Gold Essay Example | Topics and Well Written Essays - 750 words

Gold - Essay Example Gold’s genuine disclosure stays just known to the people of old (Mineral Zone, 1). Gold is the seventy ninth component on the occasional table and it has image AU which is gotten from the Latin word â€Å"Aurum† which means sparkling first light. â€Å"It happens for the most part in the local state, remaining artificially uncombined aside from with selenium, tellurium and perhaps bismuth. The components just normally happening isotope is gold-197† (Gold.yabz, 1). Store of gold with high measures of gold: aqueous veins, where it is related with pyrite (fools gold) and quartz; and merged and unconsolidated placer stores that are gotten from the enduring of gold-bearing rocks. Gold is significantly connected with differential measures of silver; with electrum being the most well-known and normally happening gold-silver compound, with follow measures of copper and different metals. Geologically electrum is found in Western Anatolia, present day Turkey (Gold.yabz, 1). Event of gold-bearing rocks wealthy in it, is surprising, or, in other words gold minerals are not really (normal. In seawater gold happens to the degree of 5 to 250 sections by weight to 100 million pieces of water. By and by gold amount of gold in seawater is evaluated to be 9 billion metric tons. Its stores are far reaching in low fixations everywhere throughout the mainlands. Gold stores are found in two kinds; jackpot stores which is mined through customary mining strategies and placer stores found along stream beds brought about by the disintegration of the deposit stores. Its plenitude is evaluated to change in focuses in molten shakes on the mainland shifting between .001 to 0.004 ppm. Since revelation, 165,000 tons of it has been mined. Gold is normally utilized in adornments and gems (USGS, 1). This is on the grounds that the metal is exceptionally flexible as it can shape slight sheet of about 0.000005 crawls in size, so it filled the need. Also as it is an honorable metal, it

Great Gatsby, Detailed Analysis, Passage Chapter 1 (p.13-15) Essay

In this section Nick Carraway is visiting his cousin Daisy and her significant other Tom Buchanan, a previous individual from Nick’s social club at Yale University, on East Egg. Inside, Daisy relax on a love seat with her companion, Jordan Baker, a serious golf player who yawns as if exhausted by her environmental factors. As Nick enters he depicts his two female sidekicks in extraordinary detail. F. Scott Fitzgerald utilizes symbolism on numerous events to help the peruser to picture the setting. He portrays the women’s dresses rippling in the breeze just as they had â€Å"just been blown back in after a short trip around the house† (p.13). Fitzgerald likewise outlines the ladies appearing to be â€Å"buoyed up..upon a moored balloon† (p.13). He rehashes the representation of inflatables as he relates that they appear to be â€Å"ballooning† to the ground as the breeze quiets. Scratch, the storyteller, proceeds to portray his organization. He does as such in outrageous detail. The creator does this as to assist us with picturing Nick’s circumstance. The subject of white is initiated in this section (â€Å"They were both in white†, p.13) accentuating the blamelessness and virtue of Daisy Buchanan and Jordan Baker. Fitzgerald makes the representation of the appearance exceptionally straightforward for his perusers by utilizing striking models (â€Å"her jawline raised a bit, as though she were adjusting something on her chin†, p.14). He makes her show up practically graceful. Jordan is depicted as having an exhausted and unresponsive mentality about everything, which is all piece of her â€Å"I am unreasonably useful for you† appearance. Jordan Baker is by all accounts disregarding Nick upon his entrance (â€Å"If she saw me†¦she gave no trace of it-â€Å", p.14). This looks as if Jordan is putting on a show. The psyche games could be believed to pass on that she is pulled in to Nick. The portrayal stops and we hear Daisy’s voice just because (â€Å"I’m p-incapacitated with happiness†, p.14). Scratch makes reference to her merriment Daisy Buchanan’s outline is clear. She appears to have taken a more noteworthy arrangement of enthusiasm for Nick despite the fact that there appears to be a trace of clumsiness in the room, perhaps because of the way that the two have not seen each other in a long timeframe. She isn't marked delightful, the peruser does anyway get a suspicion that she is, as there is by all accounts a kind of atmosphere encompassing her (â€Å"That was a way she had.† p.14). The storyteller educates the peruser a tad regarding himself and how he isn't utilized to the rich way of life of the individuals of East Egg (â€Å"..any presentation of complete independence draws a shocked tribute from me†, p.14). This could imply that Nick is utilized to an all the more family orientated way of life were loved ones bolstered and confided in each other more. As the discussion among Daisy and Nick proceeds, Scott Fitzgerald chooses to broadly expound on Daisy. He indexes her discourse in outrageous detail (â€Å"..in her low exciting voice†¦the sort of voice that the ear follows up and down†¦as if every discourse is a course of action of notes.†, p.14). Scratch doesn't just remark on Daisy’s voice yet in addition her outward presentation, her face, her eyes and even her mouth. The narrator’s depiction of Daisy drives the peruser to accept that she is an individual of incredible excellence. A woman with whom one could without much of a stretch begin to look all starry eyed at. Scratch is practically obsessional about his cousin, Nick not being the just one over the span of the book. F. Scott Fitzgerald truly triumphs in his utilization of language. His language is brimming with concrete verbal pictures which are unbelievably engaging the faculties. Besides his depictions of setting, characters and imagery are in such sheer detail, it is incomprehensible for the peruser not to start envisioning what it, she, he or they probably looked or even seemed like. This section acquaints us with two of the novel’s significant characters, Daisy and Jordan. It additionally the first occasion when we get a genuine tester of F. Scott Fitzgerald’s spellbinding capacities.

March Questions Omnibus 4

March Questions Omnibus 4 Lupe (who Im looking forward to seeing at CPW!) asked, is it pretty simple to travel on train or ? from Logan to MIT? Well be running a bus from Logan Airport to MIT all day Thursday, and back from MIT to Logan on Sunday. Just look for the person with the MIT sign near the baggage claim (make sure youve given us your flight information). If youre coming outside of the times were running the shuttle, you can take a taxi (~$25), or the subway ($1.25). The subway trip can be a little confusing for those not used to public transportation because it involves two transfers, but its not difficult: Blue line inbound to Green line inbound to Red line outbound, exit at Kendall/MIT station. CL wrote, hey Matt, I heard MIT are paying for flights for students to get to Boston (CPW). Is that true? n also.. If we register now, but when the time comes, we cant make it.. is there any penalty? cuz I might have a tournament that weekend.. but it all depends on how i perform next weekend. Good luck with the tournament! It is better to register now and then cancel (please try to cancel at least a few days in advance, if at all possible) than to not register by the deadline and then try to register late. Also, it is true that we are paying for some students transportation to CPW; for the most part, this is based on financial need. Ash wrote, Is there anyway to come late for it? as in late friday night, all of sat and leave sunday? Sure. Just let us know your dates when you register. Youll miss all of the academic stuff, but youll be around for housing stuff and parties. Michael wrote, What happens if I register without stating someone whom I have plans to stay with, and then realize I have someone I want to stay with? That is, a current MIT student? No problem! Let us know at [emailprotected], or call the office at (617) 253-3400. Thomas wrote, In my planning to attend CPW I called one of my friends who is a student at MIT. Although he was willing allow me to stay with him, he was wondering if there was anything he had to register or if I puting his name into the registration form is enough. Your friend must register as a host at the MIT Community CPW site. If he has any problems, he should email [emailprotected] Alex wrote, I cant come to CPW cause of an orch competition so I was just wondering what actually goes on during it? In other words, what am I missing? Centrally, CPW is about exposing you to MIT life classes, faculty, students, housing, student life, etc. to help you determine if you want to attend MIT. Youd stay with an MIT student, check out classes, meet your potential future classmates in short, get a taste of MIT. If youre already decided on MIT, CPW allows to meet your classmates, check out which dorm you might want to live in, etc. You can see the schedule of CPW events in your MyMIT portal. I wouldnt worry about it too much, though focus on your orchestra competition. Good luck! Currer Bell wrote, I already registered for CPW, but on the part where we have to answer questions that help us get matched up to our MIT student hosts, under perferences, do we have to indicate the gender preference of our host. Ex. I am female and would like to room with a female student, or is that a given. We will match you with a host of your gender. However, the majority of you will be housed in a co-ed dorm. Do let us know if you require or prefer single sex housing. nehalita asked, hows the tennis in MIT? =) You can learn more about varsity womens and mens tennis (and all of the other varsity sports) on their websites. There are plenty of tennis courts at MIT for recreational playing as well as intramural tennis. Somewhat relatedly, we have pretty nice squash facilities, too. Erek wrote, you edited your post. I wonder why. No big conspiracy here, Erek, its just that blogs.mit.edu doesnt have built-in preview functionality, so I usually post once and then edit. Ill probably be moving this blog to a Moveable Type platform this summer with more functionality. Eric Schmiedl wrote, In regards to the new SAT, you say youll address it after May 1st. Why the delay? Taking a break from thinking about admissions stuff? Well, were mostly focused on the Class of 2009 right now. In a month or so well turn our full attention to the Class of 2010, and the new SAT (and ACT and TOEFL) will be an important topic. Im Not Nemo! wrote, Heres a question about the Swim Test. I understand that the swimming test involves swimming 4 lengths of a 25 M pool, and only the last length can be done with a backstroke. What happens to the students who CANT SWIM?!?!?! Would taking a semester of Beginning Swimming substitute for passing the Swim Test? Or would the non-swimmers have to take Beginning Swimming over and over again until they can actually pass the swim test? In other words, is there a point at which MIT says, You tried to learn to swim and pass the swim test, thats sufficient. Or will MIT make us keep trying and trying to pass the test until we either drown or have to drop out? Ive never heard of anyone having to drop out because of the swim test. If you take the Swimming PE class, Im sure youll be fine. 05senior posted on the waitlisted thread, I have received several awards and had several accomplishments since I submitted my application. Would it be in my best interest to submit those now that I am on the waiting list? Absolutely! Waitlisted students should keep in touch with us and let us know about any cool new stuff. Wait listed applicant wrote, Matt, I have one quick question. Do you think that if we devote some time posting comments on these blogs might have an influence on the admissions process for the wait-listed applicants? I wouldnt count on blog-commenting as the best way to keep in touch with us. Letters and emails, and perhaps the occasional phone call, would be the methods I would recommend. gameboyguy13 wrote, You said you dont admit for the spring semester, right? Also, how likely is it that someone who was rejected this year would get in as a transfer student next year? We only admit freshmen to begin in the fall semester. We admit transfers for both the spring and fall semesters, but you must complete at least one full year of university before entering MIT as a transfer. I dont know how likely it is that someone not admitted in the freshman process would be admitted in the transfer process, but I personally know folks who have done just that. Need_clarification_numbers_class_2009 wrote, I do have a question on the numbers. I believe that MIT sent out less than 1500 letters to admitted students for the 2009 class. There were 400-500 students that were sent the waitlisted letter. Based on your comments, MIT is aiming for a class of 980 students for the class of 2009. So realistically, is there any remote chance for a waitlisted student to even be considered at all ?? I know that in the last 2 years, MIT did not take anyone off the waitlist. Given your high yield, should current waitlisted students even want to keep any hope at all ? Yes. The numbers of students we admitted was selected intentionally with the idea of our being able to go to the waitlist this year. The last two years, where we took no students from the waitlist, Id consider aberrations. waitlisted wrote, Do you remember the applications of rejectecd applicants for a subsequent year? In other words, if one reapplies as a Freshman again next year (by staying eligible) what information from the preceeding years application be brought to bear on the new application? Would essays, recommendations and transcripts be kept on file from the preceding year? Also, what would be the difference in a waitlisted reapplying vs a rejected reapplying, if any? Finally, for the waitlisted applicants this year, what sort of selection process will be used to admit them? Your entire application from the previous year will be in your application file in the year you apply. Your decision from the previous year will have no bearing on your next decision. When we go to the waitlist, staff will be asked for their input, and a small committee will make the final decisions. Anonymous wrote, How important does MIT consider math competitions to be? Do you consider making the USAMO to be a big deal? What about MOSP? Math and science accomplishments at the national level are a big deal. As Ive continually written, though, accomplishments are far from all that matters in MIT admissions. Jordan Sun wrote, Did MIT reject any RSI scholar applicants this year? People always tell me that RSI is the ticket of getting into MIT. I dont believe that in any the four years Ive worked here that every RSI student was admitted. Those who are admitted to RSI have many of the same qualities we look for in MIT applicants, but there is no magic ticket for MIT admissions. valent victoria (Lupes daughter, who Im also looking forward to seeing!) wrote, one of my favorite bands, the matches, plays in boston so much, so i am stoked about that next year. hey matt, have you checked out ted leo and the pharmicists? If not, add them to your collection! I dont yet know either The Matches or Ted Leo The Pharmacists, but I look forward to hearing them from your CD collection in the fall! And for all of the rest of you who have recommended music to me in this blog, I do fully expect for you to stop by my office (3-107) in the fall, CDs in hand =) MITmom (in response to the Matt looks like thread) wrote, no, no.. You look like Rob Morrow! Ill take that as a complement! (What math problem will Numbers work with tonight?) Though his Boston accent in Quiz Show could have used some work Michael also wrote, Grr. Im angry. Apparently, you were supposed to be at the NYC Admitted Students meeting, and you werent. Lana and I were angry. :p Yeah, sorry about that, change of plans instead of being in downstate New York this weekend with Internet, Ill be disconnected in upstate New York. For those of you who went to an admitted student party in your hometown, how was it?

The Book Maus By Art Spiegelman - 1482 Words

In the book Maus by Art Spiegelman we see a father struggle with his relationships due to his past. The book Maus is based off the stories of Holocaust from Arts Dad, Vladek’s view. The Holocaust was an event that shapes Vladek’s future and causes light to be shed on his weakness, control. We can see in his that his relationships that he desires to have control. We see this with his first and second wife in different ways and we see it with his two sons. Vladek in his earlier life has control but when he loses it in the camps he becomes more aggressive and desperate to keep that control it affects his family and relationships. In the beginning of the novel Vladek loves Anja, his first wife, with an unconditional love. He loved her so†¦show more content†¦This shows that he a scare and regrets from that situation. This is something that effects his relationship with him and his second son. When Vladek goes to the camps he is loses complete controlled. He is given a uniform. He is taken to shower. He lost all control in this camp. But again, he tries to regain control. He becomes a language teacher to one of the guards. he gets fed great. The guard allows him to get new clothes that fit him. he no longer must wear what is getting thrown at him. He is allowed to get his friend new shoes. One of the best perks of the job is that he gets to know where to stand in line when they pick up who they are taking to kill. These little things make a big difference for him. This makes him feel like he has control. Even though he in all reality has very little control by him doing these little things and being able to make his life and the people he cares about lives better make him feel like he has control over the tragic camps. The next thing that helps give us insight on how Vladek needs to have control in his life is when Ajar commits suicide. When someone commits suicide this event steals a person form their family is shattered. Their family’s dynamic is interrupted. In an even more intimate way when a husband loses a wife it causes a void in their life. it causes a normal everyday thing to become absent. It causes this feeling of loss of control because you could not stop them fromShow MoreRelatedMaus Themes790 Words   |  4 Pageslist and show how Spiegelman conveyed this in Maus: Loneliness; Discrimination; Abuse of Power; Loss of Innocence, Guilt, Survival. The graphic novel Maus by Art Spiegelman conveys many varied and powerful themes to the reader. Spiegelman has conveyed the themes Guilt and Survival by using various methods including narration, dialogue and several comic book techniques to show the expressions and feelings of the central characters. Guilt is an especially strong theme in Maus, appearing many timesRead MoreTransferal of Guilt in Maus1428 Words   |  6 PagesThe books Maus I and Maus II are biographical comic books written and illustrated by Art Spiegelman. In these books Spiegelman tells his father’s story of survival through the horrors of the Holocaust. Spiegelman simultaneously presents an inner story of the conflict between him and his father, Vladek Spiegelman as both he and his father try to come to terms with the past, and work to have a normal life. This feelings of tension and conflict suffered by Vladek and Art in Maus I and II is caused byRead More Personal, Social, and Cultural Contexts Establis hed by the Frame Story in MAUS1635 Words   |  7 PagesFrame Story in MAUS  Ã‚      The use of the frame story, an overarching narrative used to connect a series of loosely related stories, pervades literature. An example of a frame story on a large scale - tying together a whole book-length work, not a simple short story - can be found in Art Spiegelmans graphic novel MAUS. Each of the narratives six sections is framed with snatches of the interaction between Vladek and Art during the interview that supposedly occurred to create the book. This framingRead MoreUnderstanding Art Spiegelmans Maus1204 Words   |  5 PagesWhen beginning to understand Art Spiegelmans 1991 Maus, one must also remember that no literary work exists within or around a vacuous context, and that each piece of literature is ultimately influenced by the social and cultural contexts of both the author and the reader. This graphic novel is no exception. Each of the six sections within the book is framed with bits of the interactions between Vladek and Art during the interview that seemingly occu rred to form the book. This framing acts as a wayRead MoreThe Comic Book MAUS1288 Words   |  5 PagesMAUS Introduction Since the publishing of the comic book MAUS, there has been a broad debate not only from the survivors of the Holocaust but within the Jewish community pertaining to the appropriateness and representational meaning of the Holocaust in the modern literature. Many people who participate in the discussions or read the book have perceived the comic fashioning of the book as trivial, hence making the book appear as mocking, derogatory and comedic. Nevertheless, this is not theRead MoreMaus, The Most Audacious And Controversial Choice Of The Holocaust1732 Words   |  7 Pages In his graphic novel, Maus, Art Spiegelman tells an account of the Holocaust in the most daring of ways. Spiegelman’s choice to tell a biographical account in comic book form is bold in and of itself, but his choice to portray all of his characters as animals is the most audacious and controversial choice of all. In Maus, every ethnic group is characterized by its own distinct animal: Jews are mice, Germans are cats, non-Jewish Poles are pigs, and so on. This deliberate choice alludes to the extremeRead MoreAnalysis Of Maus By Art Spiegelman1100 Words   |  5 Pagesremembered from the scars it left behind. The series Maus, written by Art Spiegelman, puts the Holocaust in a different perspective for readers. Vladek Spiegelman, a survivor of the Holocaust told the journey of his survival to his son, Art Spiegelman. Initially, I assumed this graphic novel would be about the racism, torture, and injustice the Jewish faced during the Holocaust by the Germans, but the book was mo re than that. Reading these books I was drawn by the complexity of Spiegelman’s writingRead MoreMaus1632 Words   |  7 PagesCastro Maus Topics for Discussion: Comics Technique In Understanding Comics, Scott McCloud argues that a face drawn with great detail can represent only one specific person, but that a face drawn with few details—a smiley face, for instance— could be almost anyone. ï ¿ ¼ Source: Scott McCloud, Understanding Comics (DC Comics, 1999): 31. Describe the faces in Maus. Are they iconic (could be anyone) or particular (could only be Vladek)? The faces in described in Maus are intensely descriptiveRead MoreAnalysis Of The Book Maus 1077 Words   |  5 PagesMaus Mid-term The Holocaust was and still is a tragedy that is talked about today among many scholars. There are many ways people have attempted writing about the Holocaust, but not all are the same such as Art Spiegelman with his two-volume book Maus: A Survivor’s Tale, which is about his own father’s tale of the Holocaust told through comic medium. Many scholars and writers think that this ironic and experimental approach to the Holocaust is undercutting what really happened. However, within thisRead MoreSpiegelman s Imaginary Homelands By Salman Rushdie1386 Words   |  6 PagesHomelands by Salman Rushdie depicts the criteria for a successful or unsuccessful work of literature. His input on an author having past correlations, separate identities, and memories to right their novel is shown in the writings of Art Spiegelman’s Maus series. Spiegelman demonstrates that the connections from where you are from, the identities you have, and the memories you hold have an immense impact on an author’s narrative. No matter where you end up in at the end of your life, you will always

10 Things I Hate About You Movie Review Example

Essays on 10 Things I Hate About You Movie Movie Review The paper "10 Things I Hate About You Movie" is a good example of a movie review on visual arts and film studies.Director:   Gil Junger Karen McCullah Lutz,  Kirsten Smith, Stars: HeathLedger,  Julia Stiles  and  Joseph Gordon-LevittGood acting performances, mildly witty dialogues and a Shakespearean adaption ( Taming of the Shrew) make this 1999 teen-oriented movie â€Å"10 Things I hate About You† and interesting watch. Although I am not much into teen movies and stumbled on this one due to entirely unforeseen circumstances, I was surprised to see a non-irritating teen movie.Kat (Julia Stiles future agent Parson in Bourne Identity) and Bianca (Larisa Oleynik) are sisters but despite their blood relation, their personalities are exact polar opposites. Bianca, the younger is one of those cheesy teenage girls in the college that are just too popular for their own good. On the other hand, Kat (as in Shakespeare’s Kate), the older one, is one of those tomboyish g irls in the college who are Emo enough to hate everything but still have a soft yet unseen desire in their hearts." Kat and Bianca's father, Walter (standup comedian Larry Miller), has a rule that too for Bianca to date someone her older sister Kat has to get a date first. As the night of the prom party approaches Bianca finds herself being the object of affection of two boys, Joey Donner (Andrew Keegan) and a typically Hollywood style shy and kind guy ( a species that don’t really exist in real life) Cameron James (Joseph Gordon-Levitt – future Arthur in Inception!). As an unwilling duo (e.g. Pak and USA), Joey and Cameron select a prospective candidate for Kat: Patrick Verona (Heath Ledger future Joker in The Dark Knight), the local bad boy. They conjecture that (however unlikely it might seem) that of they could pay Patrick to hook up with Kat then one of them can then date Bianca. However, the following events turn out to be entertaining, as Patrick, like Shakespea re’s Petruchio, has to take extraordinary measures to tame the feminist and quick-tempered Kat.The unfolding plot then provides us with witty dialogues and we observe that the movie is almost loaded with double entendres and many dialogues have a double meaning. Although the script language is a little weak (usual for a teen movie), Kat’s and Patrick’s acting, as well as the accompanying music, is a treat to watch and that is what makes it stand out among the flood of sub-standard teen movies in the market.Director Gil Junger has done a decent job in directing the movie and has come up with a bright idea of adapting the Taming of The Shrew in a modern setting. The movie is rated PG 13 for sexuality-laced words, crude dialogue and alcohol-fueled scenes.

Early Brain Development and Learning Free Essays

It is not commonly known that the brain is 90% developed by age five. Most people believe that at age five children are just starting to learn. In fact, the brain absorbs more from birth to age five rather than from age five on. We will write a custom essay sample on Early Brain Development and Learning or any similar topic only for you Order Now Parents and family can do many things to aid in the development of a baby’s brain, ultimately assisting in their learning. The sequence and rate at which the brain develops predicts the optimal times for a baby to learn. Sequence and rate is measured by milestones that a baby may reach by a certain age. Experiences are one thing that helps promote brain development. Our five senses give us these experiences. How in the first few years of life do we develop into the complex people we are today? We will look at how nature versus nurture; sensory perception; positive and negative experiences and both our social and physical environment contribute to and develop everything about whom we are as individuals. The brain is influenced in many different ways. The most important factors in brain development start with genetics, nutrition, and responsiveness from parents, daily experiences, and physical interactions. Parents need to know that children are learning and accepting more information that a fully grown adult. Children need positive and sensitive feedback from family. In the past, scientist believed that the human brains development was determined by a biologically determined path (Brotherson, 2005). This means that the brain would develop genetically through family, but leading technology and science proved that the brain is not predetermined genetically by family. The brain matures through the five senses: smell, touch, vision, taste, and hearing. The experiences that the five senses bring are very crucial to help build the connections that guide brain development. The importance of the parents understanding of the first few years of his or her child’s life is extremely important. As Titzer, P. H. D, (2008) uses a computer metaphor to explain brain development he put it this way â€Å"Your baby’s brain could be thought of as a highly responsive, self-programming computer. For the first few years, the hardware is still coming together – a baby is not a finished product, but a growing, developing individual, complete with organic â€Å"circuitry† – the central nervous system† (p. ). The brain will absorb more with more stimulation. At an earlier age stimulation for the brain circuitry is at its best. This will cause the brain circuitry to develop more effectively. The main function of the brain in the first three years of life is to create and support connections between neurons. The con nections are referred to as synapses. Synapses could be envisioned as the limbs on the tree. Imagine a large family tree with its trunk as the original lineage. Then the main branches are the families as they grow and have children. Neurons are like the trunk and the main branches of the tree. The number of neurons a baby is born with remains constant in the first three years of life. Synapses (all those years of lineage on the family tree) are all the little twigs and branches that come off the main trunk. In the first three years of life our brains synapses increase to a number in the hundreds of trillions. However, after age three the number of synapses begins to slow until age 10. During this period there are more synapses created than needed. A person creates more synapses than needed and the â€Å"use it or lose it† theory applies to all the unused synapses. The synapses being used the most, meaning the circuits that transfer information the most become permanent to the brain. The synapses not used are lost in a process called pruning. In fact, the ability to see light is lost if the eyes are not exposed to light within the first three weeks of life, hence â€Å"use it or lose it† theory (Hawley, 2003). This will happen because the synapses that can see light will be lost because they will not have been used. That is why we want to give our children as much experience socially and with learning as possible. With this kind of experience these synapses will become permanent. Brotherson (2005) describes a baby’s brain at this point like a â€Å"†super sponge† absorbing everything given to it (para. 4) The first three years are the most sensitive for learning and development (Gable Huntington, 2001). The brain takes in these experiences through our five senses. According to Gable Huntington (2001) â€Å"an infant’s social, emotional, cognitive, physical and language development are stimulated during multisensory experiences† (para. 12) During these first few years of life is most rapid growth period for the brain. At birth the brain is 25% developed, at six months it is 50% developed , at 30 months 75% developed and at age five it is already 90% developed. There have been many optimal opportunities for parents to teach their children many things from birth to this point already. Children at the age of two have been known to read at the reading level of a fifth grader because they were taught at the â€Å"prime time. † Acquiring the knowledge of how a baby’s brain develops and what can be done to influence it in a positive way can make a world of difference for a child. A positive influence during this critical period is very crucial. Let us take a look at nature versus nurture; sensory perception; positive and negative experiences and both our social and physical environment contribute to and develop everything about who we are as individuals. Take the study of nature, for example, our individual innate qualities versus nurture, and our personal experiences. As evidences by the recent Human Genome Project, it is currently believed that there is much more nurture than nature in the result of each of us. With this, how does nurture become nature? Let us look at the example of ‘perfect pitch’ to show the relationship between genetics and environment. This is an example of how† heredity and environment can interact† (Davies, 2001, para. 3). Davies (2003) describes perfect pitch as â€Å"The ability to recognize the absolute pitch of musical tone without any reference note. People with perfect pitch often have relatives with the same gift and research show this is a highly inherited gift, possibly the result of a single gene. However, studies also demonstrate a requirement for early musical training (before age 6) to manifest perfect pitch. Many personality and behavioral traits will not be exclusively the result of nature or nurture, but rather an inextricable combination of both† (para. 5). _ Nature versus nurture and the role that heredity and environment have in human development indicates that with almost all biological and psychological traits genes and environment work together in communication back and forth to create us as individuals . No one questions it; this is the ying and the yang, the Adam and Eve, the Mom and Pop of pop psychology and genealogy. Nature and Nurture is what made us what we are today and will determine what our children will be tomorrow. I have heard the expression that life is all about perception. We all know people who are positive and those who are negative. And each of us has either an optimistic or pessimistic personality. How we perceive the world around us is i nherently a matter of our sensory perception of the world and largely that done in the first several years of life. We have many senses but we most often refer to the five senses of sight, hearing, smell, touch and taste. We are born with the need for a multisensory environment. Research shows that interactions that are associated with many of emotion are more â€Å"readily remembered and recalled†_ __(Gable Huntington, 2001, para. 17)_. With this, it is proven that with a multisensory environment we develop out temperament and emotions during an early the early stages of life. Developmental milestones are certain things that a child should be able to do by a certain age range. A child’s doctor will use these milestones to assess the development of a child in the area of his/her gross motor, fine motor, language, cognitive, and social skills. Even though each milestone has an age range, each child is different and unique so the age can vary significantly. One child may start to walk as early as seven months old and another child may not begin to walk until 16 months old and both would be considered normal. They both would be within the normal age range. In conclusion, we have looked at how genetics and environment in early brain development occurs as well as the importance of multiple sensory experiences, positive interactions, and social and physical stimulation in early development of a variety of cognitive and behavioral skills. It was briefly discussed that there are many interventions and treatments for improvement in many areas of interrupted brain development due to early childhood trauma, stress, and neglect with appropriate intervention. Many agencies today focus on education for parents and caregivers to ensure a more positive and educational experience for the early brain development. References Brotherson, Gable,S. Hunting, M. (2001). Nature, Nurture and Early Brain Development. Retrieved from http://extension. missouri. edu/publications/DisplayPub. aspx? P=GH6115 Hawley, T. (2003). Starting Smart. How Early Experiences Affect Brain Development. Titzer, R. Ph. D. (2008). Your Baby Can Read. Carlsbad, Ca How to cite Early Brain Development and Learning, Papers

Myth Or Science Essays - Esotericism, Shabda, Physical Universe

Myth Or Science? Throughout history there have been many attempts to explain the origin and workings of our universe. Most every culture has their own cosmogony. Nearly every individual has his or her own idea of what our universe is. During our modern era of advanced scientific knowledge, we feel that we have a good grasp on how the universe works. We have our Chemistry and Physics, along with Mathematics, to examine the universe with. Any person educated in these fields will tell you that they know our universe. The point is science in the modern era is thought to be the correct summation of the universe. We think we are right. Does this make everyone else wrong? Those that believe in myth over science, are they wrong? These are some of the questions that I will be discussing in this essay. I will examine the evolution of cosmological thought in Ancient Greece (Pre-Socratics through Aristotle). In doing this, I will show a movement from myth to more science based cosmologies. I will then examine th e Buddhist Cosmology, which is somewhat separated from Ancient Greek thought. After all of this, I will examine the question of which is more correct, Science or Myth. Before continuing a clear definition of ?myth? needs to be established. The term myth has multiple meanings. Webster's II Dictionary, defines it the three different ways. ?1. A traditional story that deals with supernatural beings, ancestors, or heroes that serve as primordial types in a primitive view of the world. 2. A real or fictional story that appeals to the consciousness of a people by embodying its cultural ideals or by giving expression to deep commonly felt emotions. 3. A fictitious or imaginary person, idea, or thing.? For the sake of this essay, I would like the second definition to apply to my use of the word myth. The term myth should not be thought of as fictitious or primitive. The possibility for the myth to be real should always be considered. Some of the earliest known philosophies on the creation of the Earth come from the works of Hesiod. In his Theogony he attempts to explain the creation of the Earth, and all that surrounds him, using myth. In the myth Hesiod anthropomorphizes the cosmos. He tells of ?Chaos? being the first to come into being, then he goes on to describe how each of the gods of the cosmos comes in to being. The gods of the cosmos are all related to some characteristic of our universe. They can be physical parts or concepts (similar to Plato's idea of the forms). For example the line, ?Earth first bore starry Heaven, equal to herself, to cover her on every side, and to be an ever-sure abiding-place for the blessed gods.?(Theogony, 126) describes both the act of birth, which is a human characteristic, and physical parts of the universe being gods (Heaven meaning the stars, and the Earth). He also has gods, such as Eros, which represents the concept of Love. Two main issues the come up during discussions of cosmology are how the universe was created and out of what was the universe created. In the Theogony, Hesiod has the world created out of gods that are human by nature and to create this universe the gods reproduced. Hesiod's theories of the universe can clearly be classified as myth, since there is no scientific background for it. The philosophers to follow Hesiod moved slightly away from this. The Pre-Socratics begin to de-anthropomorphize the universe. Even later, in the works of Socrates and Plato, the universe is completely de-anthropomorphized. The Pre-Socratics focus more on what the universe was made of than how it was created. They typically chose a single element that everything consisted of and tried to explain the world according to that element. Sometimes these elements were one of the basic four elements; earth, fire, air, and water. Sometimes they were more abstract such as Anaximander's theory. ?...The principle element of existing things was the aperion... it is neither water nor any other of the so-call elements, but some other aperion nature, from which come into being all the heavens and the worlds in them.?(Hetherington, pg. 58) The Pre-Socratics

Rome Italy essays

Rome Italy essays I had learned I was being sent to Italy in March of 2000 for a machine tool exhibition. I found out the happy news just before leaving work. Excitedly I jumped into my car and started my journey home. As I drove home down I-95 through all of the usual evening traffic I just kept thinking about ho I was going to tell my husband we were going to Italy. That night I continuously paced the floor looking out of my bedroom window to see if my husband was home from work yet. As he drove up in our driveway I ran outside to tell him the good news. I said, Nick guess where we are going in March? Before he could even say where I yelled out Italy! Italy, he said with a puzzled look on his face. I then explained the situation with work and said to him since if I have the opportunity to go I thought it would be a great idea for you to come along with me. I suggested scheduled some time before the show for the two of us to travel around Rome. Later that night it was settled we would sched ule a couple of days to tour Rome before the exhibition. It seemed like forever before we would finally be on our way, but then before I knew it we were on the airplane and the flight attendant is announcing fasten your seatbelts and prepare for landing into Leonardo da Vinci airport. After arriving at the airport we had to transfer to a train that would take us to the city center. It was about a 30-minute train ride. Along the ride I was getting my first look at Rome, mostly the colorful countryside with the rows of sunflowers that were so splendid with bright yellow centers, and green leaves that were so full of life. Just pass the beautiful field of sunflowers was a small farmhouse made of stone. You could see the smoke coming out of the chimney and the farmers working their land. Upon arriving at the main train station, Stazione Termini in Italian, the excitement was building I c ...

USS Yorktown (CV-5) in World War II

USS Yorktown (CV-5) in World War II USS Yorktown - Overview: Nation: United StatesType: Aircraft CarrierShipyard: Newport News Shipbuilding Drydock CompanyLaid Down: May 21, 1934Launched: April 4, 1936Commissioned: September 30, 1937Fate: Sunk June 7, 1942 USS Yorktown - Specifications: Displacement: 25,500 tonsLength: 824 ft., 9 in.Beam: 109 ft.Draft: 25 ft., 11.5 in.Propulsion: 9 Ãâ€" Babcock Wilcox boilers, 4 Ãâ€" Parsons geared turbines, 4 Ãâ€" screwsSpeed: 32.5 knotsRange: 14,400 nautical miles at 15 knotsComplement: 2,217 men USS Yorktown - Armament: 8 Ãâ€" 5 in./38 cal., 4 Ãâ€" Quad 1.1 in./75 cal., 24 Ãâ€" 20mm Oerlikon guns, 24 Ãâ€" .50 caliber machine guns Aircraft 90 aircraft USS Yorktown - Construction: In the years after World War I, the US Navy began experimenting with various designs for aircraft carriers. A new type of warship, its first carrier, USS Langley (CV-1), was a converted collier that possessed a flush deck design (no island). This effort was followed by USS Lexington (CV-2) and USS Saratoga (CV-3) which were built using hulls intended for battlecruisers. Large vessels, these ships had sizable air groups and large islands. Late in the 1920s, design work commenced on the US Navys first purpose-built carrier, USS Ranger (CV-4). Though smaller than Lexington and Saratoga, Rangers more efficient use of space permitted it to carry a similar number of aircraft. As these early carriers entered service, the US Navy and the Naval War College conducted several assessments and war games through which they hoped to determine the ideal carrier design. These studies determined that speed and torpedo protection were of major importance and that a large air group was desirable as it offered greater operational flexibility. They also concluded that carriers employing islands had superior control over their air groups, were better able to clear exhaust smoke, and could better direct their defensive armament. Trials at sea also found that larger carriers were more capable of operating in difficult weather conditions than smaller vessels such as Ranger. Though the US Navy initially preferred a design displacing around 27,000 tons, due to the limitations imposed by the Washington Naval Treaty, it instead opted for one that provided the desired attributes but only weighed around 20,000 tons. Embarking an air group of approximately 90 aircraft, this design offered a top speed 32.5 knots. Laid down at the Newport News Shipbuilding Drydock Company on May 21, 1934, USS Yorktown was the lead ship of the new class and the first large purpose-built aircraft carrier constructed for the US Navy. Sponsored by First Lady Eleanor Roosevelt, the carrier entered the water nearly two years later on April 4, 1936. Work on Yorktown was completed the following year and the vessel was commissioned at the nearby Norfolk Operating Base on September 20, 1937. Commanded by Captain Ernest D. McWhorter, Yorktown finished fitting out and began training exercises off Norfolk. USS Yorktown - Joining the Fleet: Departing the Chesapeake in January 1938, Yorktown steamed south to conduct its shakedown cruise in the Caribbean. Over the next several weeks it touched at Puerto Rico, Haiti, Cuba, and Panama. Returning to Norfolk, Yorktown underwent repairs and modifications to address issues that had arisen during the voyage. Made flagship of Carrier Division 2, it took part in Fleet Problem XX in February 1939. A massive war game, the exercise simulated an attack on the East Coast of the United States. In the course of the action, both Yorktown and its sister ship, USS Enterprise, performed well. After a brief refit at Norfolk, Yorktown received orders to join the Pacific Fleet. Departing in April 1939, the carrier passed through the Panama Canal before arriving at its new base in San Diego, CA. Conducting routine exercises through the remainder of the year, it took part in Fleet Problem XXI in April 1940. Conducted around Hawaii, the war game simulated a defense of the islands as well as practiced a variety of strategies and tactics which later would be used during World War II. That same month, Yorktown received new RCA CXAM radar equipment. USS Yorktown - Back to the Atlantic: With World War II already raging in Europe and the Battle of the Atlantic underway, the United States began active efforts to enforce its neutrality in the Atlantic. As a result, Yorktown was ordered back to the Atlantic Fleet in April 1941. Taking part in neutrality patrols, the carrier operated between Newfoundland and Bermuda to prevent attacks by German u-boats. After completing one of these patrols, Yorktown put into Norfolk on December 2. Remaining in port, the carriers crew learned of the Japanese attack on Pearl Harbor five days later. USS Yorktown - World War II Begins: Having received new Oerlikon 20 mm anti-aircraft guns, Yorktown sailed for the Pacific on December 16. Reaching San Diego at the end of the month, the carrier became the flagship of Rear Admiral Frank J. Fletchers Task Force 17 (TF17). Departing on January 6, 1942, TF17 escorted a convoy of Marines to reinforce American Samoa. Completing this task, it united with Vice Admiral William Halseys TF8 (USS Enterprise) for strikes against the Marshall and Gilbert Islands. Nearing the target area, Yorktown launched mix of F4F Wildcat fighters, SBD Dauntless dive bombers, and TBD Devastator torpedo bombers on February 1. Striking targets on Jaluit, Makin, and Mili, Yorktowns aircraft inflicted some damage but were hampered by poor weather. Completing this mission, the carrier returned to Pearl Harbor for replenishment. Putting back to sea later in February, Fletcher had orders to take TF17 to the Coral Sea to operate in conjunction with Vice Admiral Wilson Browns TF11 (Lexington). Though initially tasked with striking Japanese shipping at Rabaul, Brown redirected the carriers efforts to Salamaua-Lae, New Guinea after enemy landings in that area. US aircraft hit targets in the region on March 10. USS Yorktown - Battle of the Coral Sea: In the wake of this raid, Yorktown remained in the Coral Sea until April when it withdrew to Tonga to resupply. Departing late in month, it rejoined Lexington after the commander-in-chief of the Pacific Fleet, Admiral Chester Nimitz obtained intelligence regarding a Japanese advance against Port Moresby. Entering the area, Yorktown and Lexington took part in the Battle of the Coral Sea on May 4-8. In the course of the fighting, American aircraft sank the light carrier Shoho and badly damaged the carrier Shokaku. In exchange, Lexington was lost after being hit by a mix of bombs and torpedoes. As Lexington was under attack, Yorktowns skipper, Captain Elliot Buckmaster, was able to evade eight Japanese torpedoes but saw his ship take a severe bomb hit. Returning to Pearl Harbor, it was estimated that it would take three months to fully repair the damage. Due to new intelligence which indicated that Japanese Admiral Isoroku Yamamoto intended to attack Midway in early June, Nimitz directed that only emergency repairs be made in order the return Yorktown to sea as quickly as possible. As a result, Fletcher departed Pearl Harbor on May 30, only three days after arriving. USS Yorktown - Battle of Midway: Coordinating with Rear Admiral Raymond Spruances TF16 (USS Enterprise USS Hornet), TF17 took part in the pivotal Battle of Midway on June 4-7. On June 4, Yorktowns aircraft sank the Japanese carrier Soryu while other American aircraft destroyed the carriers Kaga and Akagi. Later in the day, the sole remaining Japanese carrier, Hiryu, launched its aircraft. Locating Yorktown, they scored three bomb hits, one of which caused damage to the ships boilers slowing it to six knots. Quickly moving to contain fires and repair damage, the crew restored Yorktowns power and got the ship underway. Around two hours after the first attack, torpedo planes from Hiryu hit Yorktown with torpedoes. Wounded, Yorktown lost power and began listing to port. Though damage control parties were able to put out the fires, they could not halt the flooding. With Yorktown in danger of capsizing, Buckmaster ordered his men to abandon ship. A resilient vessel, Yorktown remained afloat through the night and the next day efforts began to salvage the carrier. Taken under tow by USS Vireo, Yorktown was further aided by the destroyer USS Hammann which came alongside to provide power and pumps. The salvage efforts began to show progress through the day as the carriers list was decreased. Unfortunately, as work continued, the Japanese submarine I-168 slipped through Yorktowns escorts and fired four torpedoes around 3:36 PM. Two struck Yorktown while another hit and sank Hammann. After chasing off the submarine and collecting survivors, American forces determined that Yorktown could not be saved. At 7:01 AM on June 7, the carrier capsized and sank. Selected Sources DANFS: USS Yorktown (CV-5)NHHC: USS YorktownThe Fighting Yorktown

New York State report Essay Example | Topics and Well Written Essays - 500 words

New York State report - Essay Example (Cuomo, 2012) Using the $10 billion dollar waiver awarded, the state plans on transforming the health care system of its people through the MRT plan. Some of the key issues outlined in the waiver include: expansion of high quality primary health care, grants to increase health homes for patients in need of extensive health care and facilities, strategies to increase Medicaid savings in the long-term and evaluation of ongoing and new MRT initiatives to ensure that public funds are not embezzled. The plans will ensure that health insurance becomes affordable through reduction of insurance premiums, pulling of resources together to reduce individual costs like coinsurance, copayments and deductibles and providing credits to ease the purchase of the insurance cover for low income earners. The benefits of these reforms are numerous. First, it reduces the high cost of Medicare due to the spread of costs among many people. Pooling of risks and costs among many people will result to lower premium rates and therefore, all costly health care would be affordable to all people. Secondly, a good health system will result in higher productivity since the labor force is healthy. Lastly, people under the insurance cover seek medical attention regularly; this reduces the chances of illnesses occurring and the general cost of the health care. Health insurance exchanges refer to marketplaces where individuals and small businesses can compare and buy health insurance. The exchanges will be accessible through physical offices, phone lines and websites. There are four categories of coverage offered by insurers: platinum, gold, silver and bronze with platinum being the most costly while bronze being the cheapest. The following grants were awarded to the state of New York to develop the Exchange program: Exchange Planning Grant, Early Innovator Grant and Exchange Establishment Grant. (Slavik & Webb, n.d.) The law requires

Do violent video games contribute to youth violence Research Paper

Do violent video games contribute to youth violence - Research Paper Example The environment plays a significant role in changing  the character of a person. What person practices severally in his or her life becomes a lifestyle that they have to live with (Cooper and Zimmerman (1). An investigation was conducted to establish a relationship between playing violence video games and the violent behavior among the youths. The study involved 161 children between the age of nine and twelve years, and 354 college scholars (Cheryl 1). The participants were picked randomly to take part in either nonviolent or violent video games. All the participants were involved in another computer game in which they were allowed to decide the punishment to be administered to the player participating in that game. The researchers gathered the details of the participants regarding their previous violence behavior. From the result of the study, it was observed that those who engaged in violent video games exhibited some form of violence behavior. The participants who were involved in any of the violent game chose tougher punishment for their opponent compared to those who played nonviolent games. Therefore, from the analysis of the study the researchers came to the conclusion that violence video games influence the youth to engage in violent behavior. The violent video games influence the characters of the participants. Playing video games engages someone’s mind and becomes biased towards a certain character in the game. The players of violence video games tend to identify with particular characters and assumes same visual standpoint (Cheryl 1). When players identify with violent characters they are likely to develop violent behavior. The players develop feelings of hunger, aggressiveness, short temper and their emotions are easily aroused. Furthermore, the players are rewarded as they move to a higher level and it occurs after subduing the enemies. The habit of rewarding players who have managed to defeat

Social Support for Subjective well-being of Prisoners

Social Support for Subjective well-being of Prisoners THE DIFFERENT ROLES OF SOCIAL SUPPORT FOR SUBJECTIVE WELL BEING PRISONERS MEN AND WOMEN IN THE CORRECTIONAL INSTITUTIONS CLAS II.A YOGYAKARTA Abstract In order to find a pattern form of guidance for prisoners, men and women, as mandated by Republic Act 1995, Article 14, paragraph 1 12 on the rights of prisoners, and also in accordance with the principles of the UN General Assembly Resolution 43/173 on dated December 9, 1988, for the protection of all persons, including those in the Correctional Institution, then the coaching program at the Correctional Institution in men and women inmates to be distinguished. It is important to know how much the role of social support on the level of Subjective Well Being (SWB) men and women inmates. Subjects of this study amounted to 93 inmates from the Correctional Institution Class II.A Yogyakarta, which consisted of 70 men and 23 women. Measuring tool used to uncover SWB, that uses Satisfaction With Life Scale (SWLS) of Dieneret al. (1985), and Social Support Scale were aspects of it refers to the opinion of Safiro (2000). The method of data analysis, this research using t-test analysis techniq ues and product moment correlation. From the results of research can be concluded that: (1) the role of social support on SWB level of 8.82% to the overall male and female subjects, 12.96% in male subjects, and by 2.1% in female subjects; (2) On the whole subject of men and women, there are three factors that affect the level of social support SWB significantly, ie emotional support, Informational Support and Support Social Network; (3) There is no difference in the level of social support and SWB in male and female subjects. Keywords: Subjective Well Being (SWB), Social Support, Men and Women Inmates Introduction The law No. 12 1995 Article 1, paragraph 2, about the rights of prisoners, and the principles of the UN General Assembly Resolution 43/173 on December 9, 1988, mandated to protect all people, including those in Correctional Institution, and required their efforts to improve the quality of life of the inmates in the correctional system, so that when they are back to mingle with the public, they will be able to show the characteristics of individuals who have high quality of life. According to Cummings (1997), individuals who have a high quality of life will feel their subjective well- being (Subjective Well-being is abbreviated as SWB). SWB is ones judgment about his life, that he is more satisfied and happier, although he still has a bit of unhappiness, so that this condition is indicated by higher feeling of happiness compared to the feeling of unhappiness, and expressed by the satisfaction of his life (Diener in Philips, 2008). As an effort to achieve criminal implementation that i s effective and efficient so the inmates can have high quality of life, The Penitentiary can divide its development by category, based on age or sex (Harsono 1995). It is also in accordance with the set in Constitution no12 in 1995 about Correctional article(12) paragraph (1), that in order to provide guidance to inmates in prisons, classification is conducted based on age, sex, length of punishment, type of crime, and another criteria which suits the needs and development. Although women is realized to have psychological needs which are different than men, prisons class IIA in Yogyakarta do not specialize them as prisons for certain sex, so men and women are all in the prison environment, although they are put in a separate place. Because of the special needs of women and men are different, it is necessary to know whether there are SWB differences between the two sexes, as the basis for the design of male and female inmates development program. From research of Sahrah et al., (2011, 2013) to the inmates in prisons of class IIA Yogyakarta, stated that the factors of religiosity, self-confidence, the meaningfulness of life, emotional maturity, social support, perception of the physical condition of the environment, and the coping strategies are the factors that affect SWB inmates. It is also concluded that among the seven factors, meaningfulness of life, self-esteem, and social support are the factors that are very significant to inmatesSWB. Factors of meaningfulness of life and self-confidence are individual factors, while social support factors are contextual factors that mostly can be manipulated structurally by the prisons as the institution responsible for training during the serving time. Hence, it is needed to know how big the role of social support on the level of subjective well-being of the men and women prisoners. Subjective Well Being Men and Women Prisoners Inmates are convicts serving the criminal who lost independence in Prisons (Law No: 12 Th. 1995 ps.1 paragraph 7). Convicted person is a person convicted by a court decision that has permanent legal power (Indonesian Lawyear. 1995 Ps 1, paragraph 6). According to Rahardjo (1996) to treat inmates, necessary foundation of the correctional system that guarantees the rights of prisoners is certainly needed. To view the success or failure of the development patterns conducted by the officers (walinapi) to inmates, it can be seen whether the officers actually pay attention to the rights of prisoners or not, though, in this case prisoners should also be aware of the obligations that must be fulfilled. Associated with SWB, various studies that have been done by UMBY (University of MercuBuana Yogyakarta) show that there are problems related to subjective well-being of prisoners. This is reinforced by the results of research Indiyah (2001) that there are seven unfulfilled needs in inmates, they are, the need to get a sense of security, the need of conform, the need to deepen the religion, the need to make life more meaningful, needs to boost confidence, the need to obtain additional knowledge, and need to be received by the community and the family after the completion of the criminal. Research conducted by Iswandari and Indiyah (2007) showed that inmates have problems with social adjustment. Further research and Lailatushifah Lestari (2008) also found that inmates susceptible to depression. From the research findings, it shows an indication towards a low Subjective Welfare on inmates. Subjective well-being is an individual evaluation of a situation or a longer period of his life, including his past. The evaluation covers the emotional reaction to a situation, mood and assessment of the inmates life, fulfillment, and satisfaction with marriage and work (Diener, et al., 2003). Moreover, Philips (2008) states that SWB is more complex than just happiness. Factors that influence SWB are the factor of religiosity, confidence, emotional maturity, the meaningfulness of life, social support, physical environment (Kin Nesselroade, 2003), coping strategies (Philips 2008), destination image (Sahrah, 2014b), the strategy of collaborative conflict resolution (Sahrah, 2014a). The social support factor is a factor that is proven to be directly related and positively related and significantly associated with SWB in addition to the meaningfulness of life (Sahrah, et al., 2011, 2013). In this study, it is realized that there are possible differences of the inmate needs of men and women, therefore, this study is focused on the SWB of the inmates in terms of gender and their perceptions of social support given by the walinapi as prisons officer who is responsible to provide guidance to inmates. Social Support of theWalinapi Johnson Johnson (2000) suggest that social support is the exchange of resources with a view to improve the welfare and exisence of others who can be asked for help, encouragement, acceptance, and attention, and when experiencing difficulties. Social support can be defined as a sense of acceptance, care, appreciation or assistance received by a person from another person or group (Sarafino, 2004). Cohen and Mc Kay; Wills (1984) distinguishes five types of social support, namely: (1) Emotional Support. In this aspect, it includes the expression of empathy, concern, and attention to the person concerned. This support requires the provision of a sense of comfort, peace of heart, and feeling loved for someone who has it. (2) Support of award. This aspect is going through a positive appreciation for the individuals concerned, encouragement or approval with ideas or feelings of the individual and the individual positive comparison with others. (3) Instrumentalsupport. These aspects include direct assistance to the form of services, time, and money. (4) Support for information. This aspect includes giving advice, instructions, advice, information, and feedback. (5) Support for social networks. These aspects include the feeling of membership in a group. Social networking support is a sense of membership in a group, sharing the fun and social activities. Research Methods The independent variables are the Social Support and sex while the dependent variable is Subjective Well Being (SWB). The subjects of this study are 93 prisoners, consisting of 70 men and 23 women. The Selection of the research subject is done by using purposive random sampling method. The characteristics of the study subjects are: (1) Convict Prison Class IIA Yogyakarta; (2) Minimum term punishment of three years; (3) Minimum education of elementary school, and can read and write well. The methods of data collection is using a scale, which includes the Scale to reveal SWB Prisoners and Social Support Scale. The scale to reveal SWB of the inmates using SWLS scale of life satisfaction from Diener et al. (1985), based on the scale of the life satisfaction measured by the cognitive component of life satisfaction, and the scale is expected to produce a statement that is integrated on how a persons life runs. The rials can shows that the validity of the total valid item (with a range between a coefficient of 0494-0688) is reliable (coefficient Alpha Conbrach of 0819). The Social Support Scale consists of 50 items. After the trial, it shows that the total item os the coefficient which is corrected is ranged between 0.275 to 0.713 and Cronbach alpha reliability coefficient of 0,959. The method of data analysis used in this research is the analysis of independent samples t-test, and the product moment correlation. Table : Model Summary Mode l R R Square Adjusted R Square Std. Error of the Estimate 1 ,340a ,116 ,096 5,75628 a. Predictors: (Constant), SS_TOT, SEX Results and Conclusions The study subjects was as many as 93 people consisting of 70 people (75.3%) males and 23 (24.7%) were females when viewed from the education level owned by inmates, the majority of inmates have a junior high school education (29%) and high school (45.2%), other elementary educational level, Diplomas, undergraduate and master degree. Each education level is still no more than 10%. Table 1: Coefficienta Subject N Coeff Coeff Square Sig. Male 70 .360 .1296 .001 Female 23 .145 .0210 .254 MaleFem ale 93 .297 .0882 .002 a. Dependent Variable: SWB b. Predictors: (Constant), Social Support (SS_TOT) From Table 1, it can be concluded that the role of the Social Support SWB level of 8.82% to the overall male and female subjects, whereas in male subjects alone amounted to 12.96%, and the female subjects only by 2.1%. However, the percentage difference in the role of social support to SWB in men and women when they are examined again can not be proven significantly. This can be seen by the gender variable in predicting SWB social support, as shown in Table 2, Table 3 and Table 4. In the third table, it can be seen that the role of gender and Social Support together in predicting SWB amounted to 11.6% (on a regression coefficient of .340, p 0.05) in predicting SWB. Table 3: ANOVAa Model Sum of Squares dfMean Square F Sig. Regression 389,489 2 194,745 5,877 ,004b 1 Residual 2982,124 90 33,135 Total 3371,613 92 Dependent Variable: SWB Predictors: (Constant), SS_TOT, SEX The insignificant sexedifference in predicting SWB, is also the evidence from calculations using independent sample t-test, that there is no difference in men and women in terms of their perceptions of social acceptance of support from the walinapi, and no difference of SWB in male and female subjects ( see table 5). Table 4: Coefficientsa Model Unstandardized Coefficients Standardized Coefficients t Sig. B Std. Error Beta (Constant) 6,806 4,083 1,667 ,099 1 SEX 2,300 1,383 -,165 1,663 ,100 SS_TOT ,050 ,017 ,298 3,005 ,003 a. Dependent Variable: SWB Table 5 : Social support difference SWBbased on SEX SEX N Mean Std. Deviation Std. Error Mean t-test p SS_TOT 1,00 70 220,2143 34,91932 4,17366 -,040 . ,968 2,00 23 220,5652 40,41582 8,42728 SWB 1,00 70 15,5000 6,03552 ,72138 1,582 .117 2,00 23 13,2174 5,90806 1,23192 If the views of the role of each factor of the social support component of the SWB on the entire male and female subjects, it can be concluded that there are three factors that affect the level of social support SWB significantly (p CONCLUSIONS AND RECOMMENDATIONS Conclusion From the results of research, it can be concluded that: (1) the role of social support on SWB level of 8.82% to the overall male and female subjects, 12.96% in male subjects, and by 2.1% in female subjects; (2) On the whole Table 6: The correlation of social support components withSWB SS S_Emo S_Exp S_Info S_Inst S_Net SWLS Pearson Correlation ,297** ,267** ,173 ,193 ,321** ,346** Sig. (2-tailed) ,004 ,010 ,097 ,064 ,002 ,001 N 93 93 93 93 93 93 **. Correlation is significant at the 0.01 level (2-tailed). SS: Social Support; S_Emo: Emotional Support; S_Exp: Expectation Support; S_Info: Information Support; S_Inst: Instrumental Support; S_Net: SocialNetwork Support. subject of men and women, there are three factors that affect the level of social support SWB significantly, ie emotional support, Informational Support and Support Social Network; (3) There is no difference in the level of social support and SWB in male and female subjects. Suggestion Although this study can not prove the existence of differences in social support and SWB by sex inmates, the Correctional Institution Class II A Wirogunan is expected to keep increasing the levels of walinapis ability to perform basic social support for prisoners, because it proves that the provision of social support can improve SWB of the inmates. In this case the expected social support of the inmates is the kind of emotional support, information support and social networking support.   REFERENCES Cohen. S. Mc Kay. 1984. Social support, stress, and the buffering hypothesis: an empirical review in a Baum. JE Singer, se Taylor (Eds). Handbook of Psychology and Health (Vol 4, pp 253-267) Hillsdale. NJ Erlbaum. Cummings. R.A. 1997. Comprehensive Quality of Life Scale-Adult (Manual). Fift Ed. Published by The School of Psychology Deakin University. Diener. E. Emmons. R. A. Larsen. R. J. Griffin. S. 1985. The satisfaction with life scale. Journal of Personality Assessment. 49. 71-75. Diener. E. Oishi. S. Lucas. R. E. 2003. Personality, culture, and subjective well-being. Annual Review of Psycholgy. 54. 403-425. Harsono. H.S.CI. 1995. Sistem Baru Pembinaan Narapidana. Jakarta :Jembatan. Indiyah. 2001. Kebutuhan-kebutuhan Psikologis Narapidana. Psikonomi, 3 (1), 1-23. Iswandari. T Indiyah. 2007. Perbedaan Penyesuaian Sosial pada Narapidana yang Tinggal di Lembaga Pemasyarakatan Terbuka dan Tertutup. Skripsi. Yogyakarta: Fakultas Psikologi Universitas Wangsa Manggala. Johnson. D.W. Johnson. F. P. 2000. Joining Together: Group Theory Group Skill. New Jersey: Prentice Hall, Inc. Kin. J.E. Nesselroade. J. R. 2003. Relationships Among Social Support, Self- Concept Well Being of Older Results: A Study of Process Using Dynamic Factor Models. International Journal of Behavior Development. Jan. 1. 27(1): 49-65. Lestari. L.P. Lailatushifah. S.N.F. 2008. Hubungan antara Berpikir Positif dengan Depresi pada Narapidana di Lembaga Pemasyarakatan Klas II A Yogyakarta. Skripsi. Yogyakarta: Fakultas Psikologi Universitas Mercu Buana. Phillips. D. 2008. Quality of Life: Concepts, Policy Practice. London New. PP No 28 Tahun 2006. Peraturan Pemerintah tentang Perubahan Atas Peraturan Pemerintah Nomor 32 Tahun 1999 Tentang Syarat dan Tata Cara Pelaksanaan Hak Warga Binaan Pemasyarakatan. Rahardjo. Satjipto. 1996. Ilmu Hukum. Bandung: Citra Aditya Bakti. Sahrah. A. 2014. Colaborative conflict resolution stategy, emotional maturity and subjective well-being of the nurse. Proceeding of Asean Conference Psychology and Behavior Science, 27-30 Maret 2014. Jepang: IAFOR (The International Academic Forum). Sahrah. A. 2014. Destination Image and Subjective Well-Being of Students from outside Yogyakarta. Seminar Proceeding: International Seminar on Tourism. 25-26 Februari 2014. Yogyakarta: STIPRAM. Sahrah. A.; Lailatushifah. S.N.F.; Indiyah; Susilaningsih. KT.; Astuti. TA. 2011. Faktor faktor yang mempengaruhi Kesejahteraan Subjektif (Subjective Well-Being) narapidana Lembaga Pemasyarakatan Klas IIA Yogyakarta. Laporan Penelitian Lembaga Pemasyarakatan-Universitas Mercu Buana Yogyakarta. Sahrah. A.; Lailatushifah. S.N.F.; Indiyah; Susilaningsih. KT.; Astuti. TA. 2013. Structural model of the influencing factors of the subjective well-being of the prisoners. Prosiding of 5th international conference national workshop improving employee relations for a better organizational climate. 4 5 October 2013. Jakarta: Universitas Mercu Buana. Sarafino. E. P. 2004. Health Psychology Biopsychology Interaction. Third Edition. New York: John Willey and Sans. Sarafino.E.P. 2000. Health Psychology. New York; John Willey and Sans. Undang-UndangRINo.12tahun1995tentangLembaga Pemasyarakatan.

Environmental Psychology Essay

Environmental psychology is the study of transactions between individuals and their physical settings (Gifford, 2007a). In these transactions, individuals change their environments, and their behavior and experiences are changed by their environments. It includes theory, research, and practice aimed at making the built environment more humane and improving human relations with the natural environment. Considering the enormous investment society makes in the physical environment (including buildings, parks, streets, the atmosphere, and water) and the huge cost of misusing nature and natural resources, environmental psychology is a key component of both human and environmental welfare. Environmental psychologists work at three levels of analysis: (a) fundamental psychological processes like perception of the environment, spatial cognition, and personality as they filter and structure human experience and behavior, (b) the management of social space: personal space, territoriality, crowding, and privacy, and the physical setting aspects of complex everyday behaviors, such as working, learning, living in a residence and community, and (c) human interactions with nature and the role of psychology in climate change (e.g., Gifford, 2008a). The history of environmental psychology has been reviewed elsewhere (see Bechtel & Churchman, 2002, Bell, Greene, Fisher, & Baum, 2001, and Gifford, 2007a). But, for perspective, we note that early 20th century psychologists studied the effect of noise (United States) and heat (England) on work performance, while scholars in Germany and Japan explored concepts and moral philosophy related to environmental psychology. By mid-century, environmental psychology was a clearly established discipline with work on topics such as sensory isolation, personal space, and building design. Journals devoted to the field were established; the most prominent of these are the Journal of Environmental Psychology and Environment and Behavior. The IAAP Handbook of Applied Psychology, First Edition. Edited by Paul R. Martin, Fanny M. Cheung, Michael C. Knowles, Michael Kyrios, Lyn Littlefield, J. Bruce Overmier, and Josà © M. Prieto.  © 2011 Blackwell Publishing Ltd. Published 2011 by Blackwell Publishing Ltd. c18.indd 440 11/25/2010 8:54:04 PMMartin—IAAP Handbook of Applied Psychology Se Environmental Psychology 441 While recognizing the value of theory and research, many environmental psychologists nevertheless prefer to apply knowledge. Instead of working in an research setting, many enter into consultancy or public service to make good use of research findings for developing policy or solving local problems. Some are geared to improving the built environment (e.g., Preiser, Vischer, & White, 1991), while others are dedicated to overcoming sustainability problems in the natural and global ecosystems (e.g., Gifford, 2007b; Nickerson, 2003). The Distinctiveness of Environmental Psychology Most psychologists examine the relations between environmental stimuli and human responses in one way or another. However, what sets environmental psychology apart is its commitment to research and practice that subscribe to these goals and principles: (a) Improve the built environment and stewardship of natural resources, (b) Study everyday settings (or close simulations of them), (c) Consider person and setting as a holistic entity, (d) Recognize that individuals actively cope with and shape environments; they do not passively respond to environmental forces, (e) Work in conjunction with other disciplines. Figure 18.1 broadly depicts the scope of environmental psychology.

Academic Success Career Goals - 1088 Words

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The s Groom Service By Michael Dorris - 1350 Words

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