Friday, February 14, 2020
Music under Stalin - Essay Example The RAPM which dominated the 1920s and 1930s also advocated for anti-Western aesthetics that could be seen in works such as Lady Macbeth and led to the realization of the commencement of the Soviet musical history. Members of this group such as Marian Koval became one of the greatest critics of the works of Shostakovich (Edmund 2000, p. 88). There were other groups that were not as influential as RAPM such as Muzyka-massam which translates to music to the masses founded in 1929 to produce music to the citizens. Much, later, there has been political meaning given to the music written by Russian composers such as Shostakovich in which the works were overtly propagandist in nature such as the Eleventh Symphony that were a protest against the Soviet Union under Stalin. Shostakovich also composed music that could be said to be formalist when the RAPM was influential such as the opera Ã¢â¬Å"The NoseÃ¢â¬ and the ballets Ã¢â¬Å"Bolt and The Golden AgeÃ¢â¬ that showed disdain for the m usic performed by RAPM. Despite the good works by artists such as Shostakovich and Prokofiev amongst other composers, they underwent a lot of repression in the year 1948 when the regime through its secretary general issued a decree denouncing them for their formalism and thus their music was suppressed with no publications or performances. Music under Stalin The Soviet regimeÃ¢â¬â¢s under Stalin and those who adopted Stalinism had a stranglehold on the music that was supposed to be produced and composed that made creativity a difficult affair. However, some artists such as Shostakovich, Prokofiev and others managed to create musical masterpieces with distinct messages mainly to counter propaganda and inspire revolutionary purposes amongst the masses (Fairclough 2012, p. 68). There is still very limited understanding of the Soviet reality as concerns the music that was played and performed under Stalin. This incomprehension often leads to the misunderstanding and misrepresentation of the motivations and activities of those who composed and performed music including their meaning in the Soviet Union under Stalin. For example Shostakovich rarely explained his musical pieces with a program emphasizing no reference or illusions to his attitude towards the Soviet regime. Instead, he preferred confiding in a circle of friends whom he could t rust as discussing his music elsewhere would have killed his musical career. The revered Russian composer Rodion Shchedrin states that during the 1950s, nobody wanted to go to the gulag as at that time there was no independent judiciary in Russia as the Communist party was the only jury with Stalin as the assumed judge. There is clear evidence that music was mostly composed for the omnipotent regime which sought to control the citizens both physically and spiritually as shown by the music of Prokofiev and Shostakovich. These two geniuses of Russian music were later accused amongst other Soviet musicians of not composing music that was accessible to the masses with their music christened ''antinarodnayaÃ¢â¬ which implied that their music was against the people. In Ã¢â¬Å"The War Symphonies: Shostakovich against StalinÃ¢â¬ by Larry Weinstein, the author states that the film is clearly made to counter the propaganda of the
Saturday, February 1, 2020
The Battle at Belmont - Essay Example ucah to stage a demonstration against Leonindas Polk Confederate general to stop undertaking of strengthening from Polk to Sterling price and Thompson in Missouri (Hughes, 1991). On the evening of the sixth, Grant boarded two brigades summing to 3114 men on CairoÃ¢â¬â¢s river transport and BirdÃ¢â¬â¢s point, and proceeded down the river a distance of about 8 miles. Later that night Grant received an information about Confederates crossing at Columbus with the intended plans to censor off Colonel OglesbyÃ¢â¬â¢s stake, when asked about that , excuse was given that OglebyÃ¢â¬â¢s had left just to try play Jeff Thompsons rebel force and got to be around Indian Ford on the St.Francis. This book also explains how the gunboats opened the battle, and explains the involvement of Colonel James C. Tappan who was a democrat and served as a judge in 1861, Augustus C. Watsons, a wealthy planter who organized an artillery company of New Orleans, and Major general Polk who found Tappan at the riverbank looking for a boat to transport him back across the river (Hughes, 1991). Later after the gunboats actions with the batteryÃ¢â¬â¢s parrot guns burst which executed two and hurt three, Tappan and Beltzhoover deployed their minor forces in defense of the two streets which were approaching the Belmont landing and Grant shown as the under cover of the gun boats. It also explains the actions of the Confederates left, Brigadier General Pillow reached at front line of TappanÃ¢â¬â¢s on the Belmont claiming that he didnÃ¢â¬â¢t get sufficient time to deploy his line before assailed by the Federals. Though the Pillows deployment is explained to have been awkward. The actions of the Confederate right, they progressed no good, however being better displayed from the position of both terrain and intersection. Tappan saw Russell deploying for the progress and ordering his command headfirst, and enforced Tappan to charge to 70 yards before Russell ran out of ammunition. After the RussellÃ¢â¬â¢s command discharged to
Friday, January 24, 2020
Believing in Una of Naslund's Ahab's Wife Naslund's novel, "Ahab's Wife" was immensely more satisfying and realistic than Melville's "Moby Dick." I hope to explain why Naslund did not merely present a "feminine" version of Moby Dick, but presented similarly universal themes within more realistic and meaningful contexts. By becoming intimate with the reader, she expects more: she expects us to understand the world from a different perspective. Melville tries to be funny by making things ridiculous. Naslund makes reality funny. From what I gathered of other's opinions of Moby Dick, the hilarity came from the absurdity. In my mind, however, when something seems impossible the story seems to change to the realm of cartoon or science fiction. It seems not only not funny, but weird and irrelevant. I was glad, after feeling like I must not have any sense of humor, to laugh out loud to Ahab's Wife. "'And some people believe' Kit put in, 'that if you eat cucumbers, your nose will grow long. Or other parts.' 'What parts?' Frannie asked. 'Your feet,' Aunt said"(p93). Although just as silly, this is funny because it speaks to an awkward situation similar to one everyone has been in, probably on all sides. It is not the absurdity of the myth of the cucumber that I laugh at, but rather the Aunt's reaction to his reference. Naslund speaks to me, however, not because of realistic humor, but because of her contextual insight. Melville makes profound but irrelevant commentary on the world, while Naslund shows us her journey to different understandings of the world. Melville, to use one of many examples of his philosophical meanderings, tells us that, "there is no quality in this world that is not what it is merely by contrast." This statement could be very insightful, except that he is talking not about understandings of the world or identity formation, but rather feeling physical warmth: "We felt very nice and snug, the more so since it was so chilly out of doors; indeed out of bedclothes too, seeing that there was no fire in the room. The more so, I say, because truly to enjoy bodily warmth, some small part of you must be cold, for there is no quality in this world that is not what it is merely by contrast." 52 This leaves me impressed that he was able to connect his wise perceptions of the world to an only slightly relevant story, and makes me want to steal the quote and apply it out of its context.
Thursday, January 16, 2020
Effectiveness of EL interventions for facilitating childrenÃ¢â¬â¢s social and emotional development
1.Introduction The aim of this paper is to present a critical evaluation of the effectiveness of interventions focused on emotional literacy to facilitate childrenÃ¢â¬â¢s social and emotional development. To complete this aim, the first section will describe the cognitive theories of Piaget (1929) and Vygotsky (1986) in regards to child development and present the current understanding of the concept of emotional literacy (EL). The second section will present a critique of studies that initiated EL interventions for children and discuss their results in light of the two aforementioned theories. The last section of this essay will present the final concluding remarks and recommendations for efficient EL interventions. 2.Theories of Cognitive Development in Children Cognition is defined as the study of processes involved in the correct understanding and the correct interaction with the environment. Hence, cognition encompasses all these cognitive processes, attempting to explain ways in which humans understand their world. A total of seven of these processes (perception and memory, thinking and knowing, learning, reasoning, using language and problem solving) have been described in the study of cognitions (Palaiologou, 2016). Two of the most eminent cognitive psychologists, Jean Piaget (1929) and Lev Vygotsky (1986), developed two very distinct theories with regards to the way in which children attain development. Piaget argued that children attained development through various stages by which they construct knowledge (the so called schema). The schema would change according to the age of the child, as they would begin to perceive the environment in different ways. For example, teaching children letters and numbers at one schema and reading and writing at another. Thus Piaget set a strong emphasis on the environment in which the child grew up, as a strong contributor to his/her development. Reminiscence of this theory can be seen today in practical terms, where school environments are adapted to suit the learning needs of children of various ages (Saracho, 2012; Palaiologou, 2016). Vygotsky (1986), on the other hand, did not view child development as an individual process which resulted from environmental interaction, but as the result of social interaction (Justice and Sofka, 2010). The researcher introduced the term zone of proximal development to signify actions that the child can learn from others and the zone of actual development to signify actions that the child can maste (Justice and Sofka, 2010)r. From this perspective, Vygotsky (1986) argued that the process of learning is characterized by a partnership between the child who learns and the adult who substantiates the learning needs of the child through social interaction (Justice and Sofka, 2010). Currently, in the most classroom environments, the cognitive model of Piaget (1929) is used, in which children pass through development stages that are mandatory. However these stages cannot be correlated with children who, under social cultural influence, have to acquire behaviours that their counterparties only acquire later in life. For example some children may learn reading and writing earlier than their counterparties. In this regard, Biddulph (1995) makes a connection between failure in cognitive tasks at an early age and aggressive behaviour among children in primary schools arguing for the importance of EL. In PiagetÃ¢â¬â¢s model, emotional literacy is disregarded in favour of cognitive literacy, which leaves children exposed to negative emotions and subsequent problematic behaviour (Sherwood, 2008). At this point, it is important to explain the notion of EL. This is defined as a set of skills that encompass the ability to recognise, comprehend, manage and express appropriately emotions. EL is also referred to as emotional knowledge (Park and Tew, 2007). Other definitions of this concept describe it as the practice of thinking collectively and individually about the way in which emotions shape actions and use this understanding for attaining an enhanced thinking capacity (Park and Tew, 2007). One other possible definition of this term describes EL as a process of interaction by which a better understanding of personal and collective emotions is achieved. This understanding of emotion is then used to inform actions (Park and Tew, 2007). Social and emotional developments in children have been connected with EL as well as with academic achievement as many of the skills need for attaining academic success are similar with skills that come with EL (Brian, 2006). These include the use of language, cooperation with teachers and peers as well as being able to listen. At the same time, EL promotes a safe and caring environment for children in which positive relations are established which in return provide emotional security to children and help them reach their developmental potential (Brian, 2006). 3.EL Interventions Several EL interventions that aim to achieve child social and emotional development have been implemented. These will be discussed in the following sections. From the literature, studies testing their efficiency have been extracted. According to the setting and approach used by these interventions, three types of EL interventions have been distinguished: EL interventions under the form of educational programmes, EL interventions that focused on parental involvement and School Based EL. The following sections will assess the efficiency of the EL categories interventions identified.3.1.EL Delivered by Educational ProgramsA pilot study conducted by Gimenez-Dasi, Fernandez-Sanchez and Quintanilla (2015) demonstrated that children as young as 2 years old can benefit from EL interventions. The study contained a total number of 54 participants who were randomly assisted to control and experiment group. Baseline measurements were taken and the intervention was applied. In this case, the inte rvention to the experimental group consisted of a 30-min session per week for a period of six months. The EL training was delivered by a teacher who had been previously trained in this procedure. Anova analysis of the two groups showed that the intervention group had higher scores in affective knowledge and social competence but both group maintained roughly the same level of emotional regulation capacity (Gimenez-Dasi, Fernandez-Sanchez and Quintanilla, 2015). The authors conclude that this intervention was efficient, at least in part, in improving EL in children as young as 2 years old. A similar population was studied by Camil et al. (2010) who conducted a meta-analysis study of 123 comparative interventions with EL and control groups for pre-school children. In the selected studies the EL intervention was delivered either by direct intervention in a pedagogical manner or via inquiries which set a stronger emphasis on student participation. The authors found thatEL interventions which focused on cognition tend to have a descending effect through time. Simply put, the effects did not last. Direct intervention EL showed some positive effects for cognition yet individualisation had a more significant impact. Burger (2010) also argues that EL intervention programs have some short-term and long-term effects even for children from disadvantaged backgrounds. Going back to the theories of Piaget and Vygotsky it can be argued that quality social interactions aids child development even under an improper economic environment, hence Vygotsky approach of information transfer s eems more efficient for EL. Another study conducted by Humphrey et al. (2010) with children in the age group of 6 to 11 years old noted that EL has been attained and maintained by children seven weeks following the intervention. Similar to the methodology used by (Gimenez-Dasi, Fernandez-Sanchez and Quintanilla (2015), Humphrey et al. (2010) divided the 253 children participating in the study in control and intervention groups. The conclusions of this study have demonstrated improved EL skills in children when data was analysed from self-reporting questionnaires, but the same results were not present when self-reporting questionnaires from parents and students were assessed (Humphrey et al.,2010). This renders questionable the efficiency of the intervention, especially since the duration of the programme was only 7 weeks and data was collected under the influence of participant reporting bias by self-reporting questionnaires. Liew (2012) argues that self-regulatory interventions that aim at achieving social and emotional development need to be administered in conjunction with temperament-based frameworks. In other words, cognition and learning comes easier when there is a self-regulatory mechanism already in place. As this author argues, separating the two does not provide long lasting EL effects (Liew, 2012). One way to analyse this statement is to assume that EL interventions in schools may be more successful as they will encompass both cognitive as emotional development. The next section will analyse these aspects.3.2.EL School InterventionsOne such study (Brown and Aber, 2011) analysed results upon delivering an intervention consisting of social-emotional learning with literacy development for childrenÃ¢â¬â¢s social, emotional, behavioural, and academic functioning. The intervention lasted for two years, with 1,184 children from 18 elementary schools taking part in this experiment. As with the previ ous two studies discussed (Gimenez-Dasi, Fernandez-Sanchez and Quintanilla 2015; Humphrey et al., 2010) baseline measurements were taken and children were randomly assigned to the intervention or control group. Two years after the intervention, children in the intervention group noted improvements in self-report of hostile attribution bias and aggressive interpersonal negotiation strategies. Lower levels of depression have also been recorded in this group. Teachers in the participating schools also reported less instances of aggressive behaviour, higher attention skills and higher social competent behaviour in these children (Brown and Aber, 2011). Denham and Brown (2010) discuss the notion of SocialÃ¢â¬âemotional learning (SEL) and its possibility to aid child social and emotional development through an integrated framework (Appendix 1) that encompasses school, parents and peers for aiding achieving development. At the same time, the authors link SEL with academic success and note that this model may be adjusted to a variety of variables which would suit the childÃ¢â¬â¢s development needs (i.e. student teacher interaction or child parent interaction) (Denham and Brown, 2010). Given that the framework accounts for a the main relationships that are defined by social interaction, by the skills needed to obtain positive interaction and by accounting for the environment and self-regulatory mechanisms, it can be argued that its application may be highly effective. Nevertheless, due to its complex nature, the framework may also be difficult to apply and may also require high levels of cooperation between children, parents and te achers for it to be implemented. Durlak et al. (2011) conducted a meta-analysis study researching the effects of SEL in various schools. A total number of 270,034 participants were accounted for from the 213 analysed studies. The participants were followed up from kindergarten through high school. By contrast with control groups, children that were involved in SEL programs showed significant improvements in attitudes, social skills as well as emotional skills. Additionally, academic performance and behaviour were also improved by 11 percentile-point gain in contrast to control groups. Upon analysing the results, Durlak et al. (2011) concluded that the most successful SEL programs focus on four distinct areas, combining them for attaining optimal results. These are strategies that include emotion, behaviour, cognition and communication. As the authors argue, EL programmes which do not include all these components may achieve only short term benefits and may also be less successful. Kramer et al. (2009) obtained similar results in a qualitative study design involving 67 student participants and 67 parents/caregivers. The implemented SEL strategy was delivered via a new curriculum named Start Strong. The programme was developed two years prior to this study, and included various EL strategies including behavioural and cognitive tasks (Merrell et al., 2007). Kramer et al. (2009) investigated not only the effects of this curriculum for SEL but also potential barriers to implementation of such programs in schools and the support provided by local educational authorities. Based on the analysis of the collected information, the authors concluded that there were statistically noticeable improvements in child behaviour and emotional skills. These effects were maintained in the 6-week follow-up measurements. The authors also identified barriers to implementation, such as limited understanding of the programme, lack of interest and limited resources delivered by local au thorities.3.3.Parental InvolvementOther researchers followed the lines of the theory developed by Vygotsky in regards to exploiting the notion of zone of proximal development. Thus, a series of studies investigated the effects of parental involvement for child EL. Sheridan et al. (2010) argue that parental engagement is connected with a series of adaptive skills in children who are in the pre-school age group. The authors conducted a randomised control trial with a longitudinal approach using parental involvement as an EL strategy. A total number 220 children participated in the research and data was collected for a period of four years. The authors noted that significant differences were observed between the control and the intervention group in self-control, aggression and anger and other behavioural problems. Furthermore, differences were also noted in initiative behaviour, attachment and anxiety and withdraw behaviours. While the authors concluded that parental involvement play s a significant role in child development of emotional and social skills and overall EL, Sheridan et al. (2010) also note that this area needs further exploration. In a similar study conducted in Australia, Havighurst et al. (2014) analysed the effectiveness of EL intervention that involved parents and teachers for children with severe behavioural issues. Professionals delivering the intervention had background training in EL while parents involved in the experimental group were trained via the Tuning in to Kids (TIK) method, developed by Havighurst et al. (2009). Positive results of using this tool for training parents in being more emotionally attentive with their children have also been reported by Wilson et al. (2012). The results obtained by Havighurst et al. (2014) in measuring the real world effects of the TIK intervention as an EL strategy showed that children of parents who attended TIK obtained significant behavioural improvements, including higher levels of behavioural control, social positive interaction, empathy and better emotion understanding. 4.Conclusion Based on the studies analysed in regards to EL interventions, a series of conclusions can be drawn. Initially it is important to point out that almost none of the EL strategies follow the approach of Paige in regards to environmental implications for development and stages of learning. However, some notes to different age groups and the effects of the EL strategy were made. In this regard, Gimenez-Dasi, Fernandez-Sanchez and Quintanilla (2015) showed that children as young as two can obtain some benefits from EL, yet the small age may be a factor for which behavioural control was not achieved. Moreover, if looking at programme interventions and school-based interventions, it is notable that these studies focused on bringing in a professional or training a professional to teach children EL. This in return implies that Vygotsky theory of knowledge transfer from adults to children is the preferred approach for EL. This becomes particularly evident in EL strategies that aim for parenta l involvement, where children of parents who are taught to be more emotionally aware of their childÃ¢â¬â¢s social and developmental needs, obtain positive results in EL. As it was noted, interventions that are delivered with focus on only one area (behaviour, emotion, cognition and communication) do not bring efficient or lasting effects, especially if they are delivered for a short period of time and if there is little interest or understanding of the intervention (Liew, 2012)Moreover, some frameworks are extensively complex and their complexity may act as a barrier for implementation. Effective EL strategies must begin early, preferably in the pre-school period especially considering that good EL plays a strong part in cognitive capacity. Furthermore, effective EL interventions must include all four areas of development and should be relatively easy to apply and understand. Also, effective EL strategies must be implemented over an extensive period of time and benefit from parent al involvement. References Biddulph, S. (1995). Manhood: An action plan for changing menÃ¢â¬â¢s lives (2nd ed.). Sydney: Finch Publishing. Burger, K. (2010). How does early childhood care and education affect cognitive developmentAn international review of the effects of early interventions for children from different social backgrounds. Early Childhood Research Quarterly, 25(2), 140Ã¢â¬â165. doi:10.1016/j.ecresq.2009.11.001 Camilli, G., Vargas, S., Ryan, S., & Barnett, W. S. (2010). Meta-Analysis of the Effects of Early Education Interventions on Cognitive and Social Development. , 112(3), 579Ã¢â¬â620. Denham, S. A., & Brown, C. (2010). Ã¢â¬Å"Plays nice with OthersÃ¢â¬ : SocialÃ¢â¬âEmotional learning and academic success. Early Education & Development, 21(5), 652Ã¢â¬â680. doi:10.1080/10409289.2010.497450 Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing studentsÃ¢â¬â¢ social and emotional learning: A Meta-Analysis of school-based universal interventions. Child Development, 82(1), 405Ã¢â¬â432. doi:10.1111/j.1467-8624.2010.01564.x Gimenez-Dasi, M., Fernandez-Sanchez, M., & Quintanilla, L. (2015). Improving social competence through emotion knowledge in 2-Year-Old children: A pilot study. Early Education and Development, 26(8), 1128Ã¢â¬â1144. doi:10.1080/10409289.2015.1016380 Havighurst, S. S., Duncombe, M., Frankling, E., Holland, K., Kehoe, C., & Stargatt, R. (2014). An emotion-focused early intervention for children with emerging conduct problems. Journal of Abnormal Child Psychology, 43(4), 749Ã¢â¬â760. doi:10.1007/s10802-014-9944-z Havighurst, S. S., Wilson, K. R., Harley, A. E., & Prior, M. R. (2009). Tuning in to kids: An emotion-focused parenting program-initial findings from a community trial. Journal of Community Psychology, 37(8), 1008Ã¢â¬â1023. doi:10.1002/jcop.20345 Humphrey, N., Kalambouka, A., Wigelsworth, M., Lendrum, A., Lennie, C., & Farrell, P. (2010). New beginnings: Evaluation of a short socialÃ¢â¬âemotional intervention for primary?aged children. Educational Psychology, 30(5), 513Ã¢â¬â532. doi:10.1080/01443410.2010.483039 Jones, S. M., Brown, J. L., & Lawrence Aber, J. (2011). Two-Year impacts of a universal school-based social-emotional and literacy intervention: An experiment in Translational developmental research. Child Development, 82(2), 533Ã¢â¬â554. doi:10.1111/j.1467-8624.2010.01560.x Justice, L. M., & Sofka, A. E. (2010). Engaging children with print: Building early literacy skills through quality read-alouds. New York: Guilford Publications. Kramer, T. J., Caldarella, P., Christensen, L., & Shatzer, R. H. (2009). Social and emotional learning in the kindergarten classroom: Evaluation of the strong start curriculum. Early Childhood Education Journal, 37(4), 303Ã¢â¬â309. doi:10.1007/s10643-009-0354-8 Liew, J. (2012). Effortful control, executive functions, and education: Bringing self-regulatory and social-emotional Competencies to the table. Child Development Perspectives, 6(2), 105Ã¢â¬â111. doi:10.1111/j.1750-8606.2011.00196.x Matthews, B. (2005). Engaging education: Developing emotional literacy, equity and co-education. Maidenhead, England: Open University Press. Merrell, K. W., Parisi, D. M., & Whitcomb, S. A. (2007). Strong StartÃ¢â¬âGrades K-2: A Social and Emotional Learning Curriculum. Journal of Developmental & Behavioral Pediatrics, 29(5), 438. doi:10.1097/dbp.0b013e31818af9be Palaiologou, I. (2016). Child observation: A guide for students of early childhood. London, United Kingdom: SAGE Publications. Park, J., & Tew, M. (2009). Emotional Literacy Pocketbook. Hampshire: TeacherÃ¢â¬â¢s Pocketbooks. Piaget, J. J. (1929). The ChildÃ¢â¬â¢s Conception of the World. New York: Harcourt Brace. Saracho, O. N. (2012). An integrated play-based curriculum for young children. New York: Taylor & Francis. Sheridan, S. M., Knoche, L. L., Edwards, C. P., Bovaird, J. A., & Kupzyk, K. A. (2010). Parent engagement and school readiness: Effects of the getting ready intervention on preschool childrenÃ¢â¬â¢s SocialÃ¢â¬âEmotional Competencies. Early Education & Development, 21(1), 125Ã¢â¬â156. doi:10.1080/10409280902783517 Sherwood, P. (2008). Emotional literacy: The heart of classroom management. Australia: Australian Council Educational Research (ACER). Vygotsky, L. (1986). Thought and Language. Cambridge: MIT. Wilson, K. R., Havighurst, S. S., & Harley, A. E. (2012). Tuning in to kids: An effectiveness trial of a parenting program targeting emotion socialization of preschoolers. Journal of Family Psychology, 26(1), 56Ã¢â¬â65. doi:10.1037/a0026480 Appendix Denham and Brown (2010) SEL Model. p. 655.
Wednesday, January 8, 2020
Career and College Research Paper Our world gets more digital every day. Nearly everyone has a smartphone and a computer. Even more people have a TV and if people do they are in contact with the digital world everyday. Multimedia Artists and Animators (MMA) have a big impact on this because they create the illusion of a realistic image in every digital and sometimes non-digital media project they publish. MMAs design 2 and 3 dimensional models, animation and visual effects. These appear in TV, movies and often in video games. They have to be realistic and detailed. A MMA often keeps working in one medium and stays there for most of his career (Summary.). I choose this career to write about because I am fascinated about the creativity that is needed and the fact that the work is seen by a wide range of people. I also really like that MMAs build the base for all the digital features and movies people get to see these days. The impact on the modern life is really big. It is important to understand the education or training requirements, skills or talents needed, salary and benefits offered,and the duties for a particular career when making this decision. MMAs often work in offices of magazines, animation studios or movie studios and there they have a normal schedule from 9 to 5. But when due dates come up the work hours can increase and night or weekend work can be required (Summary.). The geographic location depends if the employee is working at home or not. Most officesShow MoreRelatedCareer And College Research Paper1741 Words Ã |Ã 7 PagesEnglish III 9 December 2016 Career and College Research Paper Identification and Description of Career The field I have chosen to study in college is psychology. In particular, I wish to obtain a PhD in clinical psychology. 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This road is a divergent one in the fact that there are many differing variations of this occupation including becoming a commercial, airline, or corporate pilot, of which I have chosen the airline option. To elucidate, Ã¢â¬Å"Airline pilots fly for airlines that transport people and cargo on a fixed scheduleRead MoreCareer And College Research Paper1564 Words Ã |Ã 7 PagesCareer and College Research Paper J.K. Rowling once said, Ã¢â¬Å"Imagination is not only the uniquely human capacity to envision that which is not, and therefore the fount of all innovation. In its arguably most transformative and revelatory capacity, it is the power to that enables us to empathize with humans whose experiences we have never sharedÃ¢â¬ (Ã¢â¬Å"J. K. Rowling Quotes.). I want to be a writer. A writer is a person who is a fountain of imagination and innovation. 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Criminal prosecutors represent clients who have had a crime committed against them. I chose this career because being a lawyer, especially a criminal prosecutor, requires laying out facts in a clear and concise manner,
Monday, December 30, 2019
Throughout history, humankind has tried to make things easier for themselves by controlling what is around them. This has always been the case and then humans evolved into an agricultural based society. Breeding different strains of plants became something of a popular topic for scientists in hopes to getting the elite possible plants for food. Although time has passed, these practices have continued and technology has expanded and developed. Now rather than breeding two similar plants or animals, mankind has taken it a step further and can alter the genetic sequence of the DNA in species. This option to be able to alter plants and now particularly crops, has raised many moral and safety concerns. Did you know that more than sixtyÃ¢â¬ ¦show more contentÃ¢â¬ ¦Genetic modification has been going on for years. Yet, not everyone seems to agree that GMOs are favorable to our society. Moreover, it is not a mystery that the human population continues to increase. The world population w as estimated in 2050 to be 9.3 billion, 400 million more than previously estimated. It would seem that GMOs would be seen as a light at the end of the tunnel for 3rd world counties, and the health risks of pesticides, and for the years to come. Nonetheless, many people see GMOs as a major danger to the nation. Genetic engineering and biotechnology is creating new methods to help scientists with the issue of feeding the world. Some people argue that GM technology will replace traditional breeding and this is not the case. The importance of solving the problem of food production for a growing population like ours needs to be without harming the environment and will require traditional breeding and organic farming, plus GM crop technology, used to solve the problem at hand. Our human civilization will have the greatest challenge to ensure sufficient food production in the next few years unless all the methods are used accurately and as necessary. (Herrera-Estrella and Alvarez-Morlaes, 256-257). GMOs are among one of the most tested products. Over 1,500 peer-reviewed studies have yet to find evidence that GMO crops affects humans or livestock. World Health Organization,
Sunday, December 22, 2019
The article by Pradeilles et al., (2016) which is titled, Community readiness for adolescents overweight and obesity prevention is low in urban South Africa: a case study is a case study about teaching and obesity prevention in South Africa. A case study according to Wright (2014) is an approach which is used to describe a community, system, event or individual (p.108).This article explored the relationship between community interaction and teaching about healthy eating habits from religion organizations. This article is trustworthy on many different levels including credibility, transferability, dependability and confirmability. Through discussion of the strengths and weaknesses of this article will provide evidence to theÃ¢â¬ ¦show more contentÃ¢â¬ ¦Pradeilles et al., explain in the method session how a mixed methods design provided a wider in-depth understand on overweight and obese prevention in the community. The Community Readiness Model survey was used to generate to how re ady this community is for obesity interventions and the Focus Group Discussions was complemented by providing an in-depth interpretation of the scores achieved to help to understand what might be appropriate target points for future interventions (Pradeilles et al., 2016, p. 3). This article provides any different areas which prove credibility. The transferability of a study according to Wright (2014) is the concept of external validity which is when the study and its findings could be repeated by other researchers working in different venues (p.115). Ã¢â¬Å"Researchers should provide sufficient information on the informants and the research context to enable the reader to assess the findingsÃ¢â¬â¢ capability of being fit or transferableÃ¢â¬ (Cope, 2017, p. 89). The study by Pradeilles et al, provided a detailed time line, note-taking methods and criteria for choice of codes to demonstration its transferability. This study used a mixed research method which involved both qualit ative and quantitative to collect quality and quantity data. Pradeilles et al., (2016) explain the mixed methods design allows the authors to obtain views from a greater number of people in aShow MoreRelatedChildhood Obesity Essay976 Words Ã |Ã 4 PagesControl and Prevention (CDC), the prevalence of childhood obesity has more than tripled in the past thirty years. As well as having an impact on health, studies have cited a relationship between obesity and poor school performance as well as a childÃ¢â¬â¢s readiness for learning and education. 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