Wake Up free essay sample

â€Å"Wake up, I’m leaving in 20 minutes,† were the words I awoke to that gloomy Thanksgiving Day. I reluctantly rolled out of my warm bed and scurried to the bathroom to get ready for that memorable day. My brother was in his blue BMW honking his life away when I came strolling down the patio stairs. â€Å"Hurry up, some of us have a heart,† he said to me. â€Å"I do have a heart, I just don’t want to do this,† I replied. â€Å"Whether you want to or not, you’re doing it,† he returned. I rolled my eyes and decided to grin and bear it because soon I would return home to a nice warm Thanksgiving dinner. One by one we took the trays of hot food up the stairs into the kitchen. The scent of the room sickened me. I was ready to leave. Noticing the disgusted look on my face, my brother gave me a pep talk. We will write a custom essay sample on Wake Up or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page â€Å"Come on now, you can do this. These people deserve it. Nothing will happen. I’m right here with you,† he said to me. We were the last ones to bring food to the soup kitchen. As soon as we arrived, they began serving. Spending each Thanksgiving morning there, serving food, making underprivileged people happy was my brother’s tradition. He used to go with his church every year when he was younger and continued to go alone years after. But that year he decided to take me with him. I aversely agreed, not aware that this day would be the day that my view of life changed. I remember distinctly how happy everyone was as they were being served their breakfast. I was actually the most bitter person there. It didn’t take long for everyone’s spirit to rub off on me. I was laughing and having fun and forgot about my prior feelings. But as I was laughing I began to think, â€Å"I ought to be more grateful, I have so much and people that are homeless and poor had to cheer me up.† They were comforting me and telling me that everything would be okay. They asked why was I so blue, but I was ashamed to say it was because I didn’t want to leave my nice big house and family for two hours to do something nice for someone else. Many of them didn’t even have family or a house and they were so happy, so satisfied and so grateful. And I was complaining about what to wear and the fact that it was so early in the morning. It opened my eyes to see what a terrible person I was before. Because of that experience, I am now much more appreciative. I don’t take anything for granted and I realize that I have so much to be thankful for. I have a supportive family, good friends, a place to live and food to eat every day. It is unfair that there are people in the world that can’t afford even the necessities in life. I hope that sooner rather than later the gap between social classes is bridged and there is more equality.

buy custom Impact of Looping on a Urban Middle Schools essay

buy custom Impact of Looping on a Urban Middle Schools essay When Rudolf Steiner founded the first Waldorf Schools in Austria, in the beginning of the 20th Century, the idea of building long term relationships between teachers, students and parents was born. The schools were originally designed to accommodate the children of the Waldoft-Astoria factory workers children. (LAB 1997. p. 3.) There are different other names of the method of allowing children to stay with the same teacher for two-to three years. The most common expression, used by education professionals is looping, however, some call it multi-year grouping or continuous progress. Although in Waldorf schools teachers stayed with the same students through year 1 to 8, today looping lasts for a shorter period of time. There are different methods adapted in Europe, and in Germany, students and teachers stay together through year one to four. Similarly, in Middle and Eastern Europe, there is a system to assign one key teacher to the class for lower grade (1-4) and upper grade (5-8), whi le there are some supporting teachers assigned to teach specialist subjects, like sports, music, languages or science. Providing children with the most supportive environment in school in the years of adolescence has a great importance. Creating meaningful relationships is important, and the more disadvantaged children are, the more crucial role the school and educators would be. Although teaching the same class for more than one year would create extra challenges for teachers, there are many opportunities lying in this method. The transition between classes goes smoother, and instead of trying to understand other educators reports and comments on individual pupils teachers would be able to take children further based on their own experiences. When extra support is needed, the method would be successful, however, the risks are that if the level of education is low, children would be disadvantaged by not getting enough motivation and stimulation to try and achieve better results. General Benefits of Looping When reviewing the efficiency of looping, it is crucial to examine both social and academic aspects. Although staying with one teacher would help children feel more secure, they might miss getting to know other teaching styles and personality types of adults, which would be viewed as a disadvantage. The teachers level of knowledge should also be examined carefully, to ensure they can deliver next years academic projects as well. Prior to the developments in the beginning of the 1900-s, (Grant, Johnson, Richardson, 1996) looping was used, but not to enhance performance or student experience. Duing the 1980-s, looping gained more popularity, mainly in elementary schools. (NMSA, Online.) The advantages of looping consist of the following elements: (NMSA, Online.) time, relationships, student support and engagement. These advantages are detailed below. Time can be saved during the second and third (occasionally fourth) years of tuition, as the educator will not have to spend time on getting to know the strengths and weaknesses of every single pupil. Reviewing class transition documents would be hard when getting twenty new class members to teach, therefore, the teacher is able to focus on delivering the curriculum, instead of socializing. The socialization project might continue during the summer holidays as well, to keep pupils engaged and save even more time getting back to the old habits and orders of school life. (Crosby, 1998) Relationships can be improved between peers, as well as student - teacher and teacher-parent interactions. Working together in the classroom and having more time to build relationships with the teacher would have a positive effect on the sense of security. Social competence can be improved, which is important in the case of disadvantaged and minority children. A greater sense of community can be created for the later adulthood, (Westerfield, 2009) Support and community engagement can also be improved in schools using looping as an innovative development tool. As during adolescence, the frustration level of students grows significantly, returning to the same classroom and knowing what to expect of the teacher would contribute towards a better atmosphere and increased satisfaction. (Forsten et al., 1997.) Concerns Regarding Looping While looping seems to be a simple task in elementary school, in middle schools, like the particular one in question examined by the study, this might be challenging for a teacher, who is used to teaching one subject or particular curriculum. In the school in question, there is an existing shortage of staff, and the number of students did not decrease significantly. This indicates that the stress level of teachers is already high, therefore, a careful consideration should take place, before assigning new and more challenging responsibilities for educators. The staff shortage might mean that teachers need to undertake some additional courses to be able to deliver the knowledge. The school needs to ensure that they keep the level of underachieving students the same across looping classes, to provide equal opportunities for development and achievement. Some researchers argue that studdents might feel left out and they would be cut off new experiences. (Hegde Cassidy, 2004). Conflicts could get worse if teachers and pupils have to deal with issues on a daily basis for longer. The Implications of Looping on Middle Schools Many researchers have already proved the thesis that looping is extremely effective in middle schools. It can promote constructive work, higher parent and student engagement, and this is the main reason agencies recommend this restructuring method for underachieving schools in the USA. There is a need for careful planning and research, as well as introduction and laying the foundation of the project to make the implementation of the new structure successful. The above study was created to examine the implications, development areas and risk factors of implementing looping within urban middle schools. The school examined has not met the required targets for six consecutive years, and a decision was made to reconstruct the system and implement looping throughout year 6 to 8. Although the statistics of the individual school have been analyzed and a careful assessment has been created based on evidence, there is a need for ongoing monitoring of the progress. The importance of parental involvement and communication has been determined, and the study did take into consideration not only quantitative, but also qualitative data as well. The creators believe that without a supportive and inclusive school environment, there is no space for children to grow. Although looping would provide security and consistency for students, special measures need to be put in place, which are included in the recommendations section of the study. After analyzing the progress and decline in academic results, the study found that looping would be a sufficient and positive step to make a difference. Although it is not a system that is designed to be used by any school and it has its own risks, students, parents and teachers would be able to benefit from the changes. Certain risks are also associated with looping, and these were examined from the individual schools perspective to create a guideline for implementation. The framework was developed based on research study results and national statistics. Looping as it is a fairly new method to be used in large population urban middle schools and statistics are limited needs to be closely monitored. Looping itself does not improve academic results, parent involvement and staff commitment levels: the way of implementation, effective communication and advanced support system together with looping teachers ready to go the extra mile for children would. Buy custom Impact of Looping on a Urban Middle Schools essay

Management Essay Example | Topics and Well Written Essays - 1000 words - 2

Management - Essay Example This dimension of the so-called â€Å"classical†, or â€Å"technical-rational†, definition of management has remained relatively unchanged since the 1970s, when authors like David Knights, John Roberts, and Studs Terkel wrote about the working world and the conduct of managers within it. A technical-rational concept of a manager helps us, from an academic standpoint, comprehend the function and role of a manager within an organization. However, for a more in-depth understanding of what it means to manage people within the context of a work setting, one must actually go beyond simply learning the definitions and the principles to applying them in the real world. The application of one’s knowledge to a more realistic concept of management is an essential process to leads to a clearer picture of what is going on within the 21st century work environment. First, the classical definition of management includes a â€Å"planning† role, which refers to the predeter mining a course of action for accomplishing organizational objectives (Watson, T. 2006). Planning is an activity that top-level managers perform to a larger degree than first-level managers; however, the need for planning, even at the most basic levels of an organization, is palpable, especially when crises arise that could have been prevented with low- or first-level planning. In addition, the planning role requires decision-making; that is, until a decision has been made or a plan has been set in place, the planning role of the manager is unfulfilled. Planning requires action above all. Second, the classical definition of management contains an â€Å"organizing† element, which means managers are in charge of arranging the relationships among work units for accomplishment of objectives and the granting of responsibility and authority to objective those objectives (Watson, T. 2006). An important consideration with respect to this organizing role is that a manager must not und erstand his power to be â€Å"power over people†; rather, one must understand that power to be â€Å"power between people† (Knights, D. & Roberts, J. 1982). By recognizing one’s dependence on staff, a manager can avoid the use of coercive force over others and an organization can reach its full potential. Similarly, the point of organizing is to utilize all of the resources available within an organization toward achieving a final goal. Thus, part of organizing the elements and relationships between them in an organization are an intentional, goal-directed process. Once every person knows his or her function within the whole and understands that role to be intentionally crafted, the manager has succeeded in filling the organizing role of management (Watson, T. 2006). Thirdly, successful managers fill a â€Å"leading† role. A â€Å"leading† role is creating an atmosphere that will assist and motivate people to achieve desired end results (Watson, T. 2006). Overall, this function relies heavily on an understanding of psychology and a mastering of the performance-environment. Top-level managers, who primarily focus on controlling and organizing, do very little leading; however, first-level supervisors, who lead on a daily basis in the presence of others, rely very heavily on this role. By taking a proactive approach to satisfy the motivations and desires of individuals, managers can avoid the most common source of organizational problems: people’s desires, attitudes, and behaviours. So long as a manager can inspire individuals to follow him, using

ENERGY WEDGES Lab Report Example | Topics and Well Written Essays - 500 words - 1

ENERGY WEDGES - Lab Report Example Lastly shifting to bio fuels seems as an easy way of reducing carbon emission The world yearns to reduce carbon emission especially after Kyoto protocol and Copen Hagan reports were released. Environmentalists and human rights activists are putting pressure on countries that are producing high carbon energy on the environment to reduce or pay heavy fines with the aim of reducing carbon emission for sustainable development. Our energy wedge is based on conservation of green resources and use of renewable sources of energy as a means of conservation. Nuclear wedges comes in second as a means of preventing of cutting carbon emission by half by the year 2055. Nuclear energy is capable of producing a lot of energy but is not widely used since it possesses high risks to the environment. The above two wedges are good ways of producing energy without production of carbon. (Wardlaw, 2009). A growth rate of 5.3% annually is projected in production of low carbon environmental goods and services (Nesta, 2009). There has also been tremendous increase in green jobs from 13 70 billion dollars from now to 2740 billion dollars by 2020, which is projected as a growth rate of 5.5% annually (Office, 2009). Due to the involvement of new technology while shifting from fossil energy sources to renewable sources of energy, it is expected that job creation will rise from 24% annually to 42% by 2020 (UNEP, 2007). The demand for low carbon activities is exceptionally high. The next wedge of conservation is efficiently producing electricity. Use of coal as a source of energy leads to production of about a fifth of worlds carbon. Conserving forests ensures that trees absorb carbon emitted and use it as a source of food production. Soil is also another form in which carbon products can be stored. This can be supported by planting cover crops and preventing soil erosion. Use of biofuels is believed to be cost

Reaction Essay Example | Topics and Well Written Essays - 250 words

Reaction - Essay Example In my opinion, the number of people killed because of being captivated in the gas chambers and because of gas discharge in the chambers is also not fully known as there are different opinions about the number of killed people. Some say that the number of people reached 4 million; however, other people reject this statement and explain that only 1.1 million died in Auschwitz. Therefore, it cannot be said with accuracy about how many people died in actuality during the World War II in the gas chambers. The gas was not discharged day and night but only for twenty or thirty minutes as what I feel is that the gas was quite harmful and kept the power of killing many at one time and its efficacy maintained till late hours due to which, massive gassing was avoided. Therefore, from the interviews of David Cole, it is quite evident that Auschwitz divided in its three sites was used for massive killing. Works Cited Cole, David and Smith Bradley. David Cole Interviews Dr. Franciszek Piper, Direc tor, Auschwitz State Museum. 1992. Accessed on 24th February 2011 from http://www.codoh.com/gcgv/gcgvcole.html

Disadvantages of Unclean Environment

Disadvantages of Unclean Environment Air polluted by many ways such that chemical gases, traffic, factories and global warming etc. Mostly air is polluted by chemicals uses. Usage of poison sprays on crops makes the air polluted. Such gases cause the pollution of air. Chlorofluorocarbons (CFCs) are nontoxic gasses, nonflammable chemicals containing atoms of carbon, chlorine and fluorine. They are use manufactured of aerosol sprays, blowing agents for foams and packing materials as solvents, and as refrigerants. CFCs are classified as halocarbons, a class of compounds that contain atoms of carbon and halogen atoms. Individual CFC molecules are labeled with a unique numbering system. For example, the CFC number of11 indicates the number of atoms of carbon, hydrogen, chlorine and fluorine (e.g. CCl3F as CFC-11). The best way to remember the system is the rule of 90 or adds 90 to the CFC number where the first digit is the number of carbon atom(C), the second digit is the number of hydrogen atoms (H), and the third digit is number of the fluorine atoms(F). The total number of chlorine is calculated by the expression: Chlorine=2(C+ 1)-H-F. In the example cfc-11 has one carbon, no hydrogen, one fluorine, and therefore 3 chlorine atoms. Whereas CFCs are safe to use in most application and inert in lower atmosphere, they do undergo significant reaction in the upper atmosphere or stratosphere. In 1947, two University of California chemists, Professor F. Sherwood Rowland and Dr. Mario Molina, showed that the CFCs could be a major source of inorganic chlorine in the stratosphere following their photolytic decomposition by UV radiation. In addition, some of the released chlorine would become active in destroying ozone in the stratosphere. Ozone is a trace gas located primarily in the stratosphere. Ozone absorbs harmful ultraviolet radiation in the wavelengths between 280 and 320 nm of the UV-B radiation reaching the Earths surface. Chlorine released from CFCs destroys ozone in catalytic reactions where 100,000 molecules of ozone can be destroyed per chlorine atom.In Antarctica a whole depletion is produce due to destroy of ozone layer. Ozone in lower sphere creates the pollution but on the top sphere it prevents the UV r ays and radiation to the earth from sun. These rays are also producing the air pollution. Carbon monoxide is highly poisoned gas. With cigars and cigarettes the CO produced is inhaled by the smoker and combines with the smokers blood to form car boxy hemoglobin.. Carbon monoxide is a by-product of combustion, present whenever fuel is burned without enough oxygen. It is very dangerous for life. It does about 0.5% quantity can be causes of death. It is very danger for environment. Carbon monoxide is produce by burning. It produces 75.7% from transport, 10.6% from burning of (vegetation, wood), and 2.4%from iron steel mill and other from domestic. Its more quantity produce from traffic. It produces most from by burning of things. CO is a main factor of air pollution. Vehicles are a big source of CO. CO2 has great effect on air pollution. CO2 is a byproduct of combustion, present whenever fuel is burned in the presence of oxygen. It is badly effect on the environment. It is collect and makes thick layers which cause the heating. CO2 is also effect on the human life. Smog is p olluted the air. Smog is the mixture of some gasses with S gas. This is a dangerous for environment. It produces the dangerous disuses. Transport is unique whish spread maximum air pollution. Smoke evolved from cars polluted the air 75.7%. About three quarter parts air pollution produce by smoke of car. This smoke creates many problems. Maine reason of air pollution is transport. Effect on environment: Pollution has badly effect on environment. For living the good life need clean environment. For clean environment it must be that pollutions should be minimize. For human life it must be that air should be pure. Due to air pollution other pollutions are create. Air pollution is badly effect on everything. Air pollution disturbs the life of all species. Air pollution creates the much disuse and other problems. Such problems are so difficult. Disadvantages: Disuses; Air pollution effects on human life so bad. Much disuse is produce by air pollution. Due to air pollution ozone layer effect which protect the ultraviolet rays from sun. Ultraviolet rays are coming from sun to the earth from hole of ozone layer. These rays are very harmful. From these rays produces serious disuse. Cancer is a horrible disuse. It is a serious problem for human. Its treatment is so expensive that a poor cannot bear its expensive. It reached the person to the valley of death. At the end stage a person dying. Such rays can also produce the eyes and skin disuses. Eyes disuses are horrible disuses. Smoke is produce breathing disuses. It also effect on the lungs. By this pollution human lives become difficult. A sick man nothing perform then that of healthy person. Disuses make the person lazy. Acid rain: Acid rain is very harmful for the environment. Acid rains produce by air pollution. Most dangerous chemicals already present in air. When it is raining then many gasses are in air mixed with rain water. In the air N2O, Chlorine, Nitrogen, carbon monoxide and carbon dioxide are already present. After their reaction with rain water they get form of acid. This rain is called acid rain. Such chemicals mixed and appeared in the form of acid. Acid is affected badly on the environment. It produces the skin disuses. It damaged the buildings material. It is effect on the plants. One tree produces the oxygen for 36 children. It is very effect on the environment. Plants reduced the pollution but it effect on the plants. It makes the soil acidic which effect on the crops, planting and trees. Growth of craps reduces. Acidic soil cannot produce a good quantity of wheat. It affects the buildings color and other material. Acid rain is the source of other pollution. This acidic water mixed with river it effect on the sea creature. So that from acid rain water pollution takes place. Water is necessary for human life this water can also absorbed by land. Overcome on the air pollution: For healthy and a good life environment should be must clean. Garbage should be disposed of properly. Surrounding should be clean. Pure air is necessary for the good health. Forests are very important. For pure air should be more plantings. Without air life is nothing. Planting is unique source to overcome the air pollution. Much is planting. Plants absorbed the CO2 and many other gasses. It rains mostly due to plants. Fore clean environment pure air is must be required. Air pureed by plants. Forbid to cuts the trees and forest. A government should be band on cutting the plants. Government should support the scheme of planting. Trees where control the pollution they are also much useful. Traffic should use the low for the traveling. Use the good quality of engines that evolved the minimize smoke. Overcome the smoke. It has poisoned gas like CO and CO2. These gasses has main rule to pollute the air. People should travel on local transport. They should act upon the traffic rules. Smoking is the main source of pollution. Factories use the electricity instead of burning thing. There smoke is highly toxic. So factories use properly. Trains are derived by electricity instead of engines. They do something for improvement the environment. Overall reduce the using of those things which causes the serious problem.

An Analysis of the Epic Poem, Beowulf - Anglo-Saxon Customs and Values

Anglo-Saxon Customs and Values Reflected in Beowulf      Ã‚  Ã‚  Ã‚   Readers today approach the Anglo-Saxon poem Beowulf with cultural preconceptions very different from those expressed by the author of this poem. This essay hopes to enlighten the modern reader regarding the customs and values from the time of the poem’s composition.      Beowulf makes reference to Ingeld and his wife and the coming Heathobard feud:      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   in that hot passion his love for peace-weaver,  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   his wife, will cool (2065-66)    This is a rare passage, for Anglo-Saxon poetry rarely mentions romantic feelings between spouses. In fact, one’s marital status was even considered insignificant. For example, with the hero himself the poet never mentions whether he is married or not. On the other hand, feelings between men are presented frequently and with surprising intensity. Consider Beowulf’s farewell from Hrothgar and Heorot:    Then the good king,  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   of a noble race, great Scylding prince,  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   held that best thane round the neck and kissed him; his tears ran down, streaked his great beard.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Wise in his age, he expected two things,  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   but one the more strongly, that never again  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   would they look on each other as in this brave meeting.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   That man was so dear that he could not withhold  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   those deep tears; fixed in his heart   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   by the bonds of thought, a deep-felt longing  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   for the beloved man burned in his... ...ld English days.    From the above it’s obvious that abundant evidence amply demonstrates that Beowulf truly reflects an Anglo-Saxon culture which is so much different from anything modern readers are used to.    BIBLIOGRAPHY    Chickering, Howell D.. Beowulf A dual-Language Edition. New York: Anchor Books, 1977.    Cramp, Rosemary. â€Å"Beowulf   and Archaeology.† In TheBeowulf Poet, edited byDonald K. fry. Englewood Cliffs, NJ: Prentice-Hall, Inc., 1968.    Robinson, Fred C.. â€Å"Differences Between Modern and Anglo-Saxon Values.† In Readings on Beowulf, edited by Stephen P. Thompson. San Diego: Greenhaven Press,1998.    Collins, Roger and McClure, Judith, editors. Bede: The Ecclesiastical History of the English People; The Greater Chronicle; Bede’s Letter to Egbert. New York: Oxford University Press, 1969.   

Self-esteem and gender

The purpose of this finding is to understand the relations between gender and self- esteem using the method of convenience sample survey Coopersmith Self-Esteem Inventory. This survey included 6 male and 21 female college students, total n=27 to predict self-esteem levels of each gender. In this study, the PV= gender, the OD= self- report and demographic, the CV= self-esteem, and another OD= score on survey.Researchers will use data collected to analyze self-esteem levels in both male and female college students. In relation to past studies, the hypothesis for this research s that male college students have higher self-esteem than female college students. However, survey results showed no relations between scores in self-esteem and gender. We cannot predict self-esteem levels based on gender because it is not the main factor. One implication for this study is to have larger representative sample to obtain stronger validity and rule out sampling bias.Keywords: self-esteem, gender role , Coopersmith Self-Esteem Inventory, predictor variable (PV), operational definition (OD), criterion variable (CV) Introduction Past researches have shown that self-esteem plays an important role in etermining the academic achievement and health levels of both genders. Researchers predicted that there is a relation between gender role and self-esteem. Therefore, many studies have been done to predict the possible outcome of the above hypothesis.When we try to find out if gender really does play an important role in one's academic achievement and levels of health, we can try to develop new ways to improve these conditions for both genders. Self-esteem creates huge impacts in each individual living standards and performance, for learning to compare self-esteem level in both genders will help researchers to acquire knowledge about ach gender behavior. Researchers could then apply alternative ways to analyze these behaviors and conduct further psychological studies which will benefit th e learning of people's behaviors in general.In The Relationship between Gender Type of Sport, Body Dissatisfaction Self- esteem and Disordered Eating behaviors in Division I Athletes (Milligan & Pritchard, 2006), it is shown that women with eating disorders behaviors have body dissatisfaction, and low self-esteem where as men with disorders eating behaviors only have body dissatisfaction. This shows gender is a factor that proves women do not have strong coping skills as men.Next, the article Linking self-differentiation and mental health in lower grade college students with different genders: Moderating role ot selt-esteem (Yao & explores the association between the selt- differentiation and mental health in both genders, and the results indicate that male students have higher levels of self-esteem than female students. Female students are at higher risk to not seek help for their mental health problems. However, one source disconfirmed these researchers' earlier hypothesis.From th e Gender differences in domain- specific self-esteem: A meta-analysis (Gentile et, al. 2009) hich examines gender differences in ten specific- domain of self-esteem across one hundred and fifteen studies, there was no relationship in gender differences in academic, social acceptance, family and affect self-esteem. These results rejected our current hypothesis in terms that gender is not a factor in determining individual's self-esteem levels which cause better achievement in academic and in health. To conclude, gender role has no relationship with self-esteem.Discussion Our group research finding hypothesis was not supported because we predicted that there is a relation between gender role and self-esteem. After we calculated our onvenience survey Coppersmith Self-esteem Inventory results taken from twenty seven students, both male and females college students at the age of eighteen to thirty five, here are our results: gender, OD = self-report and demographic, CV= self-esteem, OD = CSEI score on survey. Our r value is . 054, df is 25. The critical value for r at a significance level of . 05 (middle column, two-tailed on page 411) is . 3809.Our r value of . 054 is less than the above r value of . 3809. Our r value is not significant and is very close to zero. This means that there was no relation between our variables, for our results were not significant. Therefore, we found no relation between gender and self-esteem; we cannot predict participants' self-esteem based on their gender roles. The only source that would support our result finding was the last article in Gender differences in domain- specific self-esteem: A meta- analysis (Gentile et, al. 2009), which we thought it would disconfirm with our earlier hypothesis.As a result, our prediction was incorrect, for this article supported our current finding. This article indicates gender is not valid predictor variable that can be used to manipulate/calculate the criterion variable, which in this case is a tudent's self-esteem level. Therefore, gender differences have no impacts on students' academic, social acceptance, family relationship and affect self-esteem. Since we had a small sample of participants, it was hard to generalize our finding because there was not much to analyze and we also thought this factor affected our results.Besides, participants' agreement with the CSEI questionnaires did not guarantee their truthful emotions at the time they were taking the inventory because they had a handful of surveys to complete. The likelihood for participants to have responsive bias in this survey is high. For future studies, we would definitely try to get larger and equal number of participants whom would actually be a representative sample that represent both gender populations. This will help us to obtain stronger validity for the study and rule out sampling bias.In sum, we feel that understanding self-esteem levels in each individual is very important because it will help us to de velop better ways to improve our conditions and adopt new ways to cope with our obstacles. As we learn how self-esteem affects our behaviors, we will have more awareness and perception of our own selves and between both genders. It is significant to note that self-esteem has no relationship with gender because this will help people to eliminate stereotypical views tor botn genders in determining their success in academic, mental health, and physical satisfaction.

A & P essays

A & P essays Have you ever disliked a job? The main character in the story is a 19-year-old boy named Sammy working behind the register of the convenient store; which hates his job. The story A In walks these girls in nothing but bathing suits(90). The girls disillusioned Sammy; he was awestruck by the way they were dressed. He had never seen anyone enter the convenient store dressed like that. The women that usually enter the store generally put on a shirt or shorts or something before they get out of the car into the streets. (91). Sammy is a very sarcastic individual, and passes judgment on what he thinks of them throughout the story. The first girl that Sammy notices is a plump girl with a soft looking can with those two crescents of white just under it one of those chubby berry-faces, the lips all bunched together under her nose(90). The sight of her made him mistakenly charge a woman standing in line twice for a box of crackers, I ring it up again and the customer starts giving me hell. Shes one of these cash register watchers, a witch about fifty with rouge on her cheek bones and no eye brows, and I know it made her day to trip me up(90). The second girl th at Sammy notices is much cuter than the first one, in his opinion. She was very tall and he thought to himself that she was the kind of girl other girls think is very striking and attractive but never quite m ...

The Personification of Rome essays

The Personification of Rome essays Virgil spent a substantial amount of time and research on his masterpiece, The Aeneid. His goal was to create a piece of literature that would be praised by King Augustus Caesar of Rome. In order to properly display his devotion and gratitude towards his gracious leader, Virgil wrote The Aeneid as an adoration of Rome. The book was designed to exalt the country ruled by Augustus, while simultaneously giving a sense of the new, ordered society. The features and virtues of Rome were indirectly personified through Aeneas. This was proven by the background and roots of the creation of the book, the main characters similarities to Augustus, and his dedication to duty and responsibility, which resembled that of Rome and its people. Virgil first befriended Octavian, or future emperor Augustus, when he was studying law and rhetoric in Rome. During the reign of Augustus, poetry and prose flourished in Rome. Both the king himself and his close advisor, Marcenas were patrons of influential poets and writers of that time. As a result, the relationship between Augustus and Virgil became one of respect for each other and their duty to society. With this is mind; Virgil took on the task of creating an epic poem that would embody the characteristics and hardships of what was historical Rome to him at that time. Virgil took on this task with pride and dedicated years of his life to research and refinement of The Aeneid. Virgil visited various landmarks and sites that me writes about in his depiction of Rome. Upon reaching Athens, and ultimately facing declining health conditions, he came across King Augustus and was asked to accompany him to Italy. The trip was not beneficial to the health situation at hand, and Virgil was not able to survive the voyage. As a final request before his untimely death, Virgil asked that his work up until that point on The Aeneid be destroyed. Such a request was due to the fact that he did not want to present Augu...

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