Acknowledgement: Project Management Essay

Project Team would like to express deepest gratitude to the following people who in one way or another contributed, helped, and supported them for the successful development of their project which is Software Development Plan. To Almighty GOD, for giving the Project Team the knowledge and wisdom to make the development of this Software Development Plan successful, and for giving the strength and blessing in order to overcome all the struggles and problems that the project team encountered while doing this project. To the Project Team’s Family, for giving financial and moral support and the love that makes the team work hard to finish the project. To Mr. Christian D. Jamisola, for giving the guidance and support to the project team in developing this Software Development Plan. To Ms. Edelvita Marie D. Anonat, the project team content editor, for checking and correcting the grammer lapses of the SDP documents. To all friends and classmates, for their inspiration, never-ending encouragement and for being there in times of needs. PREFACE Creating the Software Development Plan will serve as the team guide in developing the Capstone Project, â€Å"Web-Based The Lewis College Alumni Information System†. It indicates the process model, allocation of resources and other important matters of the system such as schedules, organizations, and constraints. This Software Development Plan is a plan to prepare and to guide the developers of the capstone project for the next school year as partial requirement of their course in Bachelor of Science in Information Technology (BSIT).

Orientation day at Seneca

This article is based on students who participated in Seneca College Orientation. It was a big success because everyone learned so much about their courses and everyone had fun. This orientation was for new students attending Seneca College, there are different departments of studies that were introduced. First, the president of Seneca College, David Jones welcomed students by his speech then after that, the president had every student in every department come up on the stage so that he could personally welcome everyone and give the students a pin.Along with some of the board members, everyone shook hands and personally greeted each other a welcome aboard greeting. Everyone was amazed by the start of this formal ceremony. After the welcome greeting, the president introduced Ms. Erin Grant, Alumni and also the Valedictorian of her school year. She was thrilled to be called on to greet the new students. She shared some quotes to encourage the new students and told them not to worry abo ut negative things because hard work is the key to success. It created a nice atmosphere among the students, because it took some pressure off their shoulders.After she delivered her lovely speech, the president and the board members left the gymnasium while the students remained in their seats waiting for their department of study to be called down so that they can meet with the faculty members so that they can discuss further details about the courses with their future students. The faculty discussed what the courses were about and what the expectations on each of them were. They gave out a lot of informations to help the students know what they are entering into. The discussion ended and everyone enjoyed a delicious lunch on Seneca grounds. It was an unforgettable Orientation day at Seneca.

The Importance of Play and the Cognitive Development of Children

The Importance of Play and the Cognitive Development of Children Marlene Joy M. Cepeda Western Governors University Abstract The focus on academic success and high assessment scores has led many educators and administrators to perceive play as an unimportant part of a child’s development. But play does lay a good foundation developmentally for children. Through each different types of play, a child develops the necessary skills in order to succeed. When children are given opportunities to play, they develop the connections and experiences they will use to help them succeed academically.Since the No Child Left Behind Act was created in 2001, schools have shifted their focus onto academics and achieving high scores for standardized tests. This focus on academics has led many administrators and parents to perceive play as unimportant for children ages birth and five years old. Even though play may seem unimportant to those outside early childhood education, it creates a solid fou ndation for the child’s cognitive development and future academic success. In 2001, the United States Senate and House of Representatives passed the No Child Left Behind Act that would change the way schools addressed academics.Schools had to focus on ensuring all students were able to perform and were meeting the state academic standards. Kysilka (2003) wrote â€Å"the purpose of the No Child Left Behind Act was to hold schools, local educational agencies and States accountable for improving the academic achievement of all students and identifying and turning around low-performing schools that have failed to provide a high-quality education to their students, while providing alternatives to students in such schools to enable the students to receive a high-quality education† (Kysilka, 2003, p. 00). Since schools and administrators are being held to a standard, parents are looking at these scores to see if the child succeeds or fails. The focus shifting primarily on aca demics means the time for play is cut short during school hours if not completely removed. More recently, due to state and national emphasis on proficiency text performance, even the small segments of social pretend play time that have been allowed (if not encouraged) in school, such as kindergarten â€Å"choice† time and recess breaks are disappearing (Bergen, 2002).Bergen (2002) writes â€Å"the press for â€Å"academic readiness† through concentrated and direct teaching of alphabet, number, color, and other skills is now affecting the amount of time allocated for play in preschools† (Bergen, 2002, Challenges and Policy Directions suggested by Recent Research, para. 1). Kindergarten classes now are focused on ensuring their students are prepared academically. Instead of allowing the child to develop naturally, schools are now primarily emphasizing on the academics. Kindergarten students are no longer being taught the basics, like the alphabets, colors, or numb ers.Kindergarten students are now taught to read simple words and do more reading and writing in class. Three- and four-year-olds are now expected to engage in far more early writing and reading activities than ever before (Almon, n. d). Kindergarten programs in the U. S. focus so strongly on teaching literacy, numeracy, and other academic subjects that many children no longer have time to play in kindergarten (Almon, n. d. ). Play time has become unimportant in the schools. Educational psychologist Anthony Pellegrini writes â€Å"for many children, the opportunities for such freely chosen play are narrowing† (as cited in Bergen, 2009, p. 28). Pellegini continues â€Å"much of their play time at home has been lost to music, dance, or other lessons; participations on sports teams (using adult defined rules); and afterschool homework or test preparation. At the same time, many schools especially those considered to be poor performers, have reduced or eliminated recess† ( as cited in Bergen, 2009, p. 428). In the first 5 years of a child’s life, play is crucial for development more so than ensuring that the child understands the ABCs or the colors. Children develop problem solving skills when faced with a challenge in a game or with the object they are playing with.Children must think about what to do in order to overcome a particular obstacle or challenge. In the process children also use language skills to voice out frustrations, concerns, or questions to help them understand the situation they are experiencing. In 2006, the American Academy of Pediatrics stated â€Å"free and unstructured play â€Å"is healthy and, in fact, essential for helping children reach important social, emotional, cognitive developmental milestones as well as helping them manage stress and become resilient†Ã¢â‚¬  (as cited in Warner, 2009 p. 1).The Zero to Three Organization (2004) writes â€Å"children are naturally curious beings who are motivated to mak e sense of the world around them. The brain is the only organ that is not fully formed at birth† (Zero to Three Organization, 2004). The Zero to Three Organization (2004) also states â€Å"during the first 3 years, trillions of connections between brain cells are being made† (Zero to Three Organization, 2004). A child’s relationships and experiences during the early years greatly influence how her brain grows. Since children are still developing before age 5, it is imperative that they are allowed to develop naturally.Allowing children to experience play early will help them form those experiences and connections and lay that basic foundation before they begin school. While play may not be regarded as important as the academics to succeed, it plays a vital role in the cognitive development of children. Jean Piaget developed a theory about the cognitive development of young children. Piaget understood through his own observation that children learn logic and reaso ning through manipulation of their environment (Dodge, Colker, Heroman, & Bickart, 2009).Children manipulate the environment through play. Through play, children learn thinking and problem solving skills and understand how the world around them works. Sara Smilansky had created categories of play and described the skills children were learning through each type of play. Smilansky distinguishes four types of play: functional, constructive, dramatic or pretend play, and games with rules (Dodge, Colker, Heroman & Bickart, 2009). When children are actively exploring their world, using their senses and their bodies, this would be described as functional play.This particular play begins when children are babies and are learning about their world. It is during functional play children begin to make those connections of memories to objects in the present. For example when a baby has learned to hold a rattle, they in turn continue to do this action for every other object they can grab. Funct ional play is a form of play in which children use their sense and muscles to experiment with materials and learn how things go together (Dodge, Colker, Heroman & Bickart, 2009). As children grow and develop so does the basic understanding of how things work in the world.Children build upon the skills already learned and find they can create and build new things. These skills are developed through constructive play. Children learn how certain objects fit together through organizing objects, stacking objects, or simply creating something new with those objects. Allen and Marotz describes â€Å"the cognitive process includes mental activities such as discovering, interpreting, sorting, classifying, and remembering. All interactions that children experience during their daily activities contribute to their cognitive development† (as cited in Guam Early Learning Guidelines, 2005, p. 21).Children, ages one year and older, are very observant and can imitate the things they see in t he world around them. Using their imagination, children place themselves in different settings, like the doctor’s office, or a school, or even the house. Rubin describes â€Å"role enactment is the highest form of symbolic play† (as cited in Umek & Musek, 2001 p. 56). How children use imagination is often based on past experiences. According to Piaget, â€Å"assimilation is when children bring in new knowledge to their own schemas and accommodation is when children have to change their schemas to â€Å"accommodate† the new information or knowledge.This adjustment process occurs when learning, as one is processing new information to fit into what is already in one’s memory† (as cited in Powell & Kalina, 2009, p. 3). This play called dramatic play can occur when the child is by themselves or with other children. In dramatic play children typically take on a role, pretend to be someone else, and use real or pretend objects to play out a role (Dodge, C olker, Heroman & Bickart, 2009). Children, ages three to four years old, begin to understand certain things have to be done a certain way.They learn that there are rules and guidelines that must be followed not only for reasons of safety, but the safety and well-being of others. This lesson can be taught to children, ages three to four years old, through games with rules. Some games require lots of movement and lots of room; dodge ball, kickball, musical chairs. Some games can be played on tables with a small number of people; bingo, Uno, go fish. Through this type of play, children not only use their muscles, both big and small, but they learn to communicate with their friends or teammate in the game.Children also learn to respect the others when it is their turn and learn to follow the rules. This type of play requires the children to use many of senses, teach them to play well with others, and respect everyone who is playing the game. There are two broad types of games with rules -table games and physical or movement games. Both require children to control their behavior, both physically and verbally, to conform to a structure or preset rules (Dodge, Colker, Heroman & Bickart, 2009). When children are not given the opportunity to play, they may not learn many of skills that are associated with play.Gould had written â€Å"humans, as specialists in non-specialisation, have survived not through rigid and narrow ways of behaving, but through adaptive qualities of quirkiness, flexibility, and unpredictability and sloppiness. † â€Å"These are the essence of play† (as cited in Lester, 2010 p. 16). The ability for children to play is tied to the ability to being creative and imaginative. The skills of being creative and imaginative can be lost or forgotten if children are not able to exercise these skills. Almon (n. d. writes â€Å"given the importance of play for children’s physical, social, emotional, and mental development, the demise of p lay will certainly have serious consequences during childhood and throughout children’s lives† (Almon, n. d. ). Almon (n. d. ) explains â€Å"indeed, there is growing concern about what kind of society we are creating if a generation of children grow up without play and the creative thinking that emerges from play† (Almon, n. d. ). To many outside the early childhood education, play may seem unimportant.Laying the basic foundation for success, play is an integral part of a child’s growth. Children gain many benefits through play. Not only do the children develop social skills through interactions with other children, but they continue to develop their thinking and problem solving skills. The manipulation of the world around them through play helps create those lasting memories and allows for connections of the past experiences to be tied to the experiences of the present. References Almon, J. (n. d. ). The Vital Role of Play in Childhood. Retrieved from ht tp://www. aldorfearlychildhood. org/article. asp? id=5 Bergen, D. & Fromberg, D. P. (2009). Play and Social Interaction in Middle Childhood. Phi Delta Kappan, 90(6), 426-430. Bergen, D. (2002). The Role of Pretend Play in Children’s Cognitive Development. [Supplemental material]. Early Childhood Research & Practice, 4(1) Retrieved from http://ecrp. uiuc. edu/v4n1/bergen. html Dodge, D. T. , Colker, L. J. , Heroman, C. , & Bickart, T. S. (2009). The Creative Curriculum for Preschool. (4th ed. ). Washington, D. C. : Teaching Strategies, Inc. Early Childhood Care & Education Committee. 2005). Guam early learning guidelines for young children ages three to five. Mangilao, Guam: The Guam Department of Public Health & Social Services. Kysilka, M. L. (2003). NO CHILD LEFT BEHIND. Curriculum & Teaching Dialogue, 5(2), 99-104. Lester. S. (n. d. ). Children’s Right to Play: An examination of the importance of play in the lives of children worldwide. Working papers in early child hood development, No. 57. Bernard Van Leer Foundation. Power, K. C. , & Kalina, C. J. (2009). Cognitive and Social Constructivism: Developing tools for and effective classroom.Education, 130(2), 241-250. Umek. L. , & Musek, P. (2001) Symbolic Play: opportunities for cognitive and language development in preschool settings. Early Years: Journal of International Research & Development, 21(1), 55-64. Doi:10. 1080/09575140020022689 Warner, L. (n. d. ). â€Å"You’re It! †: Thoughts on Play and Learning in Schools. Horace, 24(n2) Zero to Three Organization. (2004). Getting ready for school begins at birth [Brochure]. Retrieved from http://www. zerotothree. org/child-development/social-emotional-development/gettingreadyforschoolbeginsatbirth. pdf

Reflection can mean all things to all people' (Smyth, 1992). What Essay

Reflection can mean all things to all people' (Smyth, 1992). What should reflective practice mean to team leaders in educational services - Essay Example As a result, it is absolutely necessary for these students to be careful in the way they look at their practice. As Larriveea (2009) says, reflective practice has become the de facto method for improving work and it has been used in almost all fields of works from medicine to education. Education leaders and teachers must also be able to use reflective practice as a way to help in improving their work. The principle behind reflective practice is the fact that it is expected to help the worker to pull form his or her work and to think about her works. This then helps he person to be able to improve the way they do work. Reflective practice is also expected to help a person to solve difficult problems that may arise from his day to day work. Leaders in education can use reflective proactive as a way to improve the way teachers are able to help the students to learn. Reflective practice for educational leaders is especially useful in dealing with situations where the teacher may be having problems with one or more students such as student who for one reason or the other is unable to keep up with the rest of the class (Danielson, 2009). Reflective practice is seen to combine some of the best qualities of leadership such as initiative, knowledge, trustworthiness, and action. Reflective practice helps the person to be proactive and to be initiative whenever faced with a dilemma. In education, teachers and educational leaders are faced with constant problems that have predetermined solution. For instance, a teacher may find himself in a situation where the procedures laid out in the curriculum may not be applicable. In such a situation, the teacher may be the one taking the initiative to deal with situation. Additionally, the teacher will need to have knowledge that will help them develop a solution for a certain problem. However, eve as the teacher is being proactive and

Austin Community College Enrollment Term Paper Example | Topics and Well Written Essays - 2500 words

Austin Community College Enrollment - Term Paper Example With unemployment still at record high levels (Baker and Hassett), many job hunters go back to study postsecondary education in order to gain advantage over other applicants. Moreover, because greater educational attainment is related with higher salaries and lower unemployment rates, the Department of Labor believes that promoting degree attainment will be beneficial for the country’s economy (DeAngelo et al. 3). However, it is important to note that there is an ongoing debate whether college education is truly a wise investment for those who are seeking to earn more. For example, a 2011 New York Times article says that the sour economy has affected everyone, many students in postsecondary schooling have decided to postpone their education, while there are even more whose careers have gone astray (Rampell). The story is pretty common. These days one would hear of a chemistry major tending a bar, or perhaps someone with a major in History manning the cashier at Wal-Mart. Even college graduates, those who were supposedly most protected from the economic recession (thanks to the massive student aids offered by the government) have a very bleak outlook. Studies have shown that 17% of college graduates work in restaurants and bars while median salary has decreased between 2009 and 2010. As the country’s economic outlook is far from improving, and the cost of education is increasing, this is an issue worth exploring. The aim of this project is to determine what factors affect the college enrollment in the United States. This study utilizes a time-series analysis with observations from 1969 to 2009 included. Data on education was taken from the National Center for Education Statistics while employment data was taken from the Bureau of Labor Statistics. Data for income was derived from the calculations of the Bureau of Economic Analysis. The model (less constant and coefficients) for this analysis is: COLLEGE ENROLL = GRAD + AVG_ INCOME+%UNEMP The result or dependent variable, COL_ENROLL includes the total number of first-time freshmen who enrolled from the fall of 1969 to fall of 2009. It is calculated using the number of bachelor degrees conferred by higher education institutions, and expected post-graduation experiences (with unemployment and disposable income as proxy variables). GRAD, the first independent variable, represents the total number of bachelor’s degrees conferred by degree granting institutions. This data is compiled by the National Center for Education Statistics and it is vital because it shows how many students were retained by the school. Lesser number of bachelor’s degree holder can be used as an indicator of an institution’s quality of education (DeAngelo et al.). Moreover, low retention rates can mean that tuition fees are too high for students, and financial assistance is unavailable. The importance of utilizing GRAD is that low completion rates mean that there are more unskilled worker s in the labor force, which in turn can cause loss of efficiency and increased cost for training for hiring firms. AVG_INCOME is the disposable personal income received by all types of employees in the United States. It is seasonally adjusted at annual rates and indexed at 2005 dollars. This data has been utilizes because income has been a significant incentive for workers to become part or to remain part of the workforce. Moreover, the

BIOTECHNOLOGY Essay Example | Topics and Well Written Essays - 1250 words - 1

BIOTECHNOLOGY - Essay Example Clinical trials are more than efficacy and safety; they are designed to provide information about different types of outcomes of the invention. Studies relating to pharmaceutical product are carried out in clinical trials to reveal what does the product does to the body. Pharmacokinetics studies are also done to determine the proper dosing, which can vary according to race, sex and metabolic differences. Pharmacodynamic studies are also used to examine the ability, safety and the clinical activity of the drug or device. Thus, clinical trials are significant, since it examines the interventions in details before it hits the market to common man. When the drug or any intervention is set for clinical trial, the experimentation stages are over. All the data regarding the invention are already been recorded, when it is set for clinical trial, it is to determine whether it can be utilized by humans or not. For example in case of any drug, the experiments relating to its origin, purification, its release etc, are already over when it hits the clinical trial. The study is also been carried in humans to determine the dosage, its side effects, after-effects etc. The safety and the effectiveness of the medication or device on a specific kind of patients are assessed. It is also assessed whether the new medication or device is more effective for the patient`s condition than the already used, standard medication or device. Thus, a clinical trail is not a set of experiments; it a set of both observational and interventional study. 3. What does safety really mean? [Hint: airplanes are relatively safe but every once in a while, an air plane will fall out of the sky. Does that mean we should ban airplane travel How is the safety of air travel any different than the safety of Vioxx or the safety of the drug-eluting stent?]. Drug safety has many implications on its use. In general practice

Business law - Contract problems, FIRAC case, and short summary Assignment

Business law - Contract problems, FIRAC case, and short summary - Assignment Example to be bound by the agreement, statute of fraud covers contracts of sale of goods for a cost of at least $ 500 and requires such contracts to be in writing (Clarkson, et al, p. 234, 303). Hodge entered into a contract to work for Evans on the prime condition that the contract would be permanent. His condition was accepted but he was fired within a year. Hodge has sued for a breach of contract while Evans argues that the oral contract is unenforceable. Watkins and Iams entered into an annually renewable contract in which Watkins was, based on a promise, to be the sole distributer of Iams’ products in Michigan. The renewed contract in 1993 however reserved the company’s right to appoint any other distributor in Michigan. Iams then notified Watkins that its contract would not be renewed and contracted another company. Watkins has since sued for breach of contract, fraud, and promissory ‘estoppel’. A contract that either does not involve land, is enforceable within a year, is not a contract of guarantee, is not a promise that involves â€Å"consideration of marriage† and is not for sale of goods worth at least $ 500 dollars does not necessarily have to be in writing (Clarkson, et al., p. 304). Promissory estoppels also creates liability on promises relied upon in contracts (Clarkson, et al, p. 259). Dyer purchased a car with written provisions that no taxes were included in the price. While the contract restricted the agreement to its written terms, the salesperson assured her that sales tax was already paid. She has realized otherwise and has sued for breach. The parole evidence rule provides that oral agreement that precedes or is made alongside a written contract, in which the parties intended to be fully bound by the written contract, is inadmissible. The rule however has exceptions that include â€Å"contract subsequently modified, voidable or void contracts, contracts containing ambiguous terms, and incomplete contracts† among others (Clarkson, et al,

How industrialization changed family life (1900s-1950s era) Research Paper

How industrialization changed family life (1900s-1950s era) - Research Paper Example (Berlanstein, 1992) Industrial Revolution began in Britain in eighteenth century with little innovations in different sectors like Textile, Steam engine and Iron making which gradually spread over other regions across the world in the nineteenth century. These innovations and technological advancement took off economical instability and replaced fine growth in economic stability which ultimately changed people’s perception of Industrial Revolution. It undoubtedly increased the rate of average income and people were quite enthusiastic with their rising living standards but people were ignorant about the cost they had to pay in return of this materialistic growth. Concentrating more on nineteenth century, in the first two decades of 19th century, metal machinery tools were produced which were further used to manufacture heavy industrial machineries which eventually contributed enormously in formal industrialization across European Countries. The industrial growth within the span of fifty years was so magnificent that people were completely unaware of the fact that they are demoralizing their family traditions like having dinner together or being a part of a family time or events. SONGS OF INNOCENCE AND SONGS OF EXPERIENCE: (Blake, 2008) Songs of Innocence and Songs of Experience is a compilation of fifty four short poems by William Blake. It is divided into two sections: Songs of Innocence and Songs of Experience. In these two sections he beautifully composed the rhymes through which he artistically delivered his thoughts to the readers that how a human soul is conflicted between the two contrary states of satisfaction and suppression. William brilliantly examined that a childhood is a period where innocence lies within but it is also sensitive to the fallen world of corruption, injustice and oppression. He mentioned and raised a voice against people or society who spoils the childhood by fear, oppression and inhibition. William further stated that human p sychology proves that how a human soul rejoice when it is set free and how it gets suppressed when it is kept isolated. William Blake was a smart mind and raised a major issue through his simple sweet poems. He indirectly created the guilt and targeted the people who for the sake of some pennies kept child labors which was cheaper, more hardworking and could be kept under pressure. He protested against child labor through his beautiful compilation of thoughts and vision over Innocence and Experience. CHILDHOOD LABOR: (Griffin, Emma, 2011) says that during the time of industrialization in Britain, almost every working class child was labored and it is an indigestible truth that majority of Britain Children did not enjoy the freedom of physical and mental growth through education and play. Children from mediocre class were bound to work to support their fragile families. (Humphries, 2010) interrogated with the autobiographers who had their childhood in between 18th and the 19th centur y and they all were not excited what they did in their childhood, neither they had a healthy relationship with their parents because they felt that their major rights of being a free happy child was taken away in return of hard work, responsibilities and hunger. Humphries presented a remarkable compilation of autobiographies which illuminated the harsh truth of Industrial Revolution in 19th century

How I Learnt How to Navigate the Cyber Space Essay

How I Learnt How to Navigate the Cyber Space - Essay Example Plainly speaking the experience would be unforgettable, defining, and somewhat perplexing. This paper explores my first steps on a journey through the cyberspace. Introduction Having read and heard a lot about the internet and cyber space, and obsessed over the concept for what seemed like my whole life, I had a few things in mind I was more than anxious to try. My initial approach was an intricate mixture of curiosity, anxiety, and bewilderment. I was keen to find out if some of the things I had read about cyber space were true. To be specific, I had even come up with a list of a few things of my own with which to challenge the ingenuity of the outspoken technological phenomenon. However, I was inwardly unsettled over how the new virtual world would appear to me. Precisely, I was keen to find out whether cyber space would it be a passive unexciting computing experience. My greatest wonder was whether the web, arguably one of the best inventions of the century, would be an infinitely complex and unfathomable mass of data and material that would be utterly intolerant to my inexperience, and numbing to my bristling curiosity? Technology has always been my greatest source of marvel and intrigue for as long as I can remember. All things I found amazing about human accomplishments with regard to innovation were beginning to gather around technology and later and by extension computing. While some things would seem normal on computers and their many applications, for instance, do calculations at unimaginable speeds, some elements were especially influential to my curiosity and interest in computers. Particularly appearing improbable was the claims that it could do a multiplicity of activity including communicating with other computers with people all over the world in virtually no time. Even to a person fairly read on technology, particularly computing, this was simply extraordinary: I knew that computers had a myriad of abilities, which were beyond some of our wilde st perceptions on what is possible through human endeavour. I knew that computers could control complex systems, that computing knowledge had been critical in man’s first conquest of the moon in the outer space, could store mammoth amounts of data, do apparently complex and time-consuming manual activities at blinding speeds, and replace common technological innovations such as typewriters, and video output devices with unmatched effectiveness (Rajashekar, 22). At the time, it was only possible to read materials about the internet and the web in physical libraries. Therefore, metaphorically, I consider my first web experience occurred before I ever typed my first word on a browser search tab. What I found out about cyber space was more than I was hoping to unfold, and quite honestly, quite sobering. The moment I typed in a dictionary vocabulary, a popular name in computing, and the president’s name, my reality materialized from a haze of eccentric veneer and supressed doubts. I was sure of one thing, I was going to be part of this community, intellectually, and in many other ways a kid my age could imagine, I felt I belonged, and had means to let my imaginations run wild with a few keystrokes. The internet at the time was painfully and insufferably slow by today’

Reflective Account Values Essay Example for Free

Reflective Account Values Essay The first part of this Reflective Account describes what influences and events in my life have helped to develop my Personal Values. My grandparents taught me most of my basic ‘Personal Values’. I learned from an early age how to be polite, have good manners and respect my elders as failure to do so would result in getting sent to bed early. In those days I did not have a television in my room so in my eyes this was the ultimate punishment! They were not deeply religious people; my grandmother attended church every Sunday and took me to Sunday school. At the age of twelve she gave me the choice as whether to attend or not. I did not attend but she still taught me the moral values of respecting myself, my body and how a female should/ should not behave in public and at home. As today’s culture climate is changing towards how some young women behave e.g. children to several partners, going out barely clothed and getting themselves into all sorts of situations, I feel she was perhaps right in her teachings but when I say this to some of my nieces they tend to tell me I’m a bit too old fashioned and they’re glad I’m not their mother. I do not have any specific religious values and I would not disagree or agree with anybody else’s views, I hold the value of everybody being entitled to their own opinions and beliefs. I have passed all of these values onto my own child over the years and feel proud when people say what a polite and thoughtful man he is. A value that changed as I got older was one of ‘First Impressions’. Again, my grandfather (who was a policeman) taught me that first impressions count but an experience in a local cafe showed me that this was untrue. An elderly gentleman who was often drunk and smelly used to come into the cafe and nobody, including myself would go near or speak to him. This day the only seat available to him was the one next to me. He started talking to me and I was astounded to realize that he was a very intelligent man, he was talking about things going on in the world and using words I had to ask the meanings of. I now use the value ‘Don’t judge a book by its cover’. A very important value which I learned was that of ‘Family’ values. Coming from a small dysfunctional family where there was no real closeness I married into a large family where they all lived in one another’s pockets. I learned all about honesty, trust and support in the family circle, how they were all there for each other, supporting each other through the good and bad times regardless of the consequences. When I divorced my son’s father, his family  supported both of us so my son had the best of both worlds, time with me and time with his father. I did not have this as a child, I did not see my father unless he was on a sober day and I never saw my mother until I was sixteen years old. I find this value very high on my list of personal values and have tried to pass this on to my son as he is about to become a father himself. Overall I have an open mind and I am willing to learn and compromise, maybe change a particular value or belief depending on th e role and situation I am in at the time, which takes me on to the second part of this reflective account. The second part of this reflective account describes how my personal values relate to social care values. As a social care worker I must follow the guidelines and key concepts as laid down by the Scottish Social Services Council (SSSC). This council was formed in October 2001 by the Scottish Government and aims to raise the standards in the field of Social Care Services. They have laid down ‘Core Values’ which underpin Social Care conduct. These ‘Core values’ are Dignity, Privacy, Choice, Safety, Realising Potential and Equality and Diversity. I believe that everybody has freedom of choice. We all make choices, whether it be what we wear, eat, what career path we choose to follow. Our choices can be endless but can also be limited. Limited choices can be because of things like finances, availability or circumstances, other choices depend on health, safety and danger to ourselves or to others. In my role as a social care worker I have a service user who has complex, additional needs and also uses a wheelchair. This user has the choice to use their wheelchair and can work the back brakes managing to get around the classroom at any time. This makes it difficult for us to manage the rest of the class as the user has no sense of danger and could possibly harm or put other class members in danger. We therefore have to take away the user’s choice of chair as we need to keep them and the rest of the class and staff safe and free from harm. This example shows that conflict can arise between the ‘Core values’ of ‘Promoting Choice’ and ‘Keeping People Safe’ Privacy is not just a case of liking your own company or keeping private matters to yourself. I like my own privacy, having time to myself gives me the chance to gather my thoughts or just chill out in my own way. I can choose what I want people to know about me without fear, prejudice or being discriminated against. Privacy in Social Care often works alongside Dignity. Dignity is a value which varies from person to person. I myself on going to the bathroom would lock the door so that no one else comes in, another person might not bother, and for some people, they may be unable to do so. In Social Care a service users Privacy and Dignity must be preserved at all times. This means that when I support a user dressing/ undressing I must take them to the bathroom (as it is a school the bathroom is the only place for the user to do this as the door locks) maintaining their dignity and privacy. As well as respecting their dignity I also have to ensure that their private personal details are kept private from outside sources. Any written information such as care plans or medical records would be locked away in the filing cabinet in the Headmistresses office. Another aspect of privacy would be confidentiality. In my role as a social care worker I would hopefully have the trust of the user so’s that they could speak to me about anything, if I had any concerns that they would harm or put themselves or others

Sexual harassment opinions

Sexual harassment opinions Effects Sexual harassment often has adverse effects on the victims performance at work. Both the quantity and the quality of work may suffer, as well as the employees morale, attendance, and ability to work with others. Sexual harassment can cause employers losses in productivity and can lead to greater employee turnover and use of sick leave. The harassment can also harm the victims psychological and physical well-being. Sexual harassment can also have indirect effects ?p society. Many feminist scholars consider sexual harassment to be a form of oppression that men use to maintain male-dominated power structures. Women in fields of work that men have traditionally occupied-such as the military, law enforcement, and fire fighting-experience higher rates of sexual harassment. Some researchers assert that regardless of whether harassment is an intentional attempt to oppress girls and women, it contributes to lower achievement by women in society. Power differences between men and women, result from societys traditional sex-role stereotyping and is a major cause of sexual harassment. ? culture tending to place males into greater positions of power than females would expect to have women file a higher rate of sexual harassment complaints because they occupy positions of less authority. When unequal?al power relationships between the sexes are rooted in cultural experiences, work co?texts can provide a foundation legitimizing sexual harassment in the workplace. Cultural conditioning can create an environment conducive to sexually harassing behaviours. Expectations that women are passive and submissive and that men are aggressive and dominant create situations conducive to these behaviours. ? sexually harassing and hostile workplace can establish specific patterns of verbal and nonverbal communication creating unequal power relationships between men and women. PSYCHOLOGICAL OPINIONS ABOUT SEXUAL HARASSMENT CLAIMS While psychologists may offer an opinion regarding the connection between a traumatic event and emotional injury in an accident, that is less clear in sexual harassment. ?he emotional trauma experienced by the victim of sexual harassment is based ?p perceptions about the behaviour of others by the victim. Psychologists are not qualified to determine if sexual harassment took place, because that is a legal question, not a psychological one. However, psychologists can offer an opinion regarding whether a particular action by one individual can reasonably lead t? emotional distress in p another individual. Most of the time, psychologists are asked to evaluate victims of sexual harassment t? assess whether they are exhibiting any psychological distress, and whether that distress appears to be related to specific events ?p the part of another person. ?he court must then decide whether those actions were appropriate ?G legal. Some individuals misinterpret harmless, reasonable behaviour as malicious and specifically directed at themselves. Diagnostically this is called ideas of reference. ?his would suggest an individual with some type of psychological problem who overreacts t? reasonable behaviour because of their own perception of the world and the other person. ?his often occurs in individuals with personality disorders, paranoid disorders, ?G other psychological problems that might involve delusions ?G extreme exaggerations of negative events in their lives. ?therefore, psychological evaluations in sexual harassment cases also focus ?p the expectations of the victim, and whether the victim presents with psychological symptoms which result in exaggerated negative conclusions about others. For example, a persons boss is of a different sex than the person. The worker believes that the boss is sexist and discriminates against the workers sex. ?he worker requests to work on a specific project, but its not chosen. The worker assumes the choice was based on sexist behaviour, rather than merit ?G chance. ?he worker experiences a number of events like this over time, and feels harassed because of it, resulting in depression. Is this sexual harassment? ?he answer depends ?p many factors, such as alternative · reasons for not selecting the worker, whether the worker was selected positively ?p other occasions, whether other individuals had credentials which led to choosing them instead, and whether other individuals of the same sex as the worker experienced similar problems and perceptions. In addition to evaluating the presence ?G absence of psychological disorders, psychologists may also offer opinions regarding whether a persons expectations are reasonable, based on the circumstances. Many psychological problems result when we expect people to treat us in an unrealistically positive way. These cases are not clear cut, because they are not based solely ?p the identification of a psychological problem. Ultimately, the court will decide whether there is sufficient evidence to conclude that sexual harassment took place. Although sexual harassment is not specifically included in Title of the Civil Rights Act of 1964 in USA, it flows by regulation of the Equal Employment Opportunity Commission (EEOC) from sex discrimination. It is defined as unwelcome sexual advances requests for sexual fa?ours and other ?verbal ?G physical/ conduct of a sexual/ nature, when linked to employment conditions, as part of a quid pro quo for employment decisions ?G when it creates an offensive, hostile work environment. Sexual harassment behaviours range from sexual innuendo, touching, and flirtatious remarks, to clear-cut sexual assault and rape. Often these are accompanied by retaliation against the victim for reporting it. It is estimated by some that up to 60% of victims ignore sexual harassment, believing that if they complain it will only cause more harm. In recent years, however, sexual harassment litigation has been increasing dramatically. In the past five or six years the EEOC reports that these complaints have almost tripled in number and by the year 2000 it is predicted that they will double again. What sexual harassment is and whether or not it occurred are legal and factual matters, but invariably psychological issues become embroiled in them and psychological opinions are frequently presented as part of the claim. These opinions are usually ones which either clarify the claim or define the damage. Psychological opinions which attempt to clarify the claim are the most controversial because they draw conclusions or make inferences about factual matters. Since many times it is only the word of the victim against the harasser, these opinions can tip the scales one way or another. Sometimes psychologists who give such opinions, and who may be acting in good faith, do not realize that they are entering a non-psychological area. This is in part because psychologists in a treatment relationship with a patient claiming sexual harassment need to validate the seriousness of the patients experience if they are to be helpful. But taking that clinical validation to a courtroom is another story. This is why treating psychologists are inherently biased if they are performing their clinical job well. This is also why independent experts, whose scope of inquiry is broader and who are not allied to the patient, may be in a more objective position to give opinions. Regardless of who is giving the opinion, mental health science has not reached the level of sophistication or accuracy to be able to determine whether an alleged sexual harassment incident actually occurred. No constellation of symptoms, mental status appearance, or psychological test results can do that. Even if suspect factors such a bizarre psychotic account, gross inconsistencies, obvious manipulation or marked personality predisposition are not present, psychologists dont really know who is Iying, who is fantasizing, and who is embellishing. However, opinions about a victims behaviour in the harassment situation may be appropriate, especially when a fact finder might not understand it otherwise. So, for example, explaining that victims often remain silent because of economic necessity, fear of retaliation, intimidation and powerlessness, or embarrassment may be helpful. But, care must be taken not to conclude that this victim who may have responded that way was, therefore, harassed; in addition, psychological opinions can help clarify typical response patterns that a victim of sexual harassment exhibits. Reactions such as guilt, self-blame, minimization and denial of harassment ?G even disconnecting onself emotionally from the uncomfortable events are not ?unusual .Without an understanding of those types of responses, a victim may be incriminated as inconsistent with having been harassed. Again, focusing on the general pattern of trauma response is not the same as concluding that harassment occurred. Psychological opinions in sexual harassment claims often ignore more complex organizational and workplace dynamics which form the background of many of these claims. Without input from people at the workplace and review of employment files, the account of the alleged victim stands in isolation from many potential contributing factors. It is not uncommon, for example, for personnel issues such as poor performance, reprimands and warnings, or fear of termination to present a crisis for which a sexual harassment claim serves as a convenient solution. Psychological evaluations which explore all aspects of the work environment, interpersonal relationships there, and work performance can provide a more balanced view of the relative seriousness of the known stressors, Another area for psychological opinions is identifying personality traits ?G personality disorders which may have created or contributed to the claim. First of all, not all sexual harassment is actionable. It must be severe or pervasive enough to create an objectively hostile or abusive work environment. Similarly, if the claimant is a not a reasonable woman of normal sensitivity, her claim may not prevail. ? number of personality disorders can play an important role in employment litigation and provide an alternative explanation of the claimants emotional distress. For e?ample, histrionic personality disorder, borderline personality disorder, anti-social personality disorder, narcissistic personality disorder, and paranoid personality disorder are just a few descriptions of people who have unusual sensitivity or are predisposed to maladaptive ways of dealing with others. If there is a clear history ?G pattern of such personality traits, then psychological opinions about them are imp ortant for a full understanding of events. Again, this does not mean that the psychological opinion can conclude that an event did not occur, in fact, individuals with some personality disorders may be vulnerable to victimization. Similarly, there may be a personality disorder that is present in the alleged harasser which can help explain a predatory pattern of conduct. A past history of sexual abuse can predispose a person to a variety of different reactions which may influence a later sexual harassment claim. Since the standard for Iiability in these claims is that of a reasonable woman who is not hypersensitive, the typical eggshell rule of common law does not apply expect as to damages. So, a person who has been previously abused may have developed fear, hyper vigilance, and an unusual sensitivity. In this context, even a trivial innocuous remark may produce an excessive reaction. Also, people with previous sexual abuse are at times people to repetition compulsion which means they have a tendency to repeat past behaviour in spite of the suffering that may have been associated with it. In essence, they recreate the earlier sexual abuse by placing themselves in a position to be abused again. The relevance here is for the defence of welcome ness since the sexual conduct in a sexual harassment claim must be unwelcome and not solicited by the claiman t. Finally, individuals who experienced sexual abuse may be so damaged that they fabricate later incidents of abuse as a way of venting their anger. Because of previous experiences, their ability to describe abuse can be quite sophisticated and believable. Psychological opinions in all of these areas can be important sources of clarification about the possible circumstances of a claim. Psychological opinions which define the damage are seemingly more straightforward since they are based ?p diagnostic criteria. Unfortunately, this is more complicated since the criteria for many mental disorders are arbitrary and easily met by someone just distressed and pursuing litigation. Also, while a psychological opinion may purport to only address emotional harm, it invariably infers that the harm springs from a particular opinion which, in fact, occurred. Tile most striking example is the controversial diagnosis of posttraumatic stress disorder (PTSD) in which the trauma is built into the label. Although attempts have been made to identify specific and objective criteria for this condition, its rampant use in litigation attests to its subjectivity. Most individuals e?posed to a typical traumatic stressor do not develop PTSD, although following a rape the incidence can be high. Long-term lingering emotional symptoms in response to ordinary sexual harassment are unusual unless the nature of the harassment was particularly egregious and pervasive. Psychological opinions are routinely offered ?p emotional damages and the relative effects of alternative causes, the harm from litigation itself, and the secondary gain that comes from an expected financial award. !p traditional tort claims of negligence, the plaintiff must have suffered some harm. In sexual harassment claims, neither economic harm nor emotional harm is necessary. However the degree of damages awarded will undoubtedly be linked to psychological opinions which offer definition for the distress and the disorder suffered. Every individual has the right to work in an environment free from demeaning and humiliating sexual harassment. Laws that enforce that right are appropriate and help create parity for all workers. But the increase in sexual harassment claims also raises social questions. What behaviours are normal, should be acceptable, and will always be a part of mens and womens relationships? What harm comes to individuals ?G classes of individuals when a power gradient is established through sexua1 intimidation? How can the workplace be sensitized and educated about this without becoming cynical? How can a person communicate sensitivity without retribution? How can we accurately distinguish whether a sexual harassment claim is really based ?p the circumstances alleged ?G just a means of empowerment in a confliction and insecure work environment? Psychological opinions may help on some of these questions, but social opinion and public policy will be required for equitable solutions.

The Rhetoric And Introductory Research Writing Philosophy Essay

The Rhetoric And Introductory Research Writing Philosophy Essay Most people believe the vision system exists solely in the eyes. In reality, the eyes make up only a small part of the system. For instance, just as the camera is a small item in a large TV station, the eyes play a small part in vision. Like a camera, all the eye does is deliver a bunch of colored dots. It is in the brain that the real work of seeing begins. So, what do we actually see? And, what is it that our eyes dont see? Through the variations of darkness, there is light; but, what does that mean to the person who struggles with a mental illness? A contributing factor to this paper will be the relationship between; the blind eye, the minds eye, the third eye; as well as the conscious and unconscious phenomena of the mind. The analyses that will be used in this paper will be based on the views of well-known authors. All of these sources are highly reliable and are thoroughly described in this research. Martha Stout Mental Illness Oliver Sacks Blindness Robert Thurman/Karen Armstrong Religious Beliefs Thais Campos Consciousness I want to know why the mental processes, ranging from the supreme clarity of consciousness at moments of creative inspiration, through the dimness of the half-sleeping mind; to the complete darkness of the unconscious, accounts for a large part of man mental life. On the other hand, we have the term consciousness what does this mean, and how do we describe this level of the mind? Why, is it so important for us to find an answer? We know that consciousness, is considered the highest form of mental activity, and is seen only in human beings. However, it does not exist in the newborn child, in certain categories of the mentally ill, in people who are asleep or in a coma. For philosophy, the main question is the relationship of consciousness to being, and the existence of the different levels of consciousness that remains a target for research by many sciences. I step back and wonder how the mind finds its way through the many varieties of mental illnesses; and, how observing the conscio usness will easily relinquish this information that will help us to understand, where and how far do we travel when we blank out. Introduction I have spent most of my life in a daydream state of consciousness and un-consciousness. I know that others notice that I have a tendency to be distracted, but they have no idea that usually I am gone even when I seem to be paying attention. I wander off for brief moments, and when I come back I have to grasp quickly what was said before I forget it, then I wander off again. This goes unnoticed because even though I am gone, whatever was said during the previous second or two, is still there for me to grab when I return. It is almost impossible for me to pay attention when somebody is telling me something that does not interest me. In that case, I go away and think about things unrelated to what is being said. I am gone into a never land inside my mind and I just come back regularly to check and see that everything is going well outside, that is, that I dont get caught in the act of not paying attention to what is being said. I do not do this on purpose. I cannot avoid doing it, and m ost of the times I do not even realize that I am doing it. When I am alone, for instance, when I am working on a writing topic of some sort, I am gone all of the time. I may think what I am going to write about when I get to the computer, and I might get some pretty good ideas, but it is useless, since by the time I get to the computer, I will have forgotten everything that I decided to write about, or forget in mid-sentence where exactly I was going with this idea pertaining to the topic of research. Lately, I have been taking a legal pad with me everywhere to write down my ideas. I also speculate a lot about what is going to happen in the future. I even talk with people in my mind, not only what I will say but also what they will reply. But of course, in real life it never turns out to be like I anticipated. I have tried several times not to go away. I can prevent it only for a very short period of time. It is as hard as trying to stay with our minds blank, that is, without thinki ng about anything. You can do it, but you have to concentrate not to think, and as soon as you lower your guard, you are doing it again. I have been diagnosed with Bipolar Depression, and I am not sure which is worse; the illness itself, or the medication that I use to help manage this illness. Martha Stout: Mental Illness Martha Stout(2002) specializes in treating patients who have suffered psychological trauma; Stout uses her case studies to show that the ability to dissociate from reality, which functions as a life preserving defense mechanism during times of stress in childhood, can develop multiple personalities in order to contend with life many demands(p. 380). Dissociation also accompanies depressive disorders as well some of the medications that treat these disorders, will render the persons mind registering actual events in a daydream state without remembering what just took place. Most of us have days when we dont feel like ourselves. Some of us have moments, sometimes more than moments, when we feel disconnected from our surroundings, our actions, ourselves. The best example that I can give here is: Driving to the doctors office, with no recollection of the drive from home. The summary that is given about the essay, When I Woke Up Tuesday Morning, It Was Friday by Martha Stout, says that th e term divided consciousness refers to those times when we withdraw mentally from the world around us. Daydreams and other forms of subjective escape often help us to keep our mental balance by shutting out events when they threaten to be overwhelming. The article Chaos, Brain and Divided Consciousness by author Petra Bob (2007), gives insight to how the mind works. Chaos and self-organization seem to be particularly important for research of some fundamental problems regarding mind-brain relationship. Relevant problems among others are formations of memories during alterations of mental states and nature of a barrier that divides mental states, and leads to the process called dissociation. This process is related to a formation of groups of neurons which often synchronize their firing patterns in a unique spatial manner (P., 2007). Oliver Sachs Blindness In the Minds Eye: What the Blind See by Oliver Sacks (2003), he is quoted as saying For those who lose sight so early, the very concepts of sight or blindness soon cease to have meaning, and there is no sense of losing the world of vision, only of living fully in a world constructed by the other senses (p. 305). We are presented with a brief view of Oliver Sacks. Before even contemplating writing a book on being blind, he felt it was necessary to write about the mentally ill, in ways that foreground the humanity of those who are suffering from diseases that generate all manner of strange behaviors (Sacks, 2003, p. 302). This summary of In the Minds Eye, makes one wary of how scarily fragile the brain is. To what extent are we; our experiences, our reactions, shaped, predetermine, by our brains, and to what extent do we shape our own brains? Does the mind run the brain or the brain the mind? p. 303. In The Minds Eye, Oliver Sacks explores the relationship between vision, recognition, and perception, and the amazing ways that the brain and spirit can adapt to disorders of vision. He gives case studies of persons who have lost their sight and have learned new ways to accommodate their seeing with other senses and the powerful possibilities of the human brain and mind. It is through his own experience with a cancerous tumor behind his right eye followed by blindness that he writes what is physically happening and shares his inner thoughts and the full range of his emotional reaction. We are all close to the brink of being someone else. For instance, a person who has had a mind-shattering stroke or head injury, one of many possible complications can arise from this stroke: There is death, paralysis, loss of memory, or you have become blind. Consider this, your thoughts, memories and emotions, your perceptions of the world, and your deepest intuitions of selfhood, are gone. We take o ur fragile brains so much for granted. Ultimately, Sacks tries to show the progress made in the knowledge of what centers of the brain are responsible for vision and its interpretations, but still lacks the knowledge of how things really work inside our heads. We all depend on our power senses sight, hearing, taste, touch, and smell. Each one serves a particular purpose and when we end up losing one of these senses, we become forced to replace that sense in order to elevate. So when an individual is physically blind they devise ways to adapt to their surroundings. Now when a person is mentally blind, they allow other people of authority around them to construct ways for them to live because they do not see the importance in self. They trust everyone else before themselves. Needless to say, lose no time searching for a way to find your true self. It goes beyond knowing what your favorite food is or favorite color, but really getting to the essence of what you are about, therefore no none else can define you by making you blind to yourself and more importantly no one can trick you. Robert Thurman, Karen Armstrong Religion Spirituality is based on the experience of one persons awareness, one cultures awareness, and where life itself experiences universality. Awareness, what does this term really mean? According to the Webster dictionary; aware or awareness is defined as, conscious (of), informed; cognizant. In order to understand spirituality, we need to be consciously aware of the peace, and cognizant of the enlightenment that lies within this peace. Have you ever found yourself looking at the sun shining through the white fluffy clouds in the sky and wonder if there is something more hiding behind them, something of a more spiritual nature? For example, is there really a heaven, and what about hell? In this moment of being immersed in the daydream state of consciousness, are we on the path to awareness? Could enlightenment feel like this? For one un-noticed minute, we have become part of the peace, and it is afterward, when we realize that we are just a paint stroke that is part of the masterpiece of life. We have become one glittery particle that connects to an infinite number of other glittery particles that make up the divine space, which is nothingness. To know this nothingness, is to know what awareness means. Yet, to experience this spirituality we need to become in tuned with our inner voice, our minds eye, our core consciousness known as our soul However, this kind of understanding goes well beyond what our mind, intellect, and ego can fathom. In religious traditions this core consciousness is part of a more universal domain of consciousness referred to as God. Even a partial glimpse of this level of awareness, a person can experience joy, insight, and intuition: an awakening of love, and compassion. People in all cultures discovered that by pushing their reasoning powers to the limit, and by living as selflessly and compassionately as possible, they will that enables them to affirm such suffering with serenity and courage. In Karen Armstrongs essay Homo religious, and Robert Thurmans essay Wisdom, they explain their meaning of Nothingness, awareness, and enlightenment through religion, the self, the universe, and knowledge. It is through years of studying and learning, that both of these authors articulate their views/beliefs on the consciousness; the sacred energy and show just how similar their beliefs are to one another. Self When people believe in something with every fiber of their being, they make sacrifices and live their lives in ways that others on the outside looking in may not understand. Sometimes we need to step out of our comfort zones and do something that we normally would not do to find what is right for ourselves. Stepping out ekstasis is a term used in Homo Religiosus, written by Karen Armstrong (p. 27). She writes of a universal principle of most religions, that implies, the only way to truly connect with the sacred energy of the universe is to let go of ones self totally and to put aside preoccupation with promoting ones own ego and selfishness. However, when a person becomes selfless, that person is then open to what can truly be obtained by doing away with personalities, egos, and other obstacles that tend to limit one from true release; The Greeks referred to this process as kenosis or emptying (page 34). In the excerpt Wisdom taken from the book Infinite Life (2009), Robert Thurman describes the meaning of selflessness in relation to the Buddhist beliefs. Thurman (2009) writes, Selflessness does imply that any one person is considered nobody. To find true selflessness we must let go of self-preoccupation and self- centeredness (Page 464). It is by letting go that the self can find true enlightenment. Similarly, Thurman writes that the Buddha was happy not knowing who he was because this selflessness made him more compassionate toward others. (Page 463) To know true selflessness and enlightenment we must remove the I from our existence. Thurman (2009) goes on to say; that when we find true selflessness we discover a true connection between ourselves and others. In addition, we see everyone as equal to ourselves but at the same time different in their own ways (Page 473). Universe Karen Armstrongs view is that, religion has always been a matter of doing rather than thinking. People were able to become more creative and draw on their inner self. Yet, it is through the experience of nothingness that we discover the depths of ones own being (p.36). Armstrong expresses the central concern of the self and its connections to the universe as a whole. Energy starts as a consciousness, a self-awareness that nearly every religion in the world experiences, and every scientific theory and or conclusion have based their beliefs on. Self-emptying connects the individual core within our mind and soul with the sacred energy of the universe. This is when our senses are no longer our main focus, freeing us and also brings us closer to our soul and our deep thoughts. Nothingness puts creativity into peoples minds, because the presence of nothing means that there are no wrong ideas or beliefs. One of the ways that self-emptying connects the individual with the sacred energy of th e universe can be explored, possible through the energy of deep meditation. Armstrong (2009) remarks that, You had to acquire the knack of thinking outside the ordinary (p. 35). Thinking outside the ordinary is to prepare us for the nothingness, when through our spiritual purification; we will find the reason for our being, and our purpose. On the other hand, Robert Thurman, author of Wisdom shares his knowledge on the Buddhist tradition, and explains what he has learned throughout the teachings by the Buddha. It is with words such as: Selflessness, and Enlightenment, that we learn why this tradition is important to so many. What exactly is Enlightenment? And how does it differ from salvation? According to Thurman (2009), enlightenment means to look deeper into yourself, to find out what youre existence means to life, finding the greatest answer, the moment that will finally free us from the unhappiness that one feels from everything negative in life, which keeps us a prisoner within our conscious mind and soul. Reaching enlightenment means to finally experience the quiet and oh so calming sense of peace: Being in the zone. Religion Armstrong suggests that through the history of past civilizations, religious beliefs have always been and still is the link that connects us all. Whether spoken through different tongues or through art, the message is the same: religious discourse should not attempt to impart clear information about the divine, and should help us appreciate the limits of language and understanding (Armstrong, 2009, p. 38). However, it is the proof in religion throughout humanity that not only feeds our beliefs, but provides the essence of knowing that there is another dimension that could ultimately prove that there is a Supreme Being. By exploring the basis of religion in human culture, Armstrong suggests that from ancient times to modern culture mankinds beliefs have changed and evolved. Humans have gone from believing in many gods that govern our world to a belief in one superior being who created and controls all things. Armstrong also points out that by believing in a Supreme Being one loses the ability to understand the all-encompassing, wholly transcendent reality around them (Pg. 38). This being is not one that is in the form of man, but instead encompassed all of what man could see, knowing that life was continual yet, more importantly, it was what he could not see. It simply was a matter of knowing that something bigger than man, in fact, does exist. It is through the studies of Buddhism that Robert Thurman relates his experience in his essay, Wisdom. Thurman speaks of his journey into enlightenment, selflessness, the Buddha, and nirvana. He explains that enlightenment is different from salvation as salvation delivers us from harm, strife, and struggle. On the other hand, enlightenment is realizing selflessness. Selflessness is the awareness that you are now more perceptive; aware, that you have opened up your wisdom, and youve realized that knowing who you are is the trap, an impossible self-objectification (p.462). In contrast, this fascination with wanting to know thyself or self-knowledge is actually a fundamental misunderstanding, a delusion, this revelation is what became a defining moment for the Buddha, thus is at the core of the philosophy of Buddhism (p 466). The Buddha called his failure to know who he was enlightenment. that selflessness kindles the sacred fire of compassion; the inner self is now energized with compa ssion and the infinite life becomes your ongoing work of art (p.463). This could mean, that helping others will become an art form, that will continue to blossom in various ways. It is through unselfish acts of love and kindness shown to all forms of life, that we feel happiness: enlightenment. In Buddhism, the main focus is the mind. Enlightenment consists in realizing that Buddha-nature exists in everything and everyone (Lieberman). Buddhism leads you beyond your bodys (awareness), senses, breath, conscious mind, unconscious mind (nothingness) and then to the center of consciousness known as the soul within you, the main source of light and life within you. Knowledge The meaning of religion has never really been understood. Religious truth has always been symbolic and its symbols will vary according to context; they will change as society changes, and understanding the reason for these changes. In order to learn the meaning of religion and what mysteries it has to offer; many cultures present their beliefs through forms of art, music, or poetry which is transformative (Nielson, 2011). Karen Armstrong elaborates in great length and detail in her essay, Homo Religiosus, that some of these places were in deep caves that had writings on the walls. For many cultures, keeping religion sacred was to keep religious beliefs secret and holy by hiding them in the catacombs and bowels of the earth. Karen Armstrong shares her knowledge of such art by sharing her experiences in the deep caves in the Lascaux labyrinth, she comments that there are about six hundred fresco and fifteen hundred engravings there (p.22). Art, such as these paintings on the walls of c aves that date back thousands of years ago, have left mankind consistently asking the same ageless questions: Is there a god?; Why are we here? What is our purpose? And is there, life after life? People have come to realize that beyond the obvious for clues about the meanings and secrets contained in various art forms, religion is still mans creation. Yet, the quest for spirituality is the eternal search for a supreme being, the divine and the connection that binds all living beings. Armstrong sees religion as an expression of art. Still, with some of us, we can have an out of the body experience, in the conscious sense experience and never consider that this would be a privilege, the unknown or the self-emptiness revealing itself. Armstrong states that people become more alive and creative through experiencing nothingness, because it is comparable to a rebirth or rejuvenation of ones entire being-both spirit and body (p.27). Life is all around, as is creativity. Armstrong goes on to say that nothingness, is the moment when ones conscious mind and body becomes the sacred energy that holds the breath of life that explains everything you had questions about. Yet, many times to experience this nothingness; a person needs to experience a tragedy, the death of a loved one, or face death themselves. In order to feel and understand the meaning of which we are, what is; and accept that there is nothing more, we need to experience nothingness, and understand enlightenment . Selflessness is to understand that you do not know your inner self. the conscious thought that defines your spirit. Whereas, know thy self, defines the outside shell, your persona. This then will lead to discovering selflessness, which is the way to enlightenment. IV. Consciousness The self plays an important role on the Path of Consciousness because it is through the self and its many different aspects that we are aware of our emotional, energetic and vibrational reality. Through awareness of the material self, our third dimensional, human self-aspect, we are aware of our disconnection, fear and alone-ness in a vast Universe that we cannot control. But that is an illusion which lacks the element for transformation, enlightenment. To become conscious within our highest self-aspects we can enlighten the self, reminding us of our divinity and joining our human self into our spiritual self. Yet, when we consider the many different aspects of the self, all of which can be expressed as different levels of consciousness, we can choose what we will be aware of and can then apply enlightenment to those areas. Our reality unfolds according to the self-aspect we choose to express. To create a different reality, we have to enlighten this self-aspect and raise its energy. How much enlightenment is required? It depends on which self-aspect we choose our intention for enlightenment and the desired outcome for our post-enlightenment awareness. Our intention for joy, peace and abundance will guide us to the level of enlightenment required to achieve those things. As we choose our path, our self-consciousness can express the highest, most powerful aspects of who we are and our enlightened being will manifest the heaven on earth that can be our path of consciousness. The Symbolic Meaning of the Lotus Flower Lotus Flower grows in the deep mud, far away from the sun. But, sooner or later, the Lotus reaches the light becoming the most beautiful flower ever. The Lotus flower is in many different cultures, especially in eastern religions, as a symbol of purity, enlightenment, self-regeneration and rebirth. Its characteristics are a perfect analogy for the human condition: even when its roots are in the dirtiest waters, the Lotus produces the beautiful flower (Campos, 2010). According to Buddhism, every person has the potential to become perfect and enlightened, and it is just a matter of time until each human reaches the light. Buddhists that its necessary to be reborn thousands of times, polishing ones being through many incarnations, until one reaches nirvana the highest state of consciousness that humans can access (Campos, 2010). What Is Consciousness? Consciousness is a state of being in the sense that without it, we would not be nor exist nor have such faculties that allow us to make choices. Consciousness is our existence, our awakened moment. It is the reality between our now and the present. It gives us the awareness of being alive in the present. The science of the mind (religious and spiritual science) is where we look at the mind as an energy form. Conclusion So, where is the mind? This is a question that still mystifies scientists and philosophers. It seems to be widely accepted in some camps that the mind exists as an external realty to our physical form under its own consciousness, yet it remains a part of who we are. Where it exists, no one knows. Yet, it is claimed to be part of the divine essence of universal consciousness. It is the higher self and the real you.

Delta Airlines :: essays research papers fc

While sitting in Atlanta’s Hartsfield International Airport, one cannot help but to notice and feel an overwhelming dominant presence of one particular airline. Delta as we know it today, traces its roots way back to 1924. Huff Daland Dusters was founded as the world’s first aerial crop dusting organization. In 1928 the company became Delta Air Service, and the following year Delta carried its first passengers over a route stretching from Dallas, Texas to Jackson, Mississippi with stops in Shreveport and Monroe, Louisiana. In 1941, the company moved its headquarters from Monroe to Atlanta, Georgia. Although headquartered in Atlanta, Delta is a Delaware corporation (Delaware is the most â€Å"pro-business† state in the US). Delta Air Lines Inc. provides air transportation for passengers and freight throughout the United States and around the world. As of February 1, 2001, Delta (including its wholly owned subsidiaries, Atlantic Southeast Airlines, Inc. and Comair, Inc.) served 201 domestic cities in 45 states, the District of Columbia, Puerto Rico and the U.S. Virgin Islands, as well as 50 cities in 32 countries. With its domestic and international code share partners, Delta's route network covers 218 domestic cities in 48 states, and 131 cities in 58 countries. When analyzing Delta, you do not have to search very far before quite possibly one its strongest attribute rears its head. Based on calendar 2000 data, Delta is the largest U.S. airline in terms of aircraft departures and passengers enplaned, and third largest as measured by operating revenues and revenue passenger miles flown. Delta is the leading U.S. airline in the transatlantic, offering the most daily flight departures, serving the largest number of nonstop markets and carrying more passengers than any other U.S. airline. Delta Air Lines transports more passengers worldwide than any other airline. Through a vast worldwide route system Delta has flown over 117 million passengers, more than any other airline in the world. Delta mainline, domestic and international service, Delta Express, Delta Shuttle, Delta Connection ®, Delta Sky Team and Worldwide Partners operate 6,400 flights each day to over 450 cities in 98 countries. Not only is Delta a beast in the market it wields its power quite intelligently. Along with this momentous market share, Delta has enormous control over some of the nations key gateways. Delta controls 72 percent of the air traffic at Salt Lake Utah. This mid west city is a gateway to most of the key major cities on the pacific coast as well as mid west.

Twelfth Night Essay: Feste is No Fool -- Twelfth Night essays

Feste is No Fool in Twelfth Night  Ã‚        Ã‚   In most Shakespearean romantic comedies, there is a character that plays the part of a truth-teller.   And in William Shakespeare's Twelfth Night it is no different. Feste, a clown, through his mixed up words and songs enlightens the other characters whilst playing the role of the truth-teller.   Through aiding the Duke with his patience, helping Viola with her love problems, and having a major role in Malvolio's downfall, Feste holds one of the primary parts of the play.    Although Feste is a clown, he seems to be the most perceptive and knowledgeable of all the characters.   He has an ability to be able to understand people and their problems.   Throughout the play, the clown acts as the main link between the characters, clearing up any problems that arise.   Willbern states that "a bit of Feste's seeming nonsense clarifies the situation" (87).   Proud of his expert skill, Feste attests that "... ...h of the characters throughout the play.   Although, he is a "fool", he proves to be the farthest of all the characters, from being a fool.    Works Cited and Consulted Bradley, A. C.. Shakespearean Tragedy. New York: Penguin, 1991. Mack, Maynard. Everybody’s Shakespeare: Reflections Chiefly on the Tragedies. Lincoln, NB: University of Nebraska Press, 1993. Shakespeare. Othello. The Longman Anthology of British Literature. Ed. Rossi. New York: Longman, 1999.