What black belt means to me Essays - Martial Arts, Sports

"What black belt means to me" When I first started taekwondo about 2 years ago I didn't want to do it, but my mom made me and now I am happy I didn't stop and I am now applying for my black belt. First I will talk about how a black belt should represent their school and art, then I will talk about some attributes a black belt should have, then I'll explain how I will better myself if I become a black belt. What black belt means to me is someone that has taken the time out of their life to put forth the effort to better themselves by working out at the school. A black belt is someone who is strong and courageous and tries as hard as they can, they keep going to make themselves better, for example when a black belt is sparring they may get tired but they keep going and show perseverance. A black belt helps the junior belts when they have a question about their form or one steps and they can answer their question without help from an instructor. Some attributes a black belt should have is being respectful of everyone not just senior belts, they should be respectful of their peers and everyone they meet. A black belt should understand the art that their instructor taught them and respect it. A black belt should represent their school and art in a positive way, some ways that a black belt could show this is by disciplining themselves, patience, honesty, and not hurting others by fighting or bullying. A couple ways i will represent my school and art is when I get my black belt I better myself by working out not just at my school but at the gym and at home either by practicing all of my poomsae and one-steps or just working out like doing squats, running, push up and sit ups. I will only defend myself if necessary. Everything I do will be to the best of my abilities and I will try hard at everything I do because with this new belt I have more responsibilities.

ACT Score for the Ivy League Whats the Lowest Score I Can Get in With

What's a Good SAT/ACT Score for the Ivy League What's the Lowest Score I Can Get in With SAT / ACT Prep Online Guides and Tips Are you aiming to attend an Ivy League school? What ACT/SAT scores do Ivy League universities- Brown, Columbia, Cornell, Dartmouth, Harvard, Princeton, Penn, and Yale- expect? Here, we look at what test scores these eight highly selective schools consider good, as well as what scores are considered borderline. Disclaimer: SAT/ACT Scores Aren't Everything When you apply to an Ivy League school, they'll be looking at many other admission factors beyond just your SAT or ACT score. In fact, if you were to ask any of these schools' directors of admissions whether a perfect score would guarantee you admission, the answer would be a big, fat NO. You need more than a perfect SAT or ACT score to get into an Ivy League school. Ivy League schools look for strong test scores as well as strong recommendations, extracurriculars, and GPAs, which I'll call "Other Factors." If you have a great SAT/ACT score, then you can get away with merely excellent Other Factors. If you're at the bottom of the range, though, you'll definitely need a superstar rating in Other Factors. Keep this in mind as you read this article. Exclusive Free Bonus: Click here to download a free step-by-step guide on finding your personal SAT/ACT score target. Once you go through these steps, you'll know exactly what score you need to aim for. What's a Good SAT/ACT Score for the Ivy League? An SAT score of 1580 (out of 1600) or ACT score of 35 (out of 36) will place you right in the top 25% for most Ivy League schools, whereas an SAT score of 1450 or ACT score of 31 would put you at the boundary of the bottom 25%. Thus, you can interpret your score as follows: 1580 SAT/35 ACT or higher: You don't need to improve your SAT/ACT scores. Work on making sure that you don't have any weaknesses in the rest of your college application. 1450 SAT/31 ACT or lower: Your SAT/ACT score is going to be very limiting. You need to improve your score, and at the same time make sure you have at least one additional super strong component in your college application. Check out our guide on what to do with a low ACT/SAT score for tips. Now, let's look at the 25th and 75th percentile SAT/ACT scores for all Ivy League schools: School Name 75% SAT 25% SAT 75% ACT 25% ACT Harvard 1590 1460 35 32 Yale 1590 1420 35 32 Columbia 1580 1450 35 32 Princeton 1570 1430 35 31 Brown 1570 1410 34 31 Dartmouth 1560 1430 34 30 Penn 1560 1420 35 32 Cornell 1550 1390 34 31 If you're scoring lower than the 25th percentile on either the SAT or ACT, you'll have a really tough time getting accepted to an Ivy League school. Unfortunately, you just won't measure up to all the other highly qualified applicants who have extremely impressive SAT/ACT scores. Clearly, these are very high standards. In fact, all 75th percentile scores for Ivy League schools are in the 99th percentile nationwide. To be at the top of the Ivy League application pool, you will need to be one of the top 1% of test takers in the country! What's a Good SAT/ACT Score for YOU? While these SAT/ACT scores for the Ivy League can be used as standard guidelines, everyone has a different target score. This means that you'll need to know the SAT/ACT score target that's right for you. But how do you figure this out? Your target SAT/ACT score will be based on the colleges you're applying to. You'll need to find the average SAT/ACT scores of admitted students for all the schools you're interested in attending, specifically their 75th percentile scores. Aiming for the 75th percentile will give you the best chance of getting into all the schools on your list. You can find SAT/ACT scores and percentile information for a school by visiting its admission page or by Googling "[School Name] PrepScholar SAT/ACT" For example, if you wanted to know what the average SAT scores for NYU were, you'd Google "NYU PrepScholar SAT." Once you've found these scores for all the schools you're thinking of applying to, find the highest 75th percentile score on your list; that's the goal score you'll be aiming for. For a more in-depth explanation and access to blank charts you can use to keep track of schools' SAT/ACT scores, click the link below and enter your email address- you'll get a free step-by-step guide on how to calculate your personal SAT/ACT goal score. What's Next? Want expert tips on how to get into the Ivy League? Read our famous guide on how to get into Harvard and the Ivy League, written by a Harvard alum. Curious how Ivy League schools compare with one another? Take a look at our in-depth analysis of the Ivy League rankings, and learn what these numbers mean for you. What's a good SAT/ACT score for non-Ivy League schools? Our comprehensive guides explain what good ACT scores and good SAT scores are, depending on the schools you're applying to. Want to improve your SAT score by 160 points or your ACT score by 4 points? Check out our best-in-class online SAT and ACT prep classes. We guarantee your money back if you don't improve your SAT score by 160+ points or your ACT score by 4+ points. Our classes are entirely online, and they're taught by experts. If you liked this article, you'll love our classes. Along with expert-led classes, you'll get personalized homework with thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step, custom program to follow so you'll never be confused about what to study next. Try it risk-free today:

3 Things to Know About Sending Your Kid Back to High School

Once your teenager enters high school, they’re also entering some of the most transformative years of their lives. As if out of nowhere, they suddenly have to deal with much harder coursework, extracurriculars, jobs, standardized tests, college applications—all while trying to make friends and maintain a social life. All of these things and more will shape their personalities and prepare them to be independent. During this time, while teenagers are learning how to navigate new responsibilities and make decisions for themselves, you as a parent can either be the support system that they need to get through it all or the point of contention that stops them from growing their autonomy. How you interact with and treat your student during these next few years can be a factor in whether they succeed or fail. At the end of the day, you as a parent know what’s best for your young adult. However, as you send him/her back to high school and into college applications season, there are a few things that you ought to remember as you interact with and make decisions for your child. Read on for some helpful tips explaining what your student is going through and how to help them put their best foot forward. Often, when your kid is a freshman and maybe even sophomore in high school, you may still be doing most things for them like taking them to school, giving them lunch money, and buying their school supplies. However, once they become upperclassmen and start doing things like driving and getting jobs of their own, it’s safe to say that your kid is now a young adult. That can be a difficult concept to grasp for some parents. Just a few years ago, your child needed you for everything. However, as they get older, sometimes they become more independent, which may make you feel like you don’t have as many opportunities to protect them and make sure they’re doing what’s best. There is a delicate balance between treating your child like the independent adult that they have become while also making sure they’re doing the right things (even if the right things aren’t what they want to do). Here are some suggestions to help you find that balance: Our Early Advising Program helps students in 9th and 10th grade discover their passions and build strong academic and extracurricular profiles to succeed in high school. Even though you can still help your child with their homework, high school now is not the same as high school when you were a student. Nowadays, students use laptops for their assignments, are in constant communication with their friends or peers even when they’re not around them, and are trying to prepare themselves for a much more competitive college application process (see State Colleges are Getting More Competitive. Here’s How to Stay Ahead of the Curve ). So, when they tell you that you don’t know what it’s like to be them, in many ways they’re right. As a parent, you may be worried that you can’t relate to what your child is going through or even help them out at times. If this is a concern, here are some ways for you to better understand what they’re experiencing: Even though your kid is now a young adult and may not need you to protect them or do things for them, your teen still needs your support. The easiest way to support a high school teenager handling a bunch of new responsibilities is to listen to them and be there to talk if and when they need it. Your teenager may not always be able to find the right words to express what they’re feeling. When that happens, it’s perfectly normal to not understand them or get what we’re saying. Odds are, they’re not sure either. All you as a parent need to do is listen to them and tell them that everything is going to be okay regardless of how the process turns out. Simply letting your child know that you are here for them whenever they need you is a huge comfort to most high school students. After all, the road to adulthood and college is not an easy one, and it’s always nice for a teenager to know that he or she has the resources to succeed and the cheerleaders to help get there. We at are here to support the parents of college-bound high school students in whatever way we can. Here are some helpful guides for parents going through the high school and college application process with their young adult: Finally, if you’re looking for something that will help your child build their academic and extracurricular profile to impress colleges, check out ’s Mentorship Program. We carefully pair each student one-on-one with a mentor from a top college, who works personally with the student for an entire year. The program is designed to help students discover their interests, develop significant self-motivation, and become high performing individuals.

Management Theories Essay Example | Topics and Well Written Essays - 750 words

Management Theories - Essay Example The concept can be analyzed from four different points of view. Motivating employees to become creative in daily work environment and helping them to provide new ideas to organization. Organizations try to create an amicable environment of knowledge sharing, equal power sharing among employees. Top manage tries to create a flexible work force by empowering employees. This concept is derived from organizational psychology theory. Senior executives try to implement self actualization concept among employees by empowering them. They try to create a skill society among employees (Doughty, n.d). Real Life Example Motivation level among employees can be increased by implementing employee empowerment concept. Empowerment can be done by increasing participation of employees in the decision making. Organization control does not follow top down approach in a learning organization. Employees have the right to take decisions and communicate the decision to top management. Example of employee emp owerment is given below. W.L Gore & Associates is a product development company. Workers of the company are always termed as associates rather calling them mere employees. The company follows ‘Lattice Management Structure’ to develop the concept of employee empowerment. ... The company is named as best organization to work for in UK for consecutive eight years (Pride, Hughes, & Kapoor, 2011, p. 295). Conceptual Framework Employee empowerment model in W.L Gore & Associates is heavily influenced by the concept of self actualization. The company has created skill society among employees and employees perform with greater efficiency to become member of the society. Alternate Model I will use the concept of lattice management system little differently for W.L Gore & Associates. I will integrate the concept of organizational psychology with self actualization concept. I will create flexible multifunctional departments in the organization. Team size for the multifunctional departments will be five. Giving importance on employee group empowering will be the key aspect of adopted model. Multifunctional department has the right to share knowledge and ideas with each other. There are four hundred associates work for the company. I will design the empowerment model for eighty groups and implementation process will be less time taking than designing empowerment model for four hundred associates. Penetration Pricing Centrality of the concept of penetration pricing depends on sales objective of the company. The pricing strategy can be described as offering new product to customers at lower price with an objective to increase sales volume. There are two strategically aligned benefits associated with penetration pricing. The pricing strategy might discourage other competitors to enter into market. Many competitors may fail to adopt penetration price due to lack of financial resources and hence will be forced to sell product at high price to cover break even. Penetration pricing helps company to attract price sensitive customers and switchers.

Wind turbines Essay Example | Topics and Well Written Essays - 2000 words

Wind turbines - Essay Example According to studies, wind contributes only less than 1% of the world's energy needs (Grose 1). Even if the percentage of contribution is very low, the use of wind turbines as means to generate electricity grow continuously. This is because people nowadays discover the good benefits of using wind turbines in terms of environmental factors. However, some disadvantages still prevent other people from using wind turbines and few of these reasons are related to high cost of manufacture and noise created by these machines (Mahoney 2). Ongoing improvements on the blade's design and material are continuously done to further develop the machine in terms of its aerodynamic properties and performance. A wind turbine is a machine that can generate electricity through the use of wind power. A wind turbine has large rotating blades that are capable of capturing wind and creating kinetic energy. This energy is converted to mechanical energy which is used to generate electricity for various purposes (Mahoney 1). Shown below are the parts of a typical wind turbine: The horizontal axis wind turbine (HAWT) is also known as the classical or most commonly used wind turbine in the world. The axis of rotation of these turbines is horizontal to the ground and parallel to the wind stream (Mathew 16). Shown is a diagram showing a sample of a horizontal axis wind turbine. .. Shown is a diagram showing a sample of a horizontal axis wind turbine. The advantages of using HAWT are its structural stability and changeable blade pitch that allows greater control of the turbine and aids the blades in catching the maximum amount of wind. Versatility is also seen as one of its advantage in terms of its ability to be feathered in case of storms (Mahoney 1). 2.2.2. Vertical Axis Wind Turbine Vertical axis wind turbine (VAWT) is different from HAWT because it is vertical to the ground and almost perpendicular to the wind direction. The VAWT can receive wind from any direction and so, complicated devices are avoided. The advantage of using VAWT is that they are not needed to be built very high. Maintenance is also easier since the VAWT is located nearer to the ground. The design is also not complicated and blades can easily be seen by birds (Mathew 19). On the other hand, VAWTs are less efficient than HAWTs since they can only produce energy that is 50% of what HAWTs can produce. Another downfall of VAWTs is that it can only rotate faster in higher elevations and with high wind velocity. Lastly, the turbine must be dismantled first in order to change or repair some parts when necessary (Mathew 19). Shown in diagram 2 is a sample of a vertical axis wind turbine. 2.3. Types of Horizontal Axis Wind Turbine Blades Wind turbine can be classified as single bladed, double bladed, and three bladed. The cheapest among the four classifications is the single bladed wind turbine since it only consumes small amount of material and labor. On the other hand this design is not ideal since balance is also an important factor in wind turbine construction and single bladed wind

Effects On Prisons On Inmates Essay Example for Free

Effects On Prisons On Inmates Essay In the premodern times, societies used to mutilate bodies and cut off the heads of their culprits as a way of punishing the wrongdoers. However through a series of imperceptible measures of reform and development, punishment became less physical and less directed to the body of the offenders as people became more civilized and the prisons replaced the gallows. They stopped locking up the insane in asylums and began forms of treatment in institutions which had features of both hospitals and prisons, (Alan Gary 4). In most parts of the world, it is taken that a person convicted of serious crime should be sent to prison. Countries like the U.S, where capital punishment has not yet been abolished, a small but significant number of people are sentenced to death for what is especially considered as grave crimes, (Angela 3). The condition of prisons in the past was a nightmare to both the country as well as the society as they were damp, dark, and noisy. Prison wardens were brutal, poor diet and miserable portions of food were given to prisoners who were usually dressed in rags and suffered from many diseases which were not treated in time resulting to poor heath of the inmates. All these inhuman acts were however viewed by the wardens as a way of punishment to prisoners and therefore the prisons lacked a sense of reformation and charity as brutal acts were directed to inmates. According to (Thomas 602), Inmates who entered prison capable of moral improvement went back in to the society as impure, hardened and irreclaimable persons as there was no separation of sexes, classification of age and character therefore the convicted felon corrupted the untried and innocent prisoners. The unfortunate According to (Douglas Eric 2004), military officers in Iraq used dogs to intimidate prisoners. This was one of the several tactics they adopted even without approval from their seniors. They set strict limits on Red Cross access to prisoners and delayed them and accused them of, unannounced visit to the cellblock where the worst abuses occurred. There were also unreported incidents in which Iraq prisoners died after being questioned by American interrogators. Initially, imprisonment was based on punishing wrongdoers by inflicting suffering of the body. However, today’s imprisonment is not only an acute form of corporal punishment, but as a way of working on a persons mind and body through three areas which include: punishment, deterrence and rehabilitation. Prisons are intended to allow the society remove criminals from them place them into an institution for reformation, persuade them to avoid activities which are not beneficial, and in time become productive and law abiding citizens. However this well thought plan is not put in place due to the bad experiences in prisons hence the initial meaning of prisons is not realized by the society.   The main objectives and responsibilities of prisons are to safeguard inmates and maintain and improve welfare of everyone in it. Safe guarding involves keeping inmates locked away and controlled while having moments of recreation, education and counseling. However, it should be realized that psychological freedom depends on relations with others and that it is what the prisoners experience in this world, attain satisfaction and avoid its detrimental effects and not the education or counseling that decide how, if ever, they will emerge hence life imprisonment of an inmate does not add to his becoming upright. It should therefore be remembered that offenders are drawn from societies where possessions are related to personal worth unlike in prison where they are reduced to a level of bare possessions. Lockups, isolation, condemnation and rejection dehumanize prisoners resulting to psychological discomforts to prisoners. A Prisons aim is to cure and straighten the bad behaviors of criminals, however their record has not been encouraging and instead they are found to do more harm than good as the pains of jail confinement affect all prisoners in different negative ways most of which destroy a person instead of reforming his or her past bad behavior. The need to quickly adapt to prison life and withstand prison shock, exposure to a new culture and maintain outside links like keeping in contact with family and friends becomes frustrating to prisoners. The prisoners must therefore determine their way of passing time which affects the great deal and this end up affecting them psychologically. (Tosh 43). All these question the practice of life imprisonment of people since instead of reforming them they end up becoming worse both in their behaviors and their psychological status. Prisons therefore should be opposed to the idea of locking up people for the rest of their lives to avoid more harm than good to them. (Alison 14-19), came up with several negative effects on prisoners as a result of imprisonment which therefore opposes the idea of life imprisonment. First is that imprisonment can be detrimental both to physical and mental health of prisoners particularly with regard to long term and aged prisoners. Though many prisoners receive medical treatment in prison that would be unavailable to them outside, the health risk of imprisonment are high, uneven and specific to the condition of confinement. For instance, Scottish prisons have reported increased risk of HIV and hepatitis B and C transmission due to random sharing of injection equipment, tattooing and unprotected sexual intercourse. One study estimates showed that 36% prisoners had injected themselves intravenously and 12% had anal intercourse at least once while in prison. Post- traumatic stress is second where its psychological effects apply to certain group of prisoners who have shown symptoms of PTSD in medico-legal assessments. Such symptoms can have debilitating effect and are associated with difficulties in restoring and maintaining relationships. High level of anxiety, disturbed sleep, chronic depression, withdrawal and persistent feeling of being different from others and from previous self are described by clinicians working with former prisoners. There may also be physical symptoms like increased arousal, outbursts of anger, difficulties in concentration and hyper vigilance which are associated with increased alcohol and drug abuse.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   (Davis 322) in the third effect argued that inmates’ family and dependants suffer most. Despite considerable progress in understanding immediate and long term effects of separation trauma upon children, the impact of imprisonment upon the children of prisoners includes increased behavior disturbance and later delinquency, depression and feeling of low self esteem, behavioral disturbance and deterioration in school performance. Imprisonment and distance from crime is another effect which results to informal social control which suggests that social bonds like employment and marriage may inhibit offending. The imprisonment reduces opportunities to achieve relational and economic stability and therefore increase re-offending. Imprisonment also weakens the bonds and makes them difficult to re-establish hence suffering a significant source of legitimate or law abiding behavior and therefore imprisonment becomes part of the cycle of delinquency and crime. Another effect is on imprisonment and prison staff. Power especially overuse has dehumanizing effect as the culture of masculinity characteristic of prison staff bring a range of emotions and new emotion management techniques. Some of these techniques can lead to hardening, distancing and distrust. The process of adaptation could lead to enduring changes in their character and family life to preparedness to respond to danger. Imprisonments also result to some prisoners using sexual assaults and rape to make them feel powerful. Many of them use this assault to make them feel powerful than others and also express their manhood. The victims as a result are affected psychologically by being stressed, having nightmares and resulting to criminal activities and some forms of self destructive behaviour. The main solution to all these problems is to avoid inmate staying for a very long time in prisons since they tend to be harder than before and that certainly does not cure inmates rather it makes them more aggressive. Others is by ensuring good living and health conditions for the inmates, counsel them on how to handle people and relationships within and outside the prisons especially their families, provide good counseling facilities on the negative effects of using sex as a tool to feel good and demoralize other inmates. In conclusion prisons and punishments that are given to the prisoners do not necessarily bring a positive change of behaviour.In most cases they end up destroying the person as he or she becomes immune to the situations, therefore putting a person in prison for the rest of his/her life does not ensure behavior change and should therefore opposed. WORK CITED Angela Yvonne Davis Are prisoners obsolete? Seven stories press ISBN 1583225811, 2003 Alan Hunt and Gary Wickman Sociological jurisprudence Pluto press ISBN 0745308422, 1994   Douglas Jehl and Eric Schmitt New York times 21st May 2004 Joanne Mariner and Michael Bochenek punishment before trial Human rights watch org ISBN 1564322017, 1997 Tosh John The pains of imprisonment sage publications California 1982

Ancient Greece :: Ancient Greece Greek History

Ancient Greece This paper tells you about the Golden Age of Greece, which is from 500 to 350 BC. It tells about what Greeks did, who they worshipped, and other important things. The thing the Greeks are best known for, is their gods, and stories about them. The stories explained how things became. For instance, one story said that before the earth was made, there was a fight between a god, and a giant. The god killed the giant, and the parts of the giant became the earth. His teeth became the rocks, and his hair became the grass. His hands and feet became mountains, and his toes and fingers became trees. Some of the gods were Zeus, who was the ruler of all the gods, Hera was his wife, and Hermes was his messenger. Artemis was the goddess of the moon, and Apollo was the god of the sun. Poseidon was the god of the sea, Loki, the god of mischief, and, Dionysus, the god of wine. The Greeks, made sacrifices to the gods, so that the gods would honor them, and help them in times of trouble. They sacrificed animals, and other things that were special to them. The Greeks built temples, where they worshipped the gods. Each city had several temples, because each temple was used to worship one god. In each temple, there was a statue of a god that they worshipped. They had an extra big temple, and statue for the god that guarded their city. The Greeks had lots of heroes, who were like role models for their children. Hercules was the strongest man ever, and destroyed many monsters with his strength. Perseus had killed a monster called the Medusa. If someone looked at it, they would immediately turn to stone. Oddysseus beat the Trojans in the Trojan war, and on his way home, with his cunning, tricked, and killed many monsters. The Greeks are also known for their creativity, and knowledge in arts, such as making sculptures, music, and paintings. They made statues out of clay, gold, silver, and bronze. For instruments, they used harps and flutes. The Greeks had houses like us. All the houses had a kitchen, an eating nook, and a bedroom. The richer families had rugs, and decorations, such as vases, paintings, and tapestries. They also had a courtyard in the middle of the house, and in the courtyard was a well.

Anthony Burgess’s A Clockwork Orange

The essential conflict in Anthony Burgess's A Clockwork Orange exists between the individual and the social order. Philip E. Ray, cites early critics of A Clockwork Orange such as A.A. DeVitis, Carol M. Dix, and Robert K. Morris who suggest that â€Å"the theme of the novel is the conflict between the natural and untainted Individual and the artificial and corrupt State† (479).More importantly, A Clockwork Orange seems to address the individual's ability to express his or her free will within the context of the collective society, and, particularly, poses the interesting question of whether the individual's primary expression of free will is through acts of violence. Through the depiction of a dystopian future, the novel interrogates the interrelationships and conflicts among the individual, society, violence, and free will, thus requiring the reader to do the same.The novel opens with Alex, the narrator and main character, sitting at a bar with his gang of droogs posing the q uestion, â€Å"What's it going to be then, eh?† (Burgess 1). Alex poses this question eleven times throughout the novel. In fact, the novel is book-ended by this question, as it is the first line of the first chapter and the first line of the last.This question seems to present the reader with a declaration of free will. Essentially, Alex seems to be announcing his ability to choose any action he wishes. According to Veronica Hollinger, â€Å"the question itself implies the power of the individual to make choices† (Hollinger 86). The power to choose is the power of free will, and for Alex, choice and free will must be expressed through violence. Even Burgess writes of â€Å"a free and violent will† (Burgess xii) in his introduction to A Clockwork Orange.The first act of violence perpetrated by Alex occurs within the first chapter when the narrator and his group of â€Å"droogs† attack a man in the streets. They proceed to beat the man and destroy his prop erty. The group of youths revels in their violent outburst against the social machine, which is embodied for them in this adult. Within the first thirty pages, Alex and his gang are responsible for four different instances of extreme violence, while the powers-that-be only make a brief appearance and are easily outwitted.The futuristic society of A Clockwork Orange is an extension of our society of commoditization. From clothing to drugs, every possible outlet for the expression of individual free will has been turned into a commodity of the society. The youth seems to be left without any possible expression of individualistic will. Alex seems to see violence as the last non-commercialized expression of individualistic free will available to him; thus, it appears the individual must be in violent conflict with the social order in order to express free will.After the initial scenes of what Alex refers to as â€Å"ultra-violence,† the novel proceeds towards a series of collisio ns between the two main players of the novel: Alex and his society. The social order, embodied in several select social institutions, uses a variety of methods to control Alex's violence in order to maintain its own stability.Alex is eventually captured after he invades the home of a young woman and beats her to death, and the social order, in the form of governmentally funded scientists, begins the process of reforming Alex. The scientists remove Alex from prison and attempt to inhibit his ability to act violently through a chemically induced Pavlovian conditioning designed to make him sick at the very thought of violence. After the experiment is concluded, Alex is completely reformed and cannot stand to enact violence or be witness to violence.When Alex loses his ability to choose violence, he also seems to lose any expression of will. The relationship between free will and violence is expressed through the musings of the prison chaplain who eventually poses the question, â€Å"I s a man who chooses the bad perhaps in some way better than a man who has the good imposed on him?† (Burgess 106).Essentially, the chaplain worries that Alex cannot be truly human and good if he cannot make a choice to be, or not be, violent. After Alex is conditioned and his violent free will is removed, he undergoes a series of hardships, ending in his near suicide.From the moment Alex loses his violent will, the reader must watch him undergo torments in the form of rejection by his parents, beatings by his previous friends, and torture at the hands of a radical anti-government writer.   Further, Alex is pushed around from place to place and seems to have no will of his own. The loss of a violent will seems to be the loss of free will and individuality.Violence in A Clockwork Orange appears to function as synecdoche for all individual expression. If the only way for Alex to express himself effectively is to engage in violent acts, then the violence-less Alex is a tragic cr eature because he lacks any expression at all. The destruction of violence by society is the destruction of the individual and expressions of free will.Despite the evidence that violence is only an expression of the individual and free will, the text is also full of examples that point towards violence as a mechanism of society. In fact, the society seems to need violence just as much as Alex, as a representation of the individual, does. Violence is exhibited as a tool of the social order in several key scenes—notably a police brutality scene after Alex is released from prison and the novel's original, final chapter.

Emotional Functioning And Social Competence

This article is more of a research paper and review on previous studies than new experimental findings. This paper tries to make a connection between emotional functioning and social competence (popularity) of a child. The definition used in this paper of social competence is â€Å"the ability to be effective in the realization of social goals. † This can also be viewed as the ability to influence peers and their activities. Peers of the children were chosen as the source of competence evaluations. This research was based on six different emotional functions and abilities. Children’s understanding of emotions, their identification of their own emotions, emotion regulation, practice of emotion display rules, their sympathetic response, and their mood states. Understanding of emotions seems very closely correlated to peer social status of a child. The ability to understand emotions also implies the ability to judge the social context in many situations, allowing the child to make â€Å"relevant comments and [engage] in group-oriented behavior. † This ability allows the child to â€Å"engage successfully in cooperative play for sustained periods of time. † There was no direct evidence that the ability to identify one’s own emotion has an impact on social competence of a child. However, it is logical that being able to identify one’s own emotions would help understand the emotional states of others. Emotion regulation also seems to play a key role in the social competence of a child. Most children realize that they are in charge of their emotions and that emotions can be altered. As children get older, successful play will require more self control because there will be many situations where â€Å"negotiation of conflict† is necessary. Children who are able to display more self-control will be perceived as a more desirable play partners. It has also been found that â€Å"social popularity is inversely related to overt anger incidents. † It seems that the more popular children are better at coping with anger inducing situations. The concept of emotional display rules is similar to emotion regulation. Emotional display rules are the rules that are followed so as to keep the peace and balance in a social setting. Certain emotions are not appropriate for some situations. It is difficult to quantitatively assess how well a child uses emotional display rules, but it follows logically that a child who is well liked by his peers will be able to properly display or mask his emotions in a given situation. Since sympathy requires one to be â€Å"other-oriented,† meaning understanding the distress of others from their point of view, it would require some emotional control. Both teachers and peers describe popular children as more cooperative and helpful than the average child, and rejected children as less helpful. However, there was no direct evidence for concluding that social status can be predicted from sympathetic responding. Mood states of a child can also be a factor in whether that child is a desirable playmate or not. Children who routinely display positive moods are better liked by their peers. Moody children tend to be disliked by their peers. However, it is difficult to determine cause and effect of this. From this article, a child’s social status and popularity has great correlation to the emotional functionality of that child. We do not always know, as with many other psychological studies, what the cause is and what the effect is. This seems to be the case with the mood states of the children. However, in all the other cases, the cause seems to be the emotional functionality of the child and the effect is popularity. So should we teach our children to be more emotionally stable and functional? Should we make our children conform to society’s standards to be â€Å"popular? † I see nothing wrong with it. We can make our society more utopian by making sure that our children are emotionally functional and that all the children are accepted by each other. As those children grow to be adults, they can be more cooperative and productive, making a overall better society.

What Was San Augustine Trying To Achieve In His Work, The City Of God

What Was San Augustine Trying To Achieve In His Work, The City Of God What Was San Augustine Trying To Achieve In His Work, The City Of God Why Was This Important To – Article Example What was San Augustine trying to achieve in his work, The of God? Why was this important to him? What arguments were made? What are the implications for any regime with a large Christian population?Name: Professor: Course: Date:What San Augustine wanted to achieve in the city of God? The main aim of san Augustine was to persuade the pagans. He saw that the inhabitants of the city had become so ungodly and wanted to show them that God was in control of the city. He was also trying to defend the Christians who lived in the city. The Christians used to receive much criticism from the pagans, which influenced St Augustine to rise for the sake of Christianity. He had the urge to encourage people to repent as Christ had shown them many favors, and they were not appreciating. He had a determination to prove Christianity right as the pagans were blaspheming accusing Christians of the attack by Goths in the reign of Alaric (Augustine, & Dyson, 1998).Importance of, the city of God to San Augus tine The city of God was important to St Augustine, as it did not show any discrimination to any individual or race. Even murders went to inhabit in the city whereas they could not stay in their cities. The city was a blessed nation according to St Augustine, which made him treasure the city (Augustine, & Dyson, 1998). Arguments made He argued that even the Romans who the barbarians spared due to respect for Christ also become enemies of Christ. There was increased pride and insult from the pagans who insulted Christians and through they were safe in the name of Christ from their enemies (Augustine, & Dyson, 1998).Implications of large Christian population in a regime Regimes with large number of Christians pose many advantages as well as challenges. First, there is peace in these areas. In addition, respect for humanity is key to Christians hence respect among the inhabitants is high. A regime with a large number of Christians faces a lot of criticism hence enmity by other religio ns (Augustine, & Dyson, 1998).ReferencesAugustine, & Dyson, R. W. (1998). The city of God against the pagans. New York: Cambridge University Press.

Jeff Hancock's analysis speech Essay Example | Topics and Well Written Essays - 500 words

Jeff Hancock's analysis speech - Essay Example He provides different types of evidence to back up his claims such as statistical evidence and personal stories that have a bearing on his speech. His transition from one point to another within the speech was very evident, and this made it possible for the audience to keep up with him throughout the speech; this is because he was able to maintain a logical flow of thought that was not confusing to the audience. Jeff’s introduction was effective in that he was able to capture the audience’s attention through a joke and an interactive approach, by throwing them a challenge in question form. The audience demonstrated their familiarity with the topic by readily participating in the challenge, thus granting the speaker a full ear throughout the speech session. In his conclusion, Jeff was able to summarize his main points as well as reiterate his main idea about the topic of his speech; this conclusion was effective in that, not only did it achieve to signal the end of the s peech, but also it did compel the audience to reflect upon the concluded discussions. The speaker’s delivery of the speech was excellent because he struck as a credible source of information to the audience in a number of ways to build his credibility; Jeff starts by citing well-known ancient scholars thus demonstrating his vast knowledge in the topic. He also goes ahead to present different forms of evidence, in addition to, switching between a number of presentation modes such as question-answer, lecture and LCD; all that demonstrates his level of preparedness and research on the topic to the audience. Throughout the speech, Jeff appears poise, confident and professional because he does not rush through his points in a haphazard manner. The speaker performed excellently on his voice control; his choice of tone and intonation was very appropriate for

Germany- The Land of Castles Research Paper Example | Topics and Well Written Essays - 1000 words

Germany- The Land of Castles - Research Paper Example Merten (1999) describes the burg as being the â€Å"beginning of German palace architecture† (Merten, 1999, p. 16). This paper will explain the architecture of different burgs in schlosses in Germany, and these descriptions will be broken down by region. The Burgs and Schlosses of Germany An example of the burg is the Slav fortress of Schwerin, which was built in the tenth century on the lake of Schwerin and burned down in 1160, and rebuilt in the 1300s. This structure has the Gothic style of a a castle, with slender towers, golden cupola, high slate roofs, gables and dormer windows. This is the region of Mecklenburg, as is Gustrow, which is an example of a schloss. The Italian influence can be seen on the Gustrow, which was built in the 1500s, with squared stones, towers and oriel windows which are united by stringcourse which run around the castle. Ludwigslust is also in Mecklenburg, and this was also an example of the burg, as it was built for Christian Ludwig II. This pala ce has a great Elbe sandstone facade, a towering central section, a steeply rising pavilion which contains the state rooms, and this pavilion provides a break in the building’s horizontal line. ... One example of this is the Postdam Neues Palais. Blandenburg-Prussia also has the Rheinsberg, which more closely resembles a castle, in that it has cupolas, and many wings. It has two corner pavilions and is described as being rococo style. Prussia also ahas the Potsdam Charlottenhof, which is also a burg, in that it was built for a king in the 1700s. This palace has grecian columns and resembles the Parthenon in Greece, as it has a pediment above the columns and the building is rectangular. Anhalt has the Worlitz, which was built in the 1700s as a burg. This is described as being influenced by English architecture, with its clean lines and rectangular shape, and a dome rising above the main building. It resembles an English country house. Saxony has the Meissen Albrechtsburg, which more closely resembles Gothic architecture and, since it was built as a fortress in 929, would be considered to be a schloss. This building has high cathedral towers which come to a Gothic point. It also emphasizes vertical aspects, because the stories are uniform in height, there are large windows on every side and there are circular stair-towers. Saxony also has the Moritzburg, which is also grand, but was built as a burg in the 1500s. This building has several round corner towers with bulbous cupolas which form a square, in which there was a house in the middle of this square. It also has high-stepped gables. This was built like a schloss, in that it looks like a fort, but the towers were not used for defensive purposes. Saxony also boasts the Dresden Zwinger. This was built in the 1600s as palace for a king, so this was an example of a burg. This building alternates