but are all within the same means. Social work is a profession for individuals with a strong desire to help improve people’s lives. As a social worker we actually help people function the best way possible within their environment, deal with certain relationships, and most of all solve personal and family problems. We will write a custom essay sample on My role as a Social Worker or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page We often see clients facing social problems, life threatening diseases, or even abuse or neglect amongst an adult or child. This is primary the ethical part of becoming a social worker, to help people in need and by addressing the social problem. These services are rendered from the knowledge, value, and skills learned prior to submitting such work. Most social workers are encouraged to volunteer some of their professional skills with no expectation of any financial obligation (â€Å"An Introduction to Social Problems†, pg. 11). With all being the case there are more moral responsibilities I would have to take on as a leader in being a social worker. Another thing is that as a social worker we challenge social injustice and by doing so we pursue social change, mainly focusing on vulnerable and oppressed individuals and groups of people. The issues which are focused mostly on within injustice would be poverty, discrimination, unemployment, and other forms of social injustice. Also within social injustice comes the thinking and knowledge to respect and understand each individual cultural and ethnic diversity. This list can go on and on when pertaining to becoming a social worker because you must also respect the inherent dignity and worth of a person. Knowing that we all come from many different cultures and have many different diversity backgrounds but again as a worker must always respect the individual. Remaining professional at all times is a must so you must recognize the importance of human relationships. Always behave in a trustworthy manner as everything has a rule and regulation to it. With all tied up in one social workers must act in an honest and responsible manner and always promote ethical practices on behalf of the organizations affiliated with. And last but not least practicing within the areas of competence and develop and enhance their professional expertise some of the codes will then become broken. (â€Å"An Introduction to Social Problems†, pg. Being that all duties of a social worker has been outlined I would still be sure to follow a very strict format when dealing with any client as all are treated equally. I do understand each case is different but since we are dealing with people lives there are still many ethical concerns when working on cases. I will build a professional only relationship with my client because although we are not supposed to be on a personal note, I would want my client to feel very comfortable and open with me to get the case resolved in a timely manner. Office visits only will be permitted, no meeting outside of work grounds as then it does becomes unethical. If you plan to become or even remain to be a social worker there are many rules and regulations to abide by and most definitely respect. In essence I choose the field of social worker to assist and help the abused and neglected children within my area and while pursuing such degree I plan to study and learn as many different valuable piece of information which will guide and help me succeed in the near future on my career path and journey.

Biblical Prophets of the Post-exilic essays

Biblical Prophets of the Post-exilic essays Before the Babylonian exile, Biblical prophesy reached its highest point. Prophets such as Jeremiah and Ezekiel changed and molded the scope of Hebrew religion. Their writings were intelligent, insightful, well developed, and contained a great spiritual meaning. Following the Babylonian exile, however, prophesy took a depressing downward turn. There are many post exilic prophets, yet their writings are usually short, mostly irrelevant, repetitive, and, for the most part, anonymous. Though this is the case for many of these prophets, some works cannot be overlooked. Haggai and Zechariah were leaders in the cultic reform of the Hebrew people. Malachai calmed their fears, and assured them of God's love. Still other prophets told of a new, Messianic time when the word of the Lord would be held in its former glory. These were the most important works, as post exilic Hebrews needed not only protection, but spiritual guidance to sustain their society. The prophet Haggai was an integral figure in uniting the Hebrew people. Upon return to their homeland, the Hebrews found most of the infrastructure in a state of disrepair, with the people uncaring for their moral and social responsibilities, to say nothing for their religious practices. Even the temple of the Lord had been destroyed. Haggai emphasized the return to a more cultic society. The coming of a latter glory that was foretold in Haggai's prophesy is emphasized in the book of Zechariah. Zechariah prophesied in the shadow of Haggai, but gave his words a slightly different spin. He emphasizes, like the pre-exilic prophets, the importance of a moral reform among the Hebrews. Zechariah's way of receiving the word of God is very unique among the prophets. The word comes to him in the form of eight visions. These "colorful and strange" visions make up most of his book. The visions are so bizarre that the Lord sends an angel as in interpreter, so that Zeccariah can derive meaning from t...

Japanese Verbs Conjugations

Japanese Verbs Conjugations Japanese verbs are roughly divided into three groups according to their dictionary form (basic form). The basic form of Group 1 verbs end with ~ u. The basic form of Group 2 verbs end with either ~iru or ~ eru. Group 3 verbs are irregular verbs. There are only two irregular verbs, kuru (to come) and suru (to do). Click here to learn more about Japanese verbs and hear their pronunciation (Audio Phrasaebook – verbs). Here are some common verbs from each group. The links lead to various conjugations of each verb. Group 1 aruku æ ­ ©Ã£   - to walk asobu é Å Ã£  ¶ - to play au ä ¼Å¡Ã£ â€  - to meet hairu å… ¥Ã£â€šâ€¹ - to enter hajimaru Ã¥ §â€¹Ã£  ¾Ã£â€šâ€¹ - to begin iku è ¡Å'㠁  - to go kaeru Ã¥ ¸ °Ã£â€šâ€¹ - to return kakaru 㠁‹ã â€¹Ã£â€šâ€¹ - to takekaku æ› ¸Ã£   - to writekau è ² ·Ã£ â€  - to buy kiku è Å¾Ã£   - to listen matsu Ã¥ ¾â€¦Ã£  ¤ - to wait motsu æÅ' Ã£  ¤ - to havenarau ç ¿â€™Ã£ â€  - to learnnomu é £ ²Ã£â€šâ‚¬ - to drinkokuru é€ Ã£â€šâ€¹ - to sendomou æ€ Ã£ â€  - to thinkoyogu æ ³ ³Ã£   - to swimshiru çŸ ¥Ã£â€šâ€¹ - to know suwaru Ã¥ º §Ã£â€šâ€¹ - to sit tatsu ç «â€¹Ã£  ¤ - to stand tomaru æ ­ ¢Ã£  ¾Ã£â€šâ€¹ - to stop tsuku ç â‚¬Ã£   - to arrive uru Ã¥ £ ²Ã£â€šâ€¹ - to sellutau æ ­Å'㠁† - to singwakaru 分㠁‹ã‚‹ - to understandwarau ç ¬â€˜Ã£ â€  - to laugh yomu è ª ­Ã£â€šâ‚¬ - to read Group 2 kangaeru è€Æ'㠁ˆã‚‹ - to thinkmiru è ¦â€¹Ã£â€šâ€¹ - to see; to lookneru Ã¥ ¯ Ã£â€šâ€¹ - to sleeposhieru 教㠁ˆã‚‹ - to teachtaberu é £Å¸Ã£  ¹Ã£â€šâ€¹ - to eat Group 3 kuru æ  ¥Ã£â€šâ€¹ - to come suru 㠁™ã‚‹ - to do

Hrd Practice Essay Example | Topics and Well Written Essays - 5750 words

Hrd Practice - Essay Example Information was gathered and notes taken through personal discussions with HRD personnel, management and a number of personnel affected by these systems. Data on attrition rates, performance appraisals, and career development was garnered from the meticulous records maintained by the ORTD. This data was allowed to be drawn for study only and not allowed to be used in this report. The main findings included in the following report are that ABC has a clear view of its mission and objectives and HRD strategy is visibly and strongly linked to the overall plans. The two areas studied are well developed and effectively used. This report offers some recommendations to further strengthen these. This report is written at the conclusion of a study of Human Resource Development (HRD) practices in an existing company (ABC, at their request). Theoretical inputs received during class and the thinking of various experts was compared with actual practice, to develop deeper understanding of HRD. HRD embraces a large range of activities aimed at bringing out the best in each individual to meet organizations' objectives this study was limited to two areas, Career Development and Performance Appraisal. ABC adopts a paternalistic approach and shows total involvement in the welfare of the employee both on and away from the workplace. In all dealings with employees the company makes a conscious attempt to integrate feelings, priorities and welfare of the employees' family. ABC also has well thought out medium and long term plans for growth and consolidation and its efforts at career planning and development are fully integrated into them. Manning and skill level requirements of the organisation as it evolves and grows in the next five years are written and HRD responds to this through its activities of recruitment, training and development of in-house human resources. Lateral recruitment at higher levels is rare. 2.0 Industry Studied - Overview 2.1 Background The Organisation selected for study is a large company, employing about 3,600 personnel. The company manufactures fertilizers, PVC and Cement and is essentially chemical technology driven. The company is very successful in its performance as is

Gay Lesbian Parents Essay Example | Topics and Well Written Essays - 1250 words

Gay Lesbian Parents - Essay Example That reality suggests that the children of gay and lesbian couples can experience healthy and normal psychological development were it not for societal tendencies towards discrimination, on the one hand, and the innate tendency of children to react negatively to uniqueness, or difference, on the other (Ahmann, 1999). In other words, while homosexual parenting does not, in itself, limit a child's capacity to undergo a normal psychological development process, the fact that it unfolds within societies which, despite public statements to the contrary, are innately protective of the traditional family structure and biased against same-sex families, detrimentally impacts the child's opportunities for healthy development. Through a review of the arguments on either side, the research shall attempt to prove the stated argument. Western societies, despite the prevalence of laws upholding homosexual rights tend towards negative conceptualisations of homosexuality. The anthropologist, D. Gilmore (1990) asserts that societal acceptance of sexual orientations is ultimately defined by the prevalent culture and cannot be dictated by laws. Insofar as Western societies, whether as a consequence of historic or religious traditions, define homosexuality as a practice which falls from without the bounds of normalcy, if not outright abnormal, it is inherently incapable of comprehending the possibility of children of same-sex parents as anything other than underprivileged. The fact that this is not necessarily the case and that the aforementioned perception is ultimately predicated on the dominant culture's perception of homosexuality as abnormal is validated by evidence which effectively proves that cultures which perceive of homo and hetero-sexuality as equally normal, have no prejudices against the concept of same-se x parenting (Gilmore, 1990). In other words and as further emphasised by Halwani (2002), culture dictates perceptions of homosexuality and, as a result, invariably affects the children of same-sex couples. The fact that culture, concomitant with traditional definitions of marriage and family, inexorably influence perceptions of the stated relationship and, as such impact the psychological development of the children concerned, is evidenced in a plethora of commentary on the phenomenon. The law, for example, clearly defines marriage and the family unit which is subsequently formed as a "union of man and woman uniquely involving the procreation and rearing of children within a family" (Johnston, n.d.). Religion, similarly defines marriage and family, consequently maintaining same-sex unions and families to be a harmful deviation from the norm with incalculably detrimental psychological effects on the children concerned (Richardson, 2004). In other words, there exists a predominately negative perception of the same-sex family unit insofar as culture, religion and the law combine to define it as abnormal. That in itself will limit the possibilities of healthy psychological development for children with gay or lesbian parents. Psychologists have determined the existence of a strong likelihood, as evidenced by empirical fact, that children who grow up with same-sex parents can

Black Aesthetics Essay Example for Free

Black Aesthetics Essay Black Aesthetics The word â€Å"aesthetics† can be defined as a branch of philosophy that critically reflects on art, culture, and nature. It is a view, opinion, or an attitude toward what is considered offensive or acceptable. It is more scientifically defined as a critical judgment of the sensory emotional values that exude from the nature of beauty, art, and taste. Aesthetics as it pertains to the black community or simply â€Å"black aesthetics† refers to ideologies and perspectives of art that centers around back culture and life. Black aesthetics spawned from the Blacks Arts Movement of the 1960’s where blacks demonstrated that you didn’t have to assimilate into white American culture. The movement refers to a period of African American creativity beginning in the mid-1960’s and continuing through much of the 1970’s. It was a pivotal moment in African American literature. It inspired black people to establish their own publishing houses, magazines, journals and art institutions. It led to the creation of African American Studies programs within universities. It all precipitated from the assassination of Malcolm X in 1965. Linked both chronologically and ideologically with the Black Power Movement, The BAM recognized the idea of two cultural Americas: one black and one white. The BAM pressed for the creation of a distinctive Black Aesthetic in which black artists created for black audiences. The movement saw artistic production as the key to revising Black American’s perceptions of themselves, thus the Black Aesthetic was believed to be an integral component of the economic, political, and cultural empowerment of the Black community. The Black Arts Movement called for an explicit connection between art and politics. This movement created the most prevalent era in black art history by taking stereotypes and racism and turning it into artistic value. The concepts of Black Power, Nationalism, Community, and Performance all influenced the formation of this national movement, and it proliferated through community institutions, theatrical performance, literature, and music. One of the biggest problems that black Americans have been dealing with since being removed from our homeland is self-identification within western civilization. American culture was initially shaped by many European races and cultures coming together through shared ideals and values in which, has attributed to our diversity. However, other races did not always have a choice; all of the enslaved Africans were forced to assimilate. During the late 1950’s and early 1960’s, many African nations were struggling for their independence from Europe. Their struggles correlate to the struggle of blacks in the United States during the same time period. Since the 1880’s, when European nations colonized Africa, Europe had almost complete control over the continent, but this changed during the 1950’s and 1960’s. By 1958, ten African countries had gained their independence, and sixteen more joined the list in 1960 alone. With these nations gaining heir independence, it demonstrated the ability of blacks to overpower their white oppressors. The Black Power and Black Arts Movement in the United States were the result of just that. Who are black people, what are black people, what is their relationship to America and the world? It must be repeated that the whole myth of Negro citizenship, perpetuated by the white elite, has confused the thinking of radical and progressive blacks and whites in this country. The broad masses of black people react to American society in the same manner as colonial peoples react to the West in Africa, and Latin America, and had the same relationship that of the colonized toward the colonizer. Too long have we allowed white people to interpret the importance and meaning of the cultural aspects of our society. We have allowed them to tell us what was good about our Afro-American music, art, and literature. How can a white person who is not part of the black psyche (except as the oppressor) interpret the meaning of the blues to us who are manifestations of the songs themselves? Black people concerning the contributions that we have made in shaping this country must make a thorough re-examination. If this re-examination and re-evaluation is not made, and black people are not given their proper due and respect, then the rivalries and contradictions are going to become more and more evident, more and more intense, until there is a national uproar.

Continuing Education: Market Driven or Student Centered? :: School Education Learning Essays

Continuing Education: Market Driven or Student Centered? One enduring controversy in continuing education is whether programs should be market driven. The controversy has some connection with the pervasive image of the marginality of continuing education in higher education as well as the concept that continuing education programs must be self-sustaining. As Edelson (1991) says, "This principle of having to pay its own way is the single most distinguishing feature of American continuing education today" (p. 19), adding that adult education is the most blatantly market-driven segment of education. At the heart of the controversy is the issue of whether "market driven" is necessarily antithetical to the principles and philosophy of adult learning. This publication looks at whether this is a misconception or a reality. The Case against Market Driven According to Beder (1992), successful market-driven programs must have "sufficient numbers of voluntary adult learners who are motivated to exchange enough of their time and money to yield the clients and fee income" needed to operate programs (p. 70). This need to target areas of high demand leads to what Beder sees as the primary problems of market-driven systems: (1) they perpetuate inequality by neglecting the needs of those less able to pay; (2) they may meet individual needs efficiently but not overarching social needs; and (3) they often displace educational benefit with profit as an overriding goal. Rittenburg (1984) agrees that the demands of the marketplace are not a sufficient foundation for continuing education: "The nature of aesthetic and ideological products is such that production to meet consumer demand is not an adequate framework" (p. 22) because such products have intrinsic value. Controversy over a market orientation for adult education programs is not a new issue. Edelson (1991) reviews the history of the Ford Foundation/Fund for Adult Education's Test Cities Project (1951-61), which sought to demonstrate that noncredit liberal adult education could and should pay for itself. Over time, this obsession with economic viability led to the sacrifice of small-group discussion forums to the need for economies of scale and formats that produced higher revenues (such as large lectures). The controversy crosses many fields. In social work, Laufer and Shannon (1993) describe how program quality, which requires long-term investment in lieu of short-term profit, can suffer when programs must pay as they go. They argue that quality should be "the bottom line below the bottom line" (p.

Classroom Behavior Managment: Common Mistakes Essay

Mistakes are common in the classroom, but there are tips on how to manage your classroom that will eliminate the chaos and help your students learn. Prevention is an effective form of behavior management. From the beginning you need to establish a set of rules and regulations so that the students know your expectations. There are twelve common classroom behavior management mistakes, but are followed by suggestions as to what we should do instead. The systems should be able to meet the changing needs of the classroom and students. The first few mistake rules are basic concepts that teachers need to know. One is being able to define misbehavior by its function not by how it looks. Number two and three is to assess the behavior directly instead of asking a question or approaching the problem in a different way instead of trying harder for it to work. Number four is to set and establish classroom rules right away, but do not have too many because it makes it more difficult for both the teacher to enforce and students to comply. The fifth one is to treat some behaviors as â€Å"can’t dos† like lack of skills not all as â€Å"won’t dos† as in lack of motivation. Number six is an easy fix by planning transition time appropriately instead of lack of planning. Number seven has true knowledge by ignoring wisely instead of ignoring all or nothing at all. Make sure to understand what you should ignore and what you should not. Number eight moves onto misuse and overuse of time out. The student’s reinforcement opportunities are withdrawn when in time out. Moving onto number nine is that you should have clear expectations of your students that you reinforce consistently. Your students are more likely to obey when the teacher is consistent than when they are inconsistent. Number tens mistake is not including others in your management efforts. The classroom will be more effective if parents, students and others are involved. Number eleven and twelve are about using academic instruction as a tool and taking the misbehavior professionally not personally. A brief review on the common mistakes is useful for developing a comprehensive behavior management plan. Reflection: I enjoyed reading this article because the main thing I look for when I go into my field experiences is the different classroom settings and figuring out how each classroom is run differently. Teachers have their own behavior management techniques and they all handle situations differently. This article is really going to help me in my future because I now know the common mistakes teachers make and I can look for them when I am in my fields. I thought that this article was well written and gave just enough information and examples for each mistake. What I think is most important is prevention because if you can stop it before it starts then hopefully you illuminate the problem all together. I really do believe in getting the ground rules set early so that the students know your expectations. You should not over load them with tons of rules but if you have a good set of four to six rules that could govern classroom situations then I believe that you will have less behavioral problems. I think that this article is worthwhile and I would recommend it to other teachers because maybe by me passing on this article I could help another teacher get their class behavior under control. Some teachers are old fashioned and need new direction and passing an article on like this one could be beneficial for any teacher. I really thought that this article was knowledgeable. I learned more than I thought I would and any teacher would benefit from reading and applying this to their classroom.

The Turn of the Screw by Henry James

Henry James is well-known for crafting fine literature. One special short piece, The Turn of the Screw, taps into a topic that received great acclaim in the era it was published: ghosts. It was initially released at the tail-end of the 19th century, and followed up with 20th century critical essays regarding this saga. Turn of the Screw was first released when actual ghost-sighting incidents were so common that they became coffee-table discussion. My focus is, in fact, on the subject of ghosts. After reading James’s work, I believe that the governess and her ghost incidents were actually a figment of her imagination, based largely on her unstable mental health. I will offer my reflections as to why our governess was tripped-up and tricked into believing she saw phantoms. The main thrust of her disillusionment came from her mental illness. The history behind The Turn of the Screw is woven to the argument between the apparition-believers and the non-apparition traditionalists. The phenomenological spirit-hunter controversy has been wide spread, even in this day and age of the 21st century. In order to stay true to Henry James, it is important to define what I mean by apparition and non-apparition. According to James’s time period—which I will be true to in my assessment—I will clarify that an apparition refers to explanations in which ghosts are seen to be very real figures or a manifestation of paranormal activity existing in a person’s field of vision. Non-apparition, instead, infers that the explanations in which ghosts are viewed are actually hallucinations of the mind. This is the standard terminology used in The Turn of the Screw. From the beginning, although James has a captive means of expressing himself through story-telling, one major criticism is that the stories he creates are too far-fetched. He misses out on incorporating the essence of reality into his story, which immediately sends reads on a downward spiral away from realism. The story does not tell about life and the journals of the governess. Instead the governess and the supporting characters (which includes ghost figments) are not people we’d easily associate with in life. James has a focus in his novella, but the thematic structure is too narrow in the sense that he ignores incorporating daily-life experience and background structure—both in characterization and scenery. Readers cannot truly take his account as a subject of realism. When we look at his characters and plot-structure, it becomes clear that James excluded huge segments of society. He was not concerned with low-class families or even the middle class. He wrote of nothing in regards to the common man. Instead, his interest lie solely in envisioning a class of people devoted to the luxuries of high class status. So, in order to follow along with Henry James, we must pay a ticket, so-to-speak, to enter his special world of an elite cast from another planet of thinking. First, we must agree to the boundaries of his world. Then, and only then, can we consider him to be a realist. However, it’s important to point out that James is true to his characters. He never violates the laws of his reality. His is, in effect, a faithful storyteller and his characters are always understandable. Robert Lee Wolff, for instance, in his published piece, The Genesis of The Turn of the Screw, points out that there were many skeptics who felt that readers who believed in this supernatural tale were, in effect, caught in the trap of Henry James. It was viewed as a â€Å"cold artistic calculation† on the part of its highly entertained author (Wolff p. 125). As we look at the governess in the first few turns of the story, we see how James very deliberately and carefully sets up the machinery where the governess first witnesses the ghosts. The governess believes in these ghost-incidents but refuses to investigate the situation. It’s difficult to believe our governess would not be shaken by curiosity in hopes of validating her visions. It’s also apparent that the governess takes a liking to her employer and she wants him to go on these walks with her, in hopes of them both seeing the ghosts. But she does not. This is very uncharacteristic of a mentally stable person. James leaves room for the reader to decide whether or not it’s her infatuation or psychotic visions that has a hold of her. It seems, to me, that her imagination, along with her mental fragility, are the keys that lead her to imagine the ghosts, instead of actually seeing them. To back up my claim, Francis Roellinger cites the following, If James emphasized the artistic limitations of the â€Å"recorded and arrested† ghosts, it is chiefly to make clear to the reader his reasons for ignoring these limitations in the construction of his own phantoms† (Roellinger 135). With working with children during the day, the governess discovers the magic within the children—and their own individual gravity toward curiosity and uncovering the truth of situations. Yet, her state of mind seems to cloud her vision. This further strengthens my plea that these ghosts were actually figments of her imagination. The governess does spend time discussing these apparition sightings with Mrs. Grose. They learn that the man died after falling on the ice after a drunken evening at a tavern. The history of recent dead individuals includes the previous governess who died last year. Are these dead the ghosts she sees? We then discover that the children know of these ghosts, but are hiding this information from the adults. James has a spine-tingling means of crafting his story, yet the believability fall short with his lack of realism and superficial details. Later, other critics saw his work lacking realistic integrity. Robert Lee Wolff added that Henry James created a governess that certainly suffered from mental illness. Wolff wrote, â€Å"the tortured forms and expressions, are proof positive that he regards the governess, who sees the ghosts and tells the story, as a neurotic, suffering from sex repression (Wolff p. 126). Another critic, in the same published essay by Wolff, was cited as locating several situations that carried Freudian significance, which integrated our governess’s final pedophile passion for the young boy. The governess, in the end, scares him out-of-his-mind, frightening him to death. In reading a story so heavily laced with ghost appearances, how is it that the governess is such a stoic in regards to keeping her fear-factor at bay? This question brings to mind the notion that our governess might have some secret desire for fear or even pain. How else could she perpetuate her relations with the young boy child to the point of utter contempt regarding sexual desire? The situation weighs too heavily in favor of the governess’s mental instability being a driving force that leads her to imagine that she sees these ghosts. As we consider it deeper, her illness can be paralleled to imagining some of the scenes where children—according to her—are chatting with an apparition. On top of this, her solitude and lack of having a lover or partner in her life further distresses her situation. In essence, we can view this entire tale as a battle of good versus evil—not paranormal reality. The governess could also be considered a person who created this ghost scenario upon innocent children, which would be an extremely neurotic tendency on her part. She feels so alone and, when the children are in confidence with the ghosts, she creates a scenario, through her excessive imagination that holds little remorse for the repercussions that might occur to the children or other characters in the story. In conclusion, it’s clear that this is a story of a mentally unstable woman who uses her neuroses to create this universe of ghosts. It’s her means of communicating with others, after her younger years did not lead her to love. She is a deeply unstable individual, flawed with ruin. She is not the type of person who would be able to deal with these spine-tingling events with the conviction she displayed. This character trait in the governess along with other unrealistic situations in the story, offer no other solution than to consider it as a purely fabricated and imaginary chain of events.

10 Fun 5th Grade Math Games to Help You Learn

10 Fun 5th Grade Math Games to Help You Learn SAT / ACT Prep Online Guides and Tips Looking for a fun and effective way to reinforce the math skills learned in 5th grade? Try playing a game! Games are a great way to solidify the key lessons fifth graders learn in the classroom while also having fun. In this article, we'll talk about the key skills students learn in fifth grade, why games are so important for mastering those skills, and give you a list of 10 games you can start playing right now. Key Math Skills Learned in 5th Grade Fifth graders put together the skills they've learned throughout elementary school to solve complex problems using complex numbers. While they work on building their fluency for these skills, they also learn how to apply them to real-world problems about time, measurement, and money. Most states in the United States have their own unique educational standards, but the basic fifth grade math curriculum and the skills fifth graders learn are fairly standard. Fifth graders learn: How to divide whole numbers with and without remainders How to make connections between decimals, fractions, and percentages How to multiply and divide fractions How to compute the area and volume of basic geometric shapes like rectangles and squares Fifth graders will also start to investigate basic algebraic equations, as well as the relationship between circumference and diameter. Each of these skills can be reinforced with games to help students master them. How 5th Grade Math Games Can Help Master Key Skills Games are a great way to help students learn key skills. There has been tons of research about how effective games are in helping students not only learn how to master a concept, but also have a safe space to explore and fail. Here are a few reasons why 5th grade math games should be an important part of your student's practice: Games are a fun way to practice. Fun math games for 5th grade students help them practice needed skills in a way that feels fun, not frustrating. Students won't feel like they're wasting their time learning, they'll feel engaged and excited about their practice. Games teach important skills. Games are a great way to introduce new skills to students. A 5th grade math game about basketball, for instance, can be a good way to get students to think about diameter or circumference before actually teaching them the skill. Likewise, once students have learned about a skill in the classroom, games can help them apply the skill in a real world setting. Aside from the educational skills students learn, games also teach students how to deal with failure, work together, and overcome obstacles. Games form positive memories of learning. Learning math can be frustrating for a lot of kids. If they experience failure or frustration learning in the classroom, games are a great way to reclaim their sense of worth and help them actually have while learning. 5 Fun Math Games for 5th Grade You Can Play in the Classroom There are tons of fun math games for 5th grade students that you can play in the classroom. Here are ten of the best. #1: Multiplication/Division War Students will build fluency with multiplication and division problems by working to figure out which student has the highest sum or product quickly. This is a great way to reinforce the basic skills students need for other 5th grade math problems. All you need for this game is a few sets of math fact flash cards. For fifth graders, use multiplication or division cards. Link to detailed instructions: here #2: The Amazing Equation Game This game helps students become more familiar with basic algebraic in a fun, competitive way. Students will learn to get comfortable with variables like letters standing in for numbers, as well as figuring out how to manipulate equations. For this game, you'll need scrap paper and pencils for your students and white paper (or index cards) and markers to prepare the game. Link to detailed instructions: here #3: Percent Flash Students will learn how to easily calculate percentages. They'll pull a card and add a "0" to the end. For instance, if they pull a "2" card, they'll be working with 20%. Then, they'll roll the dice and calculate the percentage of the numbers they rolled. This game will help students become more excited about percents. For this game, you'll need a deck of cards, dice, one calculator per player, paper, and pencils. Link to detailed instructions: here #4: Graph Puzzles Geometric shapes can make many students uneasy. This 5th grade math game can help students become more confident with their graphing skills. Students will learn to draw shapes using positive and negative numbers and ordered pairs to create fun shapes- just like solving a puzzle. For this game, you'll need graph paper, pencils, and rulers. Link to detailed instructions: here #5: Lego Area and Perimeter This skill teaches students the basics of figuring out area and perimeter for rectangular shapes. You'll have students to figure out area and perimeter by placing the legos on the graph paper and counting the squares. For this game, you'll need small legos, graph paper, a pencil, and paper. Link to detailed instructions: here 5 5th Grade Math Games Online There are tons of 5th grade math games online that your student can play. Here are five 5th grade math games online that cover a wide variety of 5th grade math skills. #1: Multiplying Fractions Soccer Game This game has student solve fraction problems in order to have the chance to score a goal for their soccer team. The game has students interpret the products of different fraction multiplication problems. The game is great because it can be played on computers and tablets without installation and can be played alone or in teams. It's fun for students to kick the soccer goals, but the game is more about the math than the soccer. #2: Papa's CupCakeria This game helps students persevere in the face of problems, as well as manipulate fractions. The student has to fulfill cupcake orders and work quickly to staunch the flow of customers in a shop. This game is fun, with brightly colored graphics and a fun soundtrack. It can only be played on a computer, which limits the number of students that can interact with it, and it's focused more on real-world problem solving than fractions, with students spending more energy balancing fulfilling order than actually figuring out the fractions. #3: Math Games This online math game database has tons of different practice problems built into an online platform. You can practice basically every skill your fifth grader will need to master during the year, broken down into standards. This database is great because it has hundreds of problems for every single 5th grade math skill. Unfortunately, the skills are more drills than games - they're really just straight practice. Still, this is a great way to get lots of practice on lots of skills in quickly. #4: Boat Coordinates This fun and simple online math game has you help navigate a boat down a river full of obstacles by selecting the proper coordinates to steer to in four quadrants. This game is great because it can be customized to a single quadrant or four quadrants to help students master the skills at different levels. This is a solid game for many students, with the one caveat that it has to be played on a desktop, not an app. #5: Algebra Meltdown The game starts simple but gets increasingly difficult as it progresses. Unfortunately, the game isn't responsive to student progress, so it gets more difficult whether or not your student is ready for it. However, a student who does well at linear equations will find this game fun and challenging. Go Play! There are thousands of 5th grade math games that you can use to reinforce math skills for your student. You can play games online or in-person- either way, the games will help them learn while having fun. What's Next? Before you play some of these games, you'll need to know some basics about graphing. Learn about the four graph quadrants (and where numbers are positive/negative) here! Want to know the fastest and easiest ways to convert between Fahrenheit and Celsius? We've got you covered! Check out our guide to the best ways to convert Celsius to Fahrenheit (or vice versa). Are you learning about logarithms and natural logs in math class? We have a guide on all the natural log rules you need to know. Did you know that water has a very special density? Check out our guide to learn what the density of water is and how the density can change.

Whats New on LinkedIn - October 2016

Whats New on LinkedIn - October 2016 Over the past six months, and since my March 2016 report on the 8 Most Important Updates for You to Know on LinkedIn, LinkedIn has introduced a panoply of new features to make life easier for job seekers, enhance the mobile experience, and support both students and members of the LinkedIn community who might not have a college degree. If you know where to look, you can find a wealth of information and tools tailored just for you! Heres a list of what I think are the 6 most important updates on LinkedIn since March 2016. 1. LinkedIn’s Job Search App Whether you are a job seeker or an employer, you need to know about LinkedIn ® Jobs. Jobs are so important on LinkedIn, in fact, that they have their own tab right in the top menu. Now with robustly featured mobile apps for iOS and Android, job seekers can apply to jobs using LinkedIn right from their phones. Don’t let that job offer sit in your inbox for hours while you’re out networking! For Android users: Click here to get LinkedIn ® Job Search App for Android (Google Play) and log in to your account. Tap the grid icon in the upper right corner. From the dropdown menu, select Job Search. You can then search for new job opportunities, save your searches, create job alerts and apply. From the dropdown menu in the upper left, select â€Å"Activity† to see your recently viewed jobs, save searches, and keep track of where you’ve applied. Or click â€Å"Discover† to view the jobs that LinkedIn has recommended for you. You can also sync your phone with your LinkedIn account. For iOS (iPhone) users: Click here to get the LinkedIn ® Job Search App for iPhone (iTunes). iPhone users enjoy additional amenities with the Job Search App for iPhone. Search jobs, save searches, set up notifications, apply online and track jobs you’ve applied to. Click her for more about LinkedIn for mobile. 2. Open Candidates In October 2016, LinkedIn introduced the â€Å"Open Candidates† tool, which allows job seekers to privately signal to recruiters that they are open to new job opportunities. Now you don’t have to worry that you will be telling the world (or your current employer) that you are on the hunt. Here’s how to use Open Candidates: From the Jobs menu, select the Preferences tab and flip the switch to â€Å"On.† You will then be asked to provide preferences for jobs you are interested in. Open Candidates makes it easy to access hundreds of thousands of recruiters who are looking for talent on LinkedIn. It’s available in the U.S., U.K. Canada and Australia on both the desktop and mobile versions of LinkedIn, and there are plans to rolled out the program globally. Ready to get started? Log in here to change your preferences. Click here for more info on Open Candidates. 3. New Mobile App Features On October 12, 2016, LinkedIn kindly outlined the three newest features available to you via your mobile phone. These features are designed to help you find what you need more easily and to control the type of information that comes through your LinkedIn feed. Customizable Feed Click the three dots in the upper right corner of your mobile app to reveal the â€Å"Improve my feed† option. Pick topics that interest you, follow leaders you want to hear from, and tap on publications you like to read. Also, you can unfollow or hide updates from connections that you find less interesting, and the app will deliver more of what you like to read. Save Content for Later At the bottom right of each article, there is now an option to bookmark it so you can come back to it later. To access your saved content, click on your â€Å"Me† tab. Search for Content The mobile app’s search box allows you to find the content that interests you most. Who doesn’t love a search function? 4. LinkedIn Students App According to LinkedIn’s official article announcing this mobile app, â€Å"86% of students choose to go to college to get better jobs, but 44% of graduates are underemployed.† Ada Yu, LinkedIn’s product manager, stated that often students â€Å"don’t know what to search for †¦ what they’re qualified to do, or even what’s out there.† This skill gap, coupled with mounting student debt, makes support to get a job right out of college- or even during college- a huge advantage. LinkedIn’s Students App was created to help college students land their first job sooner. Available for iOS and Android (in the US only), this app helps you as a student work on a host of job search activities between classes or whenever you have a few precious moments. Explore suggested roles based on your education. Read helpful articles curated by LinkedIn and JPMorgan Chase Company. See the companies that hire from your school. View the profiles of recent alumni with your major. Get job listings appropriate for your major and year. Get new recommendations delivered every day. The information recommended by the app is generated just as it is with LinkedIn Jobs, except tailored specifically for students. In fact, the app has been touted as resembling the infamous Tinder app, making it familiar and easy for students to learn and navigate. 5. Training Finder Are you just a training or two short of being qualified for the positions you want? In March 2016, LinkedIn began rolling out â€Å"Training Finder,† a service designed for people with a high school diploma and some or no college who need to learn a skill. Currently limited to only a handful of cities in Arizona and Colorado, this tool, powered by LinkedIn’s Economic Graph, provides local candidates a way to secure better jobs by connecting them with live training programs. Allen Blue, LinkedIn’s VP of Product Management and Co-Founder, describes Training Finder as providing â€Å"relevant training programs in their area; which programs are affiliated with employers; whether or not they’re accredited; the program’s employment rate, cost, and duration; the skills the program will teach them; the jobs they’ll be qualified for when they complete the program; and the estimated salary. These insights will help them choose the training program that will teach them the skills they need to get the job they want.† According to LinkedIn Help, the â€Å"majority of information about programs †¦ is uploaded by the schools directly (training descriptions, potential job positions, affiliated employers, skills you will learn, etc.). The other information, such as alumni of the program, number of job openings related to the program, and expected salary for those jobs is based on LinkedIn’s own data.† 6. Career Pages On the Company side, LinkedIn has created the â€Å"Next Generation of Career Pages.† If you are a job seeker, the new career pages could mean that you are getting a much better customer experience when a company is interested in your candidacy! You will be able to learn more about a company’s culture, and have better access to people in similar roles to the ones that interest you. I’d love to hear your stories of how this feature works for you. Have you noticed any other new features on LinkedIn that you want to report or have questions about? Let me know and I will cover them in my next update!

Labour is making Britain greener, cleaner and less polluting (Labour Essay

Labour is making Britain greener, cleaner and less polluting (Labour Party environment policy statement, 2009). Discuss in the context of British government and politics - Essay Example ons Reduction Target (CERT), which has provided a large investment in household energy efficiency between 2002 and 2008 and brought in carbon saving; delivering more seaward wind facility than any society in the globe; and implementing the world’s first long-term, legally binding greenhouse emission reduction programme (Carter 2007). Hence, in their environment policy statement in 2009, the Labour Party declared, â€Å"Labour is making Britain greener, cleaner and less polluting† (The Labour Party 2010: para 5). However, this activities, campaigns, and achievements of the Labour Party have not been examined in the context of British government and politics comprehensively. This essay will attempt to contribute in this area of knowledge. The primary issue that will be addressed here is the role of the British government and its relationship with the people. These issues have gained a new significance. A decade into the existence of this Labour government, policy-makers seem to be certain that their mission has changed. Gordon Brown, as he reflects on his experience, addressed communities breaking new ground for elected legislators to pursue (Worley 2009). However, in one domain specifically, we oblige our policy-makers to lead rather than follow, and to take risks. That domain is the environment. The media response has been unsurprising. Conservative channels that were quick to criticise David Cameron’s demand for stricter aviation taxes are imploring that the electorate cannot take any more. They are incapable of justifying their standpoint beyond complaining about nursemaid states and fiddling with, or supporting, the assertions of climate-change denouncers (Worley 2009). Newscasters respond even more recklessly, with Channel 4 exposing a feature film that go against all the facts and with the BBC misinterpreting its demand to ‘balance’ by advocating discussion between the two parties, as if they embody corresponding bodies of evidence. Brown has taken

Introduction to Estimation and Analysis of Variance Research Paper

Introduction to Estimation and Analysis of Variance - Research Paper Example The One – Way ANOVA is thus named, since it compares the variance of the different groups as a function of one Independent Variable. The ANOVA can only be conducted if certain conditions have been met – the data collected is either on an equal interval or ratio scale; the cases are independent of each other, the data comes from a normally distributed population, and that the population variance for the groups is equal. An example of a situation in which it would be possible to apply the One – Way ANOVA static would be one in which the efficacy of different training methods was to be measured. Suppose that a group of novices was to be taught a particular trade, and there were a number of ways in which the novices could be trained. It is possible to study the results of different kinds of training on group’s o novices and use the One – Way ANOVA to identify the most effective training method. ... Thus the levels of the independent variable are categorical; and exclusive. For this example, it is possible to examine four types of training methods – Classroom teaching; On-the-job training; Guided Practice, and Simulation Training. Thus, the Independent variable – Type of Training – now has four levels - Classroom teaching; On-the-job training; Guided Practice, and Simulation Training. The effect of these techniques is tested on the way in which the individual completes a day of independent activity at the end of the training period. Thus, it is possible to say that at the end of the training period, the novices are tested to evaluate their level of learning. On the basis of this understanding it is possible to say that the Dependent Variable in this example is the Learning Exhibited by the novice, as measured by a test of skill. If this experiment were to be conducted; it would require the testing of a hypothesis. The null hypothesis for a One – Way A NOVA is – â€Å"There is no difference between the groups on learning that may be associated with the type of training†. Assuming that the study expected to find a difference in the learning exhibited; the alternative hypothesis â€Å"There will be a significant difference in the learning exhibited by novices as a function of the training method† may be put forth. In the event that there is a significant difference between the four groups – that is – the ANOVA static is significant at the chosen level; it becomes necessary to conduct a Post – Hoc test like the Tukey’s HSD. This is because, a significant ANOVA result indicates that there is a significant difference between the groups; but it does not indicate which groups differ significantly from each other. In order to ascertain this; i9t is

Racism in Finding Forrester Essay Example | Topics and Well Written Essays - 1000 words

Racism in Finding Forrester - Essay Example Finding Forrester" has elements of class, race, ethnicity and stereotyping and even gender inequality that are featured invariably in the various threads of the story as the director, Gus Van Sant would relate the 2000 movie. The film tries to reproduce what obtains in society in as close to reality as possible. Starting with sociological perspectives, this paper gives a synopsis of the film, progresses on to the story in selective perception mode and picks on incidents of the story featuring these sociological terms with an insight of what happened.In a gritty New York neighborhood, a shadowy but perpetually unseen figure appears behind thin curtains. Rumors abound regarding The Window's identity and story, prompting African-American Jamal Wallace to accept a dare to infiltrate The Window's apartment and bring something out. Jamal is a 16-year-old scholar-athlete and aspiring writer in inner-city Manhattan. When he's not writing in his journal in his bedroom, Jamal and his boys woul d play basketball on a local Bronx street court. They note that they're being observed by someone with binoculars in a nearby apartment building.As Jamal enters the apartment, he is caught in the act and accidentally leaves behind his backpack, which contains his journals. The Scottish reclusive genius writes comments in the notebooks, and drops the backpack through a window.Jamal returns for more lessons. His efforts lead him to get tutored by The Window, with Jamal agreeing not to reveal his whereabouts. The tutor turns out to be a Pulitzer Prize-winning classic novelist, William Forrester, who wrote "the Great 20th Century Novel," Avalon Landing, and had been reclusive for four decades. Forrester is a male Caucasian in his mid seventies. Sociological perspectives Blacks like Jamal are considered inferior by some theorists as a result of flawed genetic traits (Eitzen and Zinn 2004). In The Bell Curve work of Herrnstein and Murray (1994), Blacks are said to be mentally inferior to Whites. Such genetic inferiority, according to Gould (1994) cannot be changed by environmental changes. These theories bordering on biological deficiency, generally are not accepted in the scientific community (Eitzen and Zinn 2004). Media, however, just like films, continue to give attention to the thinking of these theorists. The Movie Race is a huge issue in the film and many stereotypes are made. Jamal Wallace is introduced in the film as a typical Black teenage male who goes to a low class school in the Bronx and really excels on the court as a basketball player. He is looked upon as an amazing Black as though unexpected because of his color. One proof of this is that the teacher (April Grace) calls Jamal's mother in to school, to inform her of her child's amazing abilities. Jamal is also looked at as given to playing or to pleasure because of his class. Although he had wanted to realize his writing ability, the exclusive New York school that had offered him a scholarship, is actually more interested in having Jamal play basketball to improve their school image. He soon learns that after losing several players to graduation, the school is looking to restock the basketball team. In fact, Jamal gets transferred there as a junior, presumably to have him educated. A Black, Jamal is seen to fit in their objectives as Blacks are of a class, easily pliable and more oriented to playing than studying. Or so the prep school thought. Jamal has been characterized also as an underachiever in class. This plot point caters to the stereotype that Black students get bad grades. This is different from the view that Jamal may want to get bad grades to fit in with his bad-grade-getting peers. This is probable and is more of peer pressure among the young which can be found in whatever race. The first view, however, which appears truer as far as the story is concerned, is stereotyping while the second view is non-racial. The first view which

Article Analysis: Computerised Cognitive Behaviour Therapy

Article Analysis: Computerised Cognitive Behaviour Therapy ADEOLU AMOS ADEYEMO D240 EMA X246808X QUESTION: (A) Summarise the research article ‘An exploration of the therapeutic process while using computerised cognitive behaviour therapy’ (D240, 2010 The Open University). (B) Discuss the strengths and weaknesses of the approach to research contained in the article. (C) Conclude by discussing which understanding of the counselling relationship you feel most drawn to and why. Word Count. 2000. PART A SUMMARY The purpose of this qualitative study on the use computerised cognitive behaviour therapy is to investigate the experience of clients when using computerised cognitive behavioural therapy and also to identify if it has the same effect as it would in face to face cognitive-behaviour therapy; given that high value have been placed on client-therapist relationships in success or failure of a therapy. The other purpose of the study is to explore the process by which clients are able to make use of unsupported computerised Cognitive-Behavioural therapy self-help therapy to aide their recovery (Davd G. Purves Dutton, Janet, 2013). In order to carry out this qualitative study, seven participants were recruited, six female and one male between ages 30 to 57 years on voluntary basis through newspaper advertisement; those recruited have had mild depression with some self-help experience in the past. Those recruited were screened with the use of questionnaire to make sure they were appropriate for the research. For the purpose of this research Blues Begone Computerised Cognitive Behavioural therapy program which was designed as self-help to fight the symptoms of fear and anxiety was used. Each participant was sent one in form of CD to be downloaded into their computers, each has thirty episodes. It offers assessment and personalised program of therapy as contained in CBT framework, with no interference from the researchers, though they were available for assistance ((Davd G. Purves Dutton, Janet, 2013). After completion of the programme, data were collected from the participant through semi-structured interview, the transcript of the interviews were analysed by the use of Interpretative Phenomenological Analysis method. Inter-rater reliability was used to reduce any bias that may impact interpretation of the data; the data was also checked by two autonomous raters but were familiar with conducting and analysing interview data ((Davd G. Purves Dutton, Janet, 2013). At the end of data analysis the research result shows four main areas of interest were discovered while carrying out the process of computerised Cognitive Behavioural Therapy activity. There was development of some reasonable relationship with self-help materials provided which was confirmed by five of the seven participants, the design of the program which cartoon provides warmth, humour and enthusiasm. It encourages them to form ‘relationship’ just as in real live therapeutic bond. However the computer was unable to provide immediate response to difficulty, and specificity as in human encounter therefore the users were unable to address their problems at a deeper psychological level. Also five participants expressed that they feel empowered because the program provided them information that altered their perspective on a specific issue, they were able to take information that are relevant they are to their situation and how that information can be used to address their situation without any assistance from a therapist. The third point raised was that the participants were stimulated with the way the program were presented in different colours, music, images and humorous cartoon, all these boost their engagement and helped some to think, this was seen as a form of interaction. The last finding was that the participants found how the structured of the Blues Begone helped them to break down their issues and handle them in a convenient way thereby regaining both sense of direction and individual control in the process ((Davd G. Purves Dutton, Janet, 2013). While the researcher was discussing the research it was suggested the environment created by therapist with warmth and empathy that enhance therapeutic change can be converted into self-help media to the extent that the user became engaged in the self-help process and motivated to undertake the work of change. Even with the participants not being able to experience the reaction and depth of face-to-face rapport, it did not reduce the worth of the cCBT intervention. And what the cCBT experience lacked in depth was made up for in participants involved with different features of the program to experience changes in thinking and develop new explanations to their problems. It was also suggested that while cCBT has the prospective of stimulating and facilitating individual process, as the responsibility of the work of therapy lies with the client. It also confirms the idea that in self-help effort the client is indeed the main cause of change. It also suggested that the implication for pra ctice was talking therapy services are to offer self-help or guided self-help intervention before receiving face-to-face therapy. PART B Discuss the strength and weakness of the approach to research (qualitative) contained in the article. Qualitative research can be defined as organised study that involves gathering and evaluating non-numerical data (D240, 2010 p.309). It is about the study of people in specific circumstances and usually in their own normal environment, Qualitative research usually aim to give support to the development of understanding, by arriving at a report and or interpretation of specific aspect of human experience. Qualitative research is different from quantitative research; quantitative research is mainly about gathering numerical (numbers) data usually through questionnaires, surveys to give explanation to a specific phenomenon and in most cases it involves larger group; hypothesis is usually given at the beginning of the research unlike qualitative research (D240, 2010). There are different means of collecting qualitative data, among which are interviews, open-ended questionnaires, diaries and recordings made during counselling therapy sessions (D240, 2010 p. 309). The style of qualitative research used dictates the method that will be used to construct meanings, for instance there are different guidelines that can be used to analyse interview data which includes empirical phenomenology, grounded theory and interpretative phenomenological analysis. However another school of thought believed that meaning is made up between people through their use of language; in view of this idea analysis of dialogue and everyday talk is taken as sources of meaning (D240, 2010 p. 309). In this type of qualitative research approach, there are different methods of analysing different aspects of language. Discourse analysis, conversation analysis and narrative analysis. The discourse analysis for example focuses on how an individual position herself or himself within wi de-ranging culturally based ways of talking while conversation analysis is on the way meaning is created in the moment by moment interaction between talkers. Narrative on the hand emphasises the stories someone tell about his or her lives as vital elements of meaning (D240, 2010 p. 310). However whatever way of conducting qualitative is chosen there are sets of standard procedures to follow. It starts with researcher identifying question or issue to explore; this is followed with the creation of text which can be in for of diary, interview transcript or a recording session of a therapy to represent the phenomenon. The researcher will now have to deeply involve himself or herself for its meaning to come out, after which the act of interpretation will be transferred to appropriate audiences in a report format (D240, 2010 p.310). One of the strengths of qualitative research approach is in its ability to provide a thoughtful and description of people’s understandings of a phenomenon which cannot be understood in terms of numbers; example can be taken from the article, most of the participants felt empowered during the course of cCBT program, this type of feeling cannot be quantified in numbers. Also qualitative research approaches permits some amount of flexibility in the conduct of a certain study which indicates that the researcher do not have to use a definite type of data collection method towards the investigation but can be flexible in using a variety of methods to collect data.; it helps the investigation of complex or difficult topics if a bond of trust develops between the investigator and the participants; and aided investigators to make connections between diverse facets of people’s life, like domestic issues, work and leisure. Another good thing about qualitative research approach is that as a researcher you have the capability to interact with participants in the language they understand and most importantly on their positions. After identifying the process involved in conducting qualitative research and how good it can be to unearth the hidden fact that quantitative research cannot give answer to, some weaknesses have also been noticed. One of these weaknesses is in the focused group which are always small which means the results are most likely to be valid for that specific focused group. In that wise generalisation cannot be made as will do with quantitative research results. Another point is because qualitative researches pay more attentions on depth, it may mean that collection and the analysis of data materials can take a long time, and if that is case the economic and human resources costs may be high. Also there could be doubt in accuracy of the interpretation of the investigator; the investigator/researcher as a human-being just like participants may have their own biases to consider when carrying out the research process. And again because qualitative research involves small group of participants, other academic researchers might not take the outcome of the research seriously. PART C COUNSELLING RELATIONSHIP I FEEL DRAWN TO AND WHY. The relationship that develops between a client and therapist has been described as a very vital aspect of counselling process; therefore sustaining a good therapeutic relationship is essential. A good therapeutic relationship between the counsellor and client across all therapeutic approach to counselling has been suggested to be one of the best factors that lead to successful therapeutic results (D240, 2010 p.259). The counselling relationship I feel drawn to is from therapeutic alliance perspective, it involves all essentials of the relationship needed with the bonding between therapist and client (D240, 2010 p. 261). I believed that collaboration between the client and the therapist, with full focus on the clients and their essentials needs and set goals will help the clients to improve their coping strategies and be able to help themselves, while enabling positive therapeutic environment to help in exploring their past and presen t issues without passing judgement. Among the factors identified as necessary for development of therapeutic alliance is empathy; it is defined as the capability of the counsellor to have thoughtful of the world of the client and be sensitive to their experience in a moment-by-moment manner (D240, 2010 p. 262). It was suggested that there is prove that empathy is effective in bringing about positive therapeutic change more than individual technique (Bohart, Elliott, Greenberg and Watson, 2002 cited in D240, 2010 p. 262). It is about going into client’s world and sees things from their own perspective. Partnership between the client and therapist in some counselling approach start with shared goals and expectations that are deliberated and agreed upon for the therapeutic work they are working towards, recognition of tasks to be performed by each person can hold the relationship together. I believed that therapeutic alliance should start from the time initial contacts were made with the client by showing attributes of respect, candidness, understanding and it is stated in the client-therapist contract. The contract usually sets out boundaries, roles, responsibilities and expectations on both sides. Other characteristics of therapeutic alliance are active listening to clients and make them know that they are being heard and understood, therapist to be aware of verbal and non-verbal communication. I do believe in given objective feedback either positive or negative; both are believed to be important in improving outcomes (D240, 2010 p. 264). Although at the same time I will be mindful of any negative feedback I give so that it will not create more problems for the client having realised that people process information in a different way. Also on my role, I prefer to work together with client on equal levels that is adult-adult/friend-friend type of relationship to deal with presenting issues (D240, 2010 p. 267). REFERENCE Barker, M. Vossler, A. and Langdridge, D. (2010) D240: ‘Understanding counselling and psychotherapy’, London, Sage for The Open University. David G. Purves and Dutton J, (2013) An exploration of the therapeutic process while using computerised cognitive behaviour therapy: Linking research with practice, DOI: 10.1080/14733145,2012.761259 SELF-REFLECTION The area I found interesting is the counselling relationship, understanding it makes me confident on how to engage with clients The areas I found difficult was research summary and I struggled a bit with discussion on strength and weakness of qualitative research method.

Friendship Essay example -- Friendship Essay

A friend by definition is someone you know well and regard with affection and trust. I am not a very outgoing person, and to be totally honest, I am very isolated from other human beings. Except for my family and people at school. I cannot say who I would like to have as friend. I never given much thought. Perhaps I like God to be my friend. He is not selfish and very forgiving. He knows the hearts, seeing you for you; the imperfections, the motives, the joys and virtues. I could say what qualities a friend should have. A friend is loyal, reliable, trustworthy, and loving. The friend is loyal by sticking by you through good times and bad times. She would not gossip behind your back, spilling intimate details of your life. She would try to defend you and praise you. You can always rely o...

Computer Task Group, Inc vs Brotby Essay

In 1995 William Brotby was hired by Computer Task Group, Inc. (CTG) as an information technologies consultant. Upon hiring, Brotby had to sign an agreement stating that he would be restricted to work for any CTG customers if he left the company. No more than two years later, Brotby left CTG and began to work for one of CTG’s customers known as Alyeska Pipeline Service Company. CTG, plaintiff, filed a suit against Brotby, defendant, in a federal district court alleging breach of contract. During the production of discovery, Brotby refused to fully respond to CTG’s interrogatories, never gave truthful answers, filed unwarranted motions, made flimsy objections, and never disclosed all of the information that CTG sought. Brotby was fined twice by the court and was issued five separate orders ordering him to cooperate. Because of Brothby’s continuous refusal to cooperate, CTG eventually filed a motion to enter default judgment against him in 1999. The court granted the motion; however, Brotby appealed to the U. S. Court of Appeals for the Ninth Circuit. Is continuous refusal of the defendant to produce discovery enough to warrant a default judgment by a federal district court? The federal district court granted CTG’s motion to enter a default judgment. The U. S. Court of Appeals for the Ninth Circuit affirmed the judgment of the lower court. Therefore, the appellate court held that â€Å"in light of Brotby’s horrible record of discovery abuses† and his â€Å"abiding contempt and continuing disregard for the court’s orders,† the lower court properly exercised its discretion in entering a default judgment against the defendant. The Federal Rule of Civil Procedure 37 allows the district court to enter a default judgment against a party who fails to comply with an order demanding discovery. In addition, the district court must weigh five factors in order to appropriately decide if a sanction of default for noncompliance with discovery is grounds for dismissal. These five factors are: â€Å"(1) the public’s interest in expeditious resolution of litigation; (2) the court’s need to manage its ocket; (3) the risk of prejudice to the opposing party; (4) the public policy favoring disposition of cases on their merits; and (5) the availability of less drastic sanctions. † When a court order is violated, the first and second factors will favor sanctions whereas the fourth will challenge the order. With regards to the first factor, Brotby’s actions were deliberate; he intended his actions to be as they were. Moreover, in determining whether abolishing sanctions are appropriate in Brotby’s case is reliant on the third and fifth factors. Brotby violated court orders by failing to produce sufficient and factual documents, and by failing to pay one of the fines. These deceitful tactics delayed the litigation process while burdening the court, and prejudiced CTG. Brotby failed to produce documents ordered by the court, and most of what he did submit came after discovery. The withholding of important information and the time delay is sufficient prejudice towards CTG. There are three factors considered in deciding whether the district court adequately considered lesser sanctions: â€Å"(1) explicitly discussed the alternative of lesser sanctions and explained why it would be inappropriate; (2) implemented lesser sanctions before ordering the case dismissed; and (3) warned the offending party of the possibility of dismissal. † The district court judge appropriately considered the alternative of lesser sanctions by ordering Brotby to comply with CTG’s discovery request five times and imposing two lesser sanctions against him. However, Brotby never responded and therefore it is appropriate to discard lesser sanctions if the court anticipates continuous false misconduct. Brotby also had continuous awareness that his unwillingness to cooperate would eventually result in a default judgment against him; the judge warned him to â€Å"stop playing games† if he wanted to stay in the game. Therefore, the two monetary sanctions, five orders ordering him to cooperate, and repeated warnings proved enough notice that Brotby’s continued failure to comply would result in default.

Mass and Gravitational Potential Energy

WORK and ENERGY Work done by a constant force 1-The drawing shows a plane diving toward the ground and then climbing back upward. During each of these motions, the lift force acts perpendicular to the displacement , which has the same magnitude, 1. 7 ? 103 m, in each case. The engines of the plane exert a thrust , which points in the direction of the displacement and has the same magnitude during the dive and the climb. The weight of the plane has a magnitude of 5. 9 ? 104 N. In both motions, net work is performed due to the combined action of the forces , and . a. Is more net work done during the dive or the climb?Explain. b. Find the difference between the net work done during the dive and the climb. Answer: a. More net work is done during the dive. b. 6. 8 ? 107 J 2- Find the work done by a force through a displacement of 3m in the positive x direction Work-Energy theorem and kinetic energy 3-The mass of the space probe is 474-kg and its initial velocity is 275 m/s. If the 56. 0-m N force acts on the probe through a displacement of 2. 42? 109m, what is its final speed? Answer: 4-Example 2: Skier Gravitational Potential Energy, Conservative versus Nonconservative Forces 5-The gymnast leaves the trampoline at an initial height of 1. 0 m and reaches a maximum height of 4. 80 m before falling back down. What was the initial speed of the gymnast? Answer: 6-A man lifts a book of mass 0. 45 kg at a constant speed from a shelf 1. 2 m high to a shelf 2 m high 1) calculate: a)The change in PE b)The work done by the man c)The work done by gravity 2) If the book falls down from the second shelf, calculate its speed as it passes the first shelf, and its speed when it hits the ground. The Conservation of Mechanical Energy 7-A motorcyclist is trying to leap across the canyon by driving horizontally off a cliff 38. 0 m/s.Ignoring air resistance, find the speed with which the cycle strikes the ground on the other side. Answer: 8-The skateboarder in the drawing starts down the left side of the ramp with an initial speed of 5. 4 m/s. If nonconservative forces, such as kinetic friction and air resistance, are negligible, what would be the height h of the highest point reached by the skateboarder on the right side of the ramp? 9-The drawing shows a person who, starting from rest at the top of a cliff, swings down at the end of a rope, releases it, and falls into the water below. There are two paths by which the person can enter the water.Suppose he enters the water at a speed of 13. 0 m/s via path 1. How fast is he moving on path 2 when he releases the rope at a height of 5. 20 m above the water? Ignore the effects of air resistance. 10-The figure below illustrates the motion of a mass m = 300 kg as it slides along a track, which has smooth segments (frictionless). If the mass was released from rest at point A on the track, fill the table below. PEKEMEv A B C D E Nonconservative Forces and the Work–Energy Theorem 11-The 8 kg mass shown in the Figure moves 5 m up an inclined (? = 30o) rough surface (? k= 0. 2) as a result of the applied tension (T = 40N).If the mass started from rest and neglecting the masses of the pulley and the string, find: a. The work done by the frictional force b. The work done by gravitational force c. The work done by tension d. The speed of the object at the end of its motion 12-From point A to B on the rough surface, the cyclist lost 2000J of energy due to the frictional force of the rough surface of the 10 m road. She started with an initial speed vA at point A, arriving at point B with a speed of vB. The cyclist barely made it to the flat part (point C) of the frictionless surface without pedaling.If the weight of the bike and the cyclist is 980N, and point C is located at h = 0. 5 m above the ground, find: a. The speed of cyclist at point B, vB b. The speed of cyclist at point A, vA c. The coefficient of kinetic friction, Â µk , between the bike tires and the road. 13-The figure below depicts the motion of a mass m = 300 kg as it slides along a track, which has one smooth segment and two rough segments of kinetic friction coefficient of 0. 4. If the mass was released from rest at point A on the track, a. Find the point where the KE of the mass is zero (i. e. oint E where the mass comes to a complete stop) b. Plot (draw) the kinetic energy of the 300 kg mass as a function of position from point A until point D. [Show all work, use proper scale, show equations and substitution with units and show all points on the graph]. 14-The ambulance shown in the figure below (3000 kg) slides down a frictionless incline that is 10m long. It starts from rest at point A. Then it continues along a rough surface (BC) until it comes to a complete stop at point C. a. Calculate its speed at point B b. If the coefficient of kinetic friction of the rough segment (BC) is 0. , calculate the distance d the ambulance slides on before stopping. Power 15-Bicyclists in the Tour de France do enormous amou nts of work during a race. For example, the average power per kilogram generated by Lance Armstrong (m = 75. 0 kg) is 6. 50 W per kilogram of his body mass. a. How much work does he do during a 135-km race in which his average speed is 12. 0 m/s? b. Often, the work done is expressed in nutritional Calories rather than in joules. Express the work done in part (a) in terms of nutritional Calories, noting that 1 joule = 2. 389 ? 10-4 nutritional Calories. 16-You are working out on a rowing machine.Each time you pull the rowing bar toward you, it moves a distance of 1. 2 m in a time of 1. 5 s. The readout on the display indicates that the average power you are producing is 82 W. What is the magnitude of the force that you exert on the handle Graphical analysis 17- The graph below represents the kinetic energy, gravitational potential energy, and total mechanical energy of a moving block. Which statement best describes the motion of the block? a) Accelerating on a flat horizontal surface b) Sliding up a frictionless incline c) Falling freely d) Being lifted at constant velocity e) A fluid flowing in a river