Saving Energy Dollars while Providing an Optimal Learning Environment

How to Use Dashes

How to Use Dashes How to Use Dashes How to Use Dashes By Jacquelyn Landis Writers have three different dashes at their disposal: the hyphen, the en dash, and the em dash. Most of us are familiar with hyphens and their uses. They’re used to form compound modifiers (such as in â€Å"a well-attended event†). We also use them to break a word that falls at the end of a line. This usage is becoming less common, however, because word processing and layout software programs typically have automatic end-of-line hyphenation features. En and em dashes are less understood. The en dash is the width of a capital N (hence, its name). It’s used to indicate a range, as in the following examples: For your homework, please read pages 162–195. The meeting will be on Thursday, 4:00 p.m.–6:00 p.m. The artist’s blue period, 1948–1952, was his most productive. En dashes are also used to connect a prefix with an open compound: post–World War II ex–vice president The reason for using an en dash with such compounds is to send a subtle signal to the reader that the prefix belongs to the entire compound, not just the first word of it. Em dashes are the width of (you guessed it) a capital M. Most often, they’re used in pairs to emphasize an element or elements within a sentence: Cruciferous vegetables- broccoli, cabbage, and cauliflower, for instance- are said to lower the risk of cancer. Em dashes can also show an abrupt change in thought: I thought I had time- more than enough time- to catch the train. Or they can show interrupted dialogue: â€Å"I told you I can’t- † â€Å"You mean you won’t, not can’t,† she said. Many writers use a double hyphen in place of an em dash, and you might have noticed that your word processor sometimes will automatically turn them into an em dash. Most word processors have shortcuts for creating en and em dashes. It would be worth your while to search your help menu to find out what they are. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Punctuation category, check our popular posts, or choose a related post below:Yours faithfully or Yours sincerely?Taser or Tazer? Tazing or Tasering?40 Synonyms for Praise

Careers in Accounting Essay Example | Topics and Well Written Essays - 2000 words

Careers in Accounting - Essay Example Income Tax Act and the Companies Act have laid down certain requirements on business organizations to put forward annual financial statements. These financial statements have to be prepared as per GAAP standards. The recording of accounts of a business using the double entry system of book keeping is done in a general ledger, which is also known as the nominal ledger. This is the principal book of entry and it includes accounts for items like current assets, fixed assets, liabilities, revenue and expense items, gains and losses. Collected group of accounts supporting the items displayed in the main financial statement is shown in the general ledger. The transactions are recorded in the general ledger directly from the sales daybook, purchases daybook, cash book and general journals daybook. This ledger is generally supported by one or more subsidiary ledgers which give the details of the accounts posted. For instance an accounts receivable subsidiary ledger would give the information for every credit customer so that the balance in the customer's accounts can be easily tracked. The subsidiary ledger is then totaled and compared with the controlling account which is the accounts receivable in this case. This ensures accuracy and it is a part of the process of preparing a trial balance. (Professor Cram, 2008). The general ledger helps in deriving the balance sheet and ... Each and every account in the general ledger may consist of one or more than one pages. Posting in general terms is the process of recording the credits and the debits in the general ledger. Also a column will display the running activity total (Professor Cram, 2008). Example of a general ledger entry: The above is the 'T' form of a general ledger. What is a Sales Ledger A salesledger incorporates the personal accounts of clients who have some sort of sales made on credit by the business. They are known as debtors. A sales ledger records information with regard to invoices issued, credit notes issued and payments received. As customers is the life-blood of any business it becomes a necessity for a business to main a sales ledger efficiently and accurately. What is a Purchase ledger A purchase ledger of any business contains the personal accounts of suppliers from whom the business has purchased on credit. Information with regard to invoices received, credit notes received and payments sent are recorded in this book. A purchase ledger invariably records all purchases made by a business. It supervises: The outgoings of a business. The amount owed to others by a business at any one time Theoretical need for these skills: Financial statements offer a synopsis of the financial condition of any business at any given time both in short and long term. All the related financial information of a business which is presented in a prepared manner and in a form easy to comprehend is known as the financial statements. The four basic financial statements are: 1. Balance sheet: shows the financial position or condition and reports on a company's assets, liabilities, and net equity at any given point of time. 2. Income statement: is the Profit and

Topical Analysis of Hamlet and Henry IV part 1 Essay

Topical Analysis of Hamlet and Henry IV part 1 - Essay Example In the times when all these topics were impossible to write on Shakespeare made a great move and wrote on these topics with immense care. This essay would further describe how Shakespeare used all these topics in these times with his skills so that these topics became acceptable not only on the page but also on the stage. Henry IV Part I is a story about a King and his rebellions. It revolves around the greed for the kingdom and the betrayal of king. King Henry leads the story as the king but soon faces problems at the hands of the people because of whom he has reached the throne. King Henry is not content with the actions of his son Prince Harry who is more diverted towards the materialistic world. Prince Harry not only does involve in drinking but he also makes friends with liars and burglars. This creates a gap of misunderstanding between the King and the Prince. However the change in the plot takes place when one of the loyal noblemen of the King betrays him and shows his greed for the attainment of the throne of King Henry. Hotspur is the name of the character that betrays the King and forces a civil war to pertain in his kingdom. Furthermore, he also gathers allies in order to fight the army of the King and defeat him, but it is later known that most of his allies refuse to take part in the war . Seeing the situation of a civil war in the state King Henry calls upon his son to fight in the battle. Prince Harry comes back to the throne only to fight and win the war for his father. Hotspur is defeated by the army of King Henry with the help of his son and both the father and son get back on good terms. In this sequel Shakespeare tells about the greed one has for the throne and the inner conflicts which a kingdom can face. However in those times it was impossible to point out at the royal kingdom and the greed which people have for the throne. But this

Economics DD202B-1 Essay Example | Topics and Well Written Essays - 1000 words

Economics DD202B-1 - Essay Example Every other economic variable gave up simultaneously as is obvious from the next graph that depicts the trends taken by the rate of unemployment and that of inflation. While the rate of unemployment had reached a peak during 1933 when it equalled 25.2%, the rate of inflation as measured by the GDP deflator had been -11.46% in 1932. Hence, the economy at that point of time was suffering from a heavy recession. In fact, such was the vigour of the crisis that the monetarists could not inject liquidity into the nation even through lowering the rate of interest, supposed to discourage deposits and encourage loans. People around the economy had lost their trust in its fundamentals and wanted to hold back whatever they could, so that aggregate demand was low. A low aggregate demand triggered a low aggregate supply and thus, equilibrium output production was low as well. The national government in their attempt to correct the scenario, restricted international trade and adopted a protectioni st policy, which deteriorated the problem further. It was when every school of economics had failed to correct the impact of Great Depression that the Keynesian school of economics came to as the rescuer. John Maynard Keynes ruled out the prevailing classical concepts of economic growth. Instead he stressed upon spending of more money. He instructed the national government to open up to international trade and hence, stimulate aggregate demand and supply. Moreover, he also suggested the administration to invest heftily into the economy even if that amounted to incurring deficits. Moreover, the rate of employment must be at its maximum achievable point so that people start earning and hence are instigated towards more spending (Barro, 2008, p. 405). This strategy introduced by Keynes came to be known in macroeconomics as the Keynesian school of

Special Educational Needs (SEN) Child Rights

Special Educational Needs (SEN) Child Rights Assignment one Discrimination of others can occur for a number of reasons, and to a number of different people. Individuals may be discriminated against obviously and deliberately, known as direct discrimination. People can also be discriminated against indirectly. Indirect discrimination comes about when specific actions or practices meant for all are inadequate for an individual, which can then cause discouraging effects (Equality law, no date). Children and adults with special educational needs (SEN) may be subject to discrimination as a result of their additional needs. Due to this, there are regulations, legislation and laws put in place to safeguard and protect individuals with SEN. Laws and legislation have moved forward and adapted over time to facilitate those concerned. One Act that became a turning point for children with SEN was the 1981 Education Act. Prior to this Mary Warnock published a report regarding mainstream and special schools and the education of children with SEN within them. Some of her recommendations became part of the 1981 Education Act, one of which being that children diagnosed with additional needs should be educated where and when it is appropriate within a mainstream setting, and so integration began. Integration then led to inclusion with several Acts and pieces of legislation following, for example, 1995 Disability Discrimination Act, 1997 Green Paper: Excellence for All Children and 2001 The Code of Practice for Special Educational Needs (Gibson and Blandford, 2005). Another piece of documentation is the United Nations Convention on the Rights of the Child (UNCRC); this gives rights to all children, additional need or not. The convention sets basic standards for children that should all be respected by the relevant government. Within this document there are fifty four articles summarising and clarifying these rights. These articles cover a range of topics, for example, Article 14: this is regarding a child’s right to freedom of thought, conscience and religion, Article 27: this outlines the right for every child to have an adequate standard of living which enables their physical, mental, moral, spiritual and social development, and Article 28: this states the right of the child to education, ensuring equal opportunities and access to education for all children (UNCRC, 1989). One convention regarding all with SEN is The United Nations Convention on the Rights of Persons with Disabilities. This document outlines the importance for people with SEN to be treated as equals and to benefit from their human rights, as a person without SEN would. Article 24 covers the subject of education. This reiterates the right of people with SEN to education, and to be able to achieve this right without discrimination. It also states that governments should ensure an inclusive education system (Convention on the Rights of Persons with Disabilities, 2008). All of the above pieces of legislation and documentation are put in place to ensure a safe and healthy environment for those with SEN, and to ensure equal opportunities for all regarding all aspects of their life, whether it’s their education or having the chance to have your own views listened to. For the practitioners working with children, inclusive practice should be something they take their time to ensure is in place in their setting. The term inclusion has taken the place of integration, and is promoted or required within legislation in all EU countries (Evans Lunt, 2002). There are two models that outline the ways society view disabilities, these are the medical model of disability and the social model of disability. The medical model of disability sees disability as a problem that needs to be fixed or cured. This model depicts a negative image of disability because the emphasis is placed on the disability and not the individual needs of the child. On the other hand, the social model of disability empowers people with disabilities by recognising they have an equal right to be included within every part of society (Disabled world, 2010). This model highlights that it’s ‘the collective responsibility of society to make the environmental modifications necessary for the full participation of people with disabilities in all areas of social life’ (Disabled world, 2010). Rosenthal (2001, p385) writes that ‘inclusion is a process, not a fixed state. By inclusion we mean not only that pupils with SEN should wherever possible receive their education in a mainstream school, but that they should fully join with their peers in the curriculum and life of the school’. When Ofsted inspect a school, they look for educational inclusion. This entails a school having teaching and learning, triumphs, viewpoints and the well being of every child counting. This inclusive experience is expected with a wide range of groups of people, including those with SEN (Birnbaum, 2010). To ensure inclusion within a setting, practitioners must ensure all staff show respect for each child by treating them as an individual and taking note of their particular needs. When showing respect, and listening to the child, the likes and dislikes of the child should be acknowledged and taken on board when planning for that child. The practitioner’s ability to adapt the learning environment will help to empower the child. When adjusting practice it is important to remember the child’s preferences, appropriateness of the topic and how these are developed, to help their confidence and self-esteem to grow (Lodato Wilson, 2005). Westwood (2007, p.83) writes about three different circumstances needed to encourage and accommodate children with SEN and their interactions with others. These are, ‘the general attitude of the teacher and the peer group towards children with SEN must be as positive and accepting as possible, the environment should be arranged so that the child with a disability has the maximum opportunity to spend time socially involved in group or pair activities, during recess and during academic work in the classroom and the child needs to be taught the specific skills that may enhance social contact with peers’. An inclusive practice is an important part of education for all involved, and it begins with the practitioners, they must have a positive attitude towards SEN which should then be reflected within their setting. It is also fundamental for practitioners to highlight how they strive to promote inclusive practice with all parents, staff and professionals they may be working in partnership with. Within the Special Educational Needs (SEN) Code of Practice there is a chapter that highlights the importance of parents working in partnership with practitioners. It emphasises the role parents play in their child’s education, and their involvement making decisions regarding their child, and what would be best for them (Green, 2003). Green (2003, p305) also writes, ‘if early years staff do not communicate with, ask questions of, and receive relevant information from, children’s parents, they will not be fully prepared to respond to children’s individual needs, identify potential points of crisis for them, or have the awareness to help them to cope with new or worrying situations’. As well as practitioners ensuring they have regular contact with parents, it is vital they make themselves approachable to parents. This will encourage the parent to communicate with the practitioner, and give them the confidence to do so. When working with children with additional needs, there may be a number of other professionals also involved with that child. There could be a physiotherapist, who may provide physical healing methods for a range of injuries or illnesses, the family may also be given some exercises to further the treatment (Behrens, 2013). A speech and language therapist could be required to carry out an assessment to identify any communication difficulty, to measure the degree of difficulty, to highlight the strengths and weaknesses of the child, and to set some targets to work towards which would be discussed with the parents, and possibly other professionals (Wright, 1993). The child may visit a paediatrician at a local hospital, often referred by a GP (general practitioner). The paediatrician will speak with the parents and the child, where possible, and carry out necessary observations and assessments to gather all of the information needed to decipher the best possible actions for the child, an d make any further referrals if needed (Miall, Rudolf and Smith, 2012). It is important for practitioners to be aware of children having involvement with other professionals, and ensuring communication between the services is effective. Within all childcare settings a SENCo (Special Educational Needs Co-ordinator) must be in place. The SENCo role may differ slightly from setting to setting (Crowne, 2003). However, the SEN Code of Practice (DfE, 2001) highlighted some key responsibilities for the SENCo. They are: ‘ensuring liaison with parents and other professionals in respect of children with special educational needs, advising and supporting other practitioners in the setting, ensuring that appropriate Individual Educational Plans are in place and ensuring that relevant background information about individual children with special educational needs is collected, recorded and updated’. All practitioners should ensure the appropriate adaptations are carried out within their setting. Adaptations should be made in the environment, with the resources in use, and practitioners need to adapt their practice if needed, and display a positive attitude towards each child and their inclusion within the setting. Adjustments to the environment could include installing ramps or lifts, ensuring doors are wide enough for wheelchair access, varying toilet heights to facilitate all children, and table and seat height is adequate for all (Klein, Cook Richardson-Gibbs, 2001). The immediate nursery environment should also be adapted where necessary, ‘adapting the environment to suit their individual needs will help their progress’ (Beaver et al., 2001, p63). Reasonable adjustments should also be made with the resources within the setting. This could be ensuring that all activities are set up at a level that can be accessed by all children. Each practitioner also needs to consider that they know the strengths and areas of need for all children in their care, all activities should therefore further the strengths of children with additional needs, but are also challenging and able to enhance all of the children (Deiner, 2010). Another area for adjustment could also be the attitudes and perspective of the practitioners themselves, and although the activities and environment are important factors that should always be considered, each practitioner is a role model and their ‘behaviour toward children- acceptance, consideration and respect- speaks louder to the class than anything you deliberately set out to teach’ (Deiner, 2010, p.2). In conclusion, there are several entitlements and rights of children with SEN that must be met by the practitioners and professionals that care for them. These entitlements are highlighted within a number of legal documents and pieces of legislation. A key requirement within some of these documents is the definitive access to an inclusive education that will meet each individual child’s needs, including making reasonable adjustments and adaptations if required. Each practitioner should also ensure they cooperate fully with the families and work in partnership with them to deliver the highest quality childcare they possibly can. Reference List Beaver, M., Brewster, J., Jones, P., Keene, A., Neaum, S. Tallack, J. (2001) Babies and Young Children: Diploma in Child Care and Education. Cheltenham: Nelson Thornes Ltd. Behrens, M. S. (2013) What is Physiotherapy? USA: Gilkie Publishing. Birnbaum, R. (2010) Choosing a School for a Child with Special Needs. London: Jessica Kingsley Publishers. Convention on the Rights of Persons with Disabilities (2008) Online. Available at: http://www.un.org/disabilities/convention/conventionfull.shtml (Accessed 21 October 2013). Crowne, E. (2003) Developing Inclusive Practice: The SENCO’s Role in Managing Change. Abingdon: David Fulton Publishers. Deiner, P. (2010) Inclusive Early Childhood Education: Development, Resources, and Practice. 5th edn. Belmont: Wadsworth, CENGAGE Learning. DfE (Department for Education) (2001) SEN Code of Practice. Online. Available at: http://webarchive.nationalarchives.gov.uk/20130401151715/https://www.education.gov.uk/publications/eOrderingDownload/DfES%200581%20200mig2228.pdf (Accessed 7 January 2014). Disabled world (2010) Definitions of the Models of Disability. Online. Available at: http://www.disabled-world.com/definitions/disability-models.php (Accessed 27 November 2013). Equality Law (no date) Promoting Equality, Preventing Discrimination. Online. Available at: http://www.equality-law.co.uk/news/106/66/Types-of-discrimination-definitions/ (Accessed 16 October 2013). Evans, J. Lunt, I. (2002) ‘Inclusive education: are there limits?’, European Journal of Special Needs Education, 17 (1), pp.1-14. Gibson, S. Blandford, S. (2005) Managing Special Educational Needs. London: Paul Chapman Publishing. Green, S. (2003) BTEC First Early Years, 2nd edn. Cheltenham: Nelson Thornes Ltd. Klein, M.D., Cook, R.E. Richardson-Gibbs, A.M. (2001) Strategies for Including Children with Special Needs in Early Childhood Settings. Albany: Delmar, Thomson Learning. Lodato Wilson, G. (2005) ‘Promoting competency, independence, and self-advocacy’, in Schwartz, D. (eds) Including children with special needs. Westport: Greenwood Publishing Group, pp. 257-270. Miall, L., Rudolf, M. Smith D. (2012) Paediatrics at a Glance, 3rd edn. West Sussex: John Wiley Sons Ltd. Rosenthal, H. (2001) ‘Discussion paper- Working Towards Inclusion: â€Å"I am another other†Ã¢â‚¬â„¢, Educational Psychology in Practice, 17(4), pp.385-392. UNCRC (The United Nations Convention on the Rights of the Child) (1989) Online. Available at: http://www.ohchr.org/EN/ProfessionalInterest/Pages/CRC.aspx (Accessed 21 October 2013). Westwood, P. (2007) Commonsense methods for children with special educational needs, 5th edn. Oxon: Routledge. Wright, J.A. (1993) ‘Assessment of Children with Special Needs’, in Beech, J.R., Harding, L. Hilton-Jones, D. (eds) Assessment in Speech and Language Therapy. London: Routledge, pp. 128-148.

History of aspirin :: essays research papers fc

History Of Aspirin   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Aspirin is one of the most commonly used drugs in the world.. For centuries people throughout the world. Aspirin was discovered about 3500 years ago.   Ã‚  Ã‚  Ã‚  Ã‚  A collection of 877 medicinal recipes, The Ebers papyrus, before Christ, from the middle of the second millennium had been bought during the last century from an Egyptian street vendor by Georg Ebers, a German Egyptologist Georg. He recommended an infusion of dried myrtle leaves for rheumatic and back pain.   Ã‚  Ã‚  Ã‚  Ã‚  More than a thousand years later the father of all doctors, Hippocrates of Kos, prescribed a juice extracted from the bark of the willow tree for labor pains and also for fever and pain. The active substance in this juice, which does in fact ease pain, is what we know today as salicylic acid. Being derived from the Latin word for willow, its name gives a clue as to its origin : Salix. It is now known that it is precisely salicylic acid that is contained in the myrtle leaves which the Egyptians used to treat and relieve pain.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Advantages of Aspirin   Ã‚  Ã‚  Ã‚  Ã‚  Aspirin helps relieve pain from headaches and arthritis, and reduces fever from infections. It also reduces inflammation due to illness or injury. The drug interferes with blood clotting, and thus it is useful in preventing heart attacks, strokes, and other disorders that involve blood clots.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Disadvantages/Hazards of Aspirin   Ã‚  Ã‚  Ã‚  Ã‚  Aspirin is a relatively safe drug when taken as recommended. But it can be irritating to the stomach lining and cause some stomach bleeding. A few people, are allergic to aspirin and can become very sick if they take it. Aspirin should not be given to children with chicken pox or influenza. Reyes Syndrome is a serious condition that can be caused if used during the conditions.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Related Careers   Ã‚  Ã‚  Ã‚  Ã‚  - Dispensing Facilities - Retail Outlets - Institutions - Manufacturing - Pharmacy Technicians Recruiting Firms - Research and Academia - Temporary Placement Firms - Wholesalers/Distributors   Ã‚  Ã‚  Ã‚  Ã‚   Environmental Issues   Ã‚  Ã‚  Ã‚  Ã‚  EPA findings concluded that groundwater and soil at the site are contaminated with pharmaceuticals. Also, the EPA concluded that people who drink or come in contact with the water from the wells tapping the aquifer may be at risk. The company is required to complete immediate cleanup which includes installation of replacement wells, 22 groundwater monitoring wells and a fiberglass reinforced concrete pad around the tank area to prevent rainwater from seeping into the ground. In addition, vacuum extraction wells will be employed to withdraw carbon tetrachloride from the soil.

Philosophy of life Essay

The meaning of life, defined by Victor E. Frankl, is the will to find your meaning in life. It is not the meaning of life in general, but rather the specific meaning of a person’s life at a given moment. He believes that if you are approached with the question of â€Å"what is the meaning of my life† or in this case, â€Å"life is meaningless,† then you should reverse the question to that person asking the question. For example: What are you bringing to me? What are you as an individual contributing to this life? This forces the person in question to take a look at themselves and to ultimately be responsible. Frankl says that if you are a responsible member of society than the meaning of life transcends from yourself rather from your own psyche. He also says that if we for some reason cannot find meaning within ourselves it has to be from some outside source. This is referred to as service. And an example of this is love. Victor Frankl describes three ways in which we can discover the meaning of life; Creating work-doing a deed, experiencing something-someone, and by the attitude we take toward unavoidable suffering. There are several reasons why a person could be feeling that their life is meaningless or has no meaning. According to Victor Frankl these reasons could be existential frustration, existential vacuum, and the meaning of suffering. Frankl breaks down the meaning of existential frustration as so, it can be referred to as existence itself ? the specifically mode of being, the meaning of existence, and striving to find concrete meaning in personal existence, which is the will to meaning. Existence itself, in simpler terms is just existing and the human mode itself. The meaning of existence is the question in which we often ask ourselves; Why are we here? When we strive to find concrete meaning in personal existence, we are looking for the personal meaning for existence. Basically what Frankl is saying is that when we are dealing wit the existential frustration we are looking for given meaning that isn’t there. (There is no meaning). On the other hand there is the existential vacuum, which is when you cannot find meaning in your life. Frankl says that the existential vacuum manifests itself mainly in the state of boredom. It’s when you feel that you have no structure in your life, no one telling you what to do, your not learning anything, and basically your not doing anything with your life. Because of this you’re going to become a conformist or a totalitarian, which is either doing what everyone else does or doing what people tell you to do. You’re not thinking for yourself. You’re also going to become bored. In the state of boredom the person can start to see life as meaningless, esp. the person questioning the meaning of their life. They start to question themselves and wonder what their purpose and meaning of their life is. This boredom can be a result of condition called Sunday Neurosis. Sunday Neurosis takes place when a person has worked hard all week long or for many days on end. (We know this as a result of tension; it’s what drives us and keeps us going. It promotes meaning and gives us goals. It is not the same as stress, because stress is an overabundance of tension. ) Then a day comes along when you have nothing planned, nothing going on and you don’t know what to do with yourself. Therefore boredom results and when there is boredom there is no meaning. And when there is no meaning we fill that emptiness with negative things, like money, power, and pleasure, basically we get into trouble. The meaning of suffering is another reason why a person might be questioning the meaning of their life. Frankl says that one of the basic aspects of logotherapy that mans main concern is not to gain pleasure or to avoid pain, but to see the meaning of his life. This is why man is willing to suffer in order to find a meaning for his life. But he also says that suffering is not necessary to find meaning in life. Although suffering is inevitably unavoidable, and if it was it would be meaningful to remove it, because it wouldn’t make much sense not to do so. Another aspect about suffering is that it stops being suffering the moment we find meaning in it. Now that possible reasons for why a person may be feeling that their life has no meaning has been addressed, here are some possible solutions that Frankl might suggest. Once the person has discovered why their life is meaningless they need to rediscover their meaning that they lost. They could ask themselves a question like, what was I born with and what is the greater meaning in that? Because it is believed that you’re born with a meaning that every single person on this Earth is born with a meaning. Life doesn’t owe you anything. Basically you’re the responsible one for all the stuff you put out into the world during your life. Another thing that he might talk about is what the person does everyday. If they aren’t doing anything with their life he might suggest them getting involved with something to help create tension. Since tension drives us and pushes us to reach our goals, it helps give us meaning. Frankl also sees responsible-ness as the essence of human existence. He says that everyman has a specific, unique job in life that he is too fulfill an that no one else can do this or replace this one person in the same way. â€Å"As each situation in life represents a challenge to man and presents a problem for him to solve, the question of the meaning of life may actually be reversed. Each man is questioned by life and he can only answer to life by answering for his own life; he can only respond be being responsible. † Frankl also says, † Live as if were living already for the second time, and as if you had acted the first time as wrongly as you were about to act now! † If it was me taking this person, sitting them down, after analyzing what could have caused this sense of unmeaning in their life, I would look at the options of how to find meaning. I agree with Frankl when he talks about meaning as tension and responsibility. I also agree with him when he discusses his views on how everyone is born with meaning and that everyone has a set occupation or vocation on life. I believe that everyone is unique in his or her own way. Therefore why should everyone’s lives be the same and have the same meaning. They don’t. We are born with meaning and we have to find that meaning through our actions and our drive to live life and our interactions with the people and the things around us. Usually when I am presented with material in school I tend to form my opinion by looking at both sides if an issue, because there are usually two sides to every story. But by looking at Frankl and examining what he has to say about the meaning of life, suffering, love, frustration, boredom, tension, etc, I have rally gained a lot of knowledge that almost is common sense. If you sit and take the time to read the material through thoroughly you can see exactly where he is coming from. He’ll take a difficult situation, such as suffering, and turn it completely around. As far as suffering goes I try to do the same thing, in a way. When Mark Felice died last October it crushed me. But I tried to look at the positive side and say well, his suffering is over and he was here to teach us how to live to be stronger and better people. Through our suffering, over the loss of his life, we ended his suffering. This is kind of what Frankl does, he turns things around and makes you view things from a different perspective. I like his way of thinking because it’s not always something that I would think of off the top of my head. Overall, I enjoyed the book although it was difficult at times to read, but I think I gained knowledge from it and see different ways to look at things now.

Free Essays on States Of Consciousness

States of Consciousness We all go through different states of consciousness every day of our lives. These states include being wide awake (162), being asleep (165), and for some of us, even altered states of consciousness (176). There are also many states of consciousness in-between each of these. Being â€Å"awake† is when we are at our full state of awareness. This is the part of consciousness that we spend most of our time in. This is considered the highest state of consciousness because it is the one that we compare all of our other states to. During awake-time though, we may enter other stages of consciousness, such as daydreaming (162), divided consciousness (162-3), or the unconscious mind (163). During all of these stages we are still awake, but our brain is working on a less â€Å"aware† level. Daydreaming (162) is when we think, feel, or imagine something that is not necessarily logical or likely to happen. I personally catch myself daydreaming a lot during school or work. I find that when I do not want to focus on the topic at hand, I tend to let my brain take me somewhere else in a daydream. Psychologists have proved that daydreams are probably a distorted reflection of our emotions and concerns. Divided consciousness (162-3) happens quite often during awake-time. You may not realize that your brain is two places at once. This happens to me quite often during my commute to and from school. I often forget most of the drive because I have been concentrating on other thoughts, such as pageants, Christmas gifts, or my dog. This is quite common, although somewhat alarming, because in my case, I was driving at around 50 mph and I don’t even remember it! The unconscious mind (163) is actually a concept that many professional psychologists dismissed in the past. Now, however, the unconscious mind is playing an important role in the study of consciousness and science. The unconscious mind is when a pe... Free Essays on States Of Consciousness Free Essays on States Of Consciousness States of Consciousness We all go through different states of consciousness every day of our lives. These states include being wide awake (162), being asleep (165), and for some of us, even altered states of consciousness (176). There are also many states of consciousness in-between each of these. Being â€Å"awake† is when we are at our full state of awareness. This is the part of consciousness that we spend most of our time in. This is considered the highest state of consciousness because it is the one that we compare all of our other states to. During awake-time though, we may enter other stages of consciousness, such as daydreaming (162), divided consciousness (162-3), or the unconscious mind (163). During all of these stages we are still awake, but our brain is working on a less â€Å"aware† level. Daydreaming (162) is when we think, feel, or imagine something that is not necessarily logical or likely to happen. I personally catch myself daydreaming a lot during school or work. I find that when I do not want to focus on the topic at hand, I tend to let my brain take me somewhere else in a daydream. Psychologists have proved that daydreams are probably a distorted reflection of our emotions and concerns. Divided consciousness (162-3) happens quite often during awake-time. You may not realize that your brain is two places at once. This happens to me quite often during my commute to and from school. I often forget most of the drive because I have been concentrating on other thoughts, such as pageants, Christmas gifts, or my dog. This is quite common, although somewhat alarming, because in my case, I was driving at around 50 mph and I don’t even remember it! The unconscious mind (163) is actually a concept that many professional psychologists dismissed in the past. Now, however, the unconscious mind is playing an important role in the study of consciousness and science. The unconscious mind is when a pe...

Who Has Control Over Your Child Essays - Dispute Resolution

Who Has Control Over Your Child Essays - Dispute Resolution Who Has Control Over Your Child Who Has Control Over Your Child? If you turn on the television at around seven-o clock at night, you will see plenty of violent shows. This violence on television affects the behavior of children, causing their play to become more aggressive. American parents do not exercise enough control over their child's television viewing habits, often using the television as a sort of electronic baby-sitter. Violence is everywhere in the world of entertainment. Most of the movies in the theaters contain at least a little bit of violence. Even the popular Star Wars series contains violent content, such as murder, torture, and dismemberment. Television cartoons also contain violence, such as Wyle E. Coyote getting run over by a truck and getting up unhurt, that affects the way children behave. When I was a child, my siblings and I watched about five to six of hours of television per week, but from the beginning, our parents explained to us the difference between reality and fantasy. We knew the real world was not the same as what we saw on television and at the movies. In contrast, my cousins now watch about an average of ten hours of television per week and their parents have not quite explained this concept to them very well. They have not quite grasped the concept of reality versus fantasy. I have four young cousins. Their ages are twelve, ten, eight, and seven years old. During the day, the two younger ones watch several hours of television. When the two older ones come home from school, they immediately park themselves in front of the television for the next two hours. Their younger brothers always join them. My cousins usually watch cartons that have fighting scenes. Sometimes they try to mimic what they see. So, they start fighting. At first, it is playful, after a while, the fighting gets a little more serious. At this point, I usually hear one of my cousins crying because someone hit him too hard. This happens almost every day. Their parents do not seem to notice what effect these television shows have on their sons. My four young cousins think that violence is the answer to all problems. For example, if they do not get what they want from another sibling, they sometimes hit or threaten to hit that sibling. They think that if they resort to violence, they will always get their way. I know of several solutions that will help parents control what and how much their child watches. First of all, they have to talk with their child about what the difference between reality and fantasy is. Understanding a childs grasp of reality versus fantasy will help parents decide what shows he or she is mature enough to watch. Secondly, there are other activities that a child should participate in besides watching television. For example, parents should encourage them to take up new hobbies to occupy their afternoons after they finish their homework. Children should also be encouraged to do more reading instead of watching television at night. Reading helps to expand a childs vocabulary and will help them do better in school. Thirdly, parents should buy a television that has a v-chip installed into it. By around the year 2000, most television will have this as a part of its standard feature. The v-chip locks out certain channels or shows that contains violence. Only parents can u nlock this function by entering a special code. Some parents might argue that they would not have time to monitor their childs viewing habits because they work all day. Another argument might be that they do not have enough money to buy a television that has a v-chip installed in it. Another parent might argue about their child going over to their friends house to watch something that they are not allowed to watch at home. How can they keep their child from doing this? If I were a parent, I would be concerned about my childs future. If a child is aggressive as a child they will mostly be very aggressive as an adult. This is one reason why so many crimes are committed. Secondly, ever adult has

The effects of raising the minimum wage Essay Example | Topics and Well Written Essays - 5250 words

The effects of raising the minimum wage - Essay Example The minimum wage increases compress the wages distribution. Firms respond to these higher labor costs by reducing employment, reducing profits, or raising prices. [1] European Employment and Industrial Relations Glossaries. European Foundation for the Improvement of Living and Working Conditions [2] History of the National Minimum Wage. Employment Matters. United Kingdom Department of Trade and Industry Raising the minimum wages increases the cost of government social programs due to assistance programs aiding the laid-off workers. Some also argue that higher minimum wages reduce teenage education levels and decrease workers' long-term earnings. They contradict the benefits of raising the minimum wages and argue that the minimum wage does not reduce poverty and also slows economic growth of the country. Minimum wage increases lead to widespread unemployment, and such an intuitive argument, that society would have to be a pretty bizarre place not to abandon the wrongheaded policy altogether. For those low-wage earners who are members of poor families, will experience severe effects that an increase in the minimum wage will have. Increase in minimum wages will reduces demand for workers through a reduction in the number of jobs. Also it will affect the profit margins of business owners employing minimum wage workers. By raising unemployment and eliminating entry-level jobs, minimum wage hikes also eliminate opportunities for workers to gain valuable experience and skills that prepare them for... The minimum wage has become a hot topic. The arguments for and against a higher minimum wage boil down to whether the Country’s economy should follow a low-road/low-wage or high- road/high-wage growth path. A low-road strategy involves developing an economy based on mass production, with large numbers of workers hired for low-skill jobs at low wages. A high-road strategy involves developing an information-based economy, which would require a flexible workforce with a high level of skills; such workers would, of course, command higher wages. Legislating an increase in the minimum wage would contribute to accomplishing this task. From the social conscious movement, which has been sweeping the newer generations, it is viewed that a higher minimum wage is needed to keep the lower classes living at a comfortable level. Raising the minimum wage is not simply a magic tool to increasing the condition of living for the lower classes in a country; it actually works against that as it br ings down the condition of living even further for those who become unemployed. The free market is a beautiful thing, which balances itself out and rewards each participant with that which they input.

Osha Assignment Example | Topics and Well Written Essays - 250 words

Osha - Assignment Example It is also charged with the provision of training, relevant education, outreach, and assistance to the work force. All employers, as well as their employees, are covered with the OSHA Act. This coverage may be directly as enshrined in the federal OSHA or through a state program approved by OSHA. Any program rolled out by the state is required to be up to par with the standards stipulated by the federal OSHA in as far health and workplace safety is concerned. The OSHA website stipulates that any individual or groups that represent employees or even the employees they are in a position to lodge a complaint that calls for an inspection by OSHA of their areas of work if they have sufficient reasons to believe that such areas pose great health or safety hazards to them. It also gives directions on how such a complaint may be filed. The OSHA website also has additional information such as their contact information, various statistics and data regarding safety in the workplace, their cooperative programs, their schedule of event, types of hazards as well as the various rights any worker is