My Work Experience         For my work experience I went to

My Work Experience   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  For my work experience I went to My Work Experience ÂÆ'‚‚ ÂÆ'‚‚ ÂÆ'‚‚ ÂÆ'‚‚ ÂÆ'‚‚ ÂÆ'‚‚ ÂÆ'‚‚ ÂÆ'‚‚ For my work experience I went to Vokes Hair Studio in Northampton. It was my own placement. I chose that particular place because I thought it looked nice and also thought it was what I wanted to do. My friend works there so she managed to sort out all the forms for me, which was very nice of her and also organised my transportation to and from work.ÂÆ'‚‚ ÂÆ'‚‚ ÂÆ'‚‚ ÂÆ'‚‚ ÂÆ'‚‚ ÂÆ'‚‚ ÂÆ'‚‚ ÂÆ'‚‚ I went in on a Saturday for my interview with the manager and owner of Vokes (Colin Vokes). I was extremely scared but once I met him I was alright. I was told that I could only wear black, white or red clothing and only shoes were allowed. My hours were 9am to 5:30pm with 45 minutes lunch break.ÂÆ'‚‚ ÂÆ'‚‚ ÂÆ'‚‚ ÂÆ'‚‚ ÂÆ'‚‚ ÂÆ'‚‚ ÂÆ'‚‚ ÂÆ'‚‚ On the very first morning I went in with my friend and I was not worried as I had already met the staff before.I was shown what I would be required to do during the 2 weeks. I learnt how to wash hair, which was more fun than I had expected and learnt all the different stages in hairdressing. When the salon was not very busy I learnt how to style hair on the dummy heads. Sometimes I helped with perms, which I loved doing. I enjoyed learning and found nothing boring whatsoever.ÂÆ'‚‚ ÂÆ'‚‚ ÂÆ'‚‚ ÂÆ'‚‚ ÂÆ'‚‚ ÂÆ'‚‚ ÂÆ'‚‚ ÂÆ'‚‚ I worked in a very clean, pleasant surrounding and the staff were very welcoming towards me. They made me feel like an adult, not a school girl. At lunch times I was invited to go out socializing with the staff. Sometimes my brother and all his college friends would come and meet me, which I enjoyed as I think they are all very funny.ÂÆ'‚‚ ÂÆ'‚‚ à ‚Æ'‚‚ ÂÆ'‚‚ ÂÆ'‚‚ ÂÆ'‚‚ ÂÆ'‚‚ ÂÆ'‚‚ In the 2 weeks I never actually worked with Colin because he was on holiday so there was some rule bending. We would all have a McDonalds breakfast in the morning, which would have been not allowed.ÂÆ'‚‚ ÂÆ'‚‚ ÂÆ'‚‚ ÂÆ'‚‚ ÂÆ'‚‚ ÂÆ'‚‚ ÂÆ'‚‚ ÂÆ'‚‚ There are many differences between work and school. I thought school was hard but as soon as you experience the real world, school is a whole different place. I now look at school as the best years I will probably have, so now I am making the most of it. However, the way you are treated at work is much better than at school. You are respected more and treated the same as an adult. This made me feel important and as if I made a difference to the company, which I was told I did.ÂÆ'‚‚ ÂÆ'‚‚ ÂÆ'‚‚ ÂÆ'‚‚ ÂÆ'‚‚ ÂÆ'‚‚ ÂÆ'‚‚ ÂÆ' ‚‚ I did like work experience by the end of the 2 weeks, even though it was hard. It has changed my attitude. The first day and the last day were completely different. I was confused the first day and was standing about most of the time but the last few days I felt comfortable to find something to do.ÂÆ'‚‚ ÂÆ'‚‚ ÂÆ'‚‚ ÂÆ'‚‚ ÂÆ'‚‚ ÂÆ'‚‚ ÂÆ'‚‚ ÂÆ'‚‚ IÂÆ' ¢Ã‚‚€‚™m very grateful for being able to go on this experience and thank all the people that helped me. I was offered a job there on Saturdays and for when I leave school so I will take that into consideration.

What Is AP Environmental Science Expert Guide

What Is AP Environmental Science Expert Guide SAT / ACT Prep Online Guides and Tips Are you thinking about taking AP Environmental Science but want more information on the course before you decide to enroll? Well, you’ve come to the right place!AP Environmental Science (also called AP Enviro or APES) is one of the most popular AP classes- butsometimesstudents don’t know much about it before they enroll, which can make the class difficult and unenjoyable. So what is AP Environmental Science? In this guide, I’ll explain what topics the course covers, show you some sample problems from previous AP Enviro exams, and discuss who should take the class (it might not be who you’re expecting). After, I'll end with some tips for success if you do decide to take AP Enviro. Let’s get started! What Does AP Environmental Science Cover? What do students in APES learn and what does the exam cover? While you can get an in-depth look at the class by checking out the College Board’s course description for AP Environmental Science,if you find this too wordy or information-heavy, here’s a briefer, clearer overview of the course. AP Enviro is an interdisciplinary course that focuses on ecological processes, human impacts on the Earth, and how to resolve or prevent natural and human-made environmental problems. The class and exam focus on seven main topics: Earth Systems and Resources (10%-15%):Geology, the atmosphere, water resources, soil science, etc. The Living World (10%-15%):Ecosystems, energy flow, biogeochemical cycles Population (10%-15%):Population ecology, reproductive strategies, survivorship Land and Water Use (10%-15%):Agriculture, forestry, mining, fishing, global economics Energy Resources and Consumption (10%-15%):Different types of energy (e.g., fossil fuels, nuclear, hydroelectric, etc.), energy consumption, renewable energy Pollution (25%-30%):Types of pollution, economic impacts of pollution, how pollution affects environmental and human health Global Change (10%-15%):Global warming, loss of biodiversity, changes to the ozone Like other AP science classes, AP Enviro also includes a lab component, and students who take the class will get hands-on experience in the form of completing labs, observing the natural world, and/or doing field work. You might have to collect water and test it for certain chemicals, observe wildlife in a field or forest, track plant growth, and so on. Students who complete AP Environmental Science are expected to be able to apply scientific concepts, principles, and methodologies to real-world examples and problems. The exam questions are designed to test this knowledge, too. Wondering what kinds of questions you’ll be asked on the AP Enviro exam? Read on to find out! What's on the AP Environmental Science Exam? The AP Environmental Science exam consists of 100 multiple-choice questions and four free-response questions.The total length of the exam is three hours (one hour and 30 minutes for both the multiple-choice and free-response sections). The multiple-choice section counts for 60% of your overall AP Enviro score, while the free-response section counts for 40%. The four free-response questions consist of the following: One document-based question for which you'll have to answer questions on a given document, such as a newspaper article or brochure One data set questionfor which you’ll be given a set of data and must analyze and interpret it Two synthesis and evaluation questionsfor which you’ll have to write in-depth essays Looking at sample questions can give you a better idea of what you’re expected to know and what you will be tested on. If you want to look at a wide variety of sample questions, you can readthrough previous AP exams or check out our review guide for the AP Enviro Exam. For now, here are a few sample APES questions to serve as an introduction: Multiple-Choice AP Enviro Questions Multiples of each are shown below: This is your standard multiple-choice question, which you’ve likely seen hundreds of before. For this question, the answer is E. To answer each of these three questions, you’d need to look at the above graph and select the plot that best fits the population trend being described. (Answers: 1. = A, 2. = D, 3. = B) Free-Response AP Enviro Section As mentioned above, there are three types of (and four total) free-response questions on the test. Below is anexample of a synthesis and evaluation question, of which therewill be two on the APES exam: To get a high score on this question, you'd have to write a thoughtful, coherent essay that includes complete answers to each of the four subpoints (a-d). Who Should Take AP Environmental Science? AP Environmental Science is one of the more popular AP exams to take; however, a lot of students who take it don’t do particularly well. Based on 2017 data released by the College Board, APEnvironmental Science has the fourth-lowest passing rate of all AP tests.About half (49.4%) of students who took the test passed (in other words, they scored a 3 or higher), only 9.5% scored a 5 (the highest score), and the average score students received was a 2.67, which is nota passing score. Yikes! So is AP Enviro super hard? Not really. It usually requires less work than other AP science classes, and the consensus among students is that the material isn’t particularly difficult. However, many students take APES because they're trying to fill a spot in their schedule or squeeze in an extra AP class, even if they aren’t very interested in it and don't have a lot of experience with AP classes or have enough time to prepare for it. This lack of adequate preparation contributes to low AP Enviro scores. Taking AP Environmental Science and doing poorly in the class and on the exam will not impress colleges or get you any college credit, so definitely try to avoid these scenarios! Now, let’s go over who should take the AP Enviro class and exam: 2 Reasons NOT to Take AP Environmental Science We'll start with two types of students who probably shouldn't take AP Environmental Science. #1: You Plan on Majoring in Science This might be surprising since the word science is actually in the course title, but, as a matter of fact, AP Environmental Science isn’t the best class for future science majors. This is because the class is more interdisciplinary than it is science-based. Compared with other AP science classes such as biology and chemistry, AP Enviro includes a lot more history, writing, and cross-curricular topics. In fact, many colleges that give college credit for AP Enviro give social science creditsas opposed to science credits! AP Enviro can still be a good option if you’re deeply interested in the topic or plan on continuing to study environmental science. But if you’re looking for an AP class to help prepare you for college-level science classes or to get you science credit for college,APES isn’t the best choice. #2: You Don't Have Enough Time to Devote to the Class A lot of students sign up for AP Enviro because it has a reputation for being easy and less work than other AP science classes.Although the material it covers might not be as complicated or in-depth as that in other AP classes, this doesn’t mean you can coast through the class and expect to pass the AP exam. As mentioned above, the majority of students who take the Environmental Science AP exam don’t even pass it, let alone get a 5. AP Enviro still requires you to memorize certain information, make connections, and develop specific skills, and you won’t be able to do this if you don’t plan on putting in the time needed to do well in the class. 4 Reasons to Consider Taking AP Environmental Science AP Environmental Science can be a good class to take for many people. You should consider taking it if one or more of the following applies to you: You’re interested in the environment and/or related topics,such as sustainability, biodiversity, how humans are impacting the earth, etc. You want to take an AP science class but don’t have the space or feel prepared to take AP Biology, Physics, or Chemistry Your school’s APES class has a reputation for being interesting, teaching students a lot, and adequately preparing them for the exam Your other classes and extracurriculars leave you with enough time and energy to spend preparing for this class How to Succeed in AP Environmental Science: 3 Tips If you do decide to enroll in AP Enviro, here are a few tips to help you do well in the class: Tip 1: Don't Expect It to Be All About Science As I mentioned before, AP Enviro isn’t a pure science class. It’s highly interdisciplinary and will include historical information, current events, critical reading skills, and more.If you expect this AP class to be completely science-focused, you might struggle with some aspects of it. While there will be graphs and scientific questions, the AP exam will also ask you to write complete essays and interpret documents, similar to many AP history and English exams. If you struggled with any of these classes or exams before, make sure that you feel more prepared for the AP Environmental Exam. Tip 2: Know How to Read and Interpret Visual Data Many APES exam questions, both multiple-choice and free-response, will ask you to look at a data table, chart, or graph and answer questions about it.Because these questions will require you to be able to understand and analyze different types of data, it’s critical that you know how to do this well before you take the AP Enviro exam. Taking practice exams and quizzes will help you out. You can also look through your textbook and homework, and even relevant newspaper or journal articles, for more examples. When you come across a graph, chart, or something similar, answer the following questions to ensure you’re thinking critically about the data: What is this data showing? What patterns are there? Does any of the data not fit the pattern? What might have caused this? Why is this data important? Tip 3: Remember That Everything's Connected Probably the most important theme of AP Environmental Science is that everything is related. The Earth is one interconnected system, and you need to be able to understand where and why those connections exist. This is not a class in which memorizing isolated facts or terms will get you very far. You can know every step of the nitrogen cycle, but if you can’t explain why this cycle is important,; how it affects plants, animals, and ecosystems; and the impacts it has on Earth, you will earn very few points on the APES exam. As you go through the class, always be thinking about how whatever topic you’re currently studyingis related to past topics and the world as a whole. It’ll also help to think about ways humans might have impacted or been impacted by the topic (if its sustainability is in jeopardy) and how problems related to it can potentially be resolved. Conclusion: What Is AP Environmental Science? Having an introduction to AP Environmental Science can help you decide whether you should take the course or not; it can also show you what to expect if you do decide to enroll. The APES class covers seven main topics: Earth Systems and Resources The Living World Population Land and Water Use Energy Resources and Consumption Pollution Global Change While the material this class covers isn’t particularly complicated or overwhelming,students often underestimate the work needed to do well in it. As a result, many don’t pass the AP exam at the end of the year. This is why you should only take AP Enviro if you have the time and motivation to complete the coursework and prepare for exams, including the final AP test. Because it includes topics from many areas, APES might be of interest to many students. However, if you’re looking for an AP class that'll get you science credit for college and prepare you for future science classes, AP Enviro might not be the best choice since it’s more of an interdisciplinary class than it is a pure science class. Finally, if you decide to take AP Environmental Science, keep these three tips in mind: Don’t expect the class to be all about science Learn how to analyze and interpret visual data Remember that everything is connected What's Next? Looking for resources to help you study for the AP Enviro exam?Check out our ultimate APES review guide, and get access to practice questions with our compilation of the best APES tests. Thinking about AP Environmental Science but not sure what other classes you should enroll in? Learn which AP classes you should takeand create a plan for your future studies. How many AP classes should you take?Get your answer based on your interests and your college goals. 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:

Macroeconomics Inflation and Unemployment Exchange Rate and Open Term Paper

Macroeconomics Inflation and Unemployment Exchange Rate and Open Economy - Term Paper Example The national output per head is assumed to represent the standard of living. The total national output is divided by the number of people in a nation. An increase in the national income per capita is a representation of an improvement in the standards of living in a country (Sowell, 13). This is because it means the national output or income is increasing while the population is constant. More is given out in terms of production by the same number of people in a nation that is, holding all other factors constant (Miller, 2011). One challenge in using national income statistics to measure and compare living standards of people in different nations is that there is no common currency .Different nations use different currency thus national income is hard to compare across different nations. The dollar or the euro is however used in most cases which involves converting all data in a common measure (Riley, 2006). The purchasing power of the dollar or Euro is different in different nations so there many adjustments have to be made to cater for differences in average costs of goods and services in different countries (Sowell, 2000). Another challenge is GPD usage in representation of living standards, it only focus on economical aspects; other important aspects of life cannot be expressed in national income data. ... This will reflect an improvement in output yet loss of leisure hours is a decrease in standard of life. There could be imbalances between consumption and investment which is not recognized while computing the national income and output statistics. The net disposable income of an individual may seem to increase after a change in spending priorities. Over consumption may mean a nation’s economy will suffer instability in the long term (Riley, 2006). Life expectancy changes can not be represented in the GPD yet it is a representation of standards of living. Assigning a value on the life of people is hard thus; reduction in mortality rates is not recognized in GPD. The government in open economies will regulate exports and imports and government spending when stimulating the economy of a nation to maintain balance of payments. 16-5 Frictional unemployment is the unemployment of skilled people with capability to work because there changing jobs to seek better one thus there are vol untarily unemployed. People competing schools also form part of the frictional unemployment statistics because there are skilled. Frictional unemployment is important in an economy because it makes it possible for worker employee to move to other jobs that they like better and the employers are able to get more suited employee. In an economy, frictional unemployment brings a balance between supply and demand of labor in the labor market (Maynard, 2009). So long as there are people leaving their current job to search for better ones and other leaving schools to join the employment seeking people, frictional unemployment will always be present. People quit jobs due to different reasons like disagreements, after relocating; acquiring more skills, family issues

Essay 1 Cause and Effect Example | Topics and Well Written Essays - 750 words - 1

1 Cause and Effect - Essay Example However, children are the social segment that has been very badly affected by TV. TV has influenced the lifestyles and priorities of children in the current times in varied ways. Watching too much TV badly impacts the health of children, makes them vulnerable to violent programs and shows, and negatively influences their academic performance. TV has an unhealthy effect on the life of young children as it encourages a sedentary lifestyle and prevents them from participating in sports and outdoor activities. It is a fact that people do often get addicted to TV programs and remain glued to the TV screen to seek entertainment and fun. In that context, children are more susceptible to getting addicted to TV, as they are impressionable and are unable to understand the bad effects of TV. Hence, TV encourages children to lead a sedentary life and many a times they end up becoming ‘couch potatoes’. The time which the children could have spent engaging in sports and outdoor activities gets mostly hijacked by the ubiquitous TV. The current times have seen a flooding of the households by gadgets like video games, PCs and TV, which collectively encourage a sedentary style of living. The thing that needs to be understood is that TV makes an important part of this baggage. TV not only makes children skip activity and exerc ise, but combined to varied other compatible gadgets like video games and home video players; TV makes them get addicted to a sedentary mode of living. Thereby, this sedentary lifestyle to a great extent promoted by TV gets reflected in the poor health of children. Children addicted to TV often tend to be vulnerable to random snacking and evince obesity. This trend often gives way to chronic diseases and health issues amongst children. Hence, there is no doubt that unreasonable TV viewership does has a bad impact on the health of children TV also compromises the psychological health of children by getting them exposed to programs and

Ageism Essay Example for Free

Ageism Essay Journal Assignment: A Review of a Study Measuring Ageism in East Tennessee, USA The renowned gerontologist Dr. Robert Butler defines ageism as â€Å"stereotyping and discrimination against people because they are old† (McGuire, Klein, Chen, p. 11, 2008). McGuire, Klein, and Chen (2008) were interested in determining the amount of ageism present amongst older adults in East Tennessee, USA. These researchers also wanted to examine the types of ageism reported by such individuals. McGuire et al. 2008) hoped that their results from this study would be a precursor for creating strategies to fight ageism in the region. Method McGuire et al. (2008) used convenience sampling methods to recruit community-dwelling older adults. The researchers were interested in surveying individuals 60 years of age or older (McGuire et al. , 2008). They obtained 247 participants who qualified for the study (mean age = 74; 75% females). The survey was administered at eight locations in four counties in the East Tennessee area (McGuire et al. , 2008). Of the eight survey sites, five of them were considered urban/suburban while three of them were considered rural. There were 151 participants from the urban/suburban sites and 96 participants from the rural sites (McGuire et al. , 2008). McGuire et al. (2008) utilized a cross-sectional survey design involving the Ageism Survey. The Ageism Survey is designed to measure the frequency of ageism in different societies, determine which subgroups of the elderly report the most ageism, and determine which types of ageism are most common (McGuire et al. , 2008). The survey includes 20 items that examine the frequency of occurrence of ageism along with examples of negative attitudes, stereotypes and institutional and personal discrimination towards the elderly (McGuire et al. , 2008). Results The participants revealed that ageism is prevalent and widespread. Roughly 84% of the participants stated experiencing ageism at least once and 71% of the participants reported experiencing ageism more than once (McGuire et al. , 2008). 69% of the participants indicated that they were told a joke that made fun of the elderly, while 51% reported that they were given a birthday card that made of the elderly. Furthermore, 40% of the participants stated that they were disregarded or not taken seriously due to their age, while 37. 5% indicated that they were patronized due to their age (McGuire et al. , 2008). Finally, 22. 8% of the participants stated that they were treated with less respect and less consideration as result of their elderly status (McGuire et al. , 2008). In addition, McGuire et al. (2008) found that a statistically significant difference existed between the urban/suburban and the rural locations in terms of the frequency of ageism. The participants from the urban/suburban areas indicated a higher rate of ageism than their rural counterparts on the following survey items: received an offensive birthday card, was told a joke that made fun of the elderly, was ignored due to their age, and a doctor assumed their ailments were age-related (McGuire et al. , 2008). The rural participants reported a higher occurrence only for the following event: someone thought I couldn’t understand due to my age (McGuire et al. , 2008). Discussion and Conclusions Based on their results, McGuire et al. 2008) concluded that ageism is thriving in the USA. Their results support findings from previous research and confirm the existence of ageism. McGuire et al. (2008) also mentioned that their study reveals the utility of the Ageism Survey and the importance of measuring ageism in society. They state that the results obtained by the Ageism Survey are useful for focusing the direction for interventions to fight ageism (McGuire et al. , 2008). Overall, McGuire et al. (2008) stress the importance of shifting societal norms towards a more accepting view of aging. Perceived Limitations  McGuire et al. (2008) state that the primary issue of their study involves their use of urban/suburban and rural dwelling participants. This is because even through the participants lived in urban/suburban or rural neighbourhoods, they may have experienced the ageism that they reported in a different setting. That is, the urban/suburban participants may have been in a rural area when they witnessed ageism, or vice versa. Furthermore, McGuire et al. (2008) mention that they are unable to say for sure whether their results are really cases of ageism and not simply hypersensitivity. In addition, participants may have been embarrassed resulting in their inaccurate responding in the survey. Thus, McGuire et al. ’s (2008) results are only as accurate as the participants’ reporting. Finally, the researchers indicate that their results may be influenced by response bias as the survey only used positively worded events; therefore, it is possible that the results are actually more positive than reality (McGuire et al. , 2008). Other limitations of this study involve the use of a convenience sample. That is, while the results may pertain to elderly participants in the East Tennessee area, they cannot be generalized beyond that. One cannot conclude that the findings from this study necessarily reveal information regarding populations in other parts of the USA or in other countries. Furthermore, the study doesn’t address whether gender differences in experiences towards ageism exist. It is generally believed that women experience a higher degree of discrimination in regards to the aging process, thus perhaps the results in this study are skewed due to the fact that 75% of the sample were female. Therefore, the results may be more negative than what would have arose if more men were surveyed. In addition, this study doesn’t address the context in which the participants experienced ageism. The elderly person may have misunderstood the situation and deemed the experience as ageist when in reality no such intentions existed. This taps into the limitation highlighted by the researchers themselves that states that the participants may have been overly sensitive. However the reverse is true as well. It is possible that the participants experience ageism a lot more than they even notice. That is, perhaps some instances of ageism are so subtle that the elderly person involved is naive to what they are experiencing. Further limitations of this study involve the technique of data collection: a survey questionnaire. While this method is generally inexpensive and allows researchers to use large samples, safeguard anonymity, and reduce the possibility of researcher bias, questionnaires have a tendency for inaccuracy. As previously mentioned, the results are only as good as the responding. It is possible that the participants lost interest while completing the study and mindlessly responded. There were no incentives given to the participants (i. e. no rewards), therefore intentional distortion may have occurred. Furthermore, self-presentation bias or impression management is a possible confound in this study. The participants may have been trying to preserve their dignity and therefore underreported their experiences of ageism. In addition, the questionnaires were presented to the participants only once; therefore it’s difficult to predict whether or not the results would be stable over time. To check this, the researchers should have used reliability tests, such as test-retest and/or alternate form. Finally, there is always the possibility that the researchers misinterpreted their results. Directions for Future Research  McGuire et al. (2008) suggest that additional research should be conducted to provide larger numbers, further support, and more culture-based population information regarding the measurement of ageism. These researchers suggest that welfare and health professionals and policy advocates can play a significant role in decreasing ageism; but, they must first be able to demonstrate the scope and epidemiology of ageism (McGuire et al. , 2008). As a result, they suggest further research in any and all areas pertaining to the prevalence ageism is vital if it is to ever be eradicated (McGuire et al. 2008). McGuire et al. ’s (2008) study appears to be a starting point and precursor for future research in the field of gerontology. While this study has demonstrated the extent of ageism in East Tennessee, it does not necessarily demonstrate how society should combat it. As a result, future research should be conducted to reveal the most effective means of eliminating ageism. Furthermore, additional research should be performed on other populations and more representative samples, such as from different age groups, ethnicities, and socio-economic statuses. Data from other countries or cultures (i. e. where the elderly are embraced) may be useful in demonstrating to Western societies the benefits and importance of elderly citizens. Furthermore, information from a variety of populations will provide a more all-encompassing view of the topic of ageism and will perhaps pinpoint a better approach to fighting it. Additional studies should make use of both quantitative and qualitative methods. It would be interesting to compare the results from an open-ended interview or case study with those from a laboratory study. By utilizing mixed-methods, the field of gerontology is exposed to a more comprehensive view of ageism. Future research should also examine which types of individuals are most vulnerable to experiencing ageism, so that efforts can be targeted to reduce ageism. Researchers should also focus on methods of spreading awareness. That is, they should study the most effective means of educating society about the effects and prevalence of ageism. Another potential line of research may involve asking younger individuals whether they have participated in acts of ageism. The results from this possible study may provide useful information on how younger generations view ageism and how society can go about educating them and preventing future acts of ageism. It would also be interesting to uncover data pertaining to implicit ageism and self-stereotyped ageism. Finally, it may be beneficial to reveal whether ageism exists amongst and between the elderly. That is, whether or not older adults engage in ageism themselves. Overall, future research should be focused on developing an epidemiology of ageism so that society can start working on decreasing it in our world.

Painting for Dummies! :: Free Expository Process Essays

Painting for Dummies! Whether your once fresh walls have, over the years, become filthy and grimy or you just want to redecorate and add some color, sooner or later, you're just going to have to paint a room. No matter which of these circumstances you face, painting the room is not always an easy task. On the contrary, it can be overwhelming, but if you stick to these simple steps, you will be successful. Now that you have a room to paint, where do you start? Well, you definitely have to do some preparing before you jump into actually painting. Preparing the room is often the most time-consuming step in painting a room. Once the room is prepared, the end is just around the corner! If you want the whole job done easier and faster, I highly suggest asking for some help from friends or family. The first thing to do is make sure you have all the items needed to get the job done. The most essential item is the paint. For the best results, buy a high quality, one coat paint. Also, buy the right kind of paint. Semi-gloss is used on kitchens, bathrooms, and children's rooms. If it's a living room or a hallway to be painted, buy a flat paint. The rest of the essential items are: the primer (if you're painting a light color over a darker color), brushes and rollers, and a paint pan. You also may be wondering whether to use oil-based paint or water-based paint. If you ask just about anyone, they'll tell you not to even bother with oil based paint. If you spill that on anything, it's nearly impossible to wipe off, you'd have to use paint thinner and that's just more mess than anyone should have to deal with. So definitely buy a water-based paint; it's easy to clean up and does just as good [of ] a paint job as the oil-based paint. The next list of items needed are: masking tape, spackling paste, a drop cloth or an old sheet you don't mind getting paint on, newspapers, a sponge and some household cleaner (spic and span works best), and some old clothes to wear while painting. If you don't already have these items, you can buy them at your local hardware store. If you need help or have any questions on any items, ask an employee.

Kindle Fire, Amazon’s Strategy Essay

The Kindle Fire was released on November 15, 2011 by Amazon. It’s a tablet computer, and it’s the last version of Kindle up to date. The product Its dimensions are 7. 5 by 4. 7 inches, with a 0. 45 inches of depth. The display is a 7 inches (180 mm) multi-touch color screen with a 600? 1024 pixel resolution. Connectivity is through Wi-Fi and USB. The device includes 8 GB of internal storage, which is enough for 80 applications, plus either 10 movies or 800 songs or 6,000 books. According to Amazon the Kindle Fire can run up to 8 hours of consecutive reading and up to 7. 5 hours of video. Let’s take a look on the software side. The Kindle Fire runs a customized Android 2. 3 OS. Along with access to Amazon Appstore, the Fire includes a cloud-accelerated â€Å"split browser†, Amazon Silk. The user’s Amazon digital content is given free storage in Amazon Cloud’s web-storage platform, 5GB Music storage in Amazon Cloud Drive, and a built-in email application allows webmail (Gmail, Yahoo! , Hotmail, AOL Mail, etc. ) to be merged into one inbox. Content formats supported are Kindle Format 8 (KF8), Kindle Mobi, TXT, PDF, DOC, DOCX, JPEG, GIF and a lot of others. Why it is an innovative product? And what is the Amazon’s strategy with the Kindle Fire? Amazon tries to surf on the Kindle success by launching this product way under the market price. Amazon is willing to sell its core tablet device at a loss (one-quarter its list price) and at painfully low margins because it is an efficient point-of-sale storefront. They have 18 million songs, books, movies and television programs. The surprisingly low $199 price point will especially undercut smaller competitors and force more affordable hardware and software economics-even at Apple. Amazon founding CEO Jeff Bezos, said that the Kindle Fire is â€Å"a service† that provides â€Å"seamless integration† to all things Amazon for the world’s largest online retailer. That represents a unique pipeline for marketers, as well as content providers, wanting to connect with consumers on very specific fronts, or any interest. Marketers and content providers can follow consumers in all their movements on the website and adapt all the marketing. Amazon’s Kindle Fire strategy is designed to bring consumers closer to their main activity, selling things. The Kindle Fire is pre-loaded with a new AmazonLocal daily deals and services which is a good way to stimulate connections between buyers and sellers. Amazon is linked with NBC Universal, Twentieth Century Fox, CBS and others to become a video service like Netflix. Kindle Fire’s alignment with the Android operating system also puts Amazon in line to do more with Google and its YouTube video service to become a dominant video streaming player.

Genetics of Obesity Essay

According to the WHO (2010), childhood obesity is one of the most serious public health challenges of the 21st century. Globally, in 2010 the number of overweight children under the age of 5 is estimated to be over 42 million (WHO, 2010). Obesity can be defined in a number of ways, e.g. by population means, BMI and waist circumference (Odgen, 2012). And according to Kleiser et al (2009), obesity may have several short-term consequences (e.g. social discrimination, lower quality of life, increased cardiovascular risk factors, diseases like asthma) and long-term consequences were obesity is likely to persist into adulthood, were individuals are more likely to develop noncommunicable diseases e.g. diabetes and cardiovascular disease at a much younger age. It is due to this that a great body of research within health psychology has focused on not only the consequences of obesity but also understanding the causes of obesity, both genetic and environmental – this is what this essay will explore†¦. Genetics There have been several theories put forward by research to best explain the causes obesity and one major potential causes is genetics. Maffeis et al (1998) found that obesity in parents was the strongest predictor of childhood obesity, regardless of diet or level of activity. Furthermore recent research has found support for this claim. Moreover, Wardle et al., (2001, 2006) reported that, controlling for other environmental factors, children with obese parents preferred fatty foods, had less liking for vegetables, were more likely to overeat had a higher preference for sedentary activities than did children of normal weight parents. This is further strengthened by more recent research by Kleiser et al (2009) who found that the strongest determinant of obesity was obesity in parents. Despite the evidence for this relationship, Odgen (2012) states that parents and children not only share genetic constitution but also share very similar environments, therefore this relationship between child and parental obesity could be contributed to either factor. However, according to Barlow (2013) twin studies have also have clearly demonstrated a genetic influence on body weight, therefore strengthening the argument for the role of genetics in obesity. For instance studies have found 25 – 40 % of BMI is heritable and identical twins raised apart have been found to have a correlation of .7,  only slightly lower than that of twins raised together (Stunkard et al, 1990). Moreover adoption studies have also provided evidence for a genetic component in obesity, Skunkard (1986) found a strong relationship between the weight class of the adoptee and their biological parents and interestingly found no relationship with their adoptee parents’ weight class. Research has also stated that factors such as metabolic rate (Bouchard, 1990) and appetite regulation may also have a role to play in causing obesity. Research in terms of metabolic rate has suggested a low resting metabolic rate is a risk factor for weight gain (Tataranni, 2003), but in fact there is little research to support this. In particular there is no evidence to suggest that overweight people tend to have slightly higher metabolic rates than thin people of a similar height (Garrow, 1987; Odgen, 2012). A genetic predisposition may also be related to appetite control. For instance, the discovery of leptin, ghrelin, adiponectin, and other hormones that inï ¬â€šuence appetite, satiety, and fat distribution provides insight into metabolic mechanisms for physiological risk of obesity (Maes et al, 1997; Gale et al, 2004). Research, although seen to be in its infancy has yielded support, e.g. Farooqi et al (1999) injected 2 participants daily with leptin, which resulted in decreased food uptake and weight loss at a rate of 1-2kg per month. According to Odgen (2012) there is strong evidence for a genetic basis to obesity, but it is how this genetic bias expresses itself that remains unclear, due to the fact research on lowered metabolic rate has been widely refuted and the genetics of appetite control remain in its infancy. Furthermore, genetic studies are not without their criticisms. For instance small sample size, zygosity needs to be confirmed and again the role of environmental factors cannot be ignored. Behaviour & Environmental factors Therefore in light of the above criticisms research has begun to more fully examine the extent to which an individual’s behaviour and/or environment can influence the development of obesity. As Barlow (2013) states that at a population level, the increase in prevalence is too rapid to be explained by a genetic shift; rather, it must result from changes in eating and physical activity behaviours that have shifted. A recent study by Kileser (2009) found independently of other factors, a positive association was observed between obesity and low SES, migration background (up to age 13), parental overweight, high weight gain during pregnancy (when the mother is of normal weight), maternal smoking during pregnancy, high birth weight, and high media consumption, as well as a negative association with sleep duration for 3- to 10-year olds.

Biography of Adolf Hitler †History Research Paper

Biography of Adolf Hitler – History Research Paper Free Online Research Papers Adolf Hitler was born in Braunau am Inn, Austria, on April 20, 1889. His father was fifty two years old. He was an Austrian Customs official. His mother, a young peasant girl, Klara Poelzl, was indulgent and hard working. Hitler was a hard to please child and resented his strict, authoritarian father, while at the same time attached to his loving mother. In 1908 a shattering blow was dealt to the young Hitler when his mother died of cancer. He left school at the age of sixteen in hopes of becoming a painter. However he was rejected by Viennese Academy of fine arts. He began to form a pathological hatred for the Jews and Marxists. He survived by the occasional odd job and selling his sketches in taverns. He acquired an education in politics and left for Munich. Building the Nazi party: 1924-1933. Hitler started the Nazi party in July of 1924. The party’s symbol was the swastika, and its greeting was â€Å" Heil † . Hitler focused his attention against the Marxists and the No. 1 enemy the Jewish people. The myth of the Aryan race drew Hitler many supporters towards his cause. This party’s ultimate goal was the total removal of the Jews. Assumption of power- Jan. 30th, 1933. With all the support Hitler was gaining from the Democratic vote in the last elections, along with his skills of persuasion, propaganda, terror and intimidation, he was able to secure his power. Hitler’s seductive notions of â€Å" National Awakening† , and â€Å"Legal Revolution† also drew many supporters to his cause. All of this led to Hitler gaining a total consolidation of power. He could now be considered by the people of Germany a dictator. Prelude to war. Hitler was able to outwit or outmaneuver all of his political combatants. Hitler soon saw the need to gain a strong Military force. He soon abandoned the Versailles treaty and began to build his military forces to 5 times the size that was allowed in that treaty. He was able to persuade Great Britain to allow him to do that along with strongly increasing his naval forces. This German rearmament led to many of the people in Germany who had been in sore straights because of unemployment to gain a foothold on life again. The building of military tools of warfare, as well as the huge enlistment of able bodied men that would be needed gave many the ability to make a living again. This brought a feeling of economic stabilization to the masses, bringing Hitler’s popularity as a leader to an all time high. World War 2. It was September 1, 1939, German military forces invaded the country of Poland, and henceforth Hitler’s plan to dominate Europe and then the world were set into motion. The first part of the Second World War was dominated by German Blitzkrieg tactics. They would bomb using their aircrafts and then follow it up with fast attacks with their mobile armor and infantry. The battle of Britain, an air battle over the English Channel, was Hitler’s first setback. One of the most consequential decisions of his career was to invade Soviet Russia, a decision which with success would have prevented Great Britain from continuing the war with any hope of gaining victory. The war widened and the United States entered the war in the end of 1941. That was the final straw that led Hitler to implement the â€Å" Final Solution† . Repeated ally victories soon made it clear that German defeat was imminent. The bombings done by the Allied forces soon began to have a dramatic effect on the industrial production of weapons of war as well as the general morale of the German Population and the German army. As utter defeat became more and more a reality for Hitler, he began to have delusions of grantor. He hung to his hope that his secret weapons the v-1 and v-2 rockets would still bring him success. He would plan attacks on large maps with armies that didn’t even exist. As the allied forces neared victory Hitler ordered what was left of the German industry to be destroyed. If he was to fall so would Germany with him. On April 29, 1945 Hitler married his mistress Eva Braun. The following day after getting married he took his own life by shooting himself through the mouth with a pistol. To the very end he clung to his ideals of the Aryan race and the total annihilation of the Jewish people. Hitler’s senseless sacrifice for the sake of his own power was over. Nothing was left of the Greater German Reich. He had spent twelve years in power. Research Papers on Biography of Adolf Hitler - History Research PaperAppeasement Policy Towards the Outbreak of World War 2Assess the importance of Nationalism 1815-1850 EuropeQuebec and CanadaGenetic EngineeringPETSTEL analysis of IndiaAnalysis of Ebay Expanding into AsiaTwilight of the UAWOpen Architechture a white paperHip-Hop is Art19 Century Society: A Deeply Divided Era

Battle of Stirling Bridge in the Wars of Scottish Independence

Battle of Stirling Bridge in the Wars of Scottish Independence The Battle of Stirling Bridge was part of the First War of Scottish Independence. William Wallaces forces were victorious at Stirling Bridge on September 11, 1297. Armies Commanders Scotland William WallaceAndrew de Moray300 cavalry, 10,000 infantry England John de Warenne, 7th Earl of SurreyHugh de Cressingham1,000 to 3,000 cavalry, 15,000-50,000 infantry Background In 1291, with Scotland embroiled in a succession crisis following the death King Alexander III, the Scottish nobility approached King Edward of England and asked him to oversee the dispute and administer the outcome. Seeing an opportunity to expand his power, Edward agreed to settle the matter but only if he were made feudal overlord of Scotland. The Scots attempted to sidestep this demand by replying that as there was no king, there was no one to make such a concession. Without further addressing this issue, they were willing to allow Edward to oversee the realm until a new king was determined. Assessing the candidates, the English monarch selected the claim of John Balliol who was crowned in November 1292. Though the matter, known as the Great Cause, had been resolved, Edward continued to exert power and influence over Scotland. Over the next five years, he effectively treated Scotland as a vassal state. As John Balliol was effectively compromised as king, control of most state affairs passed to 12-man council in July 1295. That same year, Edward demanded that Scottish nobles provide military service and support for his war against France. Refusing, the council instead concluded the Treaty of Paris which aligned Scotland with France and commenced the Auld Alliance. Responding to this and a failed Scottish attack on Carlisle, Edward marched north and sacked Berwick-upon-Tweed in March 1296. Continuing on, English forces routed Balliol and the Scottish army at the Battle of Dunbar the following month. By July, Balliol had been captured and forced to abdicate and the majority of Scotland had been subjugated. In the wake of the English victory, a resistance to Edwards rule began which saw small bands of Scots led by individuals such as William Wallace and Andrew de Moray commence raiding the enemys supply lines. Having success, they soon gained support from Scottish nobility and with growing forces liberated much of the country north of the Firth of Forth. Concerned about the growing rebellion in Scotland, the Earl of Surrey and Hugh de Cressingham moved north to put down the revolt. Given the success at Dunbar the previous year, English confidence was high and Surrey expected a short campaign. Opposing the English was a new Scottish army led by Wallace and Moray. More disciplined than their predecessors, this force had been operating in two wings and united to meet the new threat. Arriving in the Ochil Hills overlooking the River Forth near Stirling, the two commanders awaited the English army. The English Plan As the English approached from the south, Sir Richard Lundie, a former Scottish knight, informed Surrey about a local ford that would allow sixty horsemen to cross the river at once. After conveying this information, Lundie asked permission to take a force across the ford to flank the Scottish position. Though this request was considered by Surrey, Cressingham managed to convince him to attack directly across the bridge. As Edward Is treasurer in Scotland, Cressingham wished to avoid the expense of prolonging the campaign and sought avoid any actions that would cause a delay. The Scots Victorious On September 11, 1297, Surreys English and Welsh archers crossed the narrow bridge but were recalled as the earl had overslept. Later in the day, Surreys infantry and cavalry began crossing the bridge. Watching this, Wallace and Moray restrained their troops until a sizable, but beatable, English force had reached the north shore. When approximately 5,400 had crossed the bridge, the Scots attacked and swiftly encircled the English, gaining control of the north end of the bridge. Among those who were trapped on the north shore was Cressingham who was killed and butchered by the Scottish troops. Unable to send sizable reinforcements across the narrow bridge, Surrey was forced to watch his entire vanguard be destroyed by Wallace and Morays men. One English knight, Sir Marmaduke Tweng, managed to fight his way back across the bridge to the English lines. Others discarded their armor and attempted to swim back across the River Forth. Despite still having a strong force, Surreys confidence was destroyed and he ordered the bridge destroyed before retreating south to Berwick. Seeing Wallaces victory, the Earl of Lennox and James Stewart, the High Steward of Scotland, who been supporting the English, withdrew with their men and joined the Scottish ranks. As Surrey pulled back, Stewart successfully attacked the English supply train, hastening their retreat. By departing the area, Surrey abandoned the English garrison at Stirling Castle, which eventually surrendered to the Scots. Aftermath Impact Scottish casualties at the Battle of Stirling Bridge were not recorded, however they are believed to have been relatively light. The only known casualty of the battle was Andrew de Moray who was injured and subsequently died of his wounds. The English lost approximately 6,000 killed and wounded. The victory at Stirling Bridge led to the ascent of William Wallace and he was named Guardian of Scotland the following March. His power was short-lived, as he was defeated by a King Edward I and a larger English army in 1298, at the Battle of Falkirk.

Creation vs Evolution Research Paper Example | Topics and Well Written Essays - 1500 words

Creation vs Evolution - Research Paper Example Ultimately, even those in State of Kansas which has decided to teach both, all of society will accept that there is no debate but it will likely be a long time in coming because society itself evolves very slowly. The teaching of creation in public schools simply fulfills the purpose of protecting specific underling religious beliefs. If creation is to be taught, it is solely the responsibility of parents and the church because teaching the religious theories of creation in schools not only violates constitutional precepts. This issue invokes intense passions from those driven by their religious faith and those who would stand up for the Constitution and those that gave the lives of their loved ones to protect it. The First Amendment begins with â€Å"Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof†¦Ã¢â‚¬  (â€Å"The Constitution†) The idea of creation is undeniably religious doctrine. The government, therefore, cannot promote it in classrooms as science without infringing on the First Amendment. The Supreme Court has held that instructors may not teach that humans were created by God and must present only scientific e xplanations for the history of life. Creationism can not be presented as scientific fact. In addition, it is also unconstitutional to compel teachers to teach creationism and schools may not refuse to teach evolution in an effort to avoid offending religious individuals. The idea of disclaimers placed in school books such as ‘the teaching of evolution is not intended to influence or dissuade the Biblical version of Creation or any other concept’ has been lawfully established to be unconstitutional (â€Å"Freiler†, 2000). An instructor also has the constructional right to teach evolution (â€Å"Epperson v. Arkansas†, 1968). Religious theories of creation may be incorporated into school

HCM611-0803A-01 Managing the Health Care Organization - Phase 2 Essay

HCM611-0803A-01 Managing the Health Care Organization - Phase 2 Discussion Board - Essay Example The prospective nurse should be informed about the world of opportunities available to the nurse under the regulated working environment. Further, the hospital should instil a thought in the nurse that they have a great responsibility to the society. The job of a nurse in a challenging atmosphere need not be dealing with the patient alone but the nurse has opportunities to adorn the role of an administrator or teacher. This is one job that can bring a meaningful change to the lives of people. The vacancy of nurses due to work pressure and retirement can be solved by encouraging nurses to realise the need for social work while finding job satisfaction for oneself by caring for the sick and maintaining the health of the public. The role of nurse lies in shaping and implementing policies for the health care system (Nurses launch public awareness, 2008). The successful implementation of policies and procedures can be achieved by creating a realisation among employees on the need for patient satisfaction, reduction of cost, reduction in errors and the need to exhibit high levels of efficiency. The prospective nurse should be taught about the importance of reducing cost by eradicating wastage at work. Prospective nurses should be briefed about handling the Emergency Department with ease even in the busiest of times and they should be assured of support from the hospital in dealing with the crowd by applying the methods like lean principle. This principle was actually used in the manufacturing sector but yields good results when applied to the health care system also. Lean principle gives importance to reduce waste, decrease production time, increase capacity, improve workflow and reduce cost. The hospital can ensure prospective employees about professional support from time to time to improve workflow and organisation of duty and assure them that there will be no duplication of work and unnecessary