Oxidation and Reduction Reactions (Redox Reactions)

Oxidation and Reduction Reactions (Redox Reactions) This is an introduction to oxidation-reduction reactions, also known as redox reactions. Learn what redox reactions are, get examples of oxidation-reduction reactions, and find out why redox reactions are important. What Is an Oxidation-Reduction or Redox Reaction? Any chemical reaction in which the oxidation numbers (oxidation states) of the atoms are changed is an oxidation-reduction reaction. Such reactions are also known as redox reactions, which is shorthand for reduction-oxidation reactions. Oxidation and Reduction Oxidation involves an increase in oxidation number, while reduction involves a decrease in oxidation number. Usually,​ the change in oxidation number is associated with a gain or loss of electrons, but there are some redox reactions (e.g., covalent bonding) that do not involve electron transfer. Depending on the chemical reaction, oxidation and reduction may involve any of the following for a given atom, ion, or molecule: Oxidation involves the loss of electrons or hydrogen OR gain of oxygen OR increase in oxidation state.Reduction involves the gain of electrons or hydrogen OR loss of oxygen OR decrease in oxidation state. Example of an Oxidation-Reduction Reaction The reaction between hydrogen and fluorine is an example of an oxidation-reduction reaction: H2 F2 → 2 HF The overall reaction may be written as two half-reactions: H2 → 2 H 2 e− (the oxidation reaction) F2 2 e− → 2 F− (the reduction reaction) There is no net change in charge in a redox reaction so the excess electrons in the oxidation reaction must equal the number of electrons consumed by the reduction reaction. The ions combine to form hydrogen fluoride: H2 F2 → 2 H 2 F− → 2 HF Importance of Redox Reactions The electron transfer system in cells and oxidation of glucose in the human body are examples of redox reactions. Oxidation-reduction reactions are vital for biochemical reactions and industrial processes as well. Redox reactions are used to reduce ores to obtain metals, to produce electrochemical cells, to convert ammonia into nitric acid for fertilizers, and to coat compact discs.

Personal Customs Exemptions for Returning Canadians

Personal Customs Exemptions for Returning Canadians If you are a Canadian resident or temporary resident of Canada returning to Canada from a trip outside the country, or a former Canadian resident returning to live in Canada, you may qualify for a personal exemption to bring a certain value of goods into Canada without having to pay the regular duties. You will still have to pay duties, taxes and any provincial/territory assessments on the value of goods above your personal exemption. Children, even babies, are entitled to a personal exemption. A parent or guardian can make a declaration on the childs behalf as long as the goods being declared are for the childs use. The amount you claim for your personal exemption must be reported in Canadian dollars. Use a foreign exchange converter to change foreign currencies into Canadian dollars. The personal exemption for returning Canadian residents depends on the length of time you have been outside of Canada. The personal exemptions for Canadian residents have been increased effective June 1, 2012. The new exemption limits go up to CAN$200 from CAN$50 for absences of 24 hours or longer, and up to CAN$800 if youre out of the country longer than 48 hours. After a 7-day absence, you are allowed to include goods that will follow you by mail or another delivery method. Outside Canada for Less Than 24 Hours No exemption. Outside Canada for 24 Hours or More If you are outside Canada for 24 hours or more, you may claim a personal exemption of up to CAN$200 worth of goodsthe goods must accompany youtobacco or alcohol may  not be claimed in this exemption Note: If you bring in goods worth more than CAN$200 in total, you cannot claim this exemption. Instead, you have to pay full duties on all the goods you bring in. Outside Canada for 48 Hours or More If you are outside Canada for 48 hours or more, you may claim a personal exemption of up to CAN$800 worth of goodsthe goods must accompany youyou can include some tobacco products and alcohol, but only a partial exemption may apply to cigarettes, tobacco products or manufactured tobacco. Outside Canada for 7 Days or More To calculate the number of days you have been outside Canada for the purposes of this personal exemption, do not include the day you left Canada but do include the day you returned. If you are outside Canada for 7 days or more, you may claim a personal exemption of up to CAN$800 worth of goodsyou can include some tobacco products and alcohol, but only a partial exemption may apply to cigarettes, tobacco products or manufactured tobacco.alcohol and tobacco products must accompany youother goods do not need to accompany you when you cross the border.

Islamic art Essay Example | Topics and Well Written Essays - 2250 words

Islamic art - Essay Example Islamic art often adopts worldly elements and elements that are frowned upon, if not prohibited, by some Islamic theologians. The initial stages of Islamic art: The period of swift development of the Islamic epoch forms a convincingly accurate beginning for the label of Islamic art. Diverse Art conceptions have found in the history such as: Umayyad art Abbasid art Spain and the Maghreb Egypt and Syria Iran and Central Asia. Fatimid period (969-1175): The Fatimids manifestly had a taste for carefully made-up gold work and complicatedly engraved vessels of rock crystal, a type of translucent, monochrome quartz whose exterior can be luminously polished. The glass working was also a highly urbanized art form. The lavishness of the Fatimid court fueled resurgence in the ornamental arts, which made Cairo the most significant cultural core in the Islamic world. Nearby, Old Cairo, known as al-Fustat, became a chief center for the manufacturing of pottery, glass, and metalwork, and rock-cryst al, ivory, and wood carving, textile factories run by management officials created tiraz fabrics in the name of the caliph somewhere else in the Egyptian district, particularly the Nile Delta. The artwork from this era exemplifies the inventiveness and resourcefulness of Fatimid craftsmen. The procedure of lusterware on ceramic, developed in the beginning in Iraq, was invigorated in Egypt and Syria. Some lusterware pieces from this age are signed by their makers, a sign of the admiration in which the craftsmen were kept. Wood statuette and jewelry were executed with equivalent dexterity and creativity. Fatimid artists created new enhancing motifs and made better use of figural forms, both human and animal. Figures were stylized but vigorous, while customary vegetal and geometric ornaments maintained their conceptual excellence. Artists of this time revitalized or sustained previous techniques but gave them their own distinguishing stamp. The Abbasid period (8th-13th): in the Abbasid rule, which succeeded the Umayyads (661–750), the central spot of Islamic political and artistic living shifted eastward from Syria to Iraq, where, in 762, Baghdad, the circular City of Peace (madinat al-salam), was founded as the new center. The former two centuries of Abbasid rule saw the appearance and spreading of a new Islamic approach of art where the introduction of purely Islamic forms and techniques took place. Textiles: Of the numerous varied arts that prospered in the Abbasid period, textiles played a particularly momentous character in civilization, one that sustained in succeeding periods. Textiles were omnipresent in Islamic lands, allocated as clothes, domestic furnishings, and convenient architecture (tents). The production of and buying and selling in textiles were exceedingly classy and lucrative industries that built upon Byzantine and Sasanian background. Often made with expensive supplies such as silk and gold and silver wrapped yarn and adorned with com posite designs, textiles were lavish goods suggestive of wealth and social standing. Islamic textiles were also broadly exported to the West, where their eminence is underscored by their effect on European languages. Did you know that the English words "cotton" and "taffeta" are obtained, respectively, from Arabic and Persian? Pottery: The skill of pottery was profoundly developed in the ninth

Health profile assignment - Tonbridge Area Essay

Health profile assignment - Tonbridge Area - Essay Example Health promotions currently available throughout the United Kingdom and the world that address the health need will be identifies and discussed. Linking back to the health need, this health profile will make recommendations on the potential health promotion strategies that could possibly be implemented, which will discuss how this will be evaluated? The conclusion will briefly summarise the main point of the health profile and reflect on the process of health profiling. District: Tonbridge and Malling Locale, County: Kent, Region: South East England, Nation: England, Country United Kingdom. Tonbridge is a historic market town in Kent County located on the River Medway. It is four miles north of Tunbridge Wells, twelve miles from southwest of Maidstone and twenty miles from London. In 2003, eighty one were reported killed or severely injured in road accidents. The Indices of Deprivation 2004 (ID2004), which are measures of deprivation for every Super Output Area (lower layer) and local authority area in England, indicates that Tonbridge and Malling ranked at 304 out of 354 local authorities in England, where one was the most deprived area and 354 the least deprived. This rank was derived from the average deprivation score of the Lower Layer Super Out Areas in the local authority. Between 1982 and 2002, the population of Tonbridge and Malling grew by 10%, compared with an increase of 11% for the South East region as a whole. The population density of Tonbridge and Malling in 2002 averaged 453 people per square kilometre, compared with an average of 421 for the region and 380 people per square kilometre for England overall. The demographics of the population in Tonbridge reveal that the male population is, proportionally, larger than the female population in the under 65 age group. Normally, the numbers of males and females in this age group to be very similar;

The Simpsons Analysis Essay Example for Free

The Simpsons Analysis Essay The animated sitcom The Simpsons subverts our views about a nuclear family. Instead we learn by watching a dysfunctional family. We see the ups and downs and humour of family life in various episodes and typical family situations. The Simpsons to some degree follow the conventions of a stereotypical sitcom. I will be analysing the episode Bart gets an F to support my thoughts. In this paragraph I will be referring to what a sitcom is, how it has changed throughout the years and why sitcoms are so popular. A sitcom is a 22 minute long show, which presents the viewer with a world within the show. A sitcom also follows the narrative structure of orientation, complication, resolution, evaluation and re-orientation. The creators of The Simpsons satirize stereotypes to create humour. In the 1950s sitcoms, the families would get along, listen to each other, take care of each other and they would be smartly dressed at all times. However, after the 1950s it all seemed to change: no-one would get along, they will always argue, the mother and father would always fight and they would do whatever they wished. Sitcoms are very popular as they provide us with entertainment including laughter, which helps people get away from their daily routine life. Sitcoms provide us with entertainment for all ages and typical family situations. I believe sitcoms are popular because they are humorous and give us an alternative to our lives. The nuclear family and the dysfunctional yellow-skinned, four-fingered Simpson family are shown through the opening of The Simpsons. We are firstly introduced to Bart, the most confrontational, funny, naughty and disrespectful kid in school. We see him in school; however, this is dysfunctional as he is in detention writing on the board I will not teach others to fly. This shows us satirise as a normal child will not be that often in detention. The creator also changes the quotes of the writing to show that he is in detention all the time. Secondly, we are introduced to Homer; the clumsy, dumb and often drunk father, who is at work. This is typical of a dad, but then it is subverted when he is shown carelessly working in the power plant. Next is Marge, the hard working, sensible, caring mother who is shopping and losing her child, Maggie. Maggie is the 3rd child, who is a dummy sucking 1-year-old. And finally, Lisa, the brainiest gifted child in the school. We see her playing an instrument in school. However she is playing her own tune. By watching the opening sequence we know that the situations that occur in the Simpsons are subverted. Through the opening sequence we see some stereotypical behaviour as well as some subverted behaviour. In the episode Bart gets a F, we can tell from the title who the episode is based on and a bit about the plot. Through the episode we get to see the orientation (the 1st shot and 1st character introduced), the complication (problem that arises), the resolution (how the complication is resolved), the evaluation (how the family come together) and the re-orientation (how it is back to the way it started). We firstly hear the voice of Bart and see the setting of the school, so we straightaway know it is based on Bart (orientation). The main plot is after failing a history test, Bart strikes a deal with Martin Prince to make Martin cool in return for tutoring Bart, if Bart doesnt improve, he will be held back in his grade (complication). Bart successfully transforms Martin from the clever, caring, sensitive, high-quality boy into a rude, playful naughty and regular kid, bur Martin fails on his side of the bargain and Bart is once again in danger of failing. After an all-night study session, Bart still fails but he manages to impress Mrs. Krabappel with his grasp of history (resolution) and she gives him a D-minus. Homer is proud to hang this grade up on the fridge (evaluation). After the excitement, Bart kisses the teacher and then after realizes what he has done and starts to spit on the floor with disgust (re-orientation). In this episode we see both sides of a traditional family and a dysfunctional family. Expectations of characters are satirised. An example of this is the parents. We expect the parents to praise, support, care and teach their children. But in The Simpsons we see the parents encouraging their son not to study. They show that they have no faith in Bart as they call him Dim. We see the same situations occurring to different characters, for example the teacher. The expectation of the teacher is satirised as we expect teachers to be understanding, helpful, caring and faithful to their students. This is again satirised when the teacher quotes, I thought youd be used to failing. This shows us she has no faith in her pupil, Bart. In this episode of The Simpsons we see typical stereotyped situations satirised and changed according to characters and their beliefs. The Simpsons fulfils various stereotypes of a sitcom genre but generally subverts them. I will examine the extent to which they do this by referring to the episode Bart gets a F. The first situation that occurs is when the psychiatrist comes to talk to the parents about Barts grades. It is satirised as we see Homer not listening and not paying attention. They show this as they quote, bla bla bla bla bla bla bla. Another stereotypical situation that occurs is when the family sits down to eat dinner and father and son sit down to watch TV, but the stereotypical situation is satirised as Bart wants to study but Homer encourages him to watch TV with him. We wouldnt expect a father to act the way Homer does. Additionally we see the father putting his son to bed but this is then again is subverted as we hear Homer call his son Dim. We would not expect a father to say this to his child. As a result, we see stereotypical situations that are subverted. The Simpsons uses various comic devices to create humour. The also uses different comic forms. They would use parody, gags, comedy of the absurd and slapstick. A good way in which they create humour is by satirising situations where the way we expect people to act is changed. They also satirise stereotypes. In The Simpsons the audience can predict what is going to happen next. The audiences are interested in the Simpsons as it exaggerates the animation. The Simpsons have four fingers and they are yellow skinned. The characters of The Simpsons create humour by using repeated catch phrases, example Doh! Dont have a cow man! We find the various actions of the characters humorous, as they are well known for example Homer strangles Bart when he is frustrated. Overall, I believe The Simpsons are popular because of all the types of humour used during the episodes. This humour appeals to a wide range of audiences. The Simpsons is a very popular and well-known sitcom. The appeal of the Simpsons is greatly due to the fact that it appeals to all types of people. People of all ages find humour in it because of the fact that the characters never grow older, the use of flashbacks and flashfowards, the variety of episodes and the characters always turn back to the way they started. A reason why we can tell it is a true sitcom is because they always have a complication that occurs which is later resolved. The Simpsons as a sitcom, is well known worldwide. It is broadcast in 100 countries. The influence of The Simpsons has created programs like South Park, Ren and Stimpy and Fresh Prince of Bel Air. The Simpsons are not a stereotypical family, they are dysfunctional and are satirized, and this is the main reason why they have remained so popular.

Thoughts :: essays research papers

The paradox of our time in history is that we have Taller buildings but shorter tempers, wider Freeways, but narrower viewpoints. We spend more, But have less, we buy more, but enjoy less. We have Bigger houses and smaller families, more Conveniences, but less time. We have more degrees But less sense, more knowledge, but less judgment, More experts, yet more problems, more medicine, but Less wellness. We drink too much, smoke too much, and spend too Recklessly, laugh too little, drive too fast, get Too angry, stay up too late, get up too tired, read Too little, watch TV too much, and pray too seldom. We have multiplied our possessions, but reduced our Values. We talk too much, love too seldom, and hate Too often. We've learned how to make a living, but not a life. We've added years to life not life to years. We've Been all the way to the moon and back, but have Trouble crossing the street to meet a new neighbor. We conquered outer space but not inner space. We've Done larger things, but not better things. We've cleaned up the air, but polluted the soul. We've conquered the atom, but not our prejudice. We Write more, but learn less. We plan more, but Accomplish less. We've learned to rush, but not to Wait. We build more computers to hold more Information, to produce more copies than ever, but We communicate less and less. These are the times of fast foods and slow Digestion, big men and small character, steep Profits and shallow relationships. These are the Days of two incomes but more divorce, fancier Houses, but broken homes. These are days of quick Trips, disposable diapers, throwaway morality, one Night stands, overweight bodies, and pills that do Everything from cheer, to quiet, to kill. It is a Time when there is much in the showroom window and Nothing in the stockroom. A time when technology can Bring this letter to you, and a time when you can Choose either to share this insight, or to just hit Delete. Remember; spend some time with your loved ones, Because they are not going to be around forever. Remember, say a kind word to someone who looks up to You in awe, because that little person soon will Grow up and leave your side. Remember, to give a warm hug to the one next to you, Because that is the only treasure you can give with

Personal Skills for Business Management Students Essay

Effective academic and personal skills are not inborn; they are something one can work on and develop through practice and reflection. Taking the Personal Skills module significantly aided my personal and academic development in that it helped me identify key gaps in my skills portfolio and develop effective strategies and techniques to address key areas of weaknesses. This ability is crucial not only for academic performance, but is also highly valued in the workplace, as knowing how to turn weaknesses into strengths and further improve them is of utmost importance to the constant learning process. Calling upon personal experience and using insights from the emerging literature on skills development I will attempt to critically assess my academic performance so far, discuss strategies that will potentially improve my skills and set goals to work towards. First, I will draw attention to one of my key strengths – academic writing in relationship to constructive feedback; then, I will analyze my experience with teamwork and finally, I will discuss a framework for maximising individual performance capacity. From my perspective, reflecting on your own performance is the best way to identify learning strategies that will work best for you, develop effective work habits and become an independent learner. A good starting point in reflecting on my personal academic performance and skills development would be to outline one of my key strengths, which I have identified through feedback from markers and self-evaluation, namely critical analysis and its application to academic writing. When I entered university I was faced with the challenge to further develop my critical approach to working on assignments by utilising academic  writing conventions and developing an effective procedure for writing essays. University essays don’t require only originality of thought; what is highly valued is the ability to demonstrate a deeper understanding of the subject through making use of key texts, articles or studies in your subject area, drawing on academic works of current experts in the field an d challenging the ideas, concepts and theories you have learned. My acknowledgement of this fact is at the heart of the procedure and strategies I have developed for writing essays and assignments. Particularly relevant to my approach are Elbow’s two complementary ways of thinking which I use in different stages of structuring and revising my academic essays. Peter Elbow (1983) calls these ways of thinking first order and second order thinking and argues that a good thinker utilizes both and judging from my personal experience with academic writing I supports his viewpoint. According to Elbow, first order thinking does not strive for conscious control or direction; it is rather intuitive and creative and it is essential to recognise its key strength while working on assignments – in many cases it brings out people’s best and most creative writing. The second order thinking does not contradict with the first one; on the contrary, it complements it. It highlights the importance of reasoning, accuracy and control and is quite often perceived as â€Å"critical thinking†. My self-observation suggests that I usually utilise first order thinking for first draft exploratory writing in order to come up with a fresh point of view and form conceptual insights that are remarkably shrewd. Then I aim at developing my initial ideas through critical thinking, looking into relevant theories and concepts, evaluating their accuracy and then trying to challenge or support them, depending on the understanding I had gained and my personal opinion. Drawing on my personal experience with using both ways of thinking while working on an assignment I would argue that employing this kind of reasoned reflective thinking in combination with the intuitive one results in significant improvement of my academic performance. In particular, over my time spent at university so far, my goal in terms of academic writing has been to further develop my second order critical thinking and make better use of it. As a result of my efforts and the constructive feedback I got from my first university essay, the second piece of work I produced was better thought out and more reasonable, which was  evident from the score of 85% I received. In order to further support my academic development, I have identified a core strategy as to making constructive use of feedback from tutors. Authors like S. Quinton(2010) recognise the value of the relationship between reflection and feedback:†Feedback on written work can be used as a vehicle for reflectionâ€Å". Therefore, the strategy that will potentially aid me in further improving my critical writing is to constructively go through the feedback I receive after each written assignment and list my tutor’s comments under â€Å"Major issues† and â€Å"Mino r issues†(Cottrell, 1999). Moreover, building the habit to compare my feedbacks from previous works will not only help he identify gaps in skills portfolio, but also keep track of my progress. Drawing from research on the effects of reflection combined with feedback on self-regulated learning (van den Boom, 2007) and my personal experience it is safe to conclude that the practical value of the combination of reflection and tutor feedback is a promising means to improve academic performance. Since I joined university I didn’t only have to respond to issues and challenges presented by the program in terms of my individual performance, but also had to engage in teamwork and gain first-hand experience of being a member of a group working towards a common goal. We had the opportunity to test out our group and teamwork skills, identify our individual shortcomings as well as our weaknesses as a group and work towards producing an outstanding piece of work. While working on the task, I took advantage of the opportunity to reflect upon my interpersonal and communication skills. M. Bambacas and M. Patrickson (2008, p.52) argue that â€Å"Interpersonal communication explains â€Å"the means† by which organisational activities, such as managing, controlling, planning, and leading are delivered†. This area of interpersonal communication has also been explored by Hunsaker and Alessandra (1986), who had identified four Interpersonal Styles underlain by the degree of responsiveness and assertiveness each one of them suggests. Having reflected on my involvement in the group work, I came to the conclusion that I use the Analytical Interpersonal Style, which is characterised by self-actualisation and security, cautious actions and decisions, low degree of responsiveness and assertiveness. One of its key weaknesses, however, is that it is associated with unwillingness of involvement with other group members and focus on autonomous work. From my  viewpoint, a practical strategy or technique for dealing with this problem is to start building up from a small base by getting to know other group members better to feel more at ease and to make a decision to speak at least once during the meeting (Cottrell, 1999, p.97). Furthermore, drawing on my experience with teamwork, one of the major risks for unsatisfactory performance I had identified in groups and teams is not realising that different individuals have different interpersonal styles with both their weaknesses and strengths. Therefore, it is essential to make an effort to get to know your team members individually, to appreciate their strengths and to show respect for other people’s ideas which leads to real teamwork. Finally, study skills are acquired through trial and error, they evolve through practice, feed back and reflection as one moves through different stages of one’s course. However, no matter the stage of the learning process, considerable attention should be paid to a straightforward but insightful framework for maximising individual performance capacity, namely the equation: Performance = Ability x Support x Effort (Shermerhorn, 2004, p.49). Even though this model is aimed at human capital at organisations, it can also be related to academic performance. According to Shermerhon, ability is the capacity to perform through job-relevant knowledge and skills. At university students acquire this ability through covering the relevant academic material and taking advantage of the educational opportunities the university gives them. The second variable in the equation – support- is associated with the opportunity to perform in an environment that stimulates and supports one’s application of job-relevant capabilities to one’s work. In terms of university education, making use of lecturers’ and tutors’ help and the university resources would provide one with this kind of â€Å"support†. Last, the willingness to perform, to do well, is displayed by effort. This means that university students should always try to reflect on their personal and academic skills, identify areas of strength and areas that should be improved and develop strategies and techniques to improve overall performance. From my perspective, a good strategy for a student to achieve high and persistent performance results and to manage his/her own skills development is to keep those factors in mind and try to maximise them. In conclusion, the recognition that university students are given a great deal more responsibility for their own success than they have  experienced before can be disturbing to some in that some might feel that their study lacks structure, which is generally considered a fault. However, it is of great importance to realise that this can also be an advantage because of the freedom to study in ways that suit the individual. Putting time aside to reflect on my study habits helped me recognise areas where I can improve, identify strategies that work for me or are worth a try, set goals to work towards and keep track of my progress. After being a university student for almost an year, I can safely conclude that through self-reflection and constructive feedback I significantly improved my academic and personal skills and am a step closer to becoming an autonomous learner. References: Bambacas, M., Patrickson, M., (2008), â€Å"Interpersonal communication skills that enhance organisational commitment†, Journal of Communication Management, Volume: 12, Issue: 1, Pages: 51-72 Cottrell, S., (1999), The Study Skills Handbook, Palgrave Macmillan, New York Elbow, Peter, (1983), â€Å"Teaching Thinking by Teaching Writing.†, Change, Vol.15(6), p.37-40 Hunsaker, P., Alessandra, A., (1986), The Art of Managing People, Simon and Schuster Quinton, S., (2010), â€Å"Feeding forward: using feedback to promote student reflection and learning – a teaching model†, Innovations in Education and Teaching International 47 (1): 125-135 Schermerhorn, J., McCarthy, A., (2004), â€Å"Enhancing Performance Capacity in the Workplace: A Reflection on the Significance of the Individual†, Irish Journal of Management25. 2: 45-60 van den Boom, Gerard, (2007), â€Å"Effects of elicited reflections combined with tutor or peer feedback on self-regulated learning and learning outcomes†, Learning and Instruction, Vol.17(5), p.532-548

Box Man

1. Meaning Ascher states her main idea towards the end of the essay. – The Box Man chooses solitude, and he also confirms the essential aloneness of human being. She also demonstres that we can â€Å"find solice† within ourselves. Ascher leads up to and supports her idea with three examples – the box man chooses loneliness, and in contrast the two women whose loneliness seems unchosen. She supports these choices with specific details from Ascher’s observations – here is where you give details. 2. Purpose and audienceAscher seems to have written her essay for two interlocking reasons: to show and thus explain that solitude need not always be lonely and to argue gently for defeating loneliness by becoming one’s own friend. In choosing the Box Man as her main example, she reveals perhaps a third purpose as well – to convince readers that a homeless person can have dignity and may achieve a measure of self satisfaction lacking in some peop le who do have homes. Ascher seems to assume that her readers, like her are people with homes, people to whom the Box man and his life might seem completely foreign.She comments on his slow shuffle, mysterious discrimination among boxes, his blistered legs and how miserable his life looks. Building from this assumption that her readers will find the Box Man strange, Ascher takes pains to show the dignity of the Box man – his grand design for furniture, his resemblance to commuters, his grandmotherly finger lings and his refusal for handouts. Ascher also assumes some familiarity with literature – and she chooses female figures to illustrate this – all outcasts of society.Finally, Ascher seems to address people who are familiar with, if not actually residents of, New York cite: she refers to a New York street address, a New York subway line (IRT), and the Daily News- a NY paper. However readers that do not know the literature Archer cites, who do not know NYC are still likey to understand and appreciate Ascher’s main point.3. Method and Structure – Ascher’s primary support for her idea consist of three examples – specific instances of solitary people. It allows her to show contrasting responses  to solitude: one person who seems to choose it and two people who don’t. She develops the examples with description vividly portraying the Box Man and the two women. (cite here) Ascher uses division or analysis to take apart the elements of her three character’s lives, and she relies on comparison and contrast to show the differences between the Box Man the other two – (cite examples )While using many methods to develop her idea, Ascher keeps her organization fairly simple. She doesn’t not begin with a formal introduction or thesis statement but instead starts right off with her main examples, the inspiration for her idea. In the first seven paragraphs she narrates and describes the Box manâ⠂¬â„¢s activities. Then she explains what appeals to her about circumstances like the Box man’s and she applies those thought to what she imagines are his thought. Ascher contrasts the Box man and two other solitary people, whose lives she sees as different form his. Finally she returns to the Box Man and zeroes in on her main ides.4. Language  Ascher uses specific language to portray her three examples – she shows them to us – and lets us know what she thinks about them. For instance, the language changes for the depiction of the Box Man to the next to the last paragraph on solitude. â€Å"The Box Man comes to life in warms terms: (show examples) Ascher watches him with â€Å"silent fervor† he seems â€Å"dogged by luck† he sits with â€Å"slow care† he open the newspaper with â€Å"ease† In contrast, isolation comes across as a desperate state: â€Å"bland stares,† â€Å"strangers† â€Å"exile† .The contrast in language helps to emphasize Ascher point about the individuals ability to find comfort in solitude.In describing the two other solitary people who evidently have not found comfort in aloneness – Ascher uses words that emphasize the heaviness of time and the sterility of existence. The first woman â€Å"drags† her meals out and crumbles crackers between â€Å"dry fingers†. She lacks even the trinkets of attachment – a gold charm bracelet with picture of grandchildren. The wife with â€Å"her hair in a gray page boy,† the three blond daughters† – emphasizes the probable absence of such scenes in the woman’s own life.Ascher occasionally uses incomplete sentences or fragments to stress the accumulation of details or the quickness of her impressions. Paragraph 10  and 18 (cite examples from them) both of these incomplete sentences gain emphases for Parallelism, the use of similar grammatical for ideas of equal importance. Althou gh incomplete sentences can be unclear, these and others in Ascher’s essay are clear and she uses them deliberately and carefully.

Canda At War

Canda At War Assessment of Inappropriate Behavioral Development It is far easier to measure a child's physical growth and maturation than to assess the complexities of individual differences in children's disruptive and antisocial development. Pediatricians can clearly record increases in a child's weight and height on growth charts and even provide percentile estimates indicating how a child compares to others at the same age. Measuring and interpreting acceptable versus unacceptable and normal versus abnormal behaviors among children and adolescents are far more complex.Children and adolescents often test the limits of appropriate conduct by crossing the boundaries set by caretakers. When a youth exhibits a particular problem behavior, it is important to consider not only if the behavior has previously occurred, but also if it is exhibited in multiple settings and with what frequency, duration, intensity, and provocation. For example, a 2-year-old who playfully nips a playmate is less off the m ark of developmentally appropriate behavior than a 4-year-old who aggressively and frequently bites playmates to forcefully gain possession of desired toys.My wife reading in bed. And it wasn't because she ...Among adolescents, a certain degree of misbehavior, experimentation, or independence seeking is common. In fact, the American Psychiatric Association (1994) indicates that "New onset of oppositional behaviors in adolescence may be due to the process of normal individuation." On the other hand, youth who persistently and progressively engage in problem behaviors with significant impairment in personal development, social functioning, academic achievement, and vocational preparation are of great concern to caretakers. Also of concern is the broad category of "antisocial behaviors" that have an appreciable harmful effect on others, in terms of inflicting physical or mental harm on others or causing property loss or damage.The Semantics of Disruptive and Delinquent Behavior A mothe r finds parenting exhausting and describes her 7-year-old son as extremely energetic, frequently switching from one play activity to...

4 Tips on Managing Your Student Loans

4 Tips on Managing Your Student Loans New grads, take heed. You’re freaking out about the escalating price tag of your education and that’s totally fair. But don’t panic yet. Take a step back to acknowledge and celebrate your accomplishment. Then plan your strategy for a sane repayment plan and fight back against the fear and doom. Here are 4 steps to getting yourself on the right track to a secure financial future. Starting now will set you up to avoid crashing and burning in a pile of tears and terror in a year or two.1. Don’t ignore your mailSo many grads can’t even bring themselves to open their first loan statement, let alone log in and look at the big fat number staring at them from their laptop screens. But avoiding the inevitable will not make that number smaller. In fact, you could make a bad situation even worse. Step one: open the envelope. Know exactly what you owe. The devil you know, right? If you have multiple loans, track down the names of your servicers and make a list of each, detailing the interest rates and balances. This will be crucial to smart planning.2. Be wary of the grace periodA sixth month grace period does not mean you don’t have to think about your loans for six months. Remember that your loans will continue to accrue interest- and lots of it- while you’re merrily trying to figure out what you want to be when you grow up. The grace period exists mostly to benefit those who may need the extra time to get set up in their post graduate careers. Treat it as such.The longer you wait to start repaying, the more interest will accrue. And that interest will be added to your principal balance as soon as your loans come up for repayment. The longer you wait, the worse it gets. Step two, in a nutshell: use your grace period if you need it, but consider making payments against the interest while you wait.3. Keep your term as short as you canIt may seem like a good idea to pay your loans back in 25 years instead of 10. After all, a lower monthly payment number is a seductive thing. But just remember that the interest clock is not going to slow down for you. You could end up paying back almost double what you owe if you take a significant amount of time to repay. The Student Loan Repayment Calculator online is your friend. You should never choose repayment terms that you can’t handle, but you should chose the fastest repayment timeframe that makes sense for you. It will save you money!4. Consider refinancingOne way to lower your interest rates, particularly across a wide range of loans from different servicers, is to go through a refinancing company. You can always make an inquiry with a company like SoFi without committing to a refinance. In most cases, refinancing means a lower interest rate and a lower amount paid in the end. If you can guarantee total savings like this, it’s almost always worth it to consolidate. Be careful, however, of your particular situation and how it qualifies (or doesnà ¢â‚¬â„¢t) you for different loan forgiveness plans. If you don’t qualify for loan forgiveness or income-based repayment (often requiring you to pay a lot more over a longer period), a private lender is always an option.Repaying your student loans can seem like a prison sentence. And in some ways it is. But it’s always a better idea to have more information, to be more involved, and thereby more empowered. Be proactive and put your best foot forward. Future you will thank you!

Marriage Paper Essay Example | Topics and Well Written Essays - 1500 words

Marriage Paper - Essay Example The subject of this study is a couple, Grace and Carl who have been married for sixteen years whom I consider to be my friends. I called Carl asking if I could meet them at their house knowing that they are both busy with their jobs and children, and requesting them to spare me at least thirty minutes for the interview to which they gladly agreed to. Carl and Grace are, a common couple who sought out to develop a relationship with each other looking out for attributes they considered important to a relationship. Though circumstances in their jobs brought them together, things did not come to them as a result of the situation but they both purposefully looked out for the things they wanted in a partner. The criteria they used in the development of their relationship are appearance, similarity, complementary, reciprocal attraction and matching hypothesis. These are evident as their answers during the interview will give light to what they think about themselves and their relationship. According to the couple, the primary measure they looked for in finding the right partner was physical appearance. Grace says she wants her partner to be good looking and well-dressed, meaning he is educated and has the means to provide for his personal needs. Carl on the other hand is just like any other man who sought to have a girlfriend with aesthetic qualities not only on the face and shape but on the inside as well. Both claim to have been physically attracted to each other the time they were introduced by mutual friends and they considered and hoped seeing each other again. Carl thought her new found friend might just be the perfect match for him because they are both independent and working on the same level of business so that he made the effort of taking Grace’s phone number to which the lady thankfully responded positively so that the former was able to get in touch with her in the following days. When they first dated, Carl and Grace found out that they have simil ar interests and beliefs. They both were involved in sports; Carl loves to play basketball while Grace plays lawn tennis. They are both active people, not wanting to be bound at home by a partner or any other thing like children and chores, not that they are not willing to do household jobs but they believe their lives would be more exciting and fulfilling if they have a variety of activities. Of course they also have their differences but they look at their distinguishing features on a positive light, finding them to be complementary of what the other lacks (Fitzpatrick). For instance, Carl loves food and loves to cook, which Grace praises so much because she claims not to distinguish a pan from a pot which is of course an understatement to her culinary knowledge. Carl on the other hand is the forgetful type of guy and is always thankful for having a loving wife who patiently finds time to work an extra hour listing her husband’s schedules and needed materials, arranging the m in a fashion that Carl could not just miss to notice. Carl claims to have found the notes placed by Grace in his wallet every now and then, reminding him of their children’s birthdays, schedule of activities and other meetings especially when work calls most of his time for travel, being a businessman. Deciding to get married was such an easy task for the couple at the time they agreed to stay together forever because they were so in love and found each other the right persons. Grace says Carl had all the

Management and Leadership of Disney's Magic Kingdom PowerPoint Presentation

Management and Leadership of Disney's Magic Kingdom - PowerPoint Presentation Example oday, it consists of water parks, theme parks, championship golf courses, resort hotels, and Disney vacation club properties together with sports complex and Downtown Disney. Disney’s Magic Kingdom has not only become the world’s most popular vacation destinations but also a huge contributor to the economy. The Success of the company can be reflected to the time of Walt Disney. His main aim was to make the company successful by producing unique, creative, and quality entertainment experiences. This can be highlighted by the success of the Mickey Mouse, the first full-length animated movie ever to be produced (Stewart, 2006). The success of the Magic Kingdom has prevailed in spite of several unsuccessful CEOs at the company. Over the years, the company has expanded its theme parks and reached high profits. However, the company has faced a number of challenges under Michael Eisner. Eisner’s leadership position at the company raised questions regarding Disney’s corporate governance. This reflects to the hiring and firing of Ovitz just fourteen months after his hiring (Lisa, 2012). There was incomplete communication to the board about the situation of Ovitz. The information infrastructure faced the challenge of who received what type of communication, the form of communication and frequency of communication. Another challenge was Eisner’s hiring of close friends as directors to maintain his support within the board. This implied that the company lacked proper mechanisms in the hiring of executive members. Furthermore, the situation at the company was compromised by the shareholders revolt that was pushed by Roy E. Disney to remove Eisner from the company’s leadership (Stewart, 2006). With the support of the board, he removed Eisner from chairmanship. This was a critical point in the company’s corporate governance since in its last two decades; it was uncommon to vote against the re-election of any member in public companies (Lisa, 2012). Eisner’s