Wednesday, November 27, 2019

Umass Lowell Community College Academic Scholarship free essay sample

For me it is neither Of these reasons. Am a former college drop-out who believes can do better than I did. Therefore, my reasons for going back to college are somewhat different than the average person starting college for the first time. Have something to prove to myself. Want to prove that can stay committed to college this time and get a degree. I am starting college after a long hiatus from the world of academics. Dropped out of Hilbert College in Hamburg, New York after one year. School was not the problem.I loved learning. Was just in need of money. For me the part-time job I had at the college cafeteria didnt cut it. I needed a full- time job. My uncle offered me a job at a factory called Carriage House Incorporated. He also added in the fact that the pay wage was high. I was eager to start my adult life and work full-time, so I took the offer. We will write a custom essay sample on Umass Lowell Community College Academic Scholarship or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The work was hard labor, not really worth the money after all. I would get paid and work so much that didnt have time to enjoy the money had worked for. As the years went by became worn down and bored with the everyday routine. I realized that working there, I would never upgrade. My job would never get better. I also didnt have an option for a raise, which meant something to me. Therefore as prices on necessities and cost of living went up each year, my pay did not. College is the only way to make something better of my life. Am not sure what I want to be yet, but as I continue my with my first semester I am getting a feel for different classes. I just know what dont want to be. I dont want to be somebody who wakes up everyday with a sore back and tired fingers. I dont want life to pass me by and leave me with questions like would of, should of, could of? I am asking u to help me make a difference in my life. Help me to prove that have what it takes to become somebody important in this world. Even if I havent figured out what that is yet. Know can do this, I have what it takes to go far. Please consider me when you think of students for the upcoming semester.

Saturday, November 23, 2019

Here’s much to do with hate but more with love Essays

Here’s much to do with hate but more with love Essays Here’s much to do with hate but more with love Paper Here’s much to do with hate but more with love Paper Essay Topic: Romeo and Juliet A play based on two star crossed lovers based in Verona, Italy show their love and hate to each other, and is filled with tragedies. Shakespeare wrote Romeo and Juliet in the 16th century, when family honor was very important. Girls got married at a very young age, when fathers had a duty to find an ideal suitor for their beloved daughters. This between love and hate is also a major theme of the play. The question is Does Love over power hate, or does hate over power love, or both? Well as you read on it tells you how strong love and hate is in the play. Veronas streets are full of violence, fighting and hate. In fact, the fighting between the Montagues and the Capulets got so bad that the prince was forced to tell them If ever you disturb our streets again, your lives shall pay the forfeit of the peace. These contrasts with the scenes of love when Romeo and Juliet are together, such as after Capulets party when they talk. This helps to tell us how strong the love between the couple is. The two feuding families, Montague’s who the family of Romeo and Capulet’s who the family of Juliet, both show a lot of hate, even the servants fought them; if the servant would fight for their master then the two families really must have some historic hate between the families, but this shows the servants are very loyal to the family and are part of them, so this is showing love. The fight of Mercutio and Tybalt was an act of hate between the two societies. â€Å"From ancient grudge break to new mutiny, where civil blood makes civil hands unclean† These two lines are about the feud between the families, which has been going for many years. In that scene Romeo had to show his hate by killing Tybalt. Tybalt and Romeo come from two separate families who don’t like each other but yet the first words Romeo said to Tybalt were â€Å"Tybalt, the reason that I have to love thee†¦Ã¢â‚¬  Although he has always hated Tybalt he treats him as though he is family, because he is Juliet’s cousin, so this is showing that Romeo loves anyone that is connected to Juliet, even if it means loving someone he hates. Romeo just got married and now kills his wifes cousin this was an act of real hate. But on the other hand this shows love, because the reason he killed Tybalt was that Tybalt killed his good friend Mercutuio, so Romeo killed Tybalt for the love he had for Mercutuio. After that what did Juliet think about Romeo, the murderer of her cousin, she did not really care about it, but what she only cared about is if Romeo is going to get killed for the murder? Love over powered the hate this time. Shakespeare has constructed this hate between Romeo and Juliet which are between two families. Love is represented by the relationship between Romeo and Juliet and the hate is represented by feud between the Montagues and the Capulets. Both Love and Hate are extremely powerful in the play. Love is strong between Romeo and Juliet but hatred is still between them as they are from two different families. â€Å"My only love sprung from my only hate’ this is what Juliet said after she found out that Romeo was a Montague, this is showing that person she’s meant to hate is the person she’s in love with. Her enemy is not Romeo himself, but his name is if he leaves his name then he will no longer be her enemy. By the ending of the opening scene, the audience is introduced to Romeo, who almost represents the theme of love in the play. At this moment, Romeo is too busy obsessed over his love for Rosaline to notice the fight and says, â€Å"Alas, that love, whose view is muffled still, Should, without eyes, see pathways to his will. † But this was unrequited love. Romeo falls in and out of love very quickly, he was love sick for Rosaline at the beginning of the play but as soon as he saw Juliet he fell in love with her. â€Å"Here’s much to do with hate, but more with love. † â€Å"Why the, o brawling hate, O any thing of nothing love, o loving first create! † These lines almost sum up the play as Romeo is talking about his love that can at the same time make him happy and sad. It is both love and hate; he is connecting his feelings to the bits and pieces of the fight he can see in front of him. From this, he concludes that although their fight was partly because of the hate between the two families, it is more about the love inside each family that caused them to fight against each other. Meanwhile Lady Capulet has come to talk to Juliet with the nurse in the room, about marriage. The love between Juliet and her mother is more formal than the love between Juliet and the nurse. Juliet finds it much easier to talk to the nurse and is closer to her because she has been grown up with the nurse looking after her, they are like best friends, she is also asking for advice from the nurse. This is showing there isn’t much love between Juliet and her mother than there is with the nurse which is strong love. The character of the nurse in the play shows that the nurse is more of a mother to Juliet whereas Lady Capulet is hardly seen with Juliet in the play. However, a few days before Juliet has to marry Paris, the Nurse almost changes her role and is no longer there to support Juliet with her relationship with Romeo, but agrees with Capulet that she should marry Paris. Juliet is outraged and asks the nurse to leave. The fact that Juliet has gone from looking up to the nurse to never trusting her. In one scene it shows the nature of love and hate in the same way that Romeo felt he was in love with Rosaline, until he met Juliet. The one person Juliet felt she could always rely on is no longer there to help her and she is devastated. In Act three, scene five, Capulet tells Juliet that she is to marry Paris in a few days, however, Juliet refuses to marry him, mainly because she is already married to Romeo. After a long and angry speech, Capulet says: Thursday is near, lay hand on heart, advice. And you be mine, I’ll give you to my friend; And you be not, hang, beg, starve, die in the streets, For by my soul, I’ll ne’er acknowledge thee†¦Ã¢â‚¬  Capulet is threatening and advising Juliet as he is saying that if she marries Paris then everything will turn out well and he will still acknowledge her as his daughter. However, if she does not, then he will throw her out in the streets and he will not care what happens to her for she will no longer be thought of as his daughter. He says this partly out of love as he thinks it will make Juliet happy, but his words are harsh and painful for Juliet to hear from her father. He is angry that Juliet is disobeying him and does not know how to handle it as he is surprised. Therefore, I think this scene is about both love and hate. Romeo has a strong relationship with Friar Lawrence. He acts as a father throughout the play. Right from the beginning, this love is shown as he advises Romeo about his feelings for Juliet and tells him to â€Å"love moderately. † He is more like a father to Romeo. When Romeo kills Tybalt, he hides in Friar Laurence’s cell and the Friar tells him that he has been banished. Romeo becomes hysterical and thinks that banishment is worse than death. The Friar tries to talk some sense into Romeo but soon his sympathy turns to impatience and tells Romeo to spend the night with Juliet and leave in the morning. Also Friar is constantly taking care of not only Romeo’s problems, but Juliet’s as well, by giving her the sleeping potion. Although the Friar’s help turns out to cause more problems than solve them, his aim was good and he can be seen as a caring and loving character. This is showing strong love, because Romeo and Juliet see Friar Lawrence like a caring, loving father. Capulet and Montague make peace with each other after seeing that their children were so in love with each other that they sacrificed their lives for one another. The last line means that Romeo and Juliet’s deaths were because of the hate between the two families, but it is love that brings them together. Therefore, after analyzing the love and hate sides of Romeo and Juliet, I have come to the conclusion that it is more about love than hate. Apart from the family feud the rest of the hate is caused by Romeo and Juliet falling in love with each other, but this is fate. I think this because throughout the play, love overcomes hate except for a few scenes. Overall by the end of play, Romeo and Juliet are in love with each other so much that they kill themselves, and so the parents forget the hate that they have for each other. This is basically saying that love over powered the hate of two families.

Thursday, November 21, 2019

Expanding of Businesses Assignment Example | Topics and Well Written Essays - 1000 words

Expanding of Businesses - Assignment Example In this similar context, one of the chief factors related to exporting which needs to be considered by the small firms is to concentrate on sales activities for exporting in markets having better performance as compared to firms pursuing strategies in isolation. There are various reasons for firms engaging in expansion on global basis that include exploiting the unique knowledge possessed by the firms and potentially reducing costs through development scale of economies or through leveraging resources (Brouthers & et. al., 2009). In order to determine the major factors that a small organisation has to consider before commencement of exporting, it has been viewed that the notion of export planning plays a decisive part in the commencement of exporting. In this regard, it can be affirmed that export planning might assist a firm towards accessing the potential of mitigating uncertainties and complexities related to exporting. Another key factor related to exporting for small firms is fo rmation of strategic alliances with trustful partners. This step could be beneficial for small organizations to maintain effective performance in long run (Sengupta & et.al., 1999). It can also be stated that through proper research of market, it is quite possible to make a thorough assessment of the markets resulting in acquiring a brief idea about the market nature. Efficient distribution and shipping assists smaller firms in exporting as an organization finds an appropriate market that has reasonable demand and regulations and bears no entry barriers that eventually results in smooth conduct of business (Samuels, 2013). It can be stated that the small organisations needed to consider certain key factors prior to their commencement of exporting. In this similar concern, the small organisations strongly believe that they can attain significant benefits from considering the factors before commencing exporting. The benefits comprise raising sales along with revenues, minimizing risks , enlarging life-cycle of the products and most significantly penetrating into new business markets among others (Tekle, 2013). After acquiring a brief idea about the benefits that can acquire by the small organisations, it can be affirmed from a broader perspective that they need to consider a particular chief factor concerning building an effective corporate international image prior to the commencement of exporting. It has often been viewed that financial risks generally occurs while carrying out transactions on an international basis. Thus, on the basis of the above discussion, it can be stated that the small organisations must consider certain other major factors like adopting as well as executing planning dimensions, conducting proper analysis of market and concentrating much upon product pricing and quality prior to the commencement of exporting (Tekle, 2013). Question 2 It has been apparently observed that the business organisations belonging to this modern day context tends to invest substantially in abroad for the purpose of raising profitability, overall productivity, business reputation and most significantly attaining superior competitive position. However, relating to this context, it can be observed that a business organisation when investing abroad often has the difficult choice of either buying an existing facility or building a new facility. This can be owing to the reason

Wednesday, November 20, 2019

How to support a Gifted and Talented child in the classroom in Essay

How to support a Gifted and Talented child in the classroom in Mathematics - Essay Example The common notion is that gifted children, having abilities superior than the rest, need less assistance in terms of education. However, what is often overlooked is the fact that these children are not necessarily, â€Å"academically gifted†, so to speak. Intelligence is not restricted to academics. As such, a gifted child may be exceptionally adept to reading but poor in arithmetic. In other words, giftedness does not encompass all fields, contrary to common belief. In fact, psychologist Howard Gardner has proposed Multiple Intelligence theory, postulating that there are actually eight intelligence domains – among them are music, linguistic and logic and mathematics (Visser, Ashton & Vernon 2006, p.487). Of these mentioned domains, an important subject of interest is Mathematics, which, as pointed by several researchers such as Mji & Makgato (2006, p.253), most students are poor at. Nevertheless, given that the aspect of giftedness in terms of intelligence is multi-fac eted, it is necessary to establish at this point how the concept of giftedness would be used in this paper. The subject of argument is the gifted children who, regardless of their astuteness in other aspects of intelligence, exemplify high prowess in Mathematics. Moving on, it was mentioned that a lot of students perform below average in Mathematics; thus, in response to this, various steps are taken to improve teaching skills of instructors in educating students in this subject. But then again, given the common misconception on giftedness, gifted children are often overlooked in the classroom, with their special needs neglected. Diversity of Experience & Learning In the book written by Kennedy, Johnson & Tipps (2008, p. 40), it was argued that the point in dealing with gifted children is not to make them reach an achievement level that is established for all average students. Instead, support should be geared towards meeting the needs specific to these children. This is to say that children have varying experiences which may affect learning and performance (Bowman 1994). Overestimating the abilities of gifted children which may lead to unintentional neglect of their needs may hinder them from achieving their full potential. The present curriculum in most educational system is designed for average students. In this scenario, the average students are benefiting more in the curriculum because they are learning things while the gifted students are just left listening to concepts that they have already mastered. The average students are compelled to study and practice in order to hone their skills. In contrast, the gifted students do not need to struggle to learn. In most cases, this experience has taught them that everything comes out way too easy; hence, they may not be as receptive to new ideas as average students do. Since gifted students can easily understand and acquire skills due to the average pace of teaching, they usually suffer from boredom and frustrat ion (Collins 2001, p.xiv). Further, since they are not challenged, most of them gradually lack motivation resulting to underachievement (Diezman, Faragher, Lowrie & Bicknell 2004, p. 8). As a matter of fact, there are gifted students who do not perform well simply because they lack interest or are occupied with perfectionism (CCEA 2006, p.6). In the long run, this lack of motivation may result to being left behind, achieving things below their levels. Therefore, it is important to

Sunday, November 17, 2019

My drama group comprised Essay Example for Free

My drama group comprised Essay My drama group comprised of five people including myself. We set out to create an improvised piece of drama, thematically based on greed, love, betrayal, envy and revenge. During the time spent preparing for our improvisation, we came across many sources that had an immense influence on our piece. In order to appropriately progress with the play, we had to research the key elements within the sources to which were relevant to our context. As it was an improvised production we did not follow a set script but created a basic guideline from which we could refer to and enable us to keep on track. Our research into these sources was definitely apparent in our final performance, which was acted out in front of our drama set. In this essay, I intend to compare our improvised piece of drama with the sources we used in order to point out the similarities and illustrate the inspiration we drew from them. During the course of producing our play, we used the well-known novel and recently filmed The Count of Monte Cristo to draw influence on certain scenes, which clearly showed up in our final production. The plot of the Count of Monte Cristo is also thematically based upon betrayal, love, greed, envy and revenge. As a young sailor, Edmond Dantes, an honest and humble man whose peaceful life and plans to marry his wife Mercedes are ruined when his supposed best friend, Vernand, betrays him in order to get Mercedes for himself. Edmond is unjustly sentenced to an island prison after being framed by Vernand for high treason and is trapped in a nightmare for thirteen years. This key element is clearly apparent in our piece of drama, as Fernando, a rich and successful man soon to wed his Fiancà ¯Ã‚ ¿Ã‚ ½e Victoria, is betrayed by his two deceitful friends who envy his wealth and is cast away by them to a deserted island. Obviously we have shared and incorporated the same basic ideas and themes in order to create an improvised piece of our own. A similar pattern is followed in the theme of revenge. In the Count of Monte Cristo Edmond is aided by an elderly and wise inmate whom he learns from and the two plot to escape from prison but only Edmond succeeds and returns to his mainland execute revenge on those who wronged him, under the title of a mysterious Count of Monte Cristo. We too were able draft the theme of revenge into our play. Fernando is aided by a castaway on the island who helps him survive and teaches him how to fight. Eventually, he escapes back to his homeland alone and executes revenge on his old friends using his new skills. This worked effectively in our production and formed the backbone plot to our final improvisation. Both the periods of the Count of Monte Cristo and our play is set in the mid seventeenth century so more research had to be done to make our characters realistic. Another key source that we researched carefully to progress with our island scene was the film, Cast Away. In this movie, a man is cast away to a deserted island where he is forced to learn how to survive for only one reason, his love for his wife. This inspired our play as the only things which Fernando wants to live for when he is on the island is to see his wife again and to execute revenge on his friends who betrayed him. We used the idea of being abandoned alone from home on an island but we incorporated a companion to our main character, Dartanion, who had been living on the island for more than seven years. Research into his characters speech, movement, body language etc was essential as we could not comprehend how somebody would be like after living alone on an island for seven years and therefore looking into movie of Cast Away was very useful. These two sources were our main areas of influence. However we did look into the classic story Robinson Crusoe where a civilized man meets a savage and teaches him how to be civilised. In the case of our play, a savage man teaches a civilised man to be more savage and the basic survival skills. We made it a point to show the character development of Fernando in terms of acting and the on stage relationship between the two. In conclusion, our play was a joint extract of all these sources combined with our own interpretation and improvisation.

Friday, November 15, 2019

Effect of the Internet on Brain and Cognition

Effect of the Internet on Brain and Cognition Robert Deichert Research Article Review Article 1: â€Å"Searching for Explanations: How the Internet Inflates Estimates of Internal Knowledge† (Journal of Experimental Psychology: General. Published online March 30, 2015) Matthew Fisher, Mariel Goddu, and Frank Keil, the three researchers in charge of this study, were interested in studying the Internet’s effects on the brain and cognition. More specifically, they wanted to find out if having access to the Internet for the purpose of searching for answers to general knowledge questions would increase one’s self-assessment of confidence in answering other questions unrelated to the original Internet-based questions. In introducing the topic, the researchers introduced the idea of a transactive memory system a system wherein multiple individuals encode and retrieve memories and information as a whole. This allows individuals in a group to divide cognitive tasks between group members, and it reduces the mental load on each individual within the group. As an example, in the case of a three-person hunting and gathering group, one individual may be responsible for remembering where to find food, another with how to hunt animals, and another with how to cook the food. Each individual does not have to remember all three the entire set of information is stored across the memory systems of all three individuals. All individuals are required to work together and piece together their individual stores of knowledge to hunt and gather food, and all individuals rely on each other for information. This is a transactive memory system. The idea behind this study is that, theoretically, one individual and the Internet can form a sort of transactive memory system in which the individual feels that the vast stores of knowledge on the Internet are readily accessible at any time, and the individual will feel much more confident in his or her ability to answer general knowledge questions simply because he or she can query an Internet search engine (the other party in this sort of transactive memory system) at any time and access the knowledge stored on the Internet. To test this hypothesis, the researchers used a between subjects design with two groups of participants and two conditions. Participants in the first group were asked a series of general knowledge questions and told to use the Internet to find answers. Participants in the second group were asked the same set of general knowledge questions; however, they were told not to use the Internet to find answers. After this, participants from both groups were asked to rate their ability to answer unrelated questions from various subjects. The study didn’t test actual ability to answer subsequent, unrelated questions, but rather perceived ability, or confidence. The resulted showed that participants who used the Internet to look up general knowledge questions prior to being asked to rate their confidence in answering other questions were significantly more confident in their ability to answer the subsequent, unrelated questions than the individuals who did not use the Internet to search for answers to the initial knowledge questions. Various additional experiments were performed by the researchers to account for time spent answering questions while searching the internet and whether participants were considering Internet knowledge when self-assessing confidence. Additionally, the study showed that this confidence-boosting effect is a result of having access to and using an Internet search engine. After using an internet search engine, participants were much more confident in their own knowledge and in their ability to answer any other general knowledge question, even though the knowledge was not stored in their mind but on the Internet. Article 2: â€Å"Narcissism and the Use of Personal Pronouns Revisited† (Journal of Personality and Social Psychology. Published online March 30, 2015) In this study, researchers wanted to determine whether or not a connection exists between an individual’s usage of â€Å"I-talk† and his or her level of narcissism. â€Å"I-talk† is the use of first-person singular pronouns such as I, me, and my. It is a commonly held belief that individuals who talk about themselves frequently and use a large amount of I-talk are more narcissistic than those who do not. However, this intuitive relationship between I-talk and narcissism hasn’t been thoroughly tested and concretely proven or disproven. The goal of this study was to definitively identify a relationship between the two, if such a relationship exists at all. Very few studies have been done on this topic, and the results of those studies have been inconsistent. Additionally, previous studies on this topic have not employed very large sample sizes. This research study’s goal was to come to a concrete conclusion on the topic by employing a very large sample size and answering a few related questions concerning the relationship between gender, I-talk, and narcissism and context, I-talk, and narcissism. To accomplish this goal, researchers set up a large database of information from over 4,000 participants and 15 individual samples collected across five laboratories in the US and Germany. Each sample contained anywhere between 68 (in the case of Sample 2) and 1,209 (in the case of Sample 14) participants. Each sample was assigned to participate in a different activity designed to identify usage of I-talk in participants. For example, in Sample 1, university Psychology students videotaped self-descriptions that were later transcribed and analyzed for I-talk. In Sample 4, university Psychology students were seated in a classroom at random and asked to individually step forward and introduce themselves to the other participants in the classroom. They also participated in various other tasks, including writing down attributes about themselves and rating the other students’ presentations. Everything was transcribed, recorded, and analyzed for I-talk usage. Other samples involved a nalyzing participants’ Facebook status updates, performing a stream-of-consciousness recording task, and other various activities designed to allow for the measurement of I-talk. Additionally, each group’s assigned task was categorized based on the context of the activity prescribed by the task. These included identity, personal, impersonal, private, public, and momentary thought contexts. After each participant in each sample group participated in the prescribed activity, he or she completed a narcissistic personality questionnaire and a self-esteem test. Most participants were administered the 40-item or 16-item Narcissistic Personality Inventory and the Rosenberg Self-Esteem test. After analyzing the data, the researchers found that there is not a statistically significant connection between I-talk and narcissism. Participants’ self-esteem and narcissism scores had no significant correlation with their usage of I-talk. Additionally, the context of the activity did not affect this finding. There was a slightly higher correlation between male participants’ use of I-talk and narcissism than females’ use of I-talk and narcissism, but it was still statistically insignificant and near-zero, just as for the female participants. The researchers found that, contrary to popular belief, there is no connection between I-talk and narcissism, and this applies to all conversational contexts and genders. Article 3: â€Å"Finding a Needle in a Haystack: Toward a Psychologically Informed Method for Aviation Security Screening† (Journal of Experimental Psychology: General. Published online November 3, 2014) The researchers involved in this study identified a significant problem with current aviation security screening procedures and introduced a new security screening method of their own creation. They provide experimental evidence suggesting that their method is much more accurate and consistent in detecting deceptive passengers passing through airport security checkpoints. Currently, most aviation security checkpoints employ a behavioral method of deception recognition. Security screeners look for nonverbal behavioral cues from passengers that may indicate that the passenger is trying to deceive the security screener, including twitching, nervousness, aggressiveness, fidgeting, and some verbal indicators such as stumbling over words and hesitating while speaking. This method results in an alarmingly low rate of passenger deception detection of 5%. This is, according to the researchers, a result of the failure of this method to account for the real content of the passenger’s verbal account and the truthfulness of his or her statements. The researchers proposed an alternative method of screening called Controlled Cognitive Engagement (CCE), which was developed based on laboratory studies done on veracity testing techniques in two-person verbal exchanges. CCE does not focus on behavioral cues, but rather on the actual verbal exchange and conversation content between screener and passenger. CCE involves a security screener conducting a short, one-on-one interview with a passenger. The interviewer does not ask scripted questions; instead, the interviewer uses a process to create new questions in real time for the passenger that are based on the conversational context of the interview. CCE is trained to security screeners as an algorithm that the screeners can use while conducting an interview to create unique questions for each passenger that are designed specifically to test for passenger truthfulness. Interviewers can then analyze a passenger’s answers to all of the question for consistency and, thus, truthful ness. To experimentally test CCE and compare it to the traditional, behavioral method of aviation screening, the study employed two groups of security agents and two groups of passengers. The first group of security agents was assigned to use traditional behavior-based screening at a checkpoint, and the second group was assigned to use CCE screening. The first passenger group was a genuine group of passengers selected from individuals passing through the airport checkpoint. The second group of passengers was a sample of individuals chosen by the researchers to pass through the same security checkpoint, but with a deceptive cover story being told to screeners. The two passenger groups were matched in composition by the researchers. The researchers measured the rate of detection of deceptive passengers for non-CCE security agents and CCE security agents. The results of the study show that veracity testing methods, like the CCE method developed by the researchers, are significantly more effective at detecting deceptive passengers. Traditional behavior-based screening methods only detected about 5% of deceptive passengers in this study, but CCE, a method of veracity testing, detected 66% of deceptive passengers.

Tuesday, November 12, 2019

Plato’s Objection to Poetry Essay

He was the first systemic critic who inquired into the nature of imaginative literature and put forward theories which are both illuminating and provocative. He was himself a great poet and his dialogues are full of his gifted dramatic quality. His Dialogues are the classic works of the world literature having dramatic, lyrical and fictional elements. According to him all arts are imitative or mimetic in nature. He wrote in The Republic that ‘ideas are the ultimate reality’. Things are conceived as ideas before they take practical shapes. So, idea is original and the thing is copy of that idea. Carpenter’s chair is the result of the idea of chair in his mind. Thus chair is once removed from reality. But painter’s chair is imitation of carpenter’s chair. So it is twice removed form reality. Thus artist/poet takes man away from reality rather than towards it. Thus artist deals in illusion. 1. Plato’s objection to Poetry from the point of view of Education: a. In ‘The Republic’ Book II – He condemns poetry as fostering evil habits and vices in children. Homer’s epics were part of studies. Heroes of epics were not examples of sound or ideal morality. They were lusty, cunning, and cruel – war mongers. Even Gods were no better. (Troy-Achilles beheding Apollo’s statue, oracles molested†¦ insults of Gods, Gods fight among themselves, they punish instead of forgiveness†¦Ahaliya-Indra, Kunti’s children, Narad’s obsession to marry, Hercules son of Zeus and Alcmene, Hera’s jealousy-snakes-fenzy to kill children†¦) b. Plato writes: â€Å"if we mean our future guardians to regard the habit of quarreling among themselves as of all things the basest, no word should be said to them of the wars in the heaven, or of the plots and fighting of the gods against one another, for they are not true†¦. If they would only believe as we would tell them that quarreling is unholy, and that never up to this time has there been any quarreling between citizens†¦Ã¢â‚¬ ¦ these tales (of epics) must not be admitted into our State, whether they are supposed to have allegorical meaning or not.† c. Thus he objected on the ground that poetry does not cultivate good habits among children. 2. Objection from Philosophical point of view: a. In ‘The Republic’ Book X: Poetry does not lead to, but drives us away form the realization of the ultimate reality – the Truth. b. Philosophy is better than poetry because Philosophy deals with idea and poetry is twice removed from original idea. c. Plato says: â€Å"The imitator or maker of the image knows nothing of true existence; he knows appearance only †¦. The imitative art is an inferior who marries an inferior and has inferior offspring.†(Dorothea’s ideal in Middlemarch shattered, Kshtriya dharma – not to hit enemy without weapon, Tess’s providence, evil wins & God is silent, unrewarded virtue†¦) 3. Objection form the Moral point of view: a. In the same book in ‘The Republic’: Soul of man has higher principles of reason (which is the essence of its being) as well as lower constituted of baser impulses and emotions. Whatever encourages and strengthens the rational principle is good, and emotional is bad. b. Poetry waters and nourishes the baser impulses of men – emotional, sentimental and sorrowful. c. Plato says: â€Å"Then the imitative poet who aims at being popular is not by nature made, nor is his art intended, to please or to affect the rational principle in the soul; but he will prefer the passionate and fitful temper, which is easily limited †¦. And therefore we shall be right in refusing to admit him into a well-ordered state, because he awakens and nourishes and strengthen the feelings and impairs the reason †¦ Poetry feeds and waters the passion instead of drying them up; she lets them rule, although they ought to be controlled, if mankind are ever to increase in happiness and virtue Plato’s Objection to poetry Plato was the disciple of Socrates, a great poet, a mystic and a philosopher. He was not a professed critic but his objections are found in forms of speech and dialogues in The Ion, the Symposium & the Republic and the Laws. Plato’s three main objections to poetry are that poetry is not ethical, philosophical and pragmatic. (i) His Objection From Educational Point of View :- In ‘The Republic’ Plato condemns poetry (art) as cultivating evil habits and vices in children. As he thought that the description in the poetry is â€Å"Twice removed from Reality† and it is not dealing with real, practical world. So, he does not want his ‘future guardians’ to learn all such things that are mere imitation of imitation. (ii) Feedback to Educational Point of View :- Plato objected poetry on the basis of education, by saying that it cultivates evil habits and not practical. But it is not so about all the poems or all the arts. As at that time Homer’s epics were the part of studies and in them heroes were lusty, cunning and cruel dealing only with war and other things. Even the portrayal of Gods & Goddesses was imperfect as they were also depicted quarreling and fighting. So Plato objected arts (poetry). But he did not understand that poetry also has literal, allegorical or connoted meaning. (iii) Plato’s Disagreement on Philosophical Point of View :- Plato states that, â€Å"Philosophy deals with idea and poetry are twice removed from the original idea. So, Philosophy is better than poetry†. As it nurtures the rational impulses of human being and not the emotional, this is better than later one. He even says that, â€Å"The imitator or maker of the image knows nothing of true existence; he knows appearance only†¦ The imitative art is an inferior who marries an inferior and has inferior offspring.† In his Theory of Mimesis. (iv) Response to Philosophical Point of View :- Plato stated that poetry is away from reality and it is imitation only, but this imitation is not a slavish copy like a photocopy work, but a creative one. In response to Plato, R.A.Scott quotes that, â€Å"But though the poet creates something less than reality, he also creates something more.† This ‘more’ is intuition and perception which is essential to lead towards reality. (v) Plato’s claim of poetry against Morality :- In â€Å"The Republic† Plato said that, soul of man has higher rational and lower emotional impulses. Poetry waters and nourishes the lower impulses instead of drying them up. He calls it as â€Å"needless lamentation and ecstasies at the imaginary events of sorrow and happiness†. Plato being a moralist even objected male dominance and female exploitation. (vi) Reaction to Moral Point of View :- AS a moralist Plato says that poetry does not teach morality, but teaching is not the function of art or poetry. It is to deal with aesthetic pleasure only. Even by description of male dominance or female exploitation the poet has a good intention of provoking people against it and not to promote it. So, Plato opposed art in general and poetry in particular, but his most famous disciple, critic, scholar logician and practical philosopher- Aristotle and other critics and poets like R.A. Scott, David Daiches, etc. defended them on various other angles. Plato’s Objection to poetry Plato’s theory of Mimesis: The arts deal with illusion or they are imitation of an imitation. Twice removed from reality. ïÆ'Ëœ As a moralist Plato disapproves of poetry because it is immoral, as a philosopher he disapproves of it because it is based in falsehood. ïÆ'Ëœ Philosophy is better than poetry because philosopher deals with idea/truth, whereas poet deals with what appears to him/illusion. ïÆ'Ëœ He believed that truth of Philosophy was more important than pleasure of poetry. ïÆ'Ëœ Plato was the most distinguished disciple of Socrates. The 4th century of BC to which he belonged was can age of inquiry and as such Plato’s chief interest was Philosophical investigations which form the subject of his great works in form of Dialogues. He was not a professed critic of literature and his critical observations are not found in any single book. They lie scattered in seven of his dialogues more particularly in The Ion, The Republic and The Laws. He was the first systemic critic who inquired into the nature of imaginative literature and put forward theories which are both illuminating and provocative. He was himself a great poet and his dialogues are full of his gifted dramatic quality. His dialogues are the classic works of the world literature having dramatic, lyrical and fictional elements. According to him all arts are imitative or mimetic in nature. He wrote in The Republic that ‘ideas are the ultimate reality.’ Things are conceived as ideas before they take practical shapes. So, idea is original and the thing is copy of that idea. Carpenter’s chair is the result of the idea of chair in his mind. Thus chair is once removed from reality. But painter’s chair is imitation of carpenter’s chair. So, it is twice removed from reality. Thus, artist/ poet take man away from reality rather than towards it. Thus, artist deals in illusion. Plato’s three main objections to poetry are that poet ry is not ethical, Philosophical and pragmatic, in other words, he objected to poetry from the point of view of Education, from Philosophical point of view and moral point of view. It is not ethical because it promotes undesirable passions, it is not philosophical because it does not provide true knowledge, and it is inferior to the practical arts and therefore has no educational value. Plato then makes a challenge to poets to defend themselves against his criticisms. Ironically it was Plato’s most famous student, Aristotle, who was the first theorist to defend literature and poetry in his writing. Poetics: Throughout the Republic Plato condemns art in all forms including literature or poetry. Despite the fact that he wrote, Plato advocates the spoken word over. The written word, he ranks imitation on a lower plan than narrative, even though his own works read like dramatic scripts. (The Republic is written in dialogues form with characters doing all the talking).It appears as though his reasoning is that imitation of reality is not in itself bad, but imitation without understanding and reason is. Plato felt that poetry, like all forms of art, appeals to the inferior part of the soul, the irrational, and emotional cowardly part. The reader of poetry is seduced into feeling undesirable emotions. To Plato, an appreciation of poetry is incompatible with an appreciation of reason. Justice and the search for Truth. In the Ion, he suggests that poetry causes needless lamentation and ecstasies at the imaginary events of sorrow and happiness. It numbs the faculty of reason for the time being. Paralyses the balanced thought and encourages the weaker part of soul constituted of the baser impulses. Hence poetry has no healthy functions and it cannot be called good. To him drama is the most dangerous form of literature because the author is imitating things that he/she does not understand. Plato seemingly feels that no condemn drama from one source: a faculty understanding of reality. Miscommunication, confusion and ignorance were facets of a corrupted comprehension of what Plato always s trived for- Truth. Plato is, above all, a moralist. His primary objective in The Republic is come up with the most righteous, intelligent way to live one’s life and to convince others to live this way. Everything else should conform in order to achieve this perfect state. Plato considers poetry useful only as a means of achieving this state that is only useful if it helps one to become a better person and if it does not, it should be expelled from the community. Plato’s question in Book 10 is the intellectual status of literature. He states that the good poet cannot compose well unless he knows his subject and he who do not have this knowledge can never be a poet, Plato says of imitative poetry and Homer, a man is not to be reverenced more than the truth. Plato says this because he believes that Homer speaks of many things of which he has no knowledge, just as the painter who paints a picture of a chair does not necessarily know how to make a chair. His point is that in order to copy or imitate correctly, one must have k nowledge of the original. Plato says that imitation is twice removed from the truth. Stories that are untrue have no value as no untrue story should be told in the city. He states that nothing can be learned from imitative poetry. Plato’s commentary on poetry in The Republic is overwhelmingly negative. In Books 2 and 3 Plato’s main concern about poetry is that children’s minds are too impressionable to be reading false tales and misrepresentations of the truth. As stated in Book 2, for a young person cannot judge what is allegorical and what is literal; anything that he receives into his mind at that age is likely to become indelible and unalterable, and therefore it is most important that the tales which the young first hear should be models of virtuous thought. He is essentially saying that children cannot tell the difference between fiction and reality and this compromises their ability to discern right from wrong. Thus, children should not be exposed to poetry so that later in life they will be able to seek the Truth without having a preconce ived or misrepresented view of reality. Plato reasons that literature that portrays the gods as behaving in immoral ways should be kept away from children, so that they will not be influenced to act the scene way. Another objection is that it is often viewed as portraying either male: dominance or female exploitation people argue that this should not be the way the world works; therefore, it is not the Truth. These claims sound much like the claims that Plato is trying to make when he asserts that certain poetry should be kept out of the hands of children. While the power of censorship can be abused, Plato seemed to believe that his stance is justified because he is trying to make children grow to be good, moral individuals. While Plato has some very negative views on the value of literature, he also states the procedures that he feels are necessary in order to change poetry and literature from something negative to something positive. He does feel that some literature can have redeeming values. Good, truthful literature can educate instead of corrupting children. In the city Plato would allow only hymns to the gods and praises to famous men. Plato does not want literature to corrupt the mind; he wants it do display images of beauty and grace. Plato’s view may be deemed narrow minded by today’s society, but one must remember that Plato lived over 2000 years ago. He probably wrote The Republic with the best intentions for the people of his time. While his views on censorship and poetry may even seem outland today, Plato’s goal was to state what he judged to be the guidelines for a better human existence. 1) Plato’s Objection to poetry from the point of view of Education: a) In the Republic Book 2- He condemns poetry as festering evil habits were in children. Homer’s epics were part of studies. Heroes of epics were not examples of sound or ideal morality. They were lusty, cunning, and cruel war mongers. Even Gods were no better (Troy- Achilles beheading Apollo’s statue, oracles molested†¦ insults of Gods, Gods fight among themselves, they punish instead of forgiveness†¦Ahalya- Indra, Kunti’s children, narad’s obsession to marry, Hercules son of Zeus and Almene, Hera’s jealousy- shakes-Frenzy to kill children†¦) b) Plato writes:† if we mean our future guardians to regard the habit of quarreling among themselves as of all things the bests, no word should be said to them of the wars in the heaven or of the plots and fighting of the gods against one another, for they are not true †¦If they would only believe as we would tell them that quarreling is unholy, and that never up to this time has there been any quarreling between citizen†¦.These tales (of epics) must not be admitted into our state, whether they are supposed to have allegorical meaning or not.† c) Thus, he objected on the ground that poetry does not cultivate good habits among children. 2) Objection from Philosophical point of view: a) In â€Å"The Republic† Book 10: poetry does not lead to, but derives us away from the realization of the ultimate reality- the Truth. b) Philosophy is better than poetry because Philosophy deals with idea and poetry is twice removed from original. c) Plato says:† The imitator or maker of the images knows nothing of true existence; he knows appearance only†¦ The imitative art is an inferior who marries an inferior has inferior offspring.†[Dorothea’s ideal in Middle march shattered, Kshtriya drama-not to hit enemy without weapon, Tess’s providence, evil wins and God is silent, unrewarded virtue†¦] 3) Objection from the Moral point of view: a) In the same book in â€Å"The Republic†: soul of man has higher principles of reason. (Which is the essence of its being) as well as lower constituted of baser impulses and strengthens the rational principle is good and emotional is bad. b) Poetry waters and nourishes the baser impulses of men emotional sentimental and sorrowful. c) Plato says: â€Å"Then the imitative poet who aims at being popular is not by nature made, nor is his art intended, to please or to affect the rational principle in the soul; but he will prefer the passionate and fitful temper, which is easily limited. And therefore we shall be right in refusing to admit him into a well-ordered state, because he awakens and nourishes and strengthen the feelings and impairs the reason†¦poetry feeds and waters the passion instead of drying them us; she lets them rule, although, if mankind are ever to increase in happiness and virtue. There are Plato’s principle charges on poetry and objection to it. Before we pass on any judgment, we should not forget to keep in view the time in which he lived. During his time: 1) Plato says that art being the imitation of the actual is removed from truth. It only gives the likeness of a thing in concrete and the likeness is always less than real. But Plato fails to understand that art also give something more which is absent in the actual. The artist does not simply reflect the real in the manner of a mirror. Art is not slavish imitation of reality. Literature is not the photographic reproduction of life in all its totality. It is the representation of selected events and characters necessary in a coherent action for the realization of artist’s purpose (Namesake: Jhumpa Lahiri and Mira Nair). He even exalts idealizes and imaginatively recreates a world which has its own meaning and beauty. These elements, present in art are absent in the raw and rough real. R.A Scott-James rightly observes:†but though he creates something less than that reality. He also creates something more. He puts an idea into it. He gives his intuition of certain distinctive and essential qualities. This ‘more’ this intuition and perception is the aim of the artist. Artistic creation cannot be fairly criticized on the ground that it is not the creation in concrete terms of things and beings. Thus, considered it does not take us away from the Truth but leads us to the essential reality of life. 2) Plato again says that art is bad because it does not inspire virtue, does not teach morality. But it teaching the function of the art? Is it the aim of the artist? The function of art is to provide aesthetic, express emotions and life. It should never be confused with the function of ethics which is simply. If he fails in doing so, he is a bad artist. There is no other criterion to judge his worth. R.A Scott-James observes: â€Å"Morality teaches art does not attempt to teach. It merely asserts it is thus or thus that life is perceived to be. That is my bit of reality, says the artist. Take it or leave it- drew any lessons you like from it- that is my account of things as they are- if it has any value to you as evidence or teaching, use it, but that is not my business: I have given you my rendering, my account, my vision, my dream, my illusion- call it what you will. If yours is any lesson in it, it is yours to draw, not mine to preach.† Similarly Plato’s charge that needless lamentations and ecstasies at the imaginary events of sorrow and happiness encourage weaker part of soul and numbs faculty of reason. This charge is defended by Aristotle in his Theory of Catharsis. David Daiches summarizes Aristotle’s views in reply to Plato’s charges in brief: â€Å"Tragedy gives new knowledge, yields aesthetic satisfaction and produces a better state of mind. 3) Plato judges poetry now from the educational standpoint, now from the philosophical one and then from the ethical one. But he does not care to consider it from its own unique standpoint. He does not define its aims. He forgets that everything should be judged in terms of its own aims and objective its own criteria of merit and demerits. We cannot fairly maintain that music is bad because it does not paint, or that painting is bad because it does not sing. Similarly, we can not say that poetry is bad because it does not teach philosophy of ethics. If poetry, philosophy and ethics had identical function, how could they be different subject? To denounce poetry because it is not philosophy or ideal is clearly absurd. 1) Plato’s Valuable Contribution to Literary Criticism: In spite of Plato’s prejudices against poetry and art in general he remains the first great philosopher of arts. His findings about the nature of imaginative literature and representational fine arts remain valid even today. He has laid the first foundation brick of systematic literary criticism. His valuable contributions are following: 1) According to Wimsalt and Brooks: In Ion, Plato has drawn our attention to two principles (1) being able to compose poetry is not the same as to give rational of it; (2) Poetry is not concerned with making scenic statements. 2) He is the first critic to point that literature represents in a refined version the raw material supplied by life itself. Poetry may be called imitation of recreation. But the basic fact is that it derives its subject from life itself and from the world. It cannot invent anything that is never observed. R.A Scott-James is quite right when he says: â€Å"To him we owe the first statement of the mimetic or imitation character of art.† 3) Plato also right in saying that the only aim of the poet is to please the people, though his disapproved and denounce of the poet on this account is not fair. 4) It was Plato’s insight that discovered for the first time that all the fine arts have common aims although they employ different media. Scott-James observes: â€Å"Having got thus far, we observe that he has discovered a real community between all the fine arts. A poet who makes a poem and a painter who points a picture are engaged in the same sort of activity. They do not us e4 the same medium, but otherwise they are engaged on the same task.† Thus, as a moralist, he made some errors but he gave some important starting points to judge literary art.

Sunday, November 10, 2019

Dental hygienist Essay

The transition I read is called â€Å"I have eventually found what I wanted to be when I grew up. † It is a personal success narrative about Shelia S. Webster’s journey to going a registered nurse. This transition is really relatable to what I want to be when I grow up because I would wish to go a Pediatric Nurse. Bing a Pediatric Nurse means that you devote your cognition and accomplishments to caring for kids from babyhood to late adolescent old ages. and their households. In this transition Shelia writes about how much work and clip it took for her to go a nurse. Shelia foremost started in the medical field as a labour and bringing staff nurse in 1993. but a few factors of this occupation rapidly had Shelia 2nd thinking her calling ( Webster ) . One factor that made her occupation less appealing was the emphasis of working in a high hazard environment ( Webster ) . The 2nd factor was the late hours. between work and school she barely had any clip to herself ( Webster ) . The 3rd factor that made Shelia want to alter her calling was the restricting attention she could supply in her installation ( Webster ) . All of that emphasis was doing her range her breakage point ( Webster ) . While still in school. her first measure to her calling was subscribing up for the legal nurse consulting seminar and before the semester was over she knew that nursing was the occupation for her ( Webster ) . She was willing to make anything to acquire herself into the nursing plan. to accomplish this she became a claims analyst at a malpractice insurance bearer ( Webster ) . She was determined to larn every bit much as she could at the insurance company and put up an independent LNC ( Legal Nursing Consulting ) pattern in about two old ages ( Webster ) . Her 2nd measure was to take a pilot trial. and it was an oculus opener for her ( Webster ) . The pilot trial is like a pre-test to assist Shelia acquire an apprehension of what the concluding test will be like. Reality set in fast and she was determined to make the best she could on the concluding test. When it was clip for her to take the Legal Nursing Consulting test she did non waver to demo her strengths. She was prepared for the test due to the pattern she got from the pilot trial. and was wholly confident in herself ( Webster ) . In 1998 she got her Legal Nursing Consulting licence and said â€Å"I am really proud to hold those initials in forepart of my last name for the remainder of my life. † ( Webster ) There are a few grounds why Shelia’s narrative relates to my life. When I started my junior twelvemonth of high school I went to the calling centre for dental assisting. I was anticipating to travel to inscribe into Columbus State Community College. acquire a major in Dental Hygiene. and so acquire my Dental Hygienist licence in two old ages. However. after the last two old ages of being in the Dental Assisting plan. like Shelia. I knew I did non desire to be what I thought I wanted to be. I am traveling in a new way. to major in nursing. One ground is. since I was immature I ever took excess concern for people’s well-being and would wish to do a calling out of it. I would besides wish to spread out my nursing and go a Pediatrician. The 2nd ground why Shelia’s narrative is relatable to mine is that I am great with small childs and I think that being a Baby doctor would be a good calling for me. At 19 old ages old. looking for a topographic point to get down my calling. I applied at the local day care called â€Å"Bloom Latch Key. † It is a forenoon and afternoon plan for grade school kids to come to if they are excessively immature to remain place by themselves to wait for the coach. or for the coach to drop them off at their houses. Finally. the 3rd ground why Shelia’s narrative is relatable to my life is because I am acquiring a occupation as a kid attention supplier to acquire my calling started like Shelia worked as a labour and bringing staff member while traveling to school to go a nurse. While I am working for the Bloom Latch Key. I am fostering my communicating accomplishments with kids and going more sociable with them by assisting them with their prep and interacting with them on the resort area. To go a Pediatric Nurse I will necessitate an extra four to six old ages of schooling and take preparation categories throughout my calling. For illustration ; research workers find new diseases every twenty-four hours. so to maintain the parents up to day of the month with the proper cognition nurses take extra categories to larn about the freshly founded diseases. Once I become a Pediatric nurse I will be doing about 48. 000 dollars salary as a starting motor and work my manner up to 68. 000 dollars a twelvemonth. Similar to Shelia. I am working really hard to accomplish my end in life. to go a Pediatric Nurse. I will make so by go oning my occupation at the Bloom Latch Key and constructing societal accomplishments with the kids. I will besides go on to work hard in school and do whatever it takes to go a Pediatric Nurse. Work Citedâ€Å"Personal Success Stories – American Association of Legal Nurse Advisers( AALNC ) . † Personal Success Stories – American Association of Legal Nurse Consultants ( AALNC ) . N. p. . n. d. Web. 23 Sept. 2013.

Friday, November 8, 2019

Grab Attention with LinkedIn GIFs, Images, Videos, and Emojis

Grab Attention with LinkedIn GIFs, Images, Videos, and Emojis This morning I woke up to what appeared to be the new face of LinkedIn. Instead of my profile as I’ve become accustomed to seeing it, with member photos nicely centered on the page, this new image appeared: You may have noticed this change as well. Sigh†¦ so much for all that careful placement of the background image! LinkedIn is at it again. I do like the menu on the right, where a member’s contact info is easy to access. In your own profile, you can click on â€Å"See connections† rather than hunt around for that option (note that in a different member’s profile, you will only see the number of connections, not a link to view them). The option to â€Å"Add a profile section† from your own profile is much easier to find as well. I also like that more of the summary is visible now than in the previous update. You have three lines instead of two to communicate your value proposition and entice people to read more. We all know that â€Å"the only thing that is constant is change† (Heraclitus), and this adage is especially true when it comes to social media platforms. Yet no matter how well we understand this truth, change still catches us off guard. This one gave me a bit of a shock, as it looks like I will need to replace the images in my book very soon. Other changes to the visual experience of LinkedIn have been afoot since my last update in December 2017. Here’s some of what’s been evolving on LinkedIn in 2018. Video in Groups and Posts LinkedIn has improved the sharing experience in groups and article posts by allowing videos. To post a video in a group, Start a conversation with your group by clicking in the details field and pasting in the URL of the video. You may need to add a space after pasting in the URL to see the video populate the preview field below. Once the preview is in place, you can delete the ugly URL and give your post a title and further details if you like. To post a video in an article, go to your home page, and then enter a URL in the box that says â€Å"Share an article, photo, video or idea.† Or, click on â€Å"Video† to attach a file from your computer. Images in Comments When you comment on an article, there’s now an option to increase visual appeal by adding a photo. An image can draw more attention to your comment, so go for it! Click on the camera icon and attach any photo from your files. Note that you cant post an image only; you must also leave a written comment. Here’s what your image might look like in a conversation: LinkedIn GIFs LinkedIn has for some reason implemented GIFs in their messaging. I personally am anti-GIF, and I don’t think they belong anywhere, much less on a business platform. However, there are many people who disagree with me, and if you want to use GIFs in more casual interactions on LinkedIn, have fun! Just click the GIF option below your message and type in a search term.      Ã‚   For more details on using LinkedIn GIFs, read LinkedIn Official Blogs article Make Conversations More Engaging with GIFs in Messaging. Emojis You can now use colorful characters in your Headline, as well as in most sections and titles in your LinkedIn profile. If you want to add some visual appeal, an appropriate emoji can be a bold addition. Note that not all symbols will render in color once youve updated, so you may need to experiment. Also, this function might not work on all computers or browsers, so some viewers may see an empty box instead of the symbol you chose. I would personally recommend sticking to Unicode characters to be safe. Have fun! Have you noticed any other changes to the visual face of LinkedIn? Do you have questions I can answer? Please share in the comments! If youd like live, personal feedback from me on your profile, I offer a 20-minute LinkedIn Profile Review special for just $75. I look forward to scheduling a call with you!

Wednesday, November 6, 2019

Misconceptions About Family Crests and Coats of Arms

Misconceptions About Family Crests and Coats of Arms Do you have a family coat of arms? If so, it may not be exactly what you think. Many people throughout history have used coats of arms ornamentally without giving much thought to the accuracy of their design or their own right to use them. There are, unfortunately, many companies in business today who will sell you your family coat of arms on a t-shirt, mug, or handsomely engraved plaque. While these companies are not necessarily out to scam you, their sales pitch is very misleading and, in some cases, outright incorrect. Coat of Arms Versus Family Crest A coat of arms is essentially a graphic display of your familys name, made unique in some way to the individual bearer.  A traditional coat of arms typically includes a patterned shield that is decorated with a crest, a helmet, a motto, a crown, a wreath, and a mantling. The oldest son would often inherit the coat of arms from his father without any changes, while younger brothers often added symbols to make theirs unique. When a woman married, the coat of arms of her family was often added to her husbands arms, called marshaling. As families grew, the shield of the coat of arms was sometimes divided into different parts (e.g. quartered) to represent the merging of families (although this is not the only reason a shield might be divided). Many people interchangeably use the terms crest and coat of arms to refer to the same thing, however, the crest is just one small part of the full coat of arms- an emblem or symbol worn upon a helmet or crown.   Finding a Familys Coat of Arms Except for a few individual exceptions from some parts of Eastern Europe, there is no such thing as a family coat of arms for a particular surname - despite the claims and implications of some companies to the contrary. Coats of arms are granted to individuals, not families or surnames. A form of property, coats of arms may rightfully be used only by the uninterrupted male-line descendants of the person to whom the coat of arms was originally granted. Such grants were (and still are) made by the proper heraldic authority for the country in question. The next time you come across a product or scroll with a family coat of arms for your surname, remember that your carrying of a particular name, such as Smith, doesnt grant you the right to any of the hundreds of coats of arms borne throughout history by others named Smith. Therefore, how could an individual or company that has not researched your direct family tree know whether you have inherited the right to display a particular coat of arms? If youre looking for something fun to wear on a t-shirt or display in your home, then these items are okay, though misrepresentative. But  if youre looking for something from your own family history, then buyer beware! Determining Whether an Ancestor Was Awarded a Coat of Arms If you would like to learn if a coat of arms was awarded to one of your ancestors, you will first need to research your family tree back to the ancestor you believe may have been granted a coats of arms, and then  contact  the College of Arms or appropriate authority for the country  your ancestor was from and request a search in their records (they often provide this service for a fee). While it is unlikely, although possible, that an original coat of arms was granted to an ancestor on your direct paternal line (handed down from father to son), you may also be able to find a family connection to a coat of arms.  In most countries you can design and even register your own individual coat of arms, so you could create one for yourself based on the arms of someone who shared your surname, from another ancestor in your family tree, or from scratch- to represent something special to your family and its history.

Sunday, November 3, 2019

Introduction to 'Rent-seeking behavior Assignment

Introduction to 'Rent-seeking behavior - Assignment Example The elderly, for instance, look for higher social security payments. Unluckily, where rights over property are weakened as well as where someone’s ownership of goods or wealth becomes debatable, other individuals could acquire more through attempts to appropriate such wealth than through manufacturing themselves. Such behavior is known as rent seeking (Forbes, 2013). There is no good reason as to why economists use this term â€Å"rent†. It means payments to a production factor in excess of the amount needed to keep the factor within its current use. The word is used to illustrate government lobbying by individuals in order to achieve special privileges. It can be called privilege seeking (Dutton, 2014). Other examples of rent seeking include: the limitation of access to profitable occupations as in modern certifications as well as licensures. Taxi licensing happens to be referenced as a rent seeking instance. Licenses issuing limits the overall tax services supply (instead of making sure of equality or competence) threatening rivalry in livery vehicles, illegal taxes or unregulated taxes causes the taxi service transactions a compulsory transfer of a fraction of the payment from consumers to operators of taxi business. The rent seeking concept may as well apply to bureaucrats’ corruption in their splitting as well as extracting rent/bribe for their application of legal, however, optional for awarding the illegitimate or legitimate benefits to their clients. Tax officials may happen to receive bribes for having reduced tax payers’ tax burden for instance (Dutton, 2014). It has been well known that individuals lobby the government for some privileges. The insight of Tullock was that privilege lobbying expenditures are high and they dissipate gains to the recipients and lead to inefficiency. For instance, a firm that deals with steel

Friday, November 1, 2019

Continuous Professional Development of a Mental Health Social Care Coursework

Continuous Professional Development of a Mental Health Social Care Manager - Coursework Example Merle Recruitment social forethought agencies dependably attempt to make express the connection between keeping up skill and undertaking CPD movement. For numerous professionals, be that as it may, the term proceeding professional development is more about what they do than what it implies. They emphasize the movement itself, (for example, going to a gathering) instead of the reason for the action (staying up with the latest). It is paramount, notwithstanding, that we do the inverse. Going to a meeting does not in itself guarantee that we are sheltered to practice. In any case, if rather, for instance, we distinguish that we have to overhaul our information and abilities in our work with individuals who are extremely introvert and particularly go to a meeting workshop on this theme, this may carry us closer to guaranteeing that our clinical practice is sheltered. It is an unobtrusive, however significant, distinction. As the Assistant Manager at Merle Recruitment social forethought org, I generally expect that they were fit to practice as a recently qualified specialist, say 25 years prior. In any case what matters to you now when you counsel them? For the majority of us, we have to realize that the professionals we counsel about significant matters are equipped to practice, paying little heed to if they qualified yesterday, a year ago or 25 years back. This is the place CPD enters the picture. The most recent day of professional preparing signs the start of deep-rooted taking in (Golding & Gray, 2006). These days, most professional forms have built CPD forms that their parts are obliged to accompany. For numerous professional gatherings, enrollment to practice is expressly connected to confirmation that they embrace methodical CPD.Â