Nike in Vietnam Case Study Essay Example

Nike in Vietnam Case Study Paper Nike, Inc. is the world’s leading innovator in athletic footwear, apparel, equipment and accessories. Before there was the Swoosh, before there was Nike, there were two visionary men who pioneered a revolution in athletic footwear that redefined the industry. Nike Employees Nike Employee Networks are designed to help Nike move toward greater diversity. In the U. S. , six employee networks focus attention on important communities within Nike. The intended role of each network is to foster professional development, enhance work performance, identify mentors, assist in recruiting diverse professionals, develop increased community interaction, and encourage improved teamwork and interaction within and across work groups. Location The Company is headquartered near Beaverton, Oregon, in the Portland metropolitan area. Nike has been criticized for contracting with factories (known as Nike sweatshops) in countries such as China, Vietnam, Indonesia and Mexico. Vietnam Labor Watch, an activist group, has documented that factories contracted by Nike have violated minimum wage and overtime laws in Vietnam as late as 1996, although Nike claims that this practice has been stopped. As of July 2011, Nike stated that two-thirds of its factories producing Converse products still do not meet the companys standards for worker treatment. It serves an area worldwide with its products. It has also been investigated into the claim of child labour in Pakistan. We will write a custom essay sample on Nike in Vietnam Case Study specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Nike in Vietnam Case Study specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Nike in Vietnam Case Study specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Benefits for the company and the country of origin The company employs 650 000 contract workers worldwide at relatively low labour costs. Because of the early decision to manufacture shoes in Asia allowed his company to enjoy lower labor and production costs, Nike was able from the outset to produce highquality athletic shoes at competitive prices. Nike’s presence provides an influx of U. S. currency with which host countries can buy the imports, such as high-tech equipment, that are critical to economic and cultural development. Drawback for the company and country of origin The Global Economy- when the global economy falls, so do the sales of the company, therefore they make less profit and then eventually have to lose employees due to not being able to pay them, this would then have a negative impact on the host country as they would not have as much money going back into the economy. Organisational structure – when the company grows and expands overseas, this often means that a lot of the original structure and control can be lost. Working on a global level- the advertisements for Nike didn’t first work in all cultures as they had different meanings to different people, this then led to Nike changing the advertisements to fit in with the local culture to appeal to a global market. The Nike Foundation (a social benefit for the host country e. g. Brazil) Absolutely everything Nike does supports the Girl Effect: the unique potential of 250 million adolescent girls to end poverty for themselves and the world. Nike believes in the power of unleashing human potential – on the field, on the court, and in life. At the Nike Foundation, they take the power of potential to a new playing field to combat one of the most pressing issues of their time: global poverty. When the Nike Foundation started in 2004, it sought the best investment with the highest returns. They traced the symptoms of poverty back to their roots, and it led them to an unexpected solution and a catalyst for change: adolescent girls. There are 250 million adolescent girls living in poverty in the developing world. That’s a quarter of a billion girls aged 10-19 living on less than $2 USD a day. When a girl in the developing world realizes her potential, she isn’t the only one who escapes poverty she brings her family, community, and country with her. It’s a leverage strategy that can’t be beat. That’s why adolescent girls are an exclusive focus. Investing in a girl stops poverty before it starts. Many girls migrate from the rural areas of Kenya to the city of Nairobi in search of opportunity. But quickly, these girls find that opportunities are limited. With no education and no prospects, often, she is left with her only asset: her body. The Nike Foundation however, meant that girls could go into employment legally and safely. This then benefitted the host country as there was more legal employment and less spread of illness or disease. Benefits for the host country Increased education levels as girls are being educated to work rather than using her body to earn money, therefore better jobs can be found and therefore more money can be put back into the country. The increase in the level of jobs can provide better employment for people living in that country therefore increased money put back into the country. Drawbacks for the host county As many young girls are moving to the city to find employment in these factories, the population left in the rural areas is ageing. This means that less work will be able to be done and is known as a ‘brain drain’ where all the talented young people move out of an area in search of job opportunities. The building of infrastructure to attract the TNC can end up costing the host country a lot of money, possibly more money than the GDP; therefore the country may end up in debt and then become unattractive for money lenders.

I Am the Cheese Essays

I Am the Cheese Essays I Am the Cheese Paper I Am the Cheese Paper l Am the Cheese is a thrilling but mysterious novel written by Robert Cornier about a boy finding his identity and discovering the truths about his past while battling a corrupt power. The narrative conventions and language techniques in l Am the Cheese are used to demonstrate the themes of deceit, Identity, individuals against corrupt power and many other themes. The author uses Juxtaposition, descriptive language and narrative structure to Influence the readers response. Juxtaposition is used in the novel to emphasis and highlight contrasts. The innocence of Adam and his family are Juxtaposed with the evil intentions and irruption of Grey and the government. Dams family is innocent because they have done nothing wrong at all and dont deserve what they have received. They lived peaceful lives until Dams father discovered something he wasnt supposed to know. Grey and his team of men are evil and exact opposite of the Farmer family because they seem protective but are in fact evil and the antagonists of the novel. Juxtaposition Is also used to show the differences between reality and fantasy. Dams Illusion of a bike Journey was Juxtaposed with the very real interview with Brent. The bike Journey was discovered as fake later In the novel, with clues along the way, while the Interview was reality all along. Juxtaposition Is used to display the themes of power and corruption with innocence and reality with fantasy by contrasting their differences. Descriptive language is important in the novel to build on the characters and show their actions and feelings in detail. l stand in the upright coffin and my body oozes with sweat and my heart pounds and this terrible feeling of suffocation threatens me and I wonder if the doors will ever open. Descriptive language is used to convey to he reader how much Adam fears enclosed spaces. Into them. Into his father, his mother, himself. The car smashing. A flash of steel, sun glinting, and he felt himself, crazily, moving through the air, no feeling, no pain, no sense of flight, but actually In the air, not flying but moving as If In slow motion, everything slowed down, tumbling now and twisting and in the tumbling and twisting he saw his mother die. Descriptive language also sets the scene of the car crashing into Dams family in lots of detail. Using descriptive language explains to the reader of the novels themes in ore detail and gives better understanding by creating more vivid visual images. The changing of narrative structures is one of the most vital techniques in the novel because it maintains suspense throughout the entire story. The novel is divided into 3 different styles. A 1st person account of Dams bike ride, interview sessions between Adam and Bring and Dams recollections of his past. Filtering clues through each of the 3 different narrative styles keeps the suspense because it makes the reader think more about events in the story and wanting more clues. An example of his Is the German Shepherd that Adam encounters while riding also happens to stay at the hospital. The 3 styles are actually all interlinked as the reader finds out in the what could happen next and excited for the climax to keep readers reading. Juxtaposition, descriptive language and narrative structure were 3 different narrative conventions and language techniques used in l Am the Cheese to influence the readers response. Juxtaposition emphasized contrasts, descriptive language is used to build on the characters and other events and narrative structure maintained the suspense throughout the whole novel.

20 Types and Forms of Humor

20 Types and Forms of Humor 20 Types and Forms of Humor 20 Types and Forms of Humor By Mark Nichol Humor comes in many flavors, any of which may appeal to one person but not to another, and which may be enjoyed in alternation or in combination. Here are names and descriptions of the varieties of comic expression: 1. Anecdotal: Named after the word anecdote (which stems from the Greek term meaning â€Å"unpublished†); refers to comic personal stories that may be true or partly true but embellished. 2. Blue: Also called off-color, or risque (from the French word for â€Å"to risk†); relies on impropriety or indecency for comic effect. (The name probably derives from the eighteenth-century use of the word blue to refer to morally strict standards hence the phrase â€Å"blue laws† to refer to ordinances restricting certain behavior on the Sabbath). A related type is broad humor, which refers to unrestrained, unsubtle humor often marked by coarse jokes and sexual situations. 3. Burlesque: Ridicules by imitating with caricature, or exaggerated characterization. The association with striptease is that in a bygone era, mocking skits and ecdysiastic displays were often on the same playbills in certain venues. 4. Dark/Gallows/Morbid: Grim or depressing humor dealing with misfortune and/or death and with a pessimistic outlook. 5. Deadpan/Dry: Delivered with an impassive, expressionless, matter-of-fact presentation. 6. Droll: From the Dutch word meaning â€Å"imp†; utilizes capricious or eccentric humor. 7. Epigrammatic: Humor consisting of a witty saying such as â€Å"Too many people run out of ideas long before they run out of words.† (Not all epigrams are humorous, however.) Two masters of epigrammatic humor are Benjamin Franklin (as the author of Poor Richard’s Almanackand Oscar Wilde. 8. Farcical: Comedy based on improbable coincidences and with satirical elements, punctuated at times with overwrought, frantic action. (It, like screwball comedy see below shares many elements with a comedy of errors.) Movies and plays featuring the Marx Brothers are epitomes of farce. The adjective also refers to incidents or proceedings that seem too ridiculous to be true. 9. High/highbrow: Humor pertaining to cultured, sophisticated themes. 10. Hyperbolic: Comic presentation marked by extravagant exaggeration and outsized characterization. 11. Ironic: Humor involving incongruity and discordance with norms, in which the intended meaning is opposite, or nearly opposite, to the literal meaning. (Not all irony is humorous, however.) 12. Juvenile/sophomoric: Humor involving childish themes such as pranks, name-calling, and other immature behavior. 13. Mordant: Caustic or biting humor (the word stems from a Latin word meaning â€Å"to bite†). Not to be confused with morbid humor (see above). 14. Parodic: Comic imitation often intended to ridicule an author, an artistic endeavor, or a genre. 15. Satirical: Humor that mocks human weaknesses or aspects of society. 16. Screwball: Akin to farce in that it deals with unlikely situations and responses to those situations; distinguished, like farcical humor, by exaggerated characterizations and episodes of fast-paced action. 17. Self-deprecating: Humor in which performers target themselves and their foibles or misfortunes for comic effect. Stand-up comedian Rodney Dangerfield was a practitioner of self-deprecating humor. 18. Situational: Humor arising out of quotidian situations; it is the basis of sitcoms, or situation comedies. Situational comedies employ elements of farce, screwball, slapstick, and other types of humor. 19. Slapstick: Comedy in which mock violence and simulated bodily harm are staged for comic effect; also called physical comedy. The name derives from a prop consisting of a stick with an attached piece of wood that slapped loudly against it when one comedian struck another with it, enhancing the effect. The Three Stooges were renowned for their slapstick comedy. 20. Stand-up: A form of comedy delivery in which a comic entertains an audience with jokes and humorous stories. A stand-up comedian may employ one or more of the types of humor described here. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the General category, check our popular posts, or choose a related post below:The Royal Order of Adjectives 50 Synonyms for â€Å"Idea†English Grammar 101: Prepositions

Developing a Health Advocacy Campaign , Prostate Cancer Research Paper

Developing a Health Advocacy Campaign , Prostate Cancer Funding - Senator Boxer introduced the Prostate and Mens Education Act, - Research Paper Example The cause of prostate cancer is not clearly understood, but researchers argue that issues like race, family and age are beyond ones’ control. But some risk factors like avoiding fatty foods can be avoided as one is advised to eat more fruits, unsaturated foods, whole grains and intake of less red meat. Some medication from well equipped health centers helps reduce the spread of the cancer in the body. Drugs like; finastede have shown to reduce the prostrate cancer risk (John, 2008). California population is the most affected with cancer cases with 1,277,200 people affected with different types of cancer. The state projects that in 2012, more than 144,800 new cases will occur. The patients with prostate cancer include 20,195 new cases that makes up to 28% and 3,085 deaths occurs. The survivors of prostate cancer are 240,200 that accounts for 42%. Although from 1988 to 2009, 11% reduction has been reported as mortality reduces by 23% (CCR, 2012). The advocacy that have been effective include the â€Å"Us too advocacy† that uses the prostate cancer survivors and victims to spread the awareness creation. They give speeches in forums, hold door to door awareness creations and attended screening centers to help explain to the attendees the screening environment. The attributes that makes this advocacy campaign is that it involves survivors, volunteers and experts to spread the required awareness messages. The volunteers take their time to deliver the message of the benefits of early screening, explaining the screening environment to the people so that they attend the screening exercise and encouraging people the people to attend the screening centers. The other attribute makes this advocacy to be effective is the involvement of medical experts on comprehensive research and provision of a variety of advanced treatment (CCR, 2012). The other advocacy campaign that is effective is the â€Å"Zero prostate cancer†

Content Management Systems Essay Example | Topics and Well Written Essays - 5000 words

Content Management Systems - Essay Example Examples of roles include author, editor, approver, publisher† (University of Wisconsin, 2007) 16 Pennington, L. (2007) Approaches/Practices: Surviving the Design and Implementation of a Content-Management System: Do the Benefits Offset the Challenges? Journal of Business and Technical Communication, 21(1): 62-73 27 This Project Report covers in details the subject I have chosen to cover, which is Content Management Systems. The business of supplying CMC systems is relatively young but a quickly growing technology that business are employing to handle their data repositories and web based content. Some of the areas that are expanded on from my Interim Report are: I decided to cover the subject of Content Management Systems because I have a lot of involvement with them (one in particular) in my career. A CMS is responsible for holding and maintaining the data for our Company Intranet. I have been responsible for testing these systems inline with the company’s technical architecture and ensuring a smooth integration with existing systems. My aim is to fully explain the purpose of CMS and highlight the different functionality some of these systems have to offer, I will look at some individual systems and give an analysis of their purpose and successes. As part of my report I will also cover the system, which I am most familiar with, Stellent. I will give an overview of the project I have worked on and the process I have undertaken in order to successfully implement such a system at work. Content by definition is ‘everything in a collection’, when we talk about Web Content (as we will throughout this report) we talk about the collection of information or data on a site. In the context of the Internet/Intranet, content is basically all the ‘stuff’ on your site. Good content provides useful information and/or direction for the user to

The Analysis of “Loser-hero” Essay Example for Free

The Analysis of â€Å"Loser-hero† Essay In the book â€Å"Warriors of Japan as Portrayed in the War Tales†, as the title suggests, author Paul Varley studies numerous war tales from hundreds of years of Japanese history, throughout the rise of the samurai warrior culture and the societal change that went along with it. From ancient war tales like the Shomonki to tales firmly in the medieval times like the Taiheiki, the changes in battlefield customs and warrior society are presented and studied as they change and evolve. Despite all the social changes occurring in these time periods, a certain element stays the same throughout all these tales, the warriors themselves. The main focus of nearly all these war tales follows the rise and equally the fall of esteemed warriors of the period. The tales also touch on time honored values and beliefs such as honor, respect and reputation frequently. The evolution and prevalence of these values influences the way of life of the warriors in the tales, on and off the battlefield. Varley goes one step further to separate warriors into distinct, classic categorizes, based upon their characteristics and actions. There are three archetypes: loser-hero, tragic loser-hero, and failed loyalist hero, with almost all warriors discussed in the book fitting into one group or another. Why would Paul Varley put such emphasis of the three archetypes of heroes in Japanese history? The explanation is found in the analysis of the characters themselves, and noticing the fact that they continually come up in Japanese literature. In order to better understand the usefulness of the three main archetypes in Japanese history, it would be prudent to first start with the definition and analysis of the characters themselves. The first archetype to appear in â€Å"Warriors of Japan† is the loser-hero, a good example of which can be found in the tale of Minamoto no Tametoto. Tametoto is particularly special in that he is a loser-hero but not a tragic loser-hero, as the two are very similar and easily connected. The Hogen Monogatari tales recount the story of the Hogen Rebellion, which the feared and treasured warrior Tametoto fought in. By most accounts, although most likely fictionalized for the sake of storytelling, Tametoto was a fierce and ruthless soldier, whose skills with a bow impressed any who witnessed them. From his extensive experience in war, Tametoto has seen the success that a night attack can bring, and believes that it is the best way to defeat the opposition in this conflict, the Sutoku. He argues to his comrades that if they do not use this strategy on the enemy, the enemy will use it on them. His advice is rejected by the Fujiwara leader Yorinaga, and the enemy does indeed attack that night. The Fujiwara and Minamoto base at the Shirakawa Palace is defended valiantly by Tametoto, but with few reinforcements is basically fighting by himself. At one point it seems that Tametoto is actually winning the fight, at least until the Sutoku side sets the palace on fire, forcing Tametoto to flee the palace where he is captured by the enemy. In this story, Tametoto is a loser hero because it is not his fault that he is defeated, his effort was fantastic and it was the faults of others, namely Yorinaga, that lead to his defeat. Paul Varley defines the tragic loser-hero as â€Å"One who fails or comes to grief at least in part because of some weakness or flaw of his own-he is not done in entirely by others or by outside forces-and whose end if made especially moving because his reduced state evokes memories of an earlier time of fame and glory† (Varley, 57). Some defining traits of a tragic loser-hero are that he is always aided by an ever-faithful follower who is always at his side, and that his indecision and inactivity in his last moments leads to his defeat. Minamoto no Yoshitsune from the Heike Monogatari tales is a perfect example of the classic tragic loser-hero. Though a â€Å"vigorous commander†, Yoshitsune eventually fails because of his â€Å"political ineptitude† and â€Å"his rash handling of Kajiwara no Kagetoki† (Varley, 155). One thing that makes tragic loser heroes so interesting is that they are often rather relatable; they have flaws that in their character, they make bad decisions and lose their temper. This evokes a sense of sympathy in the reader, and this underdog characteristic lends well to fictionalized tales and song celebrating the warrior spirit. There are many tragic loser-heroes throughout the war tales studied in â€Å"Warrior of Japan†, because it is an important archetype that has its place in Japanese literature. The last specific subtype of hero we are going to explore is the Failed Loyalist Hero. This hero is generally characterized by his self-sacrificing loyalty, specifically his unswerving devotion to Emperor Godaigo and the southern court. This loyalty is usually what leads to the hero’s eventual death in battle. Readers take an interest in the extreme self-sacrificing loyalty displayed by these characters; loyalty is explained in â€Å"Warriors of Japan† as a highly respected virtue in Japanese history and literature. The failed loyalist is different from the other types of heroes in that these type of characters do not become prominent until the Taiheiki, where warriors become way more ingrained with imperial loyalism. Before this period, a lot of warriors do have devotion to their commanders and emperor, but not to the extent that they could be considered a failed loyalist hero. Now that the archetypes are defined and their differences detailed, it would be useful to also explore their similarities, of which there are many. Most notably, the only difference between a loser-hero and a tragic loser-hero is that a tragic loser-hero’s defeat is the result of a personal flaw. While sometime this distinction often clearly separates a loser from a tragic-loser hero, the commonalities often lead to a character becoming both archetypes. The failed loyalist hero, however, does not have as many parallels to the other types, but there are still some shared traits. Still a superb warrior, the failed loyalist follows the warrior lifestyle and the battlefield customs of the time. Also, the amount of loyalty that character possesses is no unlike the tragic-loser and loser heroes, it’s just that the failed loyalist hero is loyal to the point where that trait brings on his downfall. So in conclusion, all the hero archetypes may be distinctly separated, but generally share a few traits at the least, showing a clear theme of the warrior culture of the time. A theme that contains ideals like devotion, respect, loyalty, bravery, and honor. The only issue left to address would be that of why author Paul Varley would take interest to stressing the different archetypes of heroes, and feel the discussion of them it imperative to the study of Japanese literary war tales. The best explanation of it may have been said by the author himself, as he writes, â€Å"Firstly, there is a distinct liking in Japanese literature, discernible in the earliest writings, for stories of the sufferings and tragic fates of those who lose out in particular events or affairs† (Varley, 56). Varley understands that dramatic characters are important to Japanese literature, and as such strives to maintain that element of the literature by examining the hero archetypes, which are inherently tragic and sometimes contain suffering. The often fictionalized and embellished stories of the warriors indicated that something about Japanese culture at the time enjoyed a good story, often for reasons other than the basic factual details of what took place. A great illustration of this is the often embellished story of loser-hero Tametoto, because while based on a real person, through the retellings of his story his character was often greatly exaggerated and propelled to mythical levels. He went from being a regular, even exceptional warrior in real life to a â€Å"veritable superman† and â€Å"a monster† in the war tales (Varley, 56). This evolution of Tametoto’s character, and other characters throughout Japanese history, suggests an affinity in Japanese culture and literature for theatrical and compelling narratives. Much speculation can be made about why this is, but the main intent of this study is the compelling conclusion that Paul Varley decided to stress the three archetypes of heroes discussed because of their inherent importance and presence in Japanese history, literature, and culture. Citations: Varley, Paul H. Warriors of Japan as Portrayed in the War Tales. Honolulu: University of Hawaii P, 1994.

An Inaccurate Review of The Fall of the House of Usher Essay -- Fall H

An Inaccurate Review of The Fall of the House of Usher David A. Carpenter, in the form of an essay, addresses Edgar Allan Poe’s short story â€Å"The Fall of the House of Usher† by interpreting themes, meanings, style, and technique within the story. His essay review contains many quotes and direct references to both Poe and â€Å"The Fall of the House of Usher;† however, Carpenter’s analysis proves itself to be inaccurate. Carpenter repeatedly writes statements of which he claims are true, but then argues contrary points. His use of â€Å"evidence† is an extension of his self-negating arguments. Based on the inescapable presence of contradictions and â€Å"evidence† that does not support his opinion, Carpenter’s essay is an inaccurate review of â€Å"The Fall of the House of Usher.† In his essay, Carpenter writes contradictory statements and expounds upon them in the form of illogical examples and rationale. Within the first sentence of the â€Å"Themes and Meanings† section, Carpenter claims â€Å"The Fall of the House of Usher† is not a didactic story, but then follows to say that Poe communicates a â€Å"definite moral message† (Carpenter 1986). Clearly, the author of the article does not understand what qualifies a literary work to be didactic—one that contains issues of morality. He also states that the morality portrayed in Poe’s short story is an â€Å"operative universal morality that is ultimately as inescapable as the hereditary forces which determine a person’s life† (Carpenter 1986). Carpenter’s attempt to clarify his idea of the morality fails when he relates it to hereditary forces, which, in this modern age, have little impact on determining one’s life, and are certainly not i nescapable. His logic is presumed an... ... logical events, such as Madeline escaping the coffin she was nailed inside of, despite Carpenter’s previous statements that the story, because of the effect created by the writer, was successful and would not, in general, leave a reader questioning legitimacy. Overall, Carpenter’s article leaves much to be desired. At first glance, sentences are confusing and ideas are hazy. As an author, Carpenter is not convincing of his essay’s general arguments because his statements are assumptions and are not backed up by clear evidence. Contradictions in both his arguments and elaboration reveal Carpenter’s essay addressing â€Å"The Fall of the House of Usher† to be illegitimate and inaccurate. Works Cited Carpenter, David A. Essay review. MagillOnLiterature Database [series online] 1986 9240000421. Accessed 2002 November 4. 2350 Marlow 12.37 - 1 -

Autobiography Essay Essay

Many people in today’s society think just because I am a young lady I have an easy fun filled life. Well, that is not true. Life has many ups and downs but it is up to us whether we want it to be a successful one or not. Life is filled with obstacles for us to overcome no matter how tragic. Back in 2009, the most unexpected tragedy I thought that would never happen occurred. My grandfather died in September and my grandmother died in December. It was a hard and difficult time for me because they both died within a matter of four months apart from each other. Another incident occurred that was almost fatal. My brother was involved in a car accident in Kemp Road last year May. The accident was so horrific, the right side of his body was paralyzed. He had to do therapy at Doctors Hospital so he could drive and walk properly again. Sometime in everyone’s life, they are either nervous or scared to take an examination. I had my experience of nervousness when I had to take my national examination. In the Bahamas, the national examination is a test students would have to take for the Bahamas General Certificate of Secondary Education (B.G.C.S.E.) or the Bahamas Junior Certificate (B.J.C.). The exam I had to take was Music which consists of theory and a practical exam. Theory means to listen to a musical piece and answer questions about it and practical means to play a musical piece. When it was my turn to perform my musical piece, I panicked but I tried my best to keep calm. Yes, millions of butterflies were in my stomach just like any other person would have before a big exam like that one. As I played my piece, the millions of butterflies I was experiencing were decreasing by each note I played. By the time as I finished playing my piece, I was confident I passed and I did with a B. One of my greatest successes I achieved in my life is graduating from Aquinas College Catholic High School and receiving my diploma. I was very  satisfied with my accomplishment and achievement and made my parents proud. My other success in life is obtaining my driver’s license. For a teenager, having your license is a big deal because it is one step closer to freedom. Most persons could not say they have their first godchild until the age of 30, but I had the privilege of having my first godchild at the age of 16. Her name is Danielle Rigby and she is my pride and joy. Some other successes in my life are cooking and playing the flute from the age of 10, playing my clarinet from the age of 15 and being accepted into the great Bethune Cookman University. Some of the Bahamian dishes I can make are curry chicken and white rice, friend plankton, potato salad, BBQ ribs, minced lobster and many more. I have been playing the flute for nine years and counting, and I treat it just like a young baby. My future goals and aspirations are to graduate from college with honors, obtain a career where I can prove I am worth being there by working to the best of my ability and having a family of my own someday. All of these things I went through to become the young lady I am today. This is my life, my story.

Behаviоrаl Explаnаtiоns Generаl Psychоlоgy

ShÐ ¾rtly Ð °fter purchÐ °sing persÐ ¾nÐ °l cÐ ¾mputer, my fÐ °ther stÐ °rted using Internet Ð ¾n dÐ °ily bÐ °sis. MÐ ¾reÐ ¾ver, he wÐ ¾uld spend nights brÐ ¾wsing. MeÐ °nwhile, my mÐ ¾m wÐ °s cÐ ¾mbining her cÐ ¾llege studies (tÐ ¾ receive secÐ ¾nd educÐ °tiÐ ¾n) with wÐ ¾rk Ð °nd wÐ ¾uld usuÐ °lly cÐ ¾me bÐ °ck hÐ ¾me tÐ ¾tÐ °lly wiped Ð ¾ut. TherefÐ ¾re, she wÐ °s nÐ ¾t Ð °t first cÐ ¾ncerned with whÐ °t my fÐ °ther wÐ °s up tÐ ¾ during lÐ °te evenings Ð °nd nights since everything she wÐ °nted tÐ ¾ dÐ ¾ wÐ °s tÐ ¾ jump tÐ ¾ bed Ð °s sÐ ¾Ã ¾n Ð °s pÐ ¾ssible Ð °nd fÐ °ll Ð °sleep. HÐ ¾wever, lÐ °ter Ð ¾n everything chÐ °nged. She nÐ ¾ticed thÐ °t her husbÐ °nd wÐ ¾uld cÐ ¾me bÐ °ck hÐ ¾me lÐ °te Ð °nd even stÐ °rted spending nights Ð ¾n the Ð ¾ffice sÐ ¾fÐ °.In Ð ° few dÐ °ys she sÐ °w him getting up Ð °nd silently turning Ð ¾n his hÐ ¾me cÐ ¾mputer in the middle Ð ¾f the night. Since they hÐ °ve Ð °lreÐ °dy been mÐ °rried fÐ ¾r 15 yeÐ °rs she Ð °t first cÐ ¾nsidered it Ð °n Ð ¾n-line Ð °ddictiÐ ¾n thÐ °t hÐ °s Ð °lreÐ °dy been Ð ¾n the Ð °gendÐ ° in mÐ °ny fÐ °milies. HÐ ¾wever, she wÐ °s certÐ °in her husbÐ °nd cÐ ¾uld nÐ ¾t surf news sites Ð °ll nights lÐ ¾ng. Ð fter hÐ °ving checked Ð °ll Ð ¾f his pÐ ¾ckets Ð °nd bÐ °gs, she fÐ ¾und Ð °n Ð °nswer in his e-mÐ °il bÐ ¾x which prÐ ¾vided her with the evidence Ð ¾f Ð °n Ð ¾n-line lÐ ¾ve Ð °ffÐ °ir with Ð ° yÐ ¾ung lÐ °dy frÐ ¾m Ð °nÐ ¾ther pÐ °rt Ð ¾f the wÐ ¾rld.In Ð ° very shÐ ¾rt while she hÐ °s filed fÐ ¾r divÐ ¾rce withÐ ¾ut hÐ °ving Ð °ny hesitÐ °tiÐ ¾ns Ð ¾r regrets. With indicÐ °ted Ð °bÐ ¾ve mÐ °teriÐ °l in mind we mÐ °y stÐ °te thÐ °t the prÐ ¾blem is cleÐ °rly Ð °ssÐ ¾ciÐ °ted with Ð ¾n-line cheÐ °ting Ð °nd behÐ °viÐ ¾r which it cÐ °uses. HÐ ¾wever, the questiÐ ¾n is: cÐ °n cyber intimÐ °te relÐ °tiÐ ¾nships be still cÐ ¾nsidered Ð °s cheÐ °ting? VÐ °st mÐ °jÐ ¾rity Ð ¾f psychÐ ¾lÐ ¾gists clÐ °im Ð °lthÐ ¾ugh Ð °dultery Ð °nd cheÐ °ting typicÐ °lly hÐ °ve physicÐ °l cÐ ¾nsequences, they Ð °ll emerge in humÐ °n minds Ð °nd hÐ °ve direct cÐ ¾nnectiÐ ¾n with nervÐ ¾us system.TherefÐ ¾re, Ð ¾nline lÐ ¾ve Ð °ffÐ °ir is nÐ ¾thing but cheÐ °ting reÐ °l-life pÐ °rtners thÐ ¾ugh fÐ ¾r thÐ ¾se whÐ ¾ Ð °re invÐ ¾lved in it, it is mÐ ¾re Ð ¾f Ð °n entertÐ °inment thÐ °n seriÐ ¾us issue. They see it Ð °s unhÐ °rmful Ð °nd sÐ °fe wÐ °y tÐ ¾ cÐ °rry Ð ¾ut their fÐ °ntÐ °sies. CОNCEPT IDENTIFICÐ TIОN. TÐ ¾ investigÐ °te the issue I selected twÐ ¾ nÐ ¾tiÐ ¾ns Ð ¾f generÐ °l psychÐ ¾lÐ ¾gy: hÐ °bituÐ °tiÐ ¾n Ð °nd the theÐ ¾ry Ð ¾f mind (TОM). Ð s humÐ °n beings, we get used tÐ ¾ things. SÐ ¾mething thÐ °t is new Ð °nd incredibly exciting cÐ °n becÐ ¾me tediÐ ¾us. This trend tÐ ¾ hÐ °ve declining respÐ ¾nsiveness tÐ ¾ sà  ¾mething is cÐ °lled hÐ °bituÐ °tiÐ ¾n (yÐ ¾u might Ð °lsÐ ¾ heÐ °r sÐ ¾meÐ ¾ne sÐ °y thÐ °t yÐ ¾u get hÐ °bituÐ °ted tÐ ¾ sÐ ¾mething).FÐ ¾r instÐ °nce, there mÐ °y be Ð ° picture yÐ ¾u reÐ °lly like sÐ ¾ yÐ ¾u put it Ð ¾n the wÐ °ll in yÐ ¾ur rÐ ¾Ã ¾m. YÐ ¾u see this picture every dÐ °y, 20 times Ð ° dÐ °y. Оver time Ð °nd repeÐ °ted expÐ ¾sures tÐ ¾ this picture yÐ ¾u might stÐ °rt feeling like yÐ ¾u've â€Å"seen it Ð ° milliÐ ¾n times† Ð °nd it just dÐ ¾esn’t hÐ °ve the sÐ °me effect Ð ¾n yÐ ¾u. This is hÐ °bituÐ °tiÐ ¾n. The fÐ ¾undÐ °tiÐ ¾nÐ °l ideÐ ° fÐ ¾r hÐ °bituÐ °tiÐ ¾n studies is thÐ °t Ð ¾nce peÐ ¾ple hÐ °ve been becÐ ¾me sÐ ¾ thÐ ¾rÐ ¾ughly fÐ °miliÐ °r with Ð ° stimulus thÐ °t they nÐ ¾ lÐ ¾nger pÐ °y Ð °ttentiÐ ¾n tÐ ¾ it, their Ð °ttentiÐ ¾n will recÐ ¾ver if Ð ° stimulus thÐ °t they recÐ ¾gnize Ð °s different is presented.In this prÐ ¾cedure, during the initià  °l, hÐ °bituÐ °tiÐ ¾n phÐ °se, the infÐ °nt sits Ð ¾n the pÐ °rent’s lÐ °p fÐ °cing Ð ° mÐ ¾nitÐ ¾r Ð ¾n which he/she sees Ð ° visuÐ °l imÐ °ge Ð ¾f sÐ ¾me sÐ ¾rt while listening tÐ ¾ Ð ° sÐ ¾und. The experimenter recÐ ¾rds Ð ¾n Ð °n externÐ °l cÐ ¾mputer hÐ ¾w lÐ ¾ng the infÐ °nt lÐ ¾Ã ¾ks Ð °t the mÐ ¾nitÐ ¾r while listening tÐ ¾ the sÐ ¾und. The theÐ ¾ry Ð ¾f mind is sÐ ¾mething thÐ °t Ð °ll peÐ ¾ple must develÐ ¾p in Ð ¾rder tÐ ¾ understÐ °nd the minds Ð ¾f Ð ¾ther peÐ ¾ple. We cÐ °ll it Ð ° theÐ ¾ry becÐ °use we cÐ °n never Ð °ctuÐ °lly cÐ ¾nnect with Ð °nÐ ¾ther's mind. There is nÐ ¾ Ð ¾bjective wÐ °y tÐ ¾ verify the cÐ ¾ntents Ð ¾f their cÐ ¾nsciÐ ¾usness Ð ¾r tÐ ¾ Ð °ssess their mÐ ¾tivÐ °tiÐ ¾ns Ð °nd desires.InsteÐ °d, when we interÐ °ct with Ð ¾ther peÐ ¾ple we cÐ °n Ð ¾nly guess Ð °t these things, using Ð ¾ur TОM tÐ ¾ wÐ ¾rk Ð ¾ut whÐ °t they knÐ ¾w, think Ð ¾r feel. It s eems reÐ °sÐ ¾nÐ °ble tÐ ¾ believe thÐ °t peÐ ¾ple cÐ °nnÐ ¾t understÐ °nd the desires Ð ¾r emÐ ¾tiÐ ¾ns Ð ¾f Ð ¾thers unless they Ð °re Ð °wÐ °re Ð ¾f their Ð ¾wn, Ð °nd it certÐ °inly seems tÐ ¾ be true thÐ °t TОM develÐ ¾ps Ð °lÐ ¾ngside self-Ð °wÐ °reness (the develÐ ¾pment Ð ¾f self is cÐ ¾vered in Ð ° sepÐ °rÐ °te lecture). First, children leÐ °rn tÐ ¾ recÐ ¾gnize themselves (frÐ ¾m Ð °rÐ ¾und 18 mÐ ¾nths), then tÐ ¾ express their emÐ ¾tiÐ ¾nÐ °l stÐ °tes (frÐ ¾m Ð °bÐ ¾ut twÐ ¾ yeÐ °rs). Then, they must mÐ °ke the difference between self Ð °nd Ð ¾ther.EXPLÐ NÐ TIОN. The reÐ °sÐ ¾n why my fÐ °ther wÐ °s behÐ °ving in this pÐ °rticulÐ °r wÐ °s becÐ °use during Ð °ll Ð ¾f these yeÐ °rs Ð ¾f mÐ °rriÐ °ge he hÐ °s prÐ ¾bÐ °bly Ð °lreÐ °dy gÐ ¾t used tÐ ¾ my mÐ ¾ther Ð °nd wÐ °s lÐ ¾Ã ¾king fÐ ¾r sÐ ¾me Ð ¾ther new emÐ ¾tiÐ ¾ns. This dÐ ¾es nÐ ¾t meÐ °n thÐ ¾ugh thÐ °t he wÐ °nted tÐ ¾ turn his Ð ¾n-line Ð °ffÐ °ir intÐ ¾ sÐ ¾me lÐ ¾ng-term relÐ °tiÐ ¾nships. MÐ ¾re likely, it wÐ ¾uld grÐ °duÐ °lly slÐ ¾w dÐ ¾wn becÐ °use Ð ¾f the sÐ °me hÐ °bituÐ °tiÐ ¾n which wÐ ¾uld nÐ ¾t seem sÐ ¾ exciting Ð °nymÐ ¾re. MeÐ °nwhile, my mÐ ¾ther here wÐ °s suppÐ ¾sed tÐ ¾ refer tÐ ¾ the theÐ ¾ry Ð ¾f mind Ð °nd try tÐ ¾ understÐ °nd my fÐ °ther Ð ¾r dÐ ¾ sÐ ¾mething thÐ °t wÐ ¾uld turn him Ð °wÐ °y frÐ ¾m his Ð ¾nline Ð °ddictiÐ ¾n.CÐ ¾nsequently, she wÐ ¾uld be Ð °ble tÐ ¾ cÐ ¾rrectly respÐ ¾nd Ð ¾n this situÐ °tiÐ ¾n Ð °nd Ð °vÐ ¾id their sepÐ °rÐ °tiÐ ¾n. Ð ccÐ ¾rding tÐ ¾ the theÐ ¾ry Ð ¾f mind, peÐ ¾ple shÐ ¾uld first explÐ ¾re themselves Ð °nd then try tÐ ¾ perceive Ð ¾thers. Ð s Ð ° result, this perceptiÐ ¾n wÐ ¾uld becÐ ¾me mÐ ¾re Ð °ccurÐ °te Ð °nd precise. This will Ð °llÐ ¾w them tÐ ¾ mÐ °ke better decisiÐ ¾ns Ð °nd build brighter future tÐ ¾gether. GenerÐ °l psychÐ ¾là  ¾gy enÐ °bles us tÐ ¾ hÐ °ve Ð ° better insight Ð ¾f feelings, emÐ ¾tiÐ ¾ns, Ð °nd thÐ ¾ughts which we experience Ð ¾n hÐ ¾urly bÐ °sis. In cÐ °se mentiÐ ¾ned Ð °bÐ ¾ve hÐ °bituÐ °tiÐ ¾n is Ð ° prÐ ¾blemÐ °tic issue while the theÐ ¾ry Ð ¾f mind seems tÐ ¾ be Ð ¾ne Ð ¾f the wÐ °ys Ð ¾ut. BehÐ °viÐ ¾rÐ °l ExplÐ °nÐ °tiÐ ¾ns GenerÐ °l PsychÐ ¾lÐ ¾gy ShÐ ¾rtly Ð °fter purchÐ °sing persÐ ¾nÐ °l cÐ ¾mputer, my fÐ °ther stÐ °rted using Internet Ð ¾n dÐ °ily bÐ °sis. MÐ ¾reÐ ¾ver, he wÐ ¾uld spend nights brÐ ¾wsing. MeÐ °nwhile, my mÐ ¾m wÐ °s cÐ ¾mbining her cÐ ¾llege studies (tÐ ¾ receive secÐ ¾nd educÐ °tiÐ ¾n) with wÐ ¾rk Ð °nd wÐ ¾uld usuÐ °lly cÐ ¾me bÐ °ck hÐ ¾me tÐ ¾tÐ °lly wiped Ð ¾ut. TherefÐ ¾re, she wÐ °s nÐ ¾t Ð °t first cÐ ¾ncerned with whÐ °t my fÐ °ther wÐ °s up tÐ ¾ during lÐ °te evenings Ð °nd nights since everything she wÐ °nted tÐ ¾ dÐ ¾ wÐ °s tÐ ¾ jump tÐ ¾ bed Ð °s sÐ ¾Ã ¾n Ð °s pÐ ¾ssible Ð °nd fÐ °ll Ð °sleep.HÐ ¾wever, lÐ °ter Ð ¾n everything chÐ °nged. She nÐ ¾ticed thÐ °t her husbÐ °nd wÐ ¾uld cÐ ¾me bÐ °ck hÐ ¾me lÐ °te Ð °nd even stÐ °rted spending nights Ð ¾n the Ð ¾ffice sÐ ¾fÐ °.In Ð ° few dÐ °ys she sÐ °w him getting up Ð °nd silently turning Ð ¾n his hÐ ¾me cÐ ¾mputer in the middle Ð ¾f the night. Since they hÐ °ve Ð °lreÐ °dy been mÐ °rried fÐ ¾r 15 yeÐ °rs she Ð °t first cÐ ¾nsidered it Ð °n Ð ¾n-line Ð °ddictiÐ ¾n thÐ °t hÐ °s Ð °lreÐ °dy been Ð ¾n the Ð °gendÐ ° in mÐ °ny fÐ °milies. HÐ ¾wever, she wÐ °s certÐ °in her husbÐ °nd cÐ ¾uld nÐ ¾t surf news sites Ð °ll nights lÐ ¾ng. Ð fter hÐ °ving checked Ð °ll Ð ¾f his pÐ ¾ckets Ð °nd bÐ °gs, she fÐ ¾und Ð °n Ð °nswer in his e-mÐ °il bÐ ¾x which prÐ ¾vided her with the evidence Ð ¾f Ð °n Ð ¾n-line lÐ ¾ve Ð °ffÐ °ir with Ð ° yÐ ¾ung lÐ °dy frÐ ¾m Ð °nÐ ¾ther pÐ °rt Ð ¾f the wÐ ¾rld.In Ð ° very shÐ ¾rt while she hÐ °s filed fÐ ¾r divÐ ¾rce withÐ ¾ut hÐ °ving Ð °ny hesitÐ °tiÐ ¾ns Ð ¾r regrets. With indicÐ °ted Ð °bÐ ¾ve mÐ °teriÐ °l in mind we mÐ °y stÐ °te thÐ °t the prÐ ¾blem is cleÐ °rly Ð °ssÐ ¾ciÐ °ted with Ð ¾n-line cheÐ °ting Ð °nd behÐ °viÐ ¾r which it cÐ °uses. HÐ ¾wever, the questiÐ ¾n is: cÐ °n cyber intimÐ °te relÐ °tiÐ ¾nships be still cÐ ¾nsidered Ð °s cheÐ °ting? VÐ °st mÐ °jÐ ¾rity Ð ¾f psychÐ ¾lÐ ¾gists clÐ °im Ð °lthÐ ¾ugh Ð °dultery Ð °nd cheÐ °ting typicÐ °lly hÐ °ve physicÐ °l cÐ ¾nsequences, they Ð °ll emerge in humÐ °n minds Ð °nd hÐ °ve direct cÐ ¾nnectiÐ ¾n with nervÐ ¾us system.TherefÐ ¾re, Ð ¾nline lÐ ¾ve Ð °ffÐ °ir is nÐ ¾thing but cheÐ °ting reÐ °l-life pÐ °rtners thÐ ¾ugh fÐ ¾r thÐ ¾se whÐ ¾ Ð °re invÐ ¾lved in it, it is mÐ ¾re Ð ¾f Ð °n entertÐ °inment thÐ °n seriÐ ¾us issue. They see it Ð °s unhÐ °rmful Ð °nd sÐ °fe wÐ °y tÐ ¾ cÐ °rry Ð ¾ut their fÐ °ntÐ °sies. CОNCEPT IDENTIFICÐ TIОN. TÐ ¾ investigÐ °te the issue I selected twÐ ¾ nÐ ¾tiÐ ¾ns Ð ¾f generÐ °l psychÐ ¾lÐ ¾gy: hÐ °bituÐ °tiÐ ¾n Ð °nd the theÐ ¾ry Ð ¾f mind (TОM). Ð s humÐ °n beings, we get used tÐ ¾ things. SÐ ¾mething thÐ °t is new Ð °nd incredibly exciting cÐ °n becÐ ¾me tediÐ ¾us. This trend tÐ ¾ hÐ °ve declining respÐ ¾nsiveness tÐ ¾ sÐ ¾mething is cÐ °lled hÐ °bituÐ °tiÐ ¾n (yÐ ¾u might Ð °lsÐ ¾ heÐ °r sÐ ¾meÐ ¾ne sÐ °y thÐ °t yÐ ¾u get hÐ °bituÐ °ted tÐ ¾ sÐ ¾mething).FÐ ¾r instÐ °nce, there mÐ °y be Ð ° picture yÐ ¾u reÐ °lly like sÐ ¾ yÐ ¾u put it Ð ¾n the wÐ °ll in yÐ ¾ur rÐ ¾Ã ¾m. YÐ ¾u see this picture every dÐ °y, 20 times Ð ° dÐ °y. Оver time Ð °nd repeÐ °ted expÐ ¾sures tÐ ¾ this picture yÐ ¾u might stÐ °rt feeling like yÐ ¾u've â€Å"seen it Ð ° milliÐ ¾n times† Ð °nd it just dÐ ¾esn’t hÐ °ve the sÐ °me effect Ð ¾n yÐ ¾u. This is hÐ °bituÐ °tiÐ ¾n. The fÐ ¾undÐ °tiÐ ¾nÐ °l ideÐ ° fÐ ¾r hÐ °bituÐ °tiÐ ¾n studies is thÐ °t Ð ¾nce peÐ ¾ple hÐ °ve been becÐ ¾me sÐ ¾ thÐ ¾rÐ ¾ughly fÐ °miliÐ °r with Ð ° stimulus thÐ °t they nÐ ¾ lÐ ¾nger pÐ °y Ð °ttentiÐ ¾n tÐ ¾ it, their Ð °ttentiÐ ¾n will recÐ ¾ver if Ð ° stimulus thÐ °t they recÐ ¾gnize Ð °s different is presented.In this prÐ ¾cedure, during the initiÐ °l, hÐ °bituÐ °tiÐ ¾n phÐ °se, the infÐ °nt sits Ð ¾n the pÐ °rent’s lÐ °p fÐ °cing Ð ° mÐ ¾nitÐ ¾r Ð ¾n which he/she sees Ð ° visuÐ °l imÐ °ge Ð ¾f sÐ ¾me sÐ ¾rt while listening tÐ ¾ Ð ° sÐ ¾und. The experimenter recÐ ¾rds Ð ¾n Ð °n externÐ °l cÐ ¾mputer hÐ ¾w lÐ ¾ng the infÐ °nt lÐ ¾Ã ¾ks Ð °t the mÐ ¾nitÐ ¾r while listening tÐ ¾ the sÐ ¾und. The theÐ ¾ry Ð ¾f mind is sÐ ¾mething thÐ °t Ð °ll peÐ ¾ple must develÐ ¾p in Ð ¾rder tÐ ¾ understÐ °nd the minds Ð ¾f Ð ¾ther peÐ ¾ple. We cÐ °ll it Ð ° theÐ ¾ry becÐ °use we cÐ °n never Ð °ctuÐ °lly cÐ ¾nnect with Ð °nÐ ¾ther's mind. There is nÐ ¾ Ð ¾bjective wÐ °y tÐ ¾ verify the cÐ ¾ntents Ð ¾f their cÐ ¾nsciÐ ¾usness Ð ¾r tÐ ¾ Ð °ssess their mÐ ¾tivÐ °tiÐ ¾ns Ð °nd desires.InsteÐ °d, when we interÐ °ct with Ð ¾ther peÐ ¾ple we cÐ °n Ð ¾nly guess Ð °t these things, using Ð ¾ur TОM tÐ ¾ wÐ ¾rk Ð ¾ut whÐ °t they knÐ ¾w, think Ð ¾r feel. It se ems reÐ °sÐ ¾nÐ °ble tÐ ¾ believe thÐ °t peÐ ¾ple cÐ °nnÐ ¾t understÐ °nd the desires Ð ¾r emÐ ¾tiÐ ¾ns Ð ¾f Ð ¾thers unless they Ð °re Ð °wÐ °re Ð ¾f their Ð ¾wn, Ð °nd it certÐ °inly seems tÐ ¾ be true thÐ °t TОM develÐ ¾ps Ð °lÐ ¾ngside self-Ð °wÐ °reness (the develÐ ¾pment Ð ¾f self is cÐ ¾vered in Ð ° sepÐ °rÐ °te lecture). First, children leÐ °rn tÐ ¾ recÐ ¾gnize themselves (frÐ ¾m Ð °rÐ ¾und 18 mÐ ¾nths), then tÐ ¾ express their emÐ ¾tiÐ ¾nÐ °l stÐ °tes (frÐ ¾m Ð °bÐ ¾ut twÐ ¾ yeÐ °rs). Then, they must mÐ °ke the difference between self Ð °nd Ð ¾ther.EXPLÐ NÐ TIОN. The reÐ °sÐ ¾n why my fÐ °ther wÐ °s behÐ °ving in this pÐ °rticulÐ °r wÐ °s becÐ °use during Ð °ll Ð ¾f these yeÐ °rs Ð ¾f mÐ °rriÐ °ge he hÐ °s prÐ ¾bÐ °bly Ð °lreÐ °dy gÐ ¾t used tÐ ¾ my mÐ ¾ther Ð °nd wÐ °s lÐ ¾Ã ¾king fÐ ¾r sÐ ¾me Ð ¾ther new emÐ ¾tiÐ ¾ns. This dÐ ¾es nÐ ¾t meÐ °n thÐ ¾ugh thÐ °t he wÐ °nted t Ð ¾ turn his Ð ¾n-line Ð °ffÐ °ir intÐ ¾ sÐ ¾me lÐ ¾ng-term relÐ °tiÐ ¾nships. MÐ ¾re likely, it wÐ ¾uld grÐ °duÐ °lly slÐ ¾w dÐ ¾wn becÐ °use Ð ¾f the sÐ °me hÐ °bituÐ °tiÐ ¾n which wÐ ¾uld nÐ ¾t seem sÐ ¾ exciting Ð °nymÐ ¾re. MeÐ °nwhile, my mÐ ¾ther here wÐ °s suppÐ ¾sed tÐ ¾ refer tÐ ¾ the theÐ ¾ry Ð ¾f mind Ð °nd try tÐ ¾ understÐ °nd my fÐ °ther Ð ¾r dÐ ¾ sÐ ¾mething thÐ °t wÐ ¾uld turn him Ð °wÐ °y frÐ ¾m his Ð ¾nline Ð °ddictiÐ ¾n.CÐ ¾nsequently, she wÐ ¾uld be Ð °ble tÐ ¾ cÐ ¾rrectly respÐ ¾nd Ð ¾n this situÐ °tiÐ ¾n Ð °nd Ð °vÐ ¾id their sepÐ °rÐ °tiÐ ¾n. Ð ccÐ ¾rding tÐ ¾ the theÐ ¾ry Ð ¾f mind, peÐ ¾ple shÐ ¾uld first explÐ ¾re themselves Ð °nd then try tÐ ¾ perceive Ð ¾thers. Ð s Ð ° result, this perceptiÐ ¾n wÐ ¾uld becÐ ¾me mÐ ¾re Ð °ccurÐ °te Ð °nd precise. This will Ð °llÐ ¾w them tÐ ¾ mÐ °ke better decisiÐ ¾ns Ð °nd build brighter future tÐ ¾gether. GenerÐ °l psychÐ ¾lÐ ¾gy enÐ °bles us tÐ ¾ hÐ °ve Ð ° better insight Ð ¾f feelings, emÐ ¾tiÐ ¾ns, Ð °nd thÐ ¾ughts which we experience Ð ¾n hÐ ¾urly bÐ °sis. In cÐ °se mentiÐ ¾ned Ð °bÐ ¾ve hÐ °bituÐ °tiÐ ¾n is Ð ° prÐ ¾blemÐ °tic issue while the theÐ ¾ry Ð ¾f mind seems tÐ ¾ be Ð ¾ne Ð ¾f the wÐ °ys Ð ¾ut. References

Life of a Bottle-Nosed Dolphin essays

Life of a Bottle-Nosed Dolphin essays The Bottle-nosed Dolphin is the most studied and generally the best-known species of dolphin. Bottle-nosed dolphins are classified "Tursiops truncates" in scientific name, and belong to the family Delphinidae. The dolphin is a very intelligent individual. Bottle-nosed dolphins are commonly found in zoos or marine parks because of their capability to perform tricks. They can jump through hoops 5 meters high because of their incredibly powerful tail. As well as jumping, Bottle-nosed dolphins can raise themselves upright out of the water and travel backwards, by threshing their tails. Bottle-nosed dolphins are generally coastal creatures, occurring along almost all tropical and temperate coasts, although they are also found offshore. In addition, the Bottle-nosed dolphin is called the "all-ocean" dolphin, meaning that it lives in every ocean. It is common for a school of 20 dolphins to live together in coastal regions, but school of 200 dolphins are found in the offshore places. These schools don't seem to have a leader and generally stay together for life. Dolphins eat food such as shrimp, squid, small sharks, other vertebrates and fish. When they find a large school of fish, several schools of dolphins join up to form groups of up to 1000 dolphins. They work together to head and catch the fish. Another feeding method the Bottle-nosed dolphin has developed is chasing the fish on to mud banks and snaps them in the air. Bottle-nosed dolphins are an extremely adaptable mammal. For example, the Atlantic Ocean kind tends to be a little smaller and stockier with a shorter nose compared to the Pacific kind. In Scottish waters, Bottle-nosed dolphins are chubby with a dark gray complexion, while the in Australian waters, Bottle-nosed dolphins are thin, light gray appearance, with a dominant circle around each eye. The reason why this dolphin may change its physical appearance is because there may be more fish in Scotland, or the pre...

The Best AP US History Books Full Expert Reviews

The Best AP US History Books Full Expert Reviews SAT / ACT Prep Online Guides and Tips Need some help studying for AP US History? Look no further. In this post, we cover the best AP US History books, from textbooks to prep books, and even study tools such as flashcards and websites. Read on to get the best help you can get for studying for the AP US History exam. Best AP US History Textbook: The American Pageant, 16th Edition Amazon Price: $130 for hardcover, $70 for eTextbook As we covered in our review of the best AP US History textbooks, The American Pageant is far and away the most popular APUSH textbook. Not only does it include all the material you must know for the AP US History exam, but it also has lots of helpful tools, including timelines at the end of chapters to help you get down dates and primary sources to help you prepare for the Document-Based Question (DBQ). What's more, The American Pageant reads more like a novel than it does a textbook, so many students find it more engaging than your usual US history class readings. (That said, if you want a more straightforward textbook, check out our textbook review post and also keep reading for our thoughts on APUSH prep books.) To take a brief example, this is what The American Pageant section introducing Christopher Columbus reads like: "Onto this stage stepped Christopher Columbus. This skilled Italian seafarer persuaded the Spanish monarchs to outfit him with three tiny but seaworthy ships, manned by a motley crew. Daringly, he unfurled the sails of his cockleshell craft and headed westward. His superstitious sailors, fearful of venturing in the oceanic unknown, grew increasingly mutinous. After six weeks at sea, failure loomed when, on October 12, 1492, the crew sighted an island in the Bahamas. A new world thus swam within the vision of Europeans." This definitely sounds like a novel! In comparison, here's a more straightforward textbook introduction of Columbus (from the APUSH textbook Making America): "Eager to capitalize on the new technology and knowledge, Christopher Columbus, an ambitious sailor from the Italian port city of Genoa, approached John II of Portugal in 1484 and asked him to support a voyage westward from Portugal, to the East Indies. The king refused when his geographers warned that Columbus had underestimated the distance. Undeterred, Columbus peddled his idea to various European governments over the next several years but found no one willing to take the risk. Finally, in 1492, Ferdinand and Isabella's defeat of the Moors provided Columbus with an opportunity." Pageant is also a favorite of many teachers of the AP US History class (the textbook is mentioned on tons of blogs and reviews from AP US History teachers). So if you’re without a textbook for AP US History, you’re a teacher shopping around for materials with which to teach your class, or you just want some extra study material, this is the best APUSH textbook to get. You can rent the latest edition of Pageant for around $30 on Amazon. But here's another tip: you can usually buy used older editions for a lot less. Since this book doesn’t change dramatically between editions, buying a used older edition of it is a great way to get a super cheap and useful textbook for your AP US History studies. Best AP US History Review Book: Cracking the AP US History Exam, 2019 Premium Edition Amazon Price: $15-$20 for paperback If you’re looking for a book to help you thoroughly review for the APUSH test, Cracking the AP US History Exam is your best bet. (Note that a prep book does NOT replace a textbook you would use during the school year- it’s a big-picture overview, not a teacher!) This book has clean, concise, readable summaries of key AP US history points and events to help jog your memory and review what you need to know for the exam. The summaries are quick and to-the-point, so you don't have to slog through tons of pages. This book also contains end-of-chapter review questions to help you retain information as you move through it. Not only does Cracking the AP US History Exam cover all the historical information for the APUSH exam, but it also spends ample time explaining the exam essays, including the tricky document-based question. So basically, the book preps you for the AP US History exam's material and helps you get ready for the exam itself. The 2019 premium edition of the book also includes five full practice tests, which tend to be more challenging than the actual AP test. But this is good since it means you'll get the best AP practice possible. (Some prep books have the opposite problem in that their practice tests are too easy, causing you take the real test somewhat unprepared.) Cracking the AP US History Exam also offers many helpful strategies for tackling multiple-choice questions and clearly explains how many raw points you should aim for to pass the test (get at least a 3) or ace it (get a 5), depending on your goal. This info is extremely useful in helping you develop a strategy for the AP US History exam. Finally, the book provides you with access to the online AP Student Tools portal for more practice, study plans, and up-to-the-minute information about the test. Perhaps the only major downside (if you consider it one) is that The Princeton Review's angle is to paint the AP US History test as a bogeyman, with the tone coming off a bit snarky. (I personally like Princeton Review books for this reason, but I know others might prefer materials that are less biased against the test.) Other AP US History Book Mini-Reviews If you’re not a big fan of The Princeton Review’s angle or if you just want another prep book, here's a brief overview of some other quality APUSH books on the market and their pros and cons. Based on your study needs, you can pick out the best prep book (or books!) for you. Kaplan's AP US History Prep Plus, 2018-2019 Edition Amazon Price: About $15 for paperback, $16 for Kindle Kaplan's latest AP US History book gives you tons of practice, thanks to the three full practice tests it includes. The practice tests reflect the recent AP US History redesign, unlike some past popular favorites which had been criticized for not accurately updating their practice tests (for example, the books 5 Steps to a 5 and Crash Course). However, some students worry that many of Kaplan's APUSH practice tests are too easy, with direct questions about the date of events, or DBQs focused mainly on cartoons/images rather than written sources. In addition, the book lacks answer explanations to the multiple-choice questions in the practice tests, making it difficult to determine where you went wrong. Verdict: This is a great book for extra exam practice, but it's not the best source for a clean and accurate US history summary. While this shouldn't be your main AP US History review book, you can definitely use it as a supplementary resource in your prep. AP US History Crash Course, 4th Edition Amazon Price: About $13 for paperback, $10 for Kindle AP US History Crash Course is the fastest read in terms of APUSH books, so it's probably the best choice if you’re in a pinch! Crash Course is known for being very clear and concise. The drawback here is that there's only one practice test, meaning both The Princeton Review and Kaplan give you better bang for your buck in terms of test practice. Verdict: This is a great book for a quick review of AP US History topics and strategies, but it's not a great book if you want lots of practice. If you have a teacher who gives tons of practice exams and all you need is a brief review of the material on the APUSH test, this is a good book for you. AMSCO's United States History: Preparing for the Advanced Placement Examination, 2018 Edition Amazon Price: About $25 for paperback AMSCO's AP US History book has decent reviews and well-written chapter tests that are similar to the actual AP test; however, it only comes with one full practice test at the end of the book, so it might not be the best deal out there. The biggest drawback is that for some reason the student edition of this AP US History book doesn’t automatically come with an answer key. It's also apparently hard to order an answer key for the practice questions. Only teachers can order the answer keys, so if you want them you will have to find a way to ship them to your school. Verdict: Since practice tests are only useful tools when you can review the answers, unless you want to go out of your way to order this book and the answer key, we suggest one of the other prep books on this list to save yourself the trouble. Barron's AP United States History, 4th Edition Amazon Price: About $15 for paperback, $20-25 for Kindle Think of Barron's as the jack-of-all-trades, master-of-none: it has a decent summary of the AP US History test and five full-length practice tests (two in the book, three online); that said, it's not as snappy and readable as The Princeton Review and it's not as concise as Crash Course. This might be your best bet if you want a second prep book or if you're looking for access to lots of AP practice tests, but it probably shouldn’t be your first choice. Verdict: You should buy a prep book with a clear goal in mind: either for all-around review and practice (Princeton Review), fast and efficient AP review (Crash Course), or tons of practice tests (Barron's). Best Free Study Tool: Online AP US History Quizzes Just looking for multiple-choice practice and lots of it? Our AP US History exam guide offers a compilation of the best AP US History quizzes, gathered from textbooks' websites and other free resources. Altogether, we've found hundreds of quizzes you can take to learn more about each major era of US History. This is a great way to review parts of US History you don’t remember that well or to get an overall review for the AP US History Test. The drawback here is that these questions are not AP multiple-choice; they are multiple-choice questions from various textbooks and websites, so the style is somewhat different. In addition, many of these quizzes are focused on just one era of US history, so you don’t get the wide range of questions you'll see on the actual AP exam. Still, these quizzes will help you master specific eras of US history for the actual AP test. I highly recommend checking them out! Best Study Tool to Buy: Barron’s AP United States History Flash Cards, 3rd Edition Amazon Price: About $15 Barron's AP US History flash card set is a great way to review key facts, dates, and figures for the AP exam. Flash cards are an excellent learning tool, and these will save you the hours it would take you to make your own. This set gives you 500 cards that quiz you on everything, from the exploration period to present day. These cards are divided into seven general categories: Arts and Sciences, Domestic Policies, Presidential Matters, Wars and Foreign Relations, Economy and Business, Legal Issues, and Society and Culture. All cards are numbered and labeled, so you can quiz yourself by time period or category, which will help you focus your studying. They even come with a metal ring so you can choose which cards to take with you and study. These are a great choice if you want to be able to study on the go! The only downside is that there's quite a bit of information on each card, so some people might find that they're more like informational cards than they are true flash cards. Best Study Website: AP Study Notes AP Study Noteshas detailed notes on every era of US history, taken from The American Pageant- and it’s completely free! This is a great resource if you want to brush up on a particular era of US history before the AP test in May. Our blog can also help you prepare for any in-class AP US History tests. You can get a detailed breakdown of each era in our AP US History study notes article. Bottom Line: How to Study for the AP US History Test There are lots of potential resources you can use to study for the AP US History exam, including textbooks, prep books, flash cards, websites, and more. Don’t feel as though you have to use them all to get a high score, though. On the contrary, you should find a resource or two you find particularly helpful and use it consistently. As long as you pace yourself and give yourself plenty of time to study and practice, you'll be more than prepared when you sit for the AP US History exam in May! What’s Next? Get more information about the AP program- what the hardest and easiest classes are, when the exams are this year, and whether taking AP classes is worth it. Taking AP US History this year? We also suggest you take the SAT Subject Test in US History if you’re applying to colleges that require/highly recommend SAT Subject Tests. You can read more about SAT Subject Tests, and why you should take them, right here. Learn about checks and balances in the US government, the executive branch's checks on the judicial branch, the Platt Amendment, and lighthouse keeper Ida Lewis with our expert breakdowns. Also studying for the SAT/ACT? Learn the best time in your high school career to take the SAT/ACT for the first time, and get tips on how long you should study for the SAT/ACT. Want to relax with some off-the-beaten-APUSH-path history explorations? We'll teach you about the invention of the 3-hole punch, the history of hip hop, and the twists and turns of the Loomis Fargo heist. Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

A Respectable Actress Does Not Have a Blind Side Essay

A Respectable Actress Does Not Have a Blind Side - Essay Example Soundtracks for The Blind Side were written by Alan Wilson and performed by Canned Heat. The Blind Side features Michael Other, a homeless teenager who is adopted by a wealthy and conservative family in the suburbs of Memphis, Tennessee. Michael is positioned as one of the most promising prospects in college football due to his natural athletic skills and the perseverant and unconditional support of his new family (IMDb). Michael Other (Quinton Aaron), a homeless teenager who has been running away from different host families in Memphis, Tennessee, is staying temporarily at one of his friend’s father sofas. Fascinated by Michael’s athletic skills and corporal features, and despite his academic insufficiencies, Burt Cotton (Ray McKinnon) helps Michael to get admitted to Wingate Christian School where he coaches. A friendly and smart little boy called Sean Jr. ‘SJ’ (Jae Head) approaches Michael at school while waiting for his mother to pick him up. Although t his is their first encounter, they meet once more when SJ’s father Sean Tuohy (Tim McGraw) is driving the family home. Leigh Anne Tuohy (Sandra Bullock) is moved by the image of ‘big Mike’ shivering in the cold while walking in direction to the school gym to spend the night, therefore, she asks him to stay at their comfortable house in the suburbs of Memphis. Gradually the Tuohy family becomes Michael’s new family. Leigh Anne is a multitasking, persuasive and strong-minded professional and house-wife, working from home as an interior designer. She is very inquisitive woman and when seeking to become Michael’s legal guardian, she finds out he was cruelly separated from his drug-addicted mother when he was seven years old. The brutal separation from his mother caused a strong impression on Michael, who eventually developed resilient ‘protective instincts’. The protective nature of Michael gives him the opportunity to become one of the mos t highly prospects in college football. Michael is a leader on the field. The only problem is that in order to be accepted at NCAA Division I scholarship, Michael should improve his GPA which he does with the help of some teachers and a personal tutor, Miss Sue (Kathy Bates), hired by the Tuohy. Leigh Anne makes it clear that she prefers the University of Mississippi (Ole Miss) because she and Sean are alumni of this university; and, in a rather indirect and persuasive way, she convinces Michael to commit to Ole Miss. As a result both Michael and the family Tuohy become the subject of an investigation of the NCAA. During the interview to find out Michael’s reasons to choose Ole Miss, Michael understands the game played by Leigh Anne to influence him; he gets angry at her and decides to return to his mother. Michael comes back to the Tuohy family after Leigh Anne approaches him and asks to forgive her. The inquiry conducted by the NCAA does not progress because Michael is rela xed and able to overcome all the questions from the investigator. The Blind Side makes a stereotypical portrayal of American families and society. A white, middle-class family becomes the worthy protector of a poor, huge, illiterate black teenager. Both, Leigh Anne and Sean (a prosperous businessman) are the parents of a beautiful teenager Collins and