Fossil fuel, nuclear energy, and alternative power sources

Why recruiters are not paying attention to what youre saying in interviews

Why recruiters are not paying attention to what youre saying in interviews I have a confession to make. Years ago, 34 to be exact, at the start of my professional career I was an employment representative for a local university. Today, the position title would more likely be Recruiter or Talent Acquisition Specialist. The job title may have evolved, and the technology employed is now far more advanced. But the fundamental responsibilities of the position remain unchanged even today. Find candidates. Screen candidates. Interview candidates. When I say interview candidates, I mean a lot of interviews. Six to 8 interviews a day. Five days a week. Two years. That is more than 3,000 interviews if my math is correct. Now the confession. Not every single one of those interviews was gripping, edge of your seat theatre! Some of the interviews were mind numbing boring. At least once a day, in an interview, I would ask a question and then immediately â€Å"zone out†. By zone out, I mean my brain went to another place and time. It would return a few minutes late r when the candidate had finished the answer to the question. I, of course, had no idea what they had said or what valuable information they may have shared about themselves and their value to our organization. You can relate if you have ever been driving a car and several minutes go by when you find yourself at the next stoplight with no idea how you got there.I would like to tell you that my problem was unique, a symptom of life in the 1980’s and that the probability of â€Å"recruiter zone out† in today’s day and age is non-existent. But I would be lying. It’s just human nature. We are not built with an infinite attention span. We need mental stimulation and active participation to stay mentally engaged in any activity. Specific to job search and interviews, research from Monster.com indicates that:The average interviewer’s attention span looks something like this:As you begin speaking, the interviewer is listening with nearly full attention.Aft er about 10 seconds, he begins listening with less intensity.After 60 seconds, his mind begins to wander and he’s devoting less than half his attention to you. After you’ve been speaking for 90 seconds without interruption, the interviewer is barely listening at all.So, if maximizing engagement and attention span with your interviewer is a critical element of a successful job search, what’s the secret to being interesting in an interview? The answer is conversation. More specifically, you need to turn your interview into an actual conversation. We define a conversation as: â€Å"the informal exchange of ideas by spoken words†. That definition might run counter to your view of an interview as a series of formal questions and answers. If you don’t learn how to master the art of the conversational interview, then you run the risk that your interviews will always be a series of formal, dry, zone out inducing questions and answers.In today’s worl d of electronic communication, email and text messaging, it is possible that we are a little out of practice when it comes to informal conversation. That is not an indictment of any specific age group. We all, regardless of age, now have our heads buried in our smartphones. The good news is that conversation is like muscle memory and riding a bike. You never forget how to maintain a conversation. It’s human nature. You just need a few tips and techniques to adapt conversation to a job interview. Here are a few essential tips.Above all else, be interested in and inquisitive about your interviewer, the company and the position. Interest is best fueled through preparation. Research your interviewer on LinkedIn to identify areas of common interest and career experiences about which you would like to explore in greater detail. Research the company beyond the standard tour of the company website. Read articles from industry trade publications, postings from industry-specific groups on LinkedIn and the standard Google topic search.Take the time, before the interview begins, to build some rapport with your interviewer. Small talk and informal questions as you are getting settled will both ease your nerves and put your positive personality on display. Your pre-interview research gives you the building blocks for the small talk. For example: â€Å"I saw in your LinkedIn profile that you are fluent in three languages. That is a fascinating skill. How did you become so proficient in each language?†Be a storyteller. Every question you are asked is an opportunity to tell an engaging story that highlights your personality and value proposition. Work to formulate your answers to most of the behavioral interview questions using the standard STAR technique. What was the Situation? What was the Task that you performed? What was the Action that you completed to resolve the situation? And what was the quantifiable Result of your action?Keep the conversation going. En d every one of your answers with a related question designed to amplify your research and your value proposition. For example, after answering a question about how you facilitated a successful team project, you might ask: â€Å"I see that you use an open concept office design here. How do you use the open office space to leverage greater team collaboration?†And finally, have big ears and laser sharp eyes. By that I mean listen, really listen to what your interviewer is saying in response to your questions. And maintain eye contact. Don’t fake it. Stay engaged, have fun and view the interview as an opportunity to learn. Your best will shine through in an engaged conversation.The art of conversation just takes a little practice. And it makes life more interesting.I love to watch penguins. They all look the same, sound the same and pretty much do the same things every time I see them. I just don’t want to be one in an interview.Dan Troup is the founder of the Advan tEdge Careers coaching service. If you are interested in learning more about how a certified career coach can assist you in your job search, please contact AdvantEdge Careers at: https://www.advantedgecareers.com/

Free write 3 (E) Essay Example | Topics and Well Written Essays - 250 words

Free write 3 (E) - Essay Example Essay 1 makes it clear that the color contrast implies the time of the day when the farmer carried the described activity. Adding information such as the farm size can back up the thesis. The size of the farm is large, which implies the availability of land before population increase occurred in the present time. Thus, with all these detail, the constructed thesis in essay 1 is for sure strong. The draft of essay 1 entails a well representation of the key segments of the assignment, which encompasses the description, interpretation and meaning of the photo as recorded or staged. The draft meets the first section of the assignment by giving a vivid description of the photo. As described in the draft, the image is an illustration of the farming method in the erstwhile generations (Vachon 1). The second segment of the assignment seeks to unravel and interpret the underlying meaning of the photo. The contrasting white and black color tells of the period when Vachon drew the image. The photo is recorded since it captures a scene that appears

Mobile computing and wireless communication Essay

Mobile computing and wireless communication - Essay Example This exploratory approach towards making things small yet sophisticated promises much more for the future. While analyzing the evolution [2] of mobile technology, it can be safely assumed that the size and power consumption patterns are on a decline while the bandwidths available for communication will continue to increase. Such trends lead us to believe that mobile communication is bound to play an increasingly important role in everyday life through a variety of new applications often referred to as "ubiquitous or pervasive" computing. The emergence of powerful portable computing devices, along with the advances in wireless communication technologies, has made mobile computing a reality. Sensor Networks: One typical application for mobile communication is the sensor network, used for gathering information about the surroundings of the mobile equipment. Such a network consists of small integrated devices scattered over a specified area in order to collect and share information. The goal in undertaking such exercise is to discretely observe, augment, analyze or control an environment in an automated manner. Mobile networks got further enhancement with the help of wireless communication and sophisticated sensors. ... work on the basis of fixed cell based infrastructure. Coverage is provided by base stations which manage the radio resources from a central location thus integrating the services. Depending upon the area being covered by the cell, certain amount of bandwidth is allocated for mobile subscribers. These cells make use of location-based routing protocols for transfer of information packets from sources to destination. Depending upon the bandwidth allocated, an upper limit is fixed for the number of subscribers that one cell can support. Sensor networks, in particular require to support a large number of 'subscribers', resulting in an increase in density per cell. Such networks are often used for short-range temporary communication. Therefore, implementing an infrastructure supporting such a large sensor network becomes very expensive. Mobile ad hoc networks [3, 4] on the other hand allow direct communication between wireless devices operating within the nearby areas and short distances of each other. Such devices prove to be very useful in disaster prone areas. In case of disaster, whole communication infrastructure may be destroyed. In such cases the intercommunicating ability of mobile ad-hoc networks within short range proves to be very useful. For communicating between two mobile devices which are located beyond range are the method of forward messaging messages via intermediate neighbors is used. Decentralization of an ad hoc communication network also eliminates the need for a fixed infrastructure, and results in greater cost reductions. The most widespread notion of a mobile ad hoc network is a network formed without any central administration which consists of mobile nodes that use a wireless interface to send data

NURSING (MANAGING A VENOUS LEG ULCER) Essay Example | Topics and Well Written Essays - 1500 words

NURSING (MANAGING A VENOUS LEG ULCER) - Essay Example Between 2004 and 2010, the management of venous leg ulcerations cost the UK’s National Health Service (NHS) an estimated  £400 million per year, most of which was spent on community nursing services (Milic, Bogdanovic & Jovanovic 2010, p. 797). Basing on the budget, the disease calls for evidence-based practice (EBP) in its management and this paper will discuss the effectiveness of compression systems for preventing its recurrence and treatment using three sources of evidence. This article was chosen because the Cochrane Collaboration is a reputable body in the field of organization of systematic medical researches that facilitate proven and evidence-based medical and nursing practice. The cost effectiveness of stockings and bandaging in compression treatment of venous leg ulcers has been covered by a Cochrane review basing on randomised controlled trials (RCTs) with definitive results. Medical literature in the regularly updated Cochrane database opines that most cases of venous leg ulcers are brought about by the improper functioning of the venous valves, although other known contributing factors include obesity, diabetes, immobility, arterial disease and trauma. There is also evidence that persons wearing high-compression hosiery are less likely to have ulcer recurrences than those wearing moderate-compression ones. Venous ulcers can be prevented by using compression stockings on long-term alongside regular exercising, elevating legs when possible and losing weight (Gohel, Barwell & Taylor 2007, p. 83). Venous leg ulcers usually recur after healing and this can be prevented by regularly wearing compression stockings for at least five years after healing. Following the systematic reviews and meta-analyses conducted on 22 trials identified in the Cochrane review, it was consistently shown that the healing of venous leg ulcers is encouraged by compression. It was

Overcome Barriers That Prevent Parents Involvement In Childrens Education

Overcome Barriers That Prevent Parents Involvement In Childrens Education Parental Involvement is critically important in a childs education. Research has shown that parents positive involvement with their childrens schooling is associated with many encouraging outcomes. There are many parents who want to be involved in their childs day to day activities, but many circumstances enable this opportunity. Despite their best intentions to support their children, there are many barriers that prohibit the support. John Wherry (2009) discusses ways to overcome barriers that effectively prevent so many parents from getting involved. In addition, Gregory Flynn (2007) explains in order for schools to increase parental involvement, they need to promote critical behaviors and provide teacher training. Whereas, Cecily Mitchell (2008) believes by figuring out what parent involvement actually entails and how to effectively achieve it, remain challenges for schools and districts across the nation even as they work to build strong partnerships between schools and families. This paper identifies barriers that are prohibiting parents from becoming more involved in their childs education and strategies to overcome these barriers that are preventing parental involvement. Literature Review There is an abundance of literature which introduces many to the importance of parent involvement and a vast variety of reasons are present to support the view of how parents and teachers can make the involvement work. Parental involvement involves a partnership between the teachers and parents. This partnership bridges a gap between parents and teachers to enhance a childs education. In this partnership between parents and teachers, they encounter barriers that prevent the partnership from working together; which lead them to find strategies that will help them overcome the barriers. Parental involvement is an issue that has been around for centuries and is one of the key components of the No Child Left Behind (NCLB) Act (Mitchell, 2008). This literature review explains that parental involvement plays an important part in a childs education and in order for parental involvement to be a success; teachers and parents have to overcome barriers that prevent this partnership from being s uccessful. Wherry (2009) provided a candid description on ways schools can prevent barriers of parental involvement. He developed strategies that will make the up and coming school year be the best ever for parental involvement for some teachers and parents. He goes on to state, there is a way for parent support to boost student learning available to any school, that makes the modest effort to overcome barriers that distinctively prevent parents from being involved in their childs education. Parental involvement has generally been defined as diverse activities in the home or at the school that permit parents to share in the education process (Wright). It is reasonable to assume with such attention given to the importance of parental involvement both in the literature and by the government, that there has been a significant increase in parent participation in our schools (Flynn, 2007); however, according to the National PTA, there are 50 million children enrolled in schools and one i n four parents is actively involved in their childs education (Griffiths-Prince, 2008). Parental involvement is when parents and teachers participate in a regular, two-way conversation involving student educational learning. This includes parents being involved in their childrens education in various ways, both at home and at school. When parents feel good about their school involvement and the schools instructional efforts, they tend to hold high expectations for their childrens interests, aspirations, and learningà ¢Ã¢â€š ¬Ã‚ ¦ (Risko, Dalhouse, 2009); consequently, parents who are in touch with the childrens education can better observe classroom activities and improve their communication with the teacher. Many parents seek out the opportunity to share in their childrens experiences, as well as communicate with their children. Although parent involvement is revealed to have a big impact on the student achievement and success, it could be led to be seen as a vital ingredient to education form, for example, findings from the National Longitudinal Survey of Youth 1979 suggest that parental involvement does not independently improve childrens learning, but some involvement activities do prevent behavioral problems (Domina, 2005). Because of unfortunate circumstances, there are some parents who are not able to be involved with their child education. While parental involvement is important to public education, there are barriers that prevent parents from being involved with their childs education. Identifying Barriers of Parental Involvement Education is the key to many children having a good future. In order for a child to reach this milestone in their lives, they need not only their parents, but also the teachers. Even though parents know their children better than anyone else and can be virtually important school partners if allowed to be (Wherry, 2009); however, there are some parents who tend to be less involved in their childs education (LaBahn, 1995). Could this be on purpose or do they have legitimate reasons? When educators learn what barriers exist in their schools, it could be an important step to increasing parent involvement (PSEA, 2007) because; schools play a strong role in determining the level and nature of parent involvement (B W, 2008). Parents may be doing the best they can (LaBahn, 1995) and it is still not enough, because parental involvement is a challenge to some parents. Many of them have to deal with various barriers, such as lack of communication, lack of time, and language differences. Lack of Communication Lack of communication is one barrier that prevents parental involvement. Differences in expectations and misunderstandings about each other goals can lead to uncertain and tenuous, and contentious relationships (Risko Walker-Dalhouse, 2009). Parents who receive negative communication or no communication from schools tend to have trust issues. The trust issue leads parents to believe the school has an unfriendly climate. Also, if a parent had a bad experience as a young child with teachers, that experience could leave a parent fearful of speaking to their own children teachers. These negative perceptions of schools held by many parents should be replaced with some positive perceptions of the school. Many parents are not aware that help is needed because the school has not advertised the opportunities. Although some schools send out information pertaining to parental involvement with different types of activities, this does not happen at every school. Many parents would feel eager to come to the school to volunteer their services, if they were invited into the schools. Parents are most likely to agree to partake in a classroom activity if they are asked directly by the teacher to do a specific task. Schools should work to build and maintain a welcoming and responsive school atmosphere (Wherry, 2009). Lack of Time Lack of time is also a barrier that prevents parental involvement. Parents often cite time as the single greatest barrier to volunteering, attending meetings, and joining decision making committees at their childrens school (PTA, 2009). Parents, who work in low-paying jobs that do not offer time off for illness or family emergencies, do not have a lot of time for parental involvement and they cannot risk their jobs to take time out to visit their childs school. There just simply are not enough hours in the day to accomplish everything (LaBahn, 1995).In todays society there are more single family households that require the parent to work long hours. With the increase in single-parent households and the dramatic change in the work force, with mothers of school-aged children entering in great numbers, time has become a valuable commodity for parents who struggle to make ends meet (Patrikakou, 2008). For example, many mothers do not have equipment or the skill to plan science fair experiments or construct woodworking projects, and fathers may not be able to help design and sew costumes for the school play (LaBahn, 1995). Parents also feel that when the children are not in school, time should be spent with the family and not attending meetings at the school. Some parents feel that too much involvement in their childs education could have a harmful effect, either by making their child uncomfortable or making the child dependent upon them. Teachers and parents know that time is often one of the greatest challenges and that is why it should be spent on building up the child education. Principals of K-8 Title I schools report that time is a barrier to parent involvement more often than any other factor. 87% of Title I principals report that lack of time on the part of parents is a significant barrier to parent involvement, and 56% report that lack of time on the part of school staff is a barrier (find reference). Since many parents think there is not enough time for work, cleaning, cooking, and parent meetings, they do not bother attending school meetings. Language Differences Another barrier that prevents parental involvement is language differences. Approximately 20% of U.S. students are learning English as a second or other language, of these students over 40% are immigrants (Wright). Non-English speaking parents may find that it is difficult communicating with their childs teachers. Nancy Hyslop (2000) stated many Non-English parents experience low self-esteem, culture shock, and misconceptions. Many of these parents are confused about their roles in education and how to help their children. They lack knowledge on how local systems operate and very often they do not know where to go for information pertaining to their childs education. In recent years with the increasing cultural and linguistic diversity of families, the home and school environments may hold different and sometimes diverging beliefs about the appropriate degree and nature of parent involvement (Patrikakaou, 2008). Hispanics sometimes encounter discrimination by the larger society which discourages them from getting involved in events at their childs school. Parents who do not speak English may not understand newsletters, fliers, or speakers at meetings (PTA, 2009). Even if one has not experienced discrimination, there is a fear that discrimination could happen. Non-English speaking parents want the same end result as many English speaking parents, which is for their child to receive an education that will allow them have a better future. Even when language differences occur, a teachers willingness or attempt to speak the home language can convey care about the students and parents, and this willingness can encourage parents to feel comfortable enough to speak in English and can enhance possibilities for communication and rapport. (Risko Walker-Dalhouse, 2009). In order for the schools to reach beyond these barriers, there needs to be parental involvement implemented into the education program . Strategies to Overcome Barriers If barriers are preventing parents and teachers from sharing ideas or exchanging information pertaining to the child, then everyone involved needs to find strategies to overcome these barriers. They can reach the partnership needed if they figure out strategies to deal with barriers such as, lack of communication, lack of time, and language differences. Mitchell (2008) examines parent involvement in public education. She explains in her article that parent involvement has to happen on all levels. Even though the parents and teachers tend to have barriers that prevent parent involvement, Mitchell state everyone involved in the childs education, including teachers, parents, principals, communities and even the school district have to find strategies to overcome these barriers. There are many ways that a school can improve communication (LaBahn, 2007) such as, informing families about routines and providing them with specific ways they can help at home provides parents with structured opportunities to participate in their childs education (Patrikakou, 2008). The most important thing a parent can do for their child education is stay in contact with the teacher. The teacher can keep parents regularly informed about student progress, school requirements, and school events (Wherry, 2009). The teacher is the bridge between the parent and the child education; therefore, parents look to the school for answers about learning issues (Wherry, 2009). That bridge will help parents stay connected with the childs teacher, enable them access to monitor classroom activities, and correspond with the efforts of the teachers. A study conducted by Berthelsen Walker (2008) explained that five items were used to assess parents contact with their childs school program. A number of activities in which parents may have participated at their childs school were identified to which parents could give a yes/no response: During this school term, have you à ¢Ã¢â€š ¬Ã‚ ¦-contacted childs teacher; visited childs class; talked to parents of other children at the school; attended a school event in which your child participated; and volunteered in the classroom or helped with a class excursion. Engagement in three or more activities was indicated by 76% of parents. Parents were most likely to have talked with other parents at the school (92%) or visited the childs classroom (87%), and least likely to have volunteered in the classroom or helped with a class excursion (48%). A parent-teacher conference is one way for parents to keep in contact with the teachers. The parent is able to sit and have a two-way conversation with the teacher and tell the teacher what they expect from the child and the teacher. The teacher can also speak to the parent and find out what are their expectations of them as educators. When parents and teachers learn how to communicate with each other, they can become stronger and knowledgeable by working together. Unfortunately many parents are not able to attend parent-teacher conference, because they do not have the time: however, many schools are working around parents schedule for that one on one. Teachers are encouraging parents to drop by the schools when classes are dismissed or call their homes after work hours. Schools can set aside time during the school day for teachers to meet with parents at school or at home or free teachers from routine chores, such as lunchroom supervision, so that they can work with parents (Moles). Students need more than their parents, they also need the people who want to see all children make it in this world. Parents who are have language barriers need strategies to help them feel better about being a part of their childs education. By creating culturally aware school-family partnerships, school systems can reduce cultural, discontinues, create diverse learning opportunities, improve racial perceptions and attitudes, and foster interethnic friendships (Patrikakou, 2008). For example, when parents enroll their children in the Early Head Start program, the program managers makes sure a translator is there to help ease the Hispanic family discomfort and make their first experience with the program a rewarding experience. There are comprehensive program that can provide a model for empowering immigrant parents and changing teacher perceptions of immigrant parents school interest and involvement. The program titled the Immigrant Parent Partnership Program supported parent engagement through leadership classes, multiple-language programs, teacher action research to increase teacher understandin g of immigrant parents, and the creation of a parent resource center (Risko Walker-Dalhouse, 2009). The often heard statement, It takes a village to raise a child, is very true. Parental involvement plays a key role in the Early Head Start work setting. Our program is based solely on parent involvement. We have to find ways to encourage parents to become better involved in their childs education. Something as simple as coming in and helping the child take their shoes off and placing them in the correct cubby, helps the teachers in achieving some of the goals for the students. We also include parents in the decision making at the center. Parents are asked to complete an application to be a member of the policy council; in which, the parents names are placed on a ballot to be voted on. The policy council consists of community leaders and parents. The community leaders assist the parents in making vital decisions regarding the children at the centers. Politically we are a non-profit program financed by the government with certain stipulation. We are expected to work with the community by building up the parents with children who attend the centers. In order for the program to qualify for federal and state grants, we have to incorporate In-kind that involves the parents and community members. Arkansas Better Chance and Arkansas Better Chance for school success require the program to receive a 40% in-kind match of the grant amount. We achieve this goal by encouraging parents and community workers donating goods, providing services, and performing jobs at the centers. Parent involvement also plays a key role in the education process. It has been shown that children whose parents are involved in early childhood programs, such as, Head Start, have higher cognitive and language skills than do children whose families are not involved or part of such programs (Patrikakou, 2008). Children at a young age, needs that extra help and encouragement. We are expected to allow the children to play and socialize with each other, but they still need to learn what is expected of them when they enter into the public school system. We encourage our parents by providing them people to speak to with concerns regarding their children developmental skills. We share educational information to the parents that will provide their children learning environments which will help them grow into well adjusted students. As an Early Head Start teacher, the job involves working closely with the parents concerning their childrens education and needs. When a parent comes into the ce nter and volunteers to wash clothes, dishes, or help feed the children, this take a big load off the teachers. We encourage parents to come in and rock, not only their children, but the other children in the center. When we work with the parents, we develop a bond that helps make all transitions easier. Working with the parents allow us to learn more about the children and about the parent, in return, they learn who we are as people and not teachers. Parental involvement is a necessity in the school systems. When parents are involved, children are more acceptable to learn and behave, because they learn, their parents are only a phone call away. Conclusion After viewing the literature on parent involvement, brings the research to the conclusion that parental involvement matters in the school systems. Bringing teachers and parents together as one, sometimes means going around, over, and under barriers for solutions to a parent involvement program that works for everyone. To get to this point in a childs life, many parents and teachers have to discover strategies that will work for them. Although factors such as lack of communication, lack of time, and language barriers can prevent parent involvement, there are many ways to triumph over the barriers. Encouraging and involving parents in decisions pertaining to their child can make a big difference. Children will have better attendance, higher grades, test scores and graduation rates. Parents will have a better understanding of how the school operates. Teachers can increase community support with parents and students. Parents are the key to their children future. When parents and teachers come together as one, a child is able to leap over bounds and conquer the world. Barriers are just stepping stones to great outcomes.

Jonsons Volpone :: Jonson Volpone

Homosexual Overtones in Volpone During the Renaissance, women did not participate in the theatre; hence, men, dressed in drag, played women's roles. This particular characteristic of Renaissance drama adds many dimensions, erotic and social, to the spectacle on the stage. However, "The primary difficulty in surveying this landscape results from the strong indications that early modern eroticism was fundamentally different from that today. Consequently, the challenge deciphering what may be radically different cultural codes for the Rena issance is formidable" (Zimmerman 7). The interactions between cross-dressed boy actors and the adult male actors, by today's standards, would be considered homo-erotic. In Ben Johnson's Volpone, the role of Celia, the main female character, would have be en played by a cross-dressed boy; hence, many inferences about Renaissance eroticism may be made by exploring the element of cross-dressing and how it transforms the action on stage and the audience's perception. Celia (played by a cross-dressed boy) interacts with men throughout the play. The scene in which Volpone attempts to rape Celia could be construed as extremely homo-erotic. Volpone desires Celia, yet she refuses to succumb to his advances; thus he trie s to force himself upon her. Bonario is Celia's true love interest, which also has homosexual overtones. The sexual and intimate interactions between Celia and the male characters creates an interesting dynamic. For instance, "When an actor in a male role did not need to impersonate adult-ness, his interaction with a cross-dressed actor, particularly a cross-dressed boy, change. Presumably, the adult actor, by virtue of age, voice, physical appearance and interpretive range, lent credence to the (usually) heterosexual valences of cross-dressing within that fiction. The dual lens on the dramatic action that the adult male actor provided was in all likelihood angled most directly at adult male spectators" (Zimmerman 46). The actors are i nteracting like hete rosexuals of the opposite sex, however, the fact that it is really two males blurs the lines of what the audience was actually seeing and enjoying. Celia was obviously made to be attractive to the male spectators, because she is the main female love interest in the play. The male spectators may be attracted to what aesthetically appears to be a woman, or they may be attracted to an androgynous, cr oss-dressed boy. Hence, Celia's appeal is twofold.

Locke and Hobbes on Revolution

Thomas Hobbes (1588-1679) and John Locke (1632-1706) belonged to the same generation of philosophers.   However, both philosophers viewed English Revolution differently.   Hobbes had experienced the English Revolution as a time of brutality.   Thence, the philosopher compared the revolution to what he referred to as the â€Å"state of nature† (or, a state of primitiveness). This state was ruthless and uncouth.   Hobbes believed that revolutions were similarly a negative state, and in order to guard itself against the malice of revolutions, society needed a strong king and strict governance, somewhat akin to the Panopticon state of Michel Foucault.   Locke, on the other hand, lauded the concept of revolution as a necessity during times of governmental disturbance.   In other words, the philosopher with a good view of revolution believed in dismantling the government if it does not work (â€Å"Locke and Hobbes†). Sharp (2006) explains the difference between Locke’s and Hobbes’ viewpoints on revolution thus: At least part of the difference between Hobbes and Locke can be attributed to their  historical circumstances.   Hobbes witnessed the English Civil War, which destroyed every  opportunity for happiness for many people.   His all-powerful state must have seemed like the  lesser of two evils, since it would at least be stable and life would not devolve into anarchy.  Ã‚   Locke, however, witnessed the Glorious Revolution, where the government was completely  changed without bloodshed. For him, revolution must not have seemed like such a terrible  thing.   Most likely, both views are too extreme.   Revolution is usually a costly endeavor, since  those in power rarely relinquish it willingly.   However, the possibility or revolution is a key   part of maintaining rights, since an all-powerful government could suppress our rights without  fear of repercussion. Hobbes, being senior to Locke in age and experience, had apparently seen a bloody war that Locke had not been a witness of.   Thus, the views of the philosophers differed with respect to the English Revolution.   Had Locke also lived through the English Civil War, he might have been bitter about the idea of revolution as well.   Nevertheless, it is important to note that both philosophers believed in human rights.   Locke was not a violent agitator.   Furthermore, it is clear that his philosophy on revolution was written with ultimate peace in mind. Locke wrote about â€Å"abuse of power by the government† as a reason for a revolution.   In order to serve justice, he considered it ethical for citizens to fight for their rights, even if they must fight the government for the same reason.   In Locke’s view, â€Å"rebellion† was a necessity at times of governmental corruption and dissidence.   Besides, in the perspective of the philosopher, the people could be trusted to make decisions as regards civil rights.   The important matter to consider remained, however, that people could achieve â€Å"restoration of their rights† via a revolution (Kemerling, 2000). Locke’s philosophy on revolution makes the kinds of allowances for the common people that Hobbes’ philosophy does not allow for.   In the latter’s view, revolutions are bad because they lead to bloodshed.   So therefore, governments should be strong enough to rule the people without letting them express their agitation in any form whatsoever. Locke’s philosophy can debate with Hobbes’ view quite simply by claiming that the victims of bloodshed are usually the common people; and if they are the ones taking responsibility for a revolution, they are the ones also responsible for guarding their safety at all costs during a revolution.   Governments that try to quell public rebellion through military violence are bad in any case.   Hence, the public is right in demolishing such governments.   At the same time, the public must protect itself from the agitation of the government during a revolution. Thus Locke’s philosophy of revolution allows for public liberty unlike Hobbes’ philosophy, which is similar to the Panopticon.   Michel Foucault’s (1995) Panopticism begins with a detailed description of the measures to be taken against a seventeenth century plague. The government was meant to exercise absolute control over all citizens during such time, as spaces were to be partitioned and houses were to be closed off.   Stray animals were to be killed, and human beings were to be advised that they could only leave town if they wanted to be killed too.   Moreover, guards were to be put on duty to keep a constant eye on the people.   Every guard was to be informed that â€Å"if he leaves the street, he will be condemned to death.† The government aimed to create a pure and disciplined community through these orders.   What is more, as Foucault points out, it was a â€Å"political dream† to create such an obedient community, even for a brief period of time.   Such an obedient community happens to be a model for other communities and other times.   This plagued community was further marked by: †¦strict divisions; not laws transgressed, but the penetration of regulation into even the  smallest details of everyday life through the mediation of the complete hierarchy that assured  the capillary functioning of power; not masks that were put on and taken off, but the  assignment to each individual of his ‘true' name, his ‘true' place, his ‘true' body, his ‘true'  disease.   The plague as a form, at once real and imaginary, of disorder had as its medical and  political correlative discipline.   Behind the disciplinary mechanisms can be read the haunting  memory of ‘contagions', of the plague, of rebellions, crimes, vagabondage, desertions, people  who appear and disappear, live and die in disorder. The Panopticon state is the literal embodiment of Hobbes’ philosophy of government.   Totally unlike Locke’s state of freedom, which is equal to democracy in present times, Hobbes’ is a restrictive state with police control at best.   From these two differing philosophies of government arise two dissimilar, defining concepts of revolution.   People through history have found it difficult to believe in both at the same time.   To answer their concerns, both Hobbes and Locke advise their readers and thinkers to use their reason in changing or adopting a form of government (Sharp). References Focault, Michel. (1995). Panopticism. Retrieved 20 May 2007, from c. Kemerling, Garth. (2000). Locke: Social Order. Philosophy Pages. Retrieved 20 May 2007, from http://www.philosophypages.com/hy/4n.htm. Locke and Hobbes, Two Contrasting Views of the English Revolution. Retrieved 20 May 2007, from http://www.iun.edu/~hisdcl/h114_2002/Locke%20and%20Hobbes.htm. Sharp, Robert. (2006, September 5). Hobbes Vs. Locks: A Question of Rights. Retrieved 20 May 2007, from http://philosophy.suite101.com/article.cfm/hobbes_vs__locke.      

The Pygmy Chain Sword Plants Essay Example

The Pygmy Chain Sword Plants Essay Example The Pygmy Chain Sword Plants Paper The Pygmy Chain Sword Plants Paper Understanding the process of photosynthesis is also vital in other areas, such as medicine, agriculture, energy production, and even electronics. In medicine, since light has extremely high energy content, sometimes it can cause damage to living organisms such as skin cancer and skin aging. To combat the high-energy content, plants developed photoprotective mechanisms to limit the amount of harm, which is caused from exposure to the light. By learning about the causes of tissue damage cause by light exposure and the way photoprotective mechanisms operate, we can develop our understanding of this process and use it to benefit the human race. An example of how photosynthesis has been applied in the medical field is in the treatment of tumors, where substances related to chlorophyll are injected into cancerous tumor tissue and exposed to light. The illumination of these tumors causes photochemical damage to take place, which can kill the tumor and leave surrounding tissue unharmed, as the protective agents converted the excess absorbed light into heat due to the basic principles of photosynthesis. Overall, photosynthesis is relatively inefficient, as only one to two percent of solar energy is used to form photosynthetic products. From that one to two percent, many plants undergo a process called photorespiration that causes them to waste much of the photosynthetic energy absorbed. By studying photosynthesis in detail and understanding processes like photorespiration, we can learn to control these processes so we can increase the productivity and efficiency of plants. Research along these lines is critical, as recent studies show that agricultural production is leveling off at a time when demand for food and other agricultural products is increasing rapidly. (Gust) Research into photosynthesis could lead to the production of more efficient crop strains or the development of more efficient, selective, and environmentally friendly herbicides that take effect by preventing steps of photosynthesis from occurring. Developing our understanding of photosynthesis can help to deal with issues of global importance, the decreasing amounts of fossil fuels and coal, which are vital to our daily life, especially in developing countries such as China where most of the power plants rely on coal. By learning how to control and increase the efficiency of photosynthesis, we can increase the production of fuels derived from agriculture such as ethanol. A new experimental process carried out by scientists today involve making ethanol from trees, grasses, and crop wastes by breaking down the cellulose in woody fibers to form cellulosic ethanol. This is much more efficient as trees and grasses do not need to be replanted every year like grains. (Ethanol made from, 2006) By increasing our understanding of photosynthesis, we can cut down on our dependence on fossil fuels, and on the production of greenhouse gases, by increasing the production of ethanol as an alternate source of fuel. Photosynthesis can even help in the development of technology, as engineers strive to make transistors and circuit components smaller in order to make computers faster and more compact, similar to how thylakoid membranes are packed inside chlorophyll molecules. Learning how plants control the movement of light energy to the different reaction centers and convert the light energy into chemical energy, can allow for the development of molecular-scale computers The reason why I chose this research question is that apart from my own personal interest in plants and my concern over the rising levels of pollution on earth, by understanding photosynthesis, the basis of life on earth, we can make medical and technological discoveries to improve our standards of living. Yet at the same time we can learn to control photosynthesis in order to increase the production of food and ethanol, and limit the amount of carbon dioxide in our atmosphere.

Guide to Using SAT Practice Tests 20 Hour Prep

Guide to Using SAT Practice Tests 20 Hour Prep SAT / ACT Prep Online Guides and Tips It's important to learn how to use official SAT practice tests as study resources because they will give you the most accurate reading of what to expect on the real SAT. If you only have twenty hours to prepare, this guide will teach you how to use practice tests to your best advantage within that limited time. I'll walk you through why SAT practice tests are important and how you can use a step by step twenty hour plan to get the most out of them. Why Are SAT Practice Tests a Good Tool for Short-Term Prep? Practice tests can be very helpful if you only have a short time to prepare for the SAT.You’ll experience larger point gains through enhancing yourunderstanding of the overall format of the test than you would through focusing solely on specific content issues.Practice tests will introduce you to the time constraints and question types you’ll see on the real test, so you’ll be prepared to deal with the time pressure and confusing wording that tends to stump students who have less experience with the SAT. The benefits of practice tests increase even further if you can evaluate your mistakes accurately and take steps to fix them.Although you don’t have much time, higher level weaknesses in test-taking strategy can be fixed relatively quickly.Practice tests give you the power to recognize these weaknesses and take simple steps to eliminate them. How to Prep for the SAT in 20 Hours Using Practice Tests Here's a step-by-step guide to using practice tests in a twenty hour study plan. You can adjust the times to your personal needs, but this plan provides a rough outline of how to go about the process of taking practice tests and evaluating your mistakes. Step 1: Take a Baseline Test (4 Hours) You will need to take an initial practice test to see where you stand score-wise and diagnose your weaknesses.Make sure that you use the appropriate time constraints and set yourself up in a quiet environment.You should also print out the test so that you can simulate realistic testing conditions. Print out this picture and give it to your family when you're taking an SAT practice test. Step 2: Analyze and Fix Your Mistakes (4 Hours) Now that you’ve taken a practice test, you can look at your incorrect answers to figure out your biggest problems.You won’t have time to fix all of your issues on the test in this short study period, but you can tackle some of the most common mistakes at a higher level. Take note of whether you messed up on certain sections in particular.If you find that you had a lot of difficulty on one part of the test, you should devote some time to figuring out what went wrong and how you can fix it.There may be a few different issues that need addressing if you hope to raise your scores significantly. Here are a couple of scenarios you might encounter and some short-term strategies for improving your performance. Running Out of Time If running out of time is an issue for you, you will be able to improve your performance through greater familiarity with the test material and smarter test-taking strategies.Do you tend to get stuck on difficult questions? On your next practice test, skip any question that you can’t figure out within 30 seconds on the Reading and Writing sections or within a minute on the Math section.You shouldn’t waste too much time struggling on hard questions. If you do, you run the risk of missing easier questions at the end of the section and losingmajor points! If you’re running into problems with time on the Reading section, you might try switching up your strategy.Most students instinctively read the passages on the SAT closely, but this can lead to time issues if you’re a slower reader.Try skimming the passages instead (read the introduction and conclusion paragraphs and the first and last sentences of each body paragraph).You should be able to answer most questions just by skimming, and it will save you a ton of time.If you find that you don't know the answer to a question, you can always go back and read specific parts of the passage more closely. Another method that might work for you is skipping the passage altogether and heading straight for the questions.On the SAT, you’re given line numbers for most of the passage-based reading questions, so you can just read the lines indicated in the questions rather than the entire passage. For more strategies to combat time management issues on the SAT, see these articles with tips for how to stop running out of time on Reading and Math. Ah, time, the forever-ticking demon that haunts us all. Careless Mistakes If you made a lot of careless mistakes, you might be rushing or not reading the questions closely enough. Acareless mistake is an incorrect answer to a question that should have been easy for you.It might be a result of misreading what the question was asking for or being overly confident and not thinking it through. Issues with careless mistakes can be fixed through more practice testing (yay!) and awareness of your time management.Careless mistakes are also easy to spot if you double check your answers for each section. You should make a point of doing this if you have any extra time at the end! Question Misunderstandings Did you find that you genuinely misunderstood some of the questions on the test? If you're running into these types of mistakes, you should continue to practice similar questions. Make sure you fully understand why the correct answer makes sense.Once you know the solution, try working through the question or problem on your own to see where you might have gone wrong.This strategy will help train your brain to handle similar questions in the future. Lack of Content Knowledge Since you don’t have very much time, gaps in your content knowledge aren’t going to be easy to fill.If there are minor things you don’t know (such as a mathematical formula or grammar rule that you need to memorize), you can review them before the next practice test.If you’re struggling with an entire content area, like functions or geometry, you might not have enough time to fix those problems.Focus on surface-level content issues to maximize your point gains in this short time window. Make sure you're content with your content knowledge. For more tips on how to review your mistakes, check out this article.You might not be able to comb meticulously through all the questions you got wrong, but there are some useful strategies that can still be implemented by students who are pressed for time. Step 3: Repeat Steps 1 and 2 (8 Hours) Now that you’ve reviewed your mistakes and tried to fix most of the issues you had on the last test, you can take another practice test to see whether you’ve improved.Go through the same process with this test as you did on the previous one.If you find that you’ve improved significantly, that’s a good sign! You may be making different types of mistakes now, so it’s worth it to do another analysis. If you didn’t improve, you should consider how you went through the process of fixing your mistakes on the first test and whether you need to implement different strategies. Step 4: Take a Final Practice Test (4 Hours) After reviewing and fixing your mistakes on the second practice test, you should take a final test to prepare for the real SAT.You can take this practice test a couple of days before your test date. Make sure you keep all the strategies in mind that you developed from reviewing your other practice tests, and don’t change your methods between now and the real SAT. Total Time: 20 Hours! Wahoo! You did it! Will 20 Hours Be Enough for Me? Depending on how much you need to improve, 20 hours might be more than enough time, but it's not an ideal amount of prep time for students who are looking for significant score improvements on the SAT.You should start preparing earlierif you hope to raise your scores by more than 200 points or are looking for a perfect score. If you're hoping to improve by 300 points or so, you may be looking at 80 hours of studying as a more realistic amount of time. Take a look at this article on how long you should study for the SAT for more information. You can also read some of these resources to learn more about why your studying for the SAT now will pay off in the future. That being said, anyone can make moderate improvements in twenty hours if she'shonest about hermistakes and takes practice tests under realistic testing conditions.If you’re new to the SAT, you will probably see some big changes in your scores from the first practice test to the third.As a general rule, however, starting your studying earlier will be better for your mental health and your performance on the test! What's Next? Worried about low SAT scores? Here are some prep and test-taking strategies specifically targeted towards low scorers that will help you improve! Do you have procrastination issues when it comes to SAT prep? Find out how to combat procrastination in preparing for standardized tests. If you have a bit more time on your hands and want to learn how to get the best scores possible, read PrepScholar's ultimate guide to SAT prep. Want to improve your SAT score by 240 points?We have the industry's leading SAT prep program. Built by Harvard grads and SAT full scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so you get the most effective prep possible. Check out our 5-day free trial today: Have friends who also need help with test prep? Share this article! Tweet Samantha Lindsay About the Author Samantha is a blog content writer for PrepScholar. Her goal is to help students adopt a less stressful view of standardized testing and other academic challenges through her articles. Samantha is also passionate about art and graduated with honors from Dartmouth College as a Studio Art major in 2014. 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Ideology Coursework Example | Topics and Well Written Essays - 500 words

Ideology - Coursework Example .†( Eatwell and Wright, 17). In simple words, political ideology consists of certain notions or ideas about how the socio-political regime should function to create a certain type of social order, and concerns itself as to how the political power should be allocated and to be used to what ends. Personally my political ideology would tend be more of the conservative type. I have always believed that my country comes first, and one should consistently be ready to fight for his country, without looking at the ethical or moral side of the issue. As per my beliefs, a good, stable economic condition of a country comes from individual efforts of its citizens and a free trading order. I strongly believe that in US, especially in today’s context, the immigrants have become a huge burden, with them taking away a large share of the job market, which should in natural course have gone to the Americans. Though not overtly religious, I believe in more conservative social values, and d o not particularly endorse the concept of same sex marriage. Environmental protection certainly does not top the list of my priorities, as I feel that US has already done more than enough in this regard, and any further effort would mean job cuts and economic losses. I find private spending is more efficient than the government pattern of expenditure which is far more extravagant and inefficacious. So all these personal political ideologies put me into the bracket of what in US is known as the Conservative Republican. In regards to the government’s involvement in our lives, for better or for worse, I certainly feel that we could do without too much of interference from the government in our daily lives. Less of government certainly spells better for us. Strict trading regulations by the government tend to create problems of stagnation and a closed economy, which results in widespread poverty and destitute conditions.

Introduction to Economics Assignment Essay Example | Topics and Well Written Essays - 1750 words

Introduction to Economics Assignment - Essay Example Free Market Economy is also characterized by the rights of individuals to buy and hold private property (Lipsey & Chrystal 2003). This characteristic is an incentive for both buyers and producers. It allows both buyers and producers to make bold and brave decisions. Since producer knows that he can own land, capital and other factors of production, he invests money into the system. Buyers also know that they can acquire goods, property or other thing of value now and can either consume it or store it for future consumptions. This moves the wheels of the economy and leads to equilibrium quantity demand and quantity supplied in the market. It also leads to price adjustments in the economy at a point where the motives of the buyers meets the motives of the sellers or producers. This is also called market creation or market searching. Market searching is the process when the market is trying to adopt or settle at the equilibrium price. Eventually market settles down at equilibrium becaus e in over priced market supply is greater than demand which eventually leads to price going down. If the market is under priced demand is going to be higher than supply and this will result in price hike and eventually equilibrium will be reached. Free Market Economies encourage the process of market searching through market forces working without any intervention from government or other control factors. (Brue & McConnell 2006) Adam Smith also pointed out an interesting phenomenon in the system. He laid the foundations for the concept of â€Å"Invisible Hand† in the free market economy. He was referring to the fact that everything changes in response to the movement in prices. In essence, he was telling the world that in order to achieve their own motives, buyers and producers end up doing good for the system. This interesting fact can be explained in the following example. When a person earns income in this system, he spends it on his necessities, needs and wants. The money spent in the economy changes hand and transfers from the hand of the person spending the money to the producers of goods and services wanted by that person. This encourages producers of these goods and services to employ more resources and produce more goods and services. This leads to employment generation in the economy and when people are employed they tend to invest and save more. This leads to further employment generation and the cycle continues. The focus in this example is on the trickledown effect in the Free Market Economy. Many countries where the socialism dominated previously have realized the importance of Free Market Economic System and are opening up themselves for more private investment and encouraging the development of private entrepreneurs that will provide the impetus for high economic growth rates. The debate here is not about how good or bad the free market system, but it is more about why aren’t countries adopting the model of free market economy in its perfect sense. Even USA is not a totally Free Market Economy. Government controls and regulates the economy in the United States of America as well. The reason for this is simple. Extremism in any system is bad. If a system is totally dominated by private sector without any government regulation of the economy, then there are chances that private businesses might exploit the resources, consumers and the environment. This would lead