Tattoos essays

Tattoos essays While growing up, my parents always said that tattoos were bad, and they disapproved of them. My dad always told me that his mother told him and his brother never to get tattoos, so they never did. I guess he expected me not to get one because he never did. So I knew early on in life that I would end up disappointing my parents, because I would eventually get a tattoo. Its not that I wanted to disappoint my parents, but I knew that tattoos were going to be a part of my life. The first tattoo that I got, was when I was seventeen, by a friend of mine named Kassy. It is located on the lower right side of my stomach, and the image is a pair of cherries, well sort of. They have normal green stems like cherries do, but where there would be two red balls for the cherries, there are two red skulls. I never really knew why I wanted to get this image tattooed on myself, but it was a new experience and I didnt think it over much. I do not regret getting it though. The second tattoo that I got was also from Kassy when I was seventeen. It is on my upper back, centered from shoulder blade to shoulder blade. This image is of two swallows that are reflecting one another. This is my favorite, though it is yet to be colored in, it is a great work of art. When I do get this one colored, the body of the birds are going to be a dark blue that fades to white in the center, and the wings are going to be a teal blue, that fade to white. Then, it will be my prettiest work of art that I designed, imprinted in my skin forever. There is one thing that I have learned from getting tattoos, It is that you should really wait until you are about twenty years or older to get one. Just because of the fact that people tend to change their mind about images that they want on their body for the rest of their life. I have three other ideas for tattoos that I want for my self. The first is a clover, a horseshoe, and the word lucky on the ...

Biography of Steve Jobs, Co-Founder of Apple Computers

Biography of Steve Jobs, Co-Founder of Apple Computers Steve Jobs (February 24, 1955–October 5, 2011) is best remembered as the co-founder of Apple Computers. He teamed up with inventor  Steve Wozniak to create one of the first ready-made PCs. Besides his legacy with Apple, Jobs was also a smart businessman who became a multimillionaire before the age of 30. In 1984, he founded NeXT computers. In 1986, he bought the computer graphics division of Lucasfilm Ltd. and started Pixar Animation Studios. Fast Facts: Steve Jobs Known For: Co-founding Apple Computer Company and playing a pioneering role in the development of personal computingAlso Known As: Steven Paul JobsBorn: February 24, 1955 in San Francisco, CaliforniaParents: Abdulfattah Jandali and Joanne Schieble (biological parents); Paul Jobs and Clara Hagopian (adoptive parents)Died: October 5, 2011 in Palo Alto, CaliforniaEducation: Reed CollegeAwards and Honors: National Medal of Technology  (with  Steve Wozniak), Jefferson Award for Public Service,  named the most powerful person in business by Fortune  magazine,  Inducted into the  California Hall of Fame, inducted as a  Disney LegendSpouse: Laurene PowellChildren: Lisa (by Chrisann Brennan), Reed, Erin, EveNotable Quote: Of all the inventions of humans, the computer is going to rank near or at the top as history unfolds and we look back. It is the most awesome tool that we have ever invented. I feel incredibly lucky to be at exactly the right place in  Silicon Valley, at  e xactly the right time, historically, where this invention has taken form. Early Life Jobs was born on February 24, 1955, in San Francisco, California. The biological child of Abdulfattah Jandali and Joanne Schieble, he was later adopted by Paul Jobs and Clara Hagopian. During his high school years, Jobs worked summers at Hewlett-Packard. It was there that he first met and became partners with Steve Wozniak. As an undergraduate, he studied physics, literature, and poetry at Reed College in Portland, Oregon.  Formally, he only attended one semester there. However, he remained at Reed and crashed on friends sofas and audited courses that included a calligraphy class, which he attributes as being the reason Apple computers had such elegant typefaces. Atari After leaving Oregon in 1974 to  return to California, Jobs started working for Atari, an early pioneer in the manufacturing of personal computers. Jobs close friend  Wozniak was also working for Atari. The future founders of Apple teamed up to design games for Atari computers. Hacking Jobs and Wozniak proved their skills as hackers by designing a telephone blue box. A blue box was an electronic device that simulated a telephone operators dialing console and provided the user with free phone calls. Jobs spent plenty of time at Wozniaks Homebrew Computer Club, a haven for computer geeks and a source of invaluable information about the field of personal computers. Out of Mom and Pops Garage By the late 1970s, Jobs and Wozniak had learned enough to try their hand at building personal computers. Using Jobs family garage as a base of operation, the team produced 50 fully assembled computers that were sold to a local Mountain View electronics store called the Byte Shop. The sale encouraged the pair to start Apple Computer, Inc. on April 1, 1979. Apple Corporation The Apple Corporation was named after  Jobs favorite fruit. The Apple logo was a representation of the fruit with a bite taken out of it. The bite represented a play on words: bite and byte. Jobs co-invented the  Apple I  and  Apple II  computers together with  Wozniak, who was the main designer, and others. The Apple II is  considered to be  one of the first commercially successful lines of personal computers. In 1984, Wozniak, Jobs, and others co-invented the  Apple Macintosh  computer, the first  successful home computer with a mouse-driven graphical user interface. It was, however, based on (or, according to some sources, stolen from) the Xerox Alto, a concept machine built at the Xerox PARC research facility. According to the Computer History Museum, the Alto included: A mouse. Removable data storage. Networking. A visual user interface. Easy-to-use graphics software. â€Å"What You See Is What You Get† (WYSIWYG) printing, with printed documents matching what users saw on screen. E-mail. Alto for the first time combined these and other now-familiar elements in one small computer. During the early 1980s, Jobs controlled the business side of the Apple Corporation. Steve Wozniak was in charge of the design side. However, a power struggle with the board of directors led to Jobs leaving Apple in 1985. NeXT After leaving Apple,  Jobs founded NeXT, a high-end computer company. Ironically, Apple bought NeXT in 1996 and Jobs returned to his old company to serve once more as its CEO from 1997 until his retirement in 2011. The NeXT was an impressive workstation computer that sold poorly. The worlds first web browser was created on a NeXT, and the technology in NeXT software was transferred to the Macintosh and the iPhone. Disney Pixar In 1986, Jobs bought The Graphics Group from Lucasfilms computer graphics division for $10 million. The company was later renamed Pixar. At first, Jobs intended for  Pixar to become a high-end graphics hardware developer, but that goal was never met.  Pixar moved on to do what it now does best, which is make animated films. Jobs negotiated a deal to allow Pixar and Disney to collaborate on a number of animated projects that included the film Toy Story. In 2006, Disney bought Pixar from  Jobs. Expanding Apple After Jobs returned to Apple as its CEO in 1997, Apple Computers had a renaissance in product development with the iMac, iPod, iPhone, iPad, and more. Before his death, Jobs was listed as the inventor and/or co-inventor on 342 United States patents, with technologies ranging from computer and portable devices to user interfaces, speakers, keyboards, power adapters, staircases, clasps, sleeves, lanyards, and packages. His last patent was issued for the Mac OS X Dock user interface and was granted the day before his death. Death Steve Jobs died at his home in Palo Alto, California, on October 5, 2011. He had been ill for a long time with pancreatic cancer, which he had treated using alternative techniques. His family reported that his final words were, Oh wow. Oh wow. Oh wow. Legacy Steve Jobs was a true computer pioneer and entrepreneur whose impact is felt in almost every aspect of contemporary business, communication, and design. Jobs was absolutely dedicated to every detail of his products- according to some sources, he was obsessive- but the outcome can be seen in the sleek, user-friendly, future-facing designs of Apple products from the very start. It was Apple that placed the PC on every desk, provided digital tools for design and creativity, and pushed forward the ubiquitous smartphone which has, arguably, changed the ways in which humans think, create, and interact. Sources Computer History Museum.  What Was The First PC?Gladwell, Malcolm, and Malcolm Gladwell. â€Å"The Real Genius of Steve Jobs.†Ã‚  The New Yorker, 19 June 2017.Levy, Steven. â€Å"Steve Jobs.†Ã‚  Encyclopà ¦dia Britannica, 20 Feb. 2019.

Goal for the Case Study Assessment Coursework Example | Topics and Well Written Essays - 250 words

Goal for the Case Study Assessment - Coursework Example Some of the interventions undertaken include teaching directly to him and practicing with long patterns of vowels and having Chris to read short passages loudly daily to work on his fluency. Goal: Given a level 2 expository text, Chris would be in a position to read fluently at an 80WPM rate with a total accuracy of 90% to 93% on two out of the three tries measured by the QRI-5 by the time the year ends. Goal: Given an expository prompt of writing, Chris will comfortably move up[ from level to three and above on proper organization by using a proper structure of the text to help in answering the writing prompt measured by beginners writing continuum rubric. Objective: when writing his expository paper, Chris will use various graphic organizers as a pre-writing organizer to identify correctly the prompt’s text structure 2 out of the three consecutive opportunities (Brown-Chidsey & Andren,  2013).

Alzheimer's Disease Paper Essay Example | Topics and Well Written Essays - 2500 words

Alzheimer's Disease Paper - Essay Example Alzheimer’s disease imparts great effects on both the patient, as well as his family members. It is a depressing condition, with no hope for complete cure. As the disease advances, the patient needs to be looked after every moment. This has led to an increase in the trend for sending these patients to care centers developed for the needs of Alzheimer’s patients. This has psychological effects on the whole family as no one wants to stay away from one’s beloved family members. Unfortunately, no medicines are known to completely cure the situation; yet drugs are available to slow down the process temporarily. Studies are still being carried out in an effort to find a cure for this disease. At this stage, we can just hope for a better future regarding Alzheimer’s treatment options as the knowledge for its causes and mechanisms still need to be fully understood. Alzheimer’s disease 3 Alzheimer’s disease is a disease of old age, mostly appearing af ter 65 years of age, with a risk increasing in a direct proportion to age. This disease was named after a German physician Alois Alzheimer, who was the first one to treat a case of Alzheimer disease in 1906. According to the calculated data, there are about 5.3 million affected persons of Alzheimer’s disease currently reported in United States alone. ... SOCIAL IMPACTS OF ALZHEIMER’S DISEASE: The patients affected with Alzheimer’s disease face a lot of trouble as their entire life style changes with the progression of disease. There must be someone available to take care of them all the time. Such patients do not know what to do in situations with which they have dealt with several times before the onset of disease; for example they may not even know what to do when a glass breaks, as the severity of their disease increases. Such situations make these patients highly vulnerable to harm themselves if left alone. Providing in-home care to such patients or a long-term care in terms of shifting these patients to a care center gives a great financial impact. Alzheimer’s disease 4 Most often Alzheimer’s disease is misjudged as forgetfulness due to old age during the initial course of disease. But as the signs and symptoms proceed, the problems get worse. A woman reported that she initially misdiagnosed her husba nd’s disease to be a mere case of decreased memory, but she actually realized the problem when one day she received a call from her husband’s work place where he used to go about 30 years back. She was told that he used to go there and became agitated and angry whenever he was told that he was retired and no longer worked there. Such experiences change the behavior of the affected individual as well as their loved ones. The patients of Alzheimer’s disease most often lack an insight about their deficits, and thus need a continuous care in order to prevent them from possible harms. Just as in case of little children, who need a full time monitoring, these old patients

Discussion Board Assignment Essay Example for Free

Discussion Board Assignment Essay In biology a species is a group of animals that is able to mate and produce healthy offspring. According to the biology online dictionary, population is a group of organisms of one species that interbreed and live in the same place at the same time. This discussion is based on the Nile crocodile which is found in Africa. Its species is biologically known as Crocodylas niloticus. It can grow to length of seven metres, and although it mainly feeds on larger mammals including human beings it can also feed on fish. If we take the year 2000 as our time zero then we might see a great change in the size of the body of the Nile crocodile in coming years. The trait that will most likely change in this species is the size of teeth. As at now, the Nile crocodile has got big teeth which are used to crush the large prey it catches. This means that the main source of food will be fish. Since most of fishes available are small in size then it means that the big teeth will be of no use. The crocodiles which are big in the size of their bodies are going to die since the food available will be less and only efficient for the ones which are small in size. As time goes by and due to unavailability of enough food, you will find that small sized crocodiles will have a higher chance of survival as a result of natural selection. Due to environmental changes and human encroachment, in future wild animals (prey) will be fewer. Human beings are increasingly destroying the wild animals’ habitats in Africa, thereby, reducing the population of the wild animals which are the main crocodiles’ prey. It is also worth to note that, environmental changes like global warming which is causing severe droughts in Africa is affecting the populations of the wild animals (crocodiles’ main prey). REFERENCE Biology online, retrieved on 31st, October, 2008, available at http://www. biology-online. org/dictionary/Population Species of crocodilians, retrieved on 31st, October, 2008, available at http://science. jrank. org/pages/1867/Crocodiles-Species-crocodilians. html

Essay --

Implications of poor body image Social functioning Actual attractiveness has consistently been shown to be related to various aspects of social functioning. Additionally, studies have also shown that the way an individual feels about his or her body is also associated with social functioning. In a review of such studies, Tantleff-Dunn and Kinder (2011) noted the general trend that people who felt more positively about their bodies tended to report greater comfort and confidence in their interpersonal interactions, while others who felt more negatively about their bodies reported more discomfort in social situations, and more avoidance of these situations (Annis, Cash, & Hrabosky, 2004; Cash, Theriault, & Annis, 2004; Davidson & McCabe, 2005; Nezlek, 1999). The researchers involved in these studies have attempted to explain these findings through theories and frameworks such as social cognition and attachment theory. The social cognition framework ties in with the sociocultural model of influence on body image. While the sociocultural model of influence has been seen as a way through which body image develops, the social cognition framework extends this relationship to be reciprocal in nature. This means that while the opinions of others might shape an individual’s view of his or her body, body image can also act a filter that impacts the nature and quality of one’s relationships. Bowlby’s (reference) attachment theory proposes that early attachment has an impact on later social functioning and the development of psychopathology. Building on this school of thought, four attachment styles were conceptualized (Bartholomew & Horowitz, reference). In general, the four attachment styles can be viewed as either secure or insecure.... ...a causal factor in the development of BDD, body image dissatisfaction is seen as central to the pathology and maintenance of the disorder (Phillips, 2011). Individuals with BDD thus might also benefit from the treatment of body image disturbances. Poor Body Image and Adolescents Even before the age of formal schooling, children are likely to be exposed to thin beauty ideals (Blowers, Loxton, Grady-Flesser, Occhipinti, & Dawe, 2003; Dittmar, Halliwell, & Ive, 2006), and it has been found that in girls as early as 6 or 7 years of age, their level of awareness of the thin ideal body is similar to that of girls five or six years older (Murnen, Smolak, Mills, & Good, 2003). Research has also shown that body dissatisfaction and disordered eating attitudes are also common at this point in childhood, particularly among girls (Ricciardelli & McCabe, 2001; Smolak, 2004).

Maturational, Environmental and the Constructivist theories Essay

Theories of development are much more specific than paradigms or worldviews (Miller, 1993). A theory of development deals with change over time and is usually concerned with three things. First, it should describe changes over time within an area or several areas of development. Second, it should describe changes among areas of development. Third, it should explain these changes. No one theory has proved adequate to describe and explain learning or development. Numerous theories of development have influenced educational practices during the 20th century (Aldridge, Kuby, & Strevy, 1992), and currently a shift is affecting theories of child development and education. Some of the historical and current theories that have influenced education include Gesell’s (1925) maturational theory, Skinner’s (1974) behaviorist approach, Freud’s (1935) psychoanalytic theory, Piaget’s (1952) constructivist theory, Vygotsky’s (1978) socio-historical approach, Bronfen brenner’s (1989) ecological systems theory, and Gardner’s (1983) multiple intelligences theory. More recently, critical theory (see Kessler & Swadener, 1992) has influenced education and child development practices, even though critical theory is not a theory of development. Finally, postmodern conceptions have changed the way we think of children and how to educate them (Elkind, 1995, 2000/2001). There are several theories of a child development but three of them have a profound impact on kindergarten readiness practices. These three theories include maturational, environmental and constructivist perceptions of development. We will take a look to each one individually, and then we will compare them against each other. The maturational theory was highly developed by Arnold Gesell and continues to affect what goes on schools, mainly in early childhood classrooms. Arnold Gesell (1880-1961) followed the works of Darwin and other evolutionists, eventually developing the Gesell Maturational Theory. His theory contends that development in childhood and adolescence is primarily biological, or genetic, in origin. Biology and genetics inheritances determine predictable patterns of biological behavior that Gesell termed norms. He felt that children’s development patterns opened automatically by biology, as the unfolding of a flower does because it is genetically programmed to do so in the right environment. As the flower requires proper soil and rain, children require a nurturing, stable environment, and little else to mature both biologically and psychologically. In the company of renowned author and physician Benjamin Spock, who wrote Spock’s Baby and Child Care, Gesell was among the first professionals to compile developmental stage information with which parents could learn to understand their children. Because childhood and adolescent development is the product of millions of years of evolution, he mainly advocated sensitivity and understanding as parental approaches to development. Biology has already given children what they need to understand their own development. Gesell worked in a lab at Yale University, studying children and their developmental stages. He cataloged children’s behavior at various ages and described the norms in their collective development. As such, his theory is often grouped with normative-descriptive approaches, because it uses norms of development to describe the process of maturation. Gesell’s theory was groundbreaking because it implied that learning, illness; injury and life experiences were secondary, if at all influential, to biology and the evolution of the genetics that program a child’s development. Unless the child’s environment were so distorted as to be harmful, he felt that children were born with all the information their bodies needed for development and maturation. Genetics determine the developmental process and the timing of maturation, and parents could affect very little of this, except by being sensitive to cues learned from the descriptive norms. Maturational theory believers, think that development is a natural process that occurs automatically in conventional, chronological stages over time. This perspective leads many teachers and families to assume that young children will gain knowledge naturally and automatically as they mature. According to maturational theory, school readiness is a condition at which all healthy young children can perform tasks such as reciting the alphabet and counting. If a child is developmentally unready for school, maturationists might suggest referrals to transitional kindergartens, retention, or holding children out of school f or an additional year (DeCos, 1997). These practices are sometimes used by schools, educators, and parents when a young child developmentally lags behind his or her peers. The young child’s underperformance is interpreted as the child needing more time to acquire the knowledge and skills needed to perform at the level of his or her peer. Today, maturational theory is partially responsible for the existence of prekindergarten and pre first grades aimed at children who supposedly need the† gift of time,† because of immaturity or a late birthday. These classrooms tend to have a ratio of boys to girls of anywhere from 7:1 to 10:1 (Aldridge, Eddowes, & Kuby, 1998). These practitioners of maturational theory consider that any difficulty that a child is experience is found within the child. Another problem of the maturational theory is the late birthday. This means that children in the classrooms, who are the youngest, are being labeled as â€Å"late birthday† and are often branded by the teachers as being slower and less ready for instruction. Maturational theory strongly influenced the teaching of reading in the mid 1900s (Morphett & Washburne, 1931). Children were not thought to be ripe for reading until they had a mental age of six and a half years. Consequently, readiness activities were developed for children who were not yet ready to read. Some of this nonsense still occurs in preschool, kindergarten, and even primary-level classrooms. Today, maturational theory is partially responsible for the existence of prekindergarten and pre first grades aimed at children who supposedly need the† gift of time,† because of immaturity or a late birthday. These classrooms tend to have a ratio of boys to girls of anywhere from 7:1 to 10:1 (Aldridge, Eddowes, & Kuby, 1998). The environmental theory has at its development theorists such as J. Watson, B.F. Skinner and Albers Brandura, who contributed greatly to the theory perspective. Environmentalists believe the child’s environment shapes learning and behavior. The environmental theory emphasizes the role of the environment on an individual’s development. This environmental point of view leads many families to believe that young children develop and gain new information by reacting to their surroundings. Kindergarten readiness, according to the environmentalists, is the age or stage when young children can respond appropriately to the environment of the school and the classroom (e.g., rules and regulations, curriculum activities, positive behavior in group settings, and directions and instructions from teachers and other adults in the school). Teachers who are followers of this theory, believes that the ability to respond appropriately to this environment is necessary for young children to participate in teacher initiated learning activities, and that the child success depends on following the teacher instruction. Many environmentalist-influenced educators and parents believe that young children learn best by rote activities, such as reciting the alphabet over and over, copying letters, and tracing numbers. These viewpoints are evident in kindergarten classrooms where young children are expected to sit at desks arranged in rows and listen attentively to their teachers. While at home children are provided with workbooks containing activities such as coloring or tracing numbers and letters. Also this theory proposed that children are influenced by the multiple systems in which they reside, either directly or peripherally. These systems include the microsystem, the mesosystem, the exosystem, and the macrosystem. Applications of this contextual theory focus on the seemingly endless variables within the child, and between the child and the numerous contexts affecting her. Although few people would quarrel with the importance of these influences, trying to account for all the endless interactions and variables affecting a child is exhausting and impractical. How would we ever have enough information about children’s temperament, activity levels, attentional states, or learning capaciti es as they relate to the microsystem, mesosystem, exosystem, and macrosystem? The next theory is the constructivist. Its perspective was advanced by theorists such as Piaget, Montessori and Vygotsky. It can be described as a theory that deals with the way people create meaning of the world through a series of individual constructs. Constructs are the different types of filters we choose to place over our realities to change our reality from chaos to order. Von Glasersfeld describes constructivism as, â€Å"a theory of knowledge with roots in philosophy, psychology, and cybernetics†. Simply stated, it is a learning process which allows a student to experience an environment first-hand, thereby, giving the student reliable, trust-worthy knowledge. The student is required to act upon the environment to both acquire and test new knowledge. This theory relies heavily on logical-mathematical knowledge and universal invariant stages of development to the neglect of other forms of knowledge and the importance of context in a child’s development. Even though knowledge is constructed from the â€Å"inside out† through interaction with the environment, the focus is more on the individual’s coordination of relationships rather than on socially constructed knowledge. Constructivists view young children as dynamic members in learning process, and are consistent in their belief that learning and development take place when young children interact with the environment and people around them. Because active interaction with the environment and people are necessary for learning and development, constructivists believe that children are ready for school when they can initiate many of the interactions they have with the environment and people around them. During kindergarten, classrooms are separated into different learning centers, and are prepared with developmentally materials for young children to play and manipulate. During home parents engage their young children in reading and storytelling activities and encourage children to participate in daily household activities, in a way that introduces concepts as counting and language use. In addition, parents may provide young children with picture books containing very large print, and toys that stimulate interaction (such as building blocks and large puzzles). When a young child encounters difficulties in the learning process, the constructivist approach is neither to label the child nor to retain him or her; instead, constructivists give the child some individualized attention and customize the classroom curriculum to help the child address his or her difficulties. Autonomy is the aim of education in constructivism (Kamii, 2000). Constructivist theory, however, has not adequately addressed either individual differences or cultural and contextual contributions to development and education (Delpit, 1988; Kessler & Swadener, 1992; Mallory & New, 1994). Thus, the needs of children who are different often are not met in constructivist classrooms. Today, most researchers have come to understand child development and learning process as expressed by the constructivist. However many parents and teachers still believes that children who cannot recite the alphabet or count are not ready for school. References Buchwald J (1987), â€Å"A comparison of plasticity in sensory and cognitive processing systems†, in Gunzenhauser N, Infant Stimulation, Skillman NJ: Johnson & Johnson Mind in Society: The development of higher psychological processes (Translation by Michael Cole), Cambridge, MA: Harvard University Press, 1978 (Published originally in Russian in 1930) Mossler, R.A. (2011). Child and adolescent development. Bridgepoint Education, Inc. Powell, D.R. (1991, July). Strengthening parental contributions to school readiness and early school learning (Paper commissioned by the Office of Educational Research and Improvement). Washington, DC: U.S. Department of Education. Vygotsky, L.S. (1998). Child psychology. The collected works of L. S. Vygotsky: Vol. 5. Problems of the theory and history of psychology. New York: Plenum. White, S.H.(1968). The learning maturation controversy: Hall to Hull. Merrill-Palmer Quarterly

Status Of Women

What is gender? What is sex in biological terms? Are gender and sex the same thing? Explain why or why not? The state of being male or female, typically used with reference to social and cultural differences rather than biological ones. Gender refers to the personal sexual identity of an individual regardlessnof the persons bological and outward sex. How people define masculinity and femininity can vary based on the ndividuals background and surrounding culture. Our biological sex is how we are defined as female and male or intersex.It describes our internal and external bodies including our sexual and reproductive anatomy, our genetic make-up and our hormones. The distinction between sex and gender differentiates sex, the biological make-up of an individuals reproductive anatomy or secondary sex characteristics, from gender, an individuals lifestyle or personal identity of ones own gender. Sex and gender are often used interchangeably. How do gender and sex contribute to the concept s and constructions of masculinity and femininity? Genedr and sex contribute to the concepts and construction of masculinity and femininity in many ways.Gender and sex concepts and construction of masculinity and femininity of being able to tell the difference between the two. They show them as being completely different like males being the protector and ladies being caring and emotional. Do our concepts of gender and sex contribute to the ways we embrace gender and sex in diversity? Yes, I do feel that our concepts of gender and sex contributr to the way we embrace gender and sex in diversity. I feel that we look at males in one light and females in another, we all at some point expect men to the ones that are tough and brave and look at women as being emotional.When it could be the other way around. Do our concepts of gender and sex contribute to our understanding of sexual orientation? Explain. Yes, I feel that our concepts of gender and sex contribute to our understanding of se xual orientation in mnay ways. We have a understanding of what each gender is and what they provide, causing us to make a desision on who we want to be with in life. Wether we are heterosexual: attracted to an individual of the opposite sex, bisexual: attracted to both sexes, or homosexual: attracted to members of the same sex.

Ballet essays

Ballet essays Before I begin this quest of analysis of myself in the ballet world, I would first like to ask a question. Do you believe that its possible for someone to detest themselves so much in a specific genre of dance that they are almost willing to give up completely? I am having serious issues with ballet as an art form, an expressive tool, or what have you, and I think youll notice this when I critique myself. Based on what I have seen through watching the video in class ballet and me do not mix. I may have wonderful phrasing, but that to me doesnt cover the inability to do ballet period. On flat, for crying out loud, my turn out looked nonexistent as well as my ability to point my feet. Rotation has always been an issue for me and I feel as though it will be forever no matter how hard I work. On the emboits as well as my grand tours proved this statement. My knees mine as well have been parallel. On the grand jete en tournant, my back leg should have been sustained more, my beats in the assemble were not as clear as I had hoped, and none of my passes reached full potential- not even in the pique turns. My pirouettes were awful because I wasnt turning out my pass-ing leg enough and I wasnt lifted as much as I should have been in order to complete the turn successfully. In the face of all this, however, the positive aspects of this combination was that I hit all the landmarks and directi onal qualities as well as staying true to the phrasing. The second time around on pointe as I am watching myself, I realize that my midterm practicum was the first time I performed this combination on pointe. The day we practiced in class I had a bad ankle ( I think I still do, we should talk about this). On the second set of emboites I was definitely behind on the music because I am now realizing that it takes more work to get off the floor, and during the soutenu turn I realized it takes less work. Ther...

AP StyleGuard and the Death of Editing

AP StyleGuard and the Death of Editing AP StyleGuard and the Death of Editing AP StyleGuard and the Death of Editing By Mark Nichol Thanks to a new software program called AP StyleGuard, human intervention in improvement of written content is no longer necessary. All editors, please clean out your desks and report to Human Resources for your exit interview in five minutes; HR staff will provide information about career-change counseling on request. That’s a joke, folks. (So’s the headline.) But StyleGuard is fact, not fiction: The Associated Press announced it last week in a press release. According to the release, the plug-in â€Å"is similar in functionality to Microsoft Word’s spelling and grammar proofing tools and intuitively checks Word documents for the AP Stylebook’s fundamental spelling, language, punctuation, usage, and journalistic style guidelines.† That’s all well and good just another layer of technological assistance for writers, like spell-checking functions but every editorial enhancement like this increases the possibility of two unfortunate outcomes: 1. Upper management will assume that such tools obviate or reduce the need for flesh-and-blood-and-red-ink editors. 2. Writers will become less diligent about taking responsibility for the quality and clarity of their prose. Call me biased, but I strongly believe that the classic editorial-review protocol writer, editor(s), proofreader will never go out of (ahem) style. The latter stages can be (and often are) omitted, but at the expense of editorial excellence. As an editor and writer, I know all too well, from both perspectives, how the lack of an editing stage can have a deleterious impact on prose, or at least result in published errors. Also, I know that tools can become crutches if they supplant rather than supplement human judgment. Spell-checking and grammar-checking programs, StyleGuard, and similar innovations to come will never replace the writer’s own critical eye (or an objective second opinion), and there is some evidence that using them can cause one’s own editing skills to deteriorate. Not only that, but less skillful writers can overrely on such tools, accept their sometimes flawed corrections without question, and otherwise ignore their shortcomings. Do I use spell-checking? Of course. No sensible writer (or editor) should bypass the opportunity for its assistance. But I overrule it regularly, and I carefully peruse my prose (admittedly, sometimes not carefully enough) before I submit it for publication. Would I use StyleGuard? Of course if I adhered to Associated Press style. (And if I used a PC; it’s not compatible with Macs.) But I don’t. It’s ideal for writers who do so, thoroughly or with few exceptions. But AP style is highly formulaic, allowing for little flexibility or ambiguity. Compare it with the much more complex (and therefore, for me, much more useful) guidance of The Chicago Manual of Style. Because Chicago often offers alternatives and is much more detailed it’s ill suited for a regimented software program. By all means, buy AP StyleGuard if it suits your needs. But don’t uninstall your brain. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Fiction Writing category, check our popular posts, or choose a related post below:How to Play HQ Words: Cheats, Tips and TricksDissatisfied vs. Unsatisfied

Journal Review of this article - The consequences of visual impairment Essay

Journal Review of this article - The consequences of visual impairment for childrens symbolic and functional play - Essay Example is paper will analyze, the importance of vision or how the lack of vision through some visual impairment will affect the overall development of the children, through a journal, The consequences of visual impairment for children’s symbolic and functional play written by V. Lewis, S. Norgate, G. Collis and R. Reynolds. The crucial formative years only functions as a perfect setting for the child to develop physically, intellectually and emotionally. And with the eye playing the chief role, the children with visual impairment are put at a disadvantage and the journal justifies it through lot of studies and surveys about functional and symbolic plays. Functional play is defined as the appropriate play with toys, which are physically similar to everyday objects but often of a different size. While symbolic play is defined as the play, in which the children will participate, where they will substitute something for something else. The main aim of the studies carried out in this journal is to find out, the effect, visual impairment (VI) will have on the symbolic and functional play of the children. Other aims of the study include, to explore the relationships between functional and symbolic play and language ability as well as autistic-like behaviors in children with VI. By using the Symbolic Play Test (SPT) and by using the Test of Pretend Play (ToPP), the study confirmed the previously reported fact that delay in the development of pretend play occurs in children with VI. And the final results of this study have clearly demonstrated that children with VI are more likely to produce functional and symbolic play in structured settings only. But even in the structured settings, they will be at a great disadvantage if they are required to play with several objects at a time. So this article gives lot of views and results that gives new meanings and reasons. The reasons for the total absence or partial absence of functional and symbolic play in visually impaired children

Starting a Four-day Workweek Assignment Example | Topics and Well Written Essays - 250 words

Starting a Four-day Workweek - Assignment Example Several organizations have used it, and it is already proving to be successful in achieving its purpose and benefits. One of the companies that offer cosmetic products and a four-day workweek for its employees is Advanced Dermatology and Cosmetic Surgery Company. The company offers facials, waxing, cleansers, muscle relaxers, general skin care products, and several other cosmetic services (Advanced Dermatology and Cosmetic Surgery Company, 2015). Apart from cosmetic and skincare products, the company also offers cosmetic surgery. The company has an accredited surgery facility used to perform facelift surgery for outpatients under anaesthesia to improve the skin. The areas of the skin that are sagging are accessed by incision through the ear and the airline. According to Indeed, a company offering job search database, Advanced Dermatology and Cosmetic Surgery Company in Ormond Beach Florida, USA likes the four-day workweek because it leads to improved work-life balance and flexible work schedule, leading to higher productivity at the workplace (Indeed, 2015). Following this example, Skin Essentials can provide its employees with four-day workweek. My recommendation is that the policy should be implemented immediately so that employees can establish a work-life balance as soon as possible, and achieve energy-saving opportunity by reducing use of fuel on driving and commuting to the workplace.