Comparison of Erikson and Maslow - 1059 Words

Comparison of Erikson and Maslow Tianna Hillis PSY 405 January 30, 2012 Jill Bean Comparison of Erikson and Maslow Personality affects many aspects of life. It influences behavior and social relations. Erik Erikson is a theorist known for his stages of personality development. He explains that certain stages of development affect personality in separate ways. Abraham Maslow is a theorist known for his hierarchy of needs. He explains that fulfilling needs influences personality. This paper will discuss personality characteristics of both theories and how personality affects situational behavior and interpersonal relations. Erikson’s theory of personality is based on his eight stages of development. In each of these eight stages of†¦show more content†¦Depending on which characteristic is learned from each stage, behavior will be different. If a young child fails to perform to his or her parents standards during the autonomy developmental stage, the child may continue to perform poorly. This trait can show through all the time or only in situations where the child feels pressure to perform (Feist amp; Feist, 2009). If an adolescent fails to establish his or her identity, he or she may miss out of discovering other aspects of life. Based on Erikson’s stages of development, traits arise from experiences. The experiences cause different behaviors based on the situation and personality (Feist amp; Feist, 2009). In Maslow’s theory, personality is based on which level of needs has been achieved. In this line of thinking, if a situation arises in which bags of groceries are left alone, a person who has satisfied the physiological needs will leave the food alone. A person who has yet to satisfy his or her physiological needs may take the food (Feist amp; Feist, 2009). The difference in personality based on the hierarchy of needs is what makes the behavior different. The same difference in behavior is similar to two individuals in an interview who are at different levels on the hierarchy. A person who has not yet fulfilled the self-esteem level will be less comfortable and an interview and act accordingly (Feist amp; Feist, 2009). Interpersonal relationships are affected byShow MoreRelatedMaslows Hierarchy Of Need Essay1481 Words   |  6 Pagescreated by such authors as: Abraham Maslow, Frederick Herzberg, Douglas McGregor, David McClelland and others. In that particular paper the author will explore two motivation theories – Maslow’s hierarchy of needs and two factor theory of F. Herzberg. The goal of the paper is comparative analysis of the theories of two authors. The paper consists of three parts: the first two parts give a theoretical insight into two theories. The third part deals with comparison of two theories. 1. MaslowsRead MorePsychology : Psychology And Psychology1300 Words   |  6 Pagesperspective has its own unique way of explaining human behavior. I think that really explains the complex mental processes and behavior, and each prospective study should not be limited to just one. The following is my explanation of the terms and comparisons between the psychodynamic and behavioral aspects relating to the October 2000 article in the American Psychologist., Hunger, eating, and I11 Health, by John PJ Pinel, Sunaina Assanand and Darrin R. Lehman. The view is defined as a psychologicalRead MorePsychology : Psychodynamic And Behavioral Perspectives1320 Words   |  6 Pages Each perspective has its own unique way of explaining the human behavior. I believe to truly explain the complex mental processes and behavior, each perspective must be examined and not limited to just one. The following is my explanation and comparisons between two of these perspectives: psychodynamic and behavioral perspectives pertaining to the article in the American Psychologist October 2000, Hunger, Eating, and I11 Health, by John P. J. Pinel, Sunaina Assanand, and Darrin R. Lehman. The behavioralRead MoreThe Philosophy Of Psychology Is Defined As The Scientific Study Of The Human Mind And Behavior1281 Words   |  6 Pagespsychodynamic approach in psychology. However, Freud’s theory of psychoanalysis originates from the psychodynamic theory. However, overall, the psychodynamic approach includes all theories that were based on his ideas, e.g., Jung (1964), Alder (1927) and Erikson (1950). The psychodynamic approach draws close attention on forces that influence human behavior. Freud concluded that psychoanalysis was an approach used for assumptions that painful memories are hidden in the unconscious mind. Whereas a psychodynamicRead MoreEssay about A Child Called It, The Lost Boy and A Man Named Dave2471 Words   |  10 Pages and was physically small for his age. Though the criteria for determining abuse changes continuously and this is an old citation, I feel it is still valid. Erik Eriksons psychosocial development theory consists of eight stages of development (Erikson, 1950). Each stage is characterized by a different conflict that must be resolved by the individual. When the environment makes new demands on an individual, a conflict arises. The person is faced with a choice between two ways of coping with eachRead More Identity of Humans Essay1936 Words   |  8 Pagesrefers to one’s answer to the question, who am I? 1 To fully understand and grasp the concepts and ideas related to identity, two different psychological perspectives will be explored, as well as three theorists including Sigmund Freud, Erik Erikson, Abraham Maslow, and Carl Rogers. Freud - Psychic Structures Sigmund Freud explored identity through the psychodynamic theory of Psychosexual Development. According to psychodynamic theory, the human personality is characterized by a dynamic struggle asRead MoreHuman Development and The Psychoanalytic Perspective of Personality1396 Words   |  6 Pagessocial influences and was represented by eight developmental stages, each depicted by a specific developmental crises/challenge that all individual are thought to confront; linked to the persons relationship their environment. Contrasting Freud, Erik Erikson put forward stages of psychosocial development that would extend over an individual’s existence of which was made up of trust vs. mistrust (birth to 18 months; in which the important event is feeding), autonomy vs. shame and doubt (2 to 3 years; inRead MoreEriksons Psychosocial Development Theory10839 Words   |  44 Pagescrisis stages model that underpinned his work. Erik Erikson first published his eight stage theory of human development in his 1950 book Childhood and Society. The chapter featuring the model was titled The Eight Ages of Man. He expanded and refined his theory in later books and revisions, notably: Identity and the Life Cycle (1959); Insight and Responsibility (1964); The Life Cycle Completed: A Review (1982, revised 1996 by Joan Erikson); and Vital Involvement in Old Age (1989). Eriksons biographyRead MoreIs Psychology a Science2271 Words   |  10 PagesFreud’s evidence was based on the experiences he gained from sessions with his patients which he then wrote up as case studies. His theories have been adapted by analysts, therapists and psychiatrists such as Alder (1870-1937), Jung (1875-1961) and Erikson (1902-1994). Although Freud’s work has had a great effect on modern societies in psychology Freud is classed as highly controversial. Popper (1959) classed Freud’s work as unscientific as the theories wer e not falsifiable. He proposed that for a theoryRead MoreNotes On Motivation Theory And Motivation3458 Words   |  14 Pagesthe outcome of their performance (Wyk and Erasmus, 2003: 315). Many researchers have worked in the field of motivation over the years, and developed different theories. Maslow s ‘Hierarchy of needs’ theory proposes that an individual’s most basic needs must be met before they will develop higher level desires (Goble, 1970). Maslow created the term ‘metamotivation’ to explain the motivations of those people, which go beyond the extent of their basic needs and instead seek constant improvement. Based

Stigma, Prejudice, And Discrimination Essay - 1802 Words

Individuals with serious mental illness are doubly affected by their disease; not only do they experience the often debilitating symptoms of their condition, but they must also endure mundane mental health stigmas and prejudices. Stigmatized attitudes are perceived to be one of the greatest impediments to living a complete and fulfilling life. Stigma has been defined as a combination of three related problems: ignorance, prejudice and discrimination (Rose, Thornicroft, Pinfold, Kassam, 2007). Ignorance implies a lack of knowledge, prejudice entails negative attitudes, and discrimination involves exclusionary actions against people deemed to be different. Two forms of stigma are commonly distinguished in literature. Public stigma describes the attitudes of society towards people with mental illness, while self-stigma results from the internalization of prejudice by people who suffer from mental health conditions (Corrigan, Powell, Rà ¼sch, 2012). The World Health Organization annou nced that stigma was the most crucial obstacle to overcome for a community to functioning effectively and efficiently (Ontario Hospital Association, 2013). Unfortunately, stigmatized attitudes remain ever-present in societal interactions. This holds true despite many of the individuals perpetuating the stigma either personally knowing people with mental illness, including a family member, or having adequate knowledge of mental health conditions. Loved ones may express stigmatized attitudes toShow MoreRelatedMental Health Stigma, Discrimination, and Prejudice1712 Words   |  7 PagesMental Health Stigma, Discrimination and Prejudice Karen Bleicher Spring, 2009 Professor Mark Harris Social Problems 2023 To Fight Stigmas, Start with Treatment Last fall, British television broadcast a reality program called â€Å"How Mad Are You?† The plot was simple: 10 volunteers lived together for a week in a house in the countryside and took part in a series of challenges. The amazing thing was that there were no prizes at the end of the challenges. There was a very interestingRead MoreWhen An Individual Has Lung Cancer, There Is An Immediate1411 Words   |  6 Pagesvictim. A rush of prejudice thoughts course through their minds, all thoughts associated with blaming the victim for falling into depression. Blaming the individual for their diagnosis, yet no one recognizes the abuse and trauma she endured as a result of living in a dysfunctional home. How difficult it was to seek treatment, all the time being judged unfairly, supports withdrawing when they were needed the most, and friendships torn apart. All of this is a perfect example of stigma. Individuals whoRead MorePhiladelphia Movie Review1571 Words   |  7 Pagesth e firm? * Prejudice, discrimination, oppression, and institutional discrimination. * Include analysis of any additional issues for gays and lesbians such as legal empowerment, violence against them, coming out, ethnicity, and AIDS. * Suggest strategies to promote social and economic justice. Support your report with relevant theory. THE MOVIE: PHILADELPHIA (2) Prejudice, discrimination, oppression and institutional discrimination against homosexualsRead MoreThe Causes And Traits Of Oppression1614 Words   |  7 Pagesare connected to its origin. The research will develop major themes that will serve to define agents, including classism, discrimination, and the intersectionality of different types of oppression. Discussions on strategies for addressing and ending the current oppression in America and recommendations for the future will be highlighted as well. Traits of Stigma and Prejudice When working to determine the causes of oppression, one must first establish a definition of the word. Oppression can beRead MoreThe Stigma Of Children With Mental Illness1608 Words   |  7 Pagesmentally ill in hospitals and institutions, resulting in society’s negative association with mental illness. This stigma creates a negative feedback loop in how society views people with psychiatric disabilities. Media portrays people with mental illness as scary, bad, dangerous, unpredictable, and un-educated. These views cause people to shy away and fear the mentally ill. This stigma also affects a person’s willingness to seek help when they are experiencing a mental illness. Some cultures, suchRead MorePrejudice Against The Mentally Ill1157 Words   |  5 PagesPrejudice against the mentally ill is a prominent in Canadian society. Prejudice can be seen in Canada. There are government issued initiatives to help people with mental illness. The effects of prejudice can be felt by an individual, all of Canada, and the global world. Some of the organizations have succeed in their fight. Mental healthRead MoreHow Stigma Interferes with Mental Health Care892 Words   |  4 PagesHow Stigma Interferes With Mental Health Care Patrick Corrigan’s article on stigmas and how they interfere with mental care brings insight into a world that many people face. Although there are conflicting ideas on how exactly stigmas towards mentally ill people are broken down, (people labeled mentally ill are stigmatized more severely than those with other health conditions; people with psychotic disorders are judged more harshly than people with depression or anxiety disorders) there is anRead MoreThe Effects Of Minority Stress On Mental Health Within The Transgender Community Essay1340 Words   |  6 Pagesresearchers in this study used the minority stress model, which suggested that the stress associated with stigma, prejudice, and discrimination will increase rates of psychological distress in the transgender population (Bockting, Miner†¦ Coleman, 2013). As evident from past research, physical violence, verbal harassment and employment discriminations were some of the many types of societal prejudices. In fa ct, as seen in the article, these stresses create depression, anxiety, and other types of mentalRead MoreStigma Is An Interesting Concept In Social Psychology Because1515 Words   |  7 PagesStigma is an interesting concept in social psychology because it not only studies the experience of marginalized people (who already do not receive enough attention in science) but dissects the inner workings of power imbalances, internal dynamics, and interpersonal conflicts. Arguably the most important foundational text in stigma research, across all disciplines, is Goffman’s Notes on the Management of Spoiled Identity. Goffman’s perspective and definition of stigma has been revised many timesRead MoreSociety Has Been Wrongly Judging The Behavior Of Others For Centuries1455 Words   |  6 Pageschoose to live their lives. When one hears or thinks of the acronym BDSM, there are stigmas that they think of as well. â€Å"By stigma, we mean that a person is recognized or labeled as having ‘undesired differentness from what we had anticipated’† (Hoff). Practitioners of BDSM have always faced these stigmas, and because of this fact, practitioners have been forced to hide the way they live. Not only have these stigmas caused practitioners to keep their personal affairs private, but it has caused non-practitioners

The Hawala Extortion Method free essay sample

Among the methods terrorists worldwide use to move money from regions that finance them to target countries some hardly leave any traceable trail. As regulators learned recently, one of the weak points in the payments chain through which illicit funds can enter is a system of traditional trust-based banking originating in southern Asia which is known as hawala. The word hawala is Hindi meaning trust or exchange. Often used in relation with the word hundi which stands for bill of exchange hawala is an unofficial alternative remittance and money exchange system enabling the transfer of funds without their actual physical move. Traditional financial institutions may be involved but more often the system is used to bypass banks. There are an estimated 3000 international hawala brokers operating in Asia. Allegedly the business is monopolized by migrants from India who mostly operate from countries in the Gulf and South East Asia. Networks include trading points in the financial centres of Singapore and Hong Kong, and some of the biggest family-based money-dealers are based in London. We will write a custom essay sample on The Hawala Extortion Method or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page In principle, hawala works as follows: Individual brokers or operators†, known as hawaladers, collect funds at one end of the payment chain and others distribute the funds at the other. For example, an expatriate working in America or Kuwait who wants to send money back to his family in Pakistan or Syria turns to a moneylender or trader with contacts in both countries giving him the money. The trader calls a trusted partner in the home country who delivers the amount to the family, minus a commission. For identification and the details of the trade often a code is used. The two traders settle accounts either through reciprocal remittances, trade invoice manipulations, gold and precious gem smuggling, the conventional banking system, or by physical movement of currency. Usually, hawaladers operate independently of each other rather than as part of a larger organization. For Asian immigrants the hawala system provides a speedy, reliable and trustworthy method to remit money home. In principle, it allows cash delivered in one place to be made available elsewhere in the time it takes to make a telephone call or send a fax. The system proves superior to any Western banking operation: No identification needs to be presented, commissions are very low, transmission is very fast, and the system is in operation 24 hours a day and every day of the year even in regions where no banks or other financial institutions exist. The latter also explains why the system is not only used by expatriates, drug barons and terrorists, but in some countries is quite common in rural areas. For example, in the 1980s, about 70% of total credit outstanding in Pakistan were estimated to be in the informal sector, and about 80% of all informal credit were in agriculture. Hawala has been a traditional method of moving money in south Asia long before Western banking became established in the region protecting early merchants along the silk road against robbery. In ancient China it was known as fei qian or flying coins. The system spread throughout the world – to other Asian regions, the Middle East, eastern and southern Africa, Europe and North and South America – following immigration patterns. Based on a mans word there is strong market segmentation in that, for example, a Pashtun trusts only a Pashtun hawaladar, a Sikh only a Sikh one, and so on. These days, although mainly used for legitimate transfers and often operating in conjunction with Western banking operations, the hawala system is regarded as a key factor in money laundering, other financial crimes and financing of illegal organizations committed in and associated with South Asia. Hawaladars in Dubai, India and Pakistan are said to be forming a hawala triangle responsible for significant international money laundering activities that spread far beyond the region.

My Life and Economics free essay sample

Upon reflection, Ive come to realize that Economics has played a role in my life for much longer than I had known. My earliest recollection regarding the subject dates back to when my family bought a small business in the heart of the North Carolina countryside. It was the biggest gas station and grocery store in the tri-county area and people came from far and wide to get their everyday goods. My parents purchased the store-station hybrid in the summer of 2004; theyd been harping about it being a good time to buy considering the state of the economy. Little did I know that this word that sounded like a grotesque surgical procedure to me at the time, was in fact what shaped my familys financial future, the course of my life, and thus far the shape of our society. Things started out well and I flew from California to the East Coast to be with my father. We will write a custom essay sample on My Life and Economics or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page During the long hours at the store my father taught me the basics of running a business. My father told me people who bought sofas and tractors far away indirectly helped run our store. A confusing concept at the time, I mulled it over to no avail. He explained to me that the customers of our store were paid by the local factories in which they were employed. The local factories manufactured textiles and tractor parts to be sold to furniture and tractor companies across the world. Those companies in turn produced sofas and tractors to be bought by their customers, meaning, if those companies did well and tractors and sofas were bought our store would also do well. The understanding of my first economic concept was an astounding revelation to me. People who never even knew of our store were the ones who kept things running smoothly. As the summer went on, my father taught me much more in regards to running the store. Already acquainted with the basics of supply and demand, I began developing a shrewd sense of what we would buy to sell, how much we would buy to sell, and how much we would sell it for. My father taught me that it was imperative that the store have strong leadership, or else no matter how well the economy was doing, things would fall apart. He compared our store to a farm. The crops of a farm were analogous to the goods in our store. The weather on the farm was the economy. When the weather was good, a bountiful harvest would ensue. My father stressed that we were the farmers and no matter how good the weather may be, a bad farmer would not be able to yield a strong harvest. This form of decisions in respect to the economy really garnered my attention and fostered interest. I learned a lot during those longs hours at the store with my father. The seeds for a passion for economics were planted in my mind that summer. Those seeds didnt take root until the latter half of my senior year in high school when I was exposed to economics once again. The memories of managing the store with my father and being mindful of the economy all rushed back as I was introduced to more concepts of a subject which seems to have infinite possibilities.

Essay Sample on Color Naming My Own Research

Essay Sample on Color Naming My Own Research In order to explore the ways in which American’s judge similarity and difference of colors, I interviewed two of my male coworkers, and two female friends. The males that participated in my project were over 40 years of age. They were both alumni of the University of Connecticut, and had both come to work for UConn some years later. The two females were current students at UConn. One was a pharmacy major, the other an English major. I came upon my first problem right away. What exactly constitutes a color name? The obvious answers are â€Å"red, blue, green†¦ etc† but what about â€Å"grass green†? Does putting a noun before the name of a primary color constitute its own color? If this were the case, there would be no end to the color names we use. â€Å"Coca-Cola Red†, â€Å"Laser-Jet Printer Gray†, â€Å"The Carpet in the Office I Work At Blue† would all be color names under this system. However, the participants did seem to have a point. â€Å"Sky blue† is certainly considered a color by most people. Who decides what is or is not a color? The web designers at Netscape and Internet Explorer have declared there are 140 possible colors to choose from when you view a website. The have names such as â€Å"palevioletred† and â€Å"snow†. Should â€Å"snow† be considered a color? Can the object in the world that comes in that color, define a color? If so, which color of snow is the color â€Å"snow†? I myself have seen more shades of snow then I could possibly count. How about â€Å"palevioletred†? That is simply two color names put together with an adjective. Are â€Å"brightbluegreen† and â€Å"darkwhitebrown† also colors? Perhaps to answer these questions, we should ask the color experts at Crayola. They currently have 120 different color names in their largest box of crayons. Some of them include â€Å"Fuzzy-Wuzzy Brown†, â€Å"Macaroni and Cheese†, â€Å"Banana Mania†, and â€Å"Mountain Meadow.† In addition, they have a variety of special color sets including â€Å"Glitter†, â€Å"Pearl Brite† and â€Å"Techno Brite† colors. It also seems worth mentioning that Crayola has changed the names of some colors such as â€Å"Prussian Blue† to â€Å"Midnight Blue†, and retired others such as â€Å"Indian Red†. Does this mean that â€Å"Prussian Blue† is no longer an acceptable color name, or that it simply was not the correct name to reference the shade that is now known as â€Å"Midnight Blue†? A few searches on the web brought me to some color name dictionaries that I thought might be helpful. I found that â€Å"Gray 1† all the way through â€Å"Gray 100† are considered color names by some. I have to wonder why each primary color does not have the same listing, for as I understand colors, there should therefore also exist â€Å"Red 1† through â€Å"Red 100†. My conclusion was that there is just no definitive list of color names. I therefore proceeded to allow my subjects to write names such as â€Å"Christmas Tree Green†, â€Å"Sparkle Red† and â€Å"Screaming Green.† If Crayola can do it, I supposed my participants could too. The next thing I found was that personality seemed to effect the way the subjects went about the task of separating out the â€Å"most different† chips. Right away, all my subjects repeated â€Å"Most different?† with a look of pure confusion on their faces. Apparently this was not a familiar task for them. I would repeat, â€Å"Yes, which one do YOU feel is the most different?† It seemed that once I specified that it was a personal judgment they needed to make, and not a right or wrong answer, they were more comfortable making the decisions. The older males still seemed to have more problems then the younger females. They pressed on with questions such as â€Å"What do you mean different?† â€Å"They’re ALL different, how do I choose which is most different?!† One even seemed to get frustrated at the task, but all four agreed to continue, and in the end their answers were very similar. It seems to me that they were making their choices intuitively. If asked â€Å"why† they chose any specific card, they didn’t have an answer. They could not put into words why the yellow of chip E was more different from its closest chip D, then the greenish chips of F and H. I believe that this is why they had trouble with the task in the beginning. When there was a chance that there are right or wrong answers, how could they make choices that they could not verbally back up? Americans are taught to be logical about their choices. They are comfortable with answers being right or wrong. When given a logic question, most Americans will refrain from adding information from their personal lives or extraneous information, and instead will give you correct logical answer, even when it goes against everything in the real world. I find it to be interesting that something we encounter as often as color names, is something we’ve allowed to be so illogical and vague. We have no real color naming system and no real color comparing system. At what point does a shade of red become â€Å"pink†? How many different colors would we constitute as â€Å"green†? There don’t seem to be any definitive answers to these questions, even though computer can measure color very easily. We can calculate the ratio of the primary colors in a given shade, and its darkness to very easily replicate a color. Why does that color not have a definitive name? One might guess that we don’t have names for each color because there are simply too many. However, there are an infinite number of numbers we can mention, and each and ever one has its own distinct name. Why aren’t colors named by number? Perhaps we cannot differentiate between colors enough to recognize a given color alone, so we would never know which color name applied to a given shade. However, lets say I told you there are 100 shades of yellow. â€Å"Yellow 1† is the closest yellow shade to green, and â€Å"Yellow 100† is closest to red. â€Å"Yellow 50† would be the purest shade of yellow you can imagine. Would â€Å"Yellow 75† be more specific then â€Å"Reddish Yellow†? If so, what would you call â€Å"Yellow 93†? Perhaps you would say, â€Å"More Reddish Yellow† or â€Å"Orangey Yellow Red†? Maybe even â€Å"Sunset Yellow† would be your answer. In conclusion, I have to say that color naming is not an exact science. It’s not even a guessing-game. It seems to be a free-for-all in which anyone can refer to any color with any title they like. Compare it to other colors, such as â€Å"Bluish-Green†, put a noun in front of it such as â€Å"Sea Green†, or come up with a completely random name such as â€Å"Green Whisper† and no matter what, nobody could ever argue that its not a color. Then again, nobody will ever know to which exact color shade you are referring. Likewise color similarity judgments seem to be a vague, intuitive guessing game where people can make choices that are very similar to their peers, but that nobody can verbally back up. Perhaps we simply lack the language to describe our decisions, perhaps there is an internal scale we use but have yet to realize and put down in writing. Maybe someday color naming will be an exact science. Perhaps it will never need to be.

Examples of Plural Tantum in English

Examples of Plural Tantum in English Plurale tantum is a  noun that appears only in the plural and doesnt ordinarily have a singular form (for example, jeans, pajamas, tweezers, shears, and scissors). Also known as a lexical plural. Plural:  pluralia tantum. Jeans, scissors, trousers, and glasses are great examples of plural tantum  nouns in the English language. Singular Tantum A noun that appears only in the singular formsuch as dirtis known as singulare tantum. Etymology of Plural Tantum Latin  for plural only Examples and Observations Richard Lederer [in Crazy English, 1990] asks, Doesnt it seem just a little loopy that we can make amends but never just one amend; that no matter how carefully we comb through the annals of history, we can never discover just one annal; that we can never pull a shenanigan, be in a doldrum, or get a jitter, a willy, a delerium tremen, a jimjam, or a heebie-jeebie? Lederer is alluding to pluralia tantum: Nouns that are always plural. Because they are not the result of pluralizing a singular, the complete plural form, -s and all, has to be stored in memory. Pluralia tantum in a sense are irregular regulars, and indeed they are happy to appear inside compounds: almsgiver (not almgiver), arms race (not arm race), blues rocker (not blue rocker), clothesbrush, Humanities department, jeans maker, newsmaker, oddsmaker, painstaking.(Steven Pinker, Words and Rules. Basic Books, 1999) Items of Clothing Lets take a look at other pluralia tantum in the pants/trousers family:(Mark Liberman, Language Log, Feb. 15, 2007) Outergarments: pants (orig. pantaloons), trousers, slacks, breeches/britches, bloomers, jeans, dungarees, bell bottoms, chinos, tights, shorts, trunks, Bermudas (extended to brand names: Levis, 501s, Wranglers, Calvins)Undergarments: underpants, long johns, skivvies, drawers, panties, knickers, boxers, briefs, undies, tighty-whities (extended to brand names: BVDs, Fruit of the Looms, Jockeys) How to Turn Lexical Plurals Into Count Nouns Nouns for articles of dress consisting of two parts are also treated as plural: [A] Where ​are my trousers?[B] They are in the bedroom where you put them. But such plural nouns can be turned into ordinary count nouns by means of a pair of or pairs of: I need to buy a new pair of trousers.How many pairs of blue jeans do you have? (Geoffrey Leech and Jan Svartvik, A Communicative Grammar of English, 3rd ed. Routledge, 2013) Lexical Concepts, Not Linguistic Classes The definitional property of having no singular turns out to be shallow and sometimes accidental, often (as in English) practically impossible to define and circumscribe. The state of affairs resembles the status of the mass-count distinction. . . . While they remain necessary as descriptive concepts, mass and count cannot be defined as grammatical properties of lexical items outside of a context, as Borer (2005) cogently shows. In the same way, I think, pluralia and singularia tantum are indispensable descriptive concepts, but they are not genuine linguistic classes. Therefore, we cannot build a notion of lexical plurals around that of pluralia tantum.(Paolo Acquaviva, Lexical Plurals: A Morphosemantic Approach. Oxford University Press, 2008)

In consultation Case Study Example | Topics and Well Written Essays - 1000 words

In consultation - Case Study Example The negotiating parties may discuss the consequences of the contract in detail before signing the final written contract. But these verbally discussed things will be legally valid only if it is included in the final written agreement. â€Å"The parol evidence rule applies to integrated contracts and provides that when parties put their agreement in writing, all prior and contemporaneous oral or written agreements merge in the writing† (Parol Evidence). In future, both the parties can deny the verbal offers made before the agreement if it is not included in the final written agreement. In the given case, Air phone Mobile service representative verbally assured Marvin that his company would take responsibility if any of its customers became sick from its phones. At the same time he refused to delete the clause included in the written agreement which states clearly that Air phone has no liability out of the sickness caused by its mobile phone use. In short, the parol evidence and written agreement are not contradictory in clauses and in future disputes the court will consider only the written agreement. FDA recommends the usage of hands free while using cell phones (West). In order to protect his employees, Marvin can ask them to use hands free along with the mobiles. Hands free allow the mobile users to keep the mobile phones in a distance from the body while making or receiving calls. Mobile phones cause health problems only when it comes closer to the body while in operation. Radiations from the mobile phones will be hyperactive when it is in use and hands free can prevent such radiations from striking our body. Marvin can also ask his employees to use text messages more frequently whenever possible. Text messages can prevent the employees from keeping the phone near to the head. Such messages can cause little damages to the employees. He can also advice his employees to bring the phone near to the ear only after the person at the other

Accessibility Essay Example | Topics and Well Written Essays - 1000 words

Accessibility - Essay Example Since websites are most rife at the technology interface available to general public, web development technology specific accessibility options are given special importance in the context of this rule. (Lazar and Olalere 2011) The Section 508 is having significant impact. Websites of both government and non government organizations, particularly those working in the sphere of human services, may call for processes such as live chat, online support service, video conference, etc. In absence of proper scope to use wider accessibility options, such websites may become useless to users who have disabilities. Section 508 articulates that how IT systems and applications can be made more user-friendly. Consequently, it sets a legal and technical roadmap before the website developers, which defines how they can ensure numerous and better accessibility options in the websites they design.... For example, a website may have a wide appearance when viewed with the help of a computer; but it will appear in a sleek, oblong from when viewed with the help of a mobile phone. (U.S. Department of Veterans Affairs 2013; Seffah and Javahery 2004) Section 508 and Its Impact In USA, Section 508 of Rehabilitation Act (1973) was legislated in 1998 by the means of an amendment. The main motive behind this law is to get rid of barriers in information technology (IT) systems, which people with disabilities confront in general. It also aims at developing techniques that would make it plausible and easier for people with disabilities to have equal opportunity to access information. Since websites are most rife at the technology interface available to general public, web development technology specific accessibility options are given special importance in the context of this rule. (Lazar and Olalere 2011) The Section 508 is having significant impact. Websites of both government and non govern ment organizations, particularly those working in the sphere of human services, may call for processes such as live chat, online support service, video conference, etc. In absence of proper scope to use wider accessibility options, such websites may become useless to users who have disabilities. Section 508 articulates that how IT systems and applications can be made more user-friendly. Consequently, it sets a legal and technical roadmap before the website developers, which defines how they can ensure numerous and better accessibility options in the websites they design. Available Tools for Compliance Testing The World Wide Web Consortium or W3C provides an efficient Section 508 compliance checking

Report on Sir Isaac Newton Essay Example for Free

Report on Sir Isaac Newton Essay Sir Isaac Newton was an English mathematician and physicist. He was considered one of the greatest scientists in history. Newton was also the culminating figure in the scientific revolution of the 17th century. Newton was best known for his discovery that the force called gravity affects all objects in space and on earth. .Isaac Newton was born on December 25, 1642, in the hamlet of Wollsthorpe, Lincolnshire (R.S.W. 17) His Father died only three months before he was born (Sir Isaac Newton 1). When he was three years old Isaacs mother, Hanna, placed him with his grandmother so that she could remarry a man named Barnabas Smith, a wealthy man from North Witham (Dr. Robert A. Hatch 1). When his mother returned to Woolsthorpe in 1653, Newton was withdrawn from school to fulfill his birthright as a farmer. Newton failed at farming, and returned to Kings School at Grantham to prepare for entrance to Trinity College, Cambridge. A turning point in Newtons life was when he left Woolsthorpe for Cambridge University in June of 1661 (Dr. Robert A. Hatch 1). Although Cambridge was a marvelous center of learning, the spirit of the scientific revolution had yet to enter its curriculum. In 1665 Isaac Newton took his bachelors degree at Cambridge without honors or distinction (Dr. Robert A. Hatch 2). In 1665 the university was closed because of the plague. At this time Newton returned to Woolsthorpe. There, in the following 18 months, he began revolutionary advances in mathematics, optics, physics, and astronomy (J. A. Schuster 1). During the plague years, Isaac Newton laid the foundation for elementary differential and integral Calculus. He invented the method of fluxions which was based on his crucial insight that finding the area under its curve is the inverse procedure to finding the slope of the curve at any point (J. A. Schuster 1). Also during the plague years he made remarkable discoveries in optics. He had reached the conclusion that white light is not a simple, homogeneous entity. He proved this by passing a thin beam of sunlight through a glass prism which created a spectrum of colors on the wall opposite. Isaac argued that white light is a mixture of many different types  of rays, that the different types of rays are refracted at slightly different angles, and that each type of ray is responsible for producing a given color (J. A. Schuster 2). Newtons greatest work was in physics and celestial mechanics. In 1666, Newton had formulated early visions of his three laws of motion (J.A. Schuster 3). Also during these years he examined the elements of circular motion and, applying his analysis to the moon and the planets, found the inverse square relation that the radially directed force acting on a planet decreases with the square of its distance from the sun. This was later crucial to the law of universal gravitation (Sir Isaac Newton 3). When the University of Cambridge reopened after the plague in 1667, Newton put himself forward as a candidate for a fellowship (Sir Isaac Newton 3). He was elected to a minor fellowship at Trinity College but, after being awarded his Masters Degree, he was elected to a senior fellowship in 1668. Before he had reached his 27th birthday, he succeeded Isaac Barrow as Lucasian Professor of Mathematics (Dr. Robert A. Hatch 2). In 1672, shortly after his election to the Royal Society, he communicated his first public paper, a controversial study on the nature of color (Sir Isaac Newton 4). The paper was generally well received but Hooke and Huygens objected to Newtons attempt to prove, by experiment alone, that light consists of the motion of small particles rather than waves. Although his hypotheses was not convincing, his ideas about scientific method won universal assent along with his corpuscular theory. These reigned until the wave theory was revived in the early 19th century (Newton, Sir Isaac 2). Newtons relations with Hooke soured. Newton withdrew from public discussion for about a decade. After 1675, he devoted himself to chemical and alchemical researches. He postponed the publication of a full account of his optical researches until after the death of Hooke in 1703. Newtons Opticks appeared in 1704. Newtons Opticks dealt with the theory of light and color and with Newtons investigations of the colors of thin sheets. It also contained Newtons Rings and the phenomenon of diffraction of light  (Newton, Sir Isaac 2). In 1689, Newton was elected to represent Cambridge in Parliament. During his stay in London he became acquainted with John Locke, the famous philosopher, and Nicolas Fatio de Duillier, a brilliant young mathematician who became a friend. In 1693, however, Newton suffered a severe nervous disorder (Dr. Robert A Hatch 4). There are many interpretations to the cause of this disorder. Some of these interpretations include overworked, the stress of controversy, and perhaps mercury poisoning the result of nearly three decades of alchemical research. After his recovery Newton sought a new position in London. In 1696 Newton was appointed Warden and then Master of the Mint (Dr. Robert A. Hatch 4). In 1703, Newton was elected president of the Royal Society and was annually reelected until his death (Dr. Robert A. Hatch 5). In 1705 Isaac Newton was knighted (Margret C. Jacob 390). His time as president has been described as cruel, and his control over the lives and careers of younger disciples was all but absolute. Newton could not stand for contradiction or controversy; his quarrels with Hooke provided a single example. Later disputes, as president of the Royal Society, Newton used all the forces he could muster. An example of this is when he published Flamsteeds astronomical observations without the authors permission. In the end, the actions of the Society were extensions of Newtons will. Until his death Newton dominated the landscape of science without rival (Dr. Robert A. Hatch 5). Issac Newton died in London on March 20, 1727 (R.S.W. 20). In conclusion, Sir Issac Newton was one of the greatest scientists in history. Newton was also the culminating figure in the scientific revolution of the 17th century. Many of his theories have become foundations for many areas of science.

Exploring the Ideal Everyday Environment :: Essays Papers

Exploring the Ideal Everyday Environment The everyday is most easily viewed as a routine: the occurrences and reoccurrences of an individual’s daily life. A person generally wakes in the mornings, goes to work or attends school, fills their afternoons with errands and activities, returns home, and retires to bed late in the evenings. They become focused on this pattern of the everyday and most everyone in society lives by such a pattern. However, this is not to say that all members of society experience the same everyday, and there is more complexity that lies beyond an everyday routine. Each individual lives in an everyday world unalike any other. No two people live the same everyday life. Therefore, it is deemed important that the everyday is viewed and considered on a large scale. The large scale most often used is the city or the metropolis. A metropolis environment allows for the everyday to exist bountifully, and therefore, allows the everyday to thrive. Differences in everyday life can be compared and contrasted from person to person. The everyday is most often explored in a metropolis setting for these reasons. However, can it be argued then that they everyday only exists within the metropolis? Does an everyday take place outside of the city? It is my belief from my studies that the everyday actually occurs only within the city, and the country or rural areas is where a less complex routine happens. People live routine lives in the country, yet the routine is not massive enough for observation when considering the everyday. Urban areas are the best place for the everyday to occur because it allows for collaboration of routine lives with the shock of the abnormal. Multiple observations of routine lives allow for the everyday to be perceived in order to draw conclusions about the everyday and to classify the everyday. The shocks that occur in the metropolis allow analysts to perceive the effect and to document changes such socks have on a society. Imagine people busily w alking down the street and think of each person’s individual everyday life while observing the shocks of the abnormal. In this, the everyday is being experienced with the subjection to the metropolis. The metropolis, as the most ideal location for the everyday to occur, can be

A Personal Theory of Counseling: The Holmes Approach Essay

Perhaps nothing is as significant to the success of the therapeutic process and nothing represents the foundation of successful therapy more than one’s personal theory of counseling. All individuals in all aspects of life work from some belief system, perspective, or model of how the world works, how things are, and how things interact. Developing a deep understanding of one’s own personal theory leads to better decision-making with respect to the therapeutic process, including therapist approach and client interaction. Such an understanding also promotes a greater ability to intervene more effectively with clients whose values are in contrast to one’s own. Being aware of one’s own personal theory of the world and, subsequently, one’s view of counseling, also helps the therapist identify individual strengths and areas for improvement. The personal orientation of the therapist is a sum total of many influences such as interests, self-awareness, experience, values, and compassion for others, among many other things. Such influences have a direct impact on one’s personal theory of counseling. For instance, my Christian upbringing, experiences, and beliefs have a significant impact on my personal view of the world and others and, therefore, also on my theory of counseling. My religious beliefs and values coincide with some therapeutic approaches and not others. As clients will be most happy when the therapeutic approach is most in alignment with their own personal values, so the therapist will fill most rewarded and happiest approaching the therapeutic process from a foundation that is congruent with their own personal values. The same is true for one’s personal skills and temperament. The process of developing a personal theory of counseling is a bit like shopping for the best fitting clothes. One may find a suit jacket that fits best in an upscale designer clothing store, a shirt that fits best in a retail chain store, a pair of slacks that fit best in a seconds outlet, and a pair of shoes that fit best from a catalogue store. Likewise, one’s personal theory of counseling that fits best is often a synthesis of several different approaches. Despite finding such a fit, the therapist must remain aware of the fact that all theories work with some clients while no theory works with all clients. Such self-awareness enables the therapist to affirm that theories of counseling offer only a partial understanding of human behavior, thinking, growth, and healing and not a definitive or total one. For these reasons, a synthesis of different counseling theories offers a more effective approach. Yet despite such a synthesis or individual theory of counseling, the therapist is charged with the task of continuous, ongoing learning with respect to understanding and working with people. A comprehensive personal theory must deal with the truth that is at the base of the problem. This can be achieved by taking into account various components such as personality structure, motivation, human development, individual differences, health, illness, techniques, effectiveness and the biblical worldview which are all parts of a comprehensive counseling theory (Hawkins, 2006d). To be effective biblical counselors we must have the attitude of Crabb when he stated, â€Å"My overriding goal must be in every circumstance to respond biblically, to put the Lord first, to live in subjection to the father’s will as Christ did (Crabb, 1988, p. 20). † Counselors that get results take into consideration the whole person (e. g. mind, body, soul). Unlike secular counselors, the effective biblical counselor understands that if the counselee encounters a problem we must go back to the manufacturer, which is God who is the answer to the problem. My personal theory of counseling is, indeed, a synthesis of different influences and therapeutic approaches. Of these influence s and theories, the following are the foundation of my personal theory of counseling: Christianity, particularly the examples of the life of Jesus Christ and person-centered theory. For ease of use and future development purposes, I have labeled my personal theory of counseling the Holmes approach. Influences from various approaches form my worldview on people, behavior, thinking, growth, and healing. Within the Holmes approach to counseling, I find a form of modeling, interaction with others, and creation of an environment that most promotes growth and healing. In considering the development of a personal philosophy, several key areas are considered. First, a personal theory includes assumptions about human nature. Second, a theory addresses key concepts including personality development, learning theory, an explanation of health versus ill health, and the roles of behavior, cognition, and affect, among others. Third, therapeutic goals and objectives are considered. Fourth, a personal theory elucidates the therapeutic process which defines the role and function of the counselor, the therapeutic relationship, and the client’s experience. Finally, primary techniques and procedures are identified that are used to facilitate change. The following is an initial, sophomoric sense of my own developing personal theory. Assumptions About Human Nature The main component of my personal theory of counseling is the person-centered approach developed by Carl Rogers. This approach will be my main one for interaction with clients. The reason for person-centered theory driving my therapeutic approach is because its outlook or worldview toward individual function and interaction is most congruent with my own beliefs and values. Person-centered therapy is a humanistic therapy that focuses on individual existence and change (Corey, 2009; Leijssen, 2008; Stiles, Barkham, Mellor-Clark, & Connell, 2008; Wilkins & Gill, 2003; Ziegler, 2002). The principles of Carl Rogers’ work are founded on respect for others, demonstrated by treating everyone with empathy, honesty and giving them unconditional acceptance (Corey, 2009). Person-centered therapy makes the assumption that individuals have the natural or innate power to heal themselves (Corey, 2009). The person-centered or client-centered approach to therapy posits a client-therapist relationship geared toward encouraging these intrinsic healing abilities (Stiles et al. , 2008; Wilkins & Gill, 2003). The view that each individual has within him or her ability to grow and heal is congruent with my Christian belief that within our self is our power of strength through Christ. As 1 Chronicles 20: 10 expresses, â€Å"Wealth and honor come from you; you are the ruler of all things. In your hands are strength and power,† (NKJV). Through the reading Dr. Ronald Hawkins’ model for guiding the counseling process poses that man should be viewed as a set of five concentric circles (Hawkins, 2006). The first circle is the human spirit which portrays God but is inevitably sinful. The second circle is the soul, where the person’s feelings, thoughts, will, and conscience are included. The third is the person’s physical body. Lastly, he adds two more circles to demonstrate components or elements of influence affecting persons. One is labeled as temporal systems such as education, economy, government, society, church, friends, and family. The other is labeled as supernatural systems, mainly God, Satan, good angels, and fallen angels. Hawkins’ model focuses in on the actions of the individual. Key Concepts Genuineness, unconditional positive regard, and empathetic understanding are the main components of the stance modeled by the therapist toward the client in person-centered therapy (Leijssen, 2008). Rogers argued that these three elements in and of themselves are sufficient for promoting change and fuller functioning in clients. A main goal of the person-centered approach is to assist clients through exhibition of these aspects in coming to a fuller acceptance of self-worth (Corey, 2009; Wilkins & Gill, 2003; Ziegler, 2002). Unconditional positive regard and acceptance from the therapist promotes greater self-awareness and self-acceptance in clients (Corey, 2009). Therapy is the means by which clients will remove the personal barriers that constrain and restrict the natural power of self-growth and healing. The inherent worth of the individual forms the basis of the main ideas behind person-centered therapy, as well as Christianity (Adams, 2009; Leijssen, 2008; Reinert, Edwards, & Hendrix, 2009). The goal of accepting Christ into one’s life is similar to the goal of therapy in the person-centered approach; the need of the client for self-acceptance (Leijssen, 2008). As the goal of accepting Christ equates to being saved, a condition of worthiness, so the person-centered therapist is charged with the goal of seeking, in a non-directive manner, to assist the client in confronting feelings and beliefs that prevent the client from achieving congruence between such feelings and beliefs and self-image (Adams, 2009; Leijssen, 2008; Reinert et al. , 2009). The scripture tells us in Romans 15:1-3, â€Å"We then who are strong ought to bear with the scruples of the weak, and not to please ourselves. Let each of us please his neighbor for his good, leading to edification. For even Christ did not please Himself; but as it is written, ‘The reproaches of those who reproached You fell on Me’,† (NKJV). Our Lord and Savior wants our lives to be edified through one another. Holmes therapy, as with person-centered therapy, will enable those in the helping profession to care for our brothers and sisters in love, not by judging or trying to solve their problems, but by just being there to help carry the load and enable them to live much more freely. As with Jay Adams (1986), in this system the true goal of Christian counseling is sanctification through the power of the Holy Spirit. The change for which Christian counselors strive has a spiritual direction and their aim is to help people prosper in the right direction. All change toward God is good, and all change away from God is bad. Sanctification, change toward God is the goal of all Christian counseling,† (Adams, 1986, p. xiii). The fundamental goal of Holmes therapy is not necessar ily symptom relief. Rather, the therapy involves identifying and exploring mistaken goals and ineffective beliefs and values so that the client can make choices that are more congruent with their true self. In exploring these issues, the client will gain a more meaningful sense of who they are and come to accept that they have the freedom to control their life, but with that freedom comes the responsibility of the choices that they make. By accepting this responsibility, the client will be able to develop a more accurate identity which gives greater meaningfulness to their life and develop the tools to identify and fulfill their needs defined by this ‘new, developing’ self. Therapeutic change occurs for the client in stages as they become more and more independent from the therapist. The healed client will be one who lives without the guise of pretense and who can accurately perceive his or her needs, opportunities, and self-worth in the external environment. As individuals can actualize their innate potentiality through a relationship with Christ, the Holmes therapist assists the client in recognizing their innate potentiality. Growth, healing, and enrichment of life are all possible due to this innate ability. The golden rule of Christian faith is to do unto others as you would have others do unto you. Such interaction in person-centered therapy stems from the creation of an environment of unconditional positive regard. As one must willingly come to Christ to receive the benefits of such a life, the functions and role of the therapist in person-centered therapy is non-directive (Leijssen, 2008). The therapist does not provide answers or interpret what the client says or probe for unconscious conflicts or even direct the client toward specific topics. Instead, the therapist provides a â€Å"safe† and â€Å"unchallenging† environment of empathetic listening and unconditional positive regard in which the client feels comfortable self-disclosing feelings, beliefs, and attitudes (Leijssen, 2008). The therapist then restates or reframes the words of the client. The role for the client is to challenge his or her own feelings, especially those that are negative and undermine self-worth, and to be self-revealing. When fusing Christianity, person-centered therapy, and behavior therapy in the Holmes approach the function of the counselor is to serve as an informed guide, but non-judgmental through the client’s process of change. In order to do this, the counselor needs to assess where the client is right now. There is little need to dwell on where the client has been other than when assessing how previous patterns of thoughts and behaviors have affected their current state (Corey, 2009). The counselor helps the client understand their approach to life and how maladaptive strategies and choices have affected their ability to meet their needs and feel happy (Corey, 2009; Terjesen, Salhany, & Scuiotto, 2009; Zeigler, 2002). Moreover, the counselor helps the client see their role in creating their misery and helps the client â€Å"own up to† their current state. This facilitates taking responsibility for one’s current existence and sets the stage for the client in accepting personal responsibility for their change process. To support this, the counselor helps instill a greater sense of hope and points of positive qualities of the client that can or already are contributing to their growth. Taken from the person-centered and behavior therapies, in the Holmes approach the client’s role in therapy is that of a learner in the sense that they will gain awareness and insight into how they operate, their self defeating beliefs and erroneous attributions, and how poor choices have affected their ability to fulfill needs and desires (Corey, 2009; Terjesen et al. , 2009; Zeigler, 2002). The client develops the willingness (or courage) to attempt change when they realize the responsibility they have in giving their life meaning, abandoning ineffective beliefs/attitudes, and making choices that lead to need/want fulfillment. In essence, the client comes to an understanding that they are the only one that can ‘solve’ their problems. I believe the therapeutic relationship is the catalyst that permits the client to accept their role in the change process. In accordance with the Rogerian view (Raskin, Rogers, & Witty, 2008) it is vital that the counselor and client operate as collaborative equals, despite any desire by the client for therapeutic directives (Corey, 2009; Terjesen, Salhany, & Scuiotto, 2009; Zeigler, 2002). In this relationship the counselor’s most important contribution is genuineness. Such authenticity allows the counselor to interact with the client in a congruent way and be ‘real’ with the client. Unconditional positive regard and acceptance as well as empathetic understanding are also part of the relationship. These aspects of the relationship allow the client to experience their interaction with the counselor as genuine and foster trust and self acceptance. These attributes help the client see themselves in a more positive light and encourage the client to take risks necessary for change.

Desert Places

Desert Places by Robert Frost Snow falling and night falling fast, oh, fast In a field I looked into going past, And the ground almost covered smooth in snow, But a few weeds and stubble showing last. The woods around it have it – it is theirs. All animals are smothered in their lairs. I am too absent-spirited to count; The loneliness includes me unawares. And lonely as it is, that loneliness Will be more lonely ere it will be less – A blanker whiteness of benighted snow With no expression, nothing to express.They cannot scare me with their empty spaces Between stars where no human race is. I have it in me so much nearer home To scare myself with my own desert places In the poem â€Å"Desert Places† by Robert Frost, The speaker is a lonely man who is not feeling a sense of belonging within himself. Also winter does not offer to help the lonely man. Instead it assists his feelings of loneliness. â€Å"And the ground almost covered smooth in snow† (line 3). As line three indicates, the speaker is watching an empty field being covered by more and more snow.This connotes concealing the beauty of the field. The snow imagery communicates the feelings of disappointing winter and emptiness. The observation of loneliness in winter and isolation from the world is nothing compare to the feelings of loneliness and emptiness within. This meaning is effectively communicated by the poem’s imagery and by the denotation and connotation of the words Frost has chosen. In the first stanza, the setting is developed with the use of words ‘night’ and ‘snow’ and they both carry negative connotation.Snow is employed throughout the poem to show the lack of identity; it also has characteristics of cold and formless white sheet. This observations show an image of snow falling fast, destroying the beauty of the field and covering up everything that is living. Similarly the ‘night’ has a negative connotation of darkne ss, the blackness and visionless that signals the depression and loneliness that the speaker is feeling. The concept of ‘falling fast’ both words which are mentioned twice in the first line of the first stanza, suggests descending uncontrollable and unstoppable.All four words create images that describe the mood of the speaker’s inescapable depression as result of the ‘ground covered smooth in the snow’ (3) and the feeling of emptiness within. In the second stanza the word ‘theirs’ denotes belonging; explaining the woods have something to feel a part of. The speaker still feels lonely. Also the word ‘smothered’ denotes suffocation and blockage. Although the animals are ‘smothered’ by the snow and feel helpless and alone, they are smothered in ‘their lairs’.The last line of the second stanza is really important because the word ‘loneliness’ is mentioned for the first time in the poem. Th e world ‘loneliness’ denotes without company and isolated. In line seven, the speaker is ‘too absent-spirited to count,’ he is sadly alone. In the eighth line ‘the loneliness includes me unaware,’ the speaker notices unexpectedly he too is included in the ‘loneliness. ’ It is not just the animals and the empty field covered with snow the speaker is blaming of being lonely but also himself as well.The speaker loses enthusiasm. In the third stanza, It is the most straightforward and haunting stanza of the poem because it practically induces ‘loneliness’ into the reader. ‘Lonely’ and ‘loneliness’ are mentioned three times in this stanza. ‘Will be more lonely ere it will be less—’ (10) The speaker admits that the weather and more so him feeling lonely will only get worse before it gets better. The word ‘blanker’ and ‘benighted’ are used in this stanza to give imagery of how empty and lonesome the persona is feeling.In line twelve, the imagery of depression and absence of identity is furthermore supported when the speaker compares himself to the snow to say ‘With no expression, nothing to express’ (12) mentioning his lack of identity and him falling into loneliness. The fourth and last stanza is where the speaker is most confident. The word ‘scare’ is mentioned twice in this stanza and it denotes fear. In the first line of the fourth stanza the speaker says he worries no more of empty and lonely spaces. The word ‘star’ denotes space, but it also connotes to an example of loneliness ‘where no human race is. (14) The speaker does not coward anymore of lonely empty spaces, he does not need empty fields covered with formless snow and space filled with loneliness to scare him; it’s already inside of him. The last line of the poem ‘To scare myself with my own desert places,â€⠄¢ (16) contain an image which displays Frost’s thought that fear comes from within oneself rather than without. No matter how you view or understand this poem ‘Desert places’ by Robert Frost; we can all agree that imagery, connotation, and denotation play an important role in explaining the poem’s total meaning.

How to Apply for Your Perkins Loan

How to Apply for Your Perkins Loan SAT / ACT Prep Online Guides and Tips Are you considering applying for federal financial aid? If so, you might have heard of the Perkins loan program. Perkins loans are government-backed, low-interest loans that are meant to help students pay for school. They come with a lot of great perks, including the opportunity for loan cancellation (that's exactly what it sounds like it is - imagine taking out a loan for school, and not having to pay it back). If you've already checked out our guide to Perkins loans and want to get one for yourself, you've come to the right place. Read on for easy to follow instructions on exactly how to apply for a federal Perkins loan. The Basics of Applying for Perkins Loans There's no dedicated or separate application for the Perkins loan; instead, you apply by submitting a Free Application for Federal Student Aid, or FAFSA. The good news is that even if you're not eligible for a Perkins loan, you're opening up other opportunities for financial aid by submitting a FAFSA. You'll automatically be considered for any federal aid programs; schools and private scholarships can also use information from this application to award funds. There's no fee required to submit this application, and turnaround is pretty fast; you should receive a report detailing your eligibility for certain federal aid programs in about 3 days if you submit the FAFSA online. You'll quickly learn whether you'll be awarded the Pell grant, for example, or whether you're eligible to take out Direct Subsidized loans. Because financial eligibility requirements for Perkins loans vary from school to school, you won't learn about your Perkins eligibility until your school sends you a financial aid package. In general, Perkins loans are awarded to students who demonstrate exceptional financial need. Unfortunately, demonstrating this financial need doesn't necessarily guarantee that you'll receive the loan, but I'll discuss strategies for increasing your chances later in this post. The eligibility requirements are therefore a bit strict, but the loans themselves are flexible and come with some serious perks: Borrowers are given a 9 month grace period, whereas other federal loans come with a 6 month grace period. Borrowers who take jobs in community service after graduation are often eligible for loan cancellation(check out our guide here). Competitive interest rates; Perkins loan interest rates = 5%, whereas many private student loans can come with interest rates that are twice as high. Sounds pretty good, right? If you're thinking that you have nothing to lose by applying for a Perkins loan, you're right. In the next sections, I'll detail the steps you need to take to submit your best loan application. How to Apply Step 1: Check Whether Your School Participates in the Perkins Loan Program Although Perkins Loans are government-backed, your school would technically be your Perkins Loan lender. Fewer schools participate in the Perkins Loan program than in some other federal loan programs. You can check with your school’s financial aid office to figure out whether they offer Perkins loans. You can also ask what their financial eligibility requirements are. This might give you a better idea of your chances before you submit your FAFSA. Step 2: Check Your Timeline for Submitting the FAFSA There are a few different deadlines you should be aware of: federal and state. The only deadline that matters specifically for the Perkins Loan specifically is the federal one, although if you’re submitting the FAFSA at this deadline, there may not be any Perkins funding left for you. The deadline for federal funding for the 2015-2016 school year is June 30, 2016. You may be able to get federal aid even after you’ve finished your year at school (if you’re a current college student), so it could be worth your while to apply later on even if you’re too late to get the Perkins.Different states (if you also want to be considered for state funding) have different deadlines for applying for student aid: check the deadline for your state here. Schools use information from the FAFSA to put together financial aid packages. Like I mentioned above, you won't actually learn whether you can take out a Perkins loan until you've received this financial aid package.You can submit your FAFSA as early as January 1 for the year you’re entering school.Current college students typically submit their FAFSAs early in their spring semesters for the next academic year. It’s easy to put off completing the FAFSA until the federal or state deadline - don’t do this!Perkins money tends to run out quickly because each participating school has a finite Perkins budget - it's first come, first serve. Plan on applying as early in the year as possible (January or February). You won’t have that year’s tax information yet, but that’s ok - you can submit estimates and amend those numbers later as needed. That way, schools will have your FAFSA information on hand once you're accepted. The early bird gets the Perkins loan. Step 3: Gather All the Information You Need to Complete the Application Although gathering this information isn't necessarily hard, it can be the most tedious part of the application process. Keep in mind that you'll also need to meet all basic federal aid requirements in order to submit a FAFSA (you can read more about that here). Here's all the information you'll need to fill out an application: Your Social Security Number Your Alien Registration Number (if you're not a US citizen) Your most recent federal income tax returns, W-2s, and other records of income Bank statements and investment records (if applicable) Records of untaxed income (if applicable) An FSA ID to sign electronically (if you're submitting your FAFSA online). You can create a FSA ID here. You'll also need all the above information from your parents, even if they won't be helping you pay for school.Your parents’ financial information is considered when determining how much aid you may be eligible for - here’s some more specific information: If your parents are married, gather info for both of them. If your parent is widowed or single, you just need the financial information for that one parent. If your widowed parent is currently remarried, you need info for your parent + his/her spouse. If your parents are divorced or separated, you need information for your custodial parent (the parent you lived with the most in the past year). If your parents have joint custody, and you’ve spent equal time with them, you need info for the parent who’s supported you the most financially. If youthink your circumstances warrant a what’s called a â€Å"dependency override,† where your parents’ financial info is not taken into account (meaning you would likely get more aid), you will also need to gather all documentation around your special circumstances (that is, any documentation that would support your claims). Common overrides include age, marriage, kids, homelessness, military service, foster care, or legal emancipation. Answer questions about these circumstances honestly on your FAFSA - the application will process as incomplete, and you’ll need to follow up with the financial aid office of the school you’re seeking an aid package from. Step 4: Choose Your Submission Method You can choose to submit either an electronic or paper version of the FAFSA. I recommend that you submit an electronic version, but here are instructions for both methods of submission so that you can make a decision that's right for you: Electronic Submission It’s generally easier to submit online than it is to send in a paper application. The form can be submitted electronically here. If you plan to submit online, apply for a FSA ID for you and your parents first! You need a FSA to sign the FAFSA electronically - it can take up to 3 days to get the ID via email, so build this into your timeline. The electronic FAFSA tends to guide you through the application process faster, and can you notify you about certain errors. Electronic submission will get you faster â€Å"results† - you’ll receive your SAR, or Student Aid Report (document which tells you about your eligibility for federal student aid), in about 3 days. Paper Submission You can get a paper copy of the FAFSA at high school guidance offices, college financial aid offices, and many libraries. You can also download and print the application yourself here. Paper FAFSAs are a bit more cumbersome than the electronic version, take the longest to file (it can take weeks to get your SAR back), and lead applicants to make more mistakes, which will delay your application process. This is not a good option for you if you're tight on time. Step 5: If Possible, Set a Time With Your Parents to Complete the FAFSA Once you've gathered all relevant information and chosen your submission method, you'll need to plan some time to sit down and actually complete the application. As I mentioned earlier, you'll need quite a bit of information from your parents or guardians - the form will be much easier to complete if you can sit down with them, going through each section together. Plan on spending 1-2 hours on filling out the application. A little extra help from the 'rents makes the application process faster and easier. Step 6: After You Submit Within 3-5 days, you will receive an email with directions to access your Student Aid Report. The colleges you listed on your FAFSA will have access to your SAR shortly after you do.You can check the status of your application by calling the Federal Student Aid Information Center (1.800.433.3243), or by logging into the Department of Edwebsite with your FSA ID. If your application was complete, your school should be able to use your Student Aid Report to generate a financial aid offer,which can include grants, loans, and scholarships. If you are offered a Perkins Loan, it will be included in this financial aid offer. Your school has the ultimate say in whether you get the Perkins Loan. Financial eligibility does not guarantee that you’ll receive the loan. Schools with better funding, or with better financial aid programs, may be able to offer more Perkins loans. If You're Offered a Perkins Loan, Should You Take It? So you've gone through all this work to apply for federal financial aid, and your school offers you a Perkins loan in your financial aid package. You can choose to take the loan, or you can refuse the aid. What do you do? First, you should avoid taking on any debt if you have other ways to cover your school's cost of attendance (like grants or scholarships, for example). Perkins loans are great financial tools, but as with any loan, you'll end up paying back more money than you originally borrowed due to interest (if you don't get 100% of your loan canceled, that is). To learn more about cost of attendance and budgeting out college expenses, check out our college cost guide. If you've determined that you need to take out loans to help pay for school, the Perkins loan could be a great option for you, particularly if you're planning on working in public service after you graduate. Working in certain fields qualifies Perkins loan borrowers for loan cancellation - you could potentially get up to 100% of your loan canceled, which means you wouldn't end up paying a dime. You can read more about Perkins loan cancellation here. If you're choosing between a Perkins loan and another loan, the Perkins loan will almost always be the better financial option. Interest rates are low, as I mentioned earlier in this post, and no interest accrues while you're in school or for 9 months after you leave. As a result, you'll end up paying less in the long run. All in all, Perkins loans are great options for students who need loans to help finance their educations. They're particularly good options for students who are interested in public service. It's hard to go wrong with a Perkins loan! What's Next? If you're researching Perkins loans, you should definitely learn more about other federal financial aid programs as well. Check out our guides on the Pell Grant, Direct Subsidized loan, and Direct Unsubsidized loan. Already know all about those federal programs? You might want to check out scholarship opportunities. Learn more about the National Merit Scholarship and the Walmart Scholarship. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Reasons for Humanity to Go Back to the Moon

Reasons for Humanity to Go Back to the Moon It has been  decades since the first astronauts walked on the lunar surface. Since then, nobody has set foot on our nearest neighbor in space. Sure, a fleet of probes have headed to the Moon, and they have supplied a lot of information about conditions there.   Is it time to send people to the Moon? The answer coming from the space community is a qualified yes. What that means is, there are missions on the planning boards, but also many questions about what people will do to get there and what theyll do once they set foot on the dusty surface. What Are the Obstacles? The last time people landed on the Moon was in 1972. Since then, a variety of political and economic reasons have kept space agencies from continuing those bold steps. However, the big issues are money, safety, and justifications. The most obvious reason that lunar missions arent happening as quickly as people would like is their cost. NASA spent billions of dollars during the 1960s and early 70s developing the Apollo missions. These happened at the height of the Cold War when the U.S. and the former Soviet Union were at odds politically but were not actively fighting each other in land wars. The expenses of trips to the Moon were tolerated by American people and Soviet citizens for the sake of patriotism and staying ahead of each other. Although there are many good reasons to go back to the Moon, its tough to get a political consensus on spending taxpayer money to do it. Safety Is Important The second reason hampering lunar exploration is the sheer danger of such an enterprise. Faced with the immense challenges that plagued NASA during the 1950s and 60s, it is no small wonder that anyone ever made it to the Moon. Several astronauts lost their lives during the Apollo program, and many technological setbacks took place along the way. However, long-term missions aboard the International Space Station show that humans can  live and work in space, and new developments in space launch and transport capabilities are promising safer ways to get to the Moon. Why Go? The third reason for a lack of lunar missions is that there needs to be a clear mission and goals.  While interesting and scientifically important experiments can always be done, people are also interested in return on investment. Thats particularly true for companies and institutions interested in making money from lunar mining, science research, and tourism. Its easier to send robot probes to do science, although its better to send people. With human missions come higher expenses in terms of life support and safety. With the advances of robotic space probes, a great amount of data can be gathered at a much lower cost and without endangering human life. The big-picture questions, like how did the solar system form, require much longer and more extensive trips than just a couple days on the Moon. Things Are Changing The good news is that attitudes toward lunar trips can and do change, and its likely that a human mission to the Moon will happen within a decade or less. Current NASA mission scenarios include trips to the lunar surface and also to an asteroid, although the asteroid trip may be of more interest to mining companies.   Traveling to the Moon will still be expensive. However, NASA mission planners feel that the benefits outweigh the cost. Even more important, the government foresees a good return on investment. Thats actually a very good argument. The Apollo missions required a significant initial investment. However, technology- weather satellite systems, global positioning systems (GPS), and advanced communication devices, among other advancements- created to support the lunar missions and subsequent planetary science missions are now in everyday use on Earth. New technologies aimed specifically at future lunar missions would also find their way into the worlds economies, spurring a good return on investment Expanding Lunar Interest Other countries are looking quite seriously at sending lunar missions, most specifically China and Japan.  The Chinese have been very clear about their intentions, and have good capability to carry out a long-term lunar mission. Their activities may well spur American and European agencies into a mini race to also build lunar bases. Lunar orbiting laboratories may make an excellent next step, no matter who builds and sends them.   The technology available now, and that to be developed during any concentrated missions to the Moon, would allow scientists to do much more detailed (and longer) studies of the Moons surface and sub-surface systems. Scientists would get the opportunity to answer some of the big questions about how our solar system was formed, or the details about how Moon was created and its geology. Lunar exploration would stimulate new avenues of study. People also expect that lunar tourism would be another way to maximize exploration.   Missions to Mars are also  hot news these days. Some scenarios see humans heading to the Red Planet within a few years, while others foresee Mars missions by the 2030s. Returning to the Moon is an important step in Mars mission planning. The hope is that people could spend time on the Moon to learn how to live in a forbidding environment. If something went wrong, rescue would be only a few days away, rather than months.   Finally, there are valuable resources on the Moon that can be used for other space missions. Liquid oxygen is a major component of the propellant needed for current space travel. NASA believes that this resource can be easily extracted from the Moon and stored at deposit sites for use by other missions - particularly by sending astronauts to Mars. Many other minerals exist, and even some water stores,  that can be mined as well. The Verdict Humans have always made an effort to understand the universe, and going to the Moon does seem to be the next logical step for many reasons. It will be interesting to see who starts up the next race to the Moon. Edited and revised by Carolyn Collins Petersen

National Health expenditures Assignment Example | Topics and Well Written Essays - 500 words

National Health expenditures - Assignment Example Similarly, the net cost of health insurance steadily rose from $2.6 billion in 1970 to $210.6 in 2013.Furthermore, the government expenditure on public health activities $1.4 billion in the year 1970 (CMS, 2007). Based on the National Health Expenditure figures, the value also increased to $75.4 billion by 2013.In addition, the Federal government has also increased its allocation in making the investment in the health sector. In 1970, the Federal government spent $7.8 billion in health investment. In 2013, a staggering $164.6 billion was allocated towards making new investments in the health sector (CMS, 2007). The percentage of GDP spent on NHE has been fluctuating from time to time. In some instance, the percentage change in GDP was negative and in some cases it was positive. In the year 1991, the percentage of GDP reduced sharply with a margin of -8%. In 2009, the percentage increase in GDP was the highest reaching the mark of 5.8% (Hennessy et al., 2007). According to the figures presented above, the analysis indicates that the government has been increasing funding for the purposing of improving quality health provision. One of the core mandates of the Federal government is to provide accessible medical care to its citizens. The federal government has ensured that it provides quality and available medical attention. Furthermore, the emergence of deadly diseases such as cancer that is most prevalent in most developed countries, the need to invest in medical care has been necessitated (CMS, 2010). The prices of medical care coverage have been relatively affordable. Affordability of care services has been made possible with the Federal government commitment to invest in the public health sector. Since the government expenditure in medical investment, medical services have been made affordable. The Federal government has promoted the creation of new national hospitals in a bid to ensure there is the accessibility of medical

Leadership, Learning and Development Assignment

Leadership, Learning and Development - Assignment Example The fact is that every culture in different countries have differences from one another. At the risk of stereotyping, some cultures are more traditional – they are more masculine, less inclined to accept individual differences, and more respecting of hierarchies. These societies have basic inequalities. Other cultures are the opposite of this. Some cultures are individualist, and some are collectivist. Management must know these cultural differences, and they must have the skills to overcome the differences. They also should have a pragmatic way of dealing with the differences. Moreover, there is also the issue of outsourcing. This is another implication of globalization. When this occurs, there is inevitably a challenge. The employees may feel that they are going to be next, and the atmosphere may be poisonous. A good manager must have a way of overcoming this. To this end, manager developmental models may be pinpointed to problems or management developmental models may be broader-based. There should be a combination of both types of training, for optimal effect. Competency-based training is more broad-based, giving skills that transcend different situations. Assessment and development centres give pinpointed advice and training for certain situations. Another model is the multi-rater feedback. This means that there is assessment from the people who know the manager best, and the manager also does a self-assessment. These different models have different implications for the globalization challenges, but when used in conjunction with one another, especially the competency-based model with the assessment and development centre model, the manager would have the best training possible to deal with globalization challenges. This paper will outline the management development models. Then it will be talk about globalization, explaining it, and explaining what the challenges with regards to

Basics of finance and investment Essay Example | Topics and Well Written Essays - 1500 words

Basics of finance and investment - Essay Example Bad news is always remembered more because it is human nature that people’s miseries create a stronger impact in our minds. But it should also be remembered that if there is a Leeson, there is also a Warren Buffet. Money was lost on internet stocks, but just before that, money was also made on the same internet stocks. And Bernard Madoff was one of a kind, who took advantage of people’s confidence to him as a SEC consultant. There was nobody before or after him who operated at the level he did, because the there is usually in place an effective regulation of the market and most such operators are caught early on (Arnold, 2004). If there are no extreme developments such as market crashes and financial crises, investing for value long-term has always been sound strategy for enhancing wealth. There are several vehicles for investment: the savings account, the money market, certificates of deposit and common stocks are some of them. Each of these instruments is associated with a particular level of rate of return. The rate of return is the percentage gain an investment makes – in short, how much yearly earnings are expected as a proportion of the capital invested. The rates of return fluctuate, but they maintain a more or less consistent relationship with those of the others. For instance, the savings account in a bank would normally have the lowest rate of return which is denoted by its interest rate. The money market placement has a slightly higher interest rate, followed by certificates of deposit, and then the stock investment. The average rates of return for each of these instruments is shown in th e second row of Table 1 (source: UK National Statistics Online). The rate of return plays an important part in the concept of compounding. In compounding, the returns that have been accumulated for one year becomes part of the

Vitamin C Effect on Apple Browning | Experiment

Vitamin C Effect on Apple Browning | Experiment This experiment was designed to investigate the effect of Vitamin C concentration on the enzymatic browning of apples. Apple slices were dipped into Vitamin C solution of different concentration ranging from 0 mg to 100 mg. They were left under room temperature and conditions for 24 hours before the browning index was measured. There was a general decrease in browning index as Vitamin C concentration increased with 80 mg showing the lowest browning index. Pearsons product-moment correlation coefficient established a strong negative correlation between the two variables investigated with a 5% confidence level. The results supported the experimental hypothesis. Research and Rationale The browning of certain fruits such as apples, pears, peaches and bananas is caused by an oxidation process known as enzymatic browning which requires three factors: substrate, which consists of polyphenolic compounds; a polyphenol oxidase (PPO), an enzyme that can catalyze the first step in the reaction; and oxygen, a reactant.[1,3] Enzymatic browning is mostly undesirable but is inevitable when these fruits are subjected to mechanical injuries or processing. When fruits are sliced or the skin of the fruit is pierced open, the enzyme PPO which exists in the cells are released and exposed to the surrounding air. Upon contact with oxygen in the atmosphere, PPO reacts with oxygen and starts catalyzing the conversion of polyphenolic compounds into quinones. Quinones are not dark in color but are readily polymerized to form complex brown polymers. [12] 369words Prevention of undesirable enzymatic browning is of utmost importance to the food processing industries because browning of fruits will cause deterioration of quality, alteration of flavor and color of fruit products, causing industries to incur losses and wastage of food. Preventive steps include inactivation of enzyme by heat denaturation, the use of acid to inhibit enzyme activity and the use of bisulfites to interfere with browning.[1] In this practical, I am looking at the function of Vitamin C in preventing enzymatic browning. The function of Vitamin C as a natural antioxidant to the browning of sliced apples was first discovered by Dr. Szent Gyorgi, a Nobel Prize Winner. Vitamin C, a strong reducing agent and reactive species, prevents enzymatic browning by reacting with oxygen, inhibiting the PPO enzyme and disallowing oxygen to react with the phenolic compounds. Borenstein (1965), Sapers and Dougles (1987) and Sapers and Ziolkowski (1987) stated that ascorbic acid is a more effective inhibitor of enzymic browning than are sulfites or erythorbic acid. Besides that, Taeufel and Voigt (1964) stated that ascorbic acid is the most significant inhibitor of PPO because it has no detectable flavour at the concentration used which would interfere with the acceptability of the final processed product. Also it has no corrosive action upon metals, in addition to its vitamin value. The biggest advantage of using Vitamin C as a browning inhibitor is it is natural and healthy. [6] Vitamin C is the most widely used as a food additives in inhibiting discoloration due to enzymatic browning because Vitamin C has quite powerful reducing properties together with its obvious physiological acceptance and safety. Moreover, Vitamin C becomes a very common food additive due to its worldwide legislative acceptance and many of its technical uses. The availability of crystalline Vitamin C to a very high standard of purity in industrial quantities has undoubtedly been of assistance in the growth of the market. [2] Apples are chosen as a material in this experiment because apple is a very common fruit used in the food industry and is always included in our daily diet for its high nutritional value. Moreover, apples brown rapidly after being bruised due to their high polyphenolic compound contents. The pale coloration of apples gives an easily observable and clear indication of the amount of browning. Vitamin C is applied on the surface of cut apples to slow down the oxidation process. In the experiment, the amount of browning was indicated by the browning index of the apples. The higher the browning index, more enzymatic browning that took place. According to Eskin et al. (1971)[6] reported that food material must be treated with an adequate amount of Vitamin C to totally halt the browning process, otherwise browning is only slightly delayed, up to the point at which all the Vitamin C is oxidized. Therefore, the aim of experiment is to investigate the relationship between Vitamin C concentration and enzymatic browning of apples, determining the ideal concentration which inhibits enzymatic browning most effectively. Experimental hypothesis The higher the concentration of Vitamin C, the slower is the enzymatic browning of apples. Null hypothesis There is no significant correlation between the concentrations of Vitamin C and the enzymatic browning of apples. Planning A trial experiment was conducted to help me choose the most suitable methods to conduct the experiment, the best 2 quantification methods and the range of concentration of Vitamin C to be used in the real experiment. Methods involved Preparing Vitamin C of different concentration A standard Vitamin C solution of concentration 4mg/ml was prepared by dissolving two 500mg Vitamin C tablets in 250ml of distilled water and homogenised in a volumetric flask. Six different concentrations of Vitamin C solutions of 20, 40, 60, 80 and 100mg with the same total volume of 25 ml were prepared by serial dilution method. To make Vitamin C solution of 20mg, 5ml of the stock solution was mixed with 20ml of distilled water. To make 40mg, 10ml of stock solution was mixed with 15ml of distilled water and so on. 5ml of buffer at pH6.5 was added into each solution. A control solution of only distilled water was also prepared. Preparing the apple cubes A total of 30 freshly cut apple cubes of dimension 2.0-2.0 cm were prepared. Each five apple cubes were dipped into one of the solutions prepared. The apple cubes were then placed on separate Petri dishes and left at room temperature and conditions for 24 hours. Collecting data The apple cubes were examined with 3 different methods. Firstly, the intensity of the colour of the browned apple cubes was examined using a colour scale from 1 to 9. The percentage coverage of browned parts of the apple cubes was also examined using a 2-2cm quadrat. Lastly, the apple cubes are homogenised in a blender for 2 minutes, followed by centrifuging at 10000 rpm. After filtering the solution, the browning index of the clear fruit juice obtained was determined by measuring the absorbance at 420nm using a spectrophotometer.[7,5] Trial results From the results obtained, I learnt that increasing Vitamin C concentration does have an effect on the browning of apples and the most preferable method of quantification was measuring the browning index. The results obtained from measuring the percentage coverage and colour intensity were less significant and these observations were very subjective. Besides that, I realised that the trial results were inconsistent and did not show significant difference in all the quantification methods used. This may be either caused by errors and limitations occurred during the trial experiment or the concentration of Vitamin C used was not high enough. However, according to Linus Pauling Institute in Oregon State University, the recommended daily allowance of Vitamin C for normal healthy adult above age 19 is around 75 to 95mg.[4,9] Thus, increasing the Vitamin C concentration was not advisable. Therefore, subsequent experiments were carried out by using the same Vitamin C concentrations but steps were taken to ensure the errors and limitations were minimised. Vitamin C stock solution was heated to ensure complete dissolving but the temperature of heating cannot be too high to prevent breakdown of Vitamin C. Procedures were repeated once to get more reliable results and the number of apple cubes used were increased from 5 to 10. This could help eliminate any browning happening due to chance. Besides that, all the apparatus used for the cutting and handling of the apple cubes were cleaned thoroughly and free from rust as rust can accelerate the browning of apples. Apparatus Petri dishes, measuring cylinder, glass rod, beaker, boiling tubes, filter funnel, normal laboratory spectrophotometer, cuvette, pestle and mortar, water bath, knife, dropper, volumetric flask, blender, centrifuge, knife, marker pen Materials Distilled water, apples, Vitamin C tablets, label stickers, filter paper Variables Manipulated: Concentration of Vitamin C (mg) Serial dilution technique was used to make the same volume of lime juices containing different Vitamin C concentration. The Vitamin C concentrations used were 0, 20, 40, 60, 80 and 100mg. The control was distilled water to allow comparison to be made. Responding: Browning index (ABS) The browning index was determined by blending, centrifuging, filtering and measuring the percentage absorbance at 420nm of the oxidised apple cubes. Controlled: Types of apples, pH of Vitamin C solution, surrounding temperature All the apples used in the experiment were of the same type, same origin and were bought from the same supermarket at the same time. The pH of the solutions was kept constant using a buffer at pH6.5. The apple slices were placed in separate Petri dishes in the laboratory under normal room temperature. Real Experimental Procedure Six different concentrations of Vitamin C of 0, 20, 40, 60, 80 and 100mg were prepared. Sixty apple cubes were cut with 10 apple cubes dipped into each concentration. The apple cubes were placed in different Petri dish and left at room temperature and condition for 24 hours. The apple cubes were then homogenised in a normal blender for 2 minutes centrifuged at 10000rpm and filtered. The absorbance of the clear apple juice at 420nm was measured using a spectrophotometer and the reading of the spectrophotometer was recorded as the browning index. The experiment was repeated once. Safety Precautions Gloves were worn when dealing with Vitamin C tablets to prevent the tablet from being contaminated. Vitamin C solutions were prepared in situ and sealed after the preparation to prevent any loss of Vitamin C due to oxidation. Care was taken when cutting the apple into cubes with knife to avoid cutting the hand. Knife and all the apparatus involved in the handling of apple cubes were cleaned thoroughly before the experiment and were make sure to be free from rust as rust can accelerate enzymatic browning. Apples were made sure to be healthy and not bruised when they were purchased. All glassware and apparatus were clean and free from laboratory chemicals. Special glassware and equipment, stored away from all sources of laboratory chemical contamination, and reserved only for food experiments was used.[8] Data Collection in Main Study Statistical Analysis There is a quite clear negative correlation between Vitamin c concentration and the browning index. This relationship was further proven by using Pearson product-moment correlation coefficient[10,11] to test the linear dependence between the two variables being investigated. The correlation coefficient, r ranges from -1 to 1. A value of 1 implies that a linear equation describes the relationship between X and Y perfectly, where as Y increases, X increases. A value of -1 implies that when Y decreases, X increases. A value of 0 implies that there is no linear correlation between the two variables. The negative value of r indicates a negative correlation between the two variables investigated. The critical value for 5% confidence level = 0.811, which is smaller than the value of r calculated from the data of the real experiment. Therefore, the PMCC analysis showed that there is a statistically significant negative correlation between the concentration of Vitamin C and the browning index. The null hypothesis can be rejected. Data Analysis The graph showed that the increasing Vitamin C concentration brings about an overall decrease in the browning index of the apple cubes by 69 %. From 0 mg to 80 mg of Vitamin C concentration, the browning index decreases almost linearly. Although there was a slight increase in browning index from 80 mg to 100 mg, the value of Pearson product-moment correlation coefficient, r = 0.942 re-affirmed that there is a strong negative correlation between Vitamin C concentration and browning index. The browning index is an indication of the proportion of oxidised phenols[7] during apple storage of 24 hours in the experiment. A lower browning index indicates a lower proportion of reacted phenolic compounds. In other words, the lower the browning index, the lesser the enzymatic browning taking place in the apple cubes. When the apples were cut into cubes, they were exposed to oxygen and enzymatic browning was initiated. By coating the apple cubes with a layer of Vitamin C, also known as ascorbic acid (AA) which is a very strong reducing agent, the process of enzymatic browning was inhibited as AA prevented O-quinone from being converted to its colored end product. Besides, AA competed with polyphenol oxidase (PPO) to react with oxygen. AA also formed a barrier to prevent oxygen from reacting with the substrate of the enzymatic browning process. The mode of AA action upon phenols can be summarized as follow: [6] O -diphenol +  ½ O2 O quinone + H2O O -Quinone + AA O- diphenol + dehydro AA A A +  ½ O2 dehydro AA + H2O With increasing Vitamin C concentration, more Vitamin C was made available to prevent the oxidation of phenols, thus the amount of oxidised phenols which contributed to the absorption at 420 nm was reduced and the browning index decrease. From the graph, the Vitamin C concentration that gave the lowest browning index was 80 mg. The browning index at this concentration was 86% lower than that of 0 mg. This showed that 80 mg was the ideal concentration which inhibits enzymatic browning happening in the apple cubes most effectively. Vitamin C concentration of 0 mg was used as a control in this experiment to show that Vitamin C did play a role in inhibiting enzymatic browning. The browning index at 100 mg was higher than that at 80 mg when it was expected to be lower. This may be due to another type of browning, known as non-enzymatic browning taking place in the apple cubes in which ascorbic acid was found out to play a role in some non-enzymatic browning. The non-enzymatic browning may have produced end products which also caused absorption at 420nm. As ascorbic acid affects non-enzymatic browning, the higher ascorbic acid concentration at 100 mg contributes to more non-enzymatic browning than that at 80 mg, contributing to a slightly higher browning index. [1] Evaluation In food processing industries, the average effective level of Vitamin C used for apple halves is 660mg/kg[2], which is also equivalent to 0.66mg/g. The total mass of all the apple cubes used in the experiment for each concentration was 45 g, so the ideal concentration of Vitamin C should be 29.7mg which almost three times lower than the ideal concentration obtained in the experiment. This may be due to errors and limitations which had arisen during the experiment. Apples are very porous and thus very difficult to treat. It is difficult to get ascorbic acid solution into sufficiently intimate contact with the fruit, which is important to maintain the quality of the fruit.[2] In this experiment, the apple cubes were only dipped into the Vitamin C solution and the solution did not have time to diffuse completely and reach every cell in the apple cubes. Besides that, this experiment was carried out under normal room temperature in which enzymatic browning occurs at a faster rate. The apple cubes were left at normal room conditions and constantly exposed to air, thus more ascorbic acid was needed to inhibit enzymatic browning as compared to vacuum packed processed apples. Moreover, a delay in adding ascorbic acid after the cutting of apples will cause permanent browning as the enzyme was not inactivated rapidly enough to prevent any appreciable oxidation to occur before ascorbic acid was added. [2] 3074 words The apples may be subjected to mechanical injuries during handling which may contribute to browning of the apples. Therefore, the apple cubes were handled as carefully as possible. A stainless steel knife was used to make sure there was no rust which could accelerate browning of the apple cubes. Different types of apples have different amount and types of phenolic compounds, substrates of enzymatic browning, which would affect the rate and amount of browning happening.[1,2] Apples of the same origin and type were bought at the same time at the supermarket to minimise this limitation. Further enzymatic browning may occur during the blending of apple cubes which may affect the final browning index. To prevent this, during blending, 50cm ³ of Vitamin C solution of that particular concentration which the apple cubes where dipped into was added. The quantification method used in this experiment has been simplified as the materials and apparatus available in my college laboratory was limited. The experiment can be improved using a more accurate and advanced method, polyphenol oxidase (PPO) assays [6,7] which measures the effect of Vitamin C on the activity of PPO directly so that the results obtained would be more reliable. Other improvements of this experiment include soaking the apple cubes longer in the Vitamin C solution and cutting the apples into smaller pieces to increase their total surface area to volume ratio for rapid diffusion of Vitamin C solution into the apples. Further studies on the type of food additives that affect the enzymatic browning of apples could have been investigated and their effectiveness compared. [6] Conclusion There is a negative correlation between Vitamin C concentration and enzymatic browning with 80 mg as the ideal concentration of Vitamin C which significantly reduced enzymatic browning by 86%. This was determined by the decreasing browning index as the Vitamin C concentration increases. Sources Evaluation Sources 1 to 4 are published books by food experts and also accredited universities. Moreover, books which are published are usually reviewed by other experts from that particular field prior to publication. Therefore, the information from these sources is reliable and factual. Sources 5 to 7 are online journals about Vitamin C and its effect on enzymatic browning, the quantification method of browning and the factors affecting enzymatic browning. These journals are peer-reviewed and so should contain sound scientific information. Furthermore, the information in these journals has been found to correlate each other, implying that they are highly regarded as reliable sources. Cumulative word count: 3349 words Sources 8 to 12 are websites which are well established and have many viewers. Therefore, the information they provide must have been screened and reviewed by experts to ensure they are sound and correct.