My Childhood in Budapest Essay Example | Topics and Well Written Essays - 500 words

My Childhood in Budapest - Essay Example Because my mom and dad were interested in art, they enjoyed going there because of the Museum of Fine Arts and the Palace of Art, both of which were located nearby. It was probably going to these places so many times that sparked my own interest in artistic works. I may not have followed the career path of an artist, but I do enjoy making some sketches whenever I can. Another reason why Heroes’ Square is so special to me is that I first became accustomed to water at the Szà ©chenyi thermal baths. It took a little while to get used to the water, which was warm due to hot springs. The Danube Promenade was another area that I used to frequent quite a lot growing up in Budapest. My parents mostly liked to enjoy a coffee at one of the many cafes located alongside the river, but I preferred to enjoy the view of the water. One memory that I have in particular is me trying to outrun boats while I was on the sidewalk. Occasionally my parents would be so kind as to purchase a tram ticket so that we could all see the stunning views of the river winding through the city. Perhaps the most significant memory of my childhood was visiting the Buda Castle because of the history and tradition associated with this building. Although I was young and could not understand the context, I knew that his castle was an important part of Hungarian culture, and as a young Hungarian, it was my duty to learn about its history. The architecture was extremely detailed; however, the statues of mythical creatures freaked me out somewhat due to their ghastly appearance. The castle looked especially fantastic at night, and there was one occasion on my birthday where I remember witnessing the stunning views of the castle at night. Even though I have rarely been back to Budapest since I left, the city still holds a special place in my heart because I feel that I have connections there that are both physical and emotional.  

Interpersonnel Communication Essay Example for Free

Interpersonnel Communication Essay I have interviewed two individuals namely, Ana G. and Cleavon I. with regards to my interpersonnel communication abilities. They will speak about my behavior/attitude towards the following: 1) comfort with other cultures; 2) listening style ability; 3) non-verbal communication style; 4) communication gestures that I typically utilize; 5) comfort in personal relationship; 6) power displayed or conveyed in the personal relationship I am involved in. The following are excerpts from the actual interview: First Interview (Ana G. ) Interviewer (I): â€Å"Could you please briefly describe my attitude towards individuals who belong to other cultures? Do I appear to be comfortable around them? † Interviewee (Ana G. ): I have been with you for about a year already, and being a member of a cultural minority myself, I am happy to say that your treatment towards people like us is beyond belief. You have treated us fairly and you never showed bias making it obvious that you are comfortable being with people regardless of their race or culture (Ana G. , 2007). Interviewer (I): â€Å"Please comment on my listening skills and abilities†. Interviewee (Ana G. ). I appreciate the fact that you are an â€Å"active listener† (Landsberger, 2007). You focus and you listen for the sake of comprehending whatever it is that the person is talking about (Landsberger, 2007). Interviewer (I): â€Å"Do I possess any non-verbal ability? † â€Å"Do I exhibit such communication style? † â€Å"Could you please shed light on the communication gesture/s that I typically utilize? † Interviewee (Ana G. ): Yes. In fact, I have observed how you establish eye contact towards the people you speak to. Maybe that is the â€Å"flow of communication is regulated† (Stein et. al. , n. d. ). This is also why I feel your interest, concern, and tenderness towards me (Ana G., 2007). Interviewee: (I): â€Å"Did you ever feel any comfort in my personal relationship with you? † Interviewer (Ana G. ): Yes, indeed, I have felt reassurance as well that you could be trusted and can be relied upon in times of need (Ana G. , 2007). Interviewee (I): My final question is this, â€Å"did you ever see or experience a power displayed or conveyed in the personal relationship I am involved in? † Interviewer (Ana G. ): The fact that I am drawn to speak or listen to you shows the â€Å"power displayed or conveyed in the personal relationship† (Ana G. , 2007). This is the type of power that is not abusive; instead it is exceedingly helpful on my part (Ana G. , 2007). Second Interview (Cleavon I. ) Interviewer (I): â€Å"Could you please briefly describe my attitude towards individuals who belong to other cultures? Do I appear to be comfortable around them? † Interviewee (Cleavon I. ): We belong to the same culture, but I have observed how you deal with those who belong to other cultures. You go along with them very well as if you don’t feel any kind of discrimination or intolerance of prejudice towards them (Cleavon I. , 2007). Interviewer (I): â€Å"Please comment on my listening skills and abilities†. Interviewee (Cleavon I. ): Even if you do not always agree with what others tell you, I am happy that you still listen in spite of such fact (Cleavon I. , 2007). I am contented enough that you take the time to listen and understand someone else’s side just like what you have done to me in the past few months that we have been working together (Landsberger, 2007). Interviewer (I): â€Å"Do I possess any non-verbal ability? † â€Å"Do I exhibit such communication style? † â€Å"Could you please shed light on the communication gesture/s that I typically utilize? † Interviewee (Cleavon I. ): Of course, you possess such. In fact, you have shown me this countless times already (Cleavon I. , 2007). Your facial expressions which include smiling made me feel that you like me somehow, that you are a true person friend to me, and that you are happy conversing with me (Stein et. al. , n. d. ). I know that this is why we always carry out better communication as compared with my conversation with others (Cleavon I. , 2007). Interviewee: (I): â€Å"Did you ever feel any comfort in my personal relationship with you? † Interviewer (Cleavon I. ): Yes, in fact speaking with you and just being with consoles/soothes/relieves me always (Cleavon I., 2007). There has never been a dull moment with you and I greatly appreciate that (Cleavon I, 2007). Interviewee (I): My final question is this, â€Å"did you ever see or experience a power displayed or conveyed in the personal relationship I am involved in? † Interviewer (Cleavon I. ): Yes, I felt that ‘power’ when you speak to me (Cleavon I. , 2007). You inspire me to great heights; that is the power that you have over me (Cleavon I. , 2007). References Ana G. (2007). Personal Interview. Cleavon I. (2007). Personal Interview. Landsberger, J. (2007). Active Listening. Retrieved December 10, 2007 from http://www.studygs.net/listening.htm

Genetic Engineering: DNA Testing and Social Control :: Exploratory Essays Research Papers

DNA Testing and Social Control    Pragmatism is the name of the game when it comes to taking away freedom. The public tends to be against any attempt to curtail civil liberties across the board. It is standard practice, however, to for the government to violate the rights of certain groups in the name of public safety or to fight crime. This is what is happening with the government collection of DNA samples.    The state of New York announced on August 5 that it intends to collect DNA samples from every person in prison, on parole, or in probation in that state for one of a specified list of crimes. Included on this list are murder, sex crimes, drug dealing, and some drug offenses. The samples will be digitized and placed on state computers. Once this database has been establish, police will be able to search it in order to find a match with evidence found at crime scene.    New York is not alone in doing this. All 50 states maintain a DNA database of some type. Mostly though it is only individuals convicted of sex crimes that have their records stored. Eight states sample DNA at a level comparable to the New York proposal. In Louisiana the police actually take and keep DNA samples from any person that they arrest.    Proponents of expanding the use of DNA tests in the legal arena like to point out that these tests will exonerate truly innocent individuals. DNA tests have exonerated some wrongly imprisoned people but it is disingenuous to think this is the real reason for growing use of DNA tests. The real reason for all of this is, of course, to help prosecutors obtain more convictions. It is thus worth keeping in mind that the criminal justice system currently reflects deep class and race biases. Journalist and attorney David Cole argues persuasively in his recently published book No Equal Justice that this is no accident. Rather law enforcement, the legal system, and the prison system operate in a way that insures the disproportionate imprisonment of poor people and people of color. If the government only conducts DNA tests of people convicted of crimes, it will fortify and expand this already unfair process.    Of course one possible way to blunt these biases is to take DNA samples from absolutely everybody. This might seem Orwellian but there is a certain logic to it.

Its Time to Legalize Cloning :: Argumentative Persuasive Topics

Cloning: Just Legalize It! Cloning is a very controversial topic since it relates to moral values of human beings. In February 1997 scientists in Scotland announced the birth of the first cloned sheep named Dolly, this heralded the future of cloning possibilities and scientists began extensive experiments on cloning and have since then cloned both plants and animals successfully. The next step was to clone actual human beings but before experiments could have been carried out pressure started build on the scientists because people started to doubt if cloning was ethical and morally correct. Governments began to introduce bans and constraints on cloning, as they felt cloning was not correct and because they represented the people of its country, it had to act on it. Cloning has its cons but its pros seem to overcome them greatly. If cloning were allowed to be experimented scientists would come up of a way to clone body organs which are an exact replica of an individual body organ. This would prove very to be very beneficial to a person who may have lost a body organ such as a kidney, scientists could clone that particular organ for the individual, which, in the long run, would work better than a transplant organ. Cloning will certainly expand the scope of medicine greatly, thus enhance the possibilities of conquering diseases such as the Parkinson's disease, cancer and other diseases that were earlier considered incurable Cloning could be used to increase the population of endangered species of animals and thus save them from total extinction. This would help maintain a natural balance on the earth and have a continuos natural life cycle. Cloning could certainly benefit couples who are infertile and want to have a child of their own, thus they could use cloning to produce a baby with their similar characteristics. In fact they may be able to even choose the characteristics of their child. Equally important women who are single could have child, using cloning instead of artificial insemination. Cloning could also provide a copy of a child for a couple whose child had died. Another goal of cloning is to produce livestock with ideal characters for the agricultural industry and to be able to manufacture biological products such as proteins for humans. Some people would suggest that cloning is unnatural and not ethically correct but so would be talking medicine when you fall sick.

Do You Agree or Disagree with the Following Statement

First, computers contain office software as well as recreational functions. If one is not self-disciplined, it is easy for them to lose track of time when they use the internet at home. The home environment is greatly conducive to lounging on a sofa watching T. V or cooking or calling friends over to play video games. You don't feel important and co-inhabitants do not take you seriously. How do you work and not go-to work? Take my friend Emily as an example, she is a columnist. Once she worked at a newspaper office.Chatting on line, watching movies or browsing irrelevant websites are not allowed during work time, so she has to just focus on her work. But this year she started to work at home. She writes articles at home and sends them to editors by e-mails. I thought this would be great as she doesn’t need to spend time on commute. However, she told me that at home she can’t help logging on msn and chatting with people or browsing irrelevant websites, sometimes she even plays computer games.As a result, she gradually became a procrastinator. These days she often starts to finish her tasks near deadlines. Second, working at home makes people isolated. Working in the office provides an opportunity to get along with colleagues. And sometimes colleagues can be good friends, which brings lots fun. Social interaction takes the form of group-energy in the workplace. Most people are extroverts and therefore need other people around to maintain motivation. My sister, Dorinda, is a introvert and nearly has no words.When some mistakes happens in her work and she is critized by boss, she is so depressed that has no energy and persistance to move on. But her colleagues find she is unusual and come to ask the reason. Then they encourage Dorinda and help her check, under all the colleagues’ help, she does better and is usually prasied by boss. Therefore, working with colleagues does better academically than their isolated counterparts. Finally, though usi ng the computer and the telephone at home can help finish some work, it reduced face-to-face interaction with other employees or supervisors.Sometimes, a complex problem can’t be solved only by words successfully, it needs discussions or even arguments that create innovative ideas and strategic decisions. Take me for instance, if I have some questions in my homework, I perfer asking teachers after class rahter than just call him. Through face-to- face interaction, I can see the method and the ways of solving the question and find where my mistakes are. Moreover, boss are more facinated with the traditional way of managing. He eeds to make sure everyone is concertrated on working. In order to make the communications more effective, working at office and face-to-face interaction is necessary. I have to admit that modern technology like computer and telephone does bring convenience to people’s life. They enable people to work at home and make schedules more freely. Howeve r, I still believe that the defects of working at home outweigh its merits since there is no guarantee that working at home enhance proficiency. Do You Agree or Disagree with the Following Statement? Do you agree or disagree with the following statement? Playing computer games teaches us about life. Use specific reasons and examples to support your answer With times changing, there are some newly released computer games designed not only for people to relax but also allows them to live in a virtual world. Some said that these games can expose people to latest innovations, improve their reactions, and do what they are forbidden to do in the real world. However, I disagree that playing computer games teaches us about life. In my opinion, this unreal world doesn’t teach us how to connect with others face-to-face, but it wastes our valuable time. What’s more, those games will bring some life problems. First of all, game players are attracted to these fresh and new games while playing computer games. This causes them to be addicted to the fantasized, unreal world unknowingly. Most of the computer games nowadays are added in on-line function so that they can communicate with game partners, and share the experience of what they played in games with other players. All their life is influenced by game scenes and exciting visual effects, which results in their frowziness and eventually, they are heading towards addiction. Meanwhile, with incorrect thoughts disturbing their minds, they gradually think that they are free to do anything as what the roles do in games. In that virtual world, game players come who from different places form a team, and develop a survival model by killing monsters and enemies with an avenging awareness. However, they would attempt to copy the experience from games to the real world engaging in hostilities in order to solve life problems. This elicits the situation of aggressive and illegal behavior when they suffer from the frustrations such as being blamed by parents, failing exams, having bad personal relationships. Finally, playing computer games for long hours does not teach players how to improve their living qualities, instead, it worsens their health condition. During the period of playing, they would prefer to save time by eating fast food rather than choice different variation of food often resulting in obesity. Also, as soon as they start to play the games, hardly can they stop to rest for a while. This usually causes high pressure. What’s worse, they are willing to sit up all night and continue playing computer games when they should take rest. As a result, it may trigger strokes. Although these computer games do really change the form of entertainments and display the innovations of technology, people currently do not realize that it would become disadvantageous to them when they are over-enjoying than fit relaxation. Therefore, playing computer games does not help people learn about life but lead people to forget the time passing, ignore the interpersonal relationships they have, even more damage their health.

ACT Score Decrease How Much Can It Drop and Why

ACT Score Decrease How Much Can It Drop and Why SAT / ACT Prep Online Guides and Tips How much can an ACT score drop by? How likely is it your ACT score will decrease if you retake the test? Or are you wondering why your ACT score went down on a recent retake? Find out how likely an ACT decrease is, how big that ACT score decrease could be, and how to make sure your score goes up, not down! Read on if you have a retake in store. How Likely Is an ACT Score Decrease? The ACT has provided some data about how likely score decreases are when you retake the test. Of the students who took the ACT more than once: 57% increased their Composite score 21% had no change in their Composite score 22% decreased their Composite score Stats via the ACT Student website. So the odds are your ACT score will go up, but that is far from a guarantee. In fact, the odds are roughly 55/45 between your score going up or your score staying the same or decreasing. So if you retake the ACT, it’s almost as likely your score will stay the same or decrease rather than increase. This means you absolutely can’t slack when studying for a retake! Reasons for an ACT Composite Score Decrease The reasons your ACT score could decrease will depend on how much it decreases by. There is, after all, a big difference between going from a 28 to a 27 than a 28 to a 23. We'll discuss the reasons behind different ACT score drops. Statistically Likely Drops (Up to 3 Composite Points Down) A small step down for your score, a giant step down for your ego. Although you’re probably eager to discover the reason your score went down on your retake, it may be that you got lucky the first time you took the ACT. Maybe the first test went especially well for you – you did better with timing than normal, picked up extra points with guesses, had a great test center, and felt pretty comfortable with all of the reading passages and questions. Your first ACT score might have actually been a bit higher than you actually should have scored, so the second test is just a correction of your first score. However, it's also quite possible to run into worse luck on your retake. Even slight score changes could cause your overall composite score to decrease. For example, even if you did slightly better on two sections of the ACT, if you ran into bad luck and struggled with the two other sections, your composite could decrease. As an example, check out the following two hypothetical ACT scores. Even though this student improved their English and Science scores, bigger drops in Reading and Math caused their overall composite score to decrease. Test 1: 26 English, 27 Math, 29 Reading, 27 Science (Composite: 27) Test 2: 27 English, 24 Math, 25 Reading, 28 Science (Composite: 26) It’s not unheard of at all to see drops like 27 to 24 Math or 29 to 25 Reading. By losing just 4 or 5 raw points on each section, you could see a decrease like that. And you could easily lose that many raw points if you lose track of timing, or run into a tough Reading passage you don’t gel with, or Math questions you find more challenging. In short, even small changes in luck could have a big effect on your score. Also, did you study enough? The less you study for your retake, the more susceptible you’ll be to bad luck, struggling with timing, or having a hard time with test questions. It may be you studied a bunch before you took the ACT for the first time, but underestimated the time you would need to spend for the retake, so your score decreased. And how did you study? Were you timing yourself carefully? Analyzing your mistakes? Focusing on weak spots? If you just lazily reviewed some concepts you missed the first time or went through practice sections without recreating test conditions, your studying might not have been effective enough to raise your score. Finally, think about outside factors: Was your test center significantly worse the second time around? Were there unclear instructions from the proctor? Was your test center too hot or cold? (Read more about bad test centers and what to do about them here). Or were you sick or otherwise unfocused on your retake day? (Remember to also consider the reverse: were conditions especially good on your first ACT date and just average on your second one?) Any one of these factors or a combination of them could easily be enough to cause a composite score to decrease by 1 to 3 points. Large Score Drops (More than 3, Less than 5 Composite Points) You dropped the ball. If your ACT composite falls by this much, you likely have a more serious issue that you need to identify. Maybe you’re using a new strategy that just isn’t working for you – like trying to read through the reading and science passages first before reading the questions or plugging in the answers instead of solving with algebra on the math section. If a strategy is causing you to lose more than 5 raw points on a section, that could bring down your score enough to make your composite fall by 3 to 5 points. It's possible you didn't study at all (or only studied a little) before your ACT retake, thinking you could wing it. This would leave you wide open to struggling with timing, unexpectedly tough questions, or other bad luck on test day. Or maybe you were particularly sick or unfocused on your second test day, or your test center had serious problems. Regardless, you need to figure out what went wrong before attempting another retake! Very Large Drops (More than 5 Composite Points) A very serious issue is occurring if your score drops by this much. Maybe something was egregiously wrong with your test center, you filled in answers one line off for a whole section, or you were particularly sick or unfocused. Okay, so a 7-point ACT score drop probably isn't quite as dramatic as the Hindenburg disaster, but it may feel that way to you! First of all, examine your composite and section scores to see where the drops were. This will help you figure out where the problem occurred. Compare these two hypothetical students to see what we mean: Student A Test 1: English 29, Math 26, Reading 32, Science 30 (Composite: 29) Test 2: English 25, Math 18, Reading 26, Science 24 (Composite: 23) This student experienced big point drops in every section, leading to a much lower final composite score. Due to the drops in all sections, something must have happened with overall test strategy, for instance struggling with pacing or using a bad guessing strategy. It's also possible the test center was particularly bad, or the student was feeling quick sick. In short, the student needs to figure out what it was that caused their overall performance to suffer so much. Student B Test 1: English 29, Math 30, Reading 31, Science 30 (Composite: 30) Test 2: English 28, Math 15, Reading 29, Science 28 (Composite: 25) This student had a super large drop on one section (Math 30 to Math 15) and smaller, statistically likely drops on other sections. This means that, obviously, something went way wrong on math – maybe on this section the student started bubbling their answers one line off, resulting in a slew of wrong answers. It’s also possible that maybe the student implemented a new strategy on Math that turned out to be disastrous. But in this case, since the other sections weren’t affected, it’s less likely the problem was due to the test center, a bad overall test-taking strategy, or illness. This student needs to figure out what went wrong in Math. Finally, if you experience a 5-point composite drop or larger, you should consider the possibility your test was mis-scored. If you can't figure out any other logical reason your score would have dropped by so much, you might consider ACT’s hand-scoring service to find out for sure. How to Prevent a Score Decrease Given that your ACT composite score could easily decrease or remain the same if you retake the test, how can you make sure your score goes up? Follow our advice to make sure you don't waste your ACT retake. 1. Focus on Your Weak Points When studying for your retake, spend plenty of time studying for the section (or sections) you got the lowest scores on the first time. You want to make sure you get the points you missed the first time around. For example, if your Math score was a 24 and all your other sections were between 28 and 30, you would definitely want to make sure to improve your Math score to improve your overall composite. If you can make sure you earn points you missed on your first test, you’re reducing the chances of a score decrease. Not sure where to start? Here are some resources to help tackle a weak subject area or two. English The Best Prep Books for ACT English The Top 9 ACT English Strategies You Should Use More guides from grammar rules to diction errors Math How to Stop Running Out of Time on ACT Math Plugging in Answers: A Crucial Strategy More guides on everything from fractions to statistics Reading The Best Way to Practice ACT Reading Questions The Four Types of ACT Reading Passages You Should Know How to Stop Running Out of Time on ACT Reading More fine-grained guides from comparison passages to author intent Science A Complete Guide to ACT Science 9 Reasons You're Missing ACT Science Questions ACT Science Strategies You Should Be Using 2. Don’t Neglect Your Strong Areas Even if you fix your weak spots, it’s not unlikely that your highest section could go down if you don't study for it. In other words, think of this as preserving the points you earned on your first round of the ACT. Even if you manage to raise the score on your weakest section, if your other section scores decrease – by even just a point or two! – your composite could decrease or stay the same. Check out the hypothetical ACT scores below to see what we mean: Test 1: English 28, Math 24, Reading 30, Science 29 (Composite: 28) Test 2: English 27, Math 27, Reading 28, Science 27 (Composite: 27) Even though this student brought up Math, their lowest section, from 24 to 27, the slight score decreases on other sections caused their composite score to fall. This means you need to be practicing for the entire test, even your strong sections, to guarantee a composite score increase. Being prepared for the test as a whole is the best way to shield yourself from ACT composite decreases. So how can you prepare for the ACT as a whole? Use complete practice tests, time yourself strictly, and understand how the test is scored. Also look into getting a strong overall ACT prep book to help you study. 3. Practice, Practice, Practice Even though you've taken the ACT once before, that doesn't mean you don't have to practice much before your retake. In fact, you may want to consider practicing even more than you did before your first ACT! The more consistent you can be, the better. Practice will reduce the score variation caused by harder/easier test questions or good/bad luck on test day. Think of it this way: any challenge you encounter in practice is one you will be prepared for on test day. Whether that’s an extra-hard math question, a tricky reading passage, or personal fatigue, learning how to deal with challenges in practice can help you achieve your target score on test day. Use strict timing whenever you study, and aim to consistently hit your target score on each section. Also, be ruthless about analyzing your mistakes – don’t just note your wrong answers, figure out why you got them wrong and how to make sure you won’t ever make the same mistake again. (Read more about how you should be analyzing your mistakes.) 4. Logistics In addition to adopting a smart study plan, you also want to make sure outside factors don’t mess with your ACT retake score. Make sure you’re using the best test center for you. Also, be sure that you’re getting enough sleep and following the guidelines to be ready the morning of the test. Finally, give yourself enough time before a retake – if you rush to retake the ACT on the next possible test date, you might not give yourself enough time to practice and improve. Make sure you give yourself enough time to study and prepare for your ACT retake! What’s Next? Check out ACT tips from our resident 36 full-scorer. If you can incorporate all these tips, the odds of your score decreasing will go WAY down! Learn more about how the ACT is scored to know how many questions you need to get correct for a score increase. Also read about ACT timing so you can be efficient about your time per question. Need motivation to study for your ACT retake? Discover scholarships you can earn for high ACT scores. Want to improve your ACT score by 4 points?We have the industry's leading ACT prep program. Built by Harvard grads and ACT full scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so you get the most effective prep possible. Check out our 5-day free trial today:

Critically Consider Whether Evidence Justifies A D Essays

Critically Consider Whether Evidence Justifies A D Essays Critically Consider Whether Evidence Justifies A Distiction Between Stm And Ltm Diane Woodward 10th September 1999 Critically consider whether evidence justifies a distinction between STM and LTM Memory is a working process that enables us to learn and benefit from past experience. There are three stages of process, registration, storage and retrieval. Some Psychologists have undertaken research to show there is a distinction between STM and LTM. Atkinson and Shiffrin introduced the Multi Store Model that supports the fact that the STM and the LTM are different. The LTM is a permanent store while the STM is only temporary. The Multi Store Model proposes that information must pass through the sensory store and the short term store before it can be transferred into the long term store and become part of a long term memory. Atkinson and Shiffrin propose to transfer information form the STm to the LTM rehearsal must be undertaken. The evidence that supports the Multi Store Model includes two component tasks, coding and braindamaged patients. Two component tasks involves asking subjects to remember a list of words and asking them to repeat them using free recall. In conclusion to the experiment it showed that subjects recall items form the end of the list first and get more of these right, this is known as the regency effect which is connected to recall from the STM. The experiment also showed that items form the start of the list are recalled quite well but not as well as those at the end of this list. This is known as the Primacy effect which is connected to recall from the LTM. However the experiment showed that the words in the middle of the list were those that the subjects remembered least of. Many Psychologists own experiments and theories support the Atkinson and Shiffrins idea of rehearsing, including Brown and Peterson who carried out an experiment giving subjects sets of three consonants to remember. They found that if the subjects were allowed to rehearse, the experiment was easy, however if there was no rehearsal the majority of the subjects forgot after a none second delay and nearly all subjects forgot after an eighteen second delay. In conclusion to this experiment Brown and Peterson founf that there is a rapid loss of information if rehearsal is prevented. This supports the theory that there is a STM. Craik and Watkins carried out a study to show that retention over long periods of time is unrealted to duration to the STM or the number of rehearsals meaning retention is not related to rehearsal. Atkinson and Shiffrin proposed that STM and LTM code information in different ways, therefore they must be different memory stores. The STM stores information acoustically, we know this because people make acoustic errors, however the LTM stores information semantically, because people make semantic errors in LTM tests. Conrad (1964) and Baddley (1966) have carried out research that supports the theory that the STM and LTM uses different coding. The research carroed out dealing with brain damaged patients is the third type of evidence that supports the Multi Store Model. Psychologists proposed that if the STM and LTM are different then brain damage may effect one memory without causing damage to the other, this is supported by the study of Amnesiacs. It has been found that some amnesiacs keep a LTM for events beofre a brain injury and keep STM for events that happen after the brain injury, however they have no ability to transfer information form the STM to the LTM. Retrograde Amnesia is the imparity of the memory of events beofre the damage, with the STM not being disrupted, this shows that brain damage effects STM and not LTM, this is evidence that the two memory stores are separate. The evaluation of the model has brought about a few questions and doubts including the fact that we know that the model is based on experiments where subjects know their memory is being tested. We actually use our memory for information we are not expecting to use. When a subject is part of an experiment their performance may be affected because they know they are under observation, this questions whether the results are truly accurate. Also the experiments are questioned because they are not life

Classical vs Keynes essays

Classical vs Keynes essays The Classical model of the economy says that all markets always clear. The labor market failing to clear does not exist in the Classical model because of competitive exchange equilibrium in which prices and quantities always adjust perfectly. The Classical model is of a closed economy and the variables are real output, employment, real and nominal wages, the price level, and the rate of interest. It is easier to understand the classical model using five diagrams that are numbered one through five in Appendix One, The Classical Model. These diagrams represent the separate parts of the model that together illustrate, for the most part, the entire Classical model. Diagram one represents the production function, which shows the assumption that real output, y, is determined by the level of employment, N. So y is a function of N and from the slope of the function we can see that output rises as employment is increased. But there is a diminishing marginal productivity of labor, which means that each time employment increases, the increase in output will get smaller and smaller. Diagram one illustrates the relationship between output and employment in the short run, but does not determine the level of output or the level of employment. But when used together with other diagrams of the model, diagram one can be used to figure these things out. Diagram two is the labor market with the real wage, w, on the vertical axis and employment, N, on the horizontal axis. In the classical model, the supply of labor depends upon the real-wage level because as the real wage rises, more people are willing to work. The line SN represents the labor supply function and the line DN represents the demand for labor. As the real wage increases so does the labor supply function, but as the labor supply function increases, the demand for labor decreases. Because the Classical model makes real wages perfectly flexible and allows it to adjust to the...

The problem of privacy in the age of google glass Essay

The problem of privacy in the age of google glass - Essay Example Privacy is like a basic factor in the life of every single person that lives on this planet called earth. Therefore, this makes it right for everyone, and it should not be invaded or intruded by anyone especially every other member of the public. For example, future, wearable digital devices are constantly being invented and being illustrious in the mainstream news media. People are gradually embracing the idea that our future digital life will be with view computers, brain-computer interfaces, digital tattoos and head-up. In keeping with the Google Glass phenomenon, these are devices that are often spoken off way before they are even produced and made available for the general public to buy and use. The fact should be that as the future-proposed technology and inventions move on, people need to understand the concepts that drive the devices that these inventors create, nonetheless also the social structuring and identity building that humans endure in this gradual process. On to the first issue, this is the privacy in the web and the current problem that it entails. The web is like the central place where almost everyone visits on more than one occasion in a single day. Mostly for over the half the population of the world who are in the social media sites, the web is like their daily need, and before they use it they cannot feel that their day is complete. Most of these social media sites require one to enter their personal details making others able to view and observe others’ personal information. Just as Mark Andrejevic said in his book, the web allows one to be watched easily and closely. One can be tracked, through the use of programs that use the GPS system which is most efficient in the web, surveillance that can be executed at will also be possible through the web. Mark Andrejevic went to the extent of writing a book namely, â€Å"The Work of Being Watched:

Anthropology - Primates Observations Essay Example | Topics and Well Written Essays - 1000 words

Anthropology - Primates Observations - Essay Example Focusing on the Gibbon at first, I was able to obtain a lot of information on the creature. The animal bears the scientific name Hylobates simang. The observation made on the behavior for this animal was around 20 minutes. One of the characteristics noted about the animal in a clear manner is the high amount of social skills that it bears. This derivation attributes to the way the animal went about its activities and occasionally going over to other hears of its family. The vocalization of the Gibbon appeared to be very high as compared to other animals in the zoo. The animal has a very high vocal ability perceived from a distance that well exceeds one kilometer. Another characteristic observed from the creature is its high flexibility. This is from the manner in which it jumped from tree to tree at ease. These vigorous activities helped in putting the animal in good health. The animals have a very dynamic field of view and thus a high rate of accuracy while swinging. Moreover, their hands have a very large surface area and thus hard for them to miss a rope in their swinging activities. After a round of swings, the animal only rested for around five or less minutes. This was because it was the social responsibility of each of the animals to watch over each other (Stoinski 113). The feeding behavior of the animal was very typical of the primates in the same order. This is from the large amount of bananas that the animals consumed. In the feeding process, the animals were very kind as they shared the meal with the rest of the family members. The animals were very entertaining from the fact that they could occasionally sing for each other. This was from the male and female members of the animals. The singing was some kind of communication between the two sexes. The other animal to study was the Western Lowland Gorilla. Research led me to the understanding that the animal has the scientific name Gorilla gorilla gorilla. With the animal, I was also able to spend 20 minutes in its natural habitat observing its lifestyle and the noticeable features. For a gorilla, the animal was rather small and hence considered the smallest of the Gorilla family. Unlike other primates, the animal did not show any signs of territorial domination. This is from the manner in which other gorillas of the same type could interact freely with those of another family. The animals also generally fear areas that that are enclosed and do not find comfort in those areas. It is due to this that the animals are in the open multiple times. The feeding of the animals generally characterized high-energy foods due to the high amount of social activities witnessed from the animals. Bamboo plants are the favorite food types of these animals. This is because the plants bear lot of proteins that offer the animals a lot of energy to swing from tree to tree and run at a very high speed in an effort to run away from their predators. The animals stay in large groups for protection. This is very important as they have a natural fear of poachers hunting them down. The animals live in groups of around seven females together with their children and one dominant male. The animal spends around 5 hours daytime to sleep. This is after the consumption of a healthy and heavy meal. The male however does not enjoy this kind of comfort. This is because it is his role to take care of the

Founding Fathers Essay Example | Topics and Well Written Essays - 500 words

Founding Fathers - Essay Example These visionaries drafted a document that served as an inspiration for democracies worldwide. The founders were keen in ensuring that the government that would take over would be defined by liberties of individuals and the quest of happiness for its citizens who will be accommodated by the government and its systems (Mason and Rauchut, 2008). This is to say that the founders intended to form a government, whose sole purpose was to ensure freedom and prosperity of its citizens. They understood that power came with consequence and that it could be corrupted limiting the liberty envisioned, as is evident in the governments nowadays. This can be traced back to the founding fathers hypothesis that there is a correlation between personal liberties and expansion in the federal government that is negative. Though this growth was viewed suspiciously by the founding fathers, it was inevitable since the society is dynamic necessitating governance changes and growth. Even though it may have a de trimental effect on liberty, growth of the federal government since the time of the founding has been necessitated because conditions today demand that government grow to meet our needs, since governance needs change over time. The idea of government is based on the principle of servitude, in that it is created to serve the people.

Response Paper Essay Example | Topics and Well Written Essays - 1000 words - 2

Response Paper - Essay Example The readings by Colin H. Kahl, gives a clear definition of conflicts that can lead to physical aggression. It is also suggests reasons why political concepts such as ecologic security are unable to deal with problems resulting from transformation. The paper tries to explore the evidence and arguments expresses in other articles to propose as well as oppose the notion. Since the year 1990, Kenya as a country has gone through an obvious decay in security human condition from the mushrooming insignificant transgression to the start of ethnic cleansing. The local and the worldwide press frequently discuss the incident of the ever rising cases of criminal offenses and insecurity. The reading disaggregates the different forms and localities that bloodshed took place and the dynamics that binds them. Problematizing the relations between the state and the society transcends beyond the state incapability to uphold security in the country. At times this plays a role in encouraging and at times aggressively incites violence. Environmental degradation relates directly to political stability in a country. In the past civil and over the past several decades, civil and tribal wars have destabilized the chances for economical advancement as well as political development in the developing countries. This resulted to loss of lives of many citizens while some were left homeless as in the case in Kenya during ethnic violence in 1991(Foucault et al 2009). Statistics shows that demographic and ecological challenges coupled with interactions between the population increase, ecological degradation and rising scarcities of fundamental natural aspects of survival signify the cause of wars in the present world. Kahl suggests that the situation leads to tension in the work places thus leading to massive pressure on the societal groupings and the government. This issue has resulted to increase in occurrence of armed conflict in the developing countries. He

Recruitment, Training and Selection Questionnaire Essay

Recruitment, Training and Selection Questionnaire - Essay Example This section therefore seeks to create a questionnaire based on all the objectives as was mentioned in chapter 1. In light of that, the section will come up with a collection of 10-15 questions in a questionnaire specified to highlight the company position on selection, training and recruitment. The content of the questions will seek to exploit the three aims and objectives as stipulated earlier on as well as verifying the statement of purpose. There will also be an analytical look at the questionnaire through a discussion and relation to the obtained objectives and discussions. Variables of success will be discussed based on the analysis as obtained from the analysis and in relationship with the universal conducts as stipulated in Human Resource management. This will give rise to the findings that are supposed to be implemented by the company. Questionnaire-The Recruitment, Selection and Training of LVMH As stated, the questionnaire will make a focus on the important areas of study. The questionnaire will gauge whether the employees were recruited through a competitive selection process or whether there were any intermediaries in the whole process. After being hired, what specific types of training are done, if any and what values are added to the employees in these trainings. There is also a test on the effects of new technology on the employees in improving the productivity of the company. The employee response to the satisfaction achieved as a result of adapting the trainings received as well as the motivation that is added to their valuable human resource ability (Jeffrey, 2011 ). As a result of the data collected from such surveys, the human resource department is able to collect information that will be used in the formulation of policies. These policies will be used to rectify the weaknesses that may be involved in low performance at that stage in the company. This questionnaire is based on an interview carried out on a sample of 30 employees of LVMH Co mpany representation. The same questionnaire was administered on employees from the different departments and the aim was to get the effectiveness of the process of recruitment, training and selection of all employees regardless of the company position. The questionnaire was carried out in France, headquarter of the company. This is because of the high representation of employees in the country. The country does not also have a uniform human resource endowment based on the classes of people and the results will therefore be a possible representation of all the regions of presence. Based on the information needed, the focus was both on primary and secondary data. The secondary data was collected from academic journals, books and other online sources that were relevant to the study. The primary data was collected from direct association with employees and they were to answer closed ended questions (Jeffrey, 2011 ). A collection of 14 questions collected from 30 respondents therefore b ecomes the basis of this chapter. The questionnaire that was conducted took the form of the questions below: 1. How was your potentiality and eventual recruitment to this company generated? Through; a) Direct applications b) Placement consultants c) Job portals d) Employee referrals e) Head hunting f) Any other (please specify) 2. How many rounds of technical interviews were carried out on you? a) 1 b) 2 c) 3 d) More than 3 3. Did you get any buddy mentor who helped you adapt

Response Paper Essay Example | Topics and Well Written Essays - 1000 words - 2

Response Paper - Essay Example The readings by Colin H. Kahl, gives a clear definition of conflicts that can lead to physical aggression. It is also suggests reasons why political concepts such as ecologic security are unable to deal with problems resulting from transformation. The paper tries to explore the evidence and arguments expresses in other articles to propose as well as oppose the notion. Since the year 1990, Kenya as a country has gone through an obvious decay in security human condition from the mushrooming insignificant transgression to the start of ethnic cleansing. The local and the worldwide press frequently discuss the incident of the ever rising cases of criminal offenses and insecurity. The reading disaggregates the different forms and localities that bloodshed took place and the dynamics that binds them. Problematizing the relations between the state and the society transcends beyond the state incapability to uphold security in the country. At times this plays a role in encouraging and at times aggressively incites violence. Environmental degradation relates directly to political stability in a country. In the past civil and over the past several decades, civil and tribal wars have destabilized the chances for economical advancement as well as political development in the developing countries. This resulted to loss of lives of many citizens while some were left homeless as in the case in Kenya during ethnic violence in 1991(Foucault et al 2009). Statistics shows that demographic and ecological challenges coupled with interactions between the population increase, ecological degradation and rising scarcities of fundamental natural aspects of survival signify the cause of wars in the present world. Kahl suggests that the situation leads to tension in the work places thus leading to massive pressure on the societal groupings and the government. This issue has resulted to increase in occurrence of armed conflict in the developing countries. He

Paisley Patterns Recommendation Report Essay Example | Topics and Well Written Essays - 3500 words

Paisley Patterns Recommendation Report - Essay Example hnology to traditional business and administrative activities has introduced substantial return and facilities that have given the business a new life. E-commerce gives buyers and sellers a modern and up-to-date environment or methods of communication and offers an opportunity to generate new marketplaces. In common it is recommended that the development of E-commerce outcomes in higher firm efficiency and competence as a consequence of lower search and transaction expenses† (Kotler, 1997). â€Å"The internet is swiftly becoming the technology of preference for electronic commerce for the reason that, it presents or allows businesses an even trouble-free method to connect with other businesses and individuals at a very small expenditure† (Martin Verwijmeren, 1996). At the present time, Web sites are accessible to consumers 24 hours a day. Modern and up-to-date marketing and sales methods can be fashioned. Managing transactions electronically can diminish the costs of tra nsaction as well as release time for some goods, particularly those that are entirely digital (for instance software, text products, images, and videos etc.) (Laudon & Laudon 1999, p.306) Paisley Patterns business is presently operating with the wholesale cotton fabrics, primarily through a travelling sales force. By viewing the potential business enhancements and for getting the maximum market share Paisley Patterns business has decided to implement a web based system for the handling of online business and extending the scope of business. This analytical and research based report is about the detailed analysis of the Paisley Patterns business web based system implementation. This report will provide a deep insight into the overall new technology system implementation and potential enhancements in business working. In this report, I will analyze the main working areas and division those will require some type of transformations. This analysis based report will also present a deep a nd

Choose two characters from the novel Of Mice and Men Essay Example for Free

Choose two characters from the novel Of Mice and Men Essay America in the 1930s was a class-based society where women had no choice. The Wall Street Crash in 1929 meant the Great Depression was occurring, people living in poverty because of this but most would travel round to find work. Racism was still a critical problem in this time so this was affecting many lives, only white people could get a decent job, if a black person could it would be living in the same conditions as slaves, even though slavery was abolished in 1865- over 60 years before. Crooks is the stable buck and is black, he is a clever but lonely man who just wants some companionship. Curleys wife is seen as a tart, we see that she is also lonely and very misunderstood. In the novel, even though Steinbeck had made the characters an isolated group, they all represent different sides of the society, this allows him to criticise what he sees as problems. Slavery started in America in the 15th century, thousands of slaves arrived looking for a better way of life than what they had left, but infact their new lives were worse. Slavery meant big business in America. In the north most Negroes were free but in the south it was the way of life. Slaves were employed as either field workers; they worked long hours, lived in huts and slept on the floor. Then there were the house workers who would cook, clean, run the masters house and bring up the children, they lived a more comfortable life, but caused mistrust between the two. Sometimes a way to solve this was to split up families, selling the children. Slave revolt was common and in 1831 people started to understand the need to abolish slavery, in 1833 it became more widespread but Lincoln and the civil war offered more help to the black society. Finally in 1865 slavery was abolished Neither slavery nor involuntary servitude shall exist in the United States. Crooks was not a slave but was still a victim of racial prejudice. He is lonely and very clever, He reads a lot. Got books I his room, and we see that he is aware of his rights, a tattered dictionary and a mauled copy of the California Civil code for 1905-98 this in a way is worse as he knows that he could have a better life. He loves company but hides it, as he is sure this was the best his life would get. The men know that they can be racist towards him and get away with it; this is made clear when George asks give the stable-buck hell? Asking why its ok, he is given the simple answer from candy that its fine because he is a nigger. Crooks was still very much treated as a slave. The men tell the stories of how they make him fight for a use of entertainment but on the count of the niggers got a crooked back, Smitty cant use his feet the men think its fine beating Crooks up and that theyre being kind. The group do not realise that Crooks is scared of them and so isolates himself from everyone and everything going on around him he kept his distance and demanded everyone else kept theirs but by doing this he had to live alone in the stables while the men on the ranch lived together, however they did respect he was a human because they did keep away from him. Crooks pain-tightened lips show he is suffering and is punishing himself, he tells himself that he aint wanted in the bunk-house and so other people aint wanted in my room. He says this to Lennie, who doesnt understand why crooks doesnt want to talk to someone or why he doesnt go in the bunk house, Crooks response to this is that the men say I stink- another example of the racial prejudice; hes black so therefore he must stink. Crooks sees that with Lennie he has someone he can tease and so does, when he tease s him Steinbeck writes that, Crooks pressed forward some kind of private victory. Crooks victory is that probably all his life he has been teased because of his colour, now he has someone he can pick on that he can beat. There is a sense of war in which black verses white and unusually the black can easily win. Crooks know he can get away with picking on Lennie, his face lighted with pleasure in his torture, he is enjoying that he can pick on a white person. Crooks is a dreamer, he has one dream of the past; I remember when I was a little kid on my old mans chicken ranch. Had two brothers. They were always near me, always there. He dreams of his past because he knows that he has no future, and that the others do have a future, there is a slight sense of jealousy as he cant leave the ranch. This is also another example of Crooks need for companionship; he is showing how lonely he is. Lennie then tells Crooks of his and Georges dream to own some land, to which he replies, Nobody never gets to heaven, and nobody ever gets no land he knows what societies like and has seen many men with dreams but none ever come true, but even though he is pessimistic he is right. However even saying this he is still tempted to join the dream, he wants to be around people and is happy when people talk to him. He says I didnt mean it. Jus foolin. I wouldnt want to go no place like that. He knows he has to support black people and that it wouldnt happen. Through the character of crooks we see that Steinbeck thought that Crooks was treated badly and that he obviously felt sympathy for him and all black people in America. We see examples of Crooks being afraid of all people, including Curleys wife, in a time where women werent listened to, Steinbeck puts the message across that he shouldnt have to pull back and have to live in fear, worrying about what is going to happen to him and who by. If Crooks had been white he wouldnt be treated in the way he was. Curleys wife is another character that is seen as by the men on the ranch as insignificant, like Crooks. There are many similarities between the two; they are outcast, misunderstood, and oppressed. Neither are treated as equals and are trapped in the same life with no future. Even so she does not see these similarities and picks on Crooks for the same reason he picks on Lennie, because she can she knows that he will listen to her and be afraid. Curley s wife is all she was ever called, she was not given a name showing that she means nothing and is only a possession to Curley. This suggests that women were on the same level as black people and in some ways the same position. As Negroes were victims of racial prejudice women were victims of sexism. Curleys wife has no relationship with her husband and she doesnt look after the household like she is supposed to, this suggests that she is trapped and is only there so Curley can say hes married. She doesnt love him and is only there for his satisfaction. Curleys wife is lonely and when she looks for companionship within the ranch, the men say that she is too flirty, they think that Curleys married a tart but they dont understand her and dont try to. The men dont trust her and there is a sense of danger when George describes her as jail-bait. This also proves what the men think of her. There is a description of her, it goes through that she has, full, rouged lips and wide spaced eyes, heavily made up. Her fingernails were red. Her hair hung in little rolled clusters, like sausages this is very superficial and shows that in a way she is covering herself and her feelings with a mask. Knowing that her husband is at a whorehouse she says I dont like Curley. He aint a nice fella this is very simplistic and suggests her interest, it also suggests that Curley does not love her either. She is obviously lonely and only gets a cold reception from the workers, she is isolated from the world and has lost all chance of having friends, and Steinbeck feels pity for her. He gives this message when she says think I dont like to talk to somebody ever once in a while? Think I like to stick in the house alla time? She questions them and gets no response from being kind. We see her lash out on page 111 when she is talking to Crooks, Lennie and Candy, she is angry because of Curley and so takes it out on them; people who she has a sense of power over; Ever body out doin sompin. Everybody! An what am I doing? Standin here talking to a bunch of bindle stiffs- a nigger an a dum-dum. This also gains her pity from the reader. Curleys wife is lonely and frustrated that there is nothing she can do or say make herself feel better but she does try by taking it out on the men, in this case Crooks. She says to him well, you keep your place then, Nigger. I could get you strung up on a tree so easy it aint even funny although she is being so nasty we still feel sympathy for her, we understand that she is so lonely, we can relate to this. As Crooks does Curleys wife dreams of the past and what could have been, she says to Lennie I could of went with the shows. Not jus one, neither. An a guy tol me he could put me in the pitchers. She also talks about her dream later. She says that the only reason she married Curley was that she wanted to leave home. This is because she thought that her mother had stopped her from being an actress by stealing a letter from a man who had said he could make her famous. She explains I ast her if she stole it, too, an she says no. So I married Curley. Met him at the Riverside Dance Palace that same night she married him out of spite to her mother and no other reason. This is a tragic picture, she is being very naà ¯Ã‚ ¿Ã‚ ½ve in thinking that a letter was being sent, she doesnt realise that the man was playing her for a fool, this gains her sympathy from the reader. When she is dead there is such a sense of calmness and tranquillity, and the meanness and the plannings and the discontent and the ache for attention was all gone from her face. She was very pretty and simple, and her face was sweet and young. This is saying that she is now at peace and in a way because her life was such a disaster in which she had no future she is better off dead. It was the only way she could be happy and escape Curley and her loneliness. The 1930s was a class- based society within America. Racism was an ongoing problem and black people were still being treated as slaves, even though slavery was abolished in 1865. The great depression was also still a huge problem with 3 million people unemployed in 1930 and 13 million in 1932. People were living in poverty and any jobs going were poorly paid. However life was worst for black people, who were victims of racial prejudice and discrimination and women who were seen as insignificant and possessions of their husbands or fathers and were only there to look purty and look after the house. In the novel, even though Steinbeck had made the characters an isolated group, they all represent different sides of the society, this allows him to criticise what he sees as problems. Curleys wife and Crooks are just two characters that illustrate what life was like in America in the 1930s.

Kaposi’s Sarcoma: Insights into its Understanding

Kaposi’s Sarcoma: Insights into its Understanding Abstract Kaposi’s Sarcoma (KS) is a common vascular tumor arising in human immunodeficiency virus (HIV) infected patients and is one of the 27 conditions designated by the Centers for Disease Control as an acquired immunodeficiency syndrome (AIDS) defining illness. Human herpes virus-8 (HHV-8), now called Kaposi’s sarcoma-associated herpes virus (KSHV), is a member of ÃŽ ³ herpes virus family and is considered to be the causative agent of KS. This review aims to discuss KS and its association with HIV/AIDS with an emphasis on oral features, the role of HHV-8/KSHV in causation of KS, and the current challenges faced in management of the disease. Key words: acquired immunodeficiency syndrome, human herpes virus-8, Kaposi’s sarcoma, Kaposi’s sarcoma-associated herpes virus Introduction In 1869, Helmut Kobner, a German physician, appears to have been the first to describe cases of metastatic cutaneous sarcoma. In 1872, the Hungarian physician, Moricz Kaposi, described an idiopathic, multipigmented, tumor-like lesion of the skin that eventually was named Kaposi’s Sarcoma (KS).1,2 During the 19th century, KS was considered a rare disease and by the early 20th century, an increased incidence was suggested.2,3 KS is now a common vascular tumor arising in human immunodeficiency virus (HIV) infected patients, and is one of the 27 conditions designated by the Centers for Disease Control as an acquired immunodeficiency syndrome (AIDS) defining illness.2,4 Human herpes virus-8 (HHV-8), also called Kaposi’s sarcoma-associated herpes virus (KSHV), a member of ÃŽ ³ herpes virus family, is considered to be the causative agent of KS.5 Clinical Features Based on epidemiology and demographics, there are four variants of KS: 1) Classic KS that is relatively benign and predominantly occurs in elderly men of Mediterranean, Eastern European, or Middle Eastern descent with a median age of > 70 years; 2) an Endemic or â€Å"African† form of KS that also occurs predominantly in men at a ratio of 3:1 with a peak median age of 35 to 39 years; 3) Iatrogenic or Post-transplant KS that may occur in HIV-seronegative immunocompromised individuals, long term users of steroids and cytotoxic drugs, and individuals with autoimmune disorders; and 4) AIDS-associated KS. Although the four variants of KS are distinctive, they share similar clinical and histologic features, suggestive of common pathogenesis.5 In contrast to classic KS, which is often limited to the extremities, AIDS-associated KS frequently involves the muco-cutaneous regions of the head and neck as primary sites, and visceral involvement is also present.6 Muco-cutaneous lesions of the head and neck region, occur in estimated 10% of AIDS patients.7 The oral cavity is frequently involved with the hard and soft palate, gingiva, and tongue being the most common sites.8,9 The prevalence of oral KS varies from 0-12% in Africa, and from 0-38% in United States and Europe.10,11 A high prevalence of oral KS was demonstrated in 18.6% of a group of HIV-infected patients in Zimbabwe. Since the advent of AIDS, KS has become more frequent in both the genders, the male to female ratio changing from 19:1 to 7:1, particularly in East Africa.12 On the basis of clinical appearance, AIDS-associated KS is classified into six major overlapping types: patch, plaque, nodular, telangiectatic, infiltrative, and florid.1,3,13,14 Oral lesions appear as red to purple macules, papules, or nodules that may ulcerate and cause local destruction.9,15 Although the clinical behavior of AIDS-associated oral KS is rather unpredictable, majority of the cases represent aggressive disease and have associated disseminated cutaneous and visceral lesions.16 Slow growing oral tumors are generally associated with patients who have no additional complicating opportunistic infections.17 Differential Diagnosis Early lesions of KS may be difficult to distinguish from ecchymoses, nevi, dermatofibroma, and lichen planus.18 Nodular or plaque like lesions overlying mucosa should be biopsied to rule out bacillary angiomatosis, hemangioma, pyogenic granuloma, angiosarcoma, or lymphangiosarcoma.18,19 Histopathology The cellular origin of KS is difficult to determine as lesions typically exhibit multiple cell types. The tumor is mainly composed of undifferentiated mesenchymal cells and spindle-shaped cells.20-23 The spindle cells, considered the tumor element, are of mesenchymal origin and have features that resemble both endothelial and smooth muscle cells.22,23 The tumor cells may be derived from cells of either lymphatic or venous differentiation.17,22 Also, biopsies of KS feature numerous slit like vascular channels and may present extravasation of erythrocytes, hemosiderophages, eosinophilic hyaline inclusions, and inflammatory infiltrate.9,20,21 The histogenesis of the spindle cell component, believed to be the KS tumor cell, remains controversial; although many studies favor an endothelial cell origin.22-24 Another highly debatable issue is whether KS is a clonal â€Å"neoplastic† lesion, or whether it is â€Å"reactive† and polyclonal. Most of the evidence suggests that many KS lesions are hyperplastic and polyclonal in nature, but that either these lesions contain a small proportion of clonal, neoplastic tumor cells that are difficult to identify and culture, or some of these polyclonal lesions may undergo full transformation during disease progression, probably when an actively proliferating cell acquires genetic alterations that provide a selective advantage, leading to the emergence of a truly neoplastic clone in the minority of cases of KS.24 Role of HHV-8/KSHV HIV Multiple agents, including cytomegalo virus, hepatitis-B virus, human herpes virus-6, HIV, and Mycoplasma penetrans, have been suspected in the past as causing KS; but none of these have been clearly shown to present in most cases and to have a causal association with KS.24 Thus, although an infectious origin has long been suspected, it was only in 1994 that HHV-8/KSHV was first detected in KS specimens.25 KSHV is now considered the causative agent of AIDS-associated, classic, endemic, and iatrogenic KS. In addition, it is also believed to be the causative agent of primary effusion lymphomas (body cavity based lymphomas),26 multicentric Castlemans disease,26,27 and possibly oral plasmablastic lymphomas.28 Serological studies have indicated that unlike other human herpes viruses, KSHV is not ubiquitous.26 The seroprevalence of KSHV is low in the United States and parts of Europe (ranging from 0 to 20%), rising in Mediterranean countries to reach levels greater than 50% in some geographic regions of Africa.12 In North America and Europe, primary infection with KSHV mainly occurs among adult homosexual men and is transmitted principally via sexual contact; the KSHV seroprevalence being associated with the number of sexual partners and sexual practices.12,26 Transmission of KSHV via saliva has also been documented.29 In African populations, KSHV infection seems to occur largely before puberty through casual family and community contacts; oral secretions being a potential vehicle of non-sexual horizontal spread; vertical transmission of KSHV being insignificant.12,26 A recent study conducted in Malawi, Africa, has also shown that, apparently, healthy people in regions where KSHV is endemic can be infected by multiple strains.30 However, it is still unclear if this reflects a simultaneous co-infection by several KSHV strains, reactivation of latent strains, or super infection.30 KSHV is lymphotropic and is more closely related to Epstein-Barr virus and herpes virus saimiri than to other herpes viruses.5,27 The KSHV genome contains several genes related to cellular genes involved in cell proliferation and host responses that probably contribute to viral pathogenesis.26,31 The pathogenesis of AIDS-associated KS is multifactorial and involves KSHV, altered expression and response to cytokines, and stimulation of KS growth by HIV trans-activation protein (tat).32,33 KSHV is a necessary, but solely not a sufficient cause of KS.34 It encodes protein homologues of interleukin-6, chemokines of the macrophage inflammatory protein family, cell cycle regulators of the cyclin family, and anti-apoptotic genes of the bcl-2 family.26 The HIV tat protein can promote the growth of spindle cells of endothelial origin, but only in presence of inflammatory cytokines.32,33 The synergistic relationship between inflammatory cytokines and HIV tat protein, when combined with the immunosuppression associated with AIDS, may provide an explanation for aggressive nature of AIDS-associated KS compared to relatively non-aggressive, classic Mediterranean form in which the HIV tat protein does not play a role.33 The sequence of events creating the inflammatory angiogenic environment has been described by Dezube 33 as follows: 1) circulating KS progenitor cells and cells latently infected with KSHV seek sites of pre-existing inflammation; in the case of oral KS, pre-existing inflammation may include acute and/or chronic periodontal disease sites; 2) exposure to inflammatory cytokines such as interferon-ÃŽ ± (IFN-ÃŽ ±) results in differentiation of latently infected cells into KS-like spindle cells and induces KSHV reactivation; 3) reactivation of KSHV leads to expression of potentially pathogenic genes such as viral interleukin-6 that in turn, can activate vascular endothelial growth factor and induce angiogenesis; 4) viral lytic replication in the same cells activates inflammation, which also may play a role in angiogenesis; 5) the creation of inflammatory-angiogenic environment increases the availability of infectable cells, i.e. endothelial and KS spindle cells, which are then included in the development of the lesion; 6) cells also become responsive to HIV tat protein; and 7) the HIV tat protein augments the inflammatory-angiogenic state by the increasing angiogenic activities of basic fibroblast growth factor, IFN-ÃŽ ±, and vascular endothelial growth factor by mimicking the effects of the external matrix proteins fibronectin and vitronectin and by increasing the expression of matrix metalloproteinases. Prognosis and Management The prognosis of patients with AIDS-associated KS is often related to factors other than the tumor burden itself. In 1989, the AIDS trial council group devised the TIS staging system, based upon the extent of tumor (T), the status of immune system in terms of CD4+ T-cell count (I), and the presence of other systemic HIV-related illness (S).12 At present there is no treatment for AIDS-associated KS. Treatment is thus directed towards the elimination, or at least reduction of cosmetically unacceptable lesions, pain, and edema, as well as the relief of symptoms caused by visceral involvement.33 Local therapy may be effective for limited disease, but systemic therapy is required for disseminated KS.33 Highly active anti-retroviral therapy (HAART) is useful in the management of AIDS-associated KS, as it will reduce the HIV viral load and raise the CD4+ T-cell count, both of which contribute to the pathogenesis of KS. Recent reports have described a reduced incidence or regression of KS in HIV-infected individuals treated with HAART that includes at least one protease inhibitor. Both in vivo and in vitro studies have demonstrated that protease inhibitors have a direct anti-angiogenic, anti-KS, and anti tumor activity at concentrations likely to be present in the blood of treated individuals. HAART causes fall in KSHV levels in the blood presumably because of a reduction in HIV proliferation, HIV/KSHV-mediated oncogenesis, and HIV-induced immunosuppresion.12 Older approaches of managing oral KS have included local irradiation, intralesional injections of vinblastine and 3% sodium tetradecyl sulphate, laser therapy, surgical excision, cytotoxic therapy with vinca alkaloids (vinblastine, vincristine, and vinorelbine), bleomycin, anthracyclines, paclitaxel, and liposomal anthracyclines. However, only five agents are commonly used for the treatment of KS: alitretinoin gel for topical therapy, and liposomal daunorubicin and oloxorubicin, paclitaxel, and IFN-ÃŽ ± for systemic therapy.12 The strong angiogenic component of KS makes it particularly suitable for treatment with drugs that act as anti-angiogenic agents such as thalidomide and newer agents such as matrix metalloproteinases and IM-862. Based upon the apoptotic and anti-proliferative activity of iron chelation on KS cells, it is also suggested that withdrawal strategies may be effective. Several retinoid compounds have also been tested in clinical trials for KS, with a response rate of 23-37%.12 Direct antiviral approaches targeting KSHV have been proposed. In vitro studies have shown that KSHV is very sensitive to cidofovir, moderately sensitive to ganciclovir and foscarnet, but only weakly sensitive to acyclovir. However, the efficacy of cidofovir in vivo has yet to be proven. IFN-ÃŽ ± may inhibit infection or reactivation by KSHV. Single agent therapy with IFN-ÃŽ ±, is associated with significant toxicity, but when in combination with anti retroviral agents it may have some application for disseminated, but non-rapidly progressive KS.12 Conclusions Studies pertaining to KS suggest epidemiologic patterns that are consistent with a sexually transmitted agent, before a viral agent HHV-8/KSHV was identified, and that it is strictly not an opportunistic infectious agent related to HIV/AIDS-associated KS. Immune suppression along with genetic and/or environmental factors may interplay in variable combinations in the eventual causation of KS. Currently, a wide array of treatment modalities for KS, are aimed at elimination of cosmetically unacceptable lesions, reduction of unsightly edema and lymphadenopathy, and to alleviate symptoms caused by systemic involvement.

Its All Downhill :: Personal Narrative Essay Example

It's All Downhill From Here 8:02 a.m. Saturday. It's still dark, as usual, on these cold, winter days. Everybody else is still sleeping and enjoying the comfprting heat of their beds. I crack open the locked window by my bed, an act some deemed downright idiotic. I strip off my pj's, throw on my robe, and head for the shower. Drying off, I think about where I am abou to go. I dress piece by layered piece. I can't wait to hit the slopes! I round up my tools: body, boards, boots, bindings. Everything is in working order and ready for take-off. As I open the front door, I am shocked by the cold and fight my way through the wind to my car. I turn the key and put the heater on full blast. I am almost there. I step out of my car and survey the parking lot. Not too many cars. That's the way I like it. I take a deep breath and savor the frsh air. Already, I can feel the pressure of deadlines lifted off my chest. I strap my skis on, and prepare not just to tackle a run but other situations in my life as well. I skate over to the first pitch of the double diamond slope, and map out where I will take the first couple turns. It is almost like I am assessing my goals in life: getting accepted into Syracuse, owning a house in Colorado, raising a healthy family. I appreciate the sound of carving the first turn as if it was my very last. The crunching of the snow under my feet empowers me to crush the antagonists in my everyday life. The second and third turns secure my self-confidence. Only with the fourth turn do I start to realize that things are not always that easy. I heard it said often, "It's easier said than done." I never believed it until now. I only skid slightly over a patch of ice, but it is enough to start my heart thumping. I am suddenly aware that to finish this run or to reach my goals, I have to be ready for the tricky spots. I know that at any moment I could fall and be forced to start over. My lifetime goals can be affected by any number of things - grades slipping, drugs and alcohol - and I have to be ready to handle anything.

Democracy to Dictatorship in Lord of the Flies Essay -- Lord Flies Ess

Democracy to Dictatorship in Lord of the Flies      Ã‚  Ã‚  Ã‚   Lord of the Flies by William Golding is a novel that represents a microcosm of society in a tale about children stranded on an island. Of the group of young boys there are two who want to lead for the duration of their stay, Jack and Ralph.   Through the opposing characters of Jack and Ralph, Golding reveals the gradual process from democracy to dictatorship from Ralph's democratic election to his lack of law enforcement to Jack's strict rule and his violent law enforcement.      Upon the arrival of the boys to the island Jack immediately found himself in the center of a power struggle. Although the conflict was brief, there was still a very obvious confrontation between Jack and Ralph. Once the boys had assembled themselves there was an election to see who was to be chief. Despite the fact that Ralph was voted leader, the desire to be in command never left Jack. Jack already had some leadership skills, being head choirboy at his old school, and he continuously challenged Ralph.   The greatest source of conflict between Jack and Ralph was the debate over the necessity of maintaining a fire. Ralph felt that it was necessary to keep it burning at all times while Jack believed that hunting pigs and getting meat was much more essential.    Ralph was elected shortly after their arrival to the island, but his time in power came to end quite gradually. He tried to run his group through a democratic type system in which all major decision were first discussed at an assembly before they were put into action. At these assemblies his views were questioned not only by Jack, but by the other boys as well. Even the ideas that the assembly could agree on usually weren't pu... ...rd. Lord of the Flies. By William Golding. New York: Berkley, 1954. Gunton, Sharon R., ed. Contemporary Literary Criticism. Vol. 17. Detroit: Gale, 1981. 68 vols. Magill, Frank N., ed. Masterplots. Vol. 2. Englewood Cliffs: n.p., 1949. 3 vols.    Comments: 1. Your paper could have been stronger had you used more quotes.   Each time you make a specific point concerning the novel, you should back up your point by using a specific quote from that novel.   That way your readers have proof that your point is valid. 2. Also when quoting you must always place in parentheses the name of the author and the page on which the quote can be found.   This way your readers can look up the quotes for themselves. 3. Quotation marks (") should be uses to surround the whole quote while apostrophes ('') should be used to surround inner speeches of quotes.   

Media Image of Asian Women Essay

The media is large platform that signifies or represents individual on a ranging scale of different perspective. The media largely influences personality through a formative role with a representative segment of a community’s view. The Asian women are a sample case with a unique representative within the media. Various forms of media including television, film and movies have a reflective effect on the Asian women. As such, the Asian women are accredited a distinctive feature within various cultures of the world. The resultant effect is propagating effect that creates a lasting effect to the world at large. The media image of Asian women presents such individuals as unsympathetic and character driven. The exemplary platforms displayed by the media on such women showcases a highly competitive group as compared to the other counterpart women of the world. This understanding of the Asian women is a built profile from highly ambitious women who are career driven. The few high ranking personality within industrial sectors is goal oriented with propounding results. An exemplary case study of the Asian women image portrayed by the media is the physicians (Chan, Karpovich,& Zhang, 2011). These groups of women focus of logistics evaluation based on the eventual success. As such, the typical Asian woman is depicted of sound judgment and eventual delivery given unique working environments. Conclusion A social element of the Asian women portrayed in the media is sexual aspect and exotic objects. Asian women are an iconic group largely adored in various continents of the world. The media portrays the Asian woman as an intelligent group with high work ethics. The media also endorses the Asian woman as a professional group given the various working conditions. Reference Chan, F., Karpovich, A., & Zhang, X. (2011). Genre in Asian film and television: New approaches. Basingstoke: Palgrave Macmillan. Source document

Student Motivation

Student motivation is an important aspect of education, students across all subjects in secondary education lack motivation. Students are intrinsically motivated to learn at an early age but as they get older they lose their intrinsic motivation. Teachers use extrinsic rewards in the classroom not to motivate but to regulate student behavior. Motivation is a dominant part of a students' educational experience from preschool onward but it has received limited attention amongst an education reform agenda engrossed mainly on accountability, standards, and tests, teacher excellence, and school administration. As students move through the school system from preschool to high school they become more disengaged this eventually leads to more high school dropouts. It is very important that we know how motivation is perceived by students as well as teachers. This will give some indication as to the types of professional development that will provide teachers with strategies to help improve student motivation and engagement. This will be necessary if we want our students to be successful and become a function part of our society. Keywords: academic achievement, intrinsic reward, extrinsic reward, strategies, professional development and student autonomy Today many of our students are slipping through the cracks because of their lack of motivation, these students come to school every day sit in our classrooms and walk out of them not learning or attempting to learn. They are not motivated or engaged in our classes even though we utilize strategies to challenge, motivate and engage. Students' motivation can influence what and how they learn. In turn, as students learn and perceive that they are becoming more skillful they are motivated to continue to learn. (Schunk, 2016). This is not the case for most of our students in the classrooms, it is up to the teacher to engage and be cognizant of how they learn. As children advance from preschool to elementary they demonstrate a great amount enthusiasm for learning, they are engaged and are eager for knowledge. Students during this timeframe are intrinsically motivated. However, students' interest in learning and the desire to perform fades as the years go by, their intrinsic motivation decreases. The lack of motivation is the main reason why many students drop out of high school, they feel unmotivated and unchallenged. The lack of motivation in education is a valid and persistent problem that needs to be addressed. Recent studies look at the perception of motivation by students' and teachers' which from the students prospective indicates that their motivation stems from their interactions with their teachers and their social environment. This is a concept seen in Vygotsky's theory of learning which dealt with the impact of the social environment and its influence on cognition. Vygotsky considered the social environment critical for learning and thought that social interactions transformed learning experienced. (Schunk 2016) Trending among these studies are student's interactions with teachers and peers, the classroom environment, building relationships with teachers, teacher feedback and student autonomy over their learning. The research question examined in this paper is: What are students' and teacher's perceptions of motivation and engagement in grades 9-12? In exploring the perceptions of students and teachers this paper will address the effect of the social environment on student motivation and engagement in the classroom.Learning Theory AssociationThe social cognitive learning theory is based on the concept that students learn by observing and modeling the behaviors of others. Students observe models, explain and demonstrate skills then practice them. (Schunk, 2016) It also discussed the importance teaching students' strategies that will help them to learn how to control their behavior and direct their own learning. Self-efficacy refers to the perception of one's capabilities to produce actions; outcome expectations involve beliefs about anticipated outcome of the actions. (Schunk, 2016) Students' self-efficacy will shape their motivation for learning and goal attainment. The social cognitive theory is also based on the concept that people learn from their environment. The environment's influence on behavior occurs when students look at a slide without much conscious deliberation (environment =behavior). Students' behavior often alters the instructional environment, if the teacher asks questions and students give the wrong answers, the teacher may reteach the same points rather than continue the lesson (behavior = environment). (Schunk, 2016) Motivation engages students in activities that facilitate learning. (Schunk, 2016) Students may become more motivated by watching similar others succeed than by those who they believe are superior in confidence. (Schunk, 2016) Research indicates that most of the students attributed their engagement and motivation to their teachers. They expressed that their teachers motivated them, building a social relationship with their teachers led to them being motivated. (Seigle, Rubenstein & Mitchell, 2014) The establishment of a positive social relationship fostered students' engagement and motivation. Students also pointed to the fact that they related to those teachers who were passionate about their work, knowledgeable in their field and the method of delivery was interesting and interactive. (Seigle, Rubenstein ; Mitchell, 2014) Another negative impact on student motivation is teacher burnout. The emotional exhaustion of teachers contributed to a reduction of student motivation because it leads to low autonomy-supportive teaching, the conclusion was teacher burnout weakened student motivation because teachers influence students through instructional styles, and the emotions they show. Students' perception of how their teachers feel about teaching can affect their motivation to learn. (Shen, McCaughtry, Martin, Garn, Kulik, & Fahlman, 2015) Although motivation is boosted when students observe teacher giving praises and high grades others for hard work and good performances, motivation is sustained over time when students believe their own efforts are leading to better performances. (Schunk, 2016). A recent study indicated that students will exhibit encouraging social and academic motivation when their perception that their teachers and peers make available to them clear expectations, help and advice. The contribution of peers and teachers have a positive effect on student motivation. Providing classroom support, help, advice and instruction and the creation of a safe environment and emotional support all contribute to student academic and social motivation. (Wentzel, Battle, Russell, & Looney, 2010) Utilizing an electronic gradebook, and a point system student were the autonomy over their learning and behavior. This gave students the choice of how to perform this gives them the autonomy of making choices hopefully good choices that will benefit them in the end. Giving the students autonomy over their grades motivated them to want to be better students which led to student engagement. (Koth, 2016) Student autonomy over their grades would motivate them intrinsically, when students are intrinsically motivated, they engage in an activity for reasons intrinsic to the activity. The reward comes from working on the task: the task is both the means and the end. The reward for intrinsic motivation may be feelings of competence and control, self-satisfaction, task success, or pride in one's work. (Schunk, 2016) In a perfect world all students would be intrinsically motivated but we don't live in a perfect world so we as educators must foster intrinsic motivation since research shows that as students advance in age this type of motivation deteriorates. To intrinsically engage students, we need to encourage students to take an active role in their learning. We also need build rapport with students, teachers can get to know their students on a more personal level this will encourage engagement. When planning for your students be clear in your expectations of them, what they should expect where content is concerned and when items will be due in advance so they know ahead of time. (Buskist, Busler & Kirby, 2018) Some teachers use extrinsic rewards to encourage academic achievement and appropriate behaviors, teachers gave tangible rewards to help motivate students to behave in a positive manner. However, it was most often used to manage student behavior not to motivate students to be academically successful. (Hoffman, Huff & Patterson, 2009) Research indicate that teachers' perception of student motivation research that teachers do not always know what motivates students in as much as they many claimed that students' lack of motivation was due to that fact that they did not find the subject relevant. Teachers are not using strategies that will motivate students. There is also the implication that teachers need to seek professional development to help them acquire strategies to help motivate student. Which many are not willing to do. (D'Elisa, 2015) Definitions of Key TermsAcademic achievement: this represents routine results that show the degree to which a person has mastered explicit goals that were the concentration of actions in instructional atmospheres, specifically in school, college, and university. For the purpose of this paper the end academic achievement will be graduating high school.Intrinsic reward: is an intangible award of acknowledgement, a sense of accomplishment, or a cognizant satisfaction. The reward for intrinsic motivation may be feelings of competence and control, self-satisfaction, task success, or pride in one's work. (Schunk, 2016)Extrinsic reward: is an award that is tangible or physically given to you for achieving something. This is most often used by teachers to manage student behavior not to motivate students to be academically successful. (Hoffman, Huff & Patterson, 2009) Strategies: A plan of action in the case of education to motivate students, a variety of ways used in the classroom to motivate and engage.Professional development: In education, the term professional development may be used in reference to a variety of focused training, formal education, or advanced professional learning intended to help administrators, teachers, and other educators improve their professional knowledge, competence, skill, and effectiveness. Student autonomy: is when students take control and accountability for their learning, in terms of what they learn and how they learn it. The initial point being the idea that students are capable of self-direction and can progress to have independent, proactive approach to their academic accomplishments.Gaps in the ResearchThe gaps in the research points to that fact that most of the research done were done in urban cities rather than a mixture of urban and rural areas.There are also some limitations in what can be done in the schools because of the need for all parties to work collaboratively to use the research finding to improve motivation and engagement. Another gap in the research was that many of the studies done on student motivation were not done in the United States they were done in Asia, Canada and Australia. Students' lack of motivation leads to disengagement and dropout from school and educational pursuits, an inescapable issue, that is widespread among all our schools. Filling in the gap requires identifying and using effective motivational strategies, tested and proven in schools for students, by teachers and administrators. For the most part teachers who can identify the reason behind students' lack of motivation will try to use strategies the feel with help those students. For example, if teachers believe that students are unmotivated because they don't see the content as personally relevant, they tend to include examples of its relevance. Similarly, if teachers believe that school-based skills are disconnected from students' career goals and future aspirations, they tend to work at showing students how skills can fit for them. However, when teachers are confronted with diverse and contrastive needs, such a direct correspondence of strategies is more difficult and a sense of helplessness is common (Hardrà © & Sullivan, 2009).Biblical WorldviewApplying a Biblical worldview to different aspects of education allows for another way to look at education as well as educators.The worldview that is most closely related to the social cognitive learning theory is that of Naturalism. In this worldview we acquire knowledge through innate and autonomous human reason, including methods of science, we can know the universe the cosmos, including this world is understood to be in its normal state. (Sire, 2009) Naturalism denies that there is a God the creator and like the social cognitive theory a child is born with innate faculties which merely have to develop naturally. These faculties work on their own within the framework of the languages and cultures to which they are exposed. According to the social cognitive theory student learn through observation, student observes, models, explain and demonstrate skills then practice them (Schunk, 2016). In a Christian worldview God directs us to teach without holding back, in Romans 12:6-7 â€Å"We have different gifts, according to the grace given to each of us. If your gift is prophesying, then prophesy in accordance with your faith; if it is serving, then serve; if it is teaching, then teach;† God has given us gifts, which we need to use to its fullest. If god gave you the gift of teaching then you should teach to the best of your ability, to meet the needs of all your students. Conclusion Students' lack of motivation is a huge problem across the United States, if we are to combat this problem we as educators need to know what is the main reason behind this lack of motivation. We need to focus on current research, collaborate with policymakers as well as school administrators if we want to help inspire motivation and engagement. If this means we must give up precious time to learn new strategies to promote student autonomy and self-directed learning it will be well worth it. To be able to see students staying in school graduating high school and moving on to higher education would be an astonishing vision. Students are most likely to display positive aspects of social and academic motivation when they perceive their teacher and peers are providing them with clear expectations for social and academic outcome. As educators we must continuously commit to equipping ourselves with the tools that will help our students to become motivated and engaged. Student Motivation Student motivation is an important aspect of education, students across all subjects in secondary education lack motivation. Students are intrinsically motivated to learn at an early age but as they get older they lose their intrinsic motivation. Teachers use extrinsic rewards in the classroom not to motivate but to regulate student behavior. Motivation is a dominant part of a students' educational experience from preschool onward but it has received limited attention amongst an education reform agenda engrossed mainly on accountability, standards, and tests, teacher excellence, and school administration. As students move through the school system from preschool to high school they become more disengaged this eventually leads to more high school dropouts. It is very important that we know how motivation is perceived by students as well as teachers. This will give some indication as to the types of professional development that will provide teachers with strategies to help improve student motivation and engagement. This will be necessary if we want our students to be successful and become a function part of our society. Keywords: academic achievement, intrinsic reward, extrinsic reward, strategies, professional development and student autonomy Today many of our students are slipping through the cracks because of their lack of motivation, these students come to school every day sit in our classrooms and walk out of them not learning or attempting to learn. They are not motivated or engaged in our classes even though we utilize strategies to challenge, motivate and engage. Students' motivation can influence what and how they learn. In turn, as students learn and perceive that they are becoming more skillful they are motivated to continue to learn. (Schunk, 2016). This is not the case for most of our students in the classrooms, it is up to the teacher to engage and be cognizant of how they learn. As children advance from preschool to elementary they demonstrate a great amount enthusiasm for learning, they are engaged and are eager for knowledge. Students during this timeframe are intrinsically motivated. However, students' interest in learning and the desire to perform fades as the years go by, their intrinsic motivation decreases. The lack of motivation is the main reason why many students drop out of high school, they feel unmotivated and unchallenged. The lack of motivation in education is a valid and persistent problem that needs to be addressed. Recent studies look at the perception of motivation by students' and teachers' which from the students prospective indicates that their motivation stems from their interactions with their teachers and their social environment. This is a concept seen in Vygotsky's theory of learning which dealt with the impact of the social environment and its influence on cognition. Vygotsky considered the social environment critical for learning and thought that social interactions transformed learning experienced. (Schunk 2016) Trending among these studies are student's interactions with teachers and peers, the classroom environment, building relationships with teachers, teacher feedback and student autonomy over their learning. The research question examined in this paper is: What are students' and teacher's perceptions of motivation and engagement in grades 9-12? In exploring the perceptions of students and teachers this paper will address the effect of the social environment on student motivation and engagement in the classroom.Learning Theory AssociationThe social cognitive learning theory is based on the concept that students learn by observing and modeling the behaviors of others. Students observe models, explain and demonstrate skills then practice them. (Schunk, 2016) It also discussed the importance teaching students' strategies that will help them to learn how to control their behavior and direct their own learning. Self-efficacy refers to the perception of one's capabilities to produce actions; outcome expectations involve beliefs about anticipated outcome of the actions. (Schunk, 2016) Students' self-efficacy will shape their motivation for learning and goal attainment. The social cognitive theory is also based on the concept that people learn from their environment. The environment's influence on behavior occurs when students look at a slide without much conscious deliberation (environment =behavior). Students' behavior often alters the instructional environment, if the teacher asks questions and students give the wrong answers, the teacher may reteach the same points rather than continue the lesson (behavior = environment). (Schunk, 2016) Motivation engages students in activities that facilitate learning. (Schunk, 2016) Students may become more motivated by watching similar others succeed than by those who they believe are superior in confidence. (Schunk, 2016) Research indicates that most of the students attributed their engagement and motivation to their teachers. They expressed that their teachers motivated them, building a social relationship with their teachers led to them being motivated. (Seigle, Rubenstein & Mitchell, 2014) The establishment of a positive social relationship fostered students' engagement and motivation. Students also pointed to the fact that they related to those teachers who were passionate about their work, knowledgeable in their field and the method of delivery was interesting and interactive. (Seigle, Rubenstein ; Mitchell, 2014) Another negative impact on student motivation is teacher burnout. The emotional exhaustion of teachers contributed to a reduction of student motivation because it leads to low autonomy-supportive teaching, the conclusion was teacher burnout weakened student motivation because teachers influence students through instructional styles, and the emotions they show. Students' perception of how their teachers feel about teaching can affect their motivation to learn. (Shen, McCaughtry, Martin, Garn, Kulik, & Fahlman, 2015) Although motivation is boosted when students observe teacher giving praises and high grades others for hard work and good performances, motivation is sustained over time when students believe their own efforts are leading to better performances. (Schunk, 2016). A recent study indicated that students will exhibit encouraging social and academic motivation when their perception that their teachers and peers make available to them clear expectations, help and advice. The contribution of peers and teachers have a positive effect on student motivation. Providing classroom support, help, advice and instruction and the creation of a safe environment and emotional support all contribute to student academic and social motivation. (Wentzel, Battle, Russell, & Looney, 2010) Utilizing an electronic gradebook, and a point system student were the autonomy over their learning and behavior. This gave students the choice of how to perform this gives them the autonomy of making choices hopefully good choices that will benefit them in the end. Giving the students autonomy over their grades motivated them to want to be better students which led to student engagement. (Koth, 2016) Student autonomy over their grades would motivate them intrinsically, when students are intrinsically motivated, they engage in an activity for reasons intrinsic to the activity. The reward comes from working on the task: the task is both the means and the end. The reward for intrinsic motivation may be feelings of competence and control, self-satisfaction, task success, or pride in one's work. (Schunk, 2016) In a perfect world all students would be intrinsically motivated but we don't live in a perfect world so we as educators must foster intrinsic motivation since research shows that as students advance in age this type of motivation deteriorates. To intrinsically engage students, we need to encourage students to take an active role in their learning. We also need build rapport with students, teachers can get to know their students on a more personal level this will encourage engagement. When planning for your students be clear in your expectations of them, what they should expect where content is concerned and when items will be due in advance so they know ahead of time. (Buskist, Busler & Kirby, 2018) Some teachers use extrinsic rewards to encourage academic achievement and appropriate behaviors, teachers gave tangible rewards to help motivate students to behave in a positive manner. However, it was most often used to manage student behavior not to motivate students to be academically successful. (Hoffman, Huff & Patterson, 2009) Research indicate that teachers' perception of student motivation research that teachers do not always know what motivates students in as much as they many claimed that students' lack of motivation was due to that fact that they did not find the subject relevant. Teachers are not using strategies that will motivate students. There is also the implication that teachers need to seek professional development to help them acquire strategies to help motivate student. Which many are not willing to do. (D'Elisa, 2015) Definitions of Key TermsAcademic achievement: this represents routine results that show the degree to which a person has mastered explicit goals that were the concentration of actions in instructional atmospheres, specifically in school, college, and university. For the purpose of this paper the end academic achievement will be graduating high school.Intrinsic reward: is an intangible award of acknowledgement, a sense of accomplishment, or a cognizant satisfaction. The reward for intrinsic motivation may be feelings of competence and control, self-satisfaction, task success, or pride in one's work. (Schunk, 2016)Extrinsic reward: is an award that is tangible or physically given to you for achieving something. This is most often used by teachers to manage student behavior not to motivate students to be academically successful. (Hoffman, Huff & Patterson, 2009) Strategies: A plan of action in the case of education to motivate students, a variety of ways used in the classroom to motivate and engage.Professional development: In education, the term professional development may be used in reference to a variety of focused training, formal education, or advanced professional learning intended to help administrators, teachers, and other educators improve their professional knowledge, competence, skill, and effectiveness. Student autonomy: is when students take control and accountability for their learning, in terms of what they learn and how they learn it. The initial point being the idea that students are capable of self-direction and can progress to have independent, proactive approach to their academic accomplishments.Gaps in the ResearchThe gaps in the research points to that fact that most of the research done were done in urban cities rather than a mixture of urban and rural areas.There are also some limitations in what can be done in the schools because of the need for all parties to work collaboratively to use the research finding to improve motivation and engagement. Another gap in the research was that many of the studies done on student motivation were not done in the United States they were done in Asia, Canada and Australia. Students' lack of motivation leads to disengagement and dropout from school and educational pursuits, an inescapable issue, that is widespread among all our schools. Filling in the gap requires identifying and using effective motivational strategies, tested and proven in schools for students, by teachers and administrators. For the most part teachers who can identify the reason behind students' lack of motivation will try to use strategies the feel with help those students. For example, if teachers believe that students are unmotivated because they don't see the content as personally relevant, they tend to include examples of its relevance. Similarly, if teachers believe that school-based skills are disconnected from students' career goals and future aspirations, they tend to work at showing students how skills can fit for them. However, when teachers are confronted with diverse and contrastive needs, such a direct correspondence of strategies is more difficult and a sense of helplessness is common (Hardrà © & Sullivan, 2009).Biblical WorldviewApplying a Biblical worldview to different aspects of education allows for another way to look at education as well as educators.The worldview that is most closely related to the social cognitive learning theory is that of Naturalism. In this worldview we acquire knowledge through innate and autonomous human reason, including methods of science, we can know the universe the cosmos, including this world is understood to be in its normal state. (Sire, 2009) Naturalism denies that there is a God the creator and like the social cognitive theory a child is born with innate faculties which merely have to develop naturally. These faculties work on their own within the framework of the languages and cultures to which they are exposed. According to the social cognitive theory student learn through observation, student observes, models, explain and demonstrate skills then practice them (Schunk, 2016). In a Christian worldview God directs us to teach without holding back, in Romans 12:6-7 â€Å"We have different gifts, according to the grace given to each of us. If your gift is prophesying, then prophesy in accordance with your faith; if it is serving, then serve; if it is teaching, then teach;† God has given us gifts, which we need to use to its fullest. If god gave you the gift of teaching then you should teach to the best of your ability, to meet the needs of all your students. Conclusion Students' lack of motivation is a huge problem across the United States, if we are to combat this problem we as educators need to know what is the main reason behind this lack of motivation. We need to focus on current research, collaborate with policymakers as well as school administrators if we want to help inspire motivation and engagement. If this means we must give up precious time to learn new strategies to promote student autonomy and self-directed learning it will be well worth it. To be able to see students staying in school graduating high school and moving on to higher education would be an astonishing vision. Students are most likely to display positive aspects of social and academic motivation when they perceive their teacher and peers are providing them with clear expectations for social and academic outcome. As educators we must continuously commit to equipping ourselves with the tools that will help our students to become motivated and engaged.