Thyroid Disease and Diabetes Mellitus Free Sample for Students

What are the key similarities and differences between Freud and Jung’s theories of dreams?

Presentation Truly, dreams have frequently been given social essentialness everywhere throughout the world, and different hypotheses proliferate on the starting point and capacity of this fascinating wonder. In any case, it was the spearheading work of Freud in the late nineteenth Century which genuinely upset the manner in which dreams are examined in much contemporary talk. In spite of the fact that as a hypothesis it is unfalsifiable and doesn't handily fit experimental examination, it in this manner remains to some degree outside of the ordinary logical way to deal with the investigation of mental wonders, as do the thoughts of Jung. Psychodynamic hypotheses have in any case been compelling especially concerning dreams since their accurate reason and the beginning of their substance isn't certifiably intelligible as far as unthinking points of view on rest and brain. Unmistakably then these speculations claim to individuals, and they have brought about psychotherapeutic strategies for examina tion that have been useful to certain individuals (Freud, 1940). In light of this, this paper will try to build up the individual commitments of Freud and Jung, where they agree and where their hypotheses collide. So as to do this every hypothesis should initially be sketched out. Freud credited a critical focal situation of dreams in his general model of the mind (Jones, 1913). He considered dreams to be characteristic of pathologies and feelings influencing cognizant life, either legitimately or through the activity of his proposed idea of the oblivious. Freud accepted that in certainty most of the psychological procedures administering an individual’s musings, emotions and accordingly conduct, happen in the oblivious brain, and that a characteristic edit keeps these procedures and fundamental drives from cognizant mindfulness (Freud, 1922). This oblivious cognizant qualification is vital, Freud contends, on the grounds that the emotions evoked by cognizant information on o bvious inspirational drives and interior battles would be inadmissible, and thusly these must be covered up in the oblivious. These inadmissible ideas just become accessible to awareness in changed appearance; turning out to be something similar to yet increasingly satisfactory to the person. One of the essential ways Freud guessed that the oblivious conveyed its substance to the cognizant psyche was through dreams. The real experienced substance of dreams Freud names the show content, though the genuine importance of the fantasy as it is put away in the oblivious was named the inactive substance (Freud, 1900). Through the strategy for therapy, using such strategies as free affiliation and projective techniques utilizing outer improvements, for example, the Rorschach inkblot test, Freud accepted the idle substance of dreams could be revealed, and that the disclosure of this data In the light of cognizance could ease numerous masochist side effects (Fenichel, 2006). Most definitely, dreams impart their message through representative methods. Pictures experienced in dreams speak to some part of the dreamer’s mind and their understanding can bring about significant bits of knowledge into the inward existence of a person. For Freud, the significance of certain fantasy images could be pervasive between people; on the off chance that one individual was longing for the Eiffel tower, at that point this could be deciphered similarly as though someone else were likewise longing for the Eiffel tower. The main way the translation would contrast would be with respect to the fantasy setting; that is, the spot the object of the Eiffel tower involved comparable to other dream questions, the themes and subjects engaged with the fantasy just as progressively encompassing emotions encompassing dream objects. Along these lines, two dreams including the Eiffel tower could be deciphered in an unexpected way, yet the emblematic Eiffel tower could be said to have comparable if not equivalent importance between people, as indicated by Freud (1954). A key part of Freud’s hypothesis of the oblivious is that the conscience (the emblematic self) creates safeguard components to shield itself from musings and sentiments that it finds unsatisfactory, normally these are sentiments of deficiency, social examinations or horrendous wants or something to that affect. This armory of barrier systems incorporates suppression, disavowal, sublimation and projection. This rundown isn't extensive however these are the essential instruments by which emotions that are esteemed unsafe to the conscience are ousted to the oblivious (Freud, 2011). In Freud’s hypothesis, these oblivious wants and sentiments at that point show themselves emblematically in dreams through all around unmistakable and interpretable images. Another part of this hypothesis is that fantasy articles may shape classes. At the end of the day, extraordinary yet maybe comparable articles may mean something very similar as far as dormant substance. One exemplary case of a semantic class of this sort is phallic images; basically anything barrel shaped is frequently deciphered to indicate a phallus, or increasingly unique ‘power’ (Orrells, 2013). The fantasy examination would then continue with the idle substance superseded in the spot of the show content, and the genuine importance of the fantasy could be inserted relying upon the fantasy setting. Freud was basically progressing in the direction of a broad information on the significance behind each fantasy image (Freud, 1900) and in spite of the fact that there was some affirmation that these images could be spoken to distinctively between different individuals, quite a bit of his hypothesis needs generalizability. This point turns out to be particularly important when it is recollected that his hypothesis was created utilizing just subjective information acquired from masochists (Freud, 1922). As a contemporary of Freud’s, Jung built up his speculations to a great extent without his info. At the point when the two met they found that a large portion of their thoughts with respect to the oblivious and its appearance in dreams were good if not indistinguishable. In any case, there were some key zones of disparity; primarily there are new ideas presented by Jung, and contradictions over the specific idea of the oblivious. In spite of explicit contrasts, there is no preventing the striking closeness from claiming the hypotheses with respect to the beginning of dreams, the structure of the individual mind and to an enormous degree the understanding of dream content. Freud and Jung concurred that fantasies harbor emotions, musings and wants which are inadmissible or excruciating to cognizant mindfulness. Jung made this idea a stride further and begat the term ‘complex’. An unpredictable focuses on a specific topic which swarms a person’s life over and over from multip le points of view. It must be a common subject which significantly impacts the brain research of the person. Not at all like the more broad terms utilized by Freud, the possibility of a complex gives an increasingly organized method of understanding an individual’s oblivious articulations through the strategies utilized in therapy, and the term was embraced by Freud into his brain research (Schultz and Schultz, 2009). Jung likewise presented the idea of the aggregate oblivious, as he felt that Freud’s detailing of the oblivious was able when applied to the individual, yet deficient as it couldn't represent the consistency of certain fantasy topics and even explicit images between people (Jung, 1981). Jung accepted that the consistency of dreams between people was best clarified by acquainting another level with the oblivious; a mutual level where all around applicable prototype images channel in masked structure into the cognizant attention to people through dreams. Th ese models are central parts of life which apply to all individuals, and as such are imbued here and there in all societies, however are communicated diversely between societies in their separate fantasies, legends and divinities. For Jung, model pictures incorporate that of the mother, to give a thought of the kind of themes as far as anyone knows innate in the aggregate oblivious. Despite the fact that Freud would later recognize the possibility of an aggregate oblivious (Jung, 1936), he despite everything didn't ascribe specific significance to it like Jung did, considering it to be a greater amount of a ‘appendix’ to the individual oblivious. The aggregate oblivious was of vital significance in Jung’s hypothesis of dreams; he guessed that many dream pictures and topics could be deciphered as speaking to models present in the aggregate oblivious (Jung, 1981). It is fundamental here to dig somewhat advance into Jung’s hypothesis of the general human mind to completely value his point of view on dreams. Jung accepted a definitive objective of life was ‘individuation’ (Jung, 1923), which alludes to the unification of character, and an affirmation of every single oblivious drive. This coordination of the oblivious with awareness can just happen with the two despite everything working in relative self-governance yet with the cognizant psyche accomplishing a level of acknowledgment of the oblivious; both the group and individual oblivious that is. Until individuation can be accomplished, the individual must keep on endeavoring to separate themselves from the aggregate awareness through the foundation of an individual persona. The persona is molded through the procedures of socialization and individual experience and in this way the persona an individual choses to extend may not really reflect how they are feeling or thinking. Jung contended this persona is likewise molded by the aggregate obviousness, and this battle for in dividuation against the originals, and the strain felt by wearing the persona like a ‘mask’ is communicated in dreams (Jung, 1923). Integrating contrary energies includes intensely in Jung’s speculations, and he accepted that fantasies could be articulations of this inner battle, which is a point of view shared by Freud. Notwithstanding, unmistakably there is difference on the starting points of the inside battles; for Freud they emerge just from the weight of individual wants which are esteemed as inadmissible b

Research Essay Topics That Have Great Appeal

Research Essay Topics That Have Great AppealThere are plenty of research essay topics for anyone to write about. The trick is not to pick a topic that is way over your head and not try to find one that fits. Once you decide on the topic of the paper, do your research and you will have a good chance of succeeding in your goal.When writing an essay, writing a research paper requires you to do a lot of research and ask lots of questions to get a lot of information. There are many ways you can find information such as asking around at work or even your parents or neighbors. Of course, if the topic of the paper is a bit more serious than your normal day-to-day activities, you may want to take a peek at your college library.The Internet is the next best resource to use to find topics for your paper because it provides access to millions of articles and other resources. The easiest way to find a topic is to just start a search. The easiest way to find a good essay topic is to start research ing on your own.The Internet is full of articles and research on many topics that can help you get started on your research. Your research should be done before you start writing your essay. The easier it is to begin research, the less time you will spend on editing your essay and the better your chances of finishing it quickly.Keep in mind that there is no such thing as a perfect essay. You can spend a great deal of time researching each topic in your essay and still make it appear like a draft. In fact, research is one of the biggest mistakes students make when they are writing their first essay. They become too dependent on researching to write a good essay, and they cannot write a good essay without being able to look at the paper and compare it to what they have researched.Research does not have to be boring, though. If you find a topic that interests you, you can spend some time writing about it in your essay. Start by researching it before you start writing so you know how mu ch research is required for the paper and you can start putting it into your essay accordingly.Research does not have to be difficult. It can be a fun experience if you approach it properly. And you don't have to spend tons of money either to have access to research.Research is important to everyone, whether you're a student or a teacher. The more you know about a topic, the better prepared you will be to teach it. So consider the topic of your essay wisely and take the time to research the topic before you start writing.

What Does It Mean To Be Created In The Image Of God This

What does it mean to be created in the image of God? This question has haunted humanity for thousands of years. If we were created in His image then how exactly did we fall. The first section of the text speaks to this very question by conducting an analysis of the creation account in the book of Genesis. The text begins by noting that the creation of man was intentional and specific. Man was not an afterthought or accident. In face scripture states that man was â€Å"very good.† Scripture also notes that the creation of man was not an evolutionary event, given that this theory would deny the formation of man from the dust and the breath of life that was given by God specifically for man. The text gives five explanations of the term,†¦show more content†¦Traducianism explains that the soul generates within the body as a natural process. Chapter 32 discusses the material and immaterial facets of man’s being. This is referred to by Ryrie as the bipartite unity o f man, which refers to his material or bodily existence as well as his immaterial or spiritual existence. However, the trichotomy approach suggests that the body is not only material and immaterial but the immaterial is further split into the soul and the spirit. The theory of trichotomy often sights Hebrews 4:12, Thessalonians 5:23, and Corinthians 15:44 to support the existence of the both the soul and the spirit. The next section discusses the many facets of the human existence by discussing the soul, spirit, heart, conscience, mind flesh, and will. Chapter 33 discusses the fall of man, which is viewed in three ways. It is either viewed as complete myth, complete historical fact, or a non-historical story with a truthful takeaway. Yet, the account of the fall of man is historically accepted by the apostle Paul, among many others, throughout scripture. However, the nature of the fall as it pertains to Adam is the focus of the chapter. Adam did fall but it is important to note his condition before the fall. Adam was endowed with great power and blessing from God. He was given a moral nature of holiness allowing him to communicate and walk with God. Lastly, Adam was given theShow MoreRelatedCreated in Gods Image Essay946 Words   |  4 Pagesuse in 1:26-27 that God has created man in his image. The text verbatim states â€Å"Then God said, â€Å"Let us make man in our image, after our likeness†¦So God created man in his own image, in the image of God he created him; male and female he created them.† From this distinct text we can clearly conclude that when ad created man and woman, they were destined to be in God’s image and carry his image throughout his creation. 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In Genesis 1:26-27, God talked about how he created humankind within his image so that they would be like God. In Genesis 2:18, the Bible speaks aboutRead MoreGod s Image Of God1589 Words   |  7 PagesThe discussion of being create in God’s image is an important construction that must be understood by Christians and must be articulated by Christians to the unbeliever. Pastor Greg Bahnsen articulates the essential construction of the image of God. Man, in his unregenerate province is hostile to God and is not able to accept theistic construction of God as revealed in the Word (1 Cor. 2 :14). Whether he is a good standing citizen, a notorious sinner, Negro spiritual cunctator , phallus of a church

Compare and Contrast Structuralism and Functionalism

COMPARE AND CONTRAST STRUCTURALISM AND FUNCTIONALISM In my opinion both of the theories structuralism and functionalism involved the study of the human mind and how it works and they were both concerned with the mind at the conscious level. Personally, my feel of the two is that functionalism is more important than structuralism. I believe that functionalism is far better school than structuralism as it is more flexible and scientific in nature which I can relate myself with. I happen to think that functionalism is an object that is designed to determine solely by its function. These are a few of the similarities between structuralism and functionalism. Throughout this paper I will further explore some of the differences between these†¦show more content†¦In this laboratory, Wundt and his followers undertook the study of psychology, which to them consisted of the study of experience. (Read more about it at) http://www.wiley.com/college/psyc/huffman249327/ch_01.pdf This theory focused on three components which are as followed; the first one is individual elements of consciousness, second is how they organized into more complex experiences, and third is how these mental phenomena correlated with physical events. In theory, structuralism and functionalism had similarities. The most evident connection is that they both concentrated in the mental functions since in my opinion functionalisms were shaped as a response to the wounds of structuralism. Additionally, both used introspection as a technique to investigate their ideas. Having to say this it is my personal believe that there were some differences between these two schools of psychology. Functionalism was developed as a response against structuralism and I think that at the time it was considered that psychological functions could be best understood in relation to their function rather than their structure. 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The Atomic Bomb And The Manhatten Project Essay Example For Students

The Atomic Bomb And The Manhatten Project Essay The Atomic Bomb and the Manhattan Project It was December 7, 1942 a beautiful mourning in Pearl Harbor. When out of the blue, hundreds of Japanese planes bomb and either sunk or severely damaged eight battle ships and at least thirteen other naval ships that were docked on the shore. This spark is what involved the United States the forest fire known as World War II. My paper is not on the war itself, but is on the atomic bomb, and what was known as the Manhattan project. In my report I will talk about the many reasons, the atomic bomb had to be created and used. The atomic warfare capabilities of the United States were brought about in a letter from Mr. Albert Einstein to Franklin D. Roosevelt, our current president at the time. It may be possible to set up a nuclear chain reaction in a large mass of uranium, by which vast amounts of power and large quantities of new radium-like elements would be generated. It is conceivable, though much less certain, that extremely powerful bombs of a new type may thus be constructed. His letter was the inspiration for the atomic bomb. Although it took a while for Roosevelt to realize what we had stumbled upon, his close friend Alexander Sachs helped him realize the possibilities. Two years later in November Roosevelt appointed a committee to advise him on nuclear fission and the capabilities of the concept in war. At the head of this committee was Secretary of War Henry L. Stimson. About a month later, an event happened that would change the history books forever. The Japanese bombed Pearl Harbor, Hawaii at about 7:50 in the mourning. This brought America into the war and the Manhattan Project was on its way. The Manhattan Project included the designing and construction of the atomic bomb, and the execution of dropping the bomb on Hiroshima and Nagasaki. There were three major research and production sites for the project. The first was Los Alamos, near Alamogordo, New Mexico. This is where the actual weapon would be designed. The head of this site was Julius Robert Oppenheimer; this caused a small uproar because of past involvement in pro communists activities. The second site for the Manhattan Project was in Oak Ridge, Tennessee. At this site, scientist and laborers were separating U-235 from U-238. Here the Hiroshima bomb was built in huge buildings and the locals could only imagine what was going on behind the walls of that building. The third site was at Hanford, Washington. At this site, plutonium was produced; this is where the Nagasaki bomb was built. The difference between the two bombs was the method of detonation. The methods of fusion in both of them were the same. The positive result of using plutonium was it was much more abundant than U-235. The discovery of plutonium was made at Berkley College in California. This discovery was very important because it decreased the time it was going to take the to make the bomb by an unimaginable amount of time. Not hundreds of years, but in time to use against the Japanese before we lost the war. In about a year a workable atomic pile had been created at the University of Chicago. This project was supervised by Enrico Fermi, but he had quite an intelligent group of scientist working with him. The military part of this project was called the Operation Silver Plate. The leader of this mission was Lieutenant Colonel Paul W. Tibbets, Jr. The place picked for this operation was Wendover Field, Utah, and it was one of the most miserable places on earth. About late September 1944, the best of the best men in our military started arriving at Wendover Field. .u34a190c360aa74175ec9fd93a27c57e6 , .u34a190c360aa74175ec9fd93a27c57e6 .postImageUrl , .u34a190c360aa74175ec9fd93a27c57e6 .centered-text-area { min-height: 80px; position: relative; } .u34a190c360aa74175ec9fd93a27c57e6 , .u34a190c360aa74175ec9fd93a27c57e6:hover , .u34a190c360aa74175ec9fd93a27c57e6:visited , .u34a190c360aa74175ec9fd93a27c57e6:active { border:0!important; } .u34a190c360aa74175ec9fd93a27c57e6 .clearfix:after { content: ""; display: table; clear: both; } .u34a190c360aa74175ec9fd93a27c57e6 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u34a190c360aa74175ec9fd93a27c57e6:active , .u34a190c360aa74175ec9fd93a27c57e6:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u34a190c360aa74175ec9fd93a27c57e6 .centered-text-area { width: 100%; position: relative ; } .u34a190c360aa74175ec9fd93a27c57e6 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u34a190c360aa74175ec9fd93a27c57e6 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u34a190c360aa74175ec9fd93a27c57e6 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u34a190c360aa74175ec9fd93a27c57e6:hover .ctaButton { background-color: #34495E!important; } .u34a190c360aa74175ec9fd93a27c57e6 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u34a190c360aa74175ec9fd93a27c57e6 .u34a190c360aa74175ec9fd93a27c57e6-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u34a190c360aa74175ec9fd93a27c57e6:after { content: ""; display: block; clear: both; } READ: Child Abuse Essay These men were the ingredients of the 509th squadron and together they were one of the best units ever to have been put into war. The standards for this group would almost be impossible if they were not who they were. They had to drop the bomb from about 30,000 feet and could only have 200-foot margin of error. They could only have a navigational margin of error of .

Michael Coppola Book Report Animal Farm - George O Essays

Michael Coppola Book Report Animal Farm - George Orwell Pigs; will take over the work someday. Animal Farm by George Orwell, revolves around the idea of communism. The book would be considered to fit within the ranges of roman a clef, satire, and fiction for genres. Whereas roman a clef or roman a cle means in French, a novel with a key or a novel about real life, overlaid with a facade of fiction. Satire is a genre of literature, in which vices, follies, abuses, and shortcomings are held up to ridicule, ideally with the intent of shaming individuals, corporations, government or society itself, into improvement. Although never stated, the book is to be presumed to take place in the 1940-50's on the "Old Manor Farm", soon renamed to "Animal Farm". The book takes place over the time period of about 4 years. This farm held the story where the animals worked and were abused. Exciting and rebellious and be used to describe the mood of the book in the beginning, but soon changes to a dreary and musty feel. The beginning gave such a feel, due to the successful rebellion of the animals, which took over the farm and worked to sustain it and prospered in wealth. That quickly changes when food didn't seem so abundant and the pigs, or "leaders and Comrades!" didn't treat the animals correctly. When everything begins to seem unfair, changed and poor, when the supplies run scarce, the book make a turn for the worse with a rather uncomfortable mood. George Orwell develops the characters very well. Napoleon, was the character that most drastically changed. Napoleon was described to be a pig, a stout and strong, that said brave and rebellious things. All the animals believed he was a leader and a fighter, by their side. They followed Napoleon's footsteps, and succeeded in their goals. Towards the end though, he transformed into a cheat, and a manipulative liar. The works the pig said were always questioned, but the animals still complied. The animals began to think of him as a dictator, but how could he ever do that to them? He was never found in public without his private guard dogs or usually inside his house. Boxer, or the hardest of working on the farm, was a large horse with the ability to carry more weight than the rest of the farm combined. Throughout the book, he had internally conflicted with himself, to always try to work harder, but thought that Napoleon was odd in a sense. Although Boxer wanted to help, he wasn't sure if his work was being put to good use by his so-called leader. Boxer wasn't the only one with these thoughts though. The society of the farm was against Napoleon, unsure if they we're getting treated correctly or not. Usually, Napoleon dismissed their questions but, they never ceased to come. The theme of the story revolves around communism. The pigs had set up a society, where they were far wealthier than others. The pigs had always chanted about equality for all animals, but that soon seemed unlikely. They had obtained a house, with better conditions, food and beds, while all others slaved for them. They had created an amendment that stated "All animals are created equal, but some animals are more equal than others". This showed how the pigs were treating the animals unfairly and were NOT equal at all. "He (Napoleon) would end his remarks, he said, by emphasising once again the friendly feelings that subsisted, and ought to subsist, between Animal Farm and its neighbours. Between pigs and human beings there was not, and there need not be, any clash of interests whatever. Their struggles and their difficulties were one. Was not the labour problem the same everywhere? Here it became apparent that Mr. Pilkington was about to spring some carefully prepared witticism on the company, but for a moment he was too overcome by amusement to be able to utter it. After much choking, during which his various chins turned purple, he managed to get it out: If you have your lower animals to contend with,' he said, we have our lower classes!' This bon mot set

Benetton’s Innovative Strategy The WritePass Journal

Benetton’s Innovative Strategy ABSTRACT Benetton’s Innovative Strategy ]. (Camuffo,A.,   Romano,P., and Vinelli,A., 2001. Benetton Group: The evolution of a network to face global competition. Christopher, M. and Lee, H., 2001. Supply Chain Confidence: The key to effective supply chains through improved visibility and reliability. [pdf] GTM: Vestera. Dapiran, P., 1992. Benetton Global logistics in action.  International Journal of Physical Distribution Logistics Management (1992).Vol.22,  Iss.  6;  Ã‚  pg.  7,  5  pgs EMCC, 2008. EU textiles and clothing sector: Location decisions. [pdf] Dublin: EMCC. Available at: eurofound.europa.eu/pubdocs/2008/48/en/1/ef0848en.pdf  Ã‚  Ã‚   [Accessed 10 August 2012]. Garcia, J.M., 2010. Benetton and Zara information systems:a comparative analysis. [pdf] Harvard: Organizacià ³n de Empresas. Available at: http://upcommons.upc.edu/pfc/bitstream/2099.1/9456/1/67045.pdf   Ã‚   [Accessed 10 August 2012]. Hsia, S. and Chou, J., 2004. A creativity-based design process for innovative product design. International Journal of Industrial Ergonomics 34 (2004) 421–443. Kritchanchai, D. and Wasusri, T., 2007. Implementing Supply Chain Management in Thailand Textile Industry. International Journal of Information Systems for Logistics and Management 2(2): pp.107-116. Lambrecht, M and Vandaele, N., 1994. Queueing Theory and Operations Management. Tijdschrift voor Economie en Management (1994), Vol. 39, 4, 415-424. Ramdass, K. and Kruger, D., 2011. An Analysis into the impact of globalization on the clothing industry in conjunction with the clothing industry in South Africa. [pdf] PICMET2011. Available at: http://uir.unisa.ac.za/bitstream/handle/10500/5666/ramdass.pdf [Accessed 10 August 2012]. BIBLIOGRAPHY Mattsson, L.G., 2009. Collaborative planning in heterarchic supply networks[pdf]. Zurich:Swiss Federal Institute of Technology. Available at: http://e-collection.library.ethz.ch/eserv/eth:30051/eth-30051-01.pdf   Ã‚  [Accessed 10 August 2012]. Stark, K.F., Frederick, S. andGereffi, G., 2011. The Apparel Global Value Chain: Economic Upgrading and Workforce Development [pdf]. Duke University: CGGC. Available at: www.cggc.duke.edu/pdfs/2011-11-11_CGGC_Apparel-Global-Value-Chain.pdf    [Accessed 10 August 2012].

Let Your Nights Before Exams Be Less Traumatic

Let Your Nights Before Exams Be Less Traumatic 10 Revision Techniques For The Examination Eve The eve of the examination day is here. All the efforts, long hours of studying and revising have brought you to this moment. This night is the time when you need to take a breather to unwind, rejuvenate and recollect your thoughts as this will boost your confidence and poise when writing the exam. To assist you to prepare, here are top 10 reading techniques we have gathered from some performing scholars. 1. Stick to What You Know In sports, there is the perception of ‘nothing new, In a marathon, one of the first instructions is not to wear new shoes. This canon applies to foods, clothes and in this case, academics. The night before the examination is not the time to adopt new ways of doing things, for instance, revision techniques, sleeping routines or energy drinks whether legal or not. Stick to the things you have been doing in the past whose impact and effect you are fully aware of despite the advice to try something different, and that comprises to what extent you will consider using the directions given below. 2. Be Prepared We cannot further state the importance of adequate preparation and as the saying goes, ‘failing to prepare, is preparing to fail. The preparations should never begin on the eve of the examination day rather, days or weeks before this moment. Books and all the writing materials should be at your disposal to avoid wasting time looking for them at the last minute. The time you could have utilized doing final touches on specific areas. 3. Bountiful Relaxation The better part of students’ population has the belief that burning the midnight oil the night before the exam is the logical thing to do. Research, however, disapproves this belief and explains that getting sufficient rest is the best approach to digesting new information by the learner. When you get home from school, take a nap (preferably 20-30 minutes) and afterward start reading from the first page. 6.5 – 8 hours is the idle amount of time you should have your night sleep, and for this to happen, you need to retire to bed early. First thing in the morning, study and go through the material for the examination. Depriving yourself of sleep will make you exasperated and frustrated, and this is not a good condition to be doing an exam. Even so, this is our proposal but remember to check out rule #1. 4. Watch What You Eat A healthy meal will go a long way in making the whole experience pleasurable. A balanced diet of carbs, proteins, and fats is recommended particularly in the morning of the exam as you want to keep off the high intake of carbs that will stuff you up with sugar that will make you sleepy. Equally important, low quantities of caffeine should be consumed to evade the risk of overusing them beyond the level of maximum satisfaction. But as always, remember rule #1. 5. Develop a Mock Test for Yourself Developing a mock exam is one of the best ways to prepare for an examination as it will brace you mentally for what to expect. Read and study all the materials provided; they could be, lecture notes, textbooks, discussion notes and more and identify the prime areas examiners like to test. To effectively do this, assume the role of a tough examiner and set the hardest questions that you come across assuming that the examiner will do the same. Attempt to write the exam with no cheating. The pretend exam will give a clue about where you need to polish up and where you are proficient. 6. Have Revision Partners It is quite probable you are not the only one getting ready to perform well in the coming exam. Before the exam, it is practical for you to look for another person you can study with comfortably. The person could be a serious individual you are confident will help you through the revision process or someone who does better than you in that particular subject. Nevertheless, to obtain the best results and reduce distractions, it is vital to keep the number of people joining the group small. 7. Keep off the Internet The internet can be as disruptive as it can be entertaining when preparing for an exam and lest there is a valid reason for you to be online, you should disengage from all the social media platforms. You could start by genuinely searching up a word you have come across while reading but end up watching funny clips and other videos. How you spend the last 12-24 hours before the exam matters a lot and keeping off the internet will help you focus all your concentration on your books. 8. Minimize Disturbances and Interruptions Some people can handle reading in a loud environment with commotions everywhere. The disturbances in this scenario refer to things that divert your attention from your books or make studying impossible. Unluckily, keeping off social media is not enough to guarantee you quality time for studying. Family, friends or a neighbor wanting to catch up pose disturbances that could potentially eat into your study time and to mitigate this situation, try to be as unreachable as possible. 9. Slot in the Pomodore System of Productivity Developed by Francesco Cirillo, the Pomodore system of productivity was designed to imitate the tomato kitchen timers. The model is not the worst style to use to manage your time. In simple terms, the model suggests that a person deals with one thing at a time for 20-25 min after which they can take a break (visit the restroom, go up and down the stairs or do whatever it is that relaxes them) and then resume what they were doing. Repeat the process 4-5 times and then take a 15-30 minutes break and start the process from the top. The Pomodoro method is effective because, for the 20-25 minutes, the individual concentrates on accomplishing a precise mission. 10. Get Set to Go As the exam day approaches, the more nervous and worried you will get anticipating how the day will be like and probably play the day out in your head, perfectly normal. These activities put a lot of pressure on you especially in the morning trying to do everything at once while tensed. However, to ease the confusion on the morning of the exam, it will be wise to prepare everything you will need the day before. Pick out your outfit putting into consideration the weather, prepare breakfast and pack your lunch, arrange your bag pack and even take a shower. The next morning, getting ready will be fast and easy-going. But remember to refer to rule #1.

How the West was won Essay Example | Topics and Well Written Essays - 750 words

How the West was won - Essay Example Bradford asserted the contrary: the American Indians were â€Å"a group subjected to genocide in the process of creation and expansion of the United States† (515). Further, the â€Å"American Indian genocide assumed varied forms: aggressive war, murder, land theft, ethnocide, and forced sterilization† (Bradford 518). Before Columbus, Indians in the United States were about â€Å"five million to ninety-four million, yet by 1880 disease, slaughter, slavery, and aggressive wars had reduced their number to three hundred thousand---and declining† (Bradford 519, citing the work of Sterba). Bradford pointed out that â€Å"in the aftermath of the Civil War, the might of the U.S. Army was directed toward Indian eradication, and one by one the tribes were pursued, cornered and murdered† (Bradford 519). The United States â€Å"acquired most Indian land prior to 1865 by fraudulent treaty negotiations and by legal perversions in its own courts† (Bradford 520). T he United States â€Å"employed murder and threats to acquire one-fourth of the land within its modern contiguous boundaries for distribution to non-Indian settlers† (Bradford 520). ... In homesteading, government provides â€Å"an incentive to rush† into one area (Allen 5). Through homesteading, â€Å"the sudden arrival of tens of thousands of people into a given territory destroyed much of the Indian way of life and forced the Indian tribes to accept reservation life or to join the union† (Allen 5). Based on the work of L. H. Legters, in addition to direct genocide, there has been â€Å"cultural genocide† which â€Å"cover actions that are threatening to the integrity and continuing viability of peoples and social groups† (Yellow Horse Brave Heart & DeBruyn 61-62). Quoting the work of Legters, Yellow Horse Brave Heart and DeBruyn emphasized that the West was won from the Native Americans or American Indians through cultural and real genocide that sought to erase a people’s identity and outright murder of native populations (62). Citing the work of several authors, Yellow Horse Brave Heart and DeBruyn pointed out that â€Å"when lands were found to be valuable to the government and Whites, more often than not, ways were found to take them and resettle Natives elsewhere† (63). Yellow Horse Brave Heart and DeBruyn revealed that â€Å"established in 1824, the Office of Indian Affairs, later the Bureau of Indian Affairs (BIA), was part of the War Department and responsible for regulating tribes† (63). Further, â€Å"the BIA assumed the function of providing education for American Indians under its ‘Civilization Division’† (Yellow Horse Brave Heart and DeBruyn 63). According to Yellow Horse Brave Heart and DeBruyn, federally-operated boarding schools and forced assimilations were considered solutions to the â€Å"Indian problem† (63). Yellow Horse Brave Heart and DeBruyn stressed that â€Å"mission schools established as early as the late 1700s

Asepsis Essay Example | Topics and Well Written Essays - 1250 words

Asepsis - Essay Example Asepsis is targeted at eliminating the possibility of infection while anti-sepsis is the use of chemicals to destroy germs already in the body or wound (Markovitch, 2005). UK’s National Health Service (2009) on Asepsis Surgery The United Kingdom National Health Service (2009, p. 3) defined asepsis as â€Å"the prevention of microbial contamination during invasive procedures or management of breaches in the skin’s integrity.† Literally, asepsis means â€Å"without microorganisms† (UK National Health Service, 2009, p. 3). Further, the NHS pointed out that an aseptic technique â€Å"ensures that only uncontaminated objects/fluids make contract with sterile/susceptible sites, minimizing the risks of exposure to potentially pathogenic organisms† (United Kingdom National Health Services, 2009, p. 9). In contrast, the â€Å"clean technique is a modified aseptic technique where the basic principle of an aseptic technique is used and clean gloves, clean fie ld and non sterile solutions are used† (United Kingdom National Health Services, 2009, p. 3). Based on the United Kingdom National Health Service (2009, p. 4-7), we can derive twelve principles followed in aseptic surgery. The first principle is the principle of non-touch or the principle that even if the hands are washed, the hands must not touch the sterile equipment or the patient. Non-touch can be achieved by using forceps or sterile gloves (United Kingdom Health Service, 2009). The second principle is the preparation of the equipment, environment, and patient for the aseptic procedure. This can involve cleaning and drying the patient body areas that will be affected by surgery. It also means ensuring that equipment and solutions are sterile and undamaged before use. According to the United Kingdom National Health Service (2009), any equipment including gloves that are contaminated must be discarded and replaced before use. The third principle is the use of â€Å"sterile of sterile equipment for the procedure, which has been stored appropriately until use† (United Kingdom National Health Service, 2009, p. 5). The fourth principle is the â€Å"avoidance of direct contact with the susceptible site† (United Kingdom National Health Service, 2009, p. 5). The fifth principle is â€Å"effective hand hygiene† that involves the decontamination of the doctors hands with an alcohol hand rub and most importantly with observation of a twelve-step procedure for hand decontamination adopted in 2008 (United Kingdom National Health Service, 2009, p. 5-6). The sixth principle is correct handling by doctors of sterile gloves: only the wrist end must be touched and the outer surface of the gloves must not be contaminated. The seventh principle is maintaining asepsis all throughout the medical procedure like surgery. The eighth principle is the use of appropriate clothing. The United Kingdom National Health Service prescribes, for example, that clini cal staff must have â€Å"sleeves that are short or rolled back, no wrist jewelry/watches, no false nails and no stoned rings† (United Kingdom National Health Service, 2009, p. 5). The ninth principle is the use of effectively cleaned equipment and appropriate personal protective equipment. The tenth principle is the separation of wastes between domestic and clinical wastes. The eleventh principle is

Visual Information Essay -- Anatomy, The Retina

Visual information is seen because light passes through the cornea and is focused by the lens as an inverted image on the retina (Ellis, 2004). The retina is composed of photoreceptor cells; rods and cones with the greatest density of cones situated within the fovea, thus vision is sharpest for images and information projected to the fovea (Ellis, 2004). Subsequently visual information of lateralized foveal stimuli projects to the cerebral hemisphere within the brain. In the brain, the left visual hemifield projects to the right hemisphere and the right visual hemifield projects to the left hemisphere (Lavidor, Ellis, Shillcock & Bland, 2001). Generally for most individuals (in particular right handed), visual recognition of words and information is more efficient for display within the right visual field. However it is debated whether foveal information lateralized within the left or right visual field is double-projected to both hemispheres or unilaterally projected to the contrala teral hemisphere because the fovea is anatomically split and there is differential contribution of the two hemiretinae. Two theories have been put forward regarding how visual information is projected to the hemispheres. According to the split fovea theory, hemispheric division in processes occurs right up to the point of fixation. When the eyes are fixated within a written word visual information about the letters falling to the left of fixation initially projects to the right cerebral hemisphere, whilst visual information about the letters falling to the right of fixation project to the left cerebral hemisphere. Foveal processing is split so precisely at the vertical midline that all letters at either side of fixation project (unilaterally) to th... ...occurring in foveal vision away from the midline however this is not visible or obvious when recognition of visual information occurs. There is an overlap at the centre of the fovea where information projects simultaneously to both hemispheres, this being consistent with the bilateral theory. On the other hand, split fovea theory is an interesting theory of fixation effects that has been inspired by previous research unconnected with split fovea theory and thus incapable of providing appropriate evidence. More recently, split fovea theory has been based on experiments conducted specifically in its support but in which fixation locations were not monitored and stimuli exceeded foveal vision. It is good to see that research in the area is beginning to improve but it is difficult to be enthusiastic about any theory when there is no compelling evidence to support it.

Nazism Theme in the Antz Movie

In the movie Antz, there were a variety of types of governments shown. The main one demonstrated by General Mandible, was fascism or also known as nazism. General Mandible uses his army to make the other ants in the colony behave. There are many different situations shown in this movie to prove that General Mandible uses Fascism or Nazism in this movie. Whereas, on the other hand, Z wants a direct democracy. He wants everyone to say what they have to say and treats everyone evenly. The first reason showing that General Mandible is using a fascism or nazism is that he does not care about every individual ant; he only cares about his colony. He does not care about what any ant has to say and whatever he says, that is what is going to happen.Whereas Z says that everyone should speak out. Also everyone is the same. In the movie, Z says that everyone should think for themselves and that. There are also many other places where General Mandible demonstrates a Nazism or a fascism type of gov ernment is that he imprisoned people when they did not so anything wrong. An example of this was when Z ran away and General Mandible imprisoned Weaver. Since Weaver did not do anything wrong, General Mandible should not have been allowed is imprison him. Z on the other hand wants the colony to be run as a democracy.As the colony was making a ladder, Z says that we are a colony, implying that everyone is just as important to one another. Also in the end when everyone gets up safely, he says that we did it, not I did it. There were many other types of governments shown in this movie as well but these two showed the major two in the movie. Even though Z did not use the direct democracy, it is what he wanted to be used and it is what would have been used if Z had been the leader.

Effects of Free Primary Education on Learners with Special...

A SUMMARY OF WHAT I INTEND TO DO. The research will investigate the effects of free primary education on learners with diverse needs in the main stream primary schools. (A case of Lilongwe Urban Schools) Identification of a sample of teachers, parents, pupils, schools. Distribution of questionnaires, conduct interviews, and observations. The Data will be conducted from four mainstream primary schools in Lilongwe district. 3.0. RESEARCH METHODOLOGY 3.1. A statement of search method . Many learners with special educational needs experience a number of challenges in the mainstream primary schools in which in some way or the other prevent them from receiving quality education. (Ministry of Education PIF Document on special needs, 2000) At†¦show more content†¦This is expensive and need expertise to use specialized materials. In this case, if the government is failing to provide learning materials for ordinary learners, what more to the provision of teaching and learning materials to learners with special educational needs. The shortage of teachers and recruitment of unqualified and untrained teachers who did not have any knowledge on special needs education was also another recipe for disaster because the needs of learners with special educational needs were not given a priority. (Ministry of Education PIF document 2000). Thus, it is reported by 1997, more than half the teachers were untrained, compared with 13% before the introduction of Free Primary Education. The World Bank Report on effects of free primary education (2004) states that this left learners with special educational needs to struggle to meet the needs of the school and not the schools meeting the needs of learners with special educational needs. As such it is to the interest of the researcher to assess on how this has led to low academic achievement to both learners with special educational needs and ordinary learners. Poor infrastructure is also another area of concern, according to an article by Ligomeka. B. (2000), it is stated that the ambitious plan by the Malawi government to boost its education levels by offering free primary education backfired, largely because of the terrible poorShow MoreRelated Research Paper1375 Words   |  6 PagesResearch Paper Inclusive education means that all students in a school, regardless of their strengths or weaknesses in any area, become part of the school community. They are included in the feeling of belonging among other students, teachers, and support staff. The educational practice known as, full inclusion may have negative effects on the self-esteem of a special needs child. In 1975, Congress passed the Education for All Handicapped Children Act, also known as Public Law94-142. 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