Essay Examples on Netw204 Assignment4 Essay Example

Essay Examples on Netw204 Assignment4 Paper 1st Essay Sample on Netw204 Assignment4 Assignment 4, Link-state Routing and OSPF (50 points) Fill in the blanks below with either the term defined or the definition for the terms listed. Each answer is worth 2 points each, 25 questions X 2 = 50 total points. Type answers in the appropriate cell; text will automatically wrap. Post your completed assignment to the dropbox. NAME| | | Term| Definition| 1| | Attaches to multiple areas, maintains separatelink-state databases for each area it is connectedto, and routes traffic destined for or arriving fromother areas| 2| Autonomous System Boundary Router (ASBR)| | 3| Backup Designated Router (BDR)| | | | Contains an abbreviated list of the sendingrouter’s link-state database and is used by receiving routers to check against the local link-state database| 5| Designated Router (DR)| | 6| DRothers| | 7| Flapping link| | 8| | Router ID for an OSPF router if no loopbacks are configured? | 9| link-state acknowledgment (LSAck)| | 10| link-state advertisements (LSA)| | 11| | Asks for more information about any entry in the DBD| 12| link-state update (LSU)| | 13| Open Shortest Path First (OSPF)| | 14| | When this is not equal, the router with the highestnumber will be the DR regardless of router IDvalues| 15| RFC 2328| |OSPF Commands: Describe the results you would get from entering the commands below and how the results might be used by a network engineer. | Command| Description| 16| Router(config)# router ospf 123| | 17| Router(config-router)# network 172. 16. 10. 0 0. 0. 0. 2nd Essay Sample on Netw204 Assignment4 Assignment 4, Link-state Routing and OSPF (50 points) Fill in the blanks below with either the term defined or the definition for the terms listed. Each answer is worth 2 points each, 25 questions X 2 = 50 total points. Type answers in the appropriate cell; text will automatically wrap. Post your completed assignment to the dropbox. NAME| | | Term| Definition| 1| | Attaches to multiple areas, maintains separatelink-state databases for each area it is connectedto, and routes traffic destined for or arriving fromother areas| 2| Autonomous System Boundary Router (ASBR)| | 3| Backup Designated Router (BDR)| | | | Contains an abbreviated list of the sendingrouter’s link-state database and is used by receiving routers to check against the local link-state database| 5| Designated Router (DR)| | 6| DRothers| | 7| Flapping link| | 8| | Router ID for an OSPF router if no loopbacks are configured? | 9| link-state acknowledgment (LSAck)| | 10| link-state advertisements (LSA)| | 11| | Asks for more information about any entry in the DBD| 12| link-state update (LSU)| | 13| Open Shortest Path First (OSPF)| | 14| | When this is not equal, the router with the highestnumber will be the DR regardless of router IDvalues| 15| RFC 2328| | We will write a custom essay sample on Essay Examples on Netw204 Assignment4 specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Essay Examples on Netw204 Assignment4 specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Essay Examples on Netw204 Assignment4 specifically for you FOR ONLY $16.38 $13.9/page Hire Writer OSPF Commands: Describe the results you would get from entering the commands below and how the results might be used by a network engineer. | Command| Description| 16| Router(config)# router ospf 123| | 17| Router(config-router)# network 172. 16. 10. 0 0. 0. 0.

buy custom Diverse School Environment essay

buy custom Diverse School Environment essay Acquiring education compels one to study in various kinds of settings. Generally there are two kinds of setting in which one can study in. This includes a homogeneous environment and a multicultural or multi lingual environment. In a homogeneous environment there is generally one culture that is dominant while in a multicultural environment, people form different cultures are involved in the education system. Our setting at the American university of Sharjah is a multicultural one. This is because we have students from about 100 different nationalities. Our teachers also come from different countries and backgrounds ranging from USA, UK, Turkey, France, Syria, Lebanon, Jordan and Canada among others.this implys that learning experience in this university also entail learning about other peoples cultures and appreciating them. It is an experience of learning to stay with one another and appreciating each others cultures. The cultural diversity also plays a great role on my studies at the university. It influences most of the activities that I undertake in the university. Being in a multicultural university calls for tolerance of each others culture. This is because different people have different cultures that we may not easily understand. Others may also find our cultures iritating. For example, in our university, there are many people who do not subscribe to the religious faith that I do. I have got to understand them and appreciate their culture if we are to stay together. Our university has a very good policy where we treat each other as a brother whether one is a Christian, a Muslim or a Hindu. We have to appreciate the beauty of cultural diversity as our strength. Sometimes our teachers find it hard to understand our cultures. But the fact that they also come from different cultures from us compels them to appreciate us the way we are. The mode of teaching is English and hence we are able to understand each other even though we speak different languages (Manning, 1999). The biggest advantage of learning in a multicultural environment lies in the ability to learn and appreciate new cultures have friends from various cultures. I have learnt to appreciate their culture and I also engage myself in some of their cultural activities. In turn, they have also been able to appreciate my culture. However, our university is different compared to other multicultural universities. In some western universities, people are discriminated against simply because of their culture. People are not able to interact freely because of their cultural affiliations. Learning becomes a very much boring experience despiite the fact that students do not learn to appreciate one another. This is obviously a vice that should be discouraged at all costs (Danson, 2008). Learning in a homogeneous environment is a different kind of experience altogether. People in such a setting do not have the advantage of learning other peoples culture. However, this environment may be suited for people who fear indulging in other peoples culture. The main disadvantage with this kind of a setting is that it does not give someone the chance of appreciating the beauty of cultural diversity. However, learning in such an environment could also be enjoyable since people understand each other and cultural conflicts are less likely to occur (June, 2002). Cultural diversity is a beauty and strength. This is a fact that needs to be appreciated. People should respect the ideas of a democratic society and avoid discriminating other people because of their cultural affiliations. An ideal learning environment should give the students a chance to accept other peoples differences, curiosity, creativity and diversity should be celebrated .in this way young people will learn to live peacefully and respectfully with a people from different cultures and religious affiliations. This assures us of a better society tomorrow. Buy custom Diverse School Environment essay

Behaviour therapy is an effective but not sufficient factor in CBT Essay

Behaviour therapy is an effective but not sufficient factor in CBT - Essay Example Some instances of such models can be cited as theories of normal and abnormal development, and theories of emotion and psychopathology. In fact Fenton (2007) gives out a very understandable description of the entire concept of CBT by breaking it into member components of cognitive and behavioural therapies as follows," Quite simply, cognitive-behavioral therapy or CBT is a combination of two kinds of therapy: cognitive and behavioral. In behavioral therapy, people learn how to change behavior. You may have already heard of the most common behavioral techniques used in the treatment of anxiety disorders: desensitization, relaxation and breathing exercises. Cognitive therapy focuses on thoughts, assumptions and beliefs. With cognitive therapy, people may learn to recognize and change faulty or maladaptive thinking patterns. Cognitive therapy is not about "positive thinking" in the sense that you must always think happy thoughts. It's a way to gain control over racing, repetitive though ts which often feed or trigger anxiety. The two therapies often are used together because they are beneficial to each other. For example, in the midst of extreme anxiety, it may feel impossible to gain control over your thoughts and apply cognitive therapy techniques. Therefore, a behavioral technique such as deep breathing may help you calm down and focus on your thinking". It is the latter argument of Fenton which is the focus of this paper. This paper essentially looks into exploring the argument that behaviour therapy is an effective approach with in the CBT but it is not the only and sufficient approach. The paper looks into the concepts of cognitive and behaviour therapies in depth and the possible and more effective applications of the CBT,when the two are combined. The paper also discusses some other approaches which are finding application under the umbrella of the CBT.Cognitive Concepts and Therapy The initial questions that arise in cognitive approach are conceptual. They relate to what are the various levels of cognition that is accorded importance in literature. In the 1960's, Aaron Beck, developed his approach called Cognitive Therapy. Beck's cognitive therapy was particularly found very useful in the effective treatment of depression and related symptoms. Beck and his associates reckon three identifiable levels of cognition that are pertinent as treatment milestones as cognitive approaches are applied to within the overall approach of f CBT.These three levels of cognition are : full consciousness, automatic thoughts, and schemas (Clark et al,1999). Within these three levels the highest level is consciousness and it is defined to include the mental state in which rational decisions are made with full awareness of the decision maker. Decision maker is rationally opting to choose the way he finally did and he has rational arguments to justify his acts.

What is the Taboo Thesis The works of Gorer, Walter, Moller and Cline Essay

What is the Taboo Thesis The works of Gorer, Walter, Moller and Cline - Essay Example This phobia against death has made people avoid discussing death in public and today it has become a taboo, like pornography was in the medieval ages. Sociologists and thinkers such as Gorer, Moller and Cline have studied the subject in great detail with solid research and study and have recognized the changed behavior of people towards death. Instead of accepting its existence and getting on with the reality that we have to leave this world one day, people deny death and this is reflected in their behavior towards death rituals and gatherings. Discussing about death or the deceased person is considered to be strange in the society. People that talk of death or the deceased people face prudery at the hands of their social environment. And thus death has become a taboo, something not worth talking about. The scenario was not alike in the past; in fact this is a modern day development. This transition in the reactions of people with respect to death, as noted, studied and explained by Gorer and his proponents is known as Taboo Thesis. In this paper discussion will be made on the following thesis statement, â€Å"Death, today, is treated as a fearsome, alien phenomena and has become a taboo, with lesser and lesser people concerned about it. â€Å" Contribution from Gorer Geoffrey Gorer, born in 1905, was a renowned English Anthropologist. He spent his life in understanding the nature of humans and how do they get along with different variation in their lives. One of his greatest contributions to the field of Sociology is his work and research on the notion of death, the transition that it has been through the ages and its prevalent status in the current world order, categorically UK. Very interestingly Gorer compares the treatment of death in the modern society with that of the notion of pornography in the Victorian Era. This creative and analytical thinking ability of Gorer made him stand out of other thinkers and anthropologists and thus his work has become ex ceedingly significant for socialists in order to expand their horizons of study on death or other related areas (Gorer 1955). Gorer compares the treatment of the notion of pornography in the Victorian era with that of the treatment of death in the contemporary world. In the Victorian era pornography was considered to be a highly intimate affair and discussion in public was considered to be an â€Å"eye-brow† raising issue that would lead to prudery in the society if projected. Gorer does not approve of such reactions as he believes that copulation and sex are issues known to people in general so veiling them does not make a lot of sense as people tend to speak about issues that they are aware of, so the same must hold true for pornography as well. This argument is aesthetically forwarded by Gorer regarding death and reaction of people to it in the contemporary world. Gorer opines that death is as big a truth in life as life itself, but today people try to evade from its exist ence in a manner that is similar to the Victorian era where people avoided sex and obscenity related discussions in public. Gorer believes that the society is distancing itself from the acceptance of a universal fact and truth and perhaps this is something that one would agree with as well (Gorer 1955). A contemporary example Let’s consider the Somalian drought, termed as the â€Å"worst humanitarian crisis† by the UN. It is on the verge of engulfing the lives of more than 700,000 humans in the months to come. This drought has shown the real face of humans to them, but it is such a pity that we still don’t care. No matter how steep the death toll is, no matter how severe a disaster is we just continue living

PEM in Mexico Essay Example | Topics and Well Written Essays - 500 words

PEM in Mexico - Essay Example It can also affect nutrient conversion to the energy vital for healthy organ function and tissue development. This paper seeks to discuss PEM in Nigeria and how this country manages it. In Nigeria, there is still a high burden of protein-energy management. The severe characteristics of the illness are typically related to high mortality rates even in the health facilities. Several strategies have been set up to aid in reducing the severity and incidence of PEM. The government initiates a randomized distribution of zinc supplements to the prevalent areas (Garman & Royer, 2011). The locals have realized local products like honey help in reducing the severity of PEM. The Nigerian government has set up strategies to ensure sufficient food security in places prone to the disease. These programs are proving to be successful where the randomized distribution helps the vulnerable communities in Nigeria. The non-governmental organizations are also taking a huge part in countering the disease in Nigeria. They distribute high-energy packaged foods like F100 and F75 (Johnston & Stoskopof, 2010). UNICEF has played a major role in distribution to children admitted for severe PEM. Similar arrangements are developed at the several hospital surroundings in Nigeria are named as high-energy mixture (HERMIX), Kwash pap in Nigeria. For improvement, storage and preservation of the high energy food is an important step by both the government and locals. The government should find out different other ways to ensure food security all year-round. Presently, vitamin A is augmented through the repetitive vaccination and National Immunization Days (NID). The government can mandate companies manufacturing countless domestic food items such vegetable oils, sugar and salt to strengthen them with these vitamins and trace elements. Families with low socioeconomic status are the most vulnerable to

Effect of Background Environment on Learning and Recognition

Effect of Background Environment on Learning and Recognition The effect of background environment on the learning and recognition of Chinese numeric characters Abstract Previous researches on human memory found that the context present at learning and testing can have a significant impact on how well information is remembered, suggesting that information learned in one context is better recalled when the same context is reinstated during testing (McGeoch, 1932; Godden Baddeley, 1975; Schwabe Wolf, 2009). The purpose of this study was to investigate the effects of classical background music on learning and recognition of Chinese numeric characters. Participants (N=60) were randomly exposed to four different situations over an established period of time while given a sheet consisting of nine Chinese numeric characters to remember. After remembering the list of numbers they were tested on their recall of the numbers either in the same environment they were learnt or in the alternative environment. Using a 22 between-subject designs analysis it was found that recall was better in the matching conditions. Additionally, numbers learned in a quiet conditio n produced more errors during recall in a noisy condition, suggesting that performance is worse when the environmental contexts are mismatched. These results suggest that the effects of background noise on memory retrieval can be eliminated when a dissimilar learning context is reinstated at test. These findings have important implications for educational concerns. Introduction The theory of working memory model considers the mind to have strictly limited attention resources in processing parallel steams of information, and can become overloaded when exposed to excessive amount of information. Early investigations of memory discovered that the context at learning and recall can have an impact on how well information is remembered, suggesting that information learned in one context is better remembered when similar context is reinstated during recall. Accordingly, in this context it has been established by prior studies that external stimuli such as background music would possibly interfere with cognitive processing. Previous researches that have tested recognition memory in an environmental context that is different from the learning context have produced inconsistent results. (Davidson, Powell, 1986; Banburry Berry, 1998) observed that background music enhance task performance on a variety of tasks. However, (Saufley, OtakaBavaresco, 1985; Klatte, Bergstro m Lachmann, 2013) found that students’ exam performance were not significantly better when learning and testing took place in the same environmental context, compare to a different context. This aspect of memory has been known as context-dependent memory (CDM). The CDM has been extended to different context and have received some previous attentions in the literature, including; olfactory stimuli (Pointer Bond, 1998; Cann Ross, 1989), alcohol states (Eich, 1980), and testing environment (Godden Baddeley, 1975), among many other context. Background music has been shown to be another potential context under which CDM seems to occur. In a number of studies changes in context between learning and testing have produced a significant affect during recall,whereas, in other studies this effects has not been shown (GeiselmanGlenny, 1977; Geiselman Bjork, 1980; Russo, Ward, GeurtsScheres, 1999; Smith, Glenberg Bjork, 1978; Smith Vela, 2001; Godden Baddeley, 1975; Smith, 1985; Fernandez Alonso, 2001). Nevertheless while external stimulus (such as music) appears to enhance individuals’ learning, it could be distracting to others. For instance, (Smith, 1985) examined the e ffect of background music on CDM. In which subjects were asked to learn a list of words under one of three background music conditions (Mozart piece, jazz selection or quiet condition). He concluded that participants who were exposed to the same musical context recalled significantly more words during testing. This provides evidence that the idea of background music can serve as an effective retrieval cue for earlier learned material and does produce CDM effects. According to the literature cited above, individuals tend to recall information better when the environmental context matches from encoding to retrieval. This was supportedin a study conducted by (Grant, Bredahl, Clay, Ferrie, McDorman Dark, 1998). In this study, the participants were instructed to study meaningful information under either noisy or quiet conditions. Then, they were asked multiple-choice and short-answer questions on the previously learned material. A reduction in recall was noticed in participants whose noise level was mismatched during learning and testing compare to those whose noise-level was matched. This suggests if the music played throughoutthe administration of the test and learning is the same, this will improves memory because similar background cues promote memory retrieval. Researches have also demonstrated the effects of background noise on task performance (Hygge, Evans Bullinger, 2002; Ylias and Heaven, 2003), underlining the harmful effects of noise as a distractoron an individual’s performance. Banbury and Berry (1998) found that performance was lower in the presence of background noise (taped office noise) compare to quiet conditions during recall. Also greater disruption was noticed when both learning and recall occurred in the same noisy environment. However, there has also been research contradicting these findings. Avila,Furnham and McClelland (2011) found no significant difference in task performance in the presence background noise. The present study considers the effects of background environment on learning and recognition of Chinese numeric characters. Three research questions are addressed. The first question is whether learning context affect recall. The second research question is whether testing context affect recall. And finally, the third research question that was addressed is to see whether there is an interaction between learning contexts and testing context. Also, in line with previous studies (Grant, Bredahl, Clay, Ferrie, McDorman Dark, 1998; Cann Ross, 1989; Smith, 1985), it was predicted that there would be an effect of context. It was expected that tasks performed in learn quiet-test quiet conditions would yield better results during recall than tasks performed in learn noisy-test noisy conditions, indicating that the background environment(Classical music) is a distracter to performance. The rationale for these predictions would be that background music could prevent full concentration on memo ry task; this could be because extra information during testing could be distracting to participants. Additionally, percentage error scores were expected to be significantly higher in the quiet-noisy condition during learning and recall, suggesting that background noise contribute to lower performance in memory. Perhaps this could be due to the fact that attention will be drawn to the background music while learning, therefore, leading to poorer recall during testing. Finally, performance was predicted to be significantly higherin no background noise condition. The rationale for these results would be that according to prior studies the presence of background noiseand changed environment during recall could impair performance, potentially through distraction. Method Design The first research question used a 22 between-subjects design to analyse the collected data. This was chosen to determine whether differences exist between different background situations (quiet and noisy) and whether one is more effective than the other. The independent variable was context at learning, with two levels; quiet and noisy. This addresses whether background music affects learning. The second research questions also used a between-subjects design. The independent variable was the context at testing, with two levels; quiet and noisy. This addresses whether background music affects recall at testing. The third research question addresses whether there this a interaction between context at learning and testing. For all the research questions the dependent variable was the number of errors. This was measured by counting the numbers of incorrect answers given by each participant. Participants Sixty participants (22 Males, 38 Females), ranging in age from 18 to 65 years old (M=29, SD=12. 1) participated in the study. The groups were randomly allocated from personal contacts of the researchers. Participants were divided into four groups each assigned to four different conditions. However, it is important to note that any Chinese participants or anyone with a previous knowledge of Chinese language were excluded from the study, due to the nature of the task. Materials (or Measures) The stimuli were the ‘noise’,which was played via Youtube throughout the study for a specific condition. Since classical music may cover a wide range of stylistic variances, the present study used Vivaldi The Four Seasonsthis was chosen as classical music is frequently heard in the radio and thus musical style would be familiar to the participants (VanWeelden, 2012). The test consisted of nine Chinese numeric characters,which were selected for the purpose of the study (appendix). In order to avoid practice destruction sheet (word search) was used, which was randomly selected on the Internet (appendix 7). Procedure The experiment was conducted in a room assigned by the researchers. Participants were given consent forms to fill out at the beginning of the study and were informed of their right to withdraw at any point (appendix 3,4). They were also given an instruction sheet, detailing what they were required to do (appendix 2). The study was an independent-measure design. All sixty participants were assigned to four different conditions. Each condition consisted of 15 participants and depending on their groups they were exposed to either a quiet or a noisy room with classical music being played in the background. Also, depending on the conditions the researchers explained to the participants that music would be played while they were given a sheet with nine Chinese numeric characters to remember the meaning of (appendix 1). The participants were then given five minutes to remember the meaning of each numeric character. Then, in order to redirect participant’s attention and to avoid pract ice subjects were given a distraction task of a word search to complete under three minutes. Then, they were asked to return to their respective room, depending on their conditions (quiet or noisy) and were allowed five minutes to identify the meanings of the same nine Chinese characters on a separate testing sheet presenting with symbols but no meanings (appendix 6). At the end of the experiment participants were debriefed (appendix 5) and instructed in the same verbal and written manner throughout the experiment. Result The analysis conducted a 22 ANOVA with learn (quiet, noisy) and test (quiet, noisy) conditions as between-subject variables were conducted on the percentage error recall. This was done In order to determine whether recall would be higher when the learning and testing context were quiet in comparison to noisy, and whether recall would be better when learning and testing context matched compared to mismatched. The mean and standard deviation for recall scores are reported in table 1. The results of the ANOVA confirmed that as predicted there was a significant main effect of context at learningF(1,56)=6. 287, P=0. 015, such that participants made significantly more errors in a noisycondition than in a quiet condition (M=22. 96 and M=11. 85 respectively). (See graph 1, figure 1). In addition, along with the prediction, there was not a significant main effect of context at test (p>0. 05),noisy condition produced more error compare to quiet condition (M= 21. 48 and M=13. 33 respectively). And finally, There was not a statistically significant interaction effect between learning and testing context, F(1,56)=3. 381, P=0. 071. This means that context at learning had the same effect at both levels of the other IV, context at test. Table 1. Percentage memory recall during quiet and noisy test conditions following quiet and noisy learning conditions. Figure 1: Estimated mean log of errors scores in Chinese numeric character recall task of context at learning. Discussion Our primary goal in this experiment was to examine the effect of background music on learning and recall. It was predicted that the detrimental influence of background music on memory retrieval would be lessened if the learning and retrieval environments matched. The present findings confirmed this prediction. The participants performed worse when the learning and testing context were dissimilar. This is in line with previous studies of impaired memory retrieval following background noise (Dalton Behm, 2007; Dobbs, Furnham McClelland, 2011). If, however, the learning and testing context were matched, this detrimental effect of stress disappeared. But, in confliction with some studies, the results provide no evidence for an interaction of background music and context effects in memory processes. Participants learned better in learn quiet-test quiet condition (M=11. 85), but did not necessarily recall higher when they were tested in a noisy condition (M=31. 11). Also, participants prod uced more errors in learn noisy-test noisy (M=14. 81) as opposed to learn noisy-test quiet condition (M=11. 85), suggesting that participants performed poorly when the learning and test context were mismatched. This can be supported by many studies (Fernandez Alonso, 2001; Schwabe Wolf, 2009). Although we focused mainly on the manipulation of the environmental (i. e. , external) context, it is important to note that the presence or absence of other stimuli can also be conceptualised as a change in internal context. In this study internal stimulus such as personality trait, emotional state and mood were not assessed during learning and recall. Also, mood, which can be affected by emotions and feelings, can improve or hinder with successful learning model of the engaged individual. Additionally, as mentioned before personality trait could be a factor that needs to be considered. The influence of music on memory performance has also been linked to personality types. A study piloted by Furnham and Bradley (1997) demonstratedthat pop music could be a distracter on the performance of introverts and extraverts. It was proposed that in the presence of music extravert would perform better than introverts. The findings determined that when pop music was played recall was severely le ssened for both introverts and extraverts. Also, it was shown that introverts recalled significantly lower than extraverts in the presence of pop music condition as well as introverts in the silent condition. Overall, introverts seemed to be easily distracted in the presence of background noise. This researchexposed evidence that overall background noise, such as music, TV and background conversation could improve performance in complicated cognitive tasks for extraverts, while it will considerably impair introverts’ task performance (Furnham Bradley, 1997; Dobbs, Furnham McClelland, 2011). A possible confounding variable in between-subjects designs in this experiment could have been related to individual differences, in which the participants’ characteristic differed one group to another, for instance the participants in one group may be older, smarter, then the participants in another group. This was somehow controlled by giving the exact same information to every participant and treated equally. Also, environmental variables may have affected the findings in which characteristics of the environment differed between groups, for example the groups were tested in different rooms, one group may be tested in a larger room and another group in a smaller room. However, we had no control over assignment of individuals to groups, as the groups were randomly allocated. It is important to note that the Chinese numeric characters where unfamiliar to the participants, these may have affected their recall regardless the condition their were set in, however, this needs to be taken into further consideration. A group of different ages were exposed to one task that had been designed to assess the participants’ ability ton how well they canremember unfamiliar Chinese characters. As Fernandez Alonso (2001) found that older participants recall better when they were tested in the same context, but no effects was shown for the younger participants. However, this had no impact on the direction of the data, but it makes the sample less reliable. In summary, the results of the present experiment indicate that the detrimental effects of background music on memory retrieval can be prevented when the environmental context at learning and testing match. These findings have important implications for educational concerns, to find out whether the negative impact of background music on learning or testing will be reduced if students are tested in the same room/context, instead of in an unfamiliar room. Word count: 2194

It is not possible to be a disciple of Jesus in the modern world Essay

â€Å"It is not possible to be a disciple of Jesus in the modern world† I disagree with this statement, although I recognise that it is not always easy to be a disciple I believe it is possible for those who have faith. We are first called to discipleship at Baptism where the father of the child lights a candle from the Pascal candle as a sign of his responsibility to enable his son/daughter to grow in full faith. I believe that faith makes everything possible, if we have faith in God and his teaching we can achieve our hopes and dreams. If we have faith then living, as a true disciple is part of our way of life, we as Christians in today’s world should try to live our lives as Jesus lived his. Without faith what meaning would life itself have for us, what would be the use in perusing life if it had no meaning to us. If we believe then we can reach goals and discipleship can bring joy and purpose to our lives we can achieve goals and targets we set for ourselves. â€Å"Nothing is impossible to he who believes† Faith in God is not always easy to maintain; if we pick up a newspaper what headings do we usually see? Usually something related to drugs, alcohol, kidnapping, and murder. What example is this setting to children? While there parents are teaching them about how caring we should be, and how we should love our neighbour as ourselves, these children look at the newspapers or even the news and see people who have lost arms or legs as someone has shot them. What kind of example is this of loving your neighbour? What affect is this going to have on these children in the long term? They will grow up with the opinion that this is acceptable and everybody does it why should they be different to the rest? To be a true disciple we must have immense faith in God, if we have faith nothing is impossible. But there are many difficulties which disciples of Jesus have to face when trying to carry out the work of God, one of the most difficult to deal with is peer pressure. Many people, particularly the young people, feel unable to resist the pressures put upon them by their peers and therefore behave in a way which goes against the teaching of the gospel. There are many pressures maybe to smoke, drink, vandalise others property, tell lies, use foul language, and have a sexual relationship before marriage. If enough pressure is put on these people it is very difficult to say no! And therefore they are going against the teaching of Jesus not because they want to it is because they are not strong enough to resist temptation, and they are afraid others will treat them differently. Other pressures come from the media we usually get a picture from the media of very anti-Christian values and standards. Take magazines for example they tell stories of unmarried people having a sexual relationship or young people smoking and drinking, and this is all classed as â€Å"Normal† and acceptable in our world. They do not present the Christian way of life as being worthwhile and â€Å"Cool† or up to date. We also get a lot of anti-Christian standards from the television, films, and videos. These can have a very powerful influence on the lives of many people; most soap operas and films present a non-Christian way of life. How often do you see a Christian family in a soap opera, and if there is Christian families do you ever notice that they always seem to be laughed at by the rest of the families as they are seen to be out of date and definetly not trendy. Television I believe influences many people, who is going to get up early on a Sunday morning to watch the Christian services carried out in different chapels, while they could be watching Eastenders or a popular music show! There are many ways television influences us they give us pictures of what is normal in our society such as sex before marriage, abortions are acceptable, divorce is a fact of life, the only purpose in life is to search for pleasure, and violence is acceptable and part of everyday life. Media can make Christians feel confused and unsure of their own beliefs The way of life presented by the media is often made to seem more attractive, more enjoyable, easier, and more glamorous. However we as Christians should always remember that Jesus never promised that being a disciple would be easy, in fact we must deny ourselves take up our cross and follow him. We should make up our minds whether we want to be a disciple; many people are unable or incapable to make such decisions in life because of addictions to alcohol, drugs, gambling, and solvent abuse. Becoming addicted to any of these can make people lose all sense of reality of right and wrong, of what being a Christian really means. If a person is not in total control of their life then being a Christian is almost an impossible task. The family is an extremely important unit and source of Christian discipleship in our society, it is within the family that children first learn about the love of God, right and wrong and acceptable and unacceptable modes of behaviour. Parents are the first teachers of their children and the church relies on these parents to pass on the faith to their children by what they say and through their actions. There are many broken families in today’s society and many children do not receive the Christian teaching and example, which they need, such as love and understanding and therefore grow up not using the example in their life. So to be a good disciple is extremely difficult but not impossible. In today’s world there are many distractions and other Gods, which can lure us away from love of the one true God. Things such as money, possessions, wealth, search for pleasure, and success, laziness, indifference, friends, and Greed. These things all tempt us in many different ways, it is as if they are trying to make us forget our first priority which is God. The easier route in life is often to give into these temptations, to become distracted by worldly and materialistic values and to become neglectful to our Christian duties. If we consider all the pressures people today face we see that it is not always an easy task to follow Jesus through thick and thin, but it is not an impossible one. When Jesus chose his first disciples he knew that it would not be easy for them, nor is it easy for us in the twentieth century. The world as we know it is becoming less and less accommodating to the Christian way of life and it is not going to get any easier, this is why we should never give up and our faith should see us through even the worse times in life. We should not become what society wants to become and is encouraging us to become we should not be lured away from God so we can fit in and act like people want us to. This is the challenge of Christian discipleship.

How to Balance Penn Foster Studies with Work and Family Demands

Pre writing for the process Analysis Essay Topic: Balancing Penn Foster studies with work and family demands. ————————————————- My name is Karissa Gumbs. I am a beautiful and vibrant young adult. I born in the month of July in the beautiful island of Anguilla. ————————————————- An online course was the last thing on my mind. When I told my parents about it they thought it was a marvellous idea and they started to encourage me. My siblings thought it was also a great idea.They said that it was going to be a challenge but in the end you will succeed. When I finally made the decision to get my Associates Degree my family agreed. ————————————————- A year has passed and now I am realizing how difficult it is to balance my studies, work, and family demands. Whenever I return home from work it seems as though my day have barely started. I spend time helping with cleaning, gardening, and paying bills. ————————————————-Regardless of all this I need to complete an assignment that is due in three days. Around 9:00 pm is the only time I get to do this. ————————————————- Besides all of this, in my free time I like to browse the internet, sing, dance, watch television, travel, and spend time with family and friends. ————————————————- Some of the places I have travel to are: St lucia, St kitts, Costo rico, Panama, Mi ami, florida. One of the places I will like to visit is the Netherlands. ———————————————— Something I always wanted to do in life is to have my own business in electronics. ————————————————- In the near future I would like to get married and have a family. ————————————————- I love the idea of doing my Penn foster degree online it allows me to take my time and go at my own pace. Rather than having to attend the school in person. ————————————————-On a daily basis at work if it is really slow at times I would walk with my assignment and try my be st to keep myself occupied rather than just having to sit there surfing the internet. By doing this I try to complete my assignments ahead of time. To maintain my daily activities I created a schedule and worked out a plan which I can make best use. When things come up unexpectedly, having a schedule is a good way to manage time that is why I started a daily schedule and I took a hour out of each day to my studies.

Protection of Minorities within the Context of International Law

Protection of Minorities within the Context of International Law Introduction A critical analysis of international legal instruments reveals that the laws do make reference to ‘minorities’. However, there is lack of a universally acceptable, legally binding definition of the term ‘minority’. The reason for this is that there are numerous minority groups that possibly exist and no proposed definition can accommodate all of them (Forsythe 2012). Moreover, many states provide a restrictive definition to prevent large swathes of their population from falling within the boundaries of the group.Advertising We will write a custom essay sample on Protection of Minorities within the Context of International Law specifically for you for only $16.05 $11/page Learn More The innumerable and diverse groups claiming to be minorities also make it difficult to formulate a universally acceptable definition. Consequently, there are no firm guidelines informing the definition of the concept ‘minority’ i n international law. However, considerable efforts have been made through different forums by international lawyers to provide guidelines as to factors to consider in defining the concept (Allen Xanathaki 2011). One of the factors to consider in the definition of the minority concept is numerical inferiority. The numerical inferiority factor is determined in reference to the overall size of the states’ population. In addition, ‘non-dominant’ positions of the group are taken into consideration. Politically speaking, a minority situation is brought about by such a group. Another factor to consider is the nationality of the group. To qualify as member of a minority group, one has to be a citizen of the state they live in. As a result, the definition of the concept excludes refugees, foreigners, and immigrant workers (Hatvany 2006). A group may be considered as minority if it is distinguished from the rest of the population in the state they live in with regard to e thnicity, religion, or language. Collective will has also emerged as a factor to consider in the definition of minority. The will comes into play when a group maintains a sense of solidarity and has distinctive characteristics that emerge over a long period of time (Preece 2009). Minorities and International Law: Historical Overview Provisions of international law try to protect the rights and freedoms of persons. The same applies to the case of minorities as a group in the society. The Minority Treaties of the League of Nations Protection of minorities was a major concern during the post World War I period. There were territorial re-alignments brought about by the war. The realignments led to the creation of new countries. The rights and freedoms of minority groups could not be overlooked. It was important to address them in order to have lasting peace in Europe. The minorities’ treaty system of the League of Nations was developed against such a background (Preece 2009).Adve rtising Looking for essay on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More The system embraced by the League was structured on individual treaties. The stand-alone treaties addressed particular scenarios in Europe. In most cases, the treaties fell within three clusters. Their classification was informed by the parties involved. The first category was made up of those agreements adopted by the states that lost in the war. They included Austria and Turkey. Others were Hungary and Bulgaria (Hatvany 2006). The second group comprised of the new states created. In this group were Greece, Poland, Romania, and Yugoslavia. The last group was made up of special consideration given to minorities in the new establishments. The new entities included Aland and Upper Silesia (Allen Xanathaki 2011). The system of protection of minorities adopted at this juncture varied from one country to the other. The arrangement was not inten ded to develop into a system of international law for the protection of minorities. The intention is supported by the rejection of the idea to enshrine the protection of minorities in the Covenant of the League of Nations. The United States of America made several suggestions to enhance the system. For example, it was suggested that all governments interested in joining the League should respect the rights and freedoms of minority groups. Despite the signing of the covenant, the League Assembly rejected efforts made by some members to improve the system. A case in point is the suggestion by some members to make protection of minorities a universal undertaking (Sigler 2004). As already indicated, many countries were against the expansion of the minority protection system. There are several factors that contributed to this resistance. One of the factors was fear of possible external scrutiny and constraints on the states’ sovereignty. The fear was prompted by the dissatisfactio n expressed by the countries that had already adopted the system. The states maintained that the minority protection system allowed any person to file a petition against them. Such petitions would force the states to appear in public courts as defendants against their own citizens (Preece 2009). Another reason for the rejection of the expansion had to do with the colonial territories under the control of European countries. The expansion would have raised issues with the legitimacy of the control that these countries had over the colonies. The questions would have required the colonialists to grant their subjects the freedoms and rights espoused in the minority protection system.Advertising We will write a custom essay sample on Protection of Minorities within the Context of International Law specifically for you for only $16.05 $11/page Learn More The right to self-determination was only applicable to the situation in Europe and European powers were not wi lling to extend it to other regions in the world, such as in Africa. Therefore, the system was not developed to tackle minority issues in countries under the control of the colonialists (Thornberry 2003). As made clear in the discourse above, the protection of minority system has faced a number of challenges since its inception. The challenges led to its failure, especially as a result of the ramifications of World War I. The political and economic reality of the time could also have led to the failure of the system. According to Forsythe (2012), World War II led to the disintegration of the League of Nations. The disintegration brought down the protection of minority system. However, protection of the minority system has continued to be of value to the development of international law touching on the welfare of this group (Forsythe 2012). It is a fact beyond doubt that the minority system had several inherent limitations that affected its effectiveness as an instrument of internati onal law. The limitations notwithstanding, the system provided some level of protection to the identified minority groups in the countries. It is a fact that the system offered special protection to minorities, which created two possible scenarios. The two scenarios were ‘equality’ (Sigler 2004) and non-discrimination against this category of citizens. The development provided grounds for the formulation of international laws for the protection of the rights of minorities. The system also led to the formation of the International Judicial Protection of the Minorities. The Permanent Court of Justice (PCIJ) gave decisions and opinions that are still applied during discussions on minority rights in international law (Sigler 2004). Minority Protection under the UN The United Nations was formed after the collapse of the League of Nations. It acted as the new world organisation following the World War II. However, in contrast to the League of Nations, it adopted a totally dif ferent perspective as far as the protection of minority groups in the world was concerned. Initially, the UN did not make any efforts to adopt the minority protection system of the League (Hatvany 2006). Moreover, the organisation did not make attempts to develop a new system for the protection of minorities. European nations dealt with the issue of minorities through bilateral or multilateral treaties without the involvement of the UN. The UN was of the opinion that human rights and the principle of non-discrimination were appropriate means of protecting everyone, minority groups included (Rodley 2005).Advertising Looking for essay on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More The UN General Assembly made efforts to address this issue a few years after the formation of the agency. The efforts were characterised by the passing of the Declaration for the Granting of Independence to Colonial Countries (Julie 2010). The declaration was made in 1960. It was based on, among other things, the provision of equal rights and self-determination of people as declared in the Charter of the UN (Julie 2010). The declaration required a speedy and unconditional termination of all forms and manifestations of colonialism. Under Article 2, the declaration provides for the right to self-determination for each and every nation in the world. Based on this right, sovereign countries have control over their political, economic, and socio-cultural progression (Hilpold 2007a). To achieve its mandate, the UN heavily depended on the provisions of human rights and the freedom of the nations (Preece 2009). Many people were of the opinion that minority groups were protected through non- discrimination, equal rights, and equality before the law. Such an assumption prompted the adoption of several conventions and declarations in the field of non-discrimination by various international organisations and the UN (Julie 2010). The Universal Declaration of Human Rights (UDHR) was crucial as far as human rights were concerned. It was one of the first aspects of international law that made provisions for the protection of human rights. The declaration complemented the already existing provisions for non-discrimination. Under Article 2, the declaration provides that everyone is entitled to all the human rights in the declaration without distinction of any kind (Hatvany 2006). However, the declaration failed to address the issue of the protection of minority groups. Furthermore, it did not mention the group anywhere. Various states, such as Denmark, made a proposal for the inclusion of provisions for the protection of minorities in the UDHR. However, such proposals were oppos ed by majority of the member states, leading to their rejection. The rejection was as a result of little or no interest on the part of majority member states of the UN with regard to the concept of minorities (Rodley 1995). The rejection of minority rights and protection by majority of UN member states was brought about by many factors. A classic example of such a factor was non-alignment with the policies of the nations touching on cohesion. The nations were concerned that adopting these rights would lead to divisions within their boundaries (Thornberry 2003). Another factor leading to the rejection of these rights involved concerns over the stability of the nation. The states feared that the adoption of such rights will result in distinctions between citizens. Such distinctions will be created by a sense of unfair treatment on the part of those not classified as minorities in the society (Sigler 2004). The General Assembly felt that the UN could not afford to ignore the plight of minority groups (Rodley 2005). The development prompted the authorisation of two commissions expected to thoroughly address the issue of minorities (Hilpold 2007b). In addition to the UDHR, the UN and its affiliates formulated a number of provisions to address human rights on the international arena. In all these legally binding instruments, the UN almost exclusively focused on individual rights and freedoms. However, the instruments did little to acknowledge the minority as a group (Hilpold 2007a). The situation changed in 1948. In this year, the agency formulated the UN Convention on the Prevention and Punishment of the Crime of Genocide (Hatvany 2006). The convention addressed the rights of minorities separately from individual human rights. However, there is no clear prohibition of any measures taken to destroy these groups other than physical or biological genocide (Julie 2010). Conclusion Internationally, minority protection is mainly based on human rights and non-discriminati on. Such a basis is evident even in instruments that are designed solely for minority protection. The observation raises the question of whether or not individual rights and non-discrimination offer enough protection to minorities. Moreover, there are concerns over the effectiveness of individual rights and non-discrimination approach in addressing the problems faced by minority groups. References Allen, S Xanathaki, A 2011, Reflections on the UN Declaration on the Rights of Indigenous Peoples, Haart Publishing, London. Forsythe, D 2012, Human rights in international relations, Cambridge University Press, London. Hatvany, C 2006, ‘Legitimacy of kin-state politics: a theoretical approach’, Regio-Minorities, Politics, Society, vol. 1, pp. 47-64. Hilpold, P 2007a, ‘Tendencies of minority protection in the law of the European Union’, Miskolc Journal of International Law, vol. 5 no. 1, pp. 34-49. Hilpold, P 2007b, ‘UN standard setting in the field of mino rity rights’, Int. J of Minority and Group Rights, vol. 181 no. 14, pp. 342-369. Julie R 2010, ‘Minority rights in a time of multiculturalism’, The Evolving Scope of the Framework Convention on the Protection of Minorities, vol. 99 no. 10, pp. 243-267. Preece, J 2009, ‘National minority rights vs. state sovereignty in Europe: changing norms in international relations?’, Nations and Nationalism, vol. 3 no. 3, pp. 345-364. Rodley, N 2005, ‘Conceptual problems in the protection of minorities: international legal developments’, Human Rights Quarterly, vol. 17 no. 1, pp. 48-71. Sigler, A 2004, Minority rights: a comparative analysis, Greenwood Press, Connecticut. Thornberry, P 2003, International law and the rights of minorities, Clarendon Press, Connecticut.

How to Register for the ACT

How to Register for the ACT Registering for the ACT isnt difficult, but you do want to make sure you plan ahead and have the information youll need at hand. Before you begin registering, make sure you know the registration deadlines for the exam you plan to take. They tend to be about five weeks before the actual exam. It will also be useful to have a copy of your high school transcript when you register so that you have the school information youll need for the form. Step 1: Visit  the ACT Website and Create an Account Go to the ACT student website. Once youre there, click the Sign In button at the upper right of the page, then click on the create account option. Next, set up an online account so you can do things like check your scores online, print your admission ticket to get into the testing center, make changes to your registration if you have to miss a test day, request more score reports, and more. Youll need two pieces of information  before you create your account:  your social security number and your high school code. The website will walk you through the steps of the process. Note: Be sure to fill in your name just as it appears on your passport, drivers license, or another approved ID that youll be bringing to the testing center. If the name with which you register does not match your ID, you will not be able to take the test on your scheduled test day.   Step 2: Register Once youve created your student account, you need to click the Register button and proceed through the next several pages. Youll answer questions about the following: Personal information like left-hand vs. right-hand (so you get placed in an appropriate testing desk), religious affiliations, parental educational background, and disabilities. Remember, this is all voluntary information.A high school summary like the type of school you attended and courses youve taken. Youll also see questions about extracurricular involvement in high school.  Your college plans such as preferences regarding school size, whether or not you plan to enroll full time or not, and college interests.Your specific testing date and location.  Where youd like your score reports to be sent. You can choose up to four colleges with the basic fee, so youll save money if youve decided where youd like them to go before you register.  Intended future college major and career choices.  Youll also be asked during this process to upload a current headshot. Make sure to follow the parameters exactly, or you could be banned from taking the ACT on test day. Both the photograph a nd the name on your identification are important pieces of information that ACT uses to make it difficult for anyone to cheat by having someone else take the exam for them. If youre wondering why ACT wants some of this information when it has nothing to do with the actual test, realize that college admissions is a big business of trying to get students matched up with schools where they will succeed. ACT (and SAT) provide names to colleges of students who might be an appropriate match for those schools. The more information they have about your grades, courses, and interests, the better than can align your credentials with potential colleges. This is why after you take a standardized test, youre likely to start receiving lots of mail from colleges. Step 3: Pay Check out the current ACT fees before you test, and fill in your waiver or voucher number if youve received one. At the bottom of the page, click Submit just once, and youre done. Youre then free to print your admission ticket. A confirmation will be sent to your email address. Step 4: Prepare Youre in. Now, all you need to do is prep for the ACT just a little bit. Start by going though the ACT basics, and then running through these 21 ACT test strategies to help you perform as well as possible when test day rolls around. Then, try your hand at an ACT English quiz or Math quiz to see how you might respond to the real ACT questions. Finally, pick up an ACT prep book or two to help see you through the end. Good luck! Updated and edited by Allen Grove

Transcription and language creativity Essay Example | Topics and Well Written Essays - 1500 words

Transcription and language creativity - Essay Example Not with ((confused)) exactly with wooden clog, unless it is got a veneer (.) ((laughs)) (xxx) is carefully covered wooden clog that can be a problem ((laughs)) Host: Just the first answer we had ((laughs)) so (.) no answers really from the scientists until Brian came up with clogs ((laughs)) which was unexpecting first Answer today //((laughs)). //I don’t know I don’t where (xxxxx) I don’t know what to say. Host: Oh! Come on lets carry on with the clogs. Host: An easy launch pad,[ a way to go ((laughs)) (.)Anyway back to the science table]. Introduction Conversation has different features that need to be analyzed in order to give a critical account of a piece of conversation. Conversations are mostly spontaneous; the speaker and listener develop their conversation according to the situation, atmosphere, topic and personal relationship that both the listener and speaker share. Conversation is done through language; the use of language however differs from person to person and the type of language used between two persons is a function of the nature of the relationship that exists between them e.g. the closer the relationship the more intimate the conversation will be. In order to analyze a conversation, some technical features of the conversation and linguistics of the words used is necessary. Conversation is an important part of life; it communicates ideas, feelings, intentions and goals. The study of conversation tells about the creativity used in spoken language. The language has various features i.e, context, type, tone, subject, turn-taking, interruptions etc. A study of these features enables us to get an insight into the creativity employed in any piece of work (Maybin & Swann, 2006). Discussion The above transcript is the written script of a verbal conversation. Verbal communication is an act of conveying messages, ideas or feelings by vocal means; non verbal acts are also important part of this phenomenon. This communication is the main and ordinary way of communicating face to face. Apart from these important features other key components of verbal communication are words, sound, speaking, tone and language. By analyzing the technical features, language and creativity of the conversation can be analyzed in a systematic way. The people involved in a conversation unintentionally make use of creativity. This usage is also a very important part of the conversation as it tells about how good a person is at conversation and how good he/she makes use of vocabulary, turn-taking and switching. The written script of a dialogue above is between two people, the host and a person called Paul. The conversation is based on question and answers about a particular subject; as the conversation is in the form of interview; it is supposed to be less intimate and formal. To make a more deep analysis, it is necessary to examine other important features that this piece of written conversation carries. Context is a very important p art of the conversation (Carter, 2004); it is the situation that describes conversation. There

Euthanasia should be illegal Research Paper Example | Topics and Well Written Essays - 1500 words

Euthanasia should be illegal - Research Paper Example On the other hand, voluntary euthanasia is one which includes the consent of the patient while involuntary euthanasia does not include the consent of the patients because they are not in a position to make any credible decision (Kon 459). Lastly, involuntary euthanasia occurs when a person requests not to be killed only to end up being killed. This paper will give reasons why it’s immoral for the physicians to assist in suicide. According to the constitution of United States, every citizen has the right to live. The constitution also states clearly that there is no one who has the right to take the life of the other. As a result, it’s illegal and unethical for any person to decide if the other person will live or not. With the increasing stress levels in the world, making such a move to be legal will lead to increased cases of euthanasia (Pereira 1075). Many physicians will be faced with many cases of voluntary euthanasia. It’s immoral for any physicians to help either in voluntary and involuntary euthanasia. Research indicates that when patients are in very intense pain, they are likely to take actions that are regrettable. As a result, voluntary euthanasia is an unethical way of giving a person who is not of sound mind an opportunity to make a critical decision about his existence. Allowing physician assisted suicide will increase cases of negligence in our hospitals. Currently, the number of negligence cases in the health facilities has increased tremendously. As a result, when physicians are given the ability to terminate the lives of patients suffering from painful and terminal diseases, they will not put any effort to prolong the lives of these people. Instead, they will just be administering lethal drugs to such patients in order to end their lives. Therefore, they will get an escape route, an aspect that will reduce their levels