The Night of the Scorpion Essay Example

The Night of the Scorpion Essay How does the writer of this poem use language to create impressions and contrasts? How effective do you think this has been in helping him to convey a vivid picture of the event? Do you feel the differences in time and culture between the poet and yourself limit your appreciation of the ideas and feelings it conveys? In this essay, I will touch on how Nissim Ezekiel successfully uses language to create impressions and contrasts. In addition, I will show you how he effectively conveyed the vivid event of how his mother was stung by a scorpion. Finally, I will discuss how time and culture helped me to appreciate the poem. The peasant came like swarms of flies.. The poets comparison of the peasants to insects makes me frown. Initially I felt indignant that the villagers who buzzed the Name of God a hundred times were treated so contemptuously. After all they were only showing concern for the victim. However upon closer examination, I realise that they were more of a hindrance to the re covery of the poets mother. They created a noisy commotion with their candles and lanterns as they searched in vain for the scorpion. Just imagine hundreds of irritating clicking tongues when all she really needed was some peace and quiet to recover.Furthermore, flies are associated with death and decay. The impression the poet gives is that the people are bothersome and exasperating. By using this metaphor, effectively helped me see the event through his words. There is a religious connotation to the whole event. Usually when there is a combination of the Name of God and Mother, immediately there is a religious connection to Mother Mary, a Roman Catholic holy icon. He is comparing his Mother to someone holy, someone worthy of worship. It is evident that he loves his mother very much. When the Name of God is juxtaposed with the Evil One, then a battle between Good and Evil cann

Anorexia Nervosa A disease of selfimage destroying the body essays

Anorexia Nervosa A disease of selfimage destroying the body essays In American society women are given the message starting from a very young age that in order to be successful and happy, they must be thin. Eating disorders are on the rise, it is not surprising given the value which society places on being thin. Television and magazine advertising that show the image of glamorous and thin model are everywhere. Thousands of teenage girls are starving themselves daily in an effort to attain what the fashion industry considers to be the ideal figure. An average female model weighs 23% less than the recommended weight for a woman. Maintaining a weight 20% below your expected body weight fits the criteria for the emotional eating disorder known as anorexia (Pirke Physicians now believe that anorexia has existed for at least 300 years (Pirke an emotional disorder characterized by an intense fear of becoming obese, lack of self-esteem and distorted body image which results in self-induced starvation (1990). The development of this disease generally peaks between the age of 14 to 18 but can occur later in life and is not uncommon to see it in women in to their early 40s. Recent estimates suggest that 1% of American girls between this age span will develop anorexia to some degree (Garfinkle & Garner, 1990). It has also propagated in many college campuses, and it is spreading. Studies have shown that nearly 20...

Why you should consider a reverse mentorship

Why you should consider a reverse mentorship If you’ve been in the workforce for a while, you’re more than likely familiar with the concept of internships and how they benefit both the interns and the companies they work for. For many of us, it’s a tested and time-honored rite of passage: when starting out in our chosen fields, we â€Å"pay our dues† by providing free or low cost assistance to a mentor or team who, in turn, teaches us the job and its responsibilities, as well as the industry we’re looking to break into. We got free work experience and exposure to the field (and with a little luck a job at the end of the process), and the company got low cost help. It’s a win-win setup. However, something new has been flying under the radar in more progressive companies that’s starting to get more widespread attention- reverse mentorships. No, this doesn’t entail middle-aged employees returning to the classroom to learn how to be students. Instead, it’s an intriguing concept that typically involves millennials- young adults who are at the beginning of their career paths- working alongside older individuals to, well, mentor them!Get built-in, on-the-job tech training.What could a seasoned and established individual who’s farther along in his or her career journey learn from someone who’s just starting out? Plenty, it turns out! Millennials typically have their fingers on the pulse of the latest and greatest in tech, and can help keep their older, â€Å"late to the game† counterparts up to date. No longer do industry veterans need to secretly pretend that they’re up on all the latest tech and fumble along through it, hoping that no one gets wise to their ineptitude- today, they can get shame-free coaching from a reverse mentor!Millennials also have a great handle on how to use tools like social media, audio, and video to capture the attention of the younger generation- a key demographic for a variety of industries, pro ducts, and advertisers- which is something that older adults tend to struggle with. So, if you’re clueless about using Twitter or Instagram effectively to promote your business, a reverse mentor can help you see the light!Learn how to reach out to younger demographics.These days, it isn’t uncommon for companies to hire younger adults (and individuals even younger) to help them strategize their marketing campaigns targeted at this fickle and easily distracted age group. Sure, older adults can spend their time and effort guessing at what seems young and fresh, but today’s younger generation is very good at spotting phonies and pretenders, and turning away when they encounter something that sets off their disingenuous alarms. Who better to provide ideas for grabbing the attention of younger consumers than those closest to the age demographic?Strategize how to attract fresh talent.Reverse mentors can also help companies stay fresh and adopt progressive strategies fo r attracting and retaining a new generation of employees, and can even offer fresh perspectives on the industries they’re focused in. Younger individuals also usually have an abundance of creative new ideas that can help businesses stand out from their static, slower-moving competition- a valuable resource, indeed.Despite the seemingly obvious advantages to having a reverse mentor, the idea does have its critics. Some people feel like reverse mentoring only feeds the egos and sense of entitlement that the younger generation has become infamous for having. They also claim that it’s an unnecessary and irresponsible way to destroy the standard chain of respect and authority that traditional business are used to operating in.However, there is a growing consensus that both older and younger generations have something to learn from the other side, and that the most effective mentorship arrangement would allow each side to share its perspective, knowledge, and experience with the other, to the benefit of everyone involved. So, regardless of what side of the mentorship coin you’re on, consider taking advantage of a reverse mentorship arrangement to help you achieve your goals!

Giving the definition on communication Essay Example | Topics and Well Written Essays - 1000 words

Giving the definition on communication - Essay Example At the base of this entire debate lies one phenomenon common to all humans, and that is Communication. Communication may be defined in many ways; however, in simple words, communication is the exchange of information between two or more people. (The American Heritage College Dictionary, 2010). This information may be verbal (using words), non-verbal (using gestures, postures, expressions, etc.) or a combination of both, and may consist of facts, ideas, thoughts, feelings or any other information. (Wood, 2009). For a communication to be effective, it is very necessary for it to follow all the steps of the communication process properly. Failing on any step may cause the communication to be misunderstood and hence the entire purpose would be lost. The process of communication consists of the following steps: Message: First and foremost step is to be clear of what message (thought, idea, or information) is to be communicated. (Adair, 2009). Receiver: The receiver of the message should b e identified since the message would be encoded according to his intellectual capability. Encoding: The message should be carefully put formulated using words, symbols, visuals, gestures, etc., which can be easily decoded by the receiver. (Beebe, et al, 2010). Medium: The medium of communication is extremely important and should be reliable enough to carry the message properly without distorting its actual meaning. Various media include face-to-face communication, written script, pictures and visuals, email, telephone, etc. (Roethlisberger, 1962). Decoding: when the receiver receives a message, he decodes it to interpret the meaning behind them. The more nicely the message is encoded the easier it will be for the receiver to decode it and hence its effectiveness would be high. (Tannen, 1986). Feedback: This step does not exist in one-way communication; however, it is a very crucial step in making sure if the message is communicated correctly. The receiver sends his/her response or f eedback regarding the particular message through which the sender can detect any misunderstandings and can gauge how effective was the communication. (Roethlisberger, 1962). Communication can be classified in many ways. One way to categorize communication is on the basis of the way it is done. Hence, communication may be Oral (or Verbal), Non-Verbal, Visual or Written. (Beebe, et al, 2010). Oral communication mainly utilizes spoken language otherwise known as verbal cues but addition of non-verbal cues, visuals and written statements may assist in conveying the message more effectively. (Adair, 2009). Nonverbal communication is the most complicated type of communication. It may be used alone or in combination with other types as well. It is highly influential and when used in combination with oral communication may enhance its meaning if used in the same context. (Burgoon, et al, 2009). However, if the non-verbal cues go against the literal meaning of the verbal cues, the power of n on-verbal communication can easily sublime the impact of spoken words. For example, if a person says â€Å"I am going to kill you† with gritted teeth, stiff posture, raised eyebrows and a serious expression, he is most likely determined to kill the receiver of the message. On the other hand, if a person utters the same

The Concept of Risk in Diffirent Project Management Approaches Essay

The Concept of Risk in Diffirent Project Management Approaches - Essay Example If we talk about the risk management in agile (Scum) software project management, it basically allows us to deal with risks on the daily basis. For instance, till the end of a day we identify and record the project risks. On the other hand, PRINCE2 goes beyond the definition of risk as it divides the risk into two categories on the basis of their positive or negative consequences. These two categories can be threat and opportunity. In this scenario, a threat could be an uncertain activity or action which if it occurs can cause negative effect on the project’s likelihood of achieving its objectives. On the other hand, an opportunity is an event if it takes place can cause a favorable and advantageous effect on the project likelihood of achieving its objectives (Brady, 2009; Rehman et al., 2010; TutorialsPoint, 2012). However, in this paper we will consider the risk as a threat. In addition, risk management is an essential element of both the Agile (scrum) and Prince2 project ma nagement approaches. This paper will discuss the concept of risk from the perspective of Prince2 and Scrum project management approaches. ... According to this attribute, risk may or may not take place; in other words, we are not 100% sure about the occurrence of possible risks. On the other hand, another attribute is acknowledged as â€Å"loss†. According to this attribute, the risk turns into a certainty, unnecessary outcome or losses can take place. Hence, while evaluating project risks, it is necessary to assess the degree of loss and the level of improbability associated with each risk (Pressman, 2001, p.146; Kerzner, 2006, p.743). In addition, risk management is the process of identifying, measuring, and managing what might go in the wrong way into a project before it turns out to be a danger to the successful completion of the project or the implementation of a software application. Moreover, risk management is a very important skill to manage a project successfully (Turban et al., 2005, p.712; Whitten et al., 2000, p.83). According to (Murthi, 2002), large software systems cannot be developed without facing a wide variety of risks. In this scenario, a report published by â€Å"The Standish Group† with the name of "CHAOS: A Recipe for Success," shows that only less than 30% of all software development projects are within budget and on time as well as fulfil all their indented requirements. On the other hand, more than 70% either fail or do not fulfil software development goals. Additionally, these facts are frightening in a cost-cutting measure where software systems play a significant role in fact they can make or break the organization (Murthi, 2002). In this paper, we will use the approach of identifying, measuring, and managing what might go in the wrong way into a project before it becomes problem for the successful completion of a project. Concept of Risk in Prince2 Project Management

Death Cap mushroom Essay Example for Free

Death Cap mushroom Essay If you took RNA polymerase out of the equation? Human cells use RNA polymerase to make a template of a cell’s DNA. It is one of the first steps in the process of eventual protein production. RNA is the enzyme that makes RNA chains using genes found in DNA as a pattern. These specific genetic codes are  expressed on mRNA. When the toxin blocks the action of RNA  polymerase, it by default, stops the production of mRNA in the transcription phase. mRNA, if available, goes on to the translation phase and is read by tRNA. In the reading of the mRNA pattern, tRNA matches the correct amino acid to that specific pattern. The amino acids are read and placed three at a time to match the mRNA codon. From these codon of amino acids, polypeptides are formed with the help of the cell’s ribosome. In turn, these polypeptides form to make proteins. (Hudon-Miller, 2012) What’s the big deal about protein? Proteins, the performers of the cell, cause action at all levels of cellular functioning. At the cellular level protein is needed to reproduce that cell, for cell structure and functioning. Proteins are also used as enzymes to begin other biochemical functions that affect everything from immunity to electrolyte balance. The liver’s function has decreased because the proteins needed to make it’s cells work have been blocked by alpha-amanitin’s ability to stop protein production simply by blocking the function of RNA polymerase. These proteins are so important that without them you die as they destroy first your body’s filters, the liver and the kidneys. (Hudon-Miller, 2012; Santi, et al., 2012) References Luca Santi, Caterina Maggioli, Marianna Mastroroberto, Manuel Tufoni, Lucia Napoli, and Paolo Caraceni, â€Å"Acute liver failure caused by amanita phalloides poisoning.† International Journal of Hepatology, vol. 2012, Article ID 487480, 6 pages, 2012. doi:10.1155/2012/487480 Hudon-Miller, S. (2012) Death cap mushrooms. Retrieved from http://www.youtube.com/watch? v=vXONgeDC31Afeature=youtu.be

Snap Shot of a Dog Essay -- English Literature Essays

Snap Shot of a Dog James Thurber is a famous and popular American writer and artist. His humorous prose and drawing are never gay because the enthusiasm is dampened by melancholy. His fantastic characters are mostly animals whose balance of life is distorted and disturbed by a malignant fate. ‘Snap Shot of a Dog’ is taken from THE THURBER CARNIVAL which contains his most impressive work. Many of his writings and drawings deal with dogs. He understands them and he has the gist of being able to communicate his understanding to the reader. This piece is typical of Thurber. It is both humorous and serious as his writings usually are. The story flows along easily and smoothly and the reader has the impression that the writer is talking to him. The writer looks upon the dog sympathetically and at times affectionately. Rex was the name of the author’s pet dog. He was no doubt a dog of his own type who was fond of adventures. This account is as such written objectively. The dog has been dead long ago. The memory of the dog is still fresh in the mind of writer when he wrote this story. Rex was a bull terrier. He has a strong built. Indeed he was a beauty. The writer and his two brothers loved it dearly. He was a faithful dog and carried out all the orders of his maters. There was nothing impossible in his world. The writer describes certain qualities of his pet. Though he was strong and pugnacious yet he never started the fight. He had a gentle nature. He never bit anybo...

Swot Analysis for Amazon.Com

S W O T of Amazom. Com Strength 1. Selling of hundred product ranges 2. Amazom. com offering service to Web developers 3. Business contracts with other to offer distribution and warehouse storage service 4. 45% of international sale 5. Secure transactions 6. Price discount 7. Continuously shopping improvement 8. Ability of offering unique recommendations to the induviduals 9. Creating a comunityes 10. Partnership 11. New service ( Audio $ Video downloading) 12. Strategy of increasing customer traffic 13. Promotion of repeat purchase and building of awareness 14. Repurchasing of up to $500million of shares of shares if undervalues 15. Amazom has a huge global brand Weaknesses 1. Convince of themselves for the investment in a projects 2. Adding new category in business creates a risks which could damage the brand 3. Selling toys automotives brings confuse to customer of book segment 4. Free shipping undoubtly erode profit 5. Lawsuit that challenge the companies use 6. Sales increase, Income Tax increases Opportunities 1. Very large market segment 2. Emergency prerared store 3. Baby stores 4. Grand automative parts and accesories 5. Providing of several e-commerce service 6. Launching of two new business (Fulfillment $ Webstores) 7. US has more than 50% of internet users 8. Brand-loyal customers 9. Popularity of social networks (Myspace, Facebook) 10. A good economy 11. â€Å"Borders Group† will close half of its Waldenbooks store 12. International offices 13. Expansion of fulfillment capacity 14. Amazon has been a pioneer 15. Amazon has its own proprietary and licence technology from other companies 16. Investment of sevral areas 17. An increase of sales from 2005-2006 ($ 8. 5-10. 6 million) Threat 1. Power of internet for customer 2. Continueing wars ( global ) 3. Hyperinfilation ( Brazil, Mexico ) 4. Fluctuation of foreign currency 5. China has increased internet related regulations 6. VAT imposed by EU on US providers 7. Direct competitors 8. Indirect competitors 9. Decrease of net income 10. Increase of both retail and e-commerce competition 11. Expansion in to new countries/ new product segments creates ar risk

Assessments for Early Childhood Programs Essay

William J. Wilson once said, â€Å"The person who scored well on an SAT will not necessarily be the best doctor or the best lawyer or the best businessman. These tests do not measure character, leadership, creativity, or perseverance†. Why do we test students? What is the purpose of assessments? Do these tests and assessments benefit the students? These are questions educators have been asking for years. It is impossible for one to determine a child’s academic abilities based solely on a test. Yet there still needs to be some form of assessments performed in order to evaluate the academic level each student has reached. But how much assessing is too much? How heavily do educators rely on the results of these assessments? The main issues, when it comes to assessing early childhood students, are the consequences of the assessment results and how they affect the child. According to The National Academies of Sciences, there are two key principles that support the success of assessment. The first is that the purpose of an assessment should be a guide for assessment decisions. â€Å"The purpose for any assessment must be determined and clearly communicated to all stake- holders before the assessment is designed or implemented. Most important, assessment designed for programs should not be used to assess individual children. Because different purposes require different kinds of assessments, the purpose should drive assessment design and implementation decisions† (The National Academies of Sciences, 2008). The second principle is that any assessment performed should be completed in a â€Å"coherent system of health, educational, and family support services that promote optimal development for all children. Assessment should be an integral part of a coherent system of early childhood care and education that includes a range of services and resources† (The National Academies of Sciences, 2008). These two principles explain the main purpose of why assessing is important and how assessments should be conducted. After having an understanding of the purpose of assessments, why is it so important to begin evaluations at such a young age? What is the purpose of evaluating infants and toddlers? Author Sue Wortham explains evaluating toddlers and infants determine whether the child is developing normally or if they show any signs of delay and need assistance. All in all, the main purpose of assessment is to benefit the child (Wortham, p. 32). The NAEYC believes that during a child’s early years, evaluating and assessing their development should be the primary focus. They want to study how young children grown and learn. All the â€Å"results of assessment are used to inform the planning and implementation of experiences, to communicate with the child’s family, and to evaluate and improve teachers’ and program’s effectiveness† (Wortham, p.34). Teachers also use assessment results to in order to plan their curriculum accordingly. So exactly do assessments search for? Assessments look not only for what the child is already capable of doing independently but also what they can do with the help of a teacher or another student (Wortham, p. 35). So how are they assessed exactly? There are many different assessments given to children across the U. S. everyday. These may be administered orally or as written works, such as questionnaires, surveys, or tests. These may include: standardized tests, observations, checklists, rating scales, rubrics, interviews, or portfolios. Each of these serve a different purpose in order to give different pieces of information needed to evaluate the child in question. Standardized tests, though many disagree with them, are meant to measure individual characteristics. Observations, on the other hand, are one of the most effective ways to measure students’ characteristics. When children are young, it can be hard at times to determine if there are any developmental delays (Wortham, p. 39). Developmental checklists, or scopes, are mainly used at all levels of education. These checklists are lists of the learning objectives that have been established by the teacher in order to keep track of their learning and development. Items on a checklist are rated with a negative or positive response from the teacher. Rating scales, unlike checklists, provide measurement on a continuum and are used when a collection of criteria is needed to attain specific information. Another form of assessment teachers commonly use is Rubrics. Rubrics were created to â€Å"evaluate authentic and performance assessments† (Wortham, p. 41). Rubrics, like rating scales, have a range of criteria that must be met. However, unlike rating scales, rubrics can be used to not only determine the quality of performance required, but are also used to assign grades. Rubrics make it easy for students to understand what is expected and is makes it easier for teachers to grade assignments. The final types of assessments that are most frequently used are performance and portfolio assessments. These evaluations might be administered through interviews given directly by the teacher in order to understand the child’s thinking and understanding (Wortham, p. 41). Teachers may present these evaluations through directed assignments, activities, or games. The performance results are typically kept in a student or teacher portfolio. These portfolios contain samples of student’s work and are used as a sort of progress report card. Keeping detailed reports of student’s work in the portfolios help teachers keep track of their student’s progress and help determine which areas of learning are lacking attention (Wortham, p. 41). Overall, according to Wortham, these tests, whether administered to an individual child or a group of students, are meant to determine a student’s â€Å"abilities, achievements, aptitudes, interests, attitudes, values, and personality characteristics† (Wortham, p.39). Now having an understanding of the different types of assessments used to evaluate students and the purpose, let us turn to the negative and positive effects of these evaluations. It is crucial for educators to administer tests and evaluations carefully, because it they are poorly articulated, it can lead to decisions that are unfair or unclear, and they may do harm to programs, teachers, and, most importantly, children (Snow, C. E. & Van Hemel, S. B. , p. 341-342). Evaluations and assessments are not meant to punish a child, and therefore, should never be overseen lightly. It is important that the information gathered outweighs any negative effects. Editors of Early Childhood Assessment: Why, What, and How, Catherine E. Snow and Susan B. Van Hemel, explain that â€Å"although the same measure may be used for more than one purpose, prior consideration of all potential purposes is essential, as is careful analysis of the actual content of the assessment instrument. Direct examination of the assessment items is important because the title of a measure does not always reflect the content† (Snow, C. E. & Van Hemel, S. B. , p. 346). So what are some negative effects? Negative consequences of assessment findings may include program de-funding, closing a center, firing a teacher, mislabeling a child, or a reduction in program resources (The National Academies of Sciences, 2008). These effects, such as mislabeling a student, can follow students for the rest of their education career. Once a child is entered into a program, it can be difficult at time for teachers to look past that label. Children all develop at different his or her own pace. No one child will develop and learn the same way as another child. They all grow up and develop at different stages. Yet educational theorists have been able to observed and gather enough information to conclude that children, if divided in age groups, do tend to follow a certain development pattern. The problem is, it is hard to determine which children are the outliers in these results without carefully administering proper assessments. Assessments are not used to necessarily judge student or punish them. Their main purpose is to help students, teachers, and parents. So what are some positive effects of assessment and evaluations? Students that benefit from assessments and evaluations are those that are properly observed and tested. Teachers also benefit from the use of assessments because it helps them create an appropriate curriculum for their students. Evaluating children at a young age can have a positive effect if a delay or disability is in fact found, and because it was caught early, the student has a better chance of exceeding their potential in school. Catching developmental delays or disabilities at a young age is the same as finding cancer at an early stage in the sense that the earlier the cancer is found; the chances of survival are greater. Assessment results are used to plan for instruction, evaluate instructional programs, and report student progress. These are all positive results of assessments. Without the results of assessments and test, how can educators determine what to teach their students? Evaluations, if planned and administered properly, can be more beneficial than harmful. Unfortunately, not all teachers evaluate children fairly or appropriately. So it is important for parents to stay involved in their children’s education in the event that the results of an evaluation do not match the potential of their child. Parents should know the norms and abnormalities of their child’s behavior. Therefore, it is always beneficial to the child for parents and teachers to communicate. This way if a child is acting up in class, and the teacher notifies the parent, the parent may confirm any fears right away by simply saying, â€Å"that isn’t like him† or â€Å"he’s just nervous†. Avoiding drastic measures and not jumping to conclusions is the proper way to evaluate a child fairly. What are the predicted long-term benefits to Early Childhood Assessments? Are assessments and student evaluations accurate? Should teachers be required to assess and evaluate students as much as they already do? These are just a few of the questions that plagued educators for years. Too much assessing has placed so much pressure on students and teachers, inevitably taking away a child’s desire to learn for the sake of learning. The purpose of assessments and evaluations is a great concept, but placing too much pressure and emphasis on the test results is tainting the original purpose of learning. References Bers, T. H. & Mittler, M. L. (1994). New Directions for Community Colleges. Assessment & Testing Myths and Realities: A Critical Review of Student Assessment Options, 69-83. Brink, M. (2002). Involving Parents in Early Childhood Assessment: Perspectives from an Early Intervention Instructor. Early Childhood Education Journal, 29(4), 251-7. Retrieved from Education Full Text database Early, D. M. , McKenna, M. , & Slentz, K. L. (2008). A Guide to Assessment in Early Childhood; Infancy to Age Eight. Washington State: Washington State Office of Superintendent of Public Instruction. The National Academies of Sciences (2008). Early Childhood Assessment: Why, What, And How. Retrieved October 19, 2011 from http://www. bocyf. org/head_start_brief. pdf. Early Learning Standards Task Force and Kindergarten Assessment Work Group. (2005). Early Childhood Assessment For Children From Birth To Age 8 (Grade 3). Harrisburg, PA: Pennsylvania’s Departments of Education and Public Welfare. Snow, C. E. & Van Hemel, S. B. (2008). Early Childhood Assessment: Why, What, And How. Washington, D. C. : The National Research Council Of The National Academies Wortham, S. (2012). Assessment in Early Childhood Education, (6th ed). Upper Saddle River, NJ: Pearson.

How to Write a Term Paper in Less than 12 Hours

How to Write a Term Paper in Less than 12 Hours How to Write a Perfect Term Paper in One Evening? Many students find it extremely hard to cope with the academic load, keep track of every assignment they have to submit, as well as all the things that contribute to your college experience (hence extracurriculars and parties). So quite often they fail to submit some papers on time or find themselves with papers due the next day. So let us help you plan your time and write a perfect paper in just one night along with some term paper format advice! You may need to set the times for each section in order to follow the suggested schedule. Steps in Writing a Perfect Term PaperBreath in and breath outThere is one simple problem with college term papers: you stress too much about them. No, you are at the place where you need to take the motto better done than perfect and live up to it. So, sit down, take a couple of deep breaths, and calm down. Then have a look at your topic. Take your time and let it sink making sure you understand the expectations for the assignment, review the term paper guidelines, and begin your work. This part should take you approximately 15 minutes.Draft your thesis statement You cant really work on your term paper structure unless you come up with a thesis you like. The wording might not be perfect, but you need to capture the idea and let it sit for some time. As this is the most important part of your paper, take your time and come up with something worthy.Start strongVery often, students wonder how to start a term paper so it is not boring yet complies with academic standards. You need to com e up with a strong introduction that begins with a catchy hook sentence and makes the reader stay till the end. You need to bring the topic of your research paper making sure it is both clear and logical. This is not supposed to take you longer than 15 minutes.Brainstorm the defenseFor the next half an hour, think over all sort of reasons, facts, and ideas that support your thesis and create a list of convincing facts that support the idea behind your thesis statement. Write down the key arguments and make sure to cross out everything that seems far from realistic or academic.Start the researchUsually, students are given a number of references to be used in their term paper, so for the next 2 hours you have to find the most appropriate scholarly sources to include into your term paper and march them to the list of ideas you have on your brainstorm section.Write, write, write! Wondering how to write a term paper? Now is high time to start writing and address every single argument fro m your list. Draft a plan, include introduction and summary, and keep writing. Remember the rule better done, than and dont let yourself get stuck on the sentence structures, perfect wording, or other less meaningful parts of the process. You will be able to work on this later on. Give yourself at least 4 to 5 hour for the writing itself.Criticize yourself We are not asking you to think less of yourself, rather find the weakest arguments and logical fallacies in the structure of your term paper. This time is for you to find any inconsistencies and parts of the paper your professor might not be a fan of. You have approximately 1 hour to do this.Summarize the workOnce everything feels good, you may write a summary to bring a logical conclusion. Check if your facts match the thesis statement and reword it in your summary. You need to leave the reader with something to think on. You will have approximately 30 minutes for that before moving to the format of a term paper, so keep on!Forma t and style The term paper format is similar to many other academic writings, so you probably wont have any troubles with it. Read the paper carefully, as it is also your editing time. Use action verbs, active voice and eliminate anything that seems weak. This is the final hour of your work, and it will probably find you in the morning. Pour yourself some coffee, check your paper once more and submit it. We know that this guide to writing term papers is not perfect, but at least it will help you divide your time and survive that night. Sometimes its all you need. Or there is another simple way to have your term paper prepared in just one night. Refer to professional assistance of and have your paper written in no time! Completely safe and confidential writing service that offers high quality at a low price.

How to Split Strings in Ruby

How to Split Strings in Ruby Unless user input is a single word or number, that input will need to be split  or turned into a list of strings or numbers. For instance, if a program asks for your full name, including middle initial, it will first need to split that input into three separate strings before it can work with your individual first, middle and last name. This is achieved using the String#split method. How String#split Works In its most basic form, String#split takes a single argument: the field delimiter as a string. This delimiter will be removed from the output and an array of strings split on the delimiter will be returned. So, in the following example, assuming the user input their name correctly, you should receive a three-element Array from the split. #!/usr/bin/env rubyprint What is your full name? full_name gets.chompname full_name.split( )puts Your first name is #{name.first}puts Your last name is #{name.last} If we run this program and enter a name, well get some expected results. Also, note that name.first and name.last are coincidences. The name variable will be an Array, and those two method calls will be equivalent to name[0] and name[-1] respectively. $ ruby split.rbWhat is your full name? Michael C. MorinYour first name is MichaelYour last name is Morin However,  String#split is a bit smarter than youd think. If the argument to String#split is a string, it does indeed use that as the delimiter, but if the argument is a string with a single space (as we used), then it infers that you want to split on any amount of whitespace  and that you also want to remove any leading whitespace. So, if we were to give it some slightly malformed input such as Michael C. Morin (with extra spaces), then String#split would still do what is expected. However, thats the only special case when you pass a String as the first argument. Regular Expression Delimiters You can also pass a regular expression as the first argument. Here, String#split becomes a bit more flexible. We can also make our little name splitting code a bit smarter. We dont want the period at the end of the middle initial. We know its a middle initial, and the database wont want a period there, so we can remove it while we split. When String#split matches a regular expression, it does the same exact thing as if it had just matched a string delimiter: it takes it out of the output and splits it at that point. So, we can evolve our example a little bit: $ cat split.rb#!/usr/bin/env rubyprint What is your full name? full_name gets.chompname full_name.split(/\.?\s/)puts Your first name is #{name.first}puts Your middle initial is #{name[1]}puts Your last name is #{name.last} Default Record Separator Ruby is not really big on special variables that you might find in languages like Perl, but String#split does use one you need to be aware of. This is the default record separator variable, also known as $;. Its a global, something you dont often see in Ruby, so if you change it, it might affect other parts of the code- just be sure to change it back when finished. However, all this variable does is act as the default value for the first argument to String#split. By default, this variable seems to be set to nil. However, if String#splits first argument is nil, it will replace it with a single space string. Zero-Length Delimiters If the delimiter passed to String#split is a zero-length string or regular expression, then String#split will act a bit differently. It will remove nothing at all from the original string and split on every character. This essentially turns the string into an array of equal length containing only one-character strings, one for each character in the string. This can be useful for iterating over the string and was used in pre-1.9.x and pre-1.8.7 (which backported a number of features from 1.9.x) to iterate over characters in a string without worrying about breaking up multi-byte Unicode characters. However, if what you really want to do is iterate over a string, and youre using 1.8.7 or 1.9.x, you should probably use String#each_char instead. #!/usr/bin/env rubystr She turned me into a newt!str.split().each do|c| puts cend Limiting The Length of the Returned Array So back to our name parsing example, what if someone has a space in their last name? For instance, Dutch surnames can often begin with van (meaning of or from). We only really want a 3-element array, so we can use the second argument to String#split that we have so far ignored. The second argument is expected to be a Fixnum. If this argument is positive, at most, that many elements will be filled in the array. So in our case, we would want to pass 3 for this argument. #!/usr/bin/env rubyprint What is your full name? full_name gets.chompname full_name.split(/\.?\s/, 3)puts Your first name is #{name.first}puts Your middle initial is #{name[1]}puts Your last name is #{name.last} If we run this again and give it a Dutch name, it will act as expected. $ ruby split.rbWhat is your full name? Vincent Willem van GoghYour first name is VincentYour middle initial is WillemYour last name is van Gogh However, if this argument is negative (any negative number), then there will be no limit on the number of elements in the output array and any trailing delimiters will appear as zero-length strings at the end of the array. This is demonstrated in this IRB snippet: :001 this,is,a,test,,,,.split(,, -1) [this, is, a, test, , , , ]

Mental Illness Case Study Example | Topics and Well Written Essays - 2500 words

Mental Illness - Case Study Example AD differs from other autism spectrum disorders because there is absence of speech or language delays and symptoms are less severe in asperger syndrome unlike other autism spectrum disorders, which have language delays and severe symptoms. AD is one of the mental illnesses commonly experienced among varied children during their childhood development process; thus, many children develop cognitive difficulties, language skill problems and lack effective nonverbal communication skills. The exact cause of AD is unknown but many researchers have attempted to base their arguments on the genetic basis as the major cause of asperger syndrome. Although there is no clear treatment for AD, cognitive behavioral therapy, social skills therapy, speech therapy, physical therapy and other intervention measures are among the effective therapies for improving symptoms and function of the patient. Mental Health History The client is a six years old child who grew up well and did not have any linguistic or speech problems but started experiencing some minor problems earlier at the age of five years. The child started having trouble in some basic elements of social skills including failure to make friendships with other children, lack of emotional reciprocity and impaired nonverbal behaviors. When the child was admitted in school, the teacher realized that the child displayed some repetitive behaviors, which were sometimes abnormal. Parents of the child also had already noticed earlier some displayed behaviors, activities and interests of the child which were repetitive but they could not take them seriously. Some of the behaviors of the child became apparent after the age of 5-6 years and this was the period their parents started seeking medical attention. For example, the child could memorize camera model figures but could care little about photography. Although these behaviors kept changing from time to time, they typically became narrowly focused and even dominated social inter action in the extent that the family members of the child became worried and stressed. According to Matson, Matson and Rivet (2007), repetitive motor behaviors are among the major symptoms for asperger syndrome but these behaviors tend to change from time to time. In addition, the client developed problems in understanding figurative language and ended up using language literary something that forced the teacher of the child to employ effective teaching intervention strategies and prepare Individualized Education programs in order to meet the demanding learning needs of the client. Although the child had excellent auditory and visual perception, some differences in perception with motor, emotion and sensory perception became apparent. The client was diagnosed and the diagnostic criteria required the treatment of the impairment social interaction, repetitive behaviors and many other problems. Rodriguez (2012) argues that employing effective diagnostic criteria and carrying out compre hensive assessment process in a multidisciplinary team approach is vital. Earlier intervention was carried out because AD does not have clear treatment but some therapies offered to the client included, Cognitive Behavioral Therapy (CBT), social skill therapy, physical, speech therapy and other intervention programs were carried out. Assessment Process The first step of diagnosis is the assessment process, which includes observation and evaluating developmental history of the child. The medical professions or qualified social workers with experience should carry out assessment process in order to determine the causes and symptoms; thus offer effective