Jakob Boehme Essay -- German Religious Mystic Religion Biography Bio

Jakob BoehmeJakob Boehme (1575-1624) was a German religious mystic from the town of Goerlitz (Zgorzelec in Polish) in Silesia, on the Polish placement of the Oder river just across from eastern Germany. A cobbler by profession, he was an autodidact much influenced by Paracelsus, the Kabbala, astrology, alchemy, and the tight tradition (Peuckert, 1924 one hundred one Merkel 302-310 Hvolbel 6-17). He experienced a seminal religious epiphany in 1600, when a ray of sunlight reflected in a pewter dish catapulted him into an ecstatic vision of the shaper as penetrating all told existence, including even the Abyss of Non-being. This and other mystical experiences caused Boehme to write a series of obscure but powerful religious treatises. fit in to him, negativity, finitude, and suffering are intrinsic aspects of the Deity, for it is only through the participatory activity of his creatures that God achieves full self-consciousness of his own nature.Boehmes first treatise, entitled Au rora, or fleet Morgenroete im Aufgang (1612), expressed his insights in an abstruse, puzzling style. This work aroused profound interest among a small circle of followers, but it also provoked the heated opposite word of the authorities. After being prosecuted by the local pastor of Goerlitz, Boehme had to promise on pain of imprisonment to cease indite. This judgment he obeyed for five years, until, unable to give himself any longer, he began writing again in secret for private circulation among friends. The publication of his Weg zu Christo ( behavior to Christ) in 1623 by one of these friends led to renewed persecutions. Banished from Goerlitz, Boehme lived for a fourth dimension in Dresden and on the democracy estates of wealthy supporters. Finally, stricken by illness in 1624, ... ...ndon Richardson, 1764. Passages from this English adaptation are cited above, following the corresponding German citations.The Way to Christ. A modern translation of Boehmes Weg zu Christo (1620). Trans. W. Zeller. New York Paulist Press, 1978.Works about BoehmeMerkel, Ingrid. Aurora or, The Rising Sun of Allegory Hermetic Imagery in the Work of Jakob Boehme. Hermeticism and the spiritual rebirth Intellectual History and the orphic in Early Modern Europe. Eds. I. Merkel and A. G. Debus. Washington The Folger Shakespeare Library, 1988. 302-310.Peuckert, Will-Erich. Das Leben Jakob Boehmes. Jena E. Dieterichs, 1924.Stoudt, John Joesph. Sunrise to Eternity A Study in Jacob Boehmes spirit and Thought. Philadelphia University of Pennsylvania Press, 1957.Hvolbel, R. H. Was Jacob Boehme a Paracelsian? Hermetic Journal 19 (Spring 1983) 6-17. Jakob Boehme Essay -- German Religious Mystic Religion Biography BioJakob BoehmeJakob Boehme (1575-1624) was a German religious mystic from the town of Goerlitz (Zgorzelec in Polish) in Silesia, on the Polish side of the Oder river just across from eastern Germany. A cobbler by profession, he was an autodidact much in fluenced by Paracelsus, the Kabbala, astrology, alchemy, and the Hermetic tradition (Peuckert, 1924 101 Merkel 302-310 Hvolbel 6-17). He experienced a seminal religious epiphany in 1600, when a ray of sunlight reflected in a pewter dish catapulted him into an ecstatic vision of the Godhead as penetrating all existence, including even the Abyss of Non-being. This and other mystical experiences caused Boehme to write a series of obscure but powerful religious treatises. According to him, negativity, finitude, and suffering are essential aspects of the Deity, for it is only through the participatory activity of his creatures that God achieves full self-consciousness of his own nature.Boehmes first treatise, entitled Aurora, or Die Morgenroete im Aufgang (1612), expressed his insights in an abstruse, oracular style. This work aroused profound interest among a small circle of followers, but it also provoked the heated opposition of the authorities. After being prosecuted by the local pas tor of Goerlitz, Boehme had to promise on pain of imprisonment to cease writing. This judgment he obeyed for five years, until, unable to restrain himself any longer, he began writing again in secret for private circulation among friends. The publication of his Weg zu Christo (Way to Christ) in 1623 by one of these friends led to renewed persecutions. Banished from Goerlitz, Boehme lived for a time in Dresden and on the country estates of wealthy supporters. Finally, stricken by illness in 1624, ... ...ndon Richardson, 1764. Passages from this English translation are cited above, following the corresponding German citations.The Way to Christ. A modern translation of Boehmes Weg zu Christo (1620). Trans. W. Zeller. New York Paulist Press, 1978.Works about BoehmeMerkel, Ingrid. Aurora or, The Rising Sun of Allegory Hermetic Imagery in the Work of Jakob Boehme. Hermeticism and the Renaissance Intellectual History and the Occult in Early Modern Europe. Eds. I. Merkel and A. G. Debus. W ashington The Folger Shakespeare Library, 1988. 302-310.Peuckert, Will-Erich. Das Leben Jakob Boehmes. Jena E. Dieterichs, 1924.Stoudt, John Joesph. Sunrise to Eternity A Study in Jacob Boehmes Life and Thought. Philadelphia University of Pennsylvania Press, 1957.Hvolbel, R. H. Was Jacob Boehme a Paracelsian? Hermetic Journal 19 (Spring 1983) 6-17.

Anorexia Not just a Womens Disease Essay -- Nervosa eating disorder ma

Anorexia Not just a wo manpowers diseaseAnorexia Not Just A Wo handss malady Oh Im so fat. This is not something we normally think of hearing out of a mans mouth. Women are thought to be the only ones that obsess over theirappearance. T herefore, anorexia is commonly thought to be a womans disease. But in reality, there are many men fighting it. Out of the estimated eight million people in the United States with anorexia, about ten percent of the cases are men (Something Fishy, par.1). These are only inform cases. It is assumed that there is more, but the men havent come forward, since it is very hard for a man to admit to having this disease. Nevertheless, there are a growing number of men in America with this disease, and it needs to be dealt with. This paper will address the give births, affects, reason why they hide it, and treatment of anorexia in men. It is not known for sure what exactly causes anorexia in men. But there are a few theories on it. One theory on the cause of anorexia in men is our culture today. Most people think our culture only influences women with the constant pressure to be skinny, with the magazines, and the skinny models, and everything. But actually, society influences men to be thin quite a bit too. Whats acceptable for a mans body shape is very limited here in America. More and more magazines for men are about fitness, weight lifting, and body building(Highlights, par. 6). The media and entertainment industry really focuses on a nicely built, in shape man. So some men do feel pressure to be physically fit. Of the men that are overweight, some may make out anorexia as a way to diet. Anorexia in men is rare of course, but it does happen. A... ...October 14th, 2000. November 26th, 2000. 4) Brumberg, Joan J. Fasting Girls. London Harvard University Press, 1998.5) Highlights. Billie, Lindsey J. 1995. The Columbia University Heath Service. November 26th, 2000. 6) Rumney, Avis. Dying to Please. London McFarland, 198 3.7) Sandbek, Terence J. The Deadly Diet. Oakland, CA New Harbinger Publications, 1993.8) Self Help Magazine. Lee Hoffman. May 28th 1998. November 9th, 2000. Http//shpm.com/articles/reating/nih/anorexia.html9) Something Fishy bladesite on Eating Disorders. September 26th, 2000. November 26th, 2000. 10) The Eating Disorders Site. Margo, J.L. British Journal of Psychiatry. 1987. November 26th, 2000.11) Web MD Health. March, 1999. November 9th, 2000. Http//ebmd.com/content/dmk_article_4003112) Zerbe, Kathryn J. The Body Betrayed. Carlsbad, CA Gurze Books, 1995.

My Educational Goals and Philosophy Statement Essay -- Philosophy Teac

My facts of lifeal Goals and Philosophy Statement The most important function of education at every level is to develop the personality of the individual and the significance of his life to himself and to others -Grayson Kirk. The teaching philosophy of progressivism focuses on developing the whole child. This philosophy not only teaches the shopping mall subject material, but it also departs the teacher to help develop the person the child is going to be. John Dewey, founder of progressivism, denounced the scholarly and classical school of curriculum. Dewey prospect children should not be taught what to think but how to think through a continuous reconstruction of experience. This implies that children learn best when they do hands on activities, therefore, they are cultivation by doing. These hands on activities will also incorporate several of the multiple intelligences. The kinesthetic learners will be able to actually do the activity, optic lea rners get to see the activity being performed, and auditory learners get to hear the directions and steps as the teacher explains them. As a teacher, I intend to shew many different activities to the classroom. I feel that is so important to incorporate as many learning styles as possible into each lesson. From my observation in my field experiences, a student that favors one learning style will perform better when that learning style is available for an activity. Hands-on activities also allow for the students to learn by relating what they are studying to the knowledge they have previously acquired. This perspective, know as constructivism, was based mostly on research performed by Swiss psychologist Jean Piaget. Children are not just em... ...g else out there that teachers can learn. New technology, for one, is something that develops each and every day. I feel that the addition of a extra education classes as a requirement will further educate and prepare f uture educators who will continually be in contact with the fussy education students. As for me, I plan to take on any opportunity to excel in my teaching profession. I want to continue on in my Bachelor?s degree with a specialization in Math and move on to get my Master?s in administration. Education is a wonderful gift that is available to everyone who wants to take part. It is not only about the books and the teaching of the basics. Education is about developing the whole child. It will be my job to develop the child as a person, not just as a student. When I begin my teaching career, I will pass on to develop every aspect of the child.

Essay --

The 1980sThe decade of the 1980s is universally known for its brightly colored leggings, and teased hair. However, to the highest degree of us tend forget the events that inspired these widely recognized trends. Political power, economic instability, and Sequins, lace, and tutus are merely an illusion of what the eighties were rattling about. The social and economic events of the 1980s had a severe impact on the fashion choices of American women during this time. The political events in America throughout the eighties bequeath always be remembered when saying one simple, yet extremely packed name, Ronald Reagan. In 1981 Reagan was elected with one of the countries highest overall acceptance rates. Reagan was a former Hollywood actor his charisma and optimistic style wore off on people and America loved him. We go forth always remember. We will always be proud. We will always be prepared, so we may always be free. at the D-Day Commemoration in Normandy Reagan had a direct, to the point that republicans loved and democrats respected. With Reagans election came promises of a bright futurity for the US, like tax cuts and lower spending. Governments view of the economy could be summed up in a few short phrases If it moves, tax it. If it keeps moving, regulate it. And if it stops moving, subsidize it. Reagan speaking about the White House Conference on Small Business However after a short time, military spending began to rise, causing cuts from jobs and whatsoever tax increases. These and other choices Ronald Reagan made in office became known as Reaganomics. The culture was also changing throughout this time as well, a pull in term known as the yuppie was born. This term was commonly used to describe a baby boomer, with a college education, well p... ...ng a statement wherever they went and the designers of now are still trying to accentuate the body and broadcast sexuality. Ad campaign designs were changed extraordinarily during the 1980s by adopting the idea that pitching a carrefour with a glamorous woman, home, or family would create the need for consumers to buy a good or service solely for the purpose of have having a give away lifestyle. This advertising idea traveled through the last few decades and is still present in the American nightclub today. The beliefs of the eighties were invigorating and gave adolescences the choice to be whatever they wanted to be. Whether that was a pop-icon, an inventor, or a politician, the 1980s was a time of empowerment and optimism. These principals are still taught to young people in our society today preaching the values of self-worth and perseverance to follow their dreams.

Human Rights In Kuwait :: Human Rights Essays

Human Rights Yet another commodity for the new decree or a necessity?As one stands on the doorsteps of a new millennium, one can only imagine the future ahead. With the globalization front making its way around the world, issues such as human rights are coming up, and are becoming international issues of concern rather than local ones. internationalistic organizations monitor governments and note the extent to which those governments adhere to and valuate human rights.In the time of globalization, free trade between the nations of the world exists a gigantic with a hefty transfer of knowledge and technology. And for one nation to succeed in that new environment it must have positive relations with others. For this good relation to evolve and develop, a nation must first address its inner issues of which human rights is a part of, for the human factor is prime in the globalization age that is based mainly on human-brain based industries. The Director of the Kuwait Information Office in Washington, in a lecture at Georgetown University, said, "The democratic action taking place in Kuwait is compatible with the Western definition of democracy, and it is clear when tracing countrys modern history that there is in fact a true democratic process presently sweeping the country."In 1948, the United Nations adopted the "Universal Declaration of Human Rights" which included the minimal requirements that nations around the world must aim for to achieve and maintain mans fundamental freedoms and rights. This included principles of equality without regard to race, color, sex, language, religion etc. in addition to the right to life, liberty and security. The Declaration was the platform on which all people should act. Any breach of its articles would put the breaching Nation under great force and criticism from its peers, who usually aim to correct the situation.Al-Ghabra added, "It has become increasingly difficult to maintain authortarian go vernment in the modern era."By 1997, more that 116 nations had a president chosen by elections, up from only 39 nations in 1974. In the middle eastern nation of Kuwait, human rights have come a long way towards achieving a formidable status for the 38 years old nation has taken measures that surpass those taken by older nations. Kuwaits constitution that dates back to the year 1962 ensured human rights in many of its articles.Kuwaiti Parliament member AbdulMohsen Jamal said that the constitution is a, " great achievement that has gained Kuwait the respect of the international community.

Human Rights In Kuwait :: Human Rights Essays

Human Rights Yet another commodity for the new society or a necessity?As one stands on the doorsteps of a new millennium, one can only imagine the future ahead. With the globalization movement devising its focusing virtually the world, issues such as human rights are coming up, and are becoming internationalistic issues of concern rather than local ones. International organizations observe governments and note the extent to which those governments adhere to and respect human rights.In the age of globalization, free trade between the nations of the world exists along with a sizeable assign of knowledge and technology. And for one nation to succeed in that new environment it must have positive relations with others. For this good relation to evolve and develop, a nation must first address its inner issues of which human rights is a part of, for the human featureor is prime in the globalization age that is establish mainly on human-brain based industries. The Director of the Kuw ait Information Office in Washington, in a lecture at Georgetown University, said, "The democratic process winning place in Kuwait is compatible with the Western definition of democracy, and it is clear when tracing countrys modern history that there is in fact a true democratic process presently sweeping the country."In 1948, the United Nations adopted the "Universal Declaration of Human Rights" which included the minimum requirements that nations around the world must aim for to achieve and maintain mans fundamental freedoms and rights. This included principles of equality without regard to race, color, sex, language, religion etc. in auxiliary to the right to life, liberty and security. The Declaration was the platform on which all people should act. Any breach of its articles would put the breaching Nation under great pressure and reflection from its peers, who usually aim to correct the situation.Al-Ghabra added, "It has become increasingly difficult to m aintain authortarian government in the modern era."By 1997, more that 116 nations had a president elect by elections, up from only 39 nations in 1974. In the middle eastern nation of Kuwait, human rights have come a long way towards achieving a formidable status for the 38 years old nation has taken measures that surpass those taken by older nations. Kuwaits disposition that dates back to the year 1962 ensured human rights in many of its articles.Kuwaiti Parliament member AbdulMohsen Jamal said that the constitution is a, " great achievement that has gained Kuwait the respect of the international community.

Psychology 101

Course Information Fundamentals of Acoustics Applications in spoken communication, Hearing and quarrel Description This course leave al cardinal provide students with a finishonical and working knowledge of acoustics and the physics of sound. It forget provide the basis for measurement and description of dustup stimuli. It will keep up direct application to Speech, Hearing and Langu du brandion intervention as well as application into communicative sciences. CSD 221 Student Name __________________ Course Fundamentals of Acoustics Course Code CSD 221 FacultyPhyllis J. Washington College of Education and adult male Sciences Faculty Department communicative Sciences and Disorders Suggested prerequisite None Length of Course One semester Degree Bachelor of Arts Credit 3 credit hours estimation Tasks estimation 1 Test 1 Test 2 Test 3 judgement 2 Assignments/Labs/Quizzes Assessment 3 Acoustic Study on the watch by Al Yonovitz, PhD University of Montana First published 2010 C ontents Introduction UM Mission Statements Welcome About the Instructor Class Organization L pull aheading ObjectivesClass gene p tushion Class Attendance Policy Private Study Commitments Occupational Health and Safety Learning approaches Classroom Lectures Moodle Study Resources Required Texts Additional Resources Support work and Resources Student Resources Students with Disabilities unkn own Exchange Students and Scholars Directory of Assistance Study plan/Course Outline Assessment information Over hitch Delivery and leniency Helpful tips for submission of your assessments Extensions and posthumous submission Resubmission University Plagiarism PolicyAssessment and mental test rules Special examinations and special conside betrayion Assessment tasks Introduction UM Mission Statements MISSION STATEMENT THE UNIVERSITY OF MONTANA The University of Montana capitalizes on its whimsical strengths to earn knowledge, provide an active reading environment for students, and offer pr ograms and services responsive to the needs of Montanans. The University delivers education and twineing on its four camp purposes and through telecommunications to sites inwardly and outside of Montana.With public expectations on the rise, the University asks its students, faculty, and staff to do and accomplish even more than they pass in the past. The dedication to education for and throughout life reflects the loyalty to service learning and community building on and off the campuses. The University enhances its programs through continuous quality review for improvement and remains fully accountable to the citizenry through annual audits and performance evaluations. MISSION STATEMENT THE UNIVERSITY OF MONTANA-MISSOULAThe University of Montana-Missoula pursues academic excellence as indicated by the quality of curriculum and instruction, student performance, and faculty professional doings. The University accomplishes this mission, in part, by providing unique educational e xperiences through the integration of the liberal arts, graduate issue, and professional training with international and interdisciplinary emphases. Through its graduates, the University also seeks to educate efficient and valet de chambree professionals and in organise, ethical, and engaged citizens of local and global communities.Through its programs and the activities of faculty, staff, and students, the University of Montana-Missoula provides basic and applied research, technology transfer, cultural outreach, and service benefiting the local community, region, state, nation and the world. Welcome Welcome to CSD 221 Fundamentals of Acoustics Applications in Speech, Hearing and Language Understanding the reputation of the speech and acoustic stimulus form the primary bases for your clinical education and your c arr in speech pathology. As you progress in your program the character reference of understanding the bases of the sound and acoustics will become evident.It is a gr eat privilege to be your instructor in this first autumn class within the new program in Speech Pathology at the University of Montana. I contain been a practicing audiologist and speech and audience scientist for m some(prenominal) forms. I look forward to offering you both the historical speech and hearing perspective and that of current practice. These perspectives will provide you with a basic understanding of the mandatory vision and easy opportunities for Speech Pathologists. Your study will, in turn, help improve diagnosis and service delivery within the practice of Speech Pathology.Acoustics of speech performance and the auditory stimulus will provide you with a foundation for your clinical process. It will also offer you the basic skills necessary to assess speech and hearing disorders and to plan intervention programs. This is a course which will enable professional preparation. Through study, your increased knowledge and skills will greatly benefit your future clien ts. In this course, I believe you will also experience the joy of learning and satisfaction of understanding new concepts and procedures. I will do my best to attest the material in a clear and understandable manner.Fin tout ensembley, I want you to think that you ar here to learn and non here to just earn the grade. If you concentrate on learning, the grades will take cargon of themselves. Make sure that you design a reliable study schedule and I guarantee your efforts will be rewarded. I hope to have the chance to meet all of you (including the external students) sometime soon in the near future. Of course, you may achieve me at some(prenominal)time via the information in the announcements. Kind Regards Al Yonovitz, Ph. D. , CCC-A, MAudSA (CCP) Professor Communicative Sciences and Disorders The University of MontanaMissoula, MT 59812-6386 Telephone 406-243-2408 Fax 406-243-2362 Email al. emailprotected edu roving (406) 241-2364 Postal Al Yonovitz Department of Communicative Sciences and Disorders Curry Health nitty-gritty, Lower Level University of Montana Missoula, MT 59812 About the Instructor Dr Yonovitz has been active in research issues in abnormal reading of central auditory processing abilities in Aboriginal and non-Aboriginal children. His concentrated busy has been in deaf and hearing-impaired children. He has also published widely in areas of speech and hearing science.He has been the Unit Head for the Ear Health and Education Unit of the Menzies School of Health Research and a Manager for Australian Hearing, a republic Agency, providing hearing improvement for children and pensioners. He was with Charles Darwin University in Darwin, NT Australia before accepting the position as Chair of the new Department of Communicative Sciences and Disorders. Phone (406) 243-2408 Email al. emailprotected edu Mobile (406) 241-2364 Postal Al Yonovitz Department of Communicative Sciences and DisordersCurry Health Center, Lower Level University of Mont ana Missoula, MT 59812 Course Organization The Spring 2012 semester is 16 weeks long, beginning January 23, and conclusion May 4, with a 1-week spring vacation. This class is duplicated as both a face-to-face (F2F) section and an online section. The F2F class meets 2 times each week, 810 930 am Monday and Wednesday in the CSD classroom in the lower level of the Curry Health Center. All lectures and laboratory demonstrations will be uploaded that day. grade opportunities will be consistent between sections.Any questions regarding the course, any unit, or any assignment should first be posed to the instructor via the news board on Moodle called Queries. Before you submit your question, however, please check to be sure your question has not already been answered in that forum. These questions will be addressed within a 24-hour period, M-F. Learners who have signed up for the face-to-face mode should expect to heed every lecture. Learners who have signed up for the online mode are welcome to attend the face-to-face lectures at any time. There are five (5) summative assessments.Summative assessments complicate multiple select tests and a number of assignments. Formative assessments, which are indicatory of student progress, will be conducted in class. These formative assessments can be viewed either synchronously or asynchronously by online learners. Formative assessment will include review of multiple choice questions at the end of chapters of the text. You will also notice a discussion board entitled Student Lounge. You may use this board to communicate with your classmates. Course Organization 1. Introduction to wave analysis 2. stand seethes 3. Resonance . Wave abstract 5. Speech Production 6. Acoustics of Speech Signals 7. computer science and Measurement Techniques for Acoustics Lectures can be accessed either in real time or asynchronously from the CSD website. (There is a tutorial for website access under Start Here). Lectures are usually poste d to the website the same day. On rare occasions, the lecture is posted the next day. Learning objectives This course is divided into areas that will allow the student to develop mastery of the following topics 1. Describe the acoustic signals in the time and frequency domain 2.Understand how the structures of the speech system are used to produce speech (consonants and vowels). 3. dismember acoustic and speech signals with both Hardware and Software 4. Utilize their knowledge happen uponing application in clinical intimacys Any questions regarding the course should be direct to the course instructor, Al yonovitz. Hours and Required Discussion Lectures 810-930am Mondays & Wednesdays The class will be live at the times above. Students may access the live classes and all some other archived class meetings this semester by going to the Elluminate links posted to the Calendar of Moodle.The PowerPoint presentations, discussion board, etc. will be visible(prenominal) via Moodle. Fo r UMOnline students it is not necessary to view live classrooms, just you mustiness watch the archived class sessions. Attendance will be taken for students attending class. In class discussion for internally registered students and discussion board submission for UMOnline students will be recorded. Study Commitments You should expect to spend 8 to 12 hours per week on this course. This time should be spent complemental the holdd reading for this course, reflecting on your reading, completing the weekly activities and preparing your assignments.Occupational Health and Safety There are no out of the ordinary risks associated with this unit. General Content overview 1 Introduction to wave analysis Mathematics and calculating systems Types of Waves Wave Shapes Propagation Velocity and Medium Velocity curved Waves More Terminology Oscillating Systems and Sinusoidal Waves Application of the Concept of Waves to sonorous Relationship Among v, f andpic Wave Velocity and Properties of the Medium Elastic Properties of channelise Reflection and Transmission of Waves Interference and Superposition 2. Standing Waves Longitudinal Displacement WavesNormal Modes for an Air Column Closed at Both Ends Normal Modes for an Air Column Open at Both Ends Normal Modes for an Air Column With One End Open a and One End Closed 3. Resonance Resonance in Mechanical Systems Resonance in the Speech Production System Resonance in the Outer and Middle Ear 4. Wave Analysis Wavefronts Wavefronts and Space Interference Diffraction of Wave Phase of a Wave Complex Wave Forms Complex Traveling Waves Complex Standing Waves Beats Sound Quality Non-Repetitive Sounds 5. Speech Production Vocal Organs Vocal jam Vibration Acoustic Properties of the Vocal Tract Sound Spectrographs . Acoustics of Speech Signals Vowels Consonants Glide and Liquid Consonants Nasal Consonants Fricative Consonants Stop Consonants Coarticulation 7. Computing and Measurement Techniques for Speech Analysis Sound Spectrosc opy Fourier Analysis Learning approaches Moodle Moodle is the University of Montanas on-line learning system. It is critically important that you maintain an accurate e-mail address with the University of Montana. In this unit, Moodle will be used to Provide important announcements regarding your course Provide discussion questions and responses Provide assessment documentsCSD 221 Fundamentals of acoustics relies significantly on Moodle participation. The Discussion jump on is the mode of communication which allows for face-to-face and online learners to share. Postings should be succinct, yet comprehensive (about one paragraph). In addition to your posting, you must reply to at least one other learners posting in, again, a succinct, yet comprehensive posting. The instructor facilitates the discussions, carefully monitors the Discussion placard, and provides considered responses. These responses are usually provided by and by the particular Discussion Board question has closed for the week.Learners are encouraged to use the Discussion Board for Questions to the Instructor. Postings will be viewed daily and instructor responses will be offered daily. Netiquette expectations are judge on any online submission. For the Core Rules of Netiquette, please visit http//www. albion. com/netiquette/corerules. hypertext markup language. In addition, the instructor expects formal rules of standard American English language to be followed in the Discussion Board. Informal, non-standard English language approaches are not acceptable. You will need to connect to the earnings to access Moodle, at http//umonline. umt. edu/ Conceptual FrameworkThis course provides a learning community that a) integrates ideas, b) encourages cooperative endeavors, and c) wishs diversity and individual worth. These concepts are illustrated through the following activities a) by understanding acoustics you will be able to appreciate the linkage between this course and other CSD courses, yo u will have an understanding of the record of the conversational element b) you will also participate in laboratories designed to in return assist each other, and c) you will be challenged to combine both the science and mathematical nature of speech with some reference to various dialectical patterns. )integration of Ideas Members of a learning community look beyond the traditionally subject-oriented curriculum and think about the interrelationships among and between subject areas. They work with a variety of handle of study and search for unifying themes that cross disciplinary lines. There is an emphasis on explaining realities and bringing differing kinds of knowledge to bear on dealing with actual problems. b) joint Endeavors In a learning community knowing and learning are viewed as communal acts, and members are encouraged to assist each other o learn and rick. There is a commitment to engage all learners cognitively and emotionally in acquiring knowledge that is personal ly meaningful. In the process members create a cohesiveness that encourages personal responsibility and commitment to the group and its goals. c) Respect for Diversity and Individual Worth A learning community embraces diversity with respect to ideas, abilities, viewpoints, experiences, learning styles, cultural backgrounds. Diversity is valued because of the inherent worth of each individual who brings his or her strengths to the community.The ethics of caring and mutual respect are viewed as essential for put forwardive learning environments that enhance each members self-esteem and foster risk-taking, creative conflict, and excellence. Study resources Required text Required texts basis TO SOUND, Acoustics for the Hearing and Speech Sciences. Charles E. Speaks, Singular Publishing, 1999. Several additional readings will be assigned throughout the semester. These may include journal articles, chapters from books other than your textbook, and other think materials. Support servic es and resources UM Academic Honesty PolicyThe student Conduct Code, embodying the ideals of academic honesty, integrity, gracious rights, and responsible citizenship, governs all student conduct at The University of Montana-Missoula. You are expected to adhere to this code (http//liffe. umt. edu/SA/documents/fromWeb/StudentConductCode1. pdf). Student Resources Two tutoring programs are available to students, one administered by the TRiO and the other by the Undergraduate Advising Center both are located in Corbin Hall. More information on TRiO, visit TRiO at Lommasson Center 154, call 406-243-5032, or log on to www. mt. edu/eop. The Undergraduate Advising Center is located in the Lommasson Center 269, or you can visit www. umt. edu/ucoll/. The Writing Center is available to help you improve your writing skills. Writing instructors are available to help you plan and develop your thoughts. For more information, visit them online at http//www. umt. edu/writingcenter/, email emailprot ected umt. edu or call (406) 243-2266. Students with Disabilities Students with disabilities are encouraged to plan ahead and can contact Dis might Services for Students (DSS).For additional information, contact DSS Director Jim Marks, Lommasson Center 154 or (406) 243-2243 (Voice/Text) or jim. emailprotected edu. Please visit http//www. umt. edu/dss/ to find details about the available services. Foreign Exchange Students and Scholars The office of Foreign Student and Scholar Services (FSSS) is available for general counselling and provides direct support services, consultation, and liaison. Staff members at FSSS are available to help with academic advising, cultural adjustment, financial problems, and other issues.The FSSS office is in the Lommasson Center, Room 219. For more information, contact emailprotected edu or visit http//ordway. umt. edu/sa/fsss/. DIRECTORY OF ASSISTANCE Concern communicate Contact details Matters concerning the course Instructor Al Yonovitz al. emailp rotected edu General academic issues relating to Department Chair Al Yonovitz al. emailprotected edu your course Moodle difficulties UM Online Tech Support Desk Ph (406) 243-4999 or (866) 225-1641 (toll free) E-mail emailprotected edu Website http//umt. du/xls/techsupport Difficulties accessing your Student IT Helpdesk Ph (406) 243-4357 Computer account Technical difficulties in PC Labs Library enquiries UM Library Ph (406) 243-6866 Help with library databases, Internet searching and Reference queries Purchasing of text books and UM Bookstore Ph (406) 243-1234 stationery Fax (406) 243-2001 email emailprotected com website http//www. umtbookstore. om University of Montana Bookstore University Center, 1st & 2nd Floor 5 Campus Drive, Missoula, MT 59801 General administration enquiries Registrar Ph (406) 243-2995 e. g. admissions/ enrolments, course information, graduation Class Schedule Week Lecture Topic Readings Assessments & Lab s Week 1 The record of Sound Waves Chapter 1 1/23/11 The Speech Chain, Chapters 1 Week 2 The Nature of Sound Waves Chapter 1 1/30/11 Week 3 Simple Harmonic Motion Chapter 2 2/6/11 Week 4 Simple Harmonic Motion Chapter 2 2/13/11 Week 5 Logarithms and Antilogarithms Chapter 3 Exam 1 (20%) 2/20/11 No Class on 2/20/11 Week 6 Logarithms and Antilogarithms Chapter 3 2/27/11 Week 7 Sound Intensity and Sound Pressure The Chapter 4 3/5/11 element 105 Week 8 Sound Intensity and Sound Pressure The Chapter 4 3/12/11 Decibel Week 9 Complex Waves Chapter 5 3/19/11 Week 10 Complex Waves Chapter 5 Exam 2 (20%) 3/26/11 Week 11 Spring Break 4/2/11 Week 12 Resonance and Filtering Chapter 6 4/9/11 Week 13 Resonance and Filtering Chapter 6 4/16/11 Week 14 Distortion Chapter 7 4/23/11 Sound Transmission Chapter 8 Week 15 Summation and Revision 4/30/11 Final Exam Exam 3 (20%) 5/7/11 Topical Description of Cou rse Material Assessment Information 5 Assessment items are required. All assessment tasks must be holy for you to obtain a pass in this course. I would expect a significant commitment on your part to achieve a deep and potent understanding of topics in this course. I would therefore expect a high commitment to learning. denounce unless stated otherwise, the due date for an assessment refers to the date by which the assessment must be received by the Instructor. Assessments for CSD 221 Fundamentals of Acoustics Assessment Focus Percent Value Length Due date item Assessment 1 Test 1 20% 50 M/C Questions Week 5 Assessment 2 Test 2 20% 50 M/C Questions Week 10 Assessment 3 Test 3 20% 50 M/C Questions Week 16 Assessment 4 Submission of Acoustic Study 20% 4-6 Pages Week 14 Assessment 5 Assignments/Labs/Quizzes (10) 20% TBA Throughout Semester Descriptions of Assessments Three tests (20% each test) Test 1 (20%) Available from Monday, February 23Sunday, February 26 Test 1 mus t be submitted electronically by 1155pm Sunday, February 26 2-hour timed test Multiple choice & true/false Test 2 (20%) Available from Monday, March 29 Sunday, April 1 Test 2 must be submitted electronically by 1155pm Sunday, April 1 2-hour timed test Multiple choice & true/false Test 3 (20%) Available from Wednesday, May 7 Thursday, May 10Test 3 must be submitted electronically by 1155pm Thursday, May 10 2-hour timed test Multiple choice & true/false Assignments/Labs/Quizzes (20%) There will be ten assignments/quizzes during the semester. Each assignment/quiz will be discussed in class demonstrated in class and a teaching assistant will be available for individual help. Separate descriptive hand-outs will be available for each lab. Acoustic Study (20%) The acoustic study will be a project that you will be able to accomplish. The project should not relate to speech but should consider the analysis of an interesting acoustic event. A separate handout will be available. *Note Tests are electronically marked and are automatically submitted to Gradebook.After taking a test, your mark will be immediately available however, your test will only be make available for you to view after the closing date of the test. Delivery and submission of Assessments Note The three tests are electronically marked by Gradebook. You are expected to keep your own copy of the assignments. On the PowerPoint assignment, please attach an introductory glide with the following details Your name and student number Course code, title and date submitted Helpful tips for submission of your Assessments There are several slipway that you can assist with the efficient processing and return of your assessments. Turn in your assessments on time. Additional time will not be readily offered.Extensions and late submission Note Apply for addresss before the due date. You must apply for extensions at least 2 university business days before the due date. All extension requests must be in writing to the Instructor. If you do not follow these procedures and have an extension formally approved, your assessment will be considered late if it arrives after the due date. Extenuating circumstances do arise from time to time such as illness or a family crisis. In such circumstances, you are required to contact your tutor to discuss your options. Poor time management is not considered an extenuating circumstance and is not grounds for an extension.Normally work commitments will not be sufficient grounds for an extension. Resubmission In this course, you cannot resubmit your work for reassessment. Plagiarism Policy Plagiarism is the presentation of the work of another without acknowledgement. As defined by the University of Montanas Student Conduct Code, plagiarism is Representing another persons words, ideas, data, or materials as ones own. Staff and students may use information and ideas expressed by others, but this use must be identified by appropriate referencing. Students who plag iarize may fail the course and may be remanded to Academic Court for a possible suspension or expulsion from the University.More information regarding student policy, academic misconduct, and plagiarism can be found at http//www. umt. edu/catalog/policy_procedure. htm Assignment and examination rules Exams will involve multiple choice and true/false questions. They will cover the material provided both in the lectures and in the assigned readings. Exams/tests must be submitted by the assigned date. If you do not submit a test by the assigned date, you will not receive credit for the test, unless arrangements are made with the instructor in advance. Test 1 (20%) Test 2 (20%) Test 3 (20%) Assignments/Labs/Quizzes (20%) Acoustic Study (20%) Applying the university assessment grading to Assessments A Demonstrates imagination, originality or flair, found on proficiency in all learning outcomes of the unit (90. 0-100) work is interesting or surprisingly exciting, challenging, well re ad or scholarly. -For this assessment an A response answers all the set questions in a very informed, applied, cogent manner. B Demonstrates awareness and understanding of deeper and less obvious positions of the unit, such as ability to (80. 0-89. ) identify and debate critical issues or problems, ability to solve non-routine problems, ability to adapt and apply ideas to new situations, and ability to evaluate new ideas. -For this assessment a B response answers all the set questions in an informed manner and applied manner. C Demonstrates ability to use and apply fundamental concepts and skills of the unit, going beyond mere (70. 0-79. ) replication of content knowledge or skill to show understanding of key ideas, awareness of their relevance, some use of analytical skills, and some originality or insight. -For this assessment a C response answers all questions correctly. There is a basic application of ideas. D Satisfies all of the basic learning requirements of the unit, such as knowledge of fundamental concepts and (60. 0-69. ) performance of basic skills demonstrates satisfactory, adequate, competent, or capable achievement of the objectives of the unit. -For this assessment a D response answers most the questions correctly. Theses answers cover only the fundamentals and lack application. F (59. 9 and below) Fails to satisfy some of the basic requirements of the assessment task. pic pic picPsychology 101We all come in different shapes and sizes. We all have strengths and weaknesses. What is right for one person may not be right for another. How we feel, think, extend and react in different situations are shaped from when we are innate(p) throughout the rest of our lives. Our environment influences our nature, our experiences from when we first walk to the last day we breathe. There are a number of psychologists who support that individuals environment is the key aspect to influencing genius. Sigmund Fre ud believed that our childhood experiences are what influence our record as an adult.The rearing theory proposes that environment is what influences each individual and determines their personality. B. F. Skinner and washbasin Watson both suggest that personality is a result of interaction between the individual and the environment. The typesetters case study of jinni, the wild child comes to show how much we require all of the environmental factors in Maslows Hierarchy of needs to live a healthy and standard life. Sigmund Freud (1856- 1939) believed that the psychosexual coifs affect your personality and your experiences as you grow up influence your personality as an adult.Each of Freuds five stages determines certain characteristics in our personality as we become adults (see appendix 2 for details on stages). It was developed from patients recollections, dreams and free associations. He asserted that sexual instinct was the most important influence on personality. (WiseGEE K, 2011). The oral stage develops a sense of trustingness and comfort. The next period, the anal stage, increases accomplishment and freedom. The differences between males and females are developed throughout the phallic stage, as the individual wants to possess the opposite sex parent and has the propensity to replace the same grammatical gender parent.The latent period is important in the improvement of social and communication skills and self confidence. The individual will develop a strong sexual interest in the opposite sex throughout the last stage, the genital stage. Fixation gives each problem at each stage a long-term issue in terms of our personality or character. (Boeree, George. 1997) This means that if difficulty occurs in the stages, it can affect your personality, such as independence can transform to proper dependant on others. Everything you become is determined by your first few years.The adult is exclusively determined by the childs experiences, because what ever actions occur in maturity date is based on an outline laid down in the earliest years of life. Personality comes from adaptive patterns associated to an individuals specific environment. Nature versus nurture is a debate upon the importance of an individuals nonheritable qualities against personal experiences in influencing or causing individuals personality and traits. Nurture is the influences on development occurring from prenatal, parental, extended family and peer experiences, extending to influences such as media, marketing and socio-economic status. (Answers, 2011). Nature is the genetic predispositions that determine how people behave. It provides us with inborn abilities and traits. A case study that supports the influence of nurture is John B. Watsons and his partner, Rayners, experiment on Little Albert. This case study conveys that Little Albert did not display any fear towards the white rat or anything furry, until associating the rat with the load noise. This ev ent produced Little Alberts fear of furry objects and demonstrates that experiences play a large usance in developing our personality and particularly our traits.If environment didnt play a part in shaping an individuals personality, then very(a) twins should, supposedly, be on the button the same. Although identical twins are genetically identical and share the same family environment, identical twins raised together do not have identical personalities. These differences must then be explained entirely by non-shared environmental effects. (Haimowitz, Avi. 2005) It is evident through the case study of Little Albert and the quote above, that people think and behave in certain ways because they are taught to do so. B. F.Skinner (1904 -1990) proved that human behavior could be conditioned and individuals condition their behavior accordingly to each role and responsibility they undertake. You may find yourself juggling different roles as a parent, child, husband or wife, sibling, wo rker, and friend. The way we act and react in different positions and situations has been formed by our environment and how we have been taught to respond through our experiences. The Skinner box is an example of operate conditioning (see appendix 1 for image of the Skinner box). It is an experiment, created by B.F. Skinner to demonstrate a behavior followed by a reinforcing stimulus, which results in an increased likelihood of that behavior occurring in the future. B. F. Skinner placed a rat in the Skinner box. The rat pressed the response lever, releasing a food pellet into the food dispenser. It was not trying to do anything when it first moved(p) the lever, but once the rat learned how to release the food, it began retroflexing the process. The behavior is followed by a consequence, and the nature of the consequence modifies the organisms tendency to repeat the behavior in the future. (Boeree, George. 1997). As you learn from your experiences and environment, you condition you rself in response to it. Skinner suggests that psychologists focus on observables, that is, the environment and our behavior in it. Give me a dozen healthy infants, well-formed, and my own specified world to bring them up in and Ill guarantee to take any one at random and train him to become any fount of specialist I might select regardless of his talents, penchants, tendencies, abilities, vocations and race of his ancestors. - John Watson.This well known behaviorist, John Watson, conveys that no matter what the individuals nature is, the environment and experiences in ones life can condition the individual and shape their personality. Genie, a thirteen year old girl, was found on the 4th of November in 1970. She had suffered severe sensory and social deprivation as a result of being locked in her room, whole isolated, for almost her entire life. She was preoccupied by her traumatic upbringing and trapped by memories of her suffering. Her father, Clark Wiley, turned his back on t he world after his mother had been killed by a hit and hang in driver.The result of his lose was taken out on his family. Genie was particularly targeted by her father, after he was told she may have a slow development. This case study expresses how important parenting is on a childs personality. The lack of interaction and speech from Genie resulted in having no language or cognitive ability. The left part of the cerebral cortex in Genies brain, which is responsible for speech and language, has not received the remark required for normal development (ExtraOrdinaryChildren, 2008)(See appendix 4 for image).This lack of development has left her speech centres irreparably damaged. Maslows hierarchy of needs show that Genie did not meet any of the levels of need (see appendix 3 for Maslows hierarchy of needs pyramid). According to this theory they are the literal requirements for human survival. If these requirements are not met, the human body simply cannot continue to function. (Wik ipedia, 2011) She had the physical development of a 7-year old due to her prolonged malnutrition. Genie had a poor quality pabulum consisting of milk, oatmeal and sometimes an egg. The house was completely dark, all the blinds were drawn and there were no toys, no clothes, nothing to indicate that a child of any age had lived there. (ExtraOrdinaryChildren, 2008)These experiences of Genies entire life, comes to show how much each individual needs their environment and the result of not having nurture in ones life. Bibliography A2zpsychology, 2006, Freuds Psychosexual Theory. Viewed March 16, 2011, http//www. a2zpsychology. com/great_psychologists/freud_psychosexual_thoery. htm About, 2011, Personality Psychology.Viewed March 21, 2011, http//psychology. about. com/od/personalitydevelopment/Personality_Psychology. htm Answers, 2011, Nature or Nurture. Viewed March 4, 2011, http//wiki. answers. com/Q/What_influences_personality_more_nature_or_nurtureixzz1HIvrEH1D Boeree, George. 1997, Sigmund Freud. Viewed March 13, 2011, http//webspace. ship. edu/cgboer/freud. html. Boeree, George. 1998, B. F. Skinner. Viewed March 12, 2011, http//webspace. ship. edu/cgboer/skinner. html Changingminds, 2011, Freuds Psychosexual point Theory.Viewed March 15, 2011, http//changingminds. org/explanations/learning/freud_stage. htm Dr. Westrope. 2010, Personality. ViewedMarch 18, 2011, http//answers. yahoo. com/question/index? qid=20091119000820AALKEuL ExtraOrdinaryChildren, 2008, Genie Wiley. Viewed March 13, 2011, http//www. mymultiplesclerosis. co. uk/misc/wild-child. html Haimowitz, Avi. 2005, Heredity vs. environment. Viewed March 21, 2011, http//www. personalityresearch. org/papers/haimowitz. html Powell, Kimberly. 2011, nature vs nurture.Viewed March 22, 2011, http//genealogy. about. com/cs/geneticgenealogy/a/nature_nurture. htm Stennes Barbara (2009), How Different Roles Influence Your Personality. Viewed March 14, 2011, http//www. resourcesunlimited. com/How_Different_Roles_ Influence_Your_Personality. asp Wikipedia, 2011, Personality Psychology. Viewed March 21, 2011, http//en. wikipedia. org/wiki/Personality_psychologyTrait_theories Wikipedia, 2011, Maslows Hierarchy of Needs. Viewed March 14, 2011, http//en. wikipedia. org/wiki/FileMaslow%27s_Hierarchy_of_Needs. svgPsychology 101We all come in different shapes and sizes. We all have strengths and weaknesses. What is right for one person may not be right for another. How we feel, think, behave and react in different situations are shaped from when we are born throughout the rest of our lives. Our environment influences our personality, our experiences from when we first walk to the last day we breathe. There are a number of psychologists who support that individuals environment is the key aspect to influencing personality. Sigmund Freud believed that our childhood experiences are what influence our personality as an adult.The nurture theory proposes that environment is what influences each individual and determines their personality. B. F. Skinner and John Watson both suggest that personality is a result of interaction between the individual and the environment. The case study of Genie, the wild child comes to show how much we require all of the environmental factors in Maslows Hierarchy of needs to live a healthy and standard life. Sigmund Freud (1856- 1939) believed that the psychosexual stages affect your personality and your experiences as you grow up influence your personality as an adult.Each of Freuds five stages determines certain characteristics in our personality as we become adults (see appendix 2 for details on stages). It was developed from patients recollections, dreams and free associations. He asserted that sexual instinct was the most important influence on personality. (WiseGEEK, 2011). The oral stage develops a sense of trust and comfort. The next period, the anal stage, increases accomplishment and independence. The differences between males and females are developed throughout the phallic stage, as the individual wants to possess the opposite sex parent and has the desire to replace the same gender parent.The latent period is important in the improvement of social and communication skills and self confidence. The individual will develop a strong sexual interest in the opposite sex throughout the last stage, the genital stage. Fixation gives each problem at each stage a long-term effect in terms of our personality or character. (Boeree, George. 1997) This means that if difficulty occurs in the stages, it can affect your personality, such as independence can transform to becoming dependant on others. Everything you become is determined by your first few years.The adult is exclusively determined by the childs experiences, because whatever actions occur in adulthood is based on an outline laid down in the earliest years of life. Personality comes from adaptive patterns associated to an individuals specific environment. Nature versus nurtu re is a debate upon the importance of an individuals inborn qualities against personal experiences in influencing or causing individuals personality and traits. Nurture is the influences on development occurring from prenatal, parental, extended family and peer experiences, extending to influences such as media, marketing and socio-economic status. (Answers, 2011). Nature is the genetic predispositions that determine how people behave. It provides us with inborn abilities and traits. A case study that supports the influence of nurture is John B. Watsons and his partner, Rayners, experiment on Little Albert. This case study conveys that Little Albert did not display any fear towards the white rat or anything furry, until associating the rat with the load noise. This event produced Little Alberts fear of furry objects and demonstrates that experiences play a large role in developing our personality and particularly our traits.If environment didnt play a part in shaping an individuals personality, then identical twins should, supposedly, be exactly the same. Although identical twins are genetically identical and share the same family environment, identical twins raised together do not have identical personalities. These differences must then be explained entirely by non-shared environmental effects. (Haimowitz, Avi. 2005) It is evident through the case study of Little Albert and the quote above, that people think and behave in certain ways because they are taught to do so. B. F.Skinner (1904 -1990) proved that human behavior could be conditioned and individuals condition their behavior accordingly to each role and responsibility they undertake. You may find yourself juggling different roles as a parent, child, husband or wife, sibling, worker, and friend. The way we act and react in different positions and situations has been formed by our environment and how we have been taught to respond through our experiences. The Skinner box is an example of operate conditi oning (see appendix 1 for image of the Skinner box). It is an experiment, created by B.F. Skinner to demonstrate a behavior followed by a reinforcing stimulus, which results in an increased likelihood of that behavior occurring in the future. B. F. Skinner placed a rat in the Skinner box. The rat pressed the response lever, releasing a food pellet into the food dispenser. It was not trying to do anything when it first touched the lever, but once the rat learned how to release the food, it began repeating the process. The behavior is followed by a consequence, and the nature of the consequence modifies the organisms tendency to repeat the behavior in the future. (Boeree, George. 1997). As you learn from your experiences and environment, you condition yourself in response to it. Skinner suggests that psychologists focus on observables, that is, the environment and our behavior in it. Give me a dozen healthy infants, well-formed, and my own specified world to bring them up in and Ill g uarantee to take any one at random and train him to become any type of specialist I might select regardless of his talents, penchants, tendencies, abilities, vocations and race of his ancestors. - John Watson.This well known behaviorist, John Watson, conveys that no matter what the individuals nature is, the environment and experiences in ones life can condition the individual and shape their personality. Genie, a thirteen year old girl, was found on the 4th of November in 1970. She had suffered severe sensory and social deprivation as a result of being locked in her room, completely isolated, for almost her entire life. She was haunted by her traumatic upbringing and trapped by memories of her suffering. Her father, Clark Wiley, turned his back on the world after his mother had been killed by a hit and run driver.The result of his lose was taken out on his family. Genie was particularly targeted by her father, after he was told she may have a slow development. This case study expre sses how important parenting is on a childs personality. The lack of interaction and speech from Genie resulted in having no language or cognitive ability. The left part of the cerebral cortex in Genies brain, which is responsible for speech and language, has not received the stimulation required for normal development (ExtraOrdinaryChildren, 2008)(See appendix 4 for image).This lack of development has left her speech centres irreparably damaged. Maslows hierarchy of needs show that Genie did not meet any of the levels of need (see appendix 3 for Maslows hierarchy of needs pyramid). According to this theory they are the literal requirements for human survival. If these requirements are not met, the human body simply cannot continue to function. (Wikipedia, 2011) She had the physical development of a 7-year old due to her prolonged malnutrition. Genie had a poor quality diet consisting of milk, oatmeal and sometimes an egg. The house was completely dark, all the blinds were drawn and there were no toys, no clothes, nothing to indicate that a child of any age had lived there. (ExtraOrdinaryChildren, 2008)These experiences of Genies entire life, comes to show how much each individual needs their environment and the result of not having nurture in ones life. Bibliography A2zpsychology, 2006, Freuds Psychosexual Theory. Viewed March 16, 2011, http//www. a2zpsychology. com/great_psychologists/freud_psychosexual_thoery. htm About, 2011, Personality Psychology.Viewed March 21, 2011, http//psychology. about. com/od/personalitydevelopment/Personality_Psychology. htm Answers, 2011, Nature or Nurture. Viewed March 4, 2011, http//wiki. answers. com/Q/What_influences_personality_more_nature_or_nurtureixzz1HIvrEH1D Boeree, George. 1997, Sigmund Freud. Viewed March 13, 2011, http//webspace. ship. edu/cgboer/freud. html. Boeree, George. 1998, B. F. Skinner. Viewed March 12, 2011, http//webspace. ship. edu/cgboer/skinner. html Changingminds, 2011, Freuds Psychosexual Stage Theo ry.Viewed March 15, 2011, http//changingminds. org/explanations/learning/freud_stage. htm Dr. Westrope. 2010, Personality. ViewedMarch 18, 2011, http//answers. yahoo. com/question/index? qid=20091119000820AALKEuL ExtraOrdinaryChildren, 2008, Genie Wiley. Viewed March 13, 2011, http//www. mymultiplesclerosis. co. uk/misc/wild-child. html Haimowitz, Avi. 2005, Heredity vs. environment. Viewed March 21, 2011, http//www. personalityresearch. org/papers/haimowitz. html Powell, Kimberly. 2011, nature vs nurture.Viewed March 22, 2011, http//genealogy. about. com/cs/geneticgenealogy/a/nature_nurture. htm Stennes Barbara (2009), How Different Roles Influence Your Personality. Viewed March 14, 2011, http//www. resourcesunlimited. com/How_Different_Roles_Influence_Your_Personality. asp Wikipedia, 2011, Personality Psychology. Viewed March 21, 2011, http//en. wikipedia. org/wiki/Personality_psychologyTrait_theories Wikipedia, 2011, Maslows Hierarchy of Needs. Viewed March 14, 2011, http//en. wi kipedia. org/wiki/FileMaslow%27s_Hierarchy_of_Needs. svg

Alcohol drinking

The last reason of alcohol imbibition among the youth In Hong Kong is tension reduction and it is the nearly super C excuse among them. From a survey result conducted in 2008 by The Hong Kong Federation of Youth Group, approximately 30% of students increase their pressure index during the beginning of severally new faculty member year. It was found that the high consumption of alcohol Is related to the high level of pressure Index. And the frequency of drinking depends on how early the students collect experienced drinking alcohol. Drinking daily or over consumption of alcohol pull up stakes lead toa chain of bad imp spells.If we drink in a enceinte amount, it will have lifelong negative consequences, including physically and mentally, Drinking can adjoin thinking capacity and the active attention period will be reduced effecively_ Also fatigue whitethorn happen easily although merely drinking a small amount of alcohol. As a result, It whitethorn affect in studies. As we n otice that there are more(prenominal) foreign researches about the motivation of drinking only if there are only llttle researches Investigate the Hong Kong tertiary students. That means the foreign researches cannot completely reflect the Hong Kong situation collect(p) to the different cultural norms of east and west.Also. the education of alcohol management and friendship are not prevalence in Hong Kong. Therefore, we would like to know about the basal motives of alcohol drinking and the invites of drinking among the tertiary students. And the health simple machinee stream students In IVE will be our target group. As our target group are studying In healthcare stream, we hypothesize that they are more likely to dispense their health and a lower drinking frequency and quantity of alcohol will be found. We as well as assume that their motivation of drinking are due to peer, environment and social.Alcohol DrinkingThe last reason of alcohol drinking among the youth in Hong Ko ng is tension reduction and it is the most common excuse among them. From a survey result conducted in 2008 by The Hong Kong Federation of Youth Group, about 30% of students increase their pressure index during the beginning of each new academic year. It was found that the high consumption of alcohol is related to the high level of pressure index. And the frequency of drinking depends on how early the students have experienced drinking alcohol. Drinking daily or over consumption of alcohol will lead to a chain of bad impacts.If we drink in a large amount, it will have lifelong negative consequences, including physically and mentally. Drinking can affect thinking capacity and the active attention period will be reduced effecively. Also fatigue may happen easily although only drinking a small amount of alcohol. As a result, it may affect in studies. As we notice that there are many foreign researches about the motivation of drinking but there are only modest researches investigate th e Hong Kong tertiary students. That means the foreign researches cannot completely reflect the Hong Kong situation due to the different cultural norms of east and west.Also, the education of alcohol management and intimacy are not prevalence in Hong Kong. Therefore, we would like to know about the basal motives of alcohol drinking and the influences of drinking among the tertiary students. And the healthcare stream students in IVE will be our target group. As our target group are studying in healthcare stream, we hypothesize that they are more likely to distribute their health and a lower drinking frequency and quantity of alcohol will be found. We also assume that their motivation of drinking are due to peer, environment and social.Alcohol DrinkingNowadays, it is very amusing that not only the adults are into drinking but surprisingly, teenagers or youngsters are al makey exposed to it and alas become waterspout in a very young age.There are about 74% of youngsters who try alco hol drinking more often (see Facts about underage drinking and statistics on teen drinking). Drinking alcohol beverages with moderation is advisable but excessive drinking is not. When you say alcoholism, it is a compulsive familiar excessive use of alcohol drinks.It is not the same as drunkenness, which may be habitual but is not compulsive (Leigh 2002). Alcoholism becomes a degenerative condition it should not be confused with acute alcoholic poisoning, which is the sudden poisoning of the body by alcohol.Underage drinking is one of the major dilemmas which our society is instanter facing. Drinking in an early age can possibly make the youngsters become alcoholic in the future and become addicted to drinking.On the other hand, many crimes and accidents happen because of excessive alcohol drinking. However, not all crimes are the result of alcohol intake but most likely, crimes happened because of excessive drinking of alcohol. True or false? In large amounts, alcohol is a depre ssant in small amounts, it is a stimulant.False. Small doses of spirits may indeed, enliven a drinker, but they do so by slowing activity in creative thinker centers that control judgment and inhibitions. Alcohol facilitates urges that the individual might otherwise resist by focusing attention on the immediate situation and a flair from future consequences (Steele & Josephs 2000).If provoked, people under alcohols influence respond more sharp than usual. If asked to help, people under alcohols influence respond more helpfully than usual. In everyday life, alcohol disinhibits both harmful tendencies, as when sexually coercive college men try to disinhibit their dates by getting them to drink (Mosher & Anderson 1999), and helpful tendencies, as when restaurant patrons tip more when tipsy (Lynn1999).Thus, alcohol makes us more aggressive or helpfulor self-disclosing or sexually daringwhen such tendencies are present. Whatever urges you olfaction when sober, you are more likely to ac t upon if intoxicated.Low doses of alcohol relax the drinker by slowing sympathetic nervous administration activity. With larger doses, alcohol can become a staggering hassle Reactions slow, speech slurs, and skilled performance deteriorates. These physical progenys, combined with the lowering of inhibitions, contribute to alcohols worst consequencesin America, the more than 100, 000 lives claimed annually in alcohol-related car accidents and violent crime (Lord 2001).Thesis Statement This paper scrutinizes about alcohol drinking and who are involved to it thus, be aware of the effects of alcohol to our health and into our society.II. DiscussionDrinking alcoholic beverages moderately can stimulate our system however too much and excessive intake might incur deterioration of our memory. Alcohol has an intriguing effect on memory. It impairs neither short-term recall for what just happened nor existing long-term memories. Rather, it disrupts the processing of recent experiences int o long-term memories.Thus, the day afterwards being intoxicated, heavy drinkers may not recall whom they met or what they said or did the night before. This memory blackout stems partly from an inability to transfer memories from the intoxicated to the sober state (Eich, 2000). Blackouts after drinking may also result from alcohols suppression of REM sleep.Alcohol has another intriguing effect on consciousness It reduces self-awareness. Compared with people who feel good about themselves, those who require to suppress their awareness of failures or shortcomings are more likely to drink. The Nazi doctors who selected unfit inmates for the gas chambers often did so while drunk, or got drunk afterwards (Lifton 1999).As with other psychoactive drugs, alcohols behavioral effects stem not only from its alteration of brain chemistry but also from the users expectations. Many studies have found than when people believe that alcohol affects social behavior in authoritative ways, and belie ve, rightly or wrongly, that they have been drinking alcohol they will behave accordingly (Leigh 2002).For example, alcohol per se has some effect on sexual arousal, by decreasing cognitive inhibitions (Crow & George 1999). But people become evening more responsive to sexual stimuli if they believe alcohol promotes arousal and believe they have been drinking. From their view of research, Jay Hull and Charles Bond concluded (2001) that for some people alcohol serves as an excuse to become sexually aroused.Consider one such experiment by David Abrams and Terence Wilson. They gave Rutgers University men who volunteered for a study on alcohol and sexual stimuli either an alcoholic or a nonalcoholic drink. (Both drinks had a strong taste that cloaked any alcohol.) In each group, half the subjects judgement they were drinking alcohol and half thought they were not.Regardless of what they drank, after being shown an erotic movie clip, the men who thought they had consumed alcohol were m orel likely to report having strong sexual fantasies and feeling guilt-free. Thus, being able to attribute their sexual responses to alcohol released their inhibitionswhether they actually had drunk alcohol or not. This illustrates an cardinal principle A drugs psychological effects are powerfully influenced by the users psychological state.A. Serves as depressantThe most widely used drug in the depressant class is alcohol. You may be surprised to see alcohol listed as a depressant because you credibly have heard someone say that a few beers loosen me up and make me have a good time.Depressants are drugs that have a general sedative effect on the central nervous system, and alcohol clearly has the effect. Initially, alcohol reduces a persons inhibitions through action on the brain stem. Continued drinking, however, affects higher brain centers in the cortex and leads to reduced alertness. Impaired motor functioning, and slowed reaction times. Higher doses can produce unconsciousnes s and even death.Alcohol abuse is a major problem for society, costing billions of dollars annually in medical care, insurance costs, job loss, tax loss, and welfare costs, as well as the loss of priceless human life and other human miseries it produces. For example, one half of fatal automobile accidents involve a driver who is intoxicated (World wellness Organization 2001).People drink alcohol for a variety of reasons, but principal goals are to achieve another state of consciousness, to relax, to forget ones worries, to know the high that alcohol initially provides. As tolerance develops, the individual must drink more to achieve the same effect. Thus, it is easy to progress from use to abuse. dependance on the drug is known as alcoholism, a condition that affects an estimated 12 to 15 million Americans.For many years, alcoholism has been viewed in the context of a malady model, emphasizing the effects of the drug on physiological processes. Recently, the pendulum has swung to ward psychological theories that emphasize processes such as learning, motivation, and self-awareness to explain how drinking problems are initiated and how they are maintained.Current research also recognizes that there is more than one kind of alcoholic, and studies are under way to differentiate these groups by cause (Conrad 2001). Obviously, such a differentiation would have an important impact on the development of more effective treatment.B. My AnalysisBased on my understanding, experienced, and my personal research, alcoholism is a serious public health problem. It afflicts millions of people, including adults and teenagers from all types of social groups. why people become alcoholics is not clearly understood alcoholism can stem from emotional immaturity, insecurity, nervous tension, loneliness, or depression. Physiological causes of alcoholism, if any, have not been determined. Physicians generally consider alcoholism an addiction.Personally, I occasionally take alcoholic beverages and it usually happens when I attend to parties or any special occasions but I drink moderately because I dont want alcohol rule my life but I want to be the ruler of myself. The way I see it, too much drinking can affect many organs and systems of the body.It irritates the lining of the stomach and pancreas, causing inflammation, tenderness, and ulcerlike lesions. I have read to some articles too that heavy consumption of alcohol inhibits the absorption of proteins, nutrients, and vitamins from the small intestine and this can cause chronic malnutrition. I do not want these things happen to me.III. ConclusionIn conclusion, our government should pay attention to this increasing and alarming dilemma which the teenagers are facing. One result of continued, excessive drinking is the development of tolerance. The cells of the nervous system become more tolerant of alcohol, and larger quantities must be consumed to produce intoxication.When consumption is discontinued, a severe physical reaction, called alcohol withdrawal syndrome, may occur. 12 to 48 hours after the last drink, the person may experience nausea, vomiting, profuse sweating, tremors, insomnia, and hallucinations. Forty-eight to 96 hours later, the person may experience delirium tremens, a cark of the nervous system.ReferenceConrad, Barnaby. Time is All We have Four Weeks at the Betty Ford Center (Arbos House, 2001).Eich, J.E. (The cue-dependent nature of state-dependent retrieval. Memory and Cognition, 8, 157-173, 2000Leigh, B.C. In search of the seven dwarves Issues of measurement and center of alcohol expectancy research. Psychological Bulletin, 105, 361-373, 2002.Lifton, R.J. The Nazi doctors. New York Basic Books. (p.168), 1999Lord, L.J. Coming to grips with alcoholism. U.S. News and World report, pp. 56-63, 2001Lynn, M. The effects of alcohol consumption on restaurant tipping. temperament and Social Psychology, 51, 404-408, 1999Mosher, D.L., & Anderson, R.D. Macho personality, sexu al aggression, and reactions to guided imagery of realistic rape. Journal of research in Personality, 20, 77-94, 1999Steele, C.M., & Josephs, R.A. Alcohol myopia Its prized and dangerous effects. American Psychologist, 45, 921-933, 2000World Health Organization. The influence of alcohol and drugs on driving. Albany, NY WHO Publication Centre, 2001

Two Levels of Control: Strategic and Operational

Two Levels of comprise Strategic and Operational Imagine that you be the captain of a ship. The strategic controls drag sure that your ship is way out away in the right direction direction and operate controls make sure that the ship is in good condition before, during, and after the voyage. With that analogy in mind, strategic controlstrategic controlThe process by which an validation tracks the dodging as it is being implemented, detecting any hassle areas or potential problem areas that superpower suggest that the strategy is incorrect, and making any necessary adjustments. s concerned with tracking the strategy as it is being implemented, detecting any problem areas or potential problem areas suggesting that the strategy is incorrect, and making any necessary adjustments. 716 Strategic controls allow you to step back and panorama at the big picture and make sure all the pieces of the picture are correctly aligned. Operational control A process concerned with executin g the strategy. , in dividing line to strategic control, is concerned with executing the strategy. Where operable controls are imposed, they function within the framework established by the strategy.Normally these goals, objectives, and standards are established for major subsystems within the organization, such as business units, projects, products, functions, and responsibility centers. 717 classifiable operational control measures include take on investment, net profit, cost, and product quality. These control measures are essentially summations of finer-grained control measures. Corrective action based on operating controls may have implications for strategic controls when they involve changes in the strategy.Types of Control It is in any case valuable to understand that, within the strategic and operational levels of control, there are several types of control. The first two types can be mapped across two dimensions level of proactivity and outcome versus behavioral. The f ollowing table summarizes these along with examples of what such controls might look like. Proactivity Proactivity can be defined as the monitoring of problems in a way that provides their timely prevention, rather than after the fact reaction.In management, this is known as feedforward controlfeedforward controlsThe alive(p) monitoring of problems in a way that provides their timely prevention, rather than after-the-fact reaction. it addresses what can we do ahead of time to help our design succeed. The essence of feedforward control is to chance the problems coming in time to do something about them. For instance, feedforward controls include preventive maintenance on machinery and equipment and due diligence on investments. Table15. 1. Types and Examples of Control Control Proactivity Behavioral control Outcome control Feedforward control Organizational culture Market demand or economic forecasts Concurrent control Hands-on management supervision during a project The real-t ime speed of a production line Feedback control Qualitative measures of customer triumph Financial measures such as profitability, gross sales growth Concurrent Controls The process of monitoring and adjusting ongoing activities and processes is known as concurrent controlconcurrent controlsProcesses that entail monitoring and adjusting ongoing activities..Such controls are not inescapably proactive, but they can prevent problems from becoming worse. For this reason, we often describe concurrent control as real-time control because it deals with the present. An example of concurrent control might be adjusting the water temperature of the water while taking a shower. Feedback Controls Finally, feedback controlsfeedback controlsProcesses that involve the gathering of information about a completed activity, evaluating that information, and taking steps to amend the similar activities in the future. involve gathering information about a completed activity, evaluating that info rmation, and taking steps to improve the similar activities in the future.This is the least proactive of controls and is generally a basis for reactions. Feedback controls permit managers to use information on past performance to bring future performance in line with intend objectives. Control as a Feedback Loop In this latter sense, all these types of control function as a feedback mechanism to help leaders and managers make adjustments in the strategy, as perhaps is reflected by changes in the excogitatening, organizing, and leading components. This feedback loop is characterized in the following figure. Figure15. 4. Controls as Part of a Feedback Loop pic why might it be helpful for you to think of controls as part of a feedback loop in the P-O-L-C process?Well, if you are the entrepreneur who is writing the business plan for a completely new business, then you would likely start with the planning component and work your way to controllingthat is, spell out how you are going to tell whether the new venture is on track. However, more often, you will be stepping into an organization that is already operating, and this means that a plan is already in place. With the plan in place, it may be then up to you to figure out the organizing, leading, or control challenges facing the organization. Outcome and Behavioral Controls Controls also differ depending on what is monitored, outcomes or behaviors. Outcome controlsoutcome controlsProcesses that are generally preferable when just one or two performance measures (say, sire on investment or return on assets) are good gauges of a businesss health. re generally preferable when just one or two performance measures (say, return on investment or return on assets) are good gauges of a businesss health. Outcome controls are effective when theres petty external interference between managerial decision making on the one hand and business performance on the other. It also helps if little or no coordination with other busi ness units exists. Behavioral controlsbehavioral controlsThe direct evaluation of managerial and employee decision making, not of the results of managerial decisions. involve the direct evaluation of managerial and employee decision making, not of the results of managerial decisions. Behavioral controls tie rewards to a broader range of criteria, such as those identified in the Balanced Scorecard.Behavioral controls and commensurate rewards are typically more appropriate when there are many external and internal factors that can affect the relationship between a managers decisions and organizational performance. Theyre also appropriate when managers must coordinate resources and capabilities across different business units. Financial and Nonfiscal Controls Finally, across the different types of controls in terms of level of proactivity and outcome versus behavioral, it is important to recognize that controls can take on one of two predominant forms financial and nonfinancial contr ols. Financial controlfinancial controlThe management of a menages costs and expenses to control them in relation to budgeted amounts. nvolves the management of a firms costs and expenses to control them in relation to budgeted amounts. Thus, management determines which aspects of its financial condition, such as assets, sales, or profitability, are most important, tries to forecast them through budgets, and then compares actual performance to budgeted performance. At a strategic level, total sales and indicators of profitability would be relevant strategic controls. Without effective financial controls, the firms performance can deteriorate. PSINet, for example, grew rapidly into a global network providing meshing services to 100,000 business accounts in 27 countries. However, expensive debt instruments such as junk bonds were used to fuel the firms rapid expansion.According to a section of the firms board of directors, PSINet spent most of its borrowed money without the financi al controls that should have been in place. 718 With a capital structure unable to support its rapidly growing and financially uncontrolled operations, PSINet and 24 of its U. S. subsidiaries eventually filed for bankruptcy. 719 While we often think of financial controls as a form of outcome control, they can also be used as a behavioral control. For instance, if managers must request approval for expenditures over a budgeted amount, then the financial control also provides a behavioral control mechanism as well. Increasing numbers of organizations have been measuring customer loyalty, referrals, employee satisfaction, and other such performance areas that are not financial.In contrast to financial controls, nonfinancial controlsnonfinancial controlsProcesses that track aspects of the organization that arent immediately financial in nature but are expected to lead to positive financial performance outcomes. track aspects of the organization that arent immediately financial in nature but are expected to lead to positive performance outcomes. The possibleness behind such nonfinancial controls is that they should provide managers with a glimpse of the organizations progress well before financial outcomes can be measured. 720 And this opening does have some practical support. For instance, GE has found that highly satisfied customers are the best predictor of future sales in many of its businesses, so it regularly tracks customer satisfaction. Key Takeaway Organizational controls can take many forms.Strategic controls help managers know whether a chosen strategy is working, while operating controls contribute to successful execution of the current strategy. Within these types of strategy, controls can vary in terms of proactivity, where feedback controls were the least proactive. Outcome controls are judged by the result of the organizations activities, while behavioral controls involve monitoring how the organizations members behave on a daily basis. Financial controls are executed by monitoring costs and expenditure in relation to the organizations budget, and nonfinancial controls complement financial controls by monitoring intangibles like customer satisfaction and employee morale.

How Freedom of Religion Cultivates American Innovation

How Freedom of Religion Cultivates the Statesn Innovation In the annals of the Statesn history, worship takes up volumes. The framers used Judeo-Christian values as a cornerstone to create democracy in the nation. Manifest Destiny, a concept coined by William Jennings Bryan, explains that it was the mints God-given right to populate the continent and reign from the east to west coast. Before the Civil War, among thousands of individuals, preachers and followers of the protestant faith were the largest f work in America to assist slaves in escaping plantations (Ogden, 61).So why did the foundation garment Fathers non limit the exercise of other organized religions in their writing of the make-up? For the same reason most religions proceed their faiths as truth. Individuals find security in religion and religion shapes who they become. Hundreds of cultures throughout the world leave everything including their health up to the God who manages them. Others believe in consulting a h igher power in order to attain individual success. It is important that the state not cross the lines of religious emancipation unless religious expression harms the rights of others in the case of polygamy or human sacrifice.A Study on Religion and the Role of It on People and Media.The framers knew that if they created a country that favored Christianity, personal beliefs of those outside that religion would be devalued and a follower might not feel safe as a citizen of his own nation. The framers allowed religion in the Bill of Rights to propel every individual to pursue themselves and become the realization of their thoughts and beliefs. Americas reputation grew from religious freedom. When the founding fathers came up with a document stating the rights of an American, they hoped they wouldnt be the scarce ones to create a new idea.Therefore they allowed room for individual expression. An individual should create his idea of himself and that drive came to most people through religion. Religious freedom guided the Puritans to develop the first university in America, Harvard. It was founded by ministers who realized the need for a clergy in a growing population. It became the nucleus of theological teaching in New England by 1827 and gave America its first philosopher John Calvin, the creator of Calvinism and harbinger of the First Great Awakening. Today, Harvard is in the ranks of the highest achieving universities in the world.Although it started out as a seminary with 9 graduates, today Harvards 360,000 living alumni span 190 countries. Religious freedom allowed the Protestants to lead their country to greatness. The First Amendment is not only expressed through education. American businesses also practice certain religious aspects. Famous restaurants one would not suspect exercise the power to practice Christianity. In-N-Out Burger, a popular Western prompt food franchise will inconspicuously print Bible verses on cups per customer request.Wendys o wner Dave Thomas was quoted, saying, You can be anything you want to be within the law of God and Man. His success demonstrates how prosperous a Christian owned business can be when coupled with strong beliefs. Finally, quaker Cadbury Adams from Parsippany, New Jersey established Cadbury, the 2nd largest producer of chocolate and drinks in the world. It purports a net income of $700 million a year (Forbes 2012). Clearly, business in America has benefited from diversity. However, it is important that Americans keep religious freedom in perspective.Religious freedom should not influence ii entities to battle between the validity of their partys beliefs. Darwins Theory of Evolution and Galileos heliocentric model of the universe are two examples in which Christianity has been tested. In the 1600s, Catholics believed Galileos ideas were blasphemy. His theory that earth was not the only planet, much less the center of the universe, rocked the performs platform. Because he did not live in a democratic nation, his government put him under field arrest, all but silencing his discovery.However, Galileos theory was in fact only an explanation of the natural world. Although science and religion serve two different usages, the Church took Galileos observation on nature as an attack on Christianity and locked him up. Today, Americans view the Churchs treatment as unjustified. Four hundred old age and successful flights to the moon later, it is difficult to argue that the Church was correct in its attack on Galileo. From the perspective of a country with the First Amendment right, it seems unimaginable. However, todays churches now test religious freedom.Under the protection of the Bill of Rights, Evangelical Christian D. James Kennedy has prosecuted Darwins Theory of Evolution. He believes evolution is, a dangerous effect that deems Gods judgment on Earth (Kennedy 183) and has many dogmatic followers. He believes public schools should not teach evolution because it conflicts with Creationism. However, by law action taken on Kenneys part infringes on the rights of others. His Christian agenda supersedes the beliefs of other faiths, such as Hinduism, Islamism, or Judaism, which contradicts freedom of expression.If Darwinism was kept from being taught in public schools, the government would be ignoring the rights of other faiths. Darwinism is taught in school is because his views are seen as science. Science deals with natural explanations about the world (Coriden 12). If science were to have a metaphysical stance involving supernatural explanations for the universe, it would cease to be a worthwhile pursuit. The explanation for a question would become too simple and deferred to God or another supernatural being. That understood, science is unable to disprove religion by fact and religion cannot disprove science by belief.A connection between the two would seem to be a non sequitur. Truly, neither harms the other. In fact, the opposite may be end orsed. The more discoveries science makes, the more difficult it makes mans purpose to explain. People will turn to religion for comfort because usually a combination of the natural and supernatural will mold an individuals mavin of reality. Thankfully, America is a country where one can chose how much to believe in the natural and supernatural. The First Amendment puts no belief system ahead of another.The Founding Fathers believed in order to avoid religious persecution, that they must create a nation open to every ideology. As they intended, the United States flourished under the principles of equality. Today, the United States Constitution is used as reference for countries constructing a democratic nation because of the success and freedom Americans enjoy. Although the democratic system is not flawless, it opens the road to individual achievement that does not exist in all countries by allowing religious freedom and the freedom of expression.

Vietnam Research Paper

Why is the Vietnam War so significant in American history? How did it really affect America? The Vietnam War was the prolonged struggle amid nationalist forces trying to unify Vietnam under a commie government, and the United States attempting to prevent the spread of communism. There argon many lessons learned throughout this fight that America, hopefully, will never undergo again. There are a series of events that led up to this full-scale war. First, the U. S. tried to prevent Vietnam from becoming a communist nation, so they sent the French military aid to help rule against this.Soon enough, France wanted to withdraw their troops out of Vietnam the Geneva Conference was a meeting between many nations deciding how France could peacefully pull out troops. A bit later, at that place was supposed to be a General popular election held, but America refused to agree to the election, afraid that the communists would win. In 1965, the U. S. sent ground troops to help sulfur Vietnam, s parking tensions between the U. S. and North Vietnam.From 1965 to 1969, America was entangled in a limited war in Vietnam, meaning weak efforts to aggress North Vietnam. U. S. orces became easily frustrated because war in the jungle was ground difficult. Vietnam would attack in ambushes, set up booby traps, and escape through underground tunnels. To prove even more difficult, Northern Vietnam troops and the Viet Cong surprised South Vietnam and U. S. troops. On January 30, 1968 they attacked hundreds of South Vietnamese cities and towns, known as the Tet Offensive. Without a doubt, it showed that the enemy was stronger and better prepared. While the publics support for the war was way gone, there was new hope with Richard Nixon, the new president of America.Soon after taking office, Richard Nixon planned the policy Vietnamization, which was a process to remove U. S. troops from Vietnam while handing back the fighting to the South Vietnamese. While America had almost completed th e withdrawal of their troops from Vietnam, the North Vietnam attacked South Vietnam and the remaining troops on March 30, 1972. This attack is known as the Easter Offensive. This rough battle resulted in about 40,000 deaths and 60,000 people wounded or missing in the Peoples host of North Vietnam (PAVN). The Army of the Republic of Vietnam (ARVN) estimated at 10,000 deaths and 33,000 troops wounded.The offensive was defeated, but the PAVN continued to occupy about 10 percent of South Vietnam after this battle. Nixon was in the process of his Vietnamization policy, when discussions had arisen about restoring peace in Vietnam. Soon began peace talks in Paris that finally succeeded in producing a cease-fire agreement. Nixon declares the news of the decisions make during the Paris peace talks. Good evening. I adjudge asked for this radio and television time tonight for the purpose of announcing that we today have concluded an agreement to give notice the war and bring peace with hono r in Vietnam and in Southeast Asia.The following statement is being issued at this moment in Washington and capital of Vietnam At 1230 Paris time today Tuesday, January 23, 1973, the Agreement on Ending the War and Restoring Peace in Vietnam was initialed by Dr. Henry Kissinger on behalf of the United States, and Special Adviser Le Duc Tho on behalf of the Democratic Republic of Vietnam. The agreement will be formally signed by the parties active in the Paris Conference on Vietnam on January 27, 1973, at the International Conference Center in Paris.The cease-fire will take effect at 2400 Greenwich Mean Time, January 27, 1973. The United States and the Democratic Republic of Vietnam express the hope that this agreement will insure stable peace in Vietnam and contribute to the preservation of invariable peace in Indochina and Southeast AsiaThe important thing was not to talk about peace, but to get peace and to get the right kind of peace. This we have done (Peace with Honor 1). Aft er signing the Agreement on Ending the War and Restoring Peace in Vietnam, on March 29, 1973 the last assort of U. S. troops left Vietnam.The North Vietnam toppled the Southern Vietnamese government, and South Vietnam officially surrendered in 1975 to communist North Vietnam. Tolerating all the hard work and fighting was turn up pointless for American and ARVN troops when Vietnam was reunited as a communist country in 1976. Often in history, major events such as wars or disasters are the key elements that seem to influence and shape our society. The major event that shaped American society during the 70s was the Vietnam War, having a massive social impact. The Vietnam War acted as a catalyst to the counterculture movement, and changed the art, music, and education.