Technological Advances in the Last Century Essay Example for Free

Innovative Advances in the Last Century Essay In the only remaining century, innovation has changed broad communications colossally. A hundred years back, individuals would utilize the mail station, an uncommon phone or informal exchange to impart across enormous separations. These were not the most proficient techniques for correspondence. Anyway from that point forward we have created methods of conveying in quicker, progressively viable ways. During the 1920s, radios began turning out to be increasingly well known. In addition to the fact that they produced music for diversion, they likewise delivered reports and numerous notices. In the late 1920s, the Great Depression began. It was because of the radio that numerous individuals likely heard the news and offers of work with Franklin Roosevelt’s New Deal. As individuals were tuning in to the radio all the more frequently they likewise started to doubt â€Å"big business†, on the grounds that individuals began to feel misused in all parts of life by the enormous organizations. Since a great deal of lower class individuals didn't have the foggiest idea how to peruse in those occasions, papers and composed ads were not the best methods for correspondence. This made the radio considerably progressively famous, on the grounds that informed individuals, yet additionally uneducated individuals could pick up information that was recently limited to the individuals who could peruse. At the point when the 1930s came around, radio was still similarly as mainstream as in the 1920’s, and they likewise utilized movies for diversion and promoting. In the 1940’s the TV started to show up on the scene permitting general society to see every day fiction appears, just as news communicates and promotions. Families started moving from large urban areas to suburbia, where being in close region is not, at this point required due to the TV. Safeguard innovation and satellites started the start of the web because of the Vietnam War in 1959. During the 1960s, the Federal Communications Commission (FCC) controlled radio and TV wireless transmissions, administering what was fitting or not for watchers to see or hear. Social issues, for example, race, class, legislative issues, and preference are immense subjects for TV programs. During the 1970s an incredible new development called the Video Cassette Recorder (VCR) was presented and people in general could watch pre-recorded motion pictures, narratives, or life stories of their decision. They could watch some different option from a program they didn't decide to watch, yet had to watch, on account of the absence of systems and programming. PC enterprises likewise came out with the microchip, which was, and still is, basically the â€Å"brain† for a PC. At the point when the chip was uncovered, PCs were about as large as a little room. PC engineers didn't think, at that point, that a PC could ever be littler than a little lounge room, since they didn't trust it is conceivable to make such a gigantic measure of data in such a little gadget. As we moved into the 1980s, digital TV detonated into an across the nation wonder. Link systems changed from throughout the day genuine motion pictures to all day, every day news communicates to any music video you could consider to unscripted tv. The computerized period turned out to be completely fledged during the 1990s. There were PCs in practically every home, and shoppers had the option to go through dial web to E-Mail people, or to utilize it for business correspondence around the globe. With the PCs in the home and headway of innovation came the approach of the PC. This was basically a home PC that could fit on the lap of the person. People weren’t just kept to their own state or nation any longer, the development had gotten worldwide. Reduced Disks (CD) and Digital Video Disks (DVD) were extending, having motion pictures, music and computer games as substance. Before long, the populace would figure out how to utilize the web to communicate news recordings and individual recordings. As the world passes the turn of the century, motion pictures, TV appears, music, books, magazines, and papers all merge on the web. Inside 10 years, designers and significant PDA and PC organizations create â€Å"Smartphones†, or PDAs on steroids. Everything essential that anybody can do from a work station, they can do from the palm of their hand. Before long, those blast into contact screen tablets, where anybody can watch web recordings, mess around, compose reports, search the web, and impart all the more effectively and momentarily. As Bill Gates once said â€Å"640KB [of memory] should be sufficient for anyone. † (Adams McCrindle, 2008) This fair shows how much our innovation has progressed. Some versatile gadgets have up to 64MB for memory, in addition to extra inside memory also. That’s 65,536KB, around multiple times more than what Bill Gates initially thought would be sufficient. All in all, media proficiency is massively significant for purchasers in this day in age. Individuals are frequently on the run, working, working out, taking children to class or practice, that they once in a while have the opportunity to really plunk down and peruse the paper, or watch the news. On the off chance that buyers have all that data cut to their midsections, or in their folder case, when individuals have a couple of moments to unwind, they can plunk down and set aside some effort to do what they appreciate, regardless of whether it be viewing the news, watching sports features, perusing, long range informal communication or messing around. Anything they need is at the bit of a finger.

Unit VII Assessment#1 Gaussian Plume Models Essay

Unit VII Assessment#1 Gaussian Plume Models - Essay Example Screen 3 models are an air contamination scattering technique used to explore ecological viewpoint and state of the air (Livermore, 1998).it is a model intended to evaluate most pessimistic scenario ground level convergences of a solitary source just as that in a pit zone and the fixations coming about because of reversal break and shoreline fumigation. In this way, SCREEN3 is a screening rendition of the ISC3 displaying. Its underlying demonstrating moves in the direction of evacuating the requirement for a confounded displaying and aides in sparing time and assets (Gaujar, 2010). It was created in 1995 after the Gaussian tuft demonstrating to cover territorial scales. (Nieuwstadt and Dop, 1975). SCREEN3 has different favorable circumstances contrasted with other demonstrating types. To begin with, it explores ground level fixations over enormous zones saving money on time utilizations and limiting asset inputs. It additionally covers models over any territory while setting up any sources and contaminations in a single document, it sets edges fixations rapidly while recognizing determined worth. Moreover it examinations brings about various organizations, for example, graphical, content and utilization of tables (Nieuwstadt and Dop,

8 a.m. Class When to Worry

8 a.m. Class When to Worry There is often a stigma for incoming college Freshmen that they will have all 8:00 classes. Is that good? Is that bad? Well, the truth is that it completely depends on the person, their major, and how quick they are to sign up for classes. I, a current freshman, have never had an 8:00 a.m. class, but I have had quite a few at 9:00, while I know sophomores and juniors who have 8:00 classes five days a week. First off, whether to fear an 8:00 class depends on each individual student. If you are someone who gets to bed early, wakes up excited about the day, and tends to have a get up and go attitude, I encourage you to take 8:00 classes. Morning classes are an incredible motivator to get the day started and actually lead to healthier choices throughout the day, too. Second, considering your major is an important factor in determining whether you will have to take early morning classes or not. If you are in a very large major, such as Engineering or General Studies, the odds of you always getting the classes and times you want are quite slim. If you are in a smaller major, say Speech and Hearing Sciences, your chances increase. Last but not least, how quickly an individual signs up for classes is often a big determinant in whether they have to take early classes or not. At the University of Illinois, there are ways to get access to early class registration, and thus, nearly always getting the classes and times most desired. Being a student-athlete or a James Scholar (more to come in my next blog post) gets early access and let me tell you, it really is fantastic. All in all, do not fear an early morning class. Embrace it. Early classes force you to be more productive throughout the day, and there will always be time for a power nap somewhere in your schedule. Rachel Class of 2020 I am studying Middle Grades Education with concentrations in Social Sciences and Literacy in the College of Education. Although I now reside in Champaign, I am originally from Vernon Hills, a Northwest suburb of Chicago.

The History of Modern World - 1907 Words

The History of Modern World On August 6 and 9, 1945, the cities of Hiroshima and Nagasaki were destroyed by the first atomic bombs used in warfare, killing over 150,000 Japanese and inflicting radiation poisoning on more still. Five days later on August 14, Japan surrendered. The need to defeat Japan and to end the Second World War is the most commonly held view about dropping the atomic bombs on Hiroshima and Nagasaki. Some argue however that this was not the main reason for dropping these two bombs in 1945. On April 12, 1945, President Franklin D. Roosevelt died and so as Vice President, Harry S. Truman became the thirty-third American President. Roosevelt had failed to inform his vice†¦show more content†¦Benjamin Cohen justified the dropping of the bombs by saying, â€Å"Any weapon that would bring an end to the war and save a million casualties among American boys was justified and we were talking about dealing with the people who hadn’t hesitated at Pearl Harbor to make a sneak attack destroying not only ships but the lives of many America soldiers.† The US government used a lot of propaganda as a way to remind Americans of the attack on Pearl Harbor, this was mostly in the form of posters showing the atrocities of destroyed fleet. Many scientists and historians have questioned whether part of Truman’s decision to drop the bombs was to test this new type of weapon. A previous nuclear test explosion was conducted in a desert in New Mexico however this did not show what the bombs were capable of in a populated area. Scientists did give Truman alternative locations to test the bombs such as uninhabited islands but the president wanted to properly see what the new weapon could do. A secret report sent to President Truman in April 1945 by the scientists who made the bomb said, â€Å" We remind you of the report sent to President Roosevelt in 1940. It spoke of the danger of radiation, which will kill men, women and children for several milesShow MoreRelatedHistory And Evolution Of The Modern World922 Words   |  4 PagesMarinos Western History to 1660 Dr. Smith 2/12/15 Advancement in Western Europe Progression, Enlightenment, and a sophisticated culture refinement are all factors that can portray the ideal civilized society. With all these factors in collaboration, we have a civilization, the highest form of human organization. In an organization, the living biotic creatures are given the ability to sustain and eventually assemble what they consider to be modern life. In ancient cultureRead MoreHistory 262 : Early Modern World History1889 Words   |  8 PagesDalton Weeks December 11, 2016 History 262 – Early to Modern World History; 1300-1700 Dr. Shefveland Warrior Poets â€Å"Historians from England will say I am a liar. But history is written by those who have hung heroes.† -Braveheart Scotland has had a rich history when it comes to diplomacy with other nearby nations. If I were to ask a person on the street â€Å"What movie can you think of that has Scottish people in it?† the answer would almost always be Braveheart. According to Randall Wallace, theRead MoreModern World History Honors Of Morocco1587 Words   |  7 Pages IMPERIALISM IN MOROCCO Kendall Scarborough Ms. Barile Modern World History Honors 19 December 2016 Europe and specifically France had been after the land in Morocco for a long. 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What if there is a country that has a civilization from 7000 years ago that has a rich history, various progresses, cultures, governments, customs, and habits? A lot of its heritage still exists until now, Egypt was one of the most wonderful civilizations in human history. Ancient Egyptians lived around the Nile River, where they foundRead MoreUnderstanding And Appreciation Of Wolf s Ontological Premises930 Words   |  4 PagesIn the following reflective response, I shall try to explain few of Wolf’s central arguments in Europe and the People without History (1981). In doing so, I shall attempt to demonstrate my understanding and appreciation of Wolf’s ontological premises. The central assertion of Wolf resonates with what C. W. Mills argues in The Sociological Imagination (1959). Mills stresses the importance of crafting a socio logical imagination which would enable sociologists (and other academic professionals related

Hamlet by William Shakespeare - 541 Words

William Shakespeare is very well known around the world for his literary work. He has written many different kinds of works. Some comedies, historic and tragic pieces of literary work. One of his works is called Hamlet. This work is about revenge, greed, and murder. Most people of our time now can relate to this tragedy because in our time now, these actions seem to be what people do now a day. Hamlet is still studied centuries later throughout the nation in many different schools for its literary creativity. Some people believe that Hamlet, to some extent, could be a meta-drama. A meta-drama is basically a drama about drama. Or like a play within a play. There are many instances in the play that show this. In the very beginning of the play, Hamlets mother gets married to Claudius, her brother in law and now her husband. Hamlet is very upset about his mothers decision to remarry so quickly because he is still grieving over the loss of his own father. It is important that we as viewer s of this play catch the emotions that Hamlet portrays throughout the play. He is the main character that acts out with his emotions to help us understand what the characters are thinking. From these emotions we can further analyze the characters and grow more of a personal connection with them to help us understand how they justify their actions. A lot of the time our own mind can play a huge part in our decision making even for decisions that have a huge impact on others. So we as viewersShow MoreRelatedHamlet, By William Shakespeare880 Words   |  4 PagesWilliam Shakespeare is praised as the pioneering English poet and playwright whose collection of theatrical works is regarded as the greatest artistic value throughout the history of English literature. Shakespeare delved into the spiritual and mental component of humanity and the consequences that arise from this human spirit when it is disputed. The most famous revenge tragedy play, Hamlet, is an excellent illustration of Sh akespeare’s philosophical study of human nature. In Hamlet, the arguableRead MoreHamlet, By William Shakespeare899 Words   |  4 PagesWilliam Shakespeare, author of Hamlet, was a well-known author in the 1500s and is still popular today. He was born on April 24, 1564 in London, England. Although there were no birth records at that time, it shows he was baptized one year prior to that, which leads us to believe his birthday was in 1564 because children were normally baptized a year after their birth. Shakespeare’s writing style was very different than others at that time. He used many metaphors and rhetorical phrases, and most ofRead MoreHamlet, By William Shakespeare996 Words   |  4 PagesHamlet, written by William Shakespeare, with out a doubt holds the most famous soliloquy in English history spoken by Hamlet in Act III, scene i, lines 57-90. This soliloquy holds much importance to the play as a whole because it ties together the reoccurring themes of suicide a nd Hamlet’s inaction portrayed by Shakespeare. Hamlet poses a problem, which is the driving force of the play: â€Å"To be or not to be?†(III.i.57). Shakespeare uses this logical question asked by Hamlet to drive out his underlyingRead MoreHamlet, By William Shakespeare1178 Words   |  5 Pages In William Shakespeare’s play Hamlet, the protagonist suffers from struggles with major characters, especially with the women in his life. While reading the play Hamlet, Hamlet appears to be a disillusioned man. Throughout the play, Shakespeare has only casted two females: Gertrude and Ophelia. Gertrude is defined to be incestuous, naà ¯ve and cold-hearted. On the other side, Ophelia is characterized to be ignorant, innocent and fearful. After the quick marriage of his mother and evil uncle, Hamlet’sRead MoreHamlet, By William Shakespeare1308 Words   |  6 PagesHamlet is arguably one of the greatest tragedies in all of literature and when most people think of tragic plays, they think of none other than the one who wrote it, William Shakespeare. This classic story of revenge excites it’s readers with its main character, Prince Hamlet, who goes through the unique human-like process of revenge that is often overlooked. Many other stories rely heavily on the logi c of good people doing good things and bad people doing bad things just for the sake of their natureRead MoreHamlet, By William Shakespeare Essay1453 Words   |  6 PagesHamlet by William Shakespeare explores many aspects of mankind--death, betrayal, love, and mourning. Out of these, the most prominent theme in this play is death in the form of suicide. The main character, Hamlet, finds himself questioning the quality of life and the uncertainty of the afterlife once he discovers news of his father s death and the corruption in the kingdom that follows. Ophelia, Hamlet’s lover, is found dead later in the plot and is presumed to have committed suicide. In Hamlet’sRead MoreHamlet, By William Shakespeare1146 Words   |  5 PagesA character so complex, enticing and fascinating, his name is Hamlet. We are all Hamlet, and that, is the argument. Hamlet is an enigmatic character with many flaws. These flaws are the ones that prove similarities between us and him. A play so popular and significant is due to its huge relevance to us as a society. In the play Hamlet, William Shakespeare uses Hamlet’s character and metaphor to demonstrate that when one is left alone to their thoughts, these thoughts overtake reason. 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A result from this isolation leads Hamlet to become melancholy. Hamlet struggles with suicidal thoughts, wants to kill King Claudius, and is distraught over his mother’sRead MoreHamlet, By William Shakespeare900 Words   |  4 PagesIn this story Hamlet, by William Shakespeare, there was an excessive deal of questions surrounding Hamlet’s mental state. Claudius’s nephew hadn’t been the same since his father passed away. It’s been up for discussion as if he’s actually senseless surrounding the death, or the wedding between his mom and uncle. Gertrude and the King married approximately a month or two after the funeral. At this point it’s not actually established what the cause of his actions is. Was Hamlet at fault for Polonius’s

Causes of students sleeping in class hours Free Essays

It is a bad habit Of each every one Of us, mostly we experienced it because Of many reasons, and social media is the major reason of our laziness. Social media is not always positive. Students usually multi-task while studying, they check their social media sites while on the process of studying. We will write a custom essay sample on Causes of students sleeping in class hours or any similar topic only for you Order Now Their ability to concentrate on the task at hand is significantly reduced by the distractions in posting comments, tweeting and online gaming. Later on they will be totally distracted by their social media activities thus forget about the subjects that hey should focus on, in the first place. This is one very common problem faced by the students not only in this present era but most likely since the formal education was being taken and introduced. The popularity of social media can caught the attention of many students like us. There’s no doubt that students are energetic and actively engaged in online communities such as: posting comments, tweeting and online gaming. A. Statement of the Problem Laziness occurred because our attention is caught by the social media and we’re not aware that our interest in our studies is now losing. In this kind of search, we prepare some questions about this. What are the contributions of social media to the laziness of the students? Why is it that the social media is the number one cause of the laziness of the students? What can we do to overcome this bad habit? B. Hypothesis In this research, we give some answer on the following questions. This answer would be the possible answer of the students about this. For students, who always feel lazy, bored, not interested and sleepy during class hours. It is because they prefer using computers in useless things. Instead of using it on doing your homework, lessons, and projects. Some students feel lazy during class hours for the reason that they’re lack of sleep and rest. Some of them are still using computers, browsing nonsense things or playing online games even if it is late at night. We can avoid this laziness by having a motivation or a goal. By setting our minds that we should use computers in a good way. Don’t use computers too much in doing our school works, we can still browse some information from a reference book. C. Significance of the Study We all know that we can avoid this kind of activity. This research can change their bad habit. This can help them to stay focus on their studies. This research provides awareness to those students who are always lazy when it comes to study but so energetic when it comes to social networking sites. This can also help them to know and realize that using computers for your school works has a bigger difference than using computers to any useless things. Eke, online gaming and always using social networking sites while studying, that’s why they can’t stay focus on their studies. D. Scope and Delimitation’s of the Study Our research is focused on the contributions of social media activities to the jazziness of the students. Through this research we will have more knowledge and deep understanding about its contribution. The selected students of San Guillemot Academy from grade seven to fourth year are our respondents. Thirty (30) students from grade seven, thirty (30) students from grade eight, thirty (30) students from Third year and ten (10) students from fourth year. For a total of 1 00 respondents. Bored, not interested in class, not interested to the subject and sleepy because you’re lazy and all you want to do is to use computer time to time. Chapter II Theoretical and Conceptual Framework Review of Related Literature Cutting back on sleep for school work is counterproductive Students who Stay up late to cram for a test or finish a project have lower comprehension and worse performance in the classroom as a result, research shows. By Mary Mclean August 22, 2012 Los Angels Times The old aphorism that â€Å"you snooze, you lose† doesn’t apply to students who stay up late to cram for a test or finish a class project. New research shows that sacrificing sleep for school work is a bad trade. Researchers from Class Jane and Terry Semen Institute for Neuroscience and Human Behavior enlisted students from three Los Angels high schools to help them figure out whether academic performance suffered the day after a late night of studying. It turned out their hunch was correct: Lost sleep resulted in less comprehension during class and worse performance on tests, according to their report, published online Tuesday in the journal Child Development. â€Å"Sacrificing sleep for studying seems to be counterproductive,† said Andrew J. Fulfilling, a developmental psychologist at UCLA and the stud’s senior author. The researchers gave 535 teenagers checklists to keep track of their sleep and duty time for three 14-day periods when they were in ninth, 10th and 12th grades. The UCLA team found that regardless Of how much time a high schooled normally spends on homework each day, a student who gives up sleep for extra study time will have trouble the next day understanding material in class and be more likely to struggle with an assignment or test the opposite of the student’s intent. The researchers didn’t quantify the increased risk for academic problems following a longer-than-usual study session, but they said the number of problems was â€Å"surprisingly greater. † The allegations held up no matter how academically ambitious the student was, as measured by the amount of time spent studying on a typical day, and it became stronger as students progressed through high school. The results rang true to Aka Daniels, a college-bound senior at the Los Angels Center for Enriched Studies, a Mid-City magnet school. On occasions when she’s stayed up late to study, she’s had more trouble absorbing material in class, she said. I’d have to retrace myself at night,† she said. The finding â€Å"makes a lot of sense,† said Mona el-Sheikh, a professor of human velveteen and family studies at Auburn University whose research includes sleep. Several new studies are showing that the quantity and the quality of sleep are important for remembering new information and consolidating learning, she said. Students who get too little sleep don’t have enough time to process what they study, she added; even just one night of sleep deprivation can have a negative effect. Parents should do what they can to make sure their children have sufficient and consistent sleep, she said. Fulfilling said he could not disclose which schools took part in the research. The dents varied in ethnic and economic backgrounds, as well as in their level Of academic achievement. Their checklists revealed that study time did not change over the course of high school -? the average was just over an hour per day -? but sleep time decreased by an average of 41. 4 minutes. Ready, willing, and able? Sleep hygiene education, motivational interviewing and cognitive behavior therapy for insomnia in an Australian high school setting Journal Article By Mineral Cain Publication: Education and Health Date: 2012 Cognitive behavior therapy for insomnia is well-regarded as an effective retirement for insomnia in adults. Previous studies also suggest that CB-I can be successfully applied to adolescents experiencing insomnia and other sleep problems, which most commonly involve delayed sleep timing. The recommended treatment involves a combined program of morning bright light therapy, stimulus control therapy, and education about sleep hygiene. Improving sleep pattern regularity by getting up earlier on weekends (I. E. , at a time closer to the weekday wake-up time) can play a particularly important role in increasing total sleep time during the week and decreasing daytime leafiness. Recent research suggests that the school classroom may be a promising arena for the dissemination of sleep interventions for adolescents. However, many of the earlier studies in this area have been plagued by problems such as inappropriate outcome measures, small sample size, lack of control group, and lack of follow-up data. Reporting has also been poor, with a number of studies presented only in abstract form. Results have been mixed: some studies showed improved knowledge about sleep, despite having no data about actual changes in sleep habits or behaviors; another duty measured sleep habits but found no change from pre- to post- treatment. Finally, some studies found changes in sleep habits from pre- to post-treatment, although these results must be interpreted with caution due to the previously mentioned problems of small sample size, lack of control group, and lack of follow-up data. A series oft studies conducted by researchers at Flinders University in Adelaide, Australia, attempted to overcome the limitations of previous research by conducting randomized controlled trials evaluating school-based intervention programs aimed at improving the sleep of adolescents. Full details of these studies can be found in earlier publications; however, an outline of the main findings are presented here, along with recommendations for others planning school-based interventions for adolescent sleep problems. Impact of Delaying School Start Time on Adolescent Sleep, Mood, and Behavior Journal Article By Judith Owens Publication: Arch Pediatrics’s Med Date: 2010 Objective: To examine the impact of a 30-minute delay in school start time on adolescents’ sleep, mood, and behavior. Design: Participants completed the online retrospective Sleep Habits Survey before and after a change in school tart time. Setting: An independent high school in Rhode Island. Participants: Students (n=201) in grades 9 through 12. Intervention: Institution of a delay in school start time from 8 to 8:30 AM. Main Outcome Measures: Sleep patterns and behavior, daytime sleepiness, mood, data from the Health Center, and absences/tardiest. Results: After the start time delay, mean school night sleep duration increased by 45 minutes, and average bedtime advanced by 18 minutes (95% confidence interval, 7-29 minutes [24th=3. 36; PC the percentage of students getting less than 7 hours of sleep decreased by 79. 4%, ND those reporting at least 8 hours of sleep increased from 16. 4% to 54. 7%. Students reported significantly more satisfaction with sleep and experienced improved motivation. Daytime sleepiness, fatigue, and depressed mood were all reduced. Most health-related variables, including Health Center visits for fatigue-related complaints, and class attendance also improved. Conclusions: A modest delay in school start time was associated with significant improvements in measures of adolescent alertness, mood, and health. The results of this study support the potential benefits of adjusting school schedules to adolescents’ sleep needs, circadian rhythm, and developmental stage. Middle School Start Times: The Importance of a Good Night’s Sleep for Young Adolescents Journal Article By Amy R. Wolfs Publication: Behavioral Sleep Medicine Date: 2007 With the onset of adolescence, teenagers require 9. 2 hrs of sleep and experience a delay in the timing of sleep. In the â€Å"real world† with early school start times, however, they report less sleep, striking differences between their school-weekend sleep schedules, and significant daytime sleepiness. Prior studies demonstrated that high coolers with later school starts do not rather delay bedtime but obtain more sleep due to later wake times. This study examined sleep-wake patterns of young adolescents attending urban, public middle schools with early (7:1 5 a. . ) versus late (8:37 a. M. ) start times. Students (N = 205) were assessed at 2 time periods. Students at the late- starting school reported waking up over 1 hrs later on school mornings and obtaining 50 min more sleep each night, less sleepiness, and fewer tardiest than students at the early school. All students reported similar school-night bedtime, sleep hy giene practices, and weekend sleep schedules. Related Studies Sleep Complaints Affecting School Performance at Different Educational Levels By James F. Page and Carol F. Swastikas Published online 2010 November 16. Prepossessed online 201 0 July 21 Abstract The clear association between reports of sleep disturbance and poor school performance has been documented for sleepy adolescents. This study extends that research to students outside the adolescent age grouping in an associated school setting (98 middle school students, 67 high school students, and 64 college students). Reported restless legs and periodic limb movements are significantly associated with lower Spa’s in junior high students. Consistent with previous studies, daytime sleepiness was the sleep variable most likely to negatively affects high school students. Sleep onset and maintenance insomnia were the reported sleep variables significantly correlated with poorer school performance in college students. This study indicates that different sleep disorder variables negatively affect performance at different age and educational levels. Keyset;rods: adolescent, college, sleep, restless legs, school, insomnia, GAP Introduction A growing body of work documents the association between disordered sleep and school performance. Students who report insomnia, inadequate sleep, daytime sleepiness, irregular sleep patterns and/or poor sleep quality do not perform as well in school as others (Blue et al. , 1990; Link and Nicolai- Israel, 1995; Hoffman and Strength, 1 997; Wolfs and Sarandon, 1 998, 2003; Shin et al. , 2003; Mailman,2005). Children enrolled in remedial school programs report significantly more sleep problems (Blunder and Chervil, 2008). Reported abnormalities in sleep including sleep latency [SSL]mini and more than one arousal per night at least two nights/week have shown an association with an increase in school failure rates (Kahn et l. 1989). A large study in the Spanish secondary school system (N=11 55, mean age 14) found a significant correlation between class failure and sleep complaints, and morning sleepiness (Solaced et al. , 2005). Better school performance is associated with more time in bed, better sleep quality, fewer nighttimes arousal, less napping and less difference between weekd ay and weekend sleep times (Link and Nicolai-lesser, 1 995; Hoffman and Strength, 1997; Wolfs and Sarandon, 1998). The association between sleep complaints and poor school performance is supported by in-lab experimental studies that demonstrate negative effects for sleep deprivation, sleep restriction, and sleepiness on laboratory measures of motor skill, memory, attention and problem solving in children and adolescents (Shades et al. , 2002; Teaser et al. , 2002; Sarandon et al. , 2004). Experimental restriction Of sleep in students (ages 6-12) has been shown to lead to academic difficulty in the classroom as well as increased severity of school related attention problems (Fallen et al. 2005). There are suggestions in the literature that sleep variables affecting school performance differ based on age and educational level. In seven year olds, short sleep duration is associated with higher emotional liability (Nixon et al. , 2008). Adolescent aged delayed sleep phase develops at the onset of puberty with the associated daytime sleepiness affecting school performance in the high school aged popul ation (Wolfs and Sarandon, 2003; Mailman, 2005). In a large study of Canadian high school students (N=3,235, mean age 16. ) twenty-three percent of students felt that their grades had dropped in high school because of daytime sleepiness (Gibson et al. ,2006). A similar study in Korean high school students N=3,871 , mean age 16. 8) reported excessive daytime sleepiness (DES) to be present in 15. 9% of students. DES was significantly associated with perceived sleep insufficiency, two or more insomnia symptoms and low school performance (Joy et al. , 2005). The proportion of students reporting insomnia appears to increase with increasing age and higher educational level. Among Japanese adolescents, both difficulty initiating sleep and reported insomnia gradually increase from 7th to 12th grade (Kanata et al. , 2006). Up to 30% of college students report chronic Severe sleep difficulties including both daytime sleepiness and insomnia with 1 1 % meeting criteria for delayed sleep phase syndrome (DADS) (Brown et al. , 2001 , 2006). Sleep disturbances are likely to continue to affect school performance in adults. Cognitive function test scores have been noted to fall in both medical students and residents after sleep deprivation (Wallach et al. 2003). Disordered sleep has also been noted to effect behaviors other than school performance. For example, daytime sleepiness was shown to negatively affect student participation in extracurricular activity (Gibson et al. , 2006). Studies have documented the effect of disordered sleep on the behavioral and emotional performance of elementary’ school children (Meandered et al. , 2006; El-Sheikh et al. ,2007 ). Children with fragmented sleep score lower on tests of neurologically functioning and have increased parent-reported levels of behavior problems (Shades et al. 2002). In adolescent boys reported tiredness and sleepiness associated with lower perceived academic performance is also associated with negative mood states, problematic alcohol use, perceived mistreatment or abuse, antisocial behavior, intention to use or current use of illegal drugs, ND feelings of isolation (O’brien and Mindful, 2005; Anyone et al. , 2007). Treatment protocols proposed and utilized in the treatment of sleep disturbance in students A variety of treatment protocols have been proposed for general application in student populations. The finding that early high school start times are associated with student reports of less sleep and increased sleepiness has led to proposals for changes in school start times (Dexter et al. , 2003; Joy et al. , 2005). In some states and communities school Start times have been changed based on legislation. It is currently unclear hither this approach leads to an improvement in school performance (Liaison et al. , 2002). In elementary students treatment suggestions for sleep complaints include attempts to resolve the marital conflicts (El-Sheikh et al. , 2007). Emphasis on the behavioral basis of daytime sleepiness in high school students has led to the development and application of co-educational programs emphasizing sleep hygiene (Joy et al. , 2005; Gibson et al. , 2006). Melatonin used as a pharmacological treatment for adolescents aged 10-?1 areas in the treatment of DADS has been shown to exult in fewer of these students reporting school difficulties (Ginsberg et al. ,2006). Some studies have suggested, based on data derived from high school studies, that co-educational treatment approaches and delayed class start times be utilized in the treatment of college students (Brown et al. 2006; Gibson et al. , 2006). In the effort to improve school performance at all educational levels, there appears to be a tendency to apply one-size-fits-all programs for the treatment of sleep disturbance based on data from high school studies (Brown et al. , 2006). This study presents data evaluating the association between questionnaire-reported sleep di sturbances and school performance in three separate groups of students extending from grade 6 through college (age range 10-?54). It is the authors’ hypothesis that the sleep variables affecting school performance in elementary school and junior high differ from those affecting school performance in high school, and those affecting college students. If this hypothesis is correct, it becomes increasingly important that future research studies and treatment protocols should clarify the age and educational level association of sleep disorder variables with school performance. Materials and Methods Three samples of students were analyzed for this study: middle school (grades 6-8), high school (grades 9-11) and college students. The first samples were assessed in the science and heath classes at associated middle and high schools in Pueblo, Colorado near the end of the 2005 school year. The college sample was assessed in psychology, nursing and medical classes at the local community colleges as part of an invited presentation on â€Å"Sleep in Young Adults† in 2007. Although all three studies used the same questionnaire instrument, because of differences in the settings, statistical imprisons were made within, but not across the three educational levels. An RIB approved, 18-question frequency-based pediatric sleep disturbance questionnaire, based on validated and indexed questions (Chervil et al. , 2000, 2003; Page et al. , 2007), was used for all three samples. The questionnaire consisted of five ordinal response categories: I-?never; 2=rarely (once a month); 3=sometimes (once a week); 4=occasionally (twice a week); 5=always (every night). In order to simplify interpretation of the data and reduce categories with small numbers of responses, we aggregated the sleep ATA to compare response categories 3-5 to categories 1 and 2. This differentiated those who reported having the sleep problem at least once a week from those who had it less often. Assessment of school performance was based on self reported GAP (Range 2. 0-4. 0), which is a common method for defining academic performance in sleep research (Blue et al. , 1990; Hoffman and Strength, 1997; Wolfs and Sarandon, 1 998; Mailman, 2005). Although questionnaires were distributed to 238 middle and high school students, only 165 (69. %) reported their GAP While only the students porting GAP could be analyzed for this study, chi-square analyses revealed that none of the sleep variables differed significantly between those who provided GAP data and those who did not. In addition, a proportion of post- secondary school students were enrolled in either nursing or medical training programs that did not rate performance based on GAP and therefore could not be included. This study included 98 junior high students (Grades 6-8), 67 high school students (grades 9-11 ) and 64 college students (mean age 27. , range 17-?59). GAP was not normally distributed and therefore was split at the Edwina to form two groups within each educational level: Low GAP and High GAP. Within each of the three educational levels, chi-square analyses, using Fisher-exact one-sided tests, were run to compare each of the sleep disturbance variables by GAP (low or high). Results Table 1 displays descriptive information for demographic and sleep variables for the three groups. Notably, there were more Hispanic students in the two younger groups and more African American and white students in the college group. There were also substantially more males in the college group than the two younger groups. However, within each educational group, there were o significant differences in age, ethnicity or gender by GAP. For all three groups, the most common sleep associated problem was feeling unrepressed/tired in the morning, followed by having trouble waking up in the morning. The least common behaviors were trouble with breathing when sleeping and taking sleep medication. Table 1 Demographic and sleep variables for all three groups. How to cite Causes of students sleeping in class hours, Essays

Willa Cather Essay Example For Students

Willa Cather Essay There are few female authors that have had an impact on literature as great asthat of Willa Cather. Not only was she an exquisite author, but she brokethrough into writing during a time when few female authors were successful. Herlife, which was directly influential to her writing, was of a simple nature. However, she was able to over come a drab, mundane life, and turn herexperiences into stories that would be enjoyed by many generations. WillaSiebert Cather was born in her maternal grandmothers home in 1873 in thewestern region of Virginia (Robinson). Cathers name was originally Willela(after her fathers younger sister who died as a child), but the family alwayscalled her Willie. They did this because as a child Willa alteredher name in the family Bible and insisted that she was named after her uncleWilliam Sibert Boak (Woodress). In the spring of 1883, when Willa was nine, theCathers moved to a farm near Red Cloud, Nebraska. Cather described her thoughtsof this land to an interviewer. She said, As we drove further and furtherout into the country , I felt a good deal as we had come to the end ofeverything. (Cather quoted in Woodress). They came to Nebraska by trainbecause the journey by wagon would have been long and tiring. Cathers firsthome in the state of Nebraska was with her Gr andfather. (Robinson). Itsmost characteristic feature which she described faithfully in My Antonia was abasement kitchen and dining room. (Robinson) However, a year later theCathers left the farm to live in the town of Red Cloud, so the children couldattend school. Red Cloud was a town of 2,500 people. The people of Red Cloudplayed an important part in the life and work of Willa Cather. There were manypeople in the town who inspired her and she sought interesting adultswherever she could find them. (Woodress). Two of Red Clouds doctorsbecame friends with Willa, and sometimes let her come along on their calls. We will write a custom essay on Willa Cather specifically for you for only $16.38 $13.9/page Order now Cather also medically experimented on animals with a set of medical instruments,this upset and disgusted some of the citizens of Red Cloud. (Robinson). In highschool Willa Cather had greatest ambition was to become a doctor, a professionin which few women excelled. Cather graduated from high-school in June of 1890,at the age of sixteen (Woodress). She was the only student of the three whograduated who intended to pursue college. She would enter the University ofNebraska at Lincoln the following September (Robinson). Cather was also inspiredby the actors and actresses who came to perform at the towns Opera House. Thechildren of Red Cloud would put on their own shows where Willa seemed to be anadequate actress, but she always played a boy (Robinson). This was a greatsurprise because at the time, many women did not perform. Rather younger boyswould play the female roles in a play. She expressed a vast dislike for skirtsand dresses (Woodress) and later when she attended the University of Nebraskashe continued to dress in a boyish manner (Daiches). She wore suspenders,starched shirts and insisted while in college to continue trying out for themale roles in college theater (Woodress). Cather went to Lincoln with the intentof studying science. She was very interested in botany, astronomy and chemistry(Woodress). However, the event that changed her heart toward writing occurred inMarch of 1891. A professor of Cathers assigned an essay to be written, and theprofessor was so impressed with Cathers work that without telling her, he sentit to the Journal, the towns paper. He also sent it to a literary magazine forstudents called The Hesperian (Robinson). Cather opened the Sunday paper to findher essay in print and from that time on she forgot about medicine andconcentrated on writing (Woodress). Throughout her college years Cathercontinued to write for the Journal and took any chance to earn money writing forthe paper. Even if that meant putting aside her school work to do it. In the twoyears she wrote for the Journal she produced over 300 pieces, many of which wereessays (Woodress). Cather became the Journals drama critic and she quickly madea name for herself. Her work showed a maturity and poise not expected inso young a critic, and her knowledge of drama and literature, continental andclassic, as well as English was extensive (Robinson). During her last twosemesters at the University, Cather wrote over 100 pieces for the Journal. .u0e58211cd261db11b9f2d67edc358e8a , .u0e58211cd261db11b9f2d67edc358e8a .postImageUrl , .u0e58211cd261db11b9f2d67edc358e8a .centered-text-area { min-height: 80px; position: relative; } .u0e58211cd261db11b9f2d67edc358e8a , .u0e58211cd261db11b9f2d67edc358e8a:hover , .u0e58211cd261db11b9f2d67edc358e8a:visited , .u0e58211cd261db11b9f2d67edc358e8a:active { border:0!important; } .u0e58211cd261db11b9f2d67edc358e8a .clearfix:after { content: ""; display: table; clear: both; } .u0e58211cd261db11b9f2d67edc358e8a { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u0e58211cd261db11b9f2d67edc358e8a:active , .u0e58211cd261db11b9f2d67edc358e8a:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u0e58211cd261db11b9f2d67edc358e8a .centered-text-area { width: 100%; position: relative ; } .u0e58211cd261db11b9f2d67edc358e8a .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u0e58211cd261db11b9f2d67edc358e8a .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u0e58211cd261db11b9f2d67edc358e8a .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u0e58211cd261db11b9f2d67edc358e8a:hover .ctaButton { background-color: #34495E!important; } .u0e58211cd261db11b9f2d67edc358e8a .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u0e58211cd261db11b9f2d67edc358e8a .u0e58211cd261db11b9f2d67edc358e8a-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u0e58211cd261db11b9f2d67edc358e8a:after { content: ""; display: block; clear: both; } READ: Daniel Juarez (1791 words) EssayA full time reviewer might not have produced much more than she did.(Robinson). In addition to her school work and writing for the paper, Catheralso did some practice teaching during her senior year. By the time Cathergraduated from the University in 1895, she had a great deal of experience in thewriting field (Woodress). Cather returned home to Red Cloud after graduation andbegan to write for the Courier, another local paper (Robinson). However, her bigbreak came when she was offered a job at Home Monthly, a magazine in Pittsburgh. Cather was 22 when she left home to begin the start of her professional careeras a writer. In addition to writing stories for Home Monthly, Cather also helpedwith editing, writing editorials and also some nonfiction work. After a year ofwriting for Home Monthly, Cather was offered a job at the Pittsburgh Leader. Shetook the job, but continued to write for Home Monthly under another name. Atthis time Cather was at an age that marriage was typical of. However, she wastoo independent and out going to be taken in. There is no proof that Cather evercame close to marriage. The men she loved the most were her father and brothers. She simply had no need for heterosexual relationships, she was married toher art. (Woodress). In her book, Willa Cather : The Emerging Voice,Sharon OBrien discusses Cathers sexuality. She dwells mainly on Cathersrelationship with her best friend Louise Pound and says, That Willa Catherwas a lesbian should not be an unexamined assumption, however, but a conclusionreached after considering questions of definition, evidence andinterpretation. Yet, after her affair with Pound ended, Cather foundmore enduring and supportive relationships, (OBrien) with IsabelleMcClung and later with Edith Lewis, yet she never declared publicly that she wasin fact a lesbian. Cathers newspaper career ended in 1901. Her last years atthe Leader produced little work, and when she returned from a visit with herbrother she became a Latin teacher at Central High School in Pittsburgh. Shelater taught English and then transferred to Allegheny High School across theriver where she taught for three years (Woodress). Cather did not have a naturalteaching talent, but her classes were not considered to be boring. In 1903,McClures began nagging Cather for her stories. McClure offered to publish herstories in book form. He told her that he wanted to publish everything she wrote(Robinson). After 5 years of teaching, Cather moved to New York to work fulltime at McClures (Woodress). At that time, McClures was considered the mostsuccessful reforming magazine in America. (Robinson). Cather, whohad no interest in social work of the magazine was involved in the magazinebecause of its literary content. Cather was responsible for reading themanuscripts that came in and also editing articles sent in by semi- literatepeople who knew a lot about the copper mines in the West, but didnt write well(Woodress). During the years that Cather helped to edit the magazine, she hadvery little time to write. During her time at McClures she worked in Boston,Europe and wrote McClures biography (Robinson). Cather worked for M cClures from1906 until 1912 and became the leading magazine editor of her day. Working atthe magazine changed her life, and the experience was important to her. She had been a good editor, as she had been a good critic and a goodteacher. Now she wanted one thing only, to be a writer, a good one.(Robinson). She quit her job as editor in order to devote all her time towriting and in 1912 her first novel, Alexanders Bridge, was published (Daichess). .u1251279340667c4320ca6b65dac04802 , .u1251279340667c4320ca6b65dac04802 .postImageUrl , .u1251279340667c4320ca6b65dac04802 .centered-text-area { min-height: 80px; position: relative; } .u1251279340667c4320ca6b65dac04802 , .u1251279340667c4320ca6b65dac04802:hover , .u1251279340667c4320ca6b65dac04802:visited , .u1251279340667c4320ca6b65dac04802:active { border:0!important; } .u1251279340667c4320ca6b65dac04802 .clearfix:after { content: ""; display: table; clear: both; } .u1251279340667c4320ca6b65dac04802 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u1251279340667c4320ca6b65dac04802:active , .u1251279340667c4320ca6b65dac04802:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u1251279340667c4320ca6b65dac04802 .centered-text-area { width: 100%; position: relative ; } .u1251279340667c4320ca6b65dac04802 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u1251279340667c4320ca6b65dac04802 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u1251279340667c4320ca6b65dac04802 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u1251279340667c4320ca6b65dac04802:hover .ctaButton { background-color: #34495E!important; } .u1251279340667c4320ca6b65dac04802 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u1251279340667c4320ca6b65dac04802 .u1251279340667c4320ca6b65dac04802-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u1251279340667c4320ca6b65dac04802:after { content: ""; display: block; clear: both; } READ: National Service Training Program (NSTP) EssayFrom that point on, Willa Cather became a great American author. Willa Catherdied in 1947 at the age of 70. Willa Cathers primary inspiration was her hometown of Red Cloud. Many of her books won her literary awards, as well as theadmiration of authors of every generation. It takes a great writer to take onthe many literary occupations that Cather took on. However, it takes an evengreater writer to raise each of those occupations to an art form. For thesereasons, and many more of which could never be described, are why Willa Catheris one of Americas finest writers. BibliographyDaiches, David. Willa Cather a Critical Introduction. Westport, Ct. :Greenwood Press, 1951. OBrien, Sharon. Willa Cather the Emerging Voice. NewYork : Oxford Up, 1987. Robinson, Phyillis C. Willa : The Life of Willa Cather. New York: Doubleday, 1983. Schroeter, James, ed. Willa Cather and Her Critics. Ithica : Cornell UP, 1967. Woodress, James. Willa Cather Her Life and Art. NewYork : Pegasus, 1970

The Science of Curing Grey Hair

The Science of Curing Grey Hair The current cures for gray hair range from the truly promising to being downright snake oil in nature. The products and procedures that are for real are based on real science and recent research on the causes of gray hair. So recent, that as of this writing any real solutions for reversing gray hair are still pending, however, they are definitely in the works to manifest for the consumer during the next few years. What Causes Grey Hair Each individual hair follicle has pigment-producing cells called melanocytes. As the hair strand is being formed, the melanocytes cells inject pigment (melanin) into cells containing keratin, the protein structures that makes up our hair follicles, skin, and nails. Throughout our lifetime, our melanocytes continue to inject pigment into our hairs keratin, giving it color, however, after a certain amount of years of producing, our melanocytes go on strike so to speak and stop making as much melanin which causes grey hair, or make no melanin at all which causes white hair. When you ask a scientist why this happens, the common answer given us is usually genetics, that our genes regulate the predestined exhaustion of the pigmentation potential of each individual hair follicle. However, there is a more in-depth explanation about what happens when our hair turns gray or white, and understanding the science behind that is leading to innovations that will change the inevitability of having to put up with a loss of hair color. Stem Cell Research: Reversing Grey Hair In 2005, Harvard scientists were the first to propose that a failure of melanocyte stem cells to maintain the production of melanocytes caused the graying of hair. They were correct, and other scientists have expanded on their research. The simplified definition of a stem cell is a cell whose job is to make more cells. Stem cells repair and build our bodies. As explained above in this article, two different types of cell production occur when our bodies produce a non-grey strand of hair. The melanocytes stem ​cells produce the hair color, and other stem cells produce the hair follicle. Scientists have researched this coordinated production between the two different stem cell types, and have discovered a signaling protein called Wnt. Think of Wnt as a type of work foreman that oversees the production of hair and tells each different stem cell type how fast to work. Wnt has everything to do with why our hair turns gray. When our melanocytes stem cells do not have enough Wnt protein, they do not get the signal to produce hair color. Professor Mayumi and a team of researchers at the New York University Medical Center have successfully restored hair color in mice by manipulating the Wnt signaling proteins. Mayumi is confident that the research will lead to solutions of melanocyte related issues both serious and cosmetic in humans, including skin diseases such as melanoma, and of course gray hair. Researchers at the Tokyo University of Science, have also experimented with stem cells in attempts to regrow hair and restore color. The researchers injected a bald and otherwise colorless mouse with stem cells from live hair follicles and were able to grow dark tufts of hair on the injection site. The research is intended to lead to solutions for both baldness and gray hair in humans. LOreal Research: Preventing Grey Hair Doctor Bruno Bernard is the head of hair biology at LOreal in Paris. LOreal, a company known for hair and beauty products, is currently supporting research into innovative methods of preventing hair from turning gray. Bernard and his team have been studying the melanocyte stem cells found in our skin that are responsible for making skin the pigment that it is. The researchers wanted to know why our skin doesnt turn gray with age but our hair does. They discovered an enzyme called TRP-2 that is present in our skin stem cells but is missing in our hair follicle stem cells. They observed that TRP-2 helped protect the melanocyte stem cells in skin from damage, and so helped those stem cells to last longer and function better. The TRP-2 enzyme provided an advantage to our skin cells that the cells involved with hair production do not have. LOreal intends to innovate a topical treatment, such as a shampoo for hair, that will replicate the effect of the TRP-2 enzyme and give the melanocyte stem cells in hair follicles the same advantage that skin stem cells have, thereby preventing and delaying gray hair from happening in the first place. The End of Grey Hair The majority of all people, over three-quarters of the population, will have some gray hair by the age of fifty. Surprisingly, one in ten people over the age of sixty still have no gray hair. For those of us who just dont want the look, hair dye to cover the gray has always been the only option, if you exclude hats. Viable alternatives may be on the horizon.

What Is AP Seminar Should You Take It

What Is AP Seminar Should You Take It SAT / ACT Prep Online Guides and Tips If your school offers AP Seminar, you might be wondering what it's all about. This AP class is great for students who want to challenge themselves and learn more about the independent research process before starting college. In this guide, I'll give you an overview of what AP Seminar entails, a sample course outline, advice on whether you should take the course, and some tips on how to do well in it. What Is AP Seminar? AP Seminar is one of the course requirements for the AP Capstone Diploma and the AP Research and Seminar Certificate, both of which were introduced by the College Board in fall 2014. If you take and pass AP Seminar, AP Research, and four other AP courses and exams, you will earn the AP Capstone Diploma. If you take and pass just AP Seminar and AP Research, you'll earn an AP Research and Seminar Certificate.Both of these actions are impressive accomplishments that demonstrate your ability to successfully manage college-level academic challenges. AP Seminar offers studentsan introduction to conducting independent analysis of complex ideas across various disciplines.It involves reading and understanding advanced source material in the form of texts and other media. You are expected to synthesize information from different sources, and formulate research questions based on these source materials. You'll elaborate on these ideasthrough essays, oral presentations, and team projects.The goal of AP Seminar is to provide students with the tools to evaluate information accurately and make compelling, evidence-based arguments. Your seminar curriculum might be connected to another AP course you take,meaning you'd explore themes that relate to that course when constructing research projects for AP Seminar. For example, your school might offer aclass titled "AP Seminar: American Studies" that is for students who are concurrently enrolled in AP US History. AP Seminar can also function as a stand-alone class. For example, it could be called something like "AP Seminar: Networks" and offer a focus on the impacts of societal networks from various perspectives. AP Seminar: Social Networks. You must write your research paper in the form of a series of tweets. Wait, that actually sounds kinda fun. What Will You Do in AP Seminar? The AP Seminar curriculum is framed around what the College Board callsfive "Big Ideas."These ideas are all pretty buzzword-y (their first letters spell Q.U.E.S.T.- need I say more?), but they cover the main educational goals of the class. Below are the five Big Ideas of AP Seminar and what they mean: Big Idea 1: Question and Explore This idea is about encouraging students to embrace intellectual curiosity and develop their own points of view.Learning to consider issues from different perspectives is also an important part of this. You'll be introduced to the complexity of societal problems and learn how to view them in a larger context. This is where you start to build a strong foundation for the process of coming up with meaningful research questions. Big Idea 2: Understand and Analyze This Big Idea is about learning to read critically and reach the heart of an author’s argument. You'llpractice avoiding oversimplification and generalization when describing the points made by others. You'll alsolearn how successful arguments are formulated as well asthe importance of counterarguments, context, and the ability of an argument to influence behavior. Big Idea 3: Evaluate Multiple Perspectives With this idea, you'll learn that a person’s perspective is heavily informed by his or her background and worldview. You'llalso consider your own biases and how these might impact your reading and interpretation of an argument. Big Idea 4: Synthesize Ideas This is about creating an effective argument from your ideas.You'lllearn how to formulate a clear line of reasoning and how to avoid overgeneralizations. In addition, you'llbe taught how to collect evidence while steering clear of plagiarism. Big Idea 5: Team, Transform, and Transmit This one is about teaching students how to do their best work in a team environment (as you might've guessed from its cringeworthy name). The main focuses here are self-reflection, revision, and developing both good communication and effective presentation skills. Class discussions also play a large role in AP Seminar in the form of debates, group discussions, and reflection on open-ended questions associated with the course material. How These Big Ideas Are Put Into Practice These five Big Ideas manifest in AP Seminar in a series of tasks and lessons, whichinvolve the following: Exploring one or more different themes by making connections across subjects and looking at them from various perspectives Learning to fully appreciate and understand issues by viewing them in different contexts and across different types of sources (writing, performances, broadcasts, etc.) Learning to avoid plagiarism (very important for college!) while using the ideas of others for support in your own work Working collaboratively on a team project to evaluate a real-world issue and present the findings in a written report and presentation Working independently to come up with a research question and to formulate an argument that culminates in a written report and presentation AP Seminar will teach you many core skills that are important for college-level research,and it'll give you the tools you need for the AP Research course (which most students take the following year). In the next section, I'll give you an example of how a real AP Seminar course might be structured. Team, Transform, and Transmit: stage one of a bizarre cult initiation, Big Idea, or both? AP Seminar Sample Course Outline AP Seminar is a class that often weaves through many different subject areas. Since the goal is to gain a better grasp of the complexity of opinions on societal issues and to use your newfound understanding to do more effective, self-driven research, it covers a lot of ground. In this example (which I'm basing off a real syllabus I found online), the AP Seminar course was divided into three units for the first semester: Unit 1: Questioning Modernity This unit's focus is on introducing the main concepts behind AP Seminar. This includes learning about the process of inquiry, understanding complex arguments, and becoming familiar with rules for avoiding plagiarism.This particular unit is graded based on participation, a 250-word reflection paper, and a group presentation. In keeping with the theme of contemporary culture, source materials include the famous T. S. Eliot poem "The Love Song of J. Alfred Prufrock," a book by Steven BesttitledThe Post-Modern Turn, and an article fromForbestitled "Is Facebook Making Us Anti-Social?" Unit 2: Perception- Arguing Money This unit is a continuation of the learning experience in the first one but with a focus on advanced topics related to wealth and poverty. This unit also emphasizes viewing issues from different perspectives. It is assessed based on participation, a 400-word reflection paper, and another group presentation. Source materials for the unit include Adam Smith's Wealth of Nations,The Communist Manifesto,and Andrew Carnegie's essay "The Gospel of Wealth." Unit 3: Mastering Education This final unit in AP Seminarbrings together concepts learned in the previous units to discuss topics in education. It is graded based on participation, a 500-word argumentative paper, a 500-word reflection paper, and another group presentation. Source materials for this unit include the film Waiting for "Superman" and several scholarly articles on The Common Core. "Oh, is that what I'm supposed to be doing?" Education is complex. In the second semester of the class, students will use the skills they learned in the first three units to take on larger challenges in the form of two research projects and the final exam. Each of these assignments makes up a portion of the final AP score. Team Project and Presentation (25% of AP Score) The first assignment is a team project and presentation, worth 25% of the final AP score. Students collaborate in teams of three to six to identify a problem or question they want to research. Each student does research individually and presents his or her findings to the group. The group then works together to compile a written report and an approximately 10-minute class presentation, followed by a defense of their argument based on questions posed by the teacher. Each student will also write a reflection on the project as a whole, detailing their collaborative process and approach to both research and problem-solving. The entire project takes place over the course of about two months. Individual Research-Based Essay and Presentation (35% of AP Score) The second assignment, worth 35% of the AP score, is an individual project. For this part of the course, the College Board releasessource materials on a certain topic or theme that students are expected to use in their research.The final paper must use at least one of these sources. Students are expected to produce a 2,000-word written argument, a six- to eight-minute oral presentation, and a defense of their argument based on two questions posed by the teacher. Students will have around two months to complete this project. Final Exam (40% of AP Score) The final exam for AP Seminar consists of three short-answer and two essay questions. The short-answer questions ask students to analyze an argument from a single source. For one essay question, students must compare arguments from different authors, whereas for the other, they must formulate their own evidence-based argument. Seven sources are given to students for use on the final exam questions. If a featureless white blob creature can do research, so can you. You can see from this outline that AP Seminar stretches across a variety of topics, and there's quite a bit of freedom to choose what you want to research in the second half. Overall,AP Seminar is focused on teaching you how to think critically,which is a big departure from many high school courses that just serve to convey specific information. AP Seminar is clearly a more abstract course- but also potentially a more valuable one. Should You Take AP Seminar? If you hope to earn an AP Research and Seminar Certificate or an AP Capstone Diploma, you need to take AP Seminar.The AP Capstone program culminates in a 5,000-word research paper that is completed in the AP Research class- an impressive accomplishment for a high school student! Even if you don't go on to earn the AP Capstone Diploma, you will learn highly valuablecritical- thinking and research skills in AP Seminar.Students who take itmight place out of introductory college courses or earncollege credits. AP Seminar can also help you avoid academic shock when you get to college.Many high school students have never done in-depth research and therefore don’t know how to begin when they’re tasked with their first big project in college.If you take this AP class, you'll be ahead of the curve in understanding proper research methods and in learning to avoid both unreliable information and plagiarism. Lastly, AP Seminar can be a fun experience because it gives you the opportunity to debate important issues with your classmates and work on a project that interests you.There is a level of independence in the seminar-style classthat is absent in most other high school classes, which might appeal to students who prefer to explore ideas on their own terms. If you're an independent, driven student who ishoping to attend a competitive college, AP Seminar might be a great course for you. AP Seminar will allow you to start forging your own academic path before you even get to college. How to Do Well in AP Seminar: 3 Essential Tips What you'll need to do to succeed in AP Seminardepends partly on the format and subject area of the class since ithas a lot of flexibility in its structure, teaching methods, and topics.Here are some general tips for success: #1: Be Open-Minded AP Seminar mainly deals with analyzing differing perspectives, so try toapproacheach reading with a willingness to listen and think critically about the author’s opinion, even if it doesn’t align with your own.This will enable you to adopt a wider view of issues and appreciate their complexity.These skills are critical if you hope to be successful in your research projects. #2: Participate in Class Class discussions are very important in AP Seminar.Even if you’re not usually big on participation, you should make an effort to contribute to every discussion. Being able to actively engage with your peerswill enhance your understanding of the material and allow you to carry out productive conversations with others in your class who might see things differently. #3: Keep Up With Assignments This is important in any class, but it's especially critical in AP Seminar.Since you’ll be reading and absorbing a lot of material, it’s important not to fall behind the rest of the class.Participation relies on a thoughtful reading of the course material, and it’s hard to do that if you’re trying to play catch up with assignments that were due earlier. Because you’ll be doing research projects both independently and with a team, always stay on top of deadlines to avoid getting overwhelmed or letting down your teammates! Learning how to communicate ideas effectively is a major part of AP Seminar. Conclusion: The Benefits of Taking AP Seminar Critical thinking and the ability to logically evaluate arguments are key skills that'll help you in all aspects of your life. AP Seminar can be a very practical course if you're up for the challenge. You'll have three major assessments: A team research project An independent research project A final exam Throughout the course, you'll be asked to read a variety of source materials and participate in class discussions. You'll learn about proper research methods, argumentative techniques, and the importance of looking at issues from all sides. Students who take AP Seminar can then go on to take AP Research, which offers students even more independence in choosing research topics. AP Seminar is essentially an opportunity for advanced students to get some experience with the types of assignments and expectations that are common in college classes. Take this class and you'll be way ahead in the game! What's Next? Still planning out your schedule? Use this guide to help you decide which AP classes to take. If AP courses seem kind of intimidating, check out this article to learn just how hard they really are- and to decide whether you are up for the challenge. To learn more about creating a class schedule that'll give you the best chance of attending a top college, read this article on what a rigorous course schedule looks like. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

How to make current handgun control laws stronger, and more Research Proposal

How to make current handgun control laws stronger, and more enforceable - Research Proposal Example Instead it offer an umbrella protection to everyone by making laws which are definitely worth their weight in gold but are not actually imposed by all states. The gaps between state and federal gun control laws make the problem even worse. Federal gun control policy is simple: firearms must not reach irresponsible or dangerous people. This approach is particularly uncontroversial and hence approved by most quarters. Some of the key laws in this regard are the 1968 law passed in response to the killing of Robert Kennedy, the federal law prohibiting sale of firearm without background check, and prohibition on sales to illegal aliens. These laws should have been good enough to stop some incidents like the Virginia Tech massacre but the reason they failed lies in gaps existing between state and federal laws. Due to these gaps, Seung-Hui Cho was never reported to the federal police as he has already been termed mentally ill. According to 1968 federal law, people who are "adjudicated as a mental defective" are prohibited from possessing firearms. This is probably the most significant piece of legislation on gun control in last 50 years. Even though attempts have been made to pass other laws too, none have been as significan t in their impact as the Gun Control Act of 1968. The main objectives of the Act were as follows: (1) Eliminating the interstate traffic in firearms and ammunition that had previously frustrated state and local efforts to license, register, or restrict ownership of guns. (2) Denying access to firearms to certain congressionally defined groups, including minors, convicted felons, and persons who had been adjudicated as mental defectives or committed to mental institutions. (3) Ending the importation of all surplus military firearms and all other guns unless certified by the Secretary of the Treasury as "particularly suitable for ... sporting purposes."2 The country needs stricter gun control laws but a recent US Supreme Court decision may give another message. In June 2008, US Supreme court gave an emphatic nod to firearm owners when it overturned a Washington DC ban on possession of guns. No other recent decision was as vital in significance as this one since it offered an interpretation of the Second Amendment and also explained how constitution treats the subject. In writing the majority opinion, Justice Scalia, ruled that the Constitute does not infer "the absolute prohibition of handguns held and used for self-defense in the home.3" For this reason gun control laws are definitely one of the most controversial issues in the country. Even though we acknowledge the need for stricter gun control laws, the Supreme Court interpretations of the Constitutions and other rights, often create a hurdle for the implementation and passing of these laws. Jenson (2007) writes: "Gun control legislation has had a long and inconsistent history in the United States. Congress first passed laws controlling firearms in the early 20th century. Throughout the past century, the issue has been debated frequently by opponents and proponents. Each side has used a different interpretation of the Second Amendment of the Constitution, a provision giving citizens the right to bear arms, to boost its arguments for or against gun control.

Macroeconomic Essay Example | Topics and Well Written Essays - 1500 words

Macroeconomic - Essay Example The volatility in the expenditures made by the consumers can be explained by the volatility in the terms of trade. The economy of Australia can be characterized by less volatile terms of trade after the period of 1980s. It can be judged that economic growth shares close association with terms of trade. An economy moving along the growth curve is expected to witness terms of trade while the economy under the growth curve will face the declining terms of trade line. Question a The global prices of the exports as well as the imports and the goods basket offered to the consumers are the two prime components that make up the terms of trade. Australia can be treated to be the country that has the potential to affect the world prices of the goods. The terms of trade can also get influenced by the geographic boundary of an economy. Coal is abundant in the country and therefore Australia engages itself in coal export (Department of Foreign Affairs and Trade, 2011). A rise in the prices of coa l relatively to the prices of the other ICT goods will shed the effect in rising the terms of trade. The exchange rate of the economy and the terms of trade are closely associated. The nominal exchange rate got reduced being the resultant of financial crisis of 1990s. The influences with the geographical boundaries can play a part in volatility of import prices but the prices of the exports are influenced only by changes in world prices of the goods. In the short time period the fall of imports are steeper than the price of exports. The unstable growth in productivity in the sectors of tradable or non tradable goods played a part in boosting the exchange rate. The phase after the 1980s led to rapid productivity growth in the sectors of finance as well as insurance. The inflows of capital paved the way for strengthening of the U.S. dollar and this can be accounted to be the second factor. In the short run the exchange rate remained lower than the market rate. The economic growth rema ined at more or less at relatively stable state as the volatility in terms of trade played a major role. The less volatility in the terms of trade also contributed in keeping the rate of inflation at a lower level. In the initial phases of the new millennium the terms of trade began to rise. Over the last decade and a half Australia shifted from exporting price impulsive properties towards exports of goods whose price can be anticipated. Australia now engages itself in exporting the rural goods. It offers a wide variety of goods for export and experts are of the opinion that the export of the rural goods is an effective strategy for the country as exports of such goods can be assumed to capture a proportion of foreign market (Australian Government Productivity Commission, 2012). Therefore foreign capital will plight in into the country. The exports of the rural goods have taken the steep rising curve over the course of time and the exports of the goods comprises of vegetables and da iry products. Question b The terms of trade is influenced by the factors that are summarized below. The fluctuation in the levels of demand on the global platform The shocks in the market of commodities Globalization shock The fluctuations in the levels of demand on the global arena and the shocks on the commodity markets plays their part in raising the prices of the

Should Forgiveness Be Conditional Philosophy Essay

Should Forgiveness Be Conditional Philosophy Essay The concept of forgiveness has been a central concern to individuals and communities throughout history. Present in theological ideas, the concept of forgiveness is widespread and has greatly influenced our moral attitudes towards one another and how we react when we have been offended . The standard definition in the Oxford English Dictionary for forgiveness states  ¿Ã‚ ½may be forgiven, pardonable, excusable ¿Ã‚ ½ (Hughes, 2010). However, by merely pardoning or excusing the offender, without them taking accountability for their action, can dismiss the moral significance and psychological emotions of the victim. I shall argue, with reference to Charles Griswold ¿Ã‚ ½s book Forgiveness: A Philosophical Exploration, that the process of forgiveness is restorative. Forgiving has the ability to reunite a relationship disrupted by someone ¿Ã‚ ½s wrongdoing as well as aid in letting go ones negative feelings and hostility towards the offender. I will explore Bishop Butlers understanding of forgiveness, which is incompatible with my view of forgiveness. Thus I shall argue that forgiveness is only possible when conditional on repentance. I shall propose Professor Griswold ¿Ã‚ ½s conditions which need to be fulfilled in order for forgiveness to be completely satisfied, whilst providing a counterexample in support of those who forgive unconditionally. Ultimately, I will conclude in support of conditional forgiveness as I would have demonstrated how unconditional forgiveness can understate the moral significance of the victim as well as the moral importance of the action. Bishop Joseph Butler understands forgiveness as the  ¿Ã‚ ½forswearing of resentment ¿Ã‚ ½ (Murphy, 1988, p.1). He treats resentment as indignation due to a moral wrong to oneself. According to Butler, forgiveness is compatible with some degree of continuous rage towards the wrongdoer for their action. Therefore, forswearing resentment does  ¿Ã‚ ½not require giving up every negative feeling associated with the injurious event ¿Ã‚ ½ (Griswold,2007,p.41) He argues instead, moderated resentment is necessary as it helps us to recognize the level of injury caused to us whilst also serving as a suitable response towards the wrongdoer for their action. For Butler, resentment is not inconsistent with goodwill and  ¿Ã‚ ½we may therefore love our enemy ¿Ã‚ ½ (Griswold, 2007, p.36) despite their actions towards us. Thus it seems Bishop Butler does not require the offender to meet conditions to gain the victims forgiveness,  ¿Ã‚ ½Because we are in need of forgiveness, consistency de mands that we be forgiving of others. ¿Ã‚ ½(Griswold, 2007, p.36). However, claiming to have forgiven your wrongdoer whilst holding a proportionate amount of resentment towards them seems counter-intuitive. I feel that in order to fully forgive someone, resentment has to be overcome in order to rid any hostility, moral hatred, and negative feelings towards the offender. Forgiveness benefits the wrongdoers as well as the victim, helping them to alleviate guilt and blame, thereby helping them to move forward in their lives and not reoffend. If resentment is consistent with goodwill, as Butler argues it is, the process is compromised and forgiveness for neither persons cannot be achieved. Instead, the injurer should make a conscious effort to ensure forgiveness is fulfilled, which requires attempting to abolish any resentment the victim bears towards them. If not, the victim has to accept they have been wronged and begin to deal with the pain of their injury, psychologically and physically, without the satisfaction of knowing their offender has repente d for their action. Bishop Butler thus understates the importance of forgiveness as a process the victim must go through to overcome their resentment and psychological hostility. Forgiveness should require modifying and changing ones moral judgements about the offender, through a process which makes them deserving of the victim ¿Ã‚ ½s compassion. Without this process the emotional complexity of forgiveness is lost. Unlike Butler, Charles Griswold argues that forgiveness aims to relinquish resentment whilst ensuring the offender is held accountable. He believes that although forgiveness is generally good and admirable there are circumstances which prohibit giving forgiveness to the offender, especially when the offender is unrepentant of their sins. For Griswold, forgiveness is not meant as a  ¿Ã‚ ½therapeutic program ¿Ã‚ ½ (Griswold, 2007, p.54) instead the conditions he outlines are  ¿Ã‚ ½conditions of a moral nature ¿Ã‚ ½ (Griswold,2007, p.54) meant to alter ones moral judgments of a person, and help to improve the victims view of the wrongdoer. Once these conditions have been met the offender is entitled to forgiveness from the victim (Griswold, 2007, p.47) On this view, forgiveness cannot be seen as a  ¿Ã‚ ½gift to the offender ¿Ã‚ ½ (Griswold, 2007, p.67) which is given freely without having met certain criteria which repudiates ones wrong doing. Forgiveness is therefore condit ional on repentance otherwise it  ¿Ã‚ ½would collapse into forgetting, or excusing, or rationalisation. ¿Ã‚ ½ (Griswold, 2007, p.46). Professor Griswold believes  ¿Ã‚ ½forgiveness requires reciprocity between injurer and injured ¿Ã‚ ½ (Griswold, 2007, p. xvi) which can be achieved through satisfying the six conditions he outlines.  ¿Ã‚ ½Firstly, it is important that the wrongdoer takes responsibility for their action, Secondly, ensure they repudiate the deed, Third, regret their action, Fourth, commit to being a better person, Fifth, show understanding from the injured person ¿Ã‚ ½s perspective, and lastly, offer a narrative of why they are worthy of the victims forgiveness by showing they are committed to changing their ways ,as well as committing to fully letting go of resentment ¿Ã‚ ½. (Griswold, 2007, pp.48 52) These conditions, when fulfilled, will reunite mutual respect and acknowledgment between the wrongdoer and aid in the return to the  ¿Ã‚ ½minimal state of civility before the injury was done ¿Ã‚ ½ (Griwold, 2007, p.49). However, Griswold argues forgiveness is only possible if the offender has become morally changed through meeting these conditions (Griswold, 2007, p.49). Conditional forgiveness is necessary as forgiving the offender without requiring anything from them conveys to them, and the rest of the public, they are not responsible for their action. If the offender is unrepentant of their sins, they have not been morally changed, and for that reason we would not know if the offender would recommit their wrongdoing in the future. Unconditional forgiveness denies all requirements for the offender to take responsibility for their action or try to repudiate their wrongdoing. Therefore I feel it downplays the moral significance of the event as it fails to endorse the extent of the offender ¿Ã‚ ½s moral wrongdoings. It also allows the offender to dismiss the harm to the victim which denies them respect for the wrongdoing against them. If the offender takes responsibility for their action and commi ts to becoming a better person, then they become worthy of the victims forgiveness. In agreement with Griswold, I feel forgiveness should only be given once the offender repents for their sins. Without doing so, it  ¿Ã‚ ½adds insult to the injury so far as the victim is concerned ¿Ã‚ ½ (Griswold, 2007, p.49). In fulfilling the conditions of forgiveness, the offender comes to understand and accept what morality requires of him. If he does not, the wrongdoer may never understand the moral significance of the act, pretending the injustice upon the victim does not carry any importance. . The conditions Professor Griswold outlines aim to show that forgiveness should not be freely given as a gift. The conditions are important because a wrong should not be disregarded, and if forgiveness is unconditional, the offender carries no moral weight for their action. Overcoming resentment and being able to forgive the offender may end psychological discomfort the victim longed for, only achievable through the repentance of the offender. Katie Hutchinson from Victoria Island Canada finally found peace after her husband ¿Ã‚ ½s killer confessed to the murder 4 years later and apologised to her. Only then was she able to forgive him and begin her healing process which finally allowed her to let go of the moral hatred which grew inside her. Similarly, it allowed her husband ¿Ã‚ ½s killer to understand the extent of his crime as he had the opportunity to directly relate to his victims hurt and anger. Forgiveness was conditional on his apology and confession which due to this, bot h parties psychologically benefitted. Forgiveness said nothing less about her feelings towards her husband, or how profound his murder was, it  ¿Ã‚ ½became an opportunity to create a new and hopeful beginning ¿Ã‚ ½ (Hutchinson, 2011). The murderer was not let off the moral hook and the moral significance of the action remained a crucial feature in their lives. As the offender did not demand forgiveness or had been given it freely as a gift, the victims self-respect was maintained, which like Griswold, I feel is lost in unconditional forgiveness. On this account of forgiveness, the moral significance of the action was not downplayed, and the self respect of the victim was maintained. The offender takes responsibility for their actions but also begins to amend the harm caused. Giving up resentment through a process in which the perpetrator satisfy ¿Ã‚ ½s conditions seems a necessary requirement in achieving forgiveness as an end, especially if the offender is alive and willing to repent. Thus conditional forgiveness avoids the main objections which apply to unconditional forgiveness. But, what happens with the offender is deceased or unrepentant? Should forgiveness still be conditional? Professor Griswold argues that  ¿Ã‚ ½if the forgiveness is unconditional, the intrinsically interpersonal character of forgiveness is lost ¿Ã‚ ½ (Griswold, 2007, p.64). I accept this assertion on the grounds that as there is no face to face interaction in the process, the victim may not gain full satisfaction from forgiving unconditionally. Yet Griswold allows forgiveness to be granted to the deceased without having carried out his six conditions. Forgiveness is possible if you are able to plausibly construct a scenario of what that person would do if you were to meet in the circumstances where they were repentant for their wrongdoing. Constructing a narrative on the reasons for forgiving the offender and why they deserve forgiveness may involve  ¿Ã‚ ½gathering data ¿Ã‚ ½ (Griswold, 2007, p.120) of why that person acted as they had done or indicate issues in the offenders past which caused or influenced them to commit this offence. Once understood, the victim can come to feel respected and let go of any resentment they may have towards the offender (Griswold, 2007, p.121). Once the victim sees the forgiver in a new light, forgiveness can truly be fulfilled. Forgiveness, in this case, may be  ¿Ã‚ ½lacking or imperfect relative to the paradigm, ¿Ã‚ ½(Griswold, 2007, p. xvi) however, this does not rule out the central role forgiveness plays in letting go the negative feelings and resentment one may hold against the offender. On the contrary, there are several non-paradigmatic cases in which unconditional forgiveness is essential in the natural process of psychological recovery. A counter- example to Griswold ¿Ã‚ ½s conditional forgiveness can be demonstrated through the unconditional forgiveness given by the Pennsylvanian community. On May 16th 2007, 32 students were shot dead by a former student whilst many others were severely wounded on the campus of Virginia Tech University, USA. Before committing suicide, the former Virginia tech student had sent a manifesto to NBC news which stated that he believed his injurious and merciless act was benefitting the community in some way. Shortly after the shooting ended, the hurt was felt universally. A candle lighting memorial ceremony was conducted and thousands of people flocked together in support of those who were killed. Shockingly, amongst the tears and sorrow, banners were held by parents and students stating  ¿Ã‚ ½we forgive you ¿Ã‚ ½. Surely this forgiveness would deny the self respect and moral dignity of the victims? I argue against Griswold, demonstrating that there are circumstances which unconditional forgiveness does not collapse into condemnation. Although not always desirable, it is possible to forgive someone whilst continuing to pronounce indignation towards the offender, especially if this gives them psychological tranquillity through doing so. The Pennsylvanian community should not be regarded as weak or mentally deficient for forgiving the killer, instead they should be appraised and admired for their love and ability to forgive in such difficult circumstances. Although Griswold suggests  ¿Ã‚ ½to forgive someone undeserving of the honour, under the banner of a  ¿Ã‚ ½gift, ¿Ã‚ ½ may condone the wrong-doer, and even provide encouragement to more offenses ¿Ã‚ ½ (Griswold, 2007, p.63) he fails to consider those who do not condone their actions and will continue to voice their anger towards such cr imes against humanity. Forgiving unconditionally may be a difficult thing to do, but letting go of psychological hatred whilst fighting for justice is possible. Unconditional forgiveness  ¿Ã‚ ½is compatible with outright condemnation of the wrongdoing and a determination to fight against it, and thus with maintaining self-respect ¿Ã‚ ½ (Gerrard and McNaughton, 2003, p.6) If the wrongdoing is not overlooked, and the full extent of the crime is widely understood and not downplayed, I feel no reason to contest against the satisfaction the injured party gains through forgiving unconditionally. It is a personal option, experienced by only the person giving it. Thus Griswold ¿Ã‚ ½s argument is unsound. He cannot dictate to those who forgive unconditionally their forgiveness is flawed, as he does not know or understand their reasoning for forgiving. Whether someone  ¿Ã‚ ½deserves ¿Ã‚ ½ forgiveness is completely subjective and questionable. He makes a generalisation which is not n ecessarily true. If forgiving unconditionally allows the victim to overcome resentment and their negative emotions, then so be it. Forgiving the offender can sometimes only be possible if the forgiveness is given without requirements. In the previous example the killer thought he was doing good, so carrying out Griswold ¿Ã‚ ½s six conditions in which a scenario with the killer is imagined, would in this case, lead to further anger, resentment and moral hatred, instead of abolishing these negative emotions. Unconditional forgiveness is needed for the same reasons Professor Griswold gives for reciprocal forgiveness. Without unconditional forgiveness how would we re-establish trust in man-kind, ensuring we do not lose hope or happiness for the future after such tragic losses? There are positive reasons for forgiving even the unrepentant. Vengefulness and moral hatred are minimised whilst a sense of human solidarity increases. Gerrard and McNaughton strongly endorse this view of unconditional forgiveness, arguing that as we are members of the same species, in a  ¿Ã‚ ½shared human community, like a shared membership of a family, provides reason alone for forgiveness ¿Ã‚ ½ (Gerrard and McNaughton, 2003, p.10). They defend their view by arguing that if we are to produce a sense of commonality, we have to realise that sometimes circumstances are difficult, and if  ¿Ã‚ ½circumstances would have been less favourableI might have become the kind of person who acted in this way ¿Ã‚ ½ (Gerrard and McNaughton, 2003, p.11) Monstrous as the perpetrators may be, they still share the same characteristics as us. The human condition is sometimes fragile, easily manipulated, or clouded by false information and judgments leading us to act in terrible ways. But in some cases it is possible to see how the offender came to be or act in that way. Griswold does, to some extent, endorse this view in his conditional forgive ness for the deceased. He suggests by constructing a narrative about the offender, it is possible to find an indication why they have committed the offence (Griswold, 2007, p.121). In the example of the University shootings, it was soon discovered that the student had several mental disorders which triggered him to act irrationally and violently. Although his actions should not be condoned, based on the presence of a mental disorder, it does somehow allow us to understand the killer, and alleviate some of the anger and resentment we have towards him. If we somehow put ourselves in his shoes, perhaps we can relate to his sorrow, misery and anger towards the world. We all have the capacity to morally wrong someone, and if circumstances were different we too would be in need of forgiveness. (Gerrard and McNaughton, 2003, 11) I do not deny the fact the killer was deceased played an important part in the community ¿Ã‚ ½s ability to forgive unconditionally. Had the killer been alive, I doubt they would have given their forgiveness so readily without his repentance. Nonetheless, unconditional forgiveness has allowed them to relieve hostile feelings, reconcile their trust in man-kind, maintain self-respect and ensure the moral significance of the action was maintained. If we take forgiveness to be a process which the injured party must go through in order to overcome negative emotions, then unconditional forgiveness has the ability to do so. To recall Griswold ¿Ã‚ ½s argument, condoning the crimes of the unrepentant would demonstrate to others they are not accountable for their actions. By forswearing revenge and committing to let go of resentment, the Pennsylvanian community hardly demonstrated to others that by committing such crimes you will not be held responsible. They do not condone his actions and never will. If the killer were alive they would have demanded justice. Letting go of your anger does not let the offender off the moral hook. Thus, I have shown unconditional forgiveness does not necessarily collapse into condemnation. I shall note that Griswold ¿Ã‚ ½s approach to the topic is secular. Although he focuses on secular forgiveness he does not deny the widespread role of forgiveness in Christian and Judaic narrative. For people who are religious, the process of forgiveness can be easier and less complicated as their religion requires they be forgiving no matter what. Religious forgiveness about believes, having faith in God, yourself and man-kind. It is difficult to interpret whether God ¿Ã‚ ½s forgiveness is conditional or unconditional as this view differs amongst spectators. I do however argue that whether forgiveness is conditional or unconditional, forgiveness is always good and admirable. The benefits one gains from forgiving are more important than the process one goes through in order to get to the desired end. Whether or not forgiveness should be conditional ultimately lies with the decision of the injured person. Both conditional forgiveness and unconditional forgiveness have benefits which help re-establish a relationship harmed by someone ¿Ã‚ ½s wrongdoing. However, I do support Professor Griswold ¿Ã‚ ½s argument that when the offender is alive, and unrepentant, he is not worthy of your forgiveness. But, this does not mean that forgiveness should not be granted, if in doing so, allows you to let go of the psychological hatred which consumes you. Unconditional forgiveness certainly has the same benefits of reciprocal conditional forgiveness. It does however seem a common type of forgiveness given more readily when the perpetrator is deceased. Enmity and abomination are far worse than human solidarity and peacefulness. Generally speaking, if the offender is alive, forgiveness should be conditional on the offenders repentance otherwise it is possible the moral significance of the victi m and moral importance of the event is understated. If however, the perpetrator is deceased Professor Griswold ¿Ã‚ ½s argument no longer suffices. Everyone has their own reasons to forgive but if forgiveness is to be truly fulfilled and satisfied, the offender should, at the very minimum, take responsibility for their actions and try to repudiate their wrongdoing.