Business Algebra Discussion - Smart Custom Writing Samples

Business Algebra Discussion - Smart Custom Writing Industrial ecologyIntroduction Industrial ecology or what is currently referred to as green design seeks to address the waste management problem from within the processes of production that are responsible for generating hazardous waste rather than the character and location of the wastes and facilities as is the case in justice research and environmental equity.   This paper will look at the description of industrial ecology and argue about the concept’s strength in contributing to pollution prevention efforts and waste management as well as explore its political feasibility in the United States. INDUSTRIAL ECOLOGY Industry ecology was convened as a colloquium in 1991 by the United States National Academy of Science. The aim of this colloquium was to exploit the new approaches emerging in industrial design of products and the processes involved and the implementation of manufacturing strategies that are sustainable.   This colloquium identified, the need for research as well as development to work in tandem with advances in technology in an effort to reduce the pollution perpetuated by industries’ production design which has also in the years been re-emphasized by engineering and scientific communities. This is in an effort to emulate the industrial ecology described in Type III. Both the government of America and that of Canada have in recent years been encouraging industries to engage in voluntary programs aimed at pollution preventing in an effort to reduce the hazardous waste as well as other contaminants that might harm the environment in the production stage rather than after the waste is generated consistent with industrial ecology. This is a management hierarchy that considers source reduction, alternative materials to phase out toxins, recycling and reuse as opposed to treatment and disposal. This view is also held by several other industry groups. The concept draws its structural analogy from the natural ecosystem in its effort to define the relationship between products by the industries, residue generation as well as the treatment of waste and disposal of the same. In this concept, internalization of pollution within the process of production is viewed as being a more effective method of production because of the environmental implications presented by uncontrolled emission as well as the economical inefficiencies presented by waste material disposal (Fletcher). The strength of Industry ecology in aspects of waste management is that it emphasizes on a more fundamental rethinking about the six elements of manufacturing. This includes the utilization of materials of desired properties during the formulation or extraction stages that are of the which contributing to overall industry environmental friendliness; adopting this concept also eliminates the need for storage and the long-term degradation of nonhazardous or hazardous feedstock materials by utilizing the philosophy of just-in-time raw materials; the process substitution employed also eliminates feedstock that may be toxic in nature; the engineering processes are controlled so as to assure a reliable and robust process: and also the considerations are made about the end-life of produced products to ensure their recyclability (Fletcher). The processing and manufacturing industries are always keen on improving their efficient use of economic resources. It therefore goes without saying that most industries are likely to adopt techniques and technologies that will enable it to conserve materials and also minimizes or avoid completely the need for waste management. Pollution control usually has many hidden costs associated with it. Prevention of pollution ultimately reduces or prevents these. Industry ecology identifies four incentives that would drive industries towards pollution prevention that the American and Canadian regulatory aspects apply. This includes the increase in the disposal costs; the prospect of incurring financial liabilities in implementing clean-up activities even in situations where the generator of waste might not be directly responsible for disposing waste improperly; waste disposal also presents liabilities by third-parties; there is also the risk of being adversely opposed by the public which is often unpredictable (Fletcher). Although measures of ensuring pollution preventions have always occupied center stage in politics especially around election periods, legislature passing to make some of the identified standards law, have often been missing. As it is, there has been a lack of regulation aimed in minimizing waste in the production process. The existing regulations allow most industries to rely on land-disposal as means of pollution control. This is attractive to industries as it presents a cheaper alternative of waste disposal. Unfortunately this method presents severe long-term environmental impacts than any other. In addition to this, production technologies that have been proven in the past are more likely to be adopted by industries as opposed to new alternatives aimed at reducing pollution. This problem is exacerbated as the adopted production processes mature, as many firms are less likely then to abandon them. Confidentiality presents an addition problem in that companies which develop ways of efficiently reducing waste are always reluctant to share this development with others. This is because such methods enable it to maintain a competitive advantage over its competitors. Confidentiality however still dogs the efforts of pollution prevention programs aimed at facilitating exchange of at least information on waste reduction at a generic level between corporate (Fletcher). Many groups including government environmental strategies as well as industry have in recent parts enthusiastically taken to pollution prevention debate.   The government of America In conjunction with the Canadian government has since 1972 showed their commitment to the virtual elimination of toxic substances that have persistently plagued the great lakes region. This bilateral agreement was amended in 1987 with the International Joint Commission (IJC) being mandates to support efforts to wipe out toxic substance use, manufacture and disposal.   Political will in pollution prevention policies in the United States can be traced to the â€Å"Pollution Prevention Act passed by Congress in 1990† (114). However, the Environmental Protection Agency is not empowered by the law to address the issue only providing legislative basis that provides for preferred environmental management hierarchy that is aimed at minimizing waste production as the priority and the disposal of product ion waste as a last result. A pollution prevention ethic is emphasized at the EPA especially when considering actions of enforcement.   However the federal government has not as yet initiated any program for waste exchange although a national private network, two programs that are state run as well as four private regional programs. Most industries still push for their companies to be recognized for conducting recycling off-site a trend referred to as green-washing by organizations such as Green Peace. On their part, environmentalists as well as relevant government officials are advocating adaption of industrial ecology concepts by companies by implementing recycling measures on-site in addition to source reduction of emissions as the key in prevention of pollution (Fletcher).   Conclusion Industrial ecology presents methods that are environmentally sound and contribute to waste management through the elimination or reduction of waste in the production process itself. This presents an economically and environmentally sensible method of pollution prevention. The government has been an advocate of this concept for a while now. However, it has lacked in regulation implementation to emphasis its views. As it is, the concept has not fully received the political backing it requires to be adopted on a holistic level relying instead on industry goodwill for its implementation in production processes. Works cited Fletcher, Thomas Hobbs. From Love Canal to environmental justice: the politics of hazardous waste on the Canada-U.S. border. Toronto: University of Toronto Press, 2003.

6 Directions for Visual Display of Content

6 Directions for Visual Display of Content 6 Directions for Visual Display of Content 6 Directions for Visual Display of Content By Mark Nichol Whether you self-publish online or in print, or submit to publications in various media, consider not just the cognitive impact of the content but also the visual presentation. 1. Sentences Concise sentences are effective. They convey much information in few words. But a succession of several such sentences is wearying. A string of short sentences is like stop-and-go traffic. Elegance and eloquence in language usage is a key consideration in composition, but so is the flow of language. Be aware of how sentences roll along. You’re likely to find that you are most pleased to read something demonstrating a variety of sentence lengths. 2. Paragraphs Paragraph length is also a consideration. The traditional rule of essay writing is to present a topic statement followed by three supporting sentences and a conclusion. The model essay, according to a similar rule, is formatted in the same way: a topic paragraph, three paragraphs that illustrate the point, and a summarizing paragraph. No composition need be composed so rigidly, and the publication medium must also be taken into consideration. A single-column book format is more forgiving of long paragraphs, but a two-column book layout or a magazine’s page design merits more frequent breaks. Scan-friendly paragraphs, meanwhile, are more suitable for newspapers and for online writing. (Nothing is more off-putting on the Web than a full-width slab of unbroken writing, unless it’s a full-width slab of unbroken writing in red type on a black background.) The argument-support-conclusion is a valid ideal, but consider also the visual esthetics of a paragraph. 3. Subheadings What else can you do to give readers a break? Insert one or more levels of subheadings an especially useful strategy for procedural content like a construction or assembly guide (in which case the subheadings should also be numbered to help the reader follow the sequence). Publications generally vary the style for various levels, as well, so if you’re self-publishing, whether in print, or online, consider capitalizing top-level heads, initial-capping those at the next level, and using italics for the third level, for example. 4. Lists Introduce vertical lists numbered, unnumbered, or bulleted, as appropriate in applicable contexts. Again, this approach is especially useful for instructions or materials lists, but it can also be applied when you introduce concepts you will discuss in more detail later or to enumerate other points. 5. Dialogue When you write dialogue, set each person’s speech off in a new paragraph. Make exceptions for such instances as rapid-fire exclamations in a crowd scene or a quick back-and-forth between new characters, but generally follow this convention for fiction and nonfiction alike; doing so also obviates the need for continual attribution (â€Å"he said,† â€Å"she added,† and so on). 6. Graphics When you self-publish, you can also employ graphic elements photographs or illustrations, or visual information like charts, graphs, figures, and the like to help break up the written content. Another solution is what’s called a pull quote a memorable or trenchant statement from the narrative or a speaker’s quotation. (If the latter, place in quotation marks and identify the source of the comment.) Graphics and pull quotes can take up a full column width or can cut in to one partially, depending on the column width, the point size of the type, and the size and nature of the element, or type can be wrapped around a large visual element. Also, consider inserting a thin rule (line) or a signature object (a flower for an essay about gardening, or an illustration of a hammer for directions about how to build a deck), but don’t crowd such elements too closely with subheadings or other devices suggested above. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Fiction Writing category, check our popular posts, or choose a related post below:Fly, Flew, (has) FlownFlied?20 Words Meaning "Being or Existing in the Past"Quiet or Quite?

People , placed and Environment portolio Essay Example | Topics and Well Written Essays - 750 words

People , placed and Environment portolio - Essay Example The relationship of people with their environment is not same in all places. Some places & its environment are harsh for human sustainability whereas some places are most suitable for living. This Portfolio is an endeavor to portray the relationship of people of different places with their environment, with the shift in their location. The places vary from Asian countries like Tibet to countries in the American continent like USA. It depicts the way in which the environment determines the different aspects of their life like population growth, nourishment & economic development of the whole community etc. It describes how people are in different types of relationship with the environment & the way their dependency, wellbeing, etc. varies with the change in location. In the present age, human beings have started to affect the environment enormously through their actions. The environment is harmed considerably by the actions of people. But the harm the environment suffers, through the actions of people varies from place to place. Fig. 1 Nomads of Tibet Fig. 2 People of New York City Fig. 3 People in Sahara desert Fig. 4 Earthquake in Sumatra Fig. 5 â€Å"Java Rice Paddy Workers† Fig. 6 People in Sumatra In Fig. 1 the image of a Nomad of Tibet is given. The population of the area is low due to its rugged relief, creating obstacles in the construction of roads, railways & communication (Richabraj). The nomads come out in the warm weather & roam in mountain pastures with their herds of yaks and sheep. In the cold weather they go to Lhasa, the capital of Tibet for many reasons (Tibetan Nomads: A focus on the Tibetan culture). Thus, this people completely depend on nature for their survival. In Fig. 2 we can see an image of New York City, a highly industrialized city of a developed country. Environment is most suitable in all aspects due to its location. But unlike the developing countries the city causes pollution & thus harms the environment. In Fig. 3 we can see the inhabitants of Sahara Desert, which has a population of only 2.5 million despite its area of 3.5 million. It has one of the harshest environments. The majority of the population being Nomads move from place to place in search of better living conditions (The Living Africa: The People). In Fig. 4 we can see people in Sumatra trying to rescue survivors from a house destroyed by earthquake. These people are tormented by the environment through its natural disasters. Yet, the desire for survival impels these people to fight with the environment. In Fig. 5 we can see workers in Java Island of Indonesia. The Java islands of Indonesia have fertile soil, as such agriculture flourished, making the area densely populated (Richabraj). Thus the environment is perfectly suitable for human beings over here & less industrialization does not allow the environment to be harmed. We can call this a healthy relationship of people, place & environment. In Fig. 6 we can see migrating people of S umatra. Due to the environmental conditions they are forced to migrate in search for a better place. They don’t harm the nature by themselves but instead they are being ruled by the forces of nature. Works Cited Richabraj. â€Å" Elaborate relationship between man and environment?† Wikianswers.com. N.d. Web. 25th Feb 2011. â€Å"Tibetan Nomads: A

Race as a factor in the evaluation of the admissions process Case Study

Race as a factor in the evaluation of the admissions process - Case Study Example Race as a factor in the evaluation of the admissions’ process The moral defense of a university’s practice to incorporate race as a factor in the evaluation of the admissions’ process can be examined through the application of diversity and diversity compensation arguments. The presence of obvious group disadvantage which is experienced by members of a certain race would imply that the consideration of race as a factor in admissions is conducive to the reduction of the racial groups’ social limitations while, eliminating the aspects of historical discrimination, the prejudiced mindset of mass media, educational, occupational and residential segregation and the negative impact of the cycle of poverty. The accumulation of this aspect promotes the emergence of individual disadvantages which translates into group disadvantage. For example, research on career opportunities and housing arrangements for racial groups indicates that discrimination and stereotyping is prevalent. The presence of these elements adversely affects the ability of minority students and harms their potential for further development. Through the application of the concepts of aforementioned arguments it can be concluded that race can be justified as an element of consideration in the holistic admissions process which evaluates the individual candidate’s abilities beyond the traditional measures of admissions criteria and takes into account the significance of their life experiences.

Why Do Sunnis (Taliban) Hate Shias Essay Example for Free

Why Do Sunnis (Taliban) Hate Shias Essay Taliban the worlds most extreme and radical Islamic organization that inspires fascination, controversy, and especially fear in both the Muslim world and the West has been brought into sharp focus in Ahmed Rashids book Taliban. This enormously insightful book gives an account of Talibans rise to power, its impact on Afghanistan and the Central Asian region. The book also analyzes the wider regional and geopolitical implications of the Talibans advent to power and the role that Taliban has to play in oil and gas companies decisions. The author also discusses about the changing attitudes of various countries like America and Saudi Arabia towards Taliban and its effects on Afghanistan. The word Taliban has been derived from the term talib, which means a student of an Islamic seminary. These seminaries have existed for thousands of years and Islamic boys have gone to these schools to study the Koran, Islamic law, in order to become preachers. The Taliban took this name because it is a symbol of Islam, and a symbol of doing good, and bringing people around to an Islamic viewpoint, and imposing law and order. It was a name that was initially welcomed by the Afghan people. To understand the enmity between the Hazaras and Iran and the Taliban it is very important to clarify here that the Hazars and Iranians are Shias while the Taliban are mostly Sunnis. And for me, the main reason why the Taliban hate Hazaras and Iran and why Iran and Hazaras hate Taliban is because of the one mentioned above. The enmity between the Sunni Pashtuns and the Shia Hazaras goes a long way but the Taliban brought a new edge to the conflict for they treated all the Shias as hypocrites and beyond the pale of true Islam. The earliest clashes between the Shia Hazaras and the Sunni Pashtuns can be traced all the way back to 1893 about 100 years before the creation of the Taliban. Pashtun king Abdul Rehman, who initiated the first anti-Hazara program, killing thousands of Hazars, moving thousands more to Kabul where they lived as serfs and servants, and destroying their mosques (Rashid 68). The first most important event that soiled the reputation of the Taliban in  the eyes of the Hazaras, and their main patron Iran was the controversial death of the Hazara leader, Abdul Ali Mazari while in Taliban custody. Masud, the Mujaheddin leader launched a surprise attack against the Hazaras, sending tanks into Kabuls southern suburbs, smashing the Hazaras and driving them out of Kabul. In desperation the Hazars cut a deal with the advancing Taliban, yielding their arms and their positions to them. But while in the custody of Taliban the Hazara leader died. The Hazaras contest that he was pushed out of a helicopter, because he tried to grab a rifle when he was being taken to Kandahar as a prisoner. But the Taliban continue to deny their involvement in it and continue to say that it was an accident. The death of Mazari, accidental or intentional was one of the first events that soiled the reputation of the Taliban in the eyes of the Hazars (Radhid 35). There have been numerous clashes between the Hazaras and the Taliban. Probably one of the most significant clashes that took place between the Hazaras and the Taliban was in 1997. Malik who was the second in command to Dostum betrayed Dostum when a feud broke out between them. Malik went to the Taliban and asked them to help him oust Dostum. This was just the opportunity that Taliban had been waiting for. Together with Dostum and his few accomplices Taliban attacked Dostum on 19 May 1997. This created an unrest within his ranks, and soon a group of 2500 heavily armed Taliban men entered Mazara. The Taliban troops, most of whom had never been to the north before, arrogantly started disarming the fierce Hazara troops, took over mosques where they declared the imposition of the Sharia law, shut down schools and drove women off the streets. This of course created a lot anti-Taliban feeling amongst the Mazars. On 28 May 1997, when a squabble broke out because group of Hazaras were resisting disarmament, hell broke out. First Mazars Hazaras then the rest of the population rose in revolt. Untrained in street fighting and not knowing the maze of city alleyways, the Taliban were easy victims as they drove their pickups drove right into dead ends. Within 15 hours some 600 Taliban soldiers were massacred and 1000 more were at the airport as they were tried to flee. Soon Malik organized his troops and then took control of four northern provinces, which the Taliban had captured. The remaining Taliban troops were either shot dead or buried in mass graves. Encouraged by this, Masud recaptured the territory that had  fallen to the Taliban just a week before. Thousands of more Taliban were either killed or captured. Meanwhile the Hazaras, spurred on by the Mazar victory also counter attacked, breaking the nine month Taliban siege of their homeland, Hazarajat. It was one of the worst defeats of the Taliban with over 3000 casualties, killed or wounded, and some 3600 men were taken as prisoners (Rahid 58-59). This sort of massacre of the Taliban left a permanent dent in the minds of the Taliban and made them even more anti Hazaras than they already were. The Taliban responded to this brutal massacre of their forces, in 1998. It was on 12 July when it all began, the Taliban swept northwards after sweeping Dostums forces. They later moved on as they bribed the Uzbek officials who were guarding the western road into Mazar, leaving the 1500 Hazara force susceptible to a sudden attack. It came in the early hours of 8 August 1998, when the Hazara force found them to be surrounded. They fought till their ammunition lasted and then it happened. Taliban soldiers entered Mazara on an unsuspecting public. What followed was a brutal massacre, as the Taliban took revenge of their losses from the previous year. The killing went on for days. The Taliban went on a frenzy, killing and shooting everyone they saw including children and women. Then the Taliban went into the houses of Hazaras and massacred entire families. Bodies were not given proper burial and were left to rot for days on the streets. Although it was impossible to get a correct body count but it was estimated that 5000 to 6000 people were killed in the massacre (Rashid 72-73). Once in control of the north the Taliban aimed to cleanse the north of the Shias. Shias were given three choices convert to Sunni Islam, leave for Shia Iran or die. All prayers services that were conducted by the Shia in mosques were banned. The Taliban governor general of Mazar, Mullah Niazi declared The Hazaras are not Muslims and now we have to kill the Hazaras. Wherever you go we will catch you. If you go up we will pull you down by your feet; if you hide below, we will pull you up by your hair. This clearly shows us that the hate between the two main groups of Muslims had reached a new level which was based on pure hate and abhorrence (Rahid 74). The Talibans brutal treatment of the Shia Hazaras made Iran which is a Shia country very anti-Taliban. Iran became very critical of the Taliban and tried to stop their movement at every step. They supported anti-Taliban alliances and started interfering in the politics of Afghanistan. They funded many leaders and many kings who were anti-Taliban in a desperate attempt of restricting Talibans advancements. Iran declared publicly that it would support any anti-Taliban alliance and appealed to Russia, India and the Central Asian states to help them also. In fact Iran was flying 22 flights a day to Mazar carrying arms. The reaction of this sort of support of Iran to any anti-Taliban alliance was that the Taliban officials were furious and accused Iran of supporting the opposition and grew even more hostile to Iran (Rashid 61). One of the most significant events that permanently damaged the reputation of the Taliban before Iran was the fall of Baimyan. Taliban occupied Baimyan and destroyed nearly 2000 year old Bhudda statues there. Iran responded to this by organizing a military exercise of some seventy thousand men, backed by guns and tanks along the Iran-Afghanistan border. This was followed by some 200,000 Iranian troops that were placed along the Iran-Afghanistan border. The Taliban also mobilized some 5000 fighters to prevent the Iranian invasion. Tensions between Iran and Taliban subsided when the UN Security Council sent Lakhdar Brahimi and met Mullah Omar (Rashid 76). In conclusion, I would like to say that Taliban has been a very interesting and fascinating book. In the end everyone comes out looking bad, in this book. Every nation, every economic faction, and every ethnic group acts purely out of short-term self interest without worrying about the people of Afghanistan, whose lives they were damaging. The United States firstly supports Taliban and then tries to eliminate them because they had lost interest in the Taliban regime and it no longer served their (United States) propose. Even Iran interfered in the life and politics of Afghanistan because they wanted to save the Shias there. They never really cared for the other factions of the Afghan population. Even Pakistan and Saudi Arabia interfered in Afghanistan because they wanted to protect the interests of the Sunnis there, and even they did not care about any other factions of the  Afghan population there. I think that before we can even start thinking of a secular and a peaceful Afghanistan, it is very important for all outside governments to stop interfering in the life and the politics of Afghanistan. I think that another reason why Afghanistan is so intolerant of other religions and cultures is because they are forced to be intolerant of other religions and cultures. Like the Sunnis have to be intolerant of the Shias and be brutal to them otherwise they will not be able to impress the Pakistan and the Saudi government which will result in a cut of their donations. For once the people of Afghanistan should once feel that they are independent and that they do not have to work under some government. Also, while I do say that there should be no foreign influence in the politics and the life of Afghanistan, I would also say that foreign governments have to make an honest effort to develop Afghanistan. Governments have to see to it that they make sure that they are developing entire Afghanistan and not just the people they support, because then it will lead to the same situation that we have right now. The whole of Afghanistan needs to feel united; and if only one group develops and the other does not then it will lead to enmity and jealousy between the two groups. Also, by being economically self-sufficient Afghanistan will not be susceptible to foreign influence because they will not be dependent on other countries for aid and loans. And if Afghanistan is not developed then it will lead to a big black hole which will just reach out and take the whole world with it. Which can range from illegal trade across the borders to cheap drugs on American streets to the bombings of the WTC.

Persident Franklin Delano Roosevelt (FDR) :: Biography Biographies

Biography of Franklin Delano Roosevelt Roosevelt was born at his family’s estate at Hyde Park, in Dutchess County, New York on January 30,1882. He was the only child of James Roosevelt and Sara Delano Roosevelt. James Roosevelt was a moderately successful businessman, with a variety of investments and a special interest in coal. He was also a conservative Democrat who was interested in politics. His home overlooking the Hudson River was comfortable without being ostentatious, and the family occupied a prominent position among the social elite of the area. Sara Delano, 26 years younger than her previously widowed husband, brought to the marriage a fortune considerably larger than that of James Roosevelt. The Delano family had prospered trading with China, and Sara herself had spent some time with her parents in Hong Kong. So, Franklin was born into a pleasant and sociable home, with loving wealthy parents. Roosevelt’s parents sent him off to school in 1896. They selected Groton School in Massachusetts, which had a reputation as one of the finest of the exclusive private schools that prepared boys for the Ivy League colleges. Young Roosevelt was a good student, popular with his fellow students as well as with his teachers. Roosevelt moved to New York City, where he entered the Columbia University Law School in 1904. Although he attended classes until 1907, he failed to stay on for his law degree after passing the state examinations allowing him to practice law. For the next three years he was a clerk in a prominent law firm in New York City, but the evidence is clear that he had little interest in law and little enthusiasm to be a lawyer. Well before he finished his work at Columbia, young Franklin Roosevelt had married his distant cousin Anna Eleanor Roosevelt. They had been in love for some time and were determined to marry in spite of the opposition of Franklin’s mother. The bride’s uncle, President Theodore Roosevelt, was present at the ceremony in New York City on March 17, 1905. Five of their six children grew to maturity: Anna, James, Elliott, Franklin, Jr., and John. The chief problem faced by the young couple during the early years of their marriage was Sara Roosevelt’s possessive attitude toward her son. Eleanor’s forbearance mitigated this situation, but the problem remained for many years. Roosevelt entered politics in 1910, when he became a candidate for the New York State Senate in a district composed of three upstate farming counties.

Counterfactual Thinking Essay

The experience of regret arguably relies on a multifaceted, counterfactual analysis of two previously possible outcomes. An important question to consider is at what age these counterfactual emotions develop, and what enables these responses to occur. Previous research proposes that regret emerges at around 4 years old, marginally earlier than more recent studies conducted by Guttentag and Ferrell, who suggest that the experience of regret occurs relatively late in child development. The results of these studies argue that understanding, rather than simply experiencing counterfactual emotions relies heavily on a child’s ability to simultaneously conceive alternate realities, and that a recognition of differing outcomes is a necessary, rather than sufficient component of the development of regret. These findings accumulate and extend previous research, and demonstrate that the development of counterfactual thinking in children is positively correlated with a complex cognitive p rocessing of two alternate realities. The experience of regret and relief are counterfactual emotions based on a comparison of reality with a better, alternative situation. Counterfactual emotions are considered to perform important emotional regulatory functions, and require additional complex cognitive processing than more basic emotions such as anger, fear or happiness. They require us to consider ‘dual possibilities’ (Byrne, 2002) in which both outcomes were possible at some point in the past. The ability to experience emotions such as regret is  believed to play an important role in decision-making following the emergence into adulthood. Significant differences however, exist between when children are thought to first experience regret. It is arguable that children’s understanding of regret develops relatively late due to the complex nature of not only comprehending counterfactual thinking (Guttentag and Ferrell, 2004), which requires an identification and comparison of two equally possible, alternate actions. If children are unable to generate these comparisons, they are unable to experience the emotion of regret. Little research has been done on the cognitive processes behind the emergence of regret in young children, and thus many questions still exist as to why the experience of counterfactual thinking develops relatively late in childhood. Many inconsistencies exist in the theoretical understandings of regret, and subsequently further research is required in order to overcome these age-related discrepancies. Counterfactual thinking refers to an ability to think â€Å"about what could have been had an alternative decision been made or had the outcome been different† (Roese, 1991). It is within the intriguing paradigm that the ongoing research into the experience of regret takes place. Recent findings have shed further light into the development of regret during the early years of childhood. Beck et al (2006) proposed the theoretical perspective that counterfactual emotions develop relatively late because it requires more complex cognitive processing to conceive two possible outcomes, as opposed to recognizing basic emotions of happiness and sadness. This perspective is widely agreed upon, however theories differ in the age at which the emotion of regret actually emerges. Daniel Weisberg (2001) located the emergence of regret at about 4 years, however Guttentag and Ferrell (2004) speculated that it was not until children are 6 or 7 years old that they are able to simultaneously comp rehend counterfactual and actual situations. Further research however, has revealed that within the emergence of counterfactual thinking, is a distinction between experiencing and reasoning about regret. The latter involves a reflection on the reasoning behind the emotion, i.e. _why_ does the child feel bad that he/she picked box ‘A’ containing nothing, when he/she could have picked box ‘B’, containing the chocolate. Experiencing regret however, involves a comparison  of reality with a better, alternative outcome. Given that it is a difficult task to simultaneously comprehend two equally plausible realities, it must be even more difficult to understanding the reasoning behind _why_ this feels bad. Interestingly, although Guttentag and Ferrell (2004) located the experience of regret early in childhood, they argued that it wasn’t until later in life – around 7 years old – that a child was able to demonstrate _why_ an alternative reality might affect the emotional reaction to the actual outcome. Guttentag and Ferrell (2004) suggested that children less than 5 or 6 years old cannot generate a comparison between a real and counterfactual re ality. According to this perspective, the comparison between two previously possible outcomes is critical. In 2009, Beck and Crilly adapted this theory, and hypothesized that â€Å"an inability to compare the two worlds limits children’s thinking about regret.† (Beck, & Crilly 2009). Beck, Robinson, Carroll and Apperly (2006) proposed a similar perspective, arguing that it wasn’t until children were 5 or 6 years old that counterfactual and actual events were two equally plausible events. Studies conducted following this proposal revealed corresponding results. Children between the ages of 3 and 6 were asked an open and a closed question regarding the pathway chosen by a toy mouse. Children aged 3 found it difficult to correctly answer the question â€Å"what if he had gone the other way, where would he be?† as opposed to the simpler â€Å"could he have gone anywhere else?† Comparatively, children aged 6 and older performed significantly better, with 85% answering the open question correctly. Beck et al reasoned that regret could not be felt if the child had no understanding of the possibility of a counterfactual reality replacing the actual reality. In 2009, Beck and Crilly replicated these studies, but alternatively used an open question and a regret question to measure children’s ability to comprehend regret. The results indicated that, contrary to Beck et al, it is in fact not sufficient to simply distinguish two counterfactual possibilities in order for children to recognize regret. The study gave more weight to Guttentag and Ferrell’s 2004 claim that the comparison of two alternate realities is critical in the development of regret. Beck and Crilly (2009) went on to suggest that perhaps understanding two counterfactual realities was a necessary rather than sufficient developmental goal in the cognitive processing of regret. In 2003, German  and Nichols proposed that the experience of counterfactual thinking could occur as early as 4 years of age. In their study, a group of 3 year olds were given stories that involved two possible outcomes. When given the negative alternative, the children were asked whether the character in the story would feel happy or sad. German and Nichols reported that children answered more than two thirds of the simple counterfactual questions correctly . This data was used to theorize that children as young as 3 could comprehend basic counterfactual realities, and thus indicated the early emergence of regret. Although much discrepancy exists as the to the exact age at which regret begins to emerge, the view that counterfactual thinking develops much earlier than previously thought has become widely accepted amongst both cognitive and developmental psychologists. However, evidence exists that contradicts this perspective. Beck et al argue that the studies used by German and Nichols contain a number of false positives. Further research has suggested that the supposed counterfactual thinking demonstrated in the 3 year olds tested, could simply be use of the child’s general knowledge, and that the questions used were too simple to reliably indicate an experience of regret. Questions used in the experiment by German and Nichols arguably lead to answers that could be answered using the child’s general knowledge, such as recognizing that squashed flowers make people unhappy, and ‘unsquashed’ flowers make people happy (Beck, Robison, Carroll, & Apperly 2006). Where German and Nichols may have revealed an emergence of counterfactual thinking; may simply have been the child’s expression of past experience. The most widely agreed upon theory of regret in childhood appears to be ability to not only distinguish two previously possible realities, but to also compare them in order to come to an emotional understanding. Theorists including Guttentag and Ferrell (2004), and Beck and Crilly (2009) argue that a distinction must be made between simply experiencing a counterfactual emotion, and understanding _why_ someone may feel unhappy when comparing the actual reality with a counterfactual world. This theory is based on the premise that counterfactual thinking is a complex cognitive process, requiring a multifaceted understanding of two dual possibilities. Research on counterfactual thinking in childhood also suggests children may  experience regret as early as 4 years old, however this view has generated much criticism and requires further research in order to rule out experimental limitations, such as small research groups and over generalized questions. Future research may focus on overcoming these limitations in order to generate reliable data. Compiling the findings from these and future studies will enable researchers to form a much clearer of picture of exactly when children not only experience, but also understand the emotion of regret, and what cognitive processes underpin this development. In conclusion, research examining children’s regret has focused on the criticality of the moment children begin to comprehend two dual realities, and feel remorse after choosing one outcome over another. Current studies lend weight to the complex nature of the role of cognition in emotional experiences, and this data, taken in conj unction with earlier studies, suggests a number of age-related stepping stones are implicated in the development of counterfactual thinking. REFERENCE LIST Beck, R. S., & Crilly, M. (2009) Is understanding regret dependent on developments in counterfactual thinking? _British Journal of Developmental Psychology_. 27, 505-510. Beck, R. S., Riggs, J. K., & Burns, P. (2001) Multiple developments in counterfactual thinking. _Understanding Counterfactuals, Understanding Causation_. 2-21. Beck, S. R., Riggs, J. K., & Gorniak, L. S. (2009) The effect of casual length on counterfactual conditioning reasoning. _British Journal of Developmental Psychology_. Doi: 10.1348/026151009X450836. Beck, S. R., Robinson, E. J., Carroll, D. J., & Apperly, I. A. (2006) Children’s thinking about counterfactuals and future hypotheticals as possibilities. _Child Development._ 77, 413-426. Burns, P., Riggs, J. K., & Beck, R. S. (2012) Executive control and the experience of regret. _Journal of Experimental Child Psychology_. 111(3), 501-515. Doi: 10.1016/j.jecp.2011.10.003. Brocki, K. C., & Bohlin, G. (2004) Executive functions in children aged 6-13: A dimensional and developmental study. _Developmental Neuropsychology_. 26, 571-593. Diamond, A. (2006) The early development of executive functions. _Lifespan Cognition: Mechanisms of Change_, Oxford University Press, Oxford, UK. 70-95. Ferrel, J. M., Guttentag, R. E., Gredlein, J. M. (2009) Children’s understanding of counterfactual emotions: Age differences, individual differences, and the effects of counterfactual-information salience. _British Journal of Developmental Psychology_. 27, 569-585. Guttentag, R. E., Ferrell, J. (2004) Reality compared with its alternatives: Age differences in judgments of regret and relief. _Developmental Psychology_. 40, 764-775. Mitchell, P., Riggs, K. J. (2000) Children’s reasoning and the mind. _Psychology Press_. 121-147. O’Connor, E. (2011) The emergence of regret in childhood. _Pediatrics for Parents_. 27, 11-12. O’Connor, E., McCormack, T., & Feeney, A. (2012). The development of regret. _Journal of Experimental Child Psychology,_ 111, 120-127. Doi: 10.1016/j.jecp.2011.07.002. Roese, N. J. (1997) Counterfactaul thinking. _Psychological Bulletin_. 121, 133-148. Rafetseder, E., & Perner, J. (2011) When the alternative would have been better: Counterfactual reasoning and the emergence of regret. _Cognition and Emotion_, 26, 800-819. Rafetseder, E., Schwitalla, M., & Perner, J. (2012) Counterfactual reasoning: From childhood to adulthood. Journal of Experimental Child Psychology. 114(3), 389-404. Doi: 10.1016/j.jecp.2012.10.010. Weisberg, D. P. (2011) Children’s thinking about regret and relief. _University of Birmingham (thesis)_. 56-83. Weisberg, D. P., & Beck, S. R. (2010) Children’s thinking about their own and other’s regret and relief. _Journal of Experimental Child Psychology_. 106, 184-191. Weisberg, D. P., & Beck, S. R. (2011) The development of children’s regret and relief. _Cognition and Emotion._ 26, 820-835. Van Duijvenvoorder, K. C. A., Hulzenga, M. H., & Jansen, R. J. (2013) What is and what could have been: Experiencing regret and relief across childhood. _Cognition and Emotion_, 28, 926-935. Zeelenberg, M., Van Dkik, W. W., Manstead, A. S. R., & van der Pligt, J. (1998) The experience of regret and disappointment. _Cognition and Emotion_, 12, 221-230.

Essay about Reading Essay

Ever since I started learning to read, it has been one of my favorite hobbies. I love to submerge myself into a book and get the chance to go on adventures I never can in the real world. Usually, when I get hooked on a good book, I can’t put it down. I’m not myself anymore. My reality becomes eclipsed by something as simple, yet complex, as words on paper. I begin to eat, sleep, and experience through the character in the tale. I am the character in the tale. Although I experience these journeys vicariously, it feels real in my mind, and that’s good enough for me. When I am reading, I like to settle myself in a very quiet environment with little to no noise. I often read during the evening or at night. More often than not, I get myself a snack to chew. I also get some water to quench my thirst, especially if I’m reading a story taking place in dry conditions. I like to lie on the sofa or on my bed because I enjoy being very comfortable while reading. Some will fall asleep whilst reading, but I usually get too absorbed by the book to do so. Something I don’t understand is when people must listen to music or have noise in the background- for me, it is very distracting. In my life, I like to think that I’ve read quite a few books. I don’t have a favorite genre of books but I read much more fiction than non-fiction. That is something I am trying to improve on- I want to read more biographies, auto-biographies, non-fiction narratives, speeches, etc. Some books that I love are: The Diving Bell and the Butterfly, Gone with the Wind, Jane Eyre, A Time of Angels, To Kill a Mockingbird, The Catcher in the Rye, The Help, The Fault in Our Stars, Ender’s Game, Harry Potter and more. I want to learn how to read faster and retain information better to become a more efficient reader. I often find that I have difficulty recalling details in a book. Reading allows for a break from all the stress and scurry in life. It allow one to relax and enjoy some alone time. I love when a book is quick to get into and interesting.

History of Police Essay Example

History of Police Essay Example History of Police Paper History of Police Paper History of Police History of Police The role of police officers is very significant to American history. Police work toward protecting citizens’ rights and helping America become the land of the free. The United States of America is built from the U. S. Constitution Bill of Rights and police play a major role in making sure American rights are met. Evolution has changed many of American history for the better; policing is part of those changes. As new issues in society arise, police must change and adapt to protect and serve the public. Early American policing strategies were based on the British model. Law enforcement was not organized until 1200 A. D. offenders were pursued by an organized posse. If offenders were caught they were usually tortured and faced public execution. Rarely did they have trials and instead of innocent until proven guilty it was the other way around, citizens were usually guilty before any evidence or testimony. â€Å"An early form of police patrol in English cities and towns† (Schmalleger, 2009, p. 153), is called a night watch. The primary purpose of a night watch was to watch out for fires and thieves. Next became the day watch their job was the same as night watch, but in the day. Followed by the Statute of Winchester which is a â€Å"law, written in 1285, that created a watch and ward system in English cities and towns and that codified early police practices† (Schmalleger, 2009, p. 153). This law had four main components, which were specified the watch in towns, mandated eligible men to serve, institutionalized the use of the hue and cry, and for answering the call of duty citizens kept weapons in their homes. A former prime minister of England Sir Robert Peel formed the world first modern police force. His model, the new police became a model for police across the world to follow. He formed the police with more of a military attitude; given them uniforms and a better organized structure. Early American leaders followed the day and night watch approach, later American leaders followed Sir Robert Peel method, which is what American police are based on today. New technology and social reform for policing happened in the twentieth century. This brought about the first woman police officer. The invention of automobiles, telephones, and radios was also developed, which helped police officers in a major way. Automobiles allowed police a quick responds and allowed them to serve bigger areas. Radios allowed better communication between police officers. Telephones allowed better communication between officers and civilians. Teddy Roosevelt help promote the first call box system, which is compared to the 911 system used today; also he helped organize the FBI, one of the most famous government agencies. The history of policing is divided into four periods. The political era (1840s-1930) was the first, police agencies were more concerned with the interest of powerful politicians. The second era (1930s-1970s) police were more concerned with solving traditional crimes. Today the third period is used in contemporary policing, which deal with community policing. Last is the homeland security era, which grew after the September 11, 2001 terrorist attack. All levels of law enforcement agencies have devoted more time and effort for homeland security after the attack. A variety of police agencies to enforce the law is created by local, state, and federal law enforcement. Federal law enforcement agency is â€Å"A U. S government agency or office whose primary functional responsibility is to enforce federal criminal laws† (Schmalleger, 2009, p. 161). The FBI is one of the most famous in federal law enforcement, but federal law has many agencies in several departments that deal with issues with America. The FBI has changed over time, dealing with current issues in American history. Once they protected Americans from organized crime, the FBI protected against international espionage, and defended American civil rights when those issues were the most important at the time. Today the FBI focuses on homeland security after the September 11, 2001 attack. â€Å"The Mission of the FBI is to protect and defend the United States against terrorist and foreign intelligence threats; to uphold and enforce the criminal laws of the United States; and to provide leadership and criminal justice services to federal, state, municipal, and international agencies and partners† (Schmalleger, 2009, p. 162). State law enforcement agencies were created for specific needs. State law enforcement was built from one of two models. The first model combines major criminal investigations with patrol state highways. The second model creates two separate agencies and makes a clear distinction between traffic enforcement and other state level functions. The duties of the modern state police agencies are to assist local law enforcement in criminal investigations, operate identification bureaus, maintain criminal records repository, patrol states highways, and provide training for municipals and county officers. Today they have also stepped up their role in homeland security since September 11, 2011. They are more involved in training, looking for suspicions vehicles on highways, communicating with the federal and local police to fight terrorist attacks The third level of law enforcement agencies are at the local level. City and county agencies are part of the local level, which includes police chiefs and sheriffs. Mayors or city council appoints the city police chief. Their jurisdictions are limited to the boundary of their communities. Sheriffs are responsible for law enforcement in unincorporated areas and for the operation of the county jail. Local police play a big role in the new era of homeland security. â€Å"They must help prevent attacks and respond when attacks occur, offering critical evacuation, emergency medical, and security functions to help stabilize communities following an incident† (Schmalleger, 2009, p. 203). Local police are important when dealing with homeland security because they are always talking and interacting with the public. Police are constantly patrolling neighborhoods, so they can notice certain changes that could harm the community. With each generation Americans have advanced in technology, experience, and knowledge. Police benefit from historical development, police continue to change and grow as the world does the same. Police have changed over the years but police will not change their main goal, which is to protect and serve the public. Police are very important to American society in all levels local, state, and federal each with an individual purpose, but the goal is justice for all citizens. Law enforcement main focus will always change because when one crime is deterred and under control another crime may be America biggest threat. Some of American issues were organized crimes, civil rights, but since September 11, 2001 homeland security has been the focus of our law enforcements to make sure citizens are protected. This will be accomplished by new laws, technology, and a team effort including civilians, which will add on to the history of our brave men and women. Reference Schmalleger, F. (2009). Criminal Justice Today: an Introductory Text for the 21st Century (10th ed. ). New York, NY: Prentice-Hall. 2007. DEPARTMENT OF HOMELAND SECURITY: Progress Report on Implementation of Mission and Management Functions. GAO Reports i. MasterFILE Premier, EBSCOhost (accessed June 12, 2011). Dodsworth, F. M. (2008). The Idea of Police in Eighteenth-Century England: Discipline, Reformation, Superintendence, c. 1780-1800. Journal of the History of Ideas, 69(4), 583-604. Retrieved from EBSCOhost. Scott, J. E. (2010). Evolving Strategies: A Historical Examination of Changes in Principle, Authority and Function to Inform Polic ing in the Twenty-First Century. Police Journal, 83(2), 126-163. doi:10. 1350/pojo. 2010. 83. 2. 490

How to stay eager and motivated during the summer

How to stay eager and motivated during the summer Which is worse: a case of the Mondays, or a case of the Summer Fridays? There’s always the coffee cure for that groggy feeling as you drag your feet to work on Mondays, but what about the long slow burn of the summer Fridays, when you’re surrounded by empty desks of people on vacation? Whether it’s the summer heat, the creeping envy of coworkers on vacation, or just the call of the outdoors, staying motivated and productive this time of year can be a challenge. Here are 5 ways to beat the summer blahs, stay focused, and enjoy your work more. Set micro-goalsReaching a goal you’ve worked hard for can make you feel a great sense of accomplishment. So why not get this feeling in smaller doses to help give you a boost throughout the day? Making a list of small goals- even â€Å"get coffee†- can help you get focused and get the ball rolling on the tasks you need to do. Checking something off your list can also help you feel productive and organized. Even better: set time goals. Turn your task into a small challenge. What can you get done in the next 15 minutes? To stay truly productive, schedule the next hour, the whole morning, and the rest of the day.DaydreamBut make sure you also schedule some break time. You may find yourself avoiding work to think about all the fun coworkers are having on vacation as you sit in your ghost town of an office, or to start planning out your ideal beach weekend. Use this tendency to daydream to your advantage by making it strategic. Letting yourself daydream (on a time limit) can refresh you and help you refocus before you go back to your work. It’s better to give yourself planned breaks rather than let your mind wander all day. And whatever you do, stay off social media (scrolling through posts of other people’s sunsets and palm trees won’t help you stay motivated).Reward yourselfWe’re not rats in a maze, but we are motivated to act by reward centers in our brains. If yo u’re absolutely burnt out at work and wishing you could take the day off and enjoy the sun, make your break times, evenings, and weekends count. Treat yourself by splurging on a really great lunch. Go to a movie after work. Rest well. Buy a new outfit as if you were taking a vacation. Plan a day trip for the upcoming weekend. Cost and time can prohibit you from actually going to the Bahamas, but even simply planning something you will enjoy later can boost your mood now- helping you be more productive in your everyday routine.Switch up your routineSpeaking of the everyday routine: if you just find yourself wishing you were elsewhere, bring a little something different into your everyday. Listen to calypso music on headphones or drink a nonalcoholic frozen pineapple beverage with your lunch. Even get an iced coffee instead of hot coffee. Walk a different way to work. One thing a vacation does is break up the everyday routine and give you a change of scenery – you can do this on a small scale. Let something in your day feel a little different to make the summertime special, even within your office walls.Bring the outdoors inSimilarly, if you are yearning to go outdoors in the sun, bring some nature into your office space. Listen to some ocean waves. Buy yourself a plant or some flowers for your desk. Look at pictures of nature or places you want to go. Spending a weekend on the beach can be restorative, but simply looking at nature can also actually make you calmer.Acknowledging your desire to be elsewhere will help you be more productive then trying to ignore it. Tapping into the small things that can help keep you motivated and help break up the rut will help you get through those long summer days.

Personal Statement Essay Example | Topics and Well Written Essays - 750 words - 5

Personal Statement - Essay Example This course in essence will be a launch of my career. Apart from that the need to manage time and prioritizing issues on the field of management and other management skills made it indispensable for me to study a BA in International Hotel Management. This coupled by the competitive environment in the administrative job made it necessary for me to be armed with a BA in International Hotel Management. As a matter of fact, my focus is to be employed in a competitive position in a reputable company at a managerial level and thus the need to possess a BA in International Hotel Management. With management skills imparted in me through the study of a BA in International Hotel Management, I am expecting to have good knowledge and skills to manage my organization, my time and put my priorities in place. In addition, I am a creative and motivated individual who love to work with people and this course will probably enable me to acquire skills to do this. A BA in International Hotel Management will ensure that I am equipped with management skills including, communication, decision making and organizational management skills in terms of handling change in an organization and crisis management. Thus in essence a BA in International Hotel Management course will prepare me to do more with less in the competitive hospitality business environment. Thus this will make me more productive. It will equally make me work with or become a new leader with many business leaders and collaborate on decision making. On completion of my BA in International Hotel Management course, I will personally benefit from the development that I will have gained from the skills I will have learnt, for instance time management. These skills will be beneficial not only to me but will spread out to the organizations I will run, whether it is my business or an