Ms. Margaret Eleanor Atwood is... free essay sample

Ms. Margaret Eleanor Atwood is an internationally celebrated novelist, literary critic, and poet. As a child, Atwood spent her time between Ontario, her familys primary residence and sparsely settled bush country in northern Canada, where her father, an entomologist, conducted research. Because of her fathers ongoing research Atwood spent most of her childhood in the woods of northern Quebec and traveled continuously between Ottawa, Sault Ste. Maire, and Toronto. She did not attend school full time until she was eight years old. Because of her upbringing, her works often have themes of the dangers of the ideologies of sexual politics and civilization vs. wilderness. Although, Atwood embeds feminist ideals in her writing as she rallies to empower women, she also cautions her readers by writing dystopian works that touch upon the darkness that is present in humanity.She studied at the University of Toronto where she began publishing her poems in the college literary journal. We will write a custom essay sample on Ms. Margaret Eleanor Atwood is or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page In 1961, she graduated with a Bachelor of Arts in English and minors in philosophy and French. In 1961, she printed a book of poems, Double of Persephone, and was named he winner of the E.J. Pratt medal. She then went on to obtain her masters at Harvards Radcliff. She planned to pursue higher degrees at Hardvard University, but did not finish her dissertation. Her first significant work was a book of poetry, The Circle Game published in 1964, which was highly praised worldwide and honored in 1964. After that, she wrote numerous novel, screenplays, short stories, children books, and e-books. Atwood also had a distinguished career as a professor. She held positions at the University of British Columbia from 1964-1965, Sir George Williams University from 1967-1968, and York University from 1971-1972. Atwood continued writing some of her most celebrated novels including the Handmaids Tale, the Blind Assassin she continued writing some of her most celebrated novels including The Handmaids Tale, the Blind Assassin, The Penelopiad, Alias Grace, The Edible Woman and many more.In her works, Atwood continually pits civilization against wilderness and society against savagery. She often considers these opposites to be some of the defining characteristics of Canadian society. By pitting civilization against the wilderness, she can create metaphors for the divisions between human personality. Society, civilization, and culture all represent the humanity of all humans while wilderness, irrational, carnal thoughts and actions all represent the savagery of our inner beings. In one of her most famous novels, The Handmaids Tale is about a futuristic totalitarian society called the Republic of Gilead. Gilead rose to power because they wanted to put a stop to prostitution, porn and violence toward women. They also wanted to raise the declining fertility rates caused by pollution and chemical spills which lead to radiation sickness. The main characters name is Offred which isnt her real name, but symbolizes the ownership that a man has over her. Offreds job as a andmaid and her job is Gilead is to be assigned to married couples to bear their children. Offred is assigned to the Commander and his wife, Serena Joy. During the Ceremony Offred is obligated to have sex with the Commander while Serena holds her hands down. The Handmaids Tale is interesting because it uses many of Offreds flashbacks to tell the story of how Gilead began. By doing this we are able to find out that Offred had an affair with a married man and ends up marrying him. After they marry they have a daughter together. In the novel, Offred has a best friend named Moira who refuses to become a victim to Gileads oppression. Offred had a best friend named Moira who was a rebellious who refuses to stand down against Gilead. As Gilead takes over womens rights are virtually non-existent. They are not allowed to own property, have jobs, or vote. When Luke and Offred realize how horrible their life will be they try to escape to Canada, but are captured at the border and separated. Offred is then banished to the Rachel and Leah Re-education center where she is educated as a Handmaid. Moira unable to take stand down escapes and leaves Offred alone. Moira soon escapes leaving Offred alone. Offred is then assigned to the Commanders house. Her only freedom is to go shopping which she must be accompanied by Ofglen.One day the Commander tells his Chuffer to let Offred know to meet him in the study secretly. After that, Offred visits him regularly and he allows her to play Scrabble and read vogue which is forbidden. Serena Joy begins to notice that Offred is not getting pregnant and tells Offred that in exchange of having sex with Nick and then passing off the baby as the Commanders she will bring Offred a picture of her daughter. One night the Commander takes Offred to Jezebel where Commanders meet prostitutes. While there she meets Moira who explains that she was captured after running away from the red center she was captured and chose to be a prostitute rather than being sent to the Colonies. Later that night, the Commander takes Offred to a hotel room and has sex with Offred. After returning home Serena brings Offred to Nicks room and they proceed to have sex with each other. There secret affair continues for weeks after that. Offred gets very involved in the affair and strays from collecting information about the Commander for Ofglen. Offred then finds out that Oglen hanged herself after she realized that the secret police were coming for her. Later, Serena finds out about Offreds trip to Jezebel and sends Offred to her room. As she is waiting in her room a black van pulls up with the same logo as the Eyes. Thinking she is about to get moved to the Colonies, Nick quickly reassures her that the van is taking her to safety, but she doesnt really trust Nicks word. Despite her skepticism she gets on the van going either to freedom or prison. One of the overarching themes in The Handmaids Tale is using women as pawns in a political war. The aim of the founders of Gilead is to stop the decreasing fertility rates, violence, and pornography by creating a completely new political structure. They completely removed democracy for all the people especially women and replaced it with Totalitarianism and theocracy. Womens political freedom was stripped away including their rights to vote, own property, acquire a job, or read. Previously, these rights empowered women to become independent and educated members of society and know they are reduced to nothing but a womb. In one of the novels key scenes, Offred lies in the bath and thinks about a time where her body was her own and not the property of Gilead. Often in Atwoods writing her themes involve an awareness of the struggles within a power structure whether it be democratic structure or a totalitarian structure. Atwood often explores the different ways where individuals became involved in power relationships that are often reduced to domination and victimization. By exploring domination and victimization Atwood crosses into the complicated world of religion. In Gilead, the Sons of Jacob are the aggressors and eventually the victors against democracy and totalitarianism and oppression masked as religion into the lives of millions. As Atood explains how capable humans are to inflict cruelty and darkness she places Biblical references throughout her novel. Before every Ceremony where Handmaids like Offred are raped in an effort to bear children, a passage from Genesis is read to the whole household specifically Genesis 30:1-3. The passage reads, and when Rachel saw that she bare Jacob no children, Rachel envied her sister, and said unto Jacob, Give me children or else I die (Genesis). And she said, Behold my maid, Bilhah. Go unto her and she shall bear upon my knees so that I might also have children by her. And she gave him Bilhah, their Handmaid, to wife, and Jacob went unto her (Genesis). Sons of Jacob use religion as a way to dominate women by explaining that it is within the Bible. The ceremony is about the power relationship between women and men. As she is being held down by the commanders wife, the Handmaid is made to lay between them as she provides her womb to the couple. The result of the ceremony further implicates that the seed she carries belongs to the man she should be honored to carry.One of the highlights of the Handmaids Tale is when Offred finally realizes that power lies within her sexuality. During one of her glimpses of freedom through a shopping trip, Offred fantasizes about having a sexual relationship with a guard. She says, as we walk I know theyre watching, these two men arent yet permitted to touch women. They touch with their eyes instead and I move my hips a little, feeling the full red skirt sway around me†¦. I enjoy the power of a dog bone, passive but there. I hope they get hard at the sight of us and have to rub themselves against the painted barriers, surreptitiously†¦(Atwood, 30). As the pair walk away Offred brings along their carnal desires with her. Offred later says, its difficult for me to believe I have power over him, of any sort, but I do; although its of an unequivocal kind (272). By realizing the extent of her relationship with the Commander she now has power over Serena. She says, now that I was seeing the Commander on the sly, if only to play his games and listen to him talk, our functions were no longer as separate as they should have been in theory. I was taking something away from her, although she didnt know it (208). In this quote Offred explains how she is entangling in her web of power without either of them realizing it. Everytime she goes to see the Commander he allows her to read vogue and play scramble in exchange for a kiss. This clearly displays how he isnt a fan of the impersonal and worthless sexual ritual they have every month rather he is yearning to have a passionate woman beneath him. As she writes about the power struggles between men and women she also highlights the struggles within women themselves. Atwoods says, women will gang up on other women. Yes, they will accuse others to keep themselves of the hook: We see that very publicly in the age of social media, which enables group swarmings. Yes, they will gladly take positions of power over other women, even- and, possibly, especially in systems in which women as a whole have scant power. All power is relative, and in tough times any amount is seen as better than none (New York Times). In The Handmaids Tale, men ostracize some women and raise others to a pedestal. The wives and aunts are loved and praised as they imprison other women who they deem as lower status. One of the most alarming aspects of Atwoods dystopia that the society justifies sexist tyranny through feminist ideals. Citizens of Gilead make all sorts of remarks about how their social structures protect women from rape and violence and encourages respect for motherhood while the dehumanize women and take away their right to seek pleasure in their most basic rights.

Thesis Statement

Thesis Statement Almost all of us even if we dont do it consciously look early in an essay for a one- or two-sentence condensation of the argument or analysis that is to follow. We refer to that condensation as a thesis statement. What Is a Thesis Statement A  thesis  is a specific statement that is usually placed in the introductory part of an essay,  research paper, dissertation etc., and which is explained in subsequent body paragraphs. A thesis of an article, report or other scientific work is a set of certain statements that are logically connected to each other. Therefore, the main task of the thesis statement is to discover and summarize the content of a larger work. There are several different types of papers students are required to write in higher education. Some essays and papers are meant to provide an overview of a topic (like a research paper), while others make an argument – a  persuasive essay – to demonstrate to their professors or academic instructors, they have a solid comprehension of a subject, textbook, etc., and that they can thoroughly analyze its content and are developing both their writing and critical-thinking skills. All persuasive essays of this sort – that is, those that argue a point – must contain a thesis statement. They are first declared in a persuasive essay’s introduction paragraph when the students directly state their point of view on a subject. In just one sentence, the thesis statement is the student’s pithy summary of the argument they are going to make in the rest of the paper; in many ways, it’s the main thought, theme, or angle of the essay. HOW TO WRITE A THESIS STATEMENT As a side note, whenever a student is to write a persuasive essay, which should include a thesis statement, they should be cognizant that they must defend their argument – therefore, their paper’s thesis statement – with evidence in the subsequent paragraphs. Also, even though thesis statements are declared early in the essay, in the introductory paragraph, one does not result from a student’s initial response to a subject or reading assignment; instead they a result of taking an attitude toward a specific, narrowed subject, then finding evidence – articles, both journalistic and academic, previously published essays, encyclopedias and online sources – to support this argument. In essence, the thesis statement identifies the topic of a text along, or an issue, subject, along with the claim the student is making about it. Thesis Statement Examples To better convey the power and purpose of the thesis statement, it may serve the student best to apply the following scenario to an academic setting.  If students wanted to convince their parents it would be best if their parents bought them a new computer or cell phone to use at college, that students would want to put up a pretty solid argument for doing so, correct? The student with this motivation would first make their claim (in essence a thesis statement, which they would articulate early on in their argument), and then provide reasons why this argument is valid and should be accepted and followed – because they really want that cell phone or computer. If the student were writing an essay to persuade their parents of this claim, their thesis statement may be: It is important for me to have a computer/cell phone to use at college. Essentially, this is a thesis statement; however, it is NOT an academic argument (unless a professor allows the student to demonstrate their knowledge of how to write a basic persuasive essay by choosing a general, non-academic topic). For example, an appropriate academic thesis statement might be: â€Å"Edgar Allen Poe’s ‘The Tell-Tale Heart’ is told by an unreliable narrator, which then forces the reader to make their own conclusion about the story’s narrative rather than believing the character telling the story – which is usually the case in fiction†. Once again, the thesis statement asserts the main point of the paper and clarifies the scope of the topic that it will address. A thesis statement is most effective when expressed or declared in the introductory paragraph in a confident, assertive tone and stance; one should leave out qualifiers like â€Å"I think† or â€Å"might† which will certainly dilute its effectiveness, thereby weakening the entire paper, offering a weaker argument – all while probably earning the student a lower score or grade on the assignment. The student will most likely be assigned a persuasive essay – not usually having the option of writing a different kind of essay – and will be forced to follow the standard format accepted in higher education. And, more often than not, the student will be assigned a certain text, series of texts, or type of text to analyze and write about. It could be a novel, play, chapter in a text, in a literature class, a speech by a famous politician in a history or government class, or a piece of art in an anthropology class. If you need assistance with thesis statement writing, feel free to contact our friendly support team or place an order and we will gladly help you.

Communication 270 Essay Example | Topics and Well Written Essays - 500 words

Communication 270 - Essay Example The National Institute on Alcohol Abuse and Alcoholism reveals shocking statistics of on the increase in the number of deaths, serous injuries, physical and sexual assaults and drain development problems associated with underage drinking from kids as young as 12 years. As such, it is prudent to let the public know the truth about the consequences of maintaining the drinking age at 21 and the benefits and risks of legalizing drinking age at 18 years. The introduction of almost any changes in any sector is faced with controversy. People want to enjoy the benefits of the positive side of maintaining the drinking age at 21 years while criticize the negative effects despite they being two sides of the same coin. Keeping the drinking age at 21 years helps students concentrate with their studies as opposed to partying with alcohol all weekends. Furthermore, underage drinking expose children financial burdens which leads teenagers to crime and prostitution in order to finance their habits. Postponing drinking has direct health benefits as alcohol consumption causes liver and cancer problems. However, people cannot ignore the negative side which is sneaking outside and drinking the alcohol in unhygienic areas which expose the teenagers to major evils in the society. Furthermore, teenager who drink are required to part with a premium amount for alcoholic since a third party has to buy for them. This increases the financial burden on the teenager and may get involved in evil things to survive. 2. Focus: This research will focus on recent research on drinking age and discuss the main issues on the government restrictions on drinking age. It will also analyze both the pros and cons of having the drinking age at 21 years. At the end, I will draw conclusion and recommendations on the most prudent way to go on this issue. Self-control in teenagers is very low at 18 but improves by the time they are

Rucial Role in Shaping the Life Essay Example | Topics and Well Written Essays - 500 words

Rucial Role in Shaping the Life - Essay Example Unfortunately, my mother succumbed to cancer when I was only six years old, and I only understood what happened to her when I was in middle school. Hence, I had to do many things that my mother would have done for me due to the absence of my father and elder brother. For instance, I visited the doctor on my own and many other things I did by myself. Over time, little things that I did on my own built my personality, and it was only in the second year of my high school that the final stroke hit me after my brother was diagnosed of cancer. Effectively, my brother's two-year illness made me a different person despite having learned how to live on own for many years. Following my brother’s diagnosis of cancer, my life changed and became completely different. I realized that I became quick to anger, but I did not show the anger, and neither did I know the cause of the anger. In addition, I was always in pain and moody although I did not show my father this side of my personality. Importantly, I never lost faith since I continued praying for my brother who was always there for me despite his condition. When I had questions, my brother would always respond to my questions each time. During the time he experienced incidents of pain, my brother remained positive throughout the pain. Effectively, I learned the importance of a positive attitude in life, and I inculcated a positive personality that has helped me achieve milestones. In addition, I discovered the importance of avoiding anger, being moody, and being sad since these factors depicted a feeling of fear and made an individual weak. Moreover, speaking to people whom I trusted helped me ch ange to a better person that I am today. As I said, my life was similar to a movie since most movies depict challenging and unbelievable situations that happen to unlikely people.Today, my brother remains the biggest inspiration since he always saw the light at the tunnel and he walked me through the journey of identifying this light with him, which was instrumental in life. To quote my brother, â€Å"Everything will be fine in the end. If it will not be fine, then it is not the end.† I do not know where the quote came from, but the quote is helpful in time of despair.

Case Study Essay Example | Topics and Well Written Essays - 500 words - 4

Case Study - Essay Example Thorough assessment shall be made on the suicidal behavior of the child paying attention particularly on the following major areas: (1) risk for death and repetition, (2) underlying diagnoses – if had already been identified as existing, and (3) the promoting factors. The sources of information can be derived through conducting interviews and observations to the child and her immediate family. Teachers and classmates are good sources of information too knowing that the child mentioned as being teased in class. The necessary information that should be gathered to ascertain the probable risk factors that triggered the child’s suicidal behavior as listed in psychiatric-disorders.com website are the following: (1) a family history of suicide or mental health problems, (2) if the child have runaway from home, (3) physical, emotional, or sexual abuse experienced by the child at home, (4) a recognized psychiatric such as depression, (5) a relationship breakdown, (6) family disturbance such as divorce, (7) bullying in school, (8) poor exam results, and (9) being diagnosed to have a chronic illness. Also, immediate signs and symptoms of suicidal tendencies (e.g. reckless behavior, threats to harm self, becoming distant from friends and family, signs of anxiety and depression, use of alcohol or drugs, giving away possessions) shall be gathered. Information about the child’s background can also be derived from interviewing the child’s boyfriend, close friends, peers, and the family’s healthcare provider/consultant. Books, journals and other types of publications related to adolescent suicide can be a good source of information that will aid in further understanding and management of this case. In managing adolescent suicide, the child, being the major source of information, shall be assessed through therapeutic communication and proper observation. Direct questions of

Improving Risk Perception in Adolescent Motorcycle Drivers

Improving Risk Perception in Adolescent Motorcycle Drivers Could Risk Perception Abilities of Adolescence Motorcycle Drivers (Motorcyclist) be Improved Through the Distance Perception Psycho-education Program? Guritnaningsih A. Santoso, Lucia R. Mursitolaksmi, Dewi Maulina Abstract The number of motorcyclists on the highway increased rapidly from year to year. The Central Bureau of Statistics recorded the number of motorcycles in 2010, 8.7 million units, rising to 9.8 million units in 2011, and became 10.8 million units in 2012. That means, there is an addition of 1 million units of motorcycles per year (Kompas, 11 November 2013). The impact of the number of motorcycle riders is a wide range of traffic problems as a result of hazardous motorcycle driver behavior manifested as high rate of motorcycle accidents. Motorcycle accidents are the biggest contributor to traffic accidents, as many as 60-77% in the period 2008-2012 (Maharani, 2012; Department of Transportation, 2010). Directorate General of Land Transportation, Ministry of Transportation noted 11,140 drivers and passengers of two or three-wheeled vehicles died in traffic accidents in 2010. Average motorcycle accident threatens 20,000 people per year, or 55 people per day, or about two people every hour. T he cause of the accident on a motorcycle can be derived from the characteristics of the engine, the road environment and driver’s behavior (Houston, 2011). Among these three factors, the behavior of the driver is important to note, because 70-90% of accidents are caused by human factors and behaviors associated with the driver (Hole, 2007; â€Å"Januari-Oktober 935 orang tewas,† 2011; Shinar, 1978; Ullerberg Rundmo, 2003; Yilmaz Celik, 2004). In psychological studies of traffic, there are three perspectives used to explain the behavior of driving. These perspectives are: the perspective of personality, cognitive perspective, and social perspectives (Ullerberg Rundmo, 2003). Among the above three perspectives, the cognitive perspective has not been the focus of much research. Whereas the cognitive aspects that include perception, attention, or the attention of the relevant matters around, concentration, ability to process information and make decisions is very important in driving activity. Those various aspects of cognitive are important to always be active when driving because individuals are facing situations in which highway environment is constantly changing. One of the cognitive aspects that play a major role in determining the dangerous driving behavior is the perception of risk. Chung Wong, 2011; Guritnaningsih et al, 2011; Wong et al., 2010 found that the perception of risk is a significant predictor of risky dr iving behavior. According to Cohen, et al (1995, in Machin Sankey, 2008), there is a negative relationship between risk perception and risky driving behavior, in which the perception of risk (hazard) against a low driving conditions will be followed by the higher possibility to display the driving behavior dangerous. Perception of risk in driving is â€Å"the subjective experience of risk in potential traffic hazards† (Deery, 1999). This means that risk perception is individual. Nevertheless, various studies have shown that the perception of risk in young adults is generally low. They will perceive a dangerous driving situation as low-risk. They will perceive a dangerous driving situation as low-risk. This is because of two main things, namely the lack of experience in driving skills or lack of processing information, and age factor related to lifestyle (Mayhew et al., 2008). Young adulthood is a period where they are easily provoked emotionally and fun sensation seeking. Th e research that has been conducted by researchers found that risky behaviors while driving, such as calling, moving lane, and speeding are assessed by participants as behavior that is not hazardous (Guritnaningsih et al., 2011). These findings corroborate the results that the young drivers risk perception is low. When driving on the highway, the various situations faced are almost entirely received visual information (Shinar, 2007). Errors of perception (perception errors) are one of the causes of the accident on a motorcycle, which occurred because the driver failed to detect a dangerous condition (Tunnicliff, 2006). To be able to drive safely among other vehicles required the ability of visual perception in the form of perceptual distance (distance perception). Rizania, Guritnaningsih, Maulina (2010) in a study on the effect of distance perception on the young adulthood motorcycle driver found that dangerous overtaking behavior (weaving behavior) is influenced by perceptual judgment of distance. Assessment of distance (distance perception) may be one of the causes of the occurrence of motorcycle accident. (Pai, 2011). When the driver is mistakenly or unable to ensure a safe distance before deciding to overtake another vehicle, it can cause accidents (Shinar, 2007; Tunnicliff, 2006). This s hows that an error in assessing the safety distance may result in lower risks assessment and perform risky or unsafe motor driving behavior. Assessing distance cannot be separated from assessing speed; the two are closely related to one another. In receiving stimulus on the distance and speed the driver will perceive it as safe or unsafe distance. For example, for a vehicle speed of 30 km / h, the relatively safe distance is 4 meters, while for the vehicle speed of 40 km / h the safe distance is 8 meters, and so forth (Suryajaya, 1995). According to Sanders and McCormick (1993) accurate assessment of the time, distance and speed is needed to maneuver in a secure way. Rosenbloom, Shahar, Elharar, and Danino (2008) suggests that the driver, especially novice drivers must develop the ability to reduce hazard risk perceptions in a variety of road situations. Results of previous studies on the ability of risk perception shows that risk perception can be enhanced through the provision of training (Rosenbloom, Shahar, Elharar, and Danino, 2008); Horswill, Kemala, and Wetton; Scialfa, and Pachana, 2010). Referring to previous stu dies that show the effectiveness of training programs to improve the skills of risk perception, researcher sees the need to develop training programs on danger on the highway for motorcyclists who often displayed hazardously behavior in big cities in Indonesia, namely the behavior of slipping and overtaking other vehicles. Specifically this study wanted to test whether provision psycho-education program on recognition distance perception is significantly effective in lowering the risk perception scores of adolescence motorcycle driver. Method Participants There were 60 male adolescences in this study. The mean age was 17.12 (SD = 0.329) with a range between 17-19 years. More than half respondents (22.4 percent) had been riding motorcycle for 3-5 years, 17.2 percent had been driving for more than 5 years and the rest (10.3 percent) had been riding for 1-2 years. Male adolescence motorcycle drivers have been chosen because they are inexperienced motorcyclists and tend to drive dangerously. In addition, male riders more often display dangerously behavior than women riders. Participants in this study were drawn from secondary school i.e. SMAN 38. Measures and Apparatus The instruments used were: 1) a video film about riding a motorcycle on the highway, which is made à ¢Ã¢â€š ¬Ã¢â‚¬ ¹Ãƒ ¢Ã¢â€š ¬Ã¢â‚¬ ¹up of 10 scenarios, with details of 5 scenarios that describe the behavior of line splitting and 5 scenarios that describe the behavior of overtaking. Highway situation for all five scenarios in each type of motor driving behavior (i.e. line splitting and overtaking) varied according to variables: time of the day, weather, speed, distance, and type of road (one-way vs. two ways). Psycho-education program contains information on three common dangerous behaviors of motorcyclists, i.e. the splitting line and overtaking. The information provided includes: (a) the definition of each type of behavior, i.e. slip, and overtaking another vehicle, (b) the factors that influence the driving behavior of the motorcyclists, (c) the importance of the perception of a safe distance, and (d) risks/dangers of unsafe driving hatched. Psycho-education program was presente d to the participants with audio along with presentation in the form of PowerPoint, and also video footage of line splitting and overtaking to serve as an example of behavior. 3) Questionnaire, containing items that measure the perception of distance, namely by asking the estimation of the distance between the motor and the driven vehicle nearby, as perceived by the participants. The measuring instrument also contained items to assess how much is the risk to have an accident if the partisipants do the splitting line and overtaking. Measurements were performed using a Visual Analogue, in which participants were asked to visualize the assessment of the risks in a continuum line with range 0-100 percent. The questionnaire also tapped into demographic information such as age, riding experience, and accident experience. Procedure Preparation Phase Prior to the experiment, the researchers had conducted two activities. The first activity was Focus Group Discussion to investigate the push and the hamper factors of unsafe riding motorcycle, especially for doing line splitting and overtaking, and also the role of distance perception on riding behavior. The result of Focus Group Discussion was used to develop film scenarios concerning riding motorcycle on the road. There were 14 film scenarios that consist of 7 scenarios representing road situation and a motorcyclist that intend to do line splitting, and 7 scenarios representing road situation and a motorcyclist that intend to do line overtaking. The scenarios of road situation were varied in several variables, i.e. weather variable (clear vs rainy), time of day (afternoon vs night), type of road (one-way street vs two-way street), distance between vehicles in front or beside the motorcycle (2.5 meter or less vs 2.5 meter or more), and speed of the motorcycle (20-30 km/hour vs 50-60 km/hour). The film was developed in real situation to make the measurement of distance perception and risk perception more natural. The cameraman shot the road situations using Yamaha Vixion, 150 cc motorcycle, year 2012. They were using the equipment as follows: Camera Canon EOS 60D; Logger: HP Huawei Ascend P1; and Monopod Manfrotto. After the pictures have been collected, they were then edited and assembled into a movie. Editing were done using a computer set with following specification: CPU: 2-GHz Intel Core i7-2630QM; OS: windows 7 home premium (64 bit); RAM: 8 GB; Hard Drive: 750 GB SATA; Display size: 15.6 inch; Resolution 1920 x 1080 pixels; Optical drive: Bluray/DVD; Graphic card: Nvidia Ge Force GT 540M; Video Memory: 2GB. The film then validated using face validity approach, to ensure that the road situations had been represented each scenario. Experimental phase From a list of 98 students in a senior high school in Depok area that met the sample criteria the researchers took 60 students using random number in SPSS program and divided the selected students into two groups (experimental group vs control group) by randomization technique, each group consists of 30 students. Both experimental group and control group was measured two times, pre-test and post-test. Between the pre-test and the post-test the experiment groups of students were given psycho-education program, whereas at the same time the control group was asked to watch a short film. Therefore, the study design for this study is experimental laboratory and the design called randomized two groups before and after design. Results Comparative analysis was used to examine the effect of psycho-education program concerning distance perception on motorcyclists’ risk perception in riding their motorbike. To test the equality between experimental and control group comparison had been made. Referensi Motor, Solusi Macet Sekaligus Petaka http://megapolitan.kompas.com/read/2013/11/11/0953518/Motor.Solusi.Macet.Sekaligus.Petaka. Senin, 11 November 2013. 1

James Watt Essay -- History

James Watt James Watt was born 19th January 1736 at Greenock and at this time no one would have even imagined his effect on the Industrial Revolution that was to occur within that century. When James was fifteen he had read books about and become accustomed to Philosophy (similar to modern physics). He had also completed many of his own chemical experiments and even started produce and construct his own products such as a small electronic device that startled his companions. He soon became interested in astronomy and often spent long hours at night, lying in a grove near his home studying the night sky. He also enjoyed angling as his hobby and completed odd jobs to become known as a jack-of-all-trades. He sold and mended spectacles, fixed fiddles and constructed fishing rods and tackle. Watt met his first loss in 1753 when his mother unsuspectedly died. It was at this point that Watt decided to pursue his career and try and qualify himself to become a mathematical instrument maker. After James spoke to Professor Muirhead at the Glasgow University, he was introduced to several scientists who at the time encouraged him later to travel to London to further himself in instrument making. In 1755 he set out on horseback and arrived in London after either twelve days or two weeks. He tried to get a job in the instrumentation field although the shopkeepers could not give him a job as he did not do an apprenticeship and was too old. Finally though he found John Morgan of a company called Cornhill who agreed to bend the rules and offer an apprenticeship for a year. James Watt knuckled down and wanted to learn everything he wanted in one year that would have normally taken three or four years. After six weeks Watt learned that much he outstripped another apprentice who had been at Cornhill for two years! After the apprenticeship Watt found it hard to set up shop in London and due to his father's ill health decided to spend some time at Greenock. He then moved to Glasgow where there was a job vacant in cleaning and repairing newly imported scientific instruments. The University of Glasgow then arranged for James Watt to set up shop inside one of their university buildings where he met his future long-life friends Dr. Joseph Black and Professor John Robison both planning to be chemists. His shop at the university did not sell many of his inventions mainly ... ... had already died many years before him and so he lived partly lonesome life. On August 19, 1819, James Watt who was aged 83 died at his own home in Healthfield. Mrs. Watt lived much longer dying in 1832. James Watt was able to live through his life knowing that even though he only improved an existing invention, he powered much of the industrial revolution in doing so. His innovations also saved many of the mines in those times that were full of water unable to be pumped out by older model steam engines. James also knew that the protectionist nature of his patent also meant that future improvement could not easily be made, protecting his version of the steam engine as long as possible. References Internet Sites: * www.history.rochester.edu/steam/carnegie/ * www.history.rochester.edu/steam/thurston/1878/pp80.gif * www.history.rochester.edu/steam/marshall/chapter3.html * www.sydney-australia.net/tourism/sydney/attracts/power/powp18.html * www.cre.canon.co.uk/~davide/kbsm/boulton-watt.html * www.adventure.com/encyclopedia/general/rfiwatts.html * www.adventure.com/encyclopedia/general/ctssteam.html * www.colbybos.demon.co.uk/corn/hist8.html

Developmentally Appropriate Teaching Strategies

Today’s classrooms are becoming more and more diverse with students that have disabilities and those that come from different cultures. It is important for educators to ensure that their teaching strategies are appropriate for all of the children in their classroom. When it comes to the classroom there can be many cultural challenges that educators will have to address to ensure that all students are growing and developing appropriately. Educators need to make sure that they are capable of addressing each of their students’ needs individually in order for the students to be able to succeed.Educators must be able to define and address any cultural challenges in the classroom in order for each and every one of their students to be successful. It is important for educators to be able to identify challenges they may have when using different teaching strategies to ensure students are getting the appropriate education. Effective teaching strategies help students to learn. Si nce not all children learn in the same ways it is important to be flexible and willing to change a strategy so that it meets everyone’s needs.Some educators may be unsure of their ability to reach and teach culturally diverse children. Some may even express reservations about their ability to teach students that are from a culture that is different from their own (Chisholm, 1994). One challenge involved with ensuring that teaching strategies are appropriate for culturally diverse children is effective communication. Educators must assess their students to see what level of development they are at. Communicating with parents is a great way to learn more about the students as individuals and their cultural background.Teachers can communicate with parents to find out what their goals for their child are, find out more about what their personality is like and even some of their favorite things to do. When educators understand more about each child individually then they can apply the appropriate teaching strategies. If the children seem uninterested in an assignment, the educator can adjust it to get them more interested and willing to complete the assignment. Overcoming stereotyping is a challenge educators can encounter when it comes to ensuring that teaching strategies are appropriate for culturally diverse children.Some educators may compare one child to another child that comes from the same cultural background and use the same teaching strategy. One way to overcome this is to make sure that educators know each of the students individually instead of comparing one to another or relying on stereotyping. â€Å"To truly engage students, we must reach out to them in ways that are culturally and linguistically responsive and appropriate, and we must examine the cultural assumptions and stereotypes we bring into the classroom that may hinder interconnectedness.† (Teaching Tolerance, 1991)Once they know more about each of the students then they can avo id stereotyping and adjust their teaching strategy to meet the individual needs of the students in the classroom. Another challenge educator’s encounter is the cultural gap that is between students and teachers. It is important for educators to understand that some culturally diverse children may need things explained to them in a different way for them to gain an understanding.If educators took the time to learn about the various cultures that are present in their school then they could possibly bridge the cultural gap between them and their students. Educators can learn more about their students culture by asking their students questions and getting to their level in order to gain an understanding of their cultures. Once this is accomplished they will have a better understanding on which teaching strategies to use with the students. People will often use nonverbal communication through behaviors like facial expressions, body language, gestures, etc.These behaviors are viewe d as a sociological framework called symbolic interactionism. Children that come from a different culture will more than likely have different ways of communicating nonverbally. For example, in some cultures it is considered to be disrespectful to look someone in the eye when they are talking to you. Most teachers expect you to look at them when they are talking to you so that they can see that you are paying attention and understand. There are certain behaviors that are associated with different cultures that are considered to be appropriate.â€Å"Although different cultures may share similar goals for children, the methods and practices that are implemented to instill those values in children may differ dramatically. † (Bojcyk, 2012, sec. 2. 2) For example, some cultures believe that children should be seen but not heard. Children that come from a culture that believes that may be more withdrawn and quiet in the classroom. Piaget’s preoperational stage involves child ren from two years old to seven years old. Children in this stage can mentally represent events and objects and engage in symbolic play.They are only able to focus on one aspect of a problem and their thoughts and communications are usually egocentric (Recker, 1999). Children from culturally diverse backgrounds may mentally represent objects and events differently than the other children. It is important for educators to provide children with other views that may conflict with their own in order for them to gain an understanding of others views. Doing this can help them in their development and is an important step in increasing their cognitive development.When educators provide their students with opportunities to work with others, the students will encounter different views of the other students and learn to look at things from someone else’s point of view. â€Å"Although individuals within a pluralistic society must learn to accept their own ethnic identity and to become comfortable with it, they must also learn to function effectively within other ethnic cultures and to respond positively to individuals who belong to other ethnic groups.They also need to learn how to interact with members of outside groups and how to resolve conflicts with them. † (Banks, 2006) Providing children with activities or assignments that allow them to work together with students from different cultural backgrounds can help in teaching them conflict resolution. At the same time they learn to see things from other points of view and this can help increase their cognitive development and ensure they are successful in school.

4 Reasons You Need to Develop Your Social Media Presence

4 Reasons You Need to Develop Your Social Media Presence These days, you are what you show online. With a constant flow of family pictures and  Saturday night shenanigans, your Facebook profile might not be very distinguishable from your offline presence. This may not matter so much in a bubble with your friends and family, but you should think about the rest of your social media universe, as well. You can shape your social media presence to show the best, most professional you to your field.  Here are 4 reasons to curate social media presence  carefully.1.  Your Social Media is an Open BookWhether it’s potential employers, network members, or collaborators, your social media brand will likely be one of the first things that turn up. You want them to see a clear, engaging portrait of you- one who doesn’t use sloppy language, send questionable pictures, or behave inappropriately. We all have stuff we’re not especially proud of, but those things are best kept in a private account completely unlinked to your profe ssional account, or maybe a folder marked â€Å"please burn.†2. It’s an opportunity to clean house.If you do have unprofessional content floating around your social media or want to show that your goals have evolved beyond â€Å"being president someday or something,† going in with a focused eye can help you keep content that shows who you are and where you want to go and get rid of clutter that doesn’t relate to your career goals now. It can also give you a sense of who’s coming and going from your social networks and sharing your content.3. You  Can Find a Relevant AudienceOnce you’ve figured out what you want your social media brand to say about you, that can help you find your community and build your voice in that community. Finding like-minded people and sharing content and opinions are a brand-builder, if you have your base brand settled.4. You’re Able to Take Control of Your DestinyWhen you build your public social media bran d, you get to set the tone and establish a theme across your accounts. Whether that’s coordinating colors or making sure that your own personal logo appears wherever you do or making your visual content (pictures, infographics, etc.) look similar, you want people to associate your content with you.Who are you, and what do you want to do? It’s all in your (virtual) hands.

UNC Asheville (UNCA) Admissions Facts

UNC Asheville (UNCA) Admissions Facts With a 76  percent acceptance rate, the University of North Carolina Asheville has largely open admissions. Successful applicants typically have unweighted GPAs in the B range or higher, and SAT/ACT scores that are at least a little above average. The majority of admitted students had averages in the A range. The admissions process is holistic, so non-empirical measures such as essays, extracurricular involvement, and a letter of recommendation can all play a role in the decision of the admissions committee. Will you get in? Calculate your chances of getting in with this free tool from Cappex. Admissions Data (2016) UNC Asheville Acceptance Rate: 76  percentGPA, SAT and ACT graph for UNC AshevilleTest Scores: 25th / 75th PercentileSAT Critical Reading: 530 / 640SAT Math: 510 / 610SAT Writing: - / -What these SAT numbers meanBig South Conference SAT score comparisonTop NC colleges SAT comparisonSAT scores for public NC campusesACT Composite: 23  / 28ACT English: 22  / 30ACT Math: 21 / 26What these ACT numbers meanBig South Conference ACT score comparisonTop NC colleges ACT comparisonACT scores for public NC campuses UNC Asheville Description The University of North Carolina at Asheville is the designated  liberal arts college  of the UNC system. The schools focus is almost entirely on undergraduate education, so students can expect more interaction with the faculty than at many large state universities. Located in the beautiful Blue Ridge Mountains, UNCA provides an unusual mix of a small liberal arts college atmosphere with the low price tag of a state university. In athletics, the UNC Asheville Bulldogs compete in the NCAA Division I  Big South Conference. Enrollment (2016) Total Enrollment: 3,821  (3,798 undergraduates)Gender Breakdown: 42  percent male / 58 percent female85 percent full-time Costs (2016-17) Tuition and Fees: $6,977  (in-state); $23,372 (out-of-state)Books: $1,200Room and Board: $8,746Other Expenses: $2,400Total Cost: $19,323 (in-state); $35,718 (out-of-state) UNC Asheville Financial Aid (2015-16) Percentage of New Students Receiving Aid: 76 percentPercentage of New Students Receiving Types of AidGrants: 65 percentLoans: 53 percentAverage Amount of AidGrants: $7,362Loans: $5,681 Academic Programs Most Popular Majors:  Art, Biology,  Business Administration, Communication Studies, English, Environmental Studies, History, Political Science, Public Health Education, Psychology, Multimedia and Web DesignWhat major is right for you?  Sign up to take the free My Careers and Majors Quiz at Cappex. Transfer, Retention and Graduation Rates First Year Student Retention (full-time students): 78  percentTransfer-out Rate: 19 percent4-Year Graduation Rate: 39  percent6-Year Graduation Rate: 62  percent Intercollegiate Athletic Programs: Mens Sports:  Soccer, Tennis, Basketball, Baseball, Track and FieldWomens Sports:  Swimming, Volleyball, Tennis, Basketball, Track and Field If You Like UNC Asheville, You May Also Like These Schools: Appalachian State University: Profile | GPA-SAT-ACT GraphNorth Carolina State University: Profile | GPA-SAT-ACT GraphElon University: Profile | GPA-SAT-ACT GraphWake Forest University: Profile | GPA-SAT-ACT GraphDuke University: Profile | GPA-SAT-ACT GraphHigh Point University: Profile | GPA-SAT-ACT GraphClemson University: Profile | GPA-SAT-ACT GraphFlorida State University: Profile | GPA-SAT-ACT Graph UNC Asheville Mission Statement: complete mission statement can be found at the UNC Asheville website UNC Asheville is distinctive in the UNC system as its designated liberal arts university. Our practice of the liberal arts emphasizes the centrality of learning and discovery through exemplary teaching, innovative scholarship, creative expression, co-curricular activities, undergraduate research, engaged service, and practical experience. UNC Asheville is primarily undergraduate, with all programs of study leading to the bachelor’s degree, with the exceptions of teacher licensure programs and the master’s degree in Liberal Arts and Sciences (MLAS). UNC Asheville offers a liberal arts education characterized by high quality faculty-student interaction. We offer this challenging educational experience to all promising students who are committed to liberal learning and personal growth... Data Source: National Center for Educational Statistics

Behavioural theories Essay Example | Topics and Well Written Essays - 3500 words

Behavioural theories - Essay Example Different theories may vary depending on the manner in which they are tested and developed. For instance behavioural theories are theories that attempt to give an explanation concerning the reasons behind the changes in a person’s patterns of behaviour. Behavioural theories cite personal, behavioural, and environmental traits as a key factor in the determination of an individual’s behaviour. In recent studies, there has been a demand for the utility of these theories in education, health, energy, international development, and criminology areas with the wish that when the behavioural theories are understood, then the services that are given in this area would be improved (Nutbeam, 2000). This paper explores different behavioural theories and the understanding of behaviour. Recent studies have shown that that the key theories, which are the baseline for the current understanding of the behaviour theories, were documented in the 1980s. Some of these theories include icek Ajzen’s and Martin Fishbein works on the ‘reasoned action theory’ (Ajzen, 1985). ... esearch towards the understanding of behaviour change management alngside widening the base of the research so as to revise the current theories whose key focus is on initial changes (Akers, & Krohn, 2009). Certainly, the behavioural theories focus on a variety of factors that attempt to give an explanation of behavioural change. Example of these theories include social, cognitive theory, reasons action theory, learning theory, transtheoretical theory, health process action theory, and the planned behaviour theory (Bandura, 1989). There are some specific elements that could be applied in these theories. One key example of the elements is self efficacy, which can be applied to almost all these theories. Self efficacy is a person impression concerning his ability in performing a challenging task like going through surgery. Such an impression relies on factors such as a person’s prior success in that task, tasks that are related, the physiological state of an individual, and the persuasion source from outside (Bandura, 1989). Self efficacy is believed to be a prediction of the level of efforts that an individual will release in maintaining and initiating a change in behaviour (Elton, 2003). Learning theory, on the other hand, is a theory that originated from behaviourists such as B.F Skinner. The theory argues out that behaviour that is complex could be learnt slowly by modification of behaviours that are simple (Skinner, 1957). In this theory, reinforcement and imitation have a significant role to play. In this respect, an individual will learn through copying the behaviour that he observes in other people. Additionally, rewards are useful in ensuring that the desired behaviour is repeated. Whenever behaviour comes about due to reinforcement and imitation, there would

Practicum nursing service administration Essay Example | Topics and Well Written Essays - 2500 words

Practicum nursing service administration - Essay Example ANA is a professional organization that represents interest of registered nurses in the US. The standards of professional performance by ANA describes the behavioral competency in the role of the profession in activities that commensurate with quality while providing care; education; and appraisal of performance among many others. It has its constituents that such as state nurses association and other affiliate organizations that aid in its practices. It promotes nursing profession by advocating for high level or standard practices in nursing; ensuring that the rights of nurses are catered for at the work place; and liaising with regulatory agencies and as well as the congress on issues concerning healthcare that affect the public and nurses. Nurses have an obligation to integrate ethical conducts in the different facets of their practices. There are ethical codes that guide these practices such as interpretive statements for nurses. Furthermore, the nurses in the profession have a m andate not only to establish and maintain professional therapeutic and patients and nurse relationship but also discharge health care in such a way that the patient’s dignity, autonomy and rights are upheld. They are also required to make ethical decisions while at work; report cases that are incompetent and illegal; and maintain and ensure patients on confidentiality within the boundaries of regulations and legal requirements. The sole commitment of a nurse is the patient irrespective of individuals or groups of individuals. It is a nurse responsibility to be accountable for nursing practices and evaluate ideal and correct task delegation mechanisms that are consistent with their duties to provide maximum care for the patients (ANA, 2010). The codes of ethics also stipulate that nurses have self obligations or duties which entail having the responsibility of upholding integrity and preserving safety; and