BUS599 - Integrative Project, Mod 5 SLP Essay Example | Topics and Well Written Essays - 1250 words

BUS599 - Integrative Project, Mod 5 SLP - Essay Example The pricing for the other products X6 and X7 have to undergo strategic analysis and appropriate changes in order to retain and improve the company based on the remaining two products. The New Year celebration comes at the beginning of the year 2016, but we realize that the celebration experience was not valuable because the year 2015 did not end with better performance. This calls for an analysis of the performance of the last two years so as to determine the major causes of low performance and make better decisions for the future. As we compare the results for the last two Time Warps, we allocate appropriate decisions that will improve the performance for 2016. We then take the results through the analysis of Cost, Volume and Profit to determine the differences in results obtained. Simulation We begin simulation by analyzing each product separately. Based on the decision to discontinue product X5 in the year 2015, we will first have an analysis of the products X6 and X7, then a sepa rate analysis for product X5 in order to know whether to remain as discontinues or return to the market. We will have the simulation results as follows: Product X6 The X6 has existed for the last 5 years, and was discontinued for 2016 as a result of having attained market saturation point. ... Its pricing depends on parameters for high performance and cost effectiveness. It has not reached its saturation point in the market hence it is not discontinued. It proceeds to the year 2016. Year 2014 2015 2016 Price 275 250 246 Results and Decisions The simulations indicate that product X5 and X6 do not make it to the year 2016. Both of them reach saturation points and they no longer attract customers. Product X7 continues in the market in 2016 and the first time customers continue to increase. The results can be interpreted to mean that as long as there is a product whose customers depend on a single attribute, it will certainly attain a saturation point of the price and looses the power to retain customers. At the same time it fails to attract new customers as in the case of product X5 and X6. It leads the management of Clipboard Tablet Company to consider producing more of product X7 than the others. Difference in Results using CVP Analysis (Cost, Volume and Profit) The analysi s of cost, volume and profits enables a company to develop and focus on the approaches that will introduced in connection to the product pricing (Williams & Williams, 2010). It also focuses on the needs of research programs that can improve the productivity and customer satisfaction index of a company. Clipboard Tablet Company can now formulate and implement the strategies that on the basis of Cost, Volume and Profit analysis (CVP). CVP analysis will enable Clipboard Tablet Company to determine the best strategy to use in connection to the pricing of the three products. It also determines when a particular product should be discontinued depending on the contemporary ranges of tablets prices in the market (Drury, 2007). A CVP analysis is an

Children Being Tried as Adults Essay Example for Free

Children Being Tried as Adults Essay Some juveniles think that because they are minors, they can’t be severely punished just like adults. Using this thinking, many minors commit crimes thinking of little to no consequences at all. With this thinking, the â€Å"double standard† comes into place. Female juveniles think because of their gender, they can really get away with crimes. For the average american, the term juvenile delinquent is likely to conjure up the image of a teen-age male. The one-sided image is fed by media stories that all but ignore the existence of young offenders who are female. Most of the professional literature on juvenile delinquency is similarly slanted. Should minors who commit crimes be prosecuted as adults? That is indeed a topic you have to really think about twice. All crimes committed by juveniles should and must be treated in the same regard as adults. These kids go to juvenile court and get shortened sentences because of their age, thats not right. They commit big boy crimes, they have to do big boy time. When you think of the word â€Å"Juvenile† what’s the first thing you think about? The first thing that comes to my mind is crime simply because when i hear the word juvenile, its usually followed by delinquent. Until the early 19th century in the United States, children as young as 7 years old could be tried in criminal court and, if found guilty, sentenced to prison or even to death. Children under the age of 7 were thought to be unable to commit criminal acts and were therefore exempt from punishment. Reformers believed that treating children and adolescents as adult criminals was unnecessarily harsh and resulted in their corruption. A 1991 study by Virginias Department of Youth and Family Services, entitled Young Women in the Juvenile System, concluded that girls serve more time in training schools than their male counterparts, and for less serious offenses. The same pattern prevails in most other jurisdictions. (Anderson) Between 1994 and 2010, violent crime arrest rates decreased for all age groups, but more for juveniles than for adults. More specifically, the rates dropped an average of 54 percent for teenagers 15 to 17, compared to 38 percent for those between 18 and 39. And while arrest rates for violent crimes were higher in 2010 than in 1980 for all ages over 24, the rates for juveniles ages 15 to 17 were down from 1980. (Brown) Not everyone agrees that tougher crime laws for juveniles are fair or will cut down on youth crime. Many opponents of penalizing kids as adults believe that young criminals, unlike adult offenders, are still developing personal values and character. Juveniles, they say, can be more easily reformed, or rehabilitated, to turn their lives around and lead productive lives. For example, in a documentary i recently watched, all of the adults had been to jail and had a bad childhood but had changed their lives for the best. Many people have shown their disagreement with the statement above in many ways creating controversy. â€Å"Lock ‘Em Up† says one civilian/pedestrian in a street interview . â€Å"Let ‘Em off, they’re just babies† says another civilian. These two statements/opinions stirred up lots of controversy and debates on live television. In one argument a tv reporter said that It doesnt mean adolescents cant make rational decisions or appreciate the difference between right and wrong. But it does mean that, particularly when confronted with stressful or emotional circumstances, they are more likely to act impulsively, on instinct, without fully understanding or considering the consequences of their actions. Some controversy comes in with the parents thinking that their children don’t deserve to be tried as adults in their situation. For example, Paul Henry Gingerich, a 14 year old murder suspect is believed to be the youngest person in Indiana ever sentenced to prison as an adult. He was still 12 years old when he arrived here at the Pendleton Juvenile Correctional Facility, the states maximum security prison for children. His mother could not do much due to the severity of the situation. Over 200,000 children are charged as adults every year says a researcher at Temple University. At the age of 16, Cameron Williams lives a life far removed from the world of other teenagers. Williams, who celebrated his sixteenth birthday in jail, faces up to 110 years behind bars for second-degree attempted murder and use of a weapon to commit a felony. In November, Williams shot at a police officer in Omaha, Nebraska as he was being chased after being pulled over in a car with two other men. Hes also charged with robbery and assault in another county. Even though he is a minor. Many people are affected/involved in these juvenile cases. In many cases, the juveniles themselves are the ones who are greatly affected because they are the ones who have messed up their future. The parents are also majorly affected by children being charged as adults because they still look at their children as innocent and as babies. In a recent california case, a 15 year old boy was sentenced to 20 years on a murder charged in a maximum security facility and was beaten to death. This made the state and even parts of the nation rethink this whole â€Å"age doesn’t matter thing† when it comes to juvenile sentencing. To decrease juvenile crimes there are several prevention programs. There is a program called D.A.R.E which stands for Drug, Abuse, Resistance, Education. The program is for kids as old as 18 and as young as 11. There are also programs like after school matters which teaches children the importance of staying in school and staying on the right path, and finally P A.C.E. is Programming for Young Women in the Juvenile Justice System, which also helps to rehabilitate juveniles after they are released from jail. (Anderson, George M.) Another possible solution could be for parents to teach their children right from wrong early in their lives and for older children, spend more time with them and show them that you care about them/love them, and most of all be there for them throughout their lives. Statistics show that children who grow up in a single-parent household are nine times more likely to go to prison, eight times more likely to commit violent crimes, and ten times more likely to get hooked on drugs than in a two-parent home. After some long research I concluded that teens today dont fear the law because they dont think they will get caught. And if they do, they know they have a good chance of getting off because they are tried as teens and not adults. We have to get tougher on crime. There should be a law that everyone over eleven years old will be tried as adults. That way more teens would be discouraged from committing crimes. They would know that murder would get them a very long sentence instead of sta ying in juvenile hall until they are eighteen. If we want to cut down on teen crime, we have to have tougher laws.

Katniss Everdeen and Michelle Obama’s relation Essay Example for Free

Katniss Everdeen and Michelle Obama’s relation Essay What a makes a person who they are is not what clothes they wear or the car they drive. A person’s true identity lies within their mind, the way they think and how they chose to act upon those thoughts. Katniss Everdeen the brave young woman that fights for her sister in the book, The Hunger Games, is much like our first lady, Michelle Obama. Michelle fights by her husband day in and day out for this country for the good of the people. Katniss strives tooth and nail in the hunger games to save her dystopian society and her younger sister. Katniss Everdeen, a courageous, beautiful and talented young women that could have the world at her fingertips. She lives in the future where hope is hard to come by along with many other things such as food, water, and a home. The district she lives in, district 12, is what is referred to as a dystopian society. Every year a boy and a girl’s name (12-18 years old), from every district, is drawn to participate in the hunger games where they will fight to death and one will be left to be named victorious. Being the stand up lady she is she takes her sister’s place so she does not have to participate. Katniss lives in a time where everything is challenging, people look up to her, and everyone is watching her every move. Michelle shares much of the same qualities as Katniss does. Michelle Obama, the first lady, is highly intelligent and incredibly influential. Her husband was elected president and from that point forward she has been an outstanding first lady. Her duties in her position require much more than what meets the eye. She has to be on her toes, alert, witty, a role model and many other things to be considered a successful first lady. Throughout the past 4 years seeing Michelle Obama work as the first lady has been a joy and watching her work harder and harder everyday has been inspirational. Michelle Obama and Katniss Everdeen share a courageous, inspirational spirit that light up the room they stand in. Whether real or fictional; people have to have someone to look up to. Katniss may not live in the actual world that we do today, but it is a matter of symbolism and how the message of her character can relate to real life. Role models and representing something greater is very important. Michelle Obama is a real life example of an extraordinary role model. She has shown young women and men all over the world how to live an outstanding life. Katniss and Michelle share an incredible amount of great characteristics. It just goes to show that a person does not need to be real to relate to them. Katniss Everdeen and Michelle Obama may come from two completely different worlds, but they can relate to one another on an entirely different level. These two outstanding characters shine among many and prove to others that they are amazing role models. Katniss lives in a post apocalyptic world while Michelle does not, they are parallel in a sense that each of their worlds are cut throat. Whether they fight to their death, or fight for their country both of these young women are strivers and amazing citizens.

Critical Incident Case Study Analysis Social Work Essay

Critical Incident Case Study Analysis Social Work Essay In this paper, I will examine an interesting case study that I found important to discuss. On one hand, I will scrutinize the details of this case study and the vital culture information of the participants. On the second hand, I will analyze the incident from the perspectives of the ethnicity, White American culture, and language differences. Description of the Critical Incident Sequence of events This event took place in a primary school in Indiana State a year ago. H was introduced to a school psychologist by his teacher. He was the worst-behaved white kid in school. He was aggressive, fights with other peers, and argues with his teacher all the time. The teacher wanted to improve Hs behaviors and reported it to his mother. Therefore, the teacher and the school psychologist agreed to work with H, since he was the most challenging child in the classroom. H was in the 4th grade and had maintained high grades. He continued o have good grades throughout the school year. He sometimes had difficulties in following directions and completing in-class assignments in writing activity, yet his academic standing is in the average; however, it is higher in the math area. In order to know more about H, an interview was conducted by a school psychologist with his teacher; the reported that H is from a divorced family and living with his mother who is a special education teacher in high school. During the first session, H was observed to be a Caucasian male of average height and weight with blonde hair, blue eyes, and was dressed casually in a black sweat suit and sneakers. H was sitting silently at his desk and working on his own. The following session, H was observed to be more aggressive and started to make noises, yelling, arguing with teacher and talking back in the classroom. I interviewed H about his behavior that the teacher and principal told me about his behavior that was erratic; I started the first session with him by playing a game to help him identify his feeling and behavior. Throughout the sessions, the student was talking to the school psychologist, and he was telling her that he was having some problems in the new place. He was having a hard time socialing and making friends. The student was also talking about the absence of his father, and how bad he was feeling to be raised by a single mother. He also addressed the bad relationship he had with his peers and teacher and he was telling through the sessions that no one could understand him. During this session, there were some misunderstandings between the client and the therapist in terms of language and some cultural things, such as talking about cartoons and movies characters, favorite Cereal, and kinds of dogs. As a professional, I examined how I would help Hunter to change his behavior issues in the classroom. Therefore, a meeting was conducted with Hs mother in order to know more about his behavior at home and to get her involved. Unfortunately, the conference ended negatively. Added to this, the frustration of Hunters mother over my cultural differences led the consultation process to a negative outcome on Hs concerns. During the meeting, Hs mother argued that her son will be will be attracting attention since they live in a small rural community and everybody knows each other. This was the major problem the mother was thinking about and was frustrated because she would have to face her neighbors staring and comments. The mom was also thinking of her kid in the future and how people will treat and look at him as an aggressive and misbehaved kid in the town. She stated as well that she is a single mom that raised her child by herself and she had faced enough from these people in the town. She mentioned that her kid would have some problems working with an international school psychologist who speaks better in another language than English and had a different cultural background. The student was willing to keep working with him, but his mom was refusing to complete our sessions; he seemed to change gradually and wanted to be different. He was mad, because his mother stopped everything and he told the school psychologist that his mother had not let him come to her. He stated that he did not have friends before and the school psychologist was his friend around that time. Culture of the client The client is Hs mother, 38-year-old, and Caucasian female. She has one child who is 10 years old and step-elder son (age 17) and one younger step daughter (age 5) who does not currently live with her in the same house. The client is divorced, living with her son since she got divorced six years ago. She is working as a special education teacher in high school and mentioned she is from the superior middle class background. Culture of therapist The therapist in this case was me. I am a 26 year old, Muslim international female student. I am from a middle-class background, and grew up in a home with my father, step-mother, and my sisters and half brothers. My family has been an important part in my life. I had a lot of social and emotional support. My mother had a heart attack and died when I was six. I hardly remember her face and how she was acting. Education was a stressful part of my life; living alone far away, and within a different culture was not an easy thing to deal with. Handling of situation The team contained the teacher, the school psychologist, and the principle tried to intervene and help Hunter to stop his negative behaviors and start acting like a normal kid. The team conducted a meeting to target the behavior and plan an intervention. They called Hs mother to get her involved. As the team was working through this case, the mom came to school and asked the principle to discontinue working with her child. She said they are living in a small town and it is a sin in her area to be in trouble in school, especially in terms of behavior issues, and she did not want any kind of services from an international school psychologist. There was no way to convince the mother to get her involved and persuade convinced her to finish the case. This was one of my cultural incompetencies and biases that I experienced. I felt so mad and under micro-aggression, because I am not an American school psychologist. They do not want me to work with this kid; especially then the teacher refused to continue consulting with me about the student and the principle asked me to stay away from him. I felt like an outsider and helpless. The team implemented an intervention to work with H in classroom, but everything was canceled. The problem of this case was unfortunately, was held at the end of the school year. So, I had to stop meeting the child and do what the mom was asking for. I felt so unhelpful and I realized the problems that can occur within school settings and how incompetent people would be in order to intervene. I tried to convince the teacher and the principle to re-set a meeting with the mother to discuss with her Hs academic concerns first, instead of his behavior issues. Explain to her how important it is to work with him before they become major issues in the future, get the mom more involved, and create a connection between home and school. Unfortunately, it was inappropriate to force people to attend sessions or receive help. It was difficult to present a final consultation report for my project. As a final point, the teacher and school psychologist indicated using time-out and ignoring as methods of discipline. Lots of feedback also was suggested to reduce Hs frustration, but there was no way to handle the mothers case expectation through her son. Therefore, I found it very important to address this case study to be more aware if it happened again in the future another time. The Analysis Cross-cultural issues and value differences The following are the cross-cultural issues and value differences that may have existed between therapist and client: Gender, age, socioeconomic status, education, ethnicity, religion, and language differences. Age: The client is 38 years old. The school psychologist is 26 years old. Socioeconomic status: the client is from superior middle class background and the therapist is from middle class background. Education: the client is a special education teacher at a high school. The therapist is a student in an EdS program. Religion: the client is a Christian, while the therapist is a Muslim. Ethnicity: the client is White European American and the therapist is an international Arab student. Language: The client speaks English as the first language. The therapist speaks Arabic as the first language. Out of these issues, I will specifically address ethnicity and language differences in the analysis part of this paper. Ethnicity Sue and Sue (2007, chap.1), Hence and Boyd-Franklin (2005), and Fuller (1995) discuss the significance of being aware of our own culture, and each culture has limitations. As an international school psychologist, I was very aware of the ethnic differences during our sessions which made me feel like an outsider. The client in this case was a female white American. She seemed to be categorized deeply within her ethnicity, and she appeared to enjoy being white. In working with her, I believe that it seemed to be heavily associated with how she distinguished and reacted to racial stimuli. Therefore, the race-related reality of whites symbolizes major dissimilarities in how she viewed the world (Sue Sue 2007). The client was not at ease in the beginning, and she noticed my accent and realized that I am not an American professional; she kept asking the what are you? and the where are you from? questions, which I believed now how rude and insensitive this questions were. I felt that she wa s judging me, and it was unclear what she was trying to mention with those questions. I believe that she is one of the people who think that it was fine to scrutinize and query people with dissimilar accents. This unsure idea is surely not to make the individual feel unwanted or insulted when asking about their ethnicity (Sue and Sue, chap.18), According to my own interpretations and what I congregated from the readings through this class, my client showed her own privilege (Sue Sue, chap. 11). It was clear for my client to notice that I am from another country, especially after our following sessions and appeared to see school psychologist students in general as incompetent people who wanted only to practice their skills. While I was reading the Parker and Schwartz (2002) article, I assumed how did White come to be the majority and the oppressor? certainly, I agree that, in the United States, white is the foremost community that has become more pale into the statistical unit beside the other ethnicities that are classified as minority categories. Through my little experience on the practicum at this school, I also noticed some strange things happening at this school; I did not notice that it was discrimination until now. In this school, all the school staff and students were whites and there was an ignorance of the culture strengths and the school staff blames the students and their parents for their problem; this reminded me of cultural blindness agencies. I did not notice all the time working in this school any other different ethnicities besides white Americans. In this stage, the school works with students as they are all the same, ignoring their unique needs and cultural differences (Sue Sue 2007) Goal: the goal of this difference would be to make an equal relationship, free from any racism. Racism found to be evident in all aspects of white community in our daily lives (such as in television, radio, and educational materials, etc.) (Sue Sue 2007) My client is a white American and I should be aware of her own racial background and the persistence of racism in the United States just by being white (Parker Schwartz). As was discussed in McGoldrick outlines (2005) Ethnocultural factors are often the hidden dimension in family therapy with white ethnics, and exploring them may be a key component of successful treatment. Create a therapeutic rapport will be the main goal of this scenario. Course of action: After working with this client, I would collaborate with her with respect to determine her feelings in working with a therapist who is from a different culture as hers. I would also work on her confidentiality since there is a clear feeling of mistrust which is a reaction to being discriminated against and abhor for the dominant communities in an approximately global anti-White demonstration and feeling (Sue Sue, p.200). As a professional, I should know the presence of distrust and work to get my clients trust. My client is white American; I should be aware that white privilege is invisible (McIntosh, 1988) to her I was unwelcome. It will very effective to reduce the anxiety and the upset feelings of the client and the school psychologist as well in this scenario. Rationale: My rationale for choosing this goal and course of action was to address the dissimilarities that exist between the school psychologist and the client in order to understand and reduce the relationship of dominant and minority. Collaborating with my client in the future will focus on her salient issues in order to get her more involved and trust the school psychologist. I would also teach my client some therapeutic techniques in order to help her comprehend and increase her feelings of trust and comfort. Language Strong emotions such as anger, sadness, and defensiveness were displayed when talking about experiences of race, culture, and other socio demographic variables (McIntosh, chap.1). These feelings may improve or negate a full meaning to comprehend the worldviews of culturally varied clients. As professional, working with a multicultural population, I need to know that I am different and how to deal with it in an appropriate way. In this case study, I worked with a client who is from a diverse culture and that leads to have some hard times to understand each other in the beginning, especially in terms of the language, eye contact, and sometimes body language. The client in this case is an American English speaker using high Standard English and emphasizing verbal communication (Sue Sue, chap. 6). The client was talking normally, but with attention that she was not satisfied. She sometimes talked very fast. As a school psychologist, English is my third language and as most of non English first language speaker, I have an accent. Sometimes my accent may sound familiar, but usually most people mentioned that it is understood and has a French flavor, which most of people likes. From time to time, I feel uncomfortable if my client misunderstood me. I think that was because of my accent and she did not used to talk with foreigners she is having troubles to understand me; as Sue and Sue stated (2007, Chap. 21) Communication due to language difficulties as I stated above, my client may sometimes talk fast and use some slang statements that I could not comprehend. We were having a problem to connect and link up together, but the main problem was to be unable to work with her child that made me feel very embarrassed and sometimes unfruitful. In this case, I feel very depressed and sometimes I could not handle situations. I know that I have a productive background, but language issues make me ver y upset. It made me feel utterly unwelcomed in my clients community and this country, especially with these kinds of clients who do not like me to work with their children, just because they do not trust international people. This idea of the inferiority of me in addition to the belief that my client has the power to impose her standards upon my culture was also presented (Sue Sue, chap. 4). These also made feel both astound and shocked, especially when I experienced such things directly in this case. Communication is an appealing part of communicative interaction; it is an instrument that helps the therapists to comprehend their clients and provides him or her needed services. (Sue Sue, chap.6) In our field, we need to be able to exchange communication in appropriate way for both verbal and nonverbal messages. Coding and decoding messages from others is the key to understand both the language and the message that is transmitted through the use of the language. Goal: as a goal to resolve this scenario is to be familiar with American culture and speak English perfectly, and also be familiar with their slangs and have self confidence that I am trying to do well. American speakers if they attempt to speak Arabic for an example they will have an accent as well. Through working with this client, I will discuss the language especially the accent barrier openly with her; I bet that this may be beneficial. Course of action: I think it is very vital to talk with the clients in the initial interview before starting any assessment. Informed her that I am an international school psychologist and they may not fully understand my accent. I will let her know that I am open to answer her questions and repeat if it needed. Discussing the foreign language accents and refer that is normal to have an accent within another language learned as well. I again felt the stinging confidence to improve English with the aim of being a more effective and diverse professional. Rational: My rationale for choosing this goal and course of action was to talk about the accent issues that may help me relax and work comfortably. Educating the client that her kids case is going to be confidential and no one will know about it in the town. It may lead to ignore other issues like language, I will also ask my client to ask for clarifications if the she did not understand me and the problem will be resolved. Conclusion After analyzing this case study, I recognized how significant it is to be sensitive of our cultural difference in order to be competent and sensitive to other cultures. This experience helped me to comprehend how dissimilar we are as people and how this affect the interpersonal communications. This will help me be to be aware and work on myself to be more an effective and successful professional in the future.

Religion, Poverty and Wealth Essay examples -- Poverty Essays

Religion, Poverty and Wealth Poverty is now a problem on a global scale, and Hinduism has needed, and will continue to need, to undertake an ongoing state of change and adaptation. Many of the beliefs Hindus held only a couple of centuries ago have been altered or even removed altogether. The globalisation of Hinduism, bringing it into contact with a wide range of other cultures and religions, has influenced this a lot. Hinduism, however, is full of variations itself, so what is said of Hinduism may be true for some Hindus, and false for others. Hinduism is less a religion, than a culture, and way of life. This way of life affects how they view poverty and wealth, and what there reactions to it are, as outlined below. Unlike many other societies, where the caste system is based on power or wealth, thus giving the poorest the least power, Hinduism has four set castes, which a member belongs to by birth. These groups are called varnas, and each has its own set of rules and duties to live by, known as dharma. Too much inter-varna mixing, especially intermarriage, is strongly disapproved of. The first, and highest varna is that of a Brahmin-priests, teachers, and wisemen. The next is Kshatriya-warriors, rulers, and leaders. The third is Vaishya-traders, merchants, agriculture, and other work involved with commerce. The final, and lowest varna is Sudra-manual labour and service. In many societies, the difference between the high and the low, in terms of social status, has caused great troubles, due to discontentment of the poor and weak to continue living like they are. In Hinduism, however, this problem is avoided, by the promise o... ... many Hindus to make a small donation to the poor, and will give old clothes or shoes away, rather than throwing them out. MK Gandhi changed many old Hindu beliefs with his teachings. He taught that it is wrong to think that a poor person is only getting what they deserve. He believed that everyone was a part of God, and people should recognise that they share the same world and should care for one another. He taught that service to others was the best way to find God and comprehend fully the human condition. This had a profound effect on the treatment of the poor in India today. There are many charities set up for helping the poor in India, such as the Hindu Mission Hospital and Prison Fellowship India. These receive many donations from many Hindus-even those overseas will often send back money to help the poor.

The Tragedy Of Hamlet :: Shakespeare Hamlet Essays

The Tragedy Of Hamlet Hardship, unfortunately, is a part of everyone's life. It is unavoidable, and in Hamlets case he found out that bad luck comes in colossal amounts at a time. Most people see bad luck as getting splashed by a car in the rain, or finding out that the idiots at McDonald's forgot the fries in your order. But Hamlet got a quadruple dose of bad luck. First his father was unjustly murdered. Then the ghost of his father comes back and tells him that he is to avenge his death. To top it all off Hamlet finds out that his mother has just married his late fathers assassin. When Hamlet tries to expose the new king of killing his father, he is exiled to England because the other people thought that he was mentally ill. When Hamlet returns to Denmark he finds his secret love Ophelia being buried. Hamlet feels that he is living in a world of horror, and by the end of this miserably disheartening play, his fathers death is avenged, but at quite a cost. Hamlet, Claudius, Gertrude, Ophelia, Laertes, and Polonius are all dead. I would have to say that all of the adversity in hamlets life had to have a great affect on his spirit. One can not go through life, and Hamlet had a short one, lose all of the people that you love and expect it to not dishearten you a little. And in Hamlets case it pretty much drove him insane.    The human spirit is a very fragile thing, and something as tragic as the death of a loved one can damage it greatly. As in Hamlets case, when his father was murdered, this started a sort of devastating chain reaction of the psyche. He started to "go nuts", and it showed. The people around him started noticing this drastic change in his personality. But his insanity was most evident during the play which he set up and called "The Mousetrap".   Hamlet sat fidgeting in his chair, staring at Caudius with accusing eyes. When his little trap had run it's course, Claudius had just about been broken. Hamlet watched as Claudius sweat and chewed his nails. When Claudius could take no more he stumbled out of the room and into the streets where hamlet proceeded to follow, dancing and screaming like a mad man. Hamlet could take no more of this torturous life, watching his mother hang off of the man who murdered his father. His spirit had been irreversibly damaged, and insanity was the price.    This play is a classic example of one of the greatest, if not the greatest The Tragedy Of Hamlet :: Shakespeare Hamlet Essays The Tragedy Of Hamlet Hardship, unfortunately, is a part of everyone's life. It is unavoidable, and in Hamlets case he found out that bad luck comes in colossal amounts at a time. Most people see bad luck as getting splashed by a car in the rain, or finding out that the idiots at McDonald's forgot the fries in your order. But Hamlet got a quadruple dose of bad luck. First his father was unjustly murdered. Then the ghost of his father comes back and tells him that he is to avenge his death. To top it all off Hamlet finds out that his mother has just married his late fathers assassin. When Hamlet tries to expose the new king of killing his father, he is exiled to England because the other people thought that he was mentally ill. When Hamlet returns to Denmark he finds his secret love Ophelia being buried. Hamlet feels that he is living in a world of horror, and by the end of this miserably disheartening play, his fathers death is avenged, but at quite a cost. Hamlet, Claudius, Gertrude, Ophelia, Laertes, and Polonius are all dead. I would have to say that all of the adversity in hamlets life had to have a great affect on his spirit. One can not go through life, and Hamlet had a short one, lose all of the people that you love and expect it to not dishearten you a little. And in Hamlets case it pretty much drove him insane.    The human spirit is a very fragile thing, and something as tragic as the death of a loved one can damage it greatly. As in Hamlets case, when his father was murdered, this started a sort of devastating chain reaction of the psyche. He started to "go nuts", and it showed. The people around him started noticing this drastic change in his personality. But his insanity was most evident during the play which he set up and called "The Mousetrap".   Hamlet sat fidgeting in his chair, staring at Caudius with accusing eyes. When his little trap had run it's course, Claudius had just about been broken. Hamlet watched as Claudius sweat and chewed his nails. When Claudius could take no more he stumbled out of the room and into the streets where hamlet proceeded to follow, dancing and screaming like a mad man. Hamlet could take no more of this torturous life, watching his mother hang off of the man who murdered his father. His spirit had been irreversibly damaged, and insanity was the price.    This play is a classic example of one of the greatest, if not the greatest

Public Relations :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  How many people really do dream? Everyone dreams, whether the dream is remembered or not. Throughout the night, there are many stages of sleep that everyone goes through. These stages include light sleep, deep sleep, and dream sleep. Nightmares are also considered dreams, just caused by different emotions. Scientists also have many electrical appliances and have done many tests to study dreams.   Ã‚  Ã‚  Ã‚  Ã‚  Dreams are very complex things. Scientists have a hard time trying to understand why people dream. Although recently, neurosurgery’s precise methods of research and invention of sophisticated electrical appliances, have enabled the scientists to increase their knowledge of the human brain, nervous systems, and the body’s biochemistry (Strachey 20). The invention of the electroencephalograph, otherwise known as an EEG, has made it possible for a trained operator to read the brain’s reactions during wakefulness, rest, and sleep (Schneider). The machine detects and enormously amplifies the very faint electrical impulses produced by the brain; placing electrodes against subjects scalp (Freud). â€Å"Professor Nathanial Kleitman of Chicago university, discovered that babies have a sleep rhythm of fifty to sixty minutes after which they are inclined to wake up, although obviously they can’t always†(Freud). As children grow, the body be gins to develop the ninety-minute cycle associated with adult sleepers. The pattern of sleep is acquired and controlled by environmental and social conditioning. However, as people grow older the body tends to revert to the naptime habits of babyhood (Freud). Yet, though people more or less choose when to sleep, the basic ninety-minute rhythm remains. It is biological and not controlled by consciousness, rather as a healthy person’s metabolism functions autonomously (Parker 93). â€Å"Eugene Aserinsky noticed that after an infant fell asleep it’s eyes moved beneath the closed lids. Also, at intervals during sleep and was the first movement when the baby began to wake†(Freud). Kleitman and Aserinsky decided to investigate whether such a pattern could be found in adult sleepers as well (Freud). By attaching extra electrodes from the EEG machine to areas around volunteer sleeper’s eyes, the two scientists were able to monitor brain impulses and movements, wh ile measuring respiration and body movements (Freud). The scientists concluded that there were two types of eye movement. Slow as found in babies and very fast movements, this could last from a few minutes to over a half an hour (Freud). These rapid eye movements, which are commonly known as REMs appeared to occur at intervals throughout the night (Beare).