Artist practice essays

Artist practice essays Discuss how theories about art influence the practice of artists and/or art critics and/ or art historians. Artists practices over the years have been greatly influenced by the theories of art movements as well as their social, cultural and historical context. Salvador Dali and Man Ray were similar in the way that both wanted to shock or confuse the audience. Both artists were influenced by modernism and surrealism. They intended to surprise, outrage and shock their audience with radical practices while presenting them with ideas of the irrational world. Man Ray was also affected by theory of Dadaism, which was a response to the world gone mad due to the atrocities of ww1. Exposed to Cubism at the 1913 Armory Show, the artist soon incorporated those stylistic elements in his work. Later on in his life Man Ray decided to join the surrealist movement where he played with the notions of originality and redefined the meaning of vision. Much of his work was developed for its shock value. Salvador Dali however was part of the surrealist movement, which grew principally out of the earlier Dada movement. Dalà ­ worked from a subjective frame using his Paranoid Critical Method to enter alternate levels of reality, in which his perceptions were particularly different from everyday reality. Surrealism inherited its anti-rational sensibility from Dada, but was lighter in spirit. Like Dada, it was formed by emerging theories on our perception of reality, the most obvious influence being that of the subconscious mind. Through his experiences of the world in the Spanish Civil War and communism, Dalis art practice was developed further. Dali had also managed to pursue personal interests in Cubism and Futurism, which all assisted in creating his dream-like photographs. Later on in the late 1930s, Dali switched to painting in a more academic, mimetic style under the influence of the Renaissan...

10 Facts About Chromosomes

10 Facts About Chromosomes Chromosomes are cell components that are composed of DNA and located within the nucleus of our cells. The DNA of a chromosome is so long, that it must be wrapped around proteins called histones and coiled into loops of chromatin in order for them to be able to fit within our cells. The DNA comprising chromosomes consists of thousands of genes that determine everything about an individual. This includes sex determination and inherited traits such as eye color, dimples, and freckles. Discover ten interesting facts about chromosomes. 1) Bacteria Have Circular Chromosomes Unlike the thread-like linear strands of chromosomes found in eukaryotic cells, chromosomes in prokaryotic cells, such as bacteria, typically consist of a single circular chromosome. Since prokaryotic cells do not have a nucleus, this circular chromosome is found in the cell cytoplasm. 2) Chromosome Numbers Vary Among Organisms Organisms have a set number of chromosomes per cell. That number varies across different species and is on average between 10 to 50 total chromosomes per cell. Diploid human cells have a total of 46 chromosomes (44 autosomes, 2 sex chromosomes). A cat has 38, lily 24, gorilla 48, cheetah 38, starfish 36, king crab 208, shrimp 254, mosquito 6, turkey 82, frog 26, and E.coli bacterium 1. In orchids, chromosome numbers vary from 10 to 250 across species. The adders-tongue fern (Ophioglossum reticulatum) has the most number of total chromosomes with 1,260. 3) Chromosomes Determine Whether You are Male or Female Male gametes or sperm cells in humans and other mammals contain one of two types of sex chromosomes: X or Y. Female gametes or eggs, however, contain only the X sex chromosome, so if a sperm cell containing an X chromosome fertilizes, the resulting zygote will be XX, or female. Alternatively, if the sperm cell contains a Y chromosome, than the resulting zygote will be XY, or male. 4) X Chromosomes Are Bigger Than Y Chromosomes Y chromosomes are about one-third the size of X chromosomes. The X chromosome represents about 5% of the total DNA in cells, while the Y chromosome represents about 2% of a cells total DNA. 5) Not All Organisms Have Sex Chromosomes Did you know that not all organisms have sex chromosomes? Organisms such as wasps, bees, and ants do not have sex chromosomes. Sex is therefore determined by fertilization. If an egg becomes fertilized, it will develop into a male. Unfertilized eggs develop into females. This type of asexual reproduction is a form of parthenogenesis. 6) Human Chromosomes Contain Viral DNA Did you know that about 8% of your DNA comes from a virus? According to researchers, this percentage of DNA is derived from viruses known as Borna viruses. These viruses infect the neurons of humans, birds and other mammals, leading to infection of the brain. Borna virus reproduction occurs in the nucleus of infected cells. Viral genes that are replicated in infected cells can become integrated into chromosomes of sex cells. When this occurs, the viral DNA is passed from parent to offspring. It is thought that Borna virus could be responsible for certain psychiatric and neurological illness in humans. 7) Chromosome Telomeres are Linked to Aging and Cancer Telomeres are areas of DNA located at the ends of chromosomes. They are protective caps that stabilize DNA during cell replication. Over time, telomeres wear down and become shortened. When they become too short, the cell can no longer divide. Telomere shortening is linked to the aging process as it can trigger apoptosis or programmed cell death. Telomere shortening is also associated with cancer cell development. 8) Cells Dont Repair Chromosome Damage During Mitosis Cells shut off DNA repair processes during cell division. This is because a dividing cell does not recognize the difference between damaged DNA stands and telomeres. Repairing DNA during mitosis could cause telomere fusion, which may result in cell death or chromosome abnormalities. 9) Males Have Increased X Chromosome Activity Because males have a single X chromosome, it is necessary for cells at times to increase gene activity on the X chromosome. The protein complex MSL helps to up-regulate or increase gene expression on the X chromosome by helping the enzyme RNA polymerase II to transcribe DNA and express more of the X chromosome genes. With the help of the MSL complex, RNA polymerase II is able to travel further along the DNA strand during transcription, thereby causing more genes to be expressed. 10) There Are Two Main Types of Chromosome Mutations Chromosome mutations sometimes occur and can be categorized into two main types: mutations that cause structural changes and mutations that cause changes in chromosome numbers. Chromosome breakage and duplications can cause several types of chromosome structural changes including gene deletions (loss of genes), gene duplications (extra genes), and gene inversions (broken chromosome segment is reversed and inserted back into the chromosome). Mutations can also cause an individual to have an abnormal number of chromosomes. This type of mutation occurs during meiosis and causes cells to have either too many or not enough chromosomes. Down syndrome or Trisomy 21 results from the presence of an additional chromosome on autosomal chromosome 21. Sources: Chromosome. UXL Encyclopedia of Science. 2002. Encyclopedia.com. 16 Dec. 2015.Chromosome Numbers For Living Organisms. Alchemipedia. Accessed 16 Dec. 2015.X chromosome Genetics Home Reference. Reviewed January 2012. Y chromosome Genetics Home Reference. Reviewed January 2010.

How is the internet and social media changing the way we learn in work Coursework

How is the internet and social media changing the way we learn in work place - Coursework Example The advent of internet and social media has drastically changed the way we interact with people and the way we gather information. The gradual rise of internet usage has made it easier for us to have access to critical information, which otherwise would take much longer to gather (Vitez, 2015). The internet and social media has also influenced our work culture and workplace learning. The research question pertaining to this research work is stated below. The aims and objectives concerning this research work are to unearth the influence of internet and social media on work place learning. This research work also try and find out the determining factors behind the changing trend of organizational behaviour under the influence of internet and social media along with the future trends of the work culture relating to internet and social media. It will also find out how the employees respond to the changing trend of learning in work place and whether or not there are any changes that need to be made within the organizational practices. The aims also include providing a generic recommendation for the firms on how to redirect the usage of internet and social media in favour of the organization and its employees. According to the reports of Internet World Stats (2015), the global internet usage has increased drastically over the last decade. This as a result has changed the way people used to access information and connect to peers. The way we interact with others has also been influenced largely by the advent of the internet and social media. It has virtually reduced the distance between people and has made the world a more open place. These evolutions in technology have also influenced the way we work. Internet has drastically changed the organizational policies and the way the activities are conducted. According to (Manyika and Charles Roxburgh, 2011), the internet is widely used among almost all the

Spiritual Narratives Essay Example | Topics and Well Written Essays - 1250 words

Spiritual Narratives - Essay Example â€Å"As our Caucasian barristers are not to blame if they cannot quite put themselves in the dark man’s place, neither should the dark man be wholly expected fully and adequately to reproduce the exact Voice of the Black Woman† (Cooper, 1892 cited on vii). Allowing the black woman to speak for herself allows her to demonstrate that she was seizing her authority, claiming her rights as a free and thinking person and offering up her own personal story as a transformative tool for her readers on a political and spiritual level (xxix). Once the material has been introduced in this way, it is possible to read the texts to follow with greater understanding about the context in which they were written and why the writers concentrated so heavily on their subjects. Following the introduction, the book offers a collection of four black female writers, each speaking with their own voice and published from the original manuscript as much as possible. They are arranged in chronolog ical order from earliest to latest. The earliest writer is Mrs. Maria Stewart writing at 1835. She is followed by Mrs. Jarena Lee in 1849, Julia Foote in 1886 and ending with Virginia Broughton in 1907. As one reads through these various texts, this inner strength and desire to be a leader of men remains clear. The first book included in the set is entitled â€Å"Productions of Mrs. Maria W. Stewart† and was published by the Friends of Freedom and Virtue in Boston, Mass. in 1835. It is an autobiography that focuses primarily upon the reflections and revelations of the author following her conversion experience. The biography prior to this conversion experience is completed within a paragraph: I was born in Hartford, Conn. In 1803; was left an orphan at five years of age; was bound out to a clergyman’s family; had the seeds of piety and virtue early sown in my mind;

Analysis of Love in “A Rose for Emily” Emily Grierson Essay Example for Free

Analysis of Love in â€Å"A Rose for Emily† Emily Grierson Essay Love was finally seen as infatuation when the dead body was found lying in the bed outlasting fake love. People can feel like they truly love someone, but actually, they only have a short-lived admiration for that person. Faulkner clearly creates excellent examples of mistaking infatuation for true love. Infatuation can cause people to perform stupid deeds that people normally would not do. In â€Å"A Rose for Emily,† Emily Grierson mistakes infatuation for love causing her to buy arsenic poison, kill Homer Barron, and retain his body after his death. Earlier in Emily’s life, she was unable to find love because of the lack of finding or keeping suitors. The reason she could not find or keep suitors was that of her father. Her father did not believe that any man was worthy enough to marry his daughter. His family was of higher rank so Emily could not marry a man of a lower social class. This caused her to never find love and to never experience true feelings for someone. The only love she knew and had was the unusual love from her father. She did not have a mother figure in her life to her father’s love was all she had. When her father died, Emily had no love at all. She was truly alone without her father and since her father denied all men, she was left with nobody. Emily’s thoughts of love are twisted because she never got to experience true feelings of her own. This is why Emily becomes insane and acts irrationally. She does not know what love truly feels like and can not process what love really is. She only knows the temporary feelings she has. Hogan 2 Sometime after her father died, a man, by the name of Homer Barron, comes into her life. Emily and Homer start to interact with each other, and she starts to develop feelings that she has never experienced before. She starts confusing those feelings and lust for love. Emily begins to think that sinc e Homer is spending time with her it is love, but she is completely wrong. Emily starts to act irrationally and goes to the druggist to buy arsenic poison. She tells the druggist that she wants the best poison he has. After the druggist names a couple, he tells her, â€Å"They’ll kill anything up to an elephant. But you want is† (paragraph10, sectionIII). Emily cuts him off and tells him she wants arsenic. The druggist tells her she has to tell him what she will do with it, but she just looks at him â€Å"†¦erect, her face like a strained flag† (paragraph14, sectionIII). She continued staring at him and he finally gives her the poison. This shows how Emily was determined to buy the poison no matter what because she has the false love for Homer. Emily bought the arsenic because of her infatuation with Homer Barron. She did not want to lose him because she thought she was in love with him. Emily was afraid that she would be alone for the rest of her life after she found out that â€Å"Homer himself had remarkedhe liked men† (paragraph1, section). Since Homer liked men, he would not marry her and love her the way she wanted to be loved. Even though that was true, it would not stop her from trying to change his mind, even if she had to use the arsenic to do it. Emily was unaware of the things infatuation was causing her to do. Emily, mind truly lost, kills Homer Barron, but before she does she tries to change his mind about liking men. Miss Emily prepares for their wedding, gathering every necessity appropriate. She buys a man’s toilet set in silver with his initials on it and a complete outfit of men’s clothing for him. Homer comes to see Emily one day and that was the last time people see Hogan 3 him. People believe that they are on a long honeymoon, but actually, she has him locked upstairs. When Emily realizes her efforts to persuade Homer to return the love has failed, she resorts to poisoning him with the arsenic. She believes this is the only way she can have him forever. Instead of giving Homer a proper burial, Miss Emily keeps his body upstairs, so she can have him for the rest of her life. The false love she has causes her to keep a corpse in her home until she dies. She not only keeps his dead body but also sleeps in the bed with it. This type of psychotic behavior is because of her infatuation for Homer Barron. Also, her lust for Homer causes her to have sexual relations with his dead body. Emily is still a virgin since her father did not approve of any of her suitors, so she never marries or takes her maidenhead. She did not want to die a virgin so she has intercourse with her so-called true love even though he is not alive. This is justified in her head because she loves him, but little did she know, she was only infatuated with him. When Miss Emily died and w as buried, people went upstairs and opened the room where Homer’s body was. His body had â€Å"apparently once lain in the attitude of an embrace† (paragraph7, sections). This showed how Emily sleeps and cuddles with his dead body and how psychotic she has become because of infatuation and lust. Miss Emily only wants true love, but she did not know what true love really is. She mistakes infatuation and lust for love. Her father stops her from experiencing love by denying all of her suitors. Then when Homer gives her some attention and friendship, she grows temporary feelings for him and lets them drive her to do insane deeds. She buys the arsenic poison, kills Homer with the poison, and instead of properly disposing his body she keeps it so she would always have him to love. Miss Emily is not a bad person, she just does not have someone so she Hogan 4 is lonely. In reality Emily Grierson only wants to love and wants to be loved, but the lack of receiving it causes her to mistake love for lust and infatuation leading to the demise of her mind.

Leadership in Organizations :: management, leadership

1. Explain what is meant by participative leadership and identify three situations when participative leadership should be used to improve employee relationships . This particular style is placed center of the five common methods of leadership in the span of autocratic, paternalistic, delegative and free reign (or liaise faire) styles of leadership. The U.S. Army only codified the three styles of leadership in their basic leadership doctrine- directed, participative and delegative. This is because it is often assumed Soldiers are trained to the levels of proficiency that does not require an autocratic style and at the same time impractical to allow Soldiers to act under free reign style. The leader that uses participation as concepts are that the idyllic management technique is one that receives input from the collective members of the team into consideration. This technique involves the leader including one or more Soldiers in the military decision making process (MDMP) by determining what to do and how to do it. These leaders encourage participation and contributions from group (team) members and help them feel more relevant and committed to the decision-making process. In participative concepts, however, the leader retains the right to allow the input of others. In order to produce favorable results, the leadership that utilizes more group supervision versus directs supervision on a one-to-one basis by employing a participative style with a team of Soldiers who know their duties and responsibilities. Involved leadership involved managing group meetings, influencing commitment and conformity, and assisting in conflict and communication issues. The benefit to this method of leadership is you demonstrate trust in your subordinates by showing you are interested in their input. You value their ideas and decisions and if time are not an issue; ideas can be discussed freely and shared collectively in a group. This is standard operating procedures when you limited data, and your Soldiers have other parts. Unit leadership Soldiers. Using this style is of mutual benefit as it encourages them to become members of the problem-solvers and make the best choices. This is normally used when you have part of the information, and your Soldiers have other parts. Unit leadership is not expected to know everything—this is why you employ knowledgeable and skilled Soldiers. Using this technique is of dual benefit as it allows them to become part of the team and allows you to make better decisions. This is the means of getting Soldiers to do what you want them to do.

Teen Dating Violence Support Group

Although most teen dating relationships last a shorter amount of time, it is an important part of a teen’s life that can impact them greatly. Teen dating violence occurs when one partner in the dating relationship is abused by the other partner and tries to control their daily functions. In the 2007 Youth Risk Behavior Survey, nearly10 percent of teens nationwide reported having an experience of physical violence from a romantic partner a year prior to this article (Mulford, & Giordano, 2008). It is important for teens to be aware of signs that their relationship may be heading towards violence or that they are in an abusive relationship so they could receive help before any serious injury or death occurs. The teen dating violence support group will give teens an arena to discuss actions that can be defined as dating violence or abuse from a romantic partner. The group will also be a supportive arena for those teens who have experienced violence or abuse in a romantic relationship in becoming survivors and coping with their experience and moving on to feeling safe and living a violence free life. In the support group, there will be discussions on what is considered a healthy relationship and how to maintain a healthy relationship. The support groups main focus is to empower teens to be educated about the signs and the dangers of dating violence and to empower teens with information on how to avoid dating violence, to recognize an abusive relationship, and to be able to escape abusive situations safely. Rational Working with women at a domestic violence shelter, I have noticed a high percentage of the women who receive services from our program, discuss they had experienced a form of abuse from a boyfriend or a romantic partner as teenagers. Some of the women stated as teens they did not take their experience serious enough or understand that they were being abused or that it could happen to them again as an adult. A survey done by the Center for Disease Control and Prevention in 2010, states approximately 1 in 5 women and almost 1 in 7 men who at one time experienced rape, physical violence, and stalking by a romantic partner, had first experienced some form violence from a romantic partner between the age between 11 and 17 years old (Center for Disease Control and Prevention, 2012). Most teens do not report their experiences of dating violence making it hard for adults and practitioners to find out about this experience in the teen years. Ashley and Foshee (2005) explain that it is far less likely that teens will report an episode dating violence than will adults reporting a domestic violence episode. Teens need to be educated and informed on the dangers of violence to understand why it is important to report their experience of violence so the cycle of abuse can stop and they could learn to be safe and live a violence free life. Additional Information The population that this support group will target are students that are in middle school where the ages are between 11 and 14 years of age. The support group will be open to both male and female students. Although high school is where most teens will begin to date, middle school aged teens also experience dating violence. It is essential for the group leaders to understand the importance of peer influence and the impact it has on the development of teens. It will be important to assure all members of the group that all information discussed will be confidential so they could feel comfortable in expressing their feelings and experiences. The desirable group size for this particular support group would be 6 to 8 teenagers at a time. This allows for a group small enough to have intimate dialogue and large enough for the members not to feel being singled out. A group this size with teens will allow the flow of conversation and interaction of the members. This group is open to male and female students to discuss their experiences of dating violence and become educated on signs and the cycle of dating violence. There will be times when the males and females will be separated to complete activities then they will come together to discuss the different gender perspective on certain facts about teen dating violence. Legal and Ethical Considerations It is important that the group leader take precautions to protect all clients from any physical, emotional or psychological harm (ACA, 2005). An informed consent with the parents and the students under the age of 18 years old will be necessary for the students to participate in this support group. In the consent the confidentiality and the limitations of confidentiality must be explained and the purpose and the focus of the support group must be clearly explained. Failure to explain this information to the students or their parents, could result in legal actions being taken against the therapist that could lead to loss of professional license. It would also be important to discuss the particulars and the process of the group with the parents of the students because they are minors and the parent consent is needed for them to participate in the support group. References American Counseling Association. (2005). ACA code of ethics. Retrieved from http://www. counseling. org/resources/codeofethics/TP/home/ct2. aspx Ashley, O. S. , & Foshee, V. ( 2005). Adolescent help-seeking for dating violence: Prevalence, sociodemographic correlates, and source of help. Journal of Adolescent Health, 36, 25-31. Centers for Disease Control and Prevention. (2012). Teen dating violence. Retrieved from http://www. cdc. gov/ViolencePrevention/intimatepartnerviolence/teen_dating_violence. html Mulford, C. , & Giordano, P. C. (2008). Teen dating violence: A closer look at adolescent romantic relationships. National Institute of Justice Journal, No. 261. Retrieved from http://nij. gov/journals/261/teen-dating-violence. htm Abstract Teen dating violence is becoming more recognized and important to today’s society as a major safety concern when it comes to dealing with teens. It is important for communities to be aware of this concern and have the appropriate services to provide teens the necessary information that promotes awareness and prevention. To ensure that teens are empowered with being educated on the dangers of teen violence and knowing how to escape a violent relationship safely is important to the health and development of teens into adulthood. Parents and communities need to understand the dynamics of teen dating violence to break the cycle and to lessen the chances of teens experiencing abuse or violence in a romantic relationship. The purpose of this paper is to review the literature that is relevant to educating, recognizing and preventing teen dating violence. An analysis of the current literature and research was done to provide information on recognizing the signs that a relationship is abusive or heading towards violence, the reasons surrounding why this type of violence is less likely to be reported, the risk factors associated with teen dating violence, and the impact dating violence has on the development of adolescents. Also, an analysis on the different types of prevention that is helpful to teens in avoiding and safely escaping an abusive or violent romantic relationship. Most middle school students are not aware that certain behaviors that their romantic partners display are the beginning signs of abuse or violence in the relationship. Dating violence can be defined as the act or the threat of the act of violence that is displayed by one member of a union that is not married that takes place during dating or courting (Glass, Fredland, Campbell, Yonas, Sharps, & Kub, 2003). Most teens in middle school do not recognize the actions that their partners display are signs that they may be in an abusive or violent relationship. Common behaviors like constantly calling and texting their partner to find out where their partner is at, what the partner is doing, and who their partner is with are jealous behaviors and is considered warning signs that can lead to dating violence. Other warning signs that the relationship is heading towards becoming violent are name calling, putting their partner down, making threats to harm family and friends, using violence to solve problems in the relationship, forcing the partner to do things that the partner does not want to do, and threatening to do self harm (Oklahoma Department of Health, 2010). At times teens do not take the hitting, jealous and controlling behavior seriously and may just take the hitting as playing around and the jealous and controlling behavior as signs of love and not signs of danger that could lead to getting physically hurt. Herrman (2009) explains that research has found that there are important differences in which teens define interpersonal violence based on gender. She further states that boys are likely to connect the act of violence to being provoked and girls see violence as a way of showing control or to dominate their partner. Although teen dating violence is prevalent in today’s society, many teens do not tell anyone or report their violent or abusive relationship to adults or the authority. Teens are far less likely to report a violent incident with a partner and it is estimated that about 1 in 11 events of teen dating violence are reported to adults or police and then some incidents are reported but not attended to (Ashley & Foshee, 2005). The study that Ashley and Foshee (2005) conducted to find the percent of victims and perpetrators that would seek help resulted in showing 60% of the 225 victims in the study and 79% of the 140 perpetrators in the study reported they did not go and ask for help. Sometimes victims are afraid that their partner will come back at them to do harm and make the violence continue or worse and some victims believe that they are at fault or they made their partner act violently because of something they did. Herrman (2009) explains that some teens that have children by the perpetrator will not report due to being loyal or having to depend on the abuser who is the father. Another factor that could have something to do with teen’s lack of report when they experience teen dating violence is some teens believe that violence is one-sided to the point where boys are the ones who get in trouble more and girls can abuse and it not thought of as serious and do not get in trouble as much as boys. Herrman (2009) explain that boys report that girls are allowed to do more violence to boys with no punishment because boys do not have considerable injuries in comparison to girls who are abused by boys with significant injuries. This is part of the reason why males do not report incidents of violence or abuse by females and also their macho thoughts of being the stronger one keeps most males from reporting dating violence. In society today, there is a double standard about who is actually being abused when it comes to males and females due to who is considered stronger species. This should not matter if someone is being abused or being hurt by another person. There are many risk factors that are associated with teen dating violence. If a teen is raised in a family that experiences or observes violence when solving problems it is possible that the teen will act in the same manner. Ayers and Davies (2011) explain that when teens have violent or abusive behavior shown in the home, the children can learn to behave in the same manner and the act of violence becomes an acceptable way to respond to others when there is a problem. Some studies show that an area where one lives can have an increase in domestic and teen dating violence. On study show that males and females that live in the southern region of the United States has more dating violence rates and may have increased tolerance to violence (Marquart, Nanni, Edwards, Stanley, & Wayman, 2007). Other studies report that dating violence is more likely in rural environments due to the thoughts about male and female roles, isolation, not having activities that are structured, and the customary practice of some teens driving around with alcohol (Marquart et al. , 2007). Teen dating violence can seriously impact adolescents in many different ways. The violence behavior from a romantic partner can cause physical injuries to the other partner where they may have to go to the hospital. Herrman (2009) discusses that nearly 8% of teens report going to an emergency room to get care for injuries that they got while in a romantic dating relationship. Teen dating violence can also result in the death of a partner as it was reported in an article in the New York Times (2009) of how a 20 year old girl in Indianapolis was killed by her boyfriend after trying to leave the abusive relationship several times. Teen dating can also have long-term effects on the health of the adolescent during their life like drug and alcohol abuse, depression, low-self esteem, and eating disorders (Oklahoma Department of Health. 010). Violence in a teen relationship can develop into a long term pattern of unhealthy intimate partner violence and the development of poor relationship skill (O’Keefe, 2005). Teens who were victims of dating violence are more likely to be victims of intimate partner violence in their life as an adult. It is important for teens to be aware of the long term effec ts of dating violence that could continue on into adulthood and dictate the relationship style for future relationships. Teens that experience dating violence have a greater chance of emotional and behavioral problems as young adults and increased risk of having violent relationships in the future (Healy, 2012). Researchers from a nationally representative survey that examined teens between the ages of 12 to 18 that said they were the victim of a violent dating relationship, examined these young adults five years later and found that these same teens, boys and girls were three times more likely to be involved in a violent relationship as a young adult (Healy, 2012). Teens who learn and develop negative relationship skills tend to carry on those negative relationship skills into adulthood. To address the issue of teen dating violence there have been many interventions and preventions established to minimize and hopefully eliminate dating violence with teens. There teen dating violence to parents, adolescents, and other adults in the community to raise public awareness like The National Teen Dating Abuse Hotline, and the National Center for Victims of Crime (Herrman, 2009). There has also been education in the schools to make the teachers and students aware of the signs and the risk factors. Herrmann (2009) explain that many schools include prevention topics in the health classes to help students think of ways to improve conflict management skills and to change the dating violence norms. Prevention strategies such as awareness and promoting healthy relationships by providing assistance and addressing change at all levels of social environment the give power to intimate partner violence will eventually enhance the efforts to reduce the risk factors and advance protective determinants (Center for Disease Control and Prevention, 2012). Teen dating violence is becoming a widespread issue in today’s society and needs to be addressed and made know so parents, school officials and professionals can be aware and know how to assist those in need of help. Making teen dating violence more aware to adolescents and the community will help to reduce incidents of teen dating violence and help to educate adolescents on healthy relationships, what the signs are for teen dating violence, and seek help to deal this issue.

The scene of a beach on a beach on a hot summers day.

I stepped out into a burning oasis. Somehow I suddenly forgot about my home it seemed a world away from where I was standing. My eyes fluttered as a peered at the sun, the grains of sand at my feet began to feel familiar. As I started to wonder over the dunes. In the distance figures darting across the white hills appeared. I stopped quiet abruptly, and turned to the sea. My eyes glittered as I studied the waves. Boats on the horizon seemed like pointless dots on a piece of paper; forgotten but will always purpose. I saw a lilo bobbing in the in the uncharted waves. A body was placed so lightly upon the plastic float with skin so tender the light kissed it. Children playing so innocently by the shore, sand castles scattered about all with a different story to tell. The children were white with sun block as they paddled in the tide. I carried on stumbling over the boiling sand. I noticed some surfers taming the waves, that tossed them carelessly aside. I started to walk closer to the sea, I felt the salty cooling breeze upon my face so pure. I took off my shoes and sat by the shore as I once did when I was a child, now I was no longer alone. The seagulls ‘cooed' gently, then I heard the complete opposite to the seagulls soft voices I heard people, yelling and laughing I turned and saw a busy promenade. The peer was in the distance, the old fun-fair temping me over though now the heat was overpowering me. I carelessly dragged my feet up the cobbled steps to the promenade. Shops piled upon shops, people piled upon people. Shops filled with food as I pushed closer I began to smell all too familiar smells, that all my life had reminded me of this wonderful place, the seaside. Fish and chip bars placed in every other window it was as if I was walking down I hall of mirrors. After looking around for a while I began to feel very hot and tired so I returned back to the beach, boiling and sticky I slipped onto the sand. I lay looking at the clear blue sky, blue like the waves that calmly lapped the shore. A mother and child sat quietly beside me, the child holding a green spade that caught the light and made my eyes squint whilst he dug furiously into the sand. His mother lay perched on a deck chair, sunbathing her eyes fixed on her child. â€Å"Alfie† she called â€Å"be carefully†, the young child covered in a white paste giggled and carried on. I turned over now alone with my thoughts, staring back at me was a huge grey donkey part of a fleet of them that marched like soldiers alone the beach every single day, tens of times. His eyes; seemed tired and weepy. I went on to imagine how thirsty he must be in this intense heat. Volley ball pitches were littered upon the flat open range to my left. The noise of laugher filled the air people were every where to be seen, deckchairs and coloured umbrellas with families around them continued in sequent's as far as I could see down the flat plain of sand. I turned to my right once again, it looked like a untamed world compared with what I had just saw it was much quieter here. There was only the silent mother and her child to be seen. The mother now cradling her child tightly to her chest. The child was now lapping up a ice-cream, it must have been ice cold to touch the child's lips. The sun began to set upon a day full of interest. The tide began to draw near, closer and closer the water came, the light bouncing off the tiny waves. As the water prudently teased my toes. I stood up and walked knowing away from my oasis.

Failure is feedback Why objective opinions improve your work

Failure is feedback Why objective opinions improve your work Oftentimes in life, the difference between a crushing setback and an opportunity is perspective. HealthRise Solutions David Farbman believes that a â€Å"failure† is simply a time for feedback, an opportunity to make yourself better. Business is a long and winding road, and the ability to see opportunities for what they are (without lying to yourself) is a crucial skill for anyone trying to navigate it. [Source: Daily Fuel]

How to Use the Complement Rule in Statistics

How to Use the Complement Rule in Statistics In statistics, the complement rule is a theorem that provides a connection between the probability of an event and the probability of the complement of the event in such a way that if we know one of these probabilities, then we automatically know the other one. The complement rule comes in handy when we calculate certain probabilities. Many times the probability of an event is messy or complicated to compute, whereas the probability of its complement is much simpler. Before we see how the complement rule is used, we will define specifically what this rule is. We begin with a bit of notation.  The complement of the event  A, consisting of all elements in the  sample space  S  that are not elements of the set  A, is denoted by  AC. Statement of the Complement Rule The complement rule is stated as the sum of the probability of an event and the probability of its complement is equal to 1, as expressed by the following equation: P(AC) 1 – P(A) The following example will show how to use the complement rule. It will become evident that this theorem will both speed up and simplify probability calculations. Probability Without the Complement Rule Suppose that we flip eight fair coins - what is the probability that we have at least one head showing? One way to figure this out is to calculate the following probabilities. The denominator of each is explained by the fact that there are 28 256 outcomes, each of them equally likely. All of the following us a formula for combinations: The probability of flipping exactly one head is C(8,1)/256 8/256.The probability of flipping exactly two heads is C(8,2)/256 28/256.The probability of flipping exactly three heads is C(8,3)/256 56/256.The probability of flipping exactly four heads is C(8,4)/256 70/256.The probability of flipping exactly five heads is C(8,5)/256 56/256.The probability of flipping exactly six heads is C(8,6)/256 28/256.The probability of flipping exactly seven heads is C(8,7)/256 8/256.The probability of flipping exactly eight heads is C(8,8)/256 1/256. These are mutually exclusive events, so we sum the probabilities together using one the appropriate addition rule. This means that the probability that we have at least one head is 255 out of 256. Using the Complement Rule to Simplify Probability Problems We now calculate the same probability by using the complement rule. The complement of the event â€Å"We flip at least one head† is the event â€Å"There are no heads.† There is one way for this to occur, giving us the probability of 1/256. We use the complement rule and find that our desired probability is one minus one out of 256, which is equal to 255 out of 256. This example demonstrates not only the usefulness but also the power of the complement rule. Although there is nothing wrong with our original calculation, it was quite involved and required multiple steps. In contrast, when we used the complement rule for this problem there were not as many steps where calculations could go awry.​

Place in Our Secular and Scientific World for Religion Term Paper

Place in Our Secular and Scientific World for Religion - Term Paper Example Religion is the ultimate truth and will be followed until science is able to explain absolutely everything in the universe. Philosophers have also had some religious views when it came to science. In their time, Socrates, Plato, and Aristotle were highly regarded for their wisdom and philosophies. Neither of them as followers of the prevalent pagan mythologies of the time. All of them felt the existence of a greater being, an absolute being, which is above human eccentricities and the weaknesses of Greek gods and goddesses. Of course, they had heated arguments about the nature of this Supreme Being and his creations. These Greek philosophers have left behind teachings that are similar to those of Jesus Christ. (Lindsey). Aristotle’s Unmoved Mover has been a part of his explanations of many physics and metaphysics phenomena.   Of this Unmoved Mover, he says, â€Å"God  has no matter, which means that there can only be one God since it is a matter that differentiates one fo rm or definition into many manifestations of that one form or definition.  His work in physics led to a worldview bringing his followers back to God, pronouncing him as the designer of our clockwork world. His study of the celestial mechanics convinced of the presence of a God as the ultimate creator of science.   Since God has no matter, then God is one not only formally or by definition but also numerically.   In addition, there can be only one unmoved mover, because there is only one heaven:   continuous motion is one motion since such motion is a system of moving parts.† It was Aristotle’s belief that anything that has an absolute pattern or design has to be created; it cannot happen accidentally and needs a reason or case for creation. The Unmoved Mover is the first cause. ("University of North Carolina at Chapel Hill ")