Hitler and Mussoulini essays

Hitler and Mussoulini essays It can be said that WWII was the darkest chapter in Modern History. The world was a place full of economic depression and social turmoil. We should learn from modern history lest it be repeated. There are certain characteristics about these men that should be examined closely, so the world may not have to suffer under the tyranny of such evil men again. As a youth, Hitler described himself as an argumentative little ring leader who liked to hang out with husky boys. He was an instigator who got other people to do the bullying for him. His interests in art and romanticized German nationalism were obvious from a very young age. He and his father had a bitter feud about his schooling. Hitler despised Capitalism, Socialism, and the Church. His father wanted him to be a civil servant loyal to the Austrian Hapsburg Monarchy; however, this only fueled his obsession of liberating Germany from the raw deal they got in WWI. Similarly, during Benito Mussolinis early years, he was prone to fighting. His father encouraged his belligerent behavior, and he was also disdainful of religious order. His socialist views were passed on to him by his father. He wrote for a socialist paper as a young man, and would speak to anyone regarding politics or religion; he was a staunch defender socialist ideas. He really didnt know much about socialism or economics, yet he drew crowds wherever he spoke. Shortly after a democratic revolution in Germany which ended the ruling monarchy, Hitler became involved in propaganda. Hitler was obsessed with a vision that Germans were destined to rule greater Europe. While employed by a propaganda press, he became involved with a right-wing workers party that had similar views as his. He saw the German Workers Party as a vehicle to launch his political career. His oratory skills soon drew crowds (and cash) which filled the ranks of his party from just a handful of people to thousands. The ide...

Island of Stability - Discovering Superheavy Elements

Island of Stability - Discovering Superheavy Elements The island of stability is that wondrous place where heavy isotopes of elements stick around long enough to be studied and used. The island is located within a sea of radioisotopes that decay into daughter nuclei so quickly its difficult for scientists to prove the element existed, much less use the isotope for a practical application. Key Takeaways: Island of Stability The island of stability refers to a region of the periodic table consisting of super-heavy radioactive elements that have at least one isotope with a relatively long half-life.The nuclear shell model is used to predict the location of the islands, based on maximizing the binding energy between protons and neutrons.Isotopes on the island are believed to have magic numbers of protons and neutrons that allow them to maintain some stability.Element 126, should it ever be produced, is believed to have an isotope with a long enough half-life that it can be studied and potentially used. History of the Island Glenn T. Seaborg coined the phrase island of stability in the late 1960s. Using the nuclear shell model, he proposed filling the energy levels of a given shell with the optimal number of protons and neutrons would maximize binding energy per nucleon, permitting that particular isotope to have a longer half-life than other isotopes, which did not have filled shells. Isotopes that fill nuclear shells possess what are called magic numbers of protons and neutrons. Finding the Island of Stability The location of the island of stability is predicted based on known isotope half-lives and predicted half-lives for elements that have not been observed, based on calculations relying on the elements behaving like those above them on the periodic table (congeners) and obeying equations that account for relativistic effects. The proof that the island of stability concept is sound came when physicists were synthesizing element 117. Although the isotope of 117 decayed very quickly, one of the products of its decay chain was an isotope of lawrencium that had never been observed before. This isotope, lawrencium-266, displayed a half-life of 11 hours, which is extraordinarily long for an atom of such a heavy element. Previously known isotopes of lawrencium had fewer neutrons and were much less stable. Lawrencium-266 has 103 protons and 163 neutrons, hinting at as-yet-undiscovered magic numbers that may be used to form new elements. Which configurations might possess magic numbers? The answer depends who you ask, because its a matter of calculation and theres not standard set of equations. Some scientists suggest there might be an island of stability around 108, 110, or 114 protons and 184 neutrons. Others suggest a spherical nucleus with 184 neutrons, but 114, 120, or 126 protons might work best. Unbihexium-310 (element 126) is doubly magic because its proton number (126) and neutron number (184) are both magic number. However you roll the magic dice, data obtained from the synthesis of elements 116, 117, and 118 point toward increasing half-life as the neutron number approached 184. Some researchers believe the best island of stability might exists at much larger atomic numbers, like around element number 164 (164 protons). Theorists are investigating the region where Z 106 to 108 and N is around 160-164, which appears sufficiently stable with respect to beta decay and fission. Making New Elements from the Island of Stability Although scientists might be able to form new stable isotopes of known elements, we dont have the technology to go much past 120 (work which is currently underway). Its likely a new particle accelerator will need to be constructed that would be capable of focusing onto a target with greater energy. Well also need to learn to make larger amounts of known heavy nuclides to serve as targets for making these new elements. New Atomic Nucleus Shapes The usual atomic nucleus resembles a solid ball of protons and neutrons, but atoms of elements on the island of stability may take new shapes. One possibility would be a bubble-shaped or hollow nucleus, with the protons and neutrons forming a sort of shell. Its hard to even imagine how such a configuration might affect the properties of the isotope. One thing is certain, though... there are new elements yet to be discovered, so the periodic table of the future will look very different from the one we use today.

You can decide the topic whatever you want by those requirements I Essay - 6

You can decide the topic whatever you want by those requirements I posted - Essay Example The setting is desolate apart from a single person in the picture who contributes to the strangeness of the place. The person in white in the picture looks on and has no prejudged expression. It is unwelcoming for anyone to be represented in that manner (Harding 1). The human figure seems to reveal more than the empty feeling probably that the place is not meant for the public. On the other hand, yellow color is a celebratory affiliated color and could be used to mean a place to feel free and merry. From the stillness of the objects and person on the image begets the entire notion and drives the thinking of â€Å"what went wrong†. At night people like to get together before, they retire to their home that is evidently not the case in the painting. The artist was questioning the situation and sent out a clear message (Harding 1). The worst illustration the image brings forth is from the colorations on the table. The image uses a green billiard table that made use of a darker black color. The combination of black and green in itself is a scary affair, leave alone making it thick black and a shimmering green. When one puts into perspective the color mix and expressions in the film, nobody wants to be there because this is not a welcoming place (Harding 1). A stark black in the mix with a white colored clock cannot be missed from the background, and one can clearly discern the time that is a quarter after the midnight mark. To crown the encounter the image terribly expresses human passion by putting together red and the green color. Van uses the yellow wall to give on to blood red wall inclined and raised up to the ceiling that is painted with an obtrusive green (Harding 1). The hanging light bright in sulphuric yellow spreading it all across the room and surrounded by the Vincent’s wheel hunch over in the image in the late-night

Guanxi and Ethical Judgement Research Paper Example | Topics and Well Written Essays - 2250 words

Guanxi and Ethical Judgement - Research Paper Example Problem Statement: The study focused on the determination of the impact of the use guanxi concept in the Chinese organizational managements and the effects on the ethical standards and judgement of the organization. Approach: The research has been a secondary source based research and obtained its materials and understanding from the earlier researches conducted on the concerned topic. Results: It has been obtained from the study that the concept of guanxi has an extreme significance in the management of organizations, particularly with respect to the Chinese organizations. Conclusion: Although there are certain negative aspects of following the concept of guanxi, yet from the study it has been concluded that the concept is an essential factor for the Chinese organizations that have records of success stories from using the guanxi concept and maintaining enhanced interpersonal relationships. Discussion: The study reflected that if the misuse of the concept can be controlled, then the concept would prove to be an efficient and successful one not only for the Chinese organizations but for every other organization. If the world of business is considered, it can be realized that different decisions are taken within the managements that involve the relations that are prevailing among the organizational members. By Guanxi, it is referred to a unique form of relationship that involves reliance, favour, dependence and adjustment between the individuals thus enabling efficient decision making processes that are based on internal relationships. Theorists have speculated and mentioned that this could be used as an instrument for marketing as well since it is involves decisions related to the performance of marketing and the business as a whole. However, there are other theorists who focused on different views and reflected that guanxi if followed at a personal level might lead to unethical behaviour (Chan, Cheng & Szeto, 2002, p.327). Guanxi believed to be capable of leading organizational members to unethical practices; there are severe concerns for the ethical considerations for the business practice s in the Western countries. However, when China is considered for research, it has been observed that the Chinese organizations consider guanxi as an ethical practice (Chan, Cheng & Szeto, 2002, pp.327-328). Guanxi in China is recognized as a major activity in its world of business as well as the society. Guanxi had been realized and introduced in the management policies of Chinese organizations intending to cope with the ever-changing business environment. Although the concept of guanxi has not been clear with respect to China, yet, the process is considered as a realistic way of bringing accord between the different organizational members (Wong, Wong & Wong, 2010, pp.2142-2143). The current research focuses on the practice of guanxi and its relation to ethical judgement in the context of Chinese management behaviour. Literature Review and Propositions Development: Several studies have been conducted on the business ethics practice in Chinese organizations and the use of guanxi in the management policies among the Chinese organizational members. Other researchers who had conducted studies on the business ethics in China focused on how the practice of ethics developed in the country. Earlier the concept of ethics did not have any practical implication. However, their studies imply that ethical practice has now developed to a great extent and it is a part of the organizational management in the Chinese business world. Al-Khatib, Vollmers and Liu however mentioned that there has been a huge decline in the moral standards of the

Advantages of Public Transport Essay Example for Free

Advantages of Public Transport Essay Public transport can be defined as a system of vehicles such as buses and trains which operate at regular times on fixed routes and are used by the public . In Malaysia , the number of vehicle on the road has been increased in every year . It shows that the public now is affordable to have at least a motorcycle as their daily transport rather than use the public transport. The public should not use the public transport because the risk of being the criminal victim will increased , the people need to wait a long time for the public transport and the public cannot have comfort in their journey to their destination . Firstly , the disadvantages of using public transport is the risk of being the criminal victim is high . Many criminal case is being reported is causes when the public using this kind of transport . Raped and snatch crime is the most common cases that causes by the public transport . As example , when a woman used the public transport such as bus lonely , she will sit beside someone that she do not know the background,behavior or its intention to her . It is also dangerous when a person in a crowded train, many people aroud her will take advantage to snatch her wallet unconsciously. In addition , when using the public transport , people cannot have a comfortable journey to their destination . Some of the public transport such as bus is usually dirty and smelly . It will make the passenger uncomfortable due to that condition instead they using their own car . Beside that . hen there is too much passenger in a train or bus , it is impossible to have a seat although they pay same fare as well as other people. Some special people such as disabled person and old folks may be treated bad when they are in the public transport . Moreover , the disadvantages of using public transport is the people need to wait for a long time to have a bus or train . People will waste their time during they waiting for the public transport instead they used their own transport to go whenever they desired anytime . As example , when a person is having an emergency such as death in the family while he using a public transport , it will be take a long time for him to reach his destination on the time . However, there is an advantage when using the public transport in which it will prevent the environment from pollution such as air or land . Furthermore, when using the public transport , the traffic jam in a city also can be reduced at the same time because the causes of the traffic jam is when there is too much vehicle entering the city. When there is too much vehicle , the percentage or risk of an accident to occur is also high. As the conclusion , the usage of public transport is more contributed to the disadvantages to us. People should emphasize and realize that when they using the public transport ,risk of being the criminal victim will increased , the people need to wait a long time for the public transport and the public cannot have comfort in their journey to their destination.

The Influence of Role Models on Young People Essay -- A Role Models I

Role models have an astounding effect on the lives of young people in our society. A role model has the ability to shape the views, ideals, and actions of a young person. Role models help youth to discover how they wish to become in the future. The influence that role models have over young people is tremendous. It is important for role models to be positive and responsible in instilling good morals and values because future generations are directly dependent on the role models of today. By examining the influence of role models, role models in the community, and role models in the media, we will be able to determine the true effect that role models have on the lives of youth. Community role models are people that youngsters interact with on a daily basis. They are our parents, coaches, or mentors. These are people that young people encounter frequently, who are, in part, responsible for the young person’s perceptions of the world. It is important for community role models to set good examples for youth. The judgments that young people make are often helped to be formed by the e...

Analysis of College Students’ Self Esteem and Their Desire to Feel Good About Themselves

Self esteem refers to the amount of realistic respect that you have for yourself. It is important for a person to have a healthy self-esteem in order to lead a happy and successful life. People with low self-esteems often have a harder time leading a happy and successful life. People with a healthy self-esteem realize that they deserve the good things in their lives, while those who suffer from low self-esteem feel that they deserve only the bad things in live. Each person is responsible for their own self-esteem and can take measures to improve their self-esteem, thereby improving their lives.Background of the studyThe relationship between a student’s scholastic performance and achievement and his/her sense of personal worth or self-esteem is likely to be mediated by a number of factors such as personal and familial aspirations, peer accomplishments and teachers and school expectations. Self-esteem can be defined as an individual’s judgment of his or her self-worth (Ro senberg 1965). Self-esteem is generally considered the evaluative component of the self-concept, a broader representation of the self that include cognitive and behavioral aspects as well as evaluative or affective ones.  (Tomaka&Blascovich, 1991). Self esteem is an extremely popular construct within psychology, and has been related to virtually every other psychological concept or domain, including personality (e.g., shyness), behavioral (e.g., task performance), cognitive (e.g., attribution bias), and clinical concepts (e.g., anxiety & depression). Environment of acceptance and success raises self-esteem, while environment of failures lower it.Coopersmith (1967) cited evidence supporting the importance of self-esteem. He concluded that people with feelings of inadequacy and unworthiness see themselves as inferior and unable to generate inner resources to improve their situation. Feeling of inferiority may result if it does not meet personal aspirations. In his antecedents of sel f, he suggested four factors that contribute to the development of self- esteem. These are: the values that the child perceives to have towards the self, the child’s experience withsuccess and his individual definitions of success or failure as well as the child’s style of dealing with negative feedback or criticism.To understand a man psychologically, one must understand the nature and degree of one’s self-esteem, and the standards that one judges oneself. Self-esteem is confidence in one’s capacity to achieve values (Branden, 1970) People with high self-esteem take risks more easily than those with low self-esteem. Low self-esteem has many different manifestations; withdrawal, depression, and lack of self- confidence are all symptoms of low self-esteem. As the first emphasis of this study, self-esteem has shown to be a significant personality variable in determining human behavior.OBJECTIVES OF THE STUDYThe objective that guided this study sought to ana lyze the personal strengths of the participants, to elevate their self- esteem and create positive self image. Aims to increase self confidence and self awareness to enable positive decision making and to form constructive relationships. To empower young people especially the college students to advocate on their own and on other’s behalf. To maintain a stable and positive sense of oneself.SIGNIFICANCE OF THE STUDYThe significance of this study is to help the following; Students. This research study will help students especially those who was not able to cope and handle social problems and to learn how to deal with it. Teachers. This will serve as the basis for future plans of teachers with regard to the necessary actions for the recovery of the deteriorating self- esteem of the students. Parents. This study will enrich their knowledge about self-esteem and can help to boost their child self confidence. Researchers. This study, particularly, its results will be of great help, for it will supplement and compliment needed ideas of the researchers.STATEMENT OF THE PROBLEM1.) How do self esteem associated with depression, anxiety, motivation and satisfaction to the participants? 2.) What are the factors that causes an individual to lack self confidence? 3.) How do the participants improve their self esteem?SCOPE AND LIMITATIONS OF THE STUDYThe main focus of the study is based on the main problems in the facilities of the Cavite State University-Indang, Campus. It focuses based on knowing college students’ self-esteem and how they want to see themselves during the academic year 2012-2013. The population of frame of this study was the 1st year BS Psychology students from in the Cavite State University-Indang, Campus.ASSUMPTIONS OF THE STUDYThe researchers assume that the participants will answer the given questions accurately. Their personal identity will remain confidential so that the participants who may withdraw from the study at anytime with no ra mifications. In addition to, the respondents will rate some situation truthfully.CHAPTER IIReview of related literature and studies Local LiteratureContingencies Of Filipino Adolescent Self-Esteem And The Possible Effect Of Direction Of Social Comparison by Eric L. Dimar This study utilized both quantitative and qualitative approach in order to understand Filipino adolescent self-esteem more, particularly to determine on what contingencies do adolescents base their self-esteem. It also examined direction of social comparison to determine if this is related to their level of self-esteem. Gender differences were also investigated.High school student (N=287) from a private, co-educational institution in Quezon City were administered the Rosenberg Self-Esteem (RSE) Scale, a supplemental version of the Contingencies of Self-Worth (CSW) Scale, and a research-made Direction of Social Comparison Tendency (DSCT) Scale. Chi-square and t-tests were utilized to reveal possible relationships amo ng the different variables. Focus groups were organized to investigate further other possible factors affecting adolescents self-esteem.Results revealed that students with low self-esteem compared to those with high self-esteem tend to compare themselves more to others who are better or to those who have more. They also tend to see themselves in areas that they are not positively endowed with. In general adolescents base their self-esteem on internal factors, namely on their belief that they are loved by God and by their adherence to a moral code. No gender differences was found between males and females’ direction of social comparison. Females were found to be more affected than males regarding academic performance, family relationships, and relationship with God.Children need self-esteem by Sofia Logarta (Cebu Daily News) In adulthood, people suffering from low self-esteem often hold themselves back from great opportunities because the feel they do not feel ‘good enou gh’†. She also called attention to findings of the research of the University of Calgary â€Å"that verbal abuse often has more psychological impact and subsequent psychological damage than physical abuse.† She laments the lack of awareness on the part of parents regarding the act of verbal abuse and its impact on children. â€Å"Their criticism is not helping shape the child into a productive vibrant individual, but rather a shell of a person who is very insecure,  very afraid of life, and afraid of doing something wrong. Sometimes they are not even sure what that wrong would be because they are criticized for everything they do anyhow.†Foreign LiterationAccording to Alfie Kohn (The Truth About Self-Esteem), the schools should try to help students feel good about themselves. This topic has become sufficiently polarized that the vast majority of people who address themselves to it stand in one or two camps: the pro self esteem, mostly educators, who can scarcely believe that anyone would question the importance of trying to improve students perceptions of their own worth, and the critics, who dismiss such efforts as ineffective and nonsensical distractions from academics. This analysis lead him to discuss of what might be more constructive than the usual arguments for and against self esteem. He said that there is no getting around the fact that most educators whose speak earnestly about the need to boost students’ self esteem are unfamiliar with the research that has been conducted on this question at best, they may vaguely assert, he confess he used to do that â€Å"studies† suggest self esteem is terribly important.Taking Charge of Your Self-Image by CB StaffWhen you're feeling inadequate as a college student, keep these five factors in mind: 1. You're not the only one who makes mistakes. You can react to failure in two ways: Drag yourself into the recesses of self-pity, or acknowledge your mistakes and do your bes t to correct them. 2. Take time to do things you enjoy and excel at. If you don't have a hobby, get one. Jamaica's hobby of volunteering allowed her to put life into perspective. â€Å"It made me realize that some people are worse off than I am,† she says. 3. Set small goals. If you have trouble speaking in class, say hello to someone you don't know. After a couple of weeks, volunteer to speak in class. Pick a time when you're certain you can add insight to the discussion. Later on, get a little gutsier and say something controversial.4. Every semester, pick a class that interests you, as opposed to one that fills a degree requirement. Evenbeck points out that getting excited by coursework is vital to success, which will naturally improve self-esteem. â€Å"The old ‘sit down,  shut up, and memorize this' approach that some students perceive to be the message of educators is disastrous for student learning,† he says. 5. Visit student tutors and mentors, even if you don't think you need to. Tutoring services often have a negative stigma attached to them — college students may think visiting a tutor means they're not smart enough to learn on their own. But the main job of a student tutor or mentor is to offer advice in areas where he or she struggled at one time. Evenbeck says tutors and mentors are vital to the learning process. â€Å"Students often arrive without the habits that are required for successful university study. Other students are often in the best [position] to communicate those behaviors to new students,† he says.Developing those habits will lead to greater success and a better self-image. Tending to your sanity and developing a healthy self-image is just as important as anything you learn in a textbook. And maintaining a positive outlook will help keep you out of the doldrums and allow you to concentrate on learning and growing as a person. Jamaica says she learned to lean on people close to her to help get her through: â€Å"It's important to surround yourself with supportive people, like friends and family.†CHAPTER III METHODOLOGYResearch DesignThis study used the survey research design. The design was ideal because it facilitated collection of data from a large number of respondents through a self administered questionnaire. The descriptive method was employed since it is interested to find out the extent to which the variables are related to each other. Specifically, the study dealt with self esteem of the students in CVSU. Research InstrumentsPartially structured and open ended questionnaire was developed to collect data on the variables identified for the study. Since self-esteem concept is abstract, affective questions were used to bring out an individual self-esteem concept. These questions aimed at eliciting emotions on how students felt toward themselves. Analysis of College Students’ Self Esteem and Their Desire to Feel Good About Themselves CHAPTER IINTRODUCTIONSelf esteem refers to the amount of realistic respect that you have for yourself. It is important for a person to have a healthy self-esteem in order to lead a happy and successful life. People with low self-esteems often have a harder time leading a happy and successful life. People with a healthy self-esteem realize that they deserve the good things in their lives, while those who suffer from low self-esteem feel that they deserve only the bad things in live. Each person is responsible for their own self-esteem and can take measures to improve their self-esteem, thereby improving their lives.Background of the studyThe relationship between a student’s scholastic performance and achievement and his/her sense of personal worth or self-esteem is likely to be mediated by a number of factors such as personal and familial aspirations, peer accomplishments and teachers and school expectations. Self-esteem can be defined as an individual’s judgment of his or her self-worth (Rosenberg 1965). Self-esteem is generally considered the evaluative component of the self-concept, a broader representation of the self that include cognitive and behavioral aspects as well as evaluative or affective ones.  (Tomaka&Blascovich, 1991).Self esteem is an extremely popular construct within psychology, and has been related to virtually every other psychological concept or domain, including personality (e.g., shyness), behavioral (e.g., task performance), cognitive (e.g., attribution bias), and clinical concepts (e.g., anxiety & depression). Environment of acceptance and success raises self-esteem, while environment of failures lower it.Coopersmith (1967) cited evidence supporting the importance of self-esteem. He concluded that people with feelings of inadequacy and unworthiness see themselves as inferior and unable to generate inner resources to improve their situation. Feeling of inferiority may result if it does not meet personal aspirations. In hi s antecedents of self, he suggested four factors that contribute to the development of self- esteem. These are: the values that the child perceives to have towards the self, the child’s experience withsuccess and his individual definitions of success or failure as well as the child’s style of dealing with negative feedback or criticism.To understand a man psychologically, one must understand the nature and degree of one’s self-esteem, and the standards that one judges oneself. Self-esteem is confidence in one’s capacity to achieve values (Branden, 1970) People with high self-esteem take risks more easily than those with low self-esteem. Low self-esteem has many different manifestations; withdrawal, depression, and lack of self- confidence are all symptoms of low self-esteem. As the first emphasis of this study, self-esteem has shown to be a significant personality variable in determining human behavior.OBJECTIVES OF THE STUDYThe objective that guided this study sought to analyze the personal strengths of the participants, to elevate their self- esteem and create positive self image. Aims to increase self confidence and self awareness to enable positive decision making and to form constructive relationships. To empower young people especially the college students to advocate on their own and on other’s behalf. To maintain a stable and positive sense of oneself.SIGNIFICANCE OF THE STUDYThe significance of this study is to help the following; Students. This research study will help students especially those who was not able to cope and handle social problems and to learn how to deal with it. Teachers. This will serve as the basis for future plans of teachers with regard to the necessary actions for the recovery of the deteriorating self- esteem of the students. Parents. This study will enrich their knowledge about self-esteem and can help to boost their child self confidence. Researchers. This study, particularly, its results wi ll be of great help, for it will supplement and compliment needed ideas of the researchers.STATEMENT OF THE PROBLEM1.) How do self esteem associated with depression, anxiety, motivation and satisfaction to the participants? 2.) What are the factors that causes an individual to lack self confidence? 3.) How do the participants improve their self esteem?SCOPE AND LIMITATIONS OF THE STUDYThe main focus of the study is based on the main problems in the facilities of the Cavite State University-Indang, Campus. It focuses based on knowing college students’ self-esteem and how they want to see themselves during the academic year 2012-2013. The population of frame of this study was the 1st year BS Psychology students from in the Cavite State University-Indang, Campus.ASSUMPTIONS OF THE STUDYThe researchers assume that the participants will answer the given questions accurately. Their personal identity will remain confidential so that the participants who may withdraw from the study a t anytime with no ramifications. In addition to, the respondents will rate some situation truthfully.CHAPTER II Review of related literature and studies Local LiteratureContingencies Of Filipino Adolescent Self-Esteem And The Possible Effect Of Direction Of Social Comparison by Eric L. Dimar This study utilized both quantitative and qualitative approach in order to understand Filipino adolescent self-esteem more, particularly to determine on what contingencies do adolescents base their self-esteem. It also examined direction of social comparison to determine if this is related to their level of self-esteem. Gender differences were also investigated.High school student (N=287) from a private, co-educational institution in Quezon City were administered the Rosenberg Self-Esteem (RSE) Scale, a supplemental version of the Contingencies of Self-Worth (CSW) Scale, and a research-made Direction of Social Comparison Tendency (DSCT) Scale. Chi-square and t-tests were utilized to reveal possi ble relationships among the different variables. Focus groups were organized to investigate further other possible factors affecting adolescents self-esteem.Results revealed that students with low self-esteem compared to those with high self-esteem tend to compare themselves more to others who are better or to those who have more. They also tend to see themselves in areas that they are not positively endowed with. In general adolescents base their self-esteem on internal factors, namely on their belief that they are loved by God and by their adherence to a moral code. No gender differences was found between males and females’ direction of social comparison. Females were found to be more affected than males regarding academic performance, family relationships, and relationship with God.Children need self-esteem by Sofia Logarta (Cebu Daily News) In adulthood, people suffering from low self-esteem often hold themselves back from great opportunities because the feel they do not feel ‘good enough’†. She also called attention to findings of the research of the University of Calgary â€Å"that verbal abuse often has more psychological impact and subsequent psychological damage than physical abuse.†She laments the lack of awareness on the part of parents regarding the act of verbal abuse and its impact on children. â€Å"Their criticism is not helping shape the child into a productive vibrant individual, but rather a shell of a person who is very insecure,  very afraid of life, and afraid of doing something wrong. Sometimes they are not even sure what that wrong would be because they are criticized for everything they do anyhow.†Foreign LiterationAccording to Alfie Kohn (The Truth About Self-Esteem), the schools should try to help students feel good about themselves. This topic has become sufficiently polarized that the vast majority of people who address themselves to it stand in one or two camps: the pro self esteem, mostly educators, who can scarcely believe that anyone would question the importance of trying to improve students perceptions of their own worth, and the critics, who dismiss such efforts as ineffective and nonsensical distractions from academics.This analysis lead him to discuss of what might be more constructive than the usual arguments for and against self esteem. He said that there is no getting around the fact that most educators whose speak earnestly about the need to boost students’ self esteem are unfamiliar with the research that has been conducted on this question at best, they may vaguely assert, he confess he used to do that â€Å"studies† suggest self esteem is terribly important.Taking Charge of Your Self-Image by CB StaffWhen you're feeling inadequate as a college student, keep these five factors in mind: 1. You're not the only one who makes mistakes. You can react to failure in two ways: Drag yourself into the recesses of self-pity, or acknowledge your mista kes and do your best to correct them. 2. Take time to do things you enjoy and excel at. If you don't have a hobby, get one. Jamaica's hobby of volunteering allowed her to put life into perspective. â€Å"It made me realize that some people are worse off than I am,† she says. 3. Set small goals. If you have trouble speaking in class, say hello to someone you don't know. After a couple of weeks, volunteer to speak in class.Pick a time when you're certain you can add insight to the discussion. Later on, get a little gutsier and say something controversial. 4. Every semester, pick a class that interests you, as opposed to one that fills a degree requirement. Evenbeck points out that getting excited by coursework is vital to success, which will naturally improve self-esteem. â€Å"The old ‘sit down,  shut up, and memorize this' approach that some students perceive to be the message of educators is disastrous for student learning,† he says. 5. Visit student tutors an d mentors, even if you don't think you need to. Tutoring services often have a negative stigma attached to them — college students may think visiting a tutor means they're not smart enough to learn on their own.But the main job of a student tutor or mentor is to offer advice in areas where he or she struggled at one time. Evenbeck says tutors and mentors are vital to the learning process. â€Å"Students often arrive without the habits that are required for successful university study. Other students are often in the best [position] to communicate those behaviors to new students,† he says. Developing those habits will lead to greater success and a better self-image. Tending to your sanity and developing a healthy self-image is just as important as anything you learn in a textbook. And maintaining a positive outlook will help keep you out of the doldrums and allow you to concentrate on learning and growing as a person. Jamaica says she learned to lean on people close to her to help get her through: â€Å"It's important to surround yourself with supportive people, like friends and family.†CHAPTER III METHODOLOGY Research DesignThis study used the survey research design. The design was ideal because it facilitated collection of data from a large number of respondents through a self administered questionnaire. The descriptive method was employed since it is interested to find out the extent to which the variables are related to each other. Specifically, the study dealt with self esteem of the students in CVSU.Research InstrumentsPartially structured and open ended questionnaire was developed to collect data on the variables identified for the study. Since self-esteem concept is abstract, affective questions were used to bring out an individual self-esteem concept. These questions aimed at eliciting emotions on how students felt toward themselves.

Egyptian art Essay

Egyptian art is one of the most fascinating topics in both ancient art and ancient history. As a culture, the Egyptians truly represented themselves through their art and as a result produced a body of work that is rivaled only by the Renaissance. In the two reliefs pictured, the Egyptian ideal is pictured. This compares to the palette of King Narmer and the tomb of Ti in Saqqara. One thing that we can say about Egyptian art is that it does not change much over time. This can clearly be seen in the overall style of both of the reliefs pictured. One was done during the Sixth Dynasty and the other was done during the First Intermediate Period. The similarities in style are marked. From the stylized view of the head to the way the arms and body are drawn, the similarities are striking. This is compared with the Palette of King Narmer, which is from the Predynastic period. The same stylized images are displayed in this palette as in the two reliefs. Even in the tomb painting of Ti at Saqqara, one sees the same stylized images in living color. When we look at the Portrait of Ni’Ankhesut, one sees a relief image of a male wearing a headdress of non-noble bearing. He is also wearing a necklace, though we cannot see much detail. Our subject is seated, and above him we see some Egyptian hieroglyphics. These are probably cartouche in nature, that is, they reflect the subject’s name and rank within Egyptian society. The relief is composed in limestone, which was the primary building material of the time. The Funerary Stele of Iamu is another typical work of Egyptian art. Like the portrait, it is also composed limestone, but in this case, it tells a story. The Egyptians took their afterlife traditions and rituals very seriously and to that end, made sure the story of the deceased’s life and afterlife was told in detail. In this case, the tale being told is that of death. This relief shows the funerary rites as they are performed as well as hieroglyphics that explain what exactly is going on. In this case, the relief shows the process involved in serving the master and in creating the facade that is the Egyptian afterlife. Both of these reliefs contrast to the Narmer Palette. This is a two-sided object that is arrowhead shaped. Many archeologists feel as though it shows the dominance of Upper Egypt over Lower Egypt. Narmer is presumed to be a mythical god-king who presumably united Upper and Lower Egypt. Narmer is displayed prominently on both sides of the palette, and while there are some themes that are common in Mesopotamian art, there are aspects that are uniquely Egyptian. The partial profiling of the figure with the front view of the hands is Egyptian in and of itself and shows that Egyptian art had a style all its own even at the early juncture of its history. This palette also tells a story, that is, it tells the bloody story of the unification of the two parts of Egypt. This is also a theme that is indicative to Egyptian art. The nature of the storytelling that each piece tells shows that the Egyptians are very much interested in showing their own story and history through their art. Even at this early juncture, they saw art as a means of cultural transmission, and used it effectively to create the story of their own beginnings. Finally, the last piece of art is the tomb of Ti at Saqqara. This piece of art is unlike the others, in the fact that it still retains its original color. In this scene, we see who we can presume is Ti sailing on the Nile that is overflowing with fish and other marine life. He is with other warriors and is presumably hunting hippopotami and birds in the marshes. Again, the relief is highly stylized with no variations in the human form. As with the other reliefs noticed, there are no variations in the human form. Each person looks almost identical to the last, and the only way that one would know the difference between the various people is by looking at their cartouche or knowing what tomb one is in. It is even difficult to tell who is who in the relief images without the help of the hieroglyphic writing. What are the ways we tell who is who in the various relief pictures that we are exposed to in Egyptian art? One of the major ways that we can tell is by looking at the size of the person that is displayed. What does this tell us? What it says is that the largest person in the picture is usually is the main subject of the tomb or the hieroglyphics. The smaller figures are usually minor players or servants. Even spouses are sometimes displayed smaller in respect to the main figures. The main protagonist of the painting or relief is prominently displayed with the accompanying cartouche and tomb writings more than capably tell who is who in the grand story. If we look at the portrait of Ni’Ankhesut, we see that he is the largest figure in the relief. In the Funerary Stele of Iamu, we see that Iamu is most prominently displayed. Again, both of these examples show the casual observer who is the prominent figure in the relief. Additionally, the cartouche and the tomb writings show us easily who is the main protagonist. In the Narmer palette, Narmer is prominently displayed on one side of the palette, taking up nearly the entire side. This is the most telling sign of Egyptian art and supremacy of the figure. By making King Narmer the largest figure in the palette, the artist is showing the supremacy and the importance of Narmer in the history of Egypt. What can we learn from Egyptian art? We can learn that this group created a fascinating body of work that has permeated the world in which not only they lived, but we live as well. Without the Egyptians, we would not have modern portrait art and the art of realism that exists today. Though Egyptian art is highly stylized, we see shades of ourselves in their work. All cultures can look to the Egyptians for their own inspiration for their own art and culture. Each culture took from the Egyptians to form their own unique art forms and their own stylizations and themes. As a modern culture, we can look to the Egyptians for inspiration for the future, and we can look for them to reinforce our past so we can continue to learn more about the fascinating culture that continues to affect us even today.

Nothings changed and Not my Business Essays

Nothings changed and Not my Business Essays Nothings changed and Not my Business Paper Nothings changed and Not my Business Paper The most predominant theme in the two poems is that of sheer desperation. The notion of hope and hopelessness is effectively conveyed, representing the poets anger at the absence of democracy and equanimity in society. They struggle to restrain this frustration towards the outrageous political and social racism made against ethnic minorities in the way they have been. However, thematically, the way the oppressed deal with the unjust and prejudiced policies installed into society differs greatly between the poems. In Nothings Changed the poet returns to the wasteland that was once his home, and relives the anger he felt when the area was first destroyed. When confronted with the new hotels and the restaurants, which are surrounded by the poverty and suffering his deep content forces him to want to destroy the restaurant with a stone or a bomb. This makes him reflect that despite the changing political situation, there are still huge inequalities between blacks and whites. Nothings changed. Therefore, the subdued message in Nothings Changed is the Whereas, in Not my business a different message is conveyed, as in the beginning stanzas Osundare sits back, grateful he is safe, as those around him are taken away. Eventually, he too is taken away and the reader is left with the distressing and uninspiring ending. The poem runs parallel to a quote which came through from the most devastating human conflict in history, World War Two, Edmund Burke once said that all that is needed for evil to triumph is for good men to do nothing. This concept is particularly relevant in the poem and reflects the general theme of it, the way Osundare is allowing the government to act, rather than protesting. Similarly, both poems have a memorable last line. Afrika writes Nothings Changed for his last line and because the last line and the title are the same, a cycle is suggested, that simply nothings changed, and never will. It also suggests that he is returning to district six after his campaigning, and finds despite the removal of all the whites only signs, the town is still filled with prejudice. In Not my business. The theme of social division and the poets thoughts on them is a clear one throughout all the poems. In Nothings Changed, Tatamkhulu Afrika comments on how even though district six has ended its apartheid, people are still prejudiced towards black people, when he writes whites only inn. No sign says it is: but we know where we belong Afrika develops a sense of desperation and longing for a place or ideal society. He is desperate for district six before the apartheid, when people of all races and beliefs lived peacefully, as he says No board says it is: but my feet know. He finds himself longing for the past, when he was a member of the African National Congress, fighting against apartheid. The anger of the poet comes through as he reflects on his childhood, his hands burn for a stone, a bomb, to shiver down the glass of the Inn, as he did when he was younger. All three poems compare two ways of life. In Nothings Changed, Afrika compares his life with the ANC, fighting for equal rights, to his life now, after his victory, where prejudice still remains. Furthermore, through consistency and regulation in the structure the poets reflect the relentlessness of government regime and ongoing racial attitudes. Despite the morally unjust and unsubstantiated discrimination which still exists, there are no breaks in the poems and this represents the way racism has become embedded into society and peoples lives, so much so that the poets see no reason to stop the fluency of the poem because of it. On the other hand, this consistency in the structure could relate to the emotional state of the poet and their reaction to the injustices progressing in the poem. In Nothings Changed the structure appears regulated, implying the poet is managing to keep his emotions in check and accept the racism in South Africa. However, within the stanzas there are irregular line breaks and punctuation giving the poem a sense of choppiness, suggesting there are internal issues which the poet is struggling to control as the poem becomes progressively unfair. These line breaks and irregularities may, alternatively, symbolise the way that the government claim to have ended the apartheid and it appears over, however there are still underlying issues which exist in society. In addition, the punctuation creates speed and therefore tension, which creates a sense of ambiguity; the regularity of the stanza construction, evoking the concept of detached rationalism, contrasting with the wildly fluctuating line length, suggesting that the poet is struggling to contain his emotion. This structure successfully encapsulates the interior conflicts existing in South Africa. Whereas, In Not my Business the stanzas appear regular to represent the implacable government regime, inflicted on the oppressed peoples. The repetition of the sentence lengths and stanzas implies that, despite the death and kidnapping, the poet does not see it important enough to break the consistent structure. This poignant message optimises the idea of the whole poem that if there is not a will to protest, evil will go on and ultimately succeed. Finally, in the last stanza the indented few lines of what business is it of mine? , which seem to have been catching up with the poet throughout, are replaced with a full stop representing finality. Finally, the use of linguistic techniques, most predominantly the use symbolism, is most effective in helping the two poets convey the meaningful and differing messages intended. An important image in Nothings changed is that of the glass which shuts out the speaker in the poem. It is a symbol of the divisions of colour, and class often the same thing in South Africa. As he backs away from it at the end of the poem, Afrika sees himself as a boy again, who has left the imprint of his small, mean mouth on the glass. He wants a stone, a bomb to break the glass he may wish literally to break the window of this inn, but this is clearly meant in a symbolic sense. He wants to break down the system, which separates white and black, rich and poor, in South Africa. In Not my Business the image of the jeep is effective in personifying the government as threatening and monstrous. The jeep is symbolic of the establishment throughout the poem, it appears a like a predator, as it stuffed him down the belly implying they are monstrous and ruthless toward the victims. The government seem like a faceless and impersonal tyrant, who through bribing the people of their yam are enforcing a deadly regime that, much like the Nazi one, sees people taken away randomly, to die. The range and extent of the vocabulary used differs mostly between Not my Business and Nothing Changed. In Nothings changed Afrika is very detailed in his description of the wasteland. The purple flowering represents the White population at the beginning of the poem. The purple connotes royalty and class representing their superior position in society. The flowering implies growth and development, perhaps, socially, the problems getting worse and the racism is becoming stronger. This juxtaposes the amiable weeds which relates to the Blacks position, the way they are out of place and unwanted in society. The Blacks have removed them like an owner of a garden would remove a weed. Moreover, the images in the poem of the wasteland itself, the expensive restaurant, and the working mans cafe are sharply contrasted to create a sense of division, mirroring the division within the country itself and within the poets mind. The stark difference In Nothings Changed, Afrika says the Inn is flaring like a flag meaning it is glaringly bright. Flaring has another meaning: spreading gradually outwards, which is relevant to Afrikas feelings, as the Inns whites only prejudice is spreading throughout district six.

Yale School of Management Programs and Admissions

Yale School of Management Programs and Admissions Yale School of Management, also known as Yale SOM, is part of Yale University, a private research university located in New Haven, Connecticut. Although  Yale University is one of the oldest institutions of higher education in the United States, the School of Management wasnt founded until the 1970s and didnt begin offering an MBA program until 1999. Although Yale School of Management hasnt been around nearly as long as some business and management schools, it is very well-known and has a reputation for being one of the best business schools in the world. Yale School of Management is one of six Ivy League business schools in the United States. It is also one of the M7, an informal network of elite business schools.   Yale School of Management Programs Yale School of Management offers a wide range of business education programs for students at the graduate level. Degree programs include the  Full-Time MBA program, MBA for Executives program,  Master of Advanced Management program,  PhD program and  Joint Degree programs.  Non-degree programs include Executive Education programs.   Full-Time MBA Program The Full-Time MBA program at Yale School of Management has an integrated curriculum that teaches not only management fundamentals, but also big picture perspectives to help you understand organizations and business as a whole. Much of the curriculum relies on raw cases, which provide you with robust data to help you learn how to make tough decisions in real-world business scenarios. Students who want to apply to the Full-Time MBA program Yale School of Management must submit an online application between July and April. Yale School of Management has round applications, which means that there are multiple application deadlines. To apply, you need transcripts from every college you attended, two recommendation letters, and official GMAT or GRE scores. You must also submit an essay and answer several application questions so that the admissions committee can learn more about you and your desired career path. MBA for Executives Program The MBA for Executives program at Yale School of Management is a 22-month program for working professionals. Classes are held on the weekends (Fridays and Saturdays) on the Yale campus. About 75% of the curriculum is devoted to general business education; the remaining 25% is devoted to the students chosen area of focus. Like the Full-Time MBA program at Yale School of Management, the MBA for Executives program has an integrated curriculum and relies heavily on raw cases to teach students business principles. This program is designed for working professionals, so Yale School of Management does require you to maintain employment while enrolled at in the MBA for Executives program. To apply to this program, you need to submit GMAT, GRE or the Executive Assessment (EA) scores; a resume; two professional recommendations and two essays. You do not need to submit official transcripts to apply, but you will need to submit transcripts if you enroll. Joint Degree Programs The Joint Degree programs at Yale School of Management offer students the opportunity to earn an MBA degree in combination with a degree from another Yale school. Joint Degree options include: MBA/JD with Yale Law SchoolMBA/MEM or MF with Yale School of Forestry Environmental StudiesMBA/MA in Global Affairs with the Jackson Institute for Global AffairsMBA/MD with Yale School of MedicineMBA/MPH with Yale School of Public Health   MBA/MARCH with Yale School of ArchitectureMBA/MFA with Yale School of DramaMBA/MDIV or MAR with Yale Divinity SchoolMBA/PhD with Yale Graduate School of Arts and Sciences Some Joint Degree programs have two-year, three-year, and four-year options. Curriculum and application requirements vary by program. Visit the Yale School of Management website to learn more. Master of Advanced Management Program The Master of Advanced Management (MAM) program at Yale School of Management is a one-year degree program specifically for graduates of Global Network for Advanced Management member schools. The program is meant to provide advanced management education to exceptional students who have already earned an MBA degree. About 20% of the MAM curriculum consists of core courses, while the other 80% of the program is devoted to electives. To apply to the MAM program at Yale School of Management, you need an MBA or an equivalent degree from a Global Network for Advanced Management member school. You will also need to submit one professional recommendation, official transcripts and standardized test scores from one of the following tests: GMAT, GRE, PAEP, China’s MBA Entrance Exam or ieGAT. PhD Program The PhD program at Yale School of Management provides advanced business and management education for students who are seeking a career in academia. Students take 14 courses over the first two years and then work with the Director of Graduate Studies and faculty members to select additional courses to take over their remaining time in the program. Areas of focus on the PhD program include organizations and management, accounting, finance, operations and quantitative marketing. Students who are able to keep up with the demands of the program receive full financial aid. Applications for the PhD Program at Yale School of Management are accepted once each year. The deadline to apply is in early January of the year you wish to attend. To apply, you must submit three academic recommendations, GRE or GMAT scores and official transcripts. Published papers and writing samples are not required, but can be submitted to support other application materials. Executive Education Programs The Executive Education programs at Yale School of Management are open enrollment programs that put students in a room with accomplished Yale faculty members who are leaders in their respective fields. Programs focus on a variety of business and management topics and are available to both individuals and companies throughout the year. Custom programs are also available and can be tailored to the needs of each company. All of the Executive Education programs at Yale School of Management feature an integrated curriculum to help students master fundamentals and gain big picture perspectives.

Nutrition 2B Essay Example | Topics and Well Written Essays - 750 words

Nutrition 2B - Essay Example ngs regarding the fact that whether I am obtaining the required amount of nutrition or not from the intake of my favorite non-veg meals (KFC, â€Å"Food†). I am fond of KFC’s chicken buckets and thus, visit the outlet once a week. I majorly place order for the Kentucky grilled chicken (6 pieces) bucket and the extra crispy (6 pieces) bucket on alternate basis. Apart from these two, I also order for rice bowl meals, desserts, mac & cheese and green beans for altering my taste. Thus, evaluating the nutritional value served within each bucket (6 pieces) of grilled chicken in the first step (KFC, â€Å"Food†). The above formulated tabular charts project a clear description regarding the percentage of nutritional value, which I get from the favourite foods I order in a KFC food outlet. The data provided within the table helps in determining that the ordered food combinations cannot provide the complete amount of calorific value, which I require on daily basis as a diabetic patient. The level of saturated fat intake from the chicken bucket is high in comparison to other food items depicted in the third table. Moreover, it can be observed that the percentages of sodium provided by each of the food products are quite high. The below provided table describes about the daily nutritional requirements for diabetic patients (Treatment For diabetes, â€Å"3 Diabetes Diet Meal Plan Guidelines†). Apart from just sodium and calorie value, protein intakes through the consumption of the chicken buckets are also high in comparison to the regular calorie requirement. However, one specific benefit of consuming fast food combos is that the level of intake of trans fat is comparatively low as can be understood from the tabular data. Thus, for consuming the appropriate amount of calorie and other specific intakes, it is necessary that I make certain alterations within the previous order combinations. Although being a big fond of the KCF chicken items, I will have to focus more on the

What an education mean to me Essay Example | Topics and Well Written Essays - 1500 words

What an education mean to me - Essay Example Education for her is confined to the realm of the observable, quantifiable and rational. Education occurs in the classroom mostly, and occasionally in the field under controlled conditions. I know a man in my mother’s neighborhood that is constantly learning. He told me that education and learning for the sake of understanding is enough for him. He reads classical literature and philosophy as well as all of the latest books on political science and environmental concerns. His mind is filled with the words of some of the greatest scholars that have lived over the past 1500 years. He works at a neighborhood corner shop stocking shelves and running the cash register. When I asked him why he didn’t get a better job he replied that a more demanding job would interfere with his education, and that he valued knowledge over money. The superintendent that works in my apartment complex told me once that he never read anything he couldn’t apply to his job. If it was a manual on fixing a trash disposal or direction on installing new lighting fixtures, then the reading was worth his time. He said that he really didn’t see the need for any education beyond the obvious needs of his career. Formal study beyond his career was a waste of time because it couldn’t earn him any money. Read a novel for enjoyment or enlightenment? Never. He’d rather play poker. I list these examples of people I have in my life and their attitudes towards education to illustrate why I am so conflicted about education in many ways, specifically my education and how I should conduct it. I respect all of these people and see the good and bad in the choices they have made relative to their own education. Summarizing my feelings about education is difficult because of the disparate examples, but as I learn more about the world and the people in it, I can see one thing clearly. I can see that an individual’s approach to their education (whatever that may