Biopsychosocial And Diathesis Model Theory - 968 Words

Introduction This essay will answer many question concerning biopsychosocial and diathesis. This essay will explain the model theory. This essay will also give you the definitions of biopsychosocial. What three factors does the biopsychosocial (BPS) model propose play a significant role in human functioning? The three factor According to Gardland, E (2016) Model 3 [class handout] â€Å"the biopsychosocial model(Engel,1977) is a general model or approach that states that biological, psychological (which entails thoughts, emotions, and behaviors), and social factors (abbreviated â€Å"BPS†) all play a significant role in human functioning in the context of disease or illness.† The biopsychosocial model is a broad view that attributes or disease outcome to the intricate, when dealing with the human being is extremely complicated process. On the other hand, the development of psychology, biology and sociology contributed consistently to understand about the process of human development. It very important to address every situation with ample opportunities to develop physically, psychologically and socially. According to Gardland, E (2016) Model 3 [class handout] â€Å" the biopsychosocial model implies that treatment of abnormal behavior, for example, depression, requires that health care team address biological, psychological and social influences upon a patient’s functioning.† Why is the traditional biomedical model seenShow MoreRelatedWhat Three Factors Does The Biopsychosocial Model?904 Words   |  4 Pagesfactors does the biopsychosocial (BPS) model propose play a significant role in human functioning? The three factor According to Gardland, E (2016) Model 3 [class handout]. â€Å"the biopsychosocial model(Engel,1977) is a general model or approach that states that biological, psychological (which entails thoughts, emotions, and behaviors), and social factors (abbreviated â€Å"BPS†) all play a significant role in human functioning in the context of disease or illness.† The biopsychosocial model is a broadRead MoreMajor Types Of Major Depressive Disorder1112 Words   |  5 PagesProposed causes include psychological, psycho-social, hereditary, evolutionary and biological factors. Long-term substance abuse may cause or worsen depressive symptoms. Psychological treatments are based on theories of personality, interpersonal communication, and learning. Most biological theories focus on the monoamine chemicals serotonin, norepinephrine and dopamine, which are naturally present in the brain and assist communication between nerve cells. This cluster of symptoms was named, describedRead MorePsy Chological And Social Factors1698 Words   |  7 Pages It has been accepted that health is predicted by biological, psy-chological and social factors; a theory widely used in the 1940s. Thus disproving the original medical definition that health is simply the absence of disease. The World Health Organisation defined health as â€Å"the state of complete physical, mental and social wellbeing, and not merely the absence of disease and in-firmity in 1948† (WHO, 2006). Schizophrenia According to WHO (The World Health Orangastion Schizophre-nia is definedRead More Personality Disorders Essay example3944 Words   |  16 Pagesprofessional functioning is negatively affected, or which lead to personal unhappiness and problems (Louw, 1990). Discuss this statement from a biopsychosocial frame of reference and refer to one personality disorder in any cluster to illustrate your answer. The Biopsychosocial model: ========================== The biopsychosocial model (Engel, 1980, cited in Paris, 1993) suggests an integrated approach that understands psychopathology in terms of multiple causes, noneRead MoreThe Silver Linings Playbook: Clinical Diagnosis of Pat Solitano2727 Words   |  11 Pagesfrom a multifaceted interaction of genetic and environmental factors (Demjaha, MacCabe Murray, 2011) in sum, several things are said to be correlated with origin and maintenance of Bipolar disorder. This literature review will examine the biopsychosocial model approach. Examining biological, environmental and psychological under pinning’s in the diagnoses and classification of mental illness. Many researchers have conducted family studies to determine that bipolar disorder is drawn via genetic endowmentRead MoreAbnormal Psychology (Uop) Test #22076 Words   |  9 Pages | |c. |the stress in the diathesis-stress explanation for the PTSD. | |d. |the stress in the diathesis-stress explanation for the PTSD. | ANS: B 15. Both biology and psychology are involved in the manifestation and form of a disorder. This belief is consistent with the: |a. |biopsychosocial model Read MoreRole of Ministry of Health in Malaysia6759 Words   |  28 Pagesdisease STDs, cancer and exposure to toxins. Recently mens reproductive right with regards to paternity have become subject of debate in the U.S. The term Male abortion was coined by Melanie McCulley, a South Carolina attorney, in a 1998 article. The theory begins with the premise that when a woman becomes pregnant she has the option of abortion, adoption, or parenthood; it argues, in the context of legally recognized gender equality, that in the earliest stages of pregnancy the putative (alleged) father

Mental Health in Adolescents Free Essays

string(72) " and suicidality was measured with mental health service use questions\." Mental Health Service Use Among Adolescents and Young Adults With Major Depressive Disorder and Suicidality Amy H Cheung, M D Carolyn S Dewa, Objectives: Despite being recognized as a serious public health concern, suicidality among adolescents and young adults is frequently missed, and completed suicide remains the second leading cause of death for young Canadians. With such close links between depression, suicidality, and completed suicide, any intervention must address all 3 of these issues. However, to develop effective interventions, we must understand the types and rates of mental health service use among adolescents and young adults. We will write a custom essay sample on Mental Health in Adolescents or any similar topic only for you Order Now This study examines service use rates in young Canadians with depression and suicidality and the influence of sex on the types of service provider chosen. Methods: We used data from the Canadian Community Health Survey: Mental Health and Weil-Being. Our sample included 619 individuals, aged 15 to 24 years, who screened positive for depression and suicidality in the past 12 months. We examined mental health service use rates in general and by provider type. Results: Among adolescents aged 15 to 18 years with depression, 40% had not used any mental health services. This rate was higher for adolescents with suicidality at 50%. In young adults aged 19 to 24 with depression, 42% had not used any mental health services. Among young adults with suicidality, 48% had not accessed services. Female adolescents and young adults were more likely to receive services from nonspecialty mental health providers. Conclusions: In Canada, many adolescents and young adults with depression and suicidality do not receive mental health services. Further, there may be a preferential treatment of young men by mental health specialists. Further research is needed to understand the quality of care received by these young Canadians and the factors influencing service use. (Can J Psychiatry 2007;52:228-232) Information on funding and support and author affiliations appears at the end of the article. Clinical Implications †¢ About 50% of adolescents and young adults with depression and suicidality do not use mental health services. †¢ Strategies to increase service use in youth with depression are needed. Strategies to decrease differences between the sexes in service use are needed. Limitations †¢ The quality of care could not be examined from the CCHS 1. 2 data. †¢ The survey results were based on patient recall. †¢ Although this was a national population-based study, the sample size was small. 228 †¢ La Revue canadienne de psychiatrie, vol 52, no 4, avril 2007 Mental Health Service Use Among Adolesc ents and Young Adults With Major Depressive Disorder and Suicidality Key Words: adolescents, depression, suicidality, service use, young adults D pression and suicidality (ideation and attempts) among adolescents and young adults are frequently unrecognized and untreated by any health professionals. ‘ Not only are depression and suicidality often linked, but both pose a significant burden on patients and their families. Suicide is the second leading cause of death in youth aged 15 to 18 years, second only to motor vehicle accidents. ^ Further, almost 50% of teens who complete suicide have a diagnosable mood disorder, such as depression, and have expressed suicidality prior to completing suicide. ^^ There are also consistent differences between male and female adolescents, with male adolescents more likely to complete suicide and female adolescents more likely to have depression and suicidality. ^ Policy-makers, families, and providers have struggled to understand how to addres s this significant public health issue. A first step in addressing the issue is to understand the mental health service use pattems among adolescents and young adults with depression and suicidality. Given the differences in prevalence rates between young men and women, it is also critical to understand the influence of sex on service use in this age group. have a form of depression. ^ Further, according to a biannual survey of youth in the United States, more than 16% of US teenagers have had thoughts about suicide, and 10% had actually attempted suicide in the previous 12 months. ‘† We found similar rates in Canada, with almost 20% of teens aged 15 to 18 years reporting suicidality in their lifetime. † However, it is not known how many of these youth received mental health interventions. Given that depression and suicidality are so closely linked, it would be a reasonable first step to examine the rates of mental health service use among Canadian adolescents and young adults and, flirther, to look at which type of service provider they are seeing to address these problems. Therefore, this study examines the rates of service use in adolescents aged 15 to 18 and young adults aged 19 to 24 with depression and suicidality. We will also comment on how these service use rates could be used to develop policies targeted at this population. Methods Subjects The survey sample was drawn from the CCHS 1. 2. We examined a subsample of CCHS 1. 2 respondents aged 15 to 24 years. The total sample size for the CCHS 1. 2 is 36 984, with a sample size of 5646 for individuals between the ages of 15 and 24 years. Our subsample included 619 individuals who screened positive for a diagnosis of depression and (or) suicidality in the past 12 months. We examined the rates of mental health service use in general and according to provider type. Major Depressive Disorder. The diagnosis of MDD was evaluated in the CCHS 1. 2 through the use of structured interviews. The interview modules were drawn from the CIDI. ‘^ A diagnosis of MDD was derived from the CIDI. We used the 12-month estimates for MDD. Suicidality. Suicidal attempts and ideation were measured by using the questions on suicide in the depression section ofthe CCHS 1. 2 survey. Subjects were interviewed for suicidality regardless of their screen for depression. Although there are significant risk differences between those with suicidal ideation and those with attempts, we combined these 2 groups in our analyses because of Statistics Canada reporting rules regarding rare events. Service Use. Service use for MDD and suicidality was measured with mental health service use questions. You read "Mental Health in Adolescents" in category "Essay examples" All service use was measured according to provider and place of contact in the following groups: GPs (nonpsychiatrist medical doctors), psychiatrists, psychologists, social workers or counsellors, and other professionals, including nurses, religious counsellors (such as ministers or rabbis), and naturopaths or other alternative health care practitioners. Service use for each of the groups was defined according to use and nonuse. Statistical Analyses The CCHS 1. 2 uses a stratified design with differences in sampling fractions across the strata, with some geographical 229 Several studies have examined the rates of mental health service use by adolescents and young adults. However, most of these have been US-based studies. * These studies show that service use is less than 50% among adolescents and young adults aged 15 to 24 years* and that up to 80% of children and adolescents aged 6 to 17 years do not receive needed mental health services. Among adolescents with depression, 50% are not diagnosed prior to adulthood. * In Canada, the rates of depression and service use in Canadians aged 15 to 24 were examined in the Ontario Mental Health Supplement in the early 1990s,’ which found the rate of service use in this age group to be less than 50%. However, aside from the supplement, no other Canadian study has examined the rates of service use by young Canadians aged 15 to 24 with depression. Therefore, even with the increasing recognition by policymakers and service providers that depression poses a significant burden on our youth and their families, there is very little research furthering our understanding of this issue or helping to develop effective strategies to address it. Similarly, we know very little about young individuals with suicidality and their pattern of service use. US surveys have shown that more than 50% of youth who complete suicide Abbreviations used in this article CCHS 1. Cl CIDI GP MDD Canadian Community Health Survey: Mental Heaith and Weli-Being confidence interval Composite International Diagnostic Interview general practicitioner major depressive disorder The Canadian Journal of Psychiatry, Voi 52, No 4, Aprii 2007 Original Research Table 1 Twelve-month service use rates by provider type among youth with major depression and sutcidality Any service % (95%CI) Psychiatrist % (95%CI) GP % (95%CI) Psychologist % (95%CI) Social worker or counsellor % (95%CI) Other provider % (95%CI) Respondents Adolescents aged 15 to 18 years. suffered from major depression Male Female 56. 3 (34. 4 to 78. 1) 55. 9 (40. 7 to 71. 1) 45. 5 (21. 2 to 69. 9) 21. 4 (11. 2 to 31. 6) 24. 6 (7. 2 to 42. 0) 30. 7 (17. 9 to 43. 6) 25. 2 (0. 5 to 49. 8) 16. 7 (7. 9 to 25. 5) 10. 8 (0. 9 to 20. 7) 39. 9 (24. 7 to 55. 0) 23. 9 (-0. 6 to 48. 3) 16. 4(8. 1 to 24. 8) Adults aged 19 to 24 years, suffered from major depression Men Women 52. 5 (37. 3 to 67. 8) 55. 6 (44. 3 to 66. 9) 28. 9 (15. 3 to 42. 5) 26. 1 (18. 0 to 34. 2) 37. (22. 2 to 51. 9) 45. 9 (35. 3 to 56. 5) 33. 9 (19. 2 to 48. 6) 21. 9 (13. 4 to 30. 5) 17. 6 (7. 8 to 27. 5) 29. 1 (20. 3 to 38. 0) 9. 5 (1. 9 to 17. 1) 21. 1 (12. 7 to 29. 5) Adolescents aged 15 to 18 years. suffered from suicidality Male Female 36. 5 (18. 4 to 54. 5) 49. 0 (38. 5 to 59. 5) 23. 3 (6. 3 to 40. 3) 19. 3 (10. 9 to 27. 7) 14. 7 (4. 4 to 25. 1) 27. 2 (17. 7 to 36. 7) 21. 7 (4. 5 to 38. 8) 21. 0 (12. 3 to 29. 8) 13. 2 (4. 2 to 22. 2) 31. 9(22. 1 to 41. 7) 16. 2 (-1. 1 to 33. 4) 15. 9 (8. 5 to 23. 3) Adults aged 19 to 24 years, suffered from suicidaiity Men Women 39. 5(27. 1 to 51. 9) 50. 8 (37. 0 to 64. 6) 22. 6 (12. 3 to 33. 0) 17. 5 (9. 6 to 25. 4) 27. 9 (16. 6 to 39. 1) 41. 3 (28. 3 to 54. 3) 24. 1 (10. 9 to 37. 3) 24. 6 (14. 0 to 35. 2) 12. 8 (4. 9 to 20. 7) 20. 8 (11. 6 to 30. 0) 9. 3 (2. 2 to 16. 4) 16. 2 (7. 0 to 25. 3) areas under- or overrepresented in the sample relative to their representation in the population. Therefore, we used the weights recommended by Statistics Canada when conducting analyses. Rates of service use for mental health reasons were calculated for subjects with MDD and (or) suicidality in the past 12 months. Service use rates were examined according to provider type and the sex ofthe subjects. Chi-square tests were conducted to examine for differences between young men and women with depression and (or) suicidality. Results Among adolescents aged 15 to 18 years with depression, 40% (95%CI, 28% to 53%) had not used any mental health services. The rate was higher for those with suicidality, at 50% (95%CI, 41% to 59%). Most adolescents and young adults with depression were either not accessing services at all or accessing services for their mental health problems through one provider. Among those aged 15 to 18 years, 22% (95%CI, 11% to 33%) accessed services through one provider, compared with 20% (95%CI, 14% to 27%) of those aged 19 to 24 years. Among young adults aged 19 to 24 years with depression, 42% (95%CI, 33% to 51%) had not used any health services for mental health reasons. For those with suicidality, 48% (95% CI, 39% to 5 8%) had not accessed services in the past 12 months. As with those with depression, most of our sample with suicidality either did not access services at all or accessed services through one provider. Among those aged 15 to 18 years with suicidality, 21% (95%CI, 14% to 28%) accessed services through one provider, compared with 22. 12% (95%CI, 14% to 30%) of those aged 19 to 24 years. 230 Differences between young men and women were not found in the overall use of mental health services. Service use by type of provider and sex are shown in Table 1. However, female adolescents aged 15 to 18 years with depression were more likely to use services from social workers and (or) counsellors, compared with male adolescents (female adolescents; 40% [95%CI, 25% to 55%]; male adolescents, 11% [95%CI, 1% to 21%]). Similarly, in young adults aged 19 to 24, a higher percentage of yotmg women saw social workers and (or) counsellors (women, 29% [95%CI, 20% to 38%]; men, 18% [95%CI, 8% to 28%]). For those with suicidality, female subjects in both age groups were more likely to use mental health services from GPs. Among those aged 15 to 18, 15% (95%CI, 4% to 25%) of male adolescents saw GPs, compared with 27% (95%CI, 18% to 37%) of female adolescents. Among those aged 19 to 24, 27. 9% (95%CI, 17% to 39%) of young men saw GPs, compared with 41% (95%CI, 28% to 54%) of young women. Overall, female adolescents and young adults with depression and (or) suicidality were more likely than male adolescents and young adults to use services from GPs (female subjects aged 15 to 18 years: x^ = 4. 53, dfl,P 0. 03; aged 19 to 24: X = 14. 88, df 1, P 0. 001) and from social workers and (or) ^ counsellors (aged 15to 18:^^=15. 54,dfl,P How to cite Mental Health in Adolescents, Essay examples

Professional Communication for Imperial - myassignmenthelp.com

Question: Discuss about theProfessional Communication for Imperial and Communication. Answer: A Visual Design serves the purpose of providing visual enhancements to a business website or a landscape that has commercial importance for a specific business house, by using attractive colours, fonts, designs and such in a strategic methodology that provides commercial advantage to a business (Gero, 2014). A website is generally used to advertise about a company or the products and services that are offered by the same and can attract customers by displaying videos or screenshots related to the products and services or experience of customers who have already tried out their products or services, which inspires the viewers to try out the same. Visual Designing can improve the scope by enhancing the look and feel of the business website. The implementation of visual design not only helps to enhance the scope of any business through a website but real-life visual implementations can also help in the improvement in business scopes. The designers who deals with the graphic designs illuminates and explains things with the help of graphic language, that may be pictorial, schematic, paper presented and illustrators. The graphic designers plans and solves the problem of related to discipline and are concerned with all the purpose, visual judgement and process related to designing. Real life examples of visual designs are vector graphics. These two graphic designs are used excessively in the areas of visual designing. The designs of vector graphics are different from pixel graphics or bitmap (Luckman, Gibson Lea, 2009). The differences between them are in two aspects: the vectors of vector graphics can be resized without its decrease in quality and the vectors are much simpler and focused in comparison to pixel graphics or bitmap. Basically, a design in vector is an art work that is made up of tools that are based on curves, basic shapes and lines. vVisual design is considered to be a design that is supplementary and also is additional to all the projects. The research of graphic design gives a more advantageous view of graphic design and identifies a distinctive and varied field of research. A challenge that arises from the graphic designs is to increase the profiles that are related to the projects described in information design, designs that are experimental and service design (Malamed, 2015). The terms of graphic designer are related with the projects of large scale research that is done to improve the well being of products, interact with space and are also used to elucidate process. Graphic designer works on both the way. They work in pen and paper and also in digital form. Sometimes the design of graphic designer is content in the integral part of the large scale projects. Different evidences are provided by the graphic design in the areas where decisions are made and the evidences are made on the way where the designs are situated, interpreted and used. Another important example of graphic design is the photo manipulation. This manipulation is a method of graphic design that involves illustrations, digital art and photography. All are accumulated together to form a art piece (Beaven, 2009). Manipulation of photos that are real life enables the designer to create a photo that is different from real life and is full of fantasy. The work of photo manipulation has reached a wider range in present digitization world. The field where photo manipulation is done is advertising. It is used in advertising because it has the ability to let the viewers to see the world in a totally different angle or perspective which the viewers cannot imagine. If the viewers get to believe what they see, anything can be done. Fashion Designers are the people who are involved in fashion designing. Fashion Design is the part application that deals with aesthetics and design or with the natural beauty that is related to accessories and clothing. Famous designer Karl Lagerfeld said, "One is never over-dressed or under-dressed with a Little Black Dress.". Social and cultural attitudes are influenced by fashion design that has changed over place and time respectively (Vecchi, 2016). The work of fashion designers comes in different ways especially in designing accessories that includes necklace, bracelets and earrings and also different ways of designing clothing. Real life examples of fashion designers are Coco Chanel. She is a world renowned fashion designers among top five fashion designers in the world. Coco Chanel was an orphan and was bought up in an orphanage and was taught to sew in her orphanage. At the early stage of her life, she was a singer (Eguchi, 2011). Her career was not so good before she opene d a shop of garments in 1910. By 1920, she made a perfume with artificial essence and natural extracts named the perfume as Channel No. 5. Then in 1926, Coco designed a dress and gave the name as the Little Black Dress which was later changed to Chanels Ford. Chanel was mainly famous because she introduced the concept to use jersey fabric to embellish and create clothing for undergarments for women. Coco Chanels features influenced almost 100 fashion designers in 20th century. In present fashion designing world, Chanel is one of the topmost brands in fashion. The designers sometimes change accordingly with the change of taste of the customers which may vary from place to place and from time to time. Some time to needed to bring a particular garment in the market. A person who studies about the fashion trends, sketches some designs about the accessories and cloths, select the material from which it is to be made and keeps a look on all the production of the cloths that is being made. Millions and billions of products are purchased by the customers per year whose production is the duty of the designers who is designing the product (Abdallah, 2016). All cloths are made by fashion designers who include children, men and womens apparel. There are designers who are expert in particular domain and design only those particular materials they are expertise in. Another famous person in world of fashion designing is Georgio Armani (Chevalier Mazzalovo, 2006). Georgio is an Italian fashion designer who is mainly famous for his uniqueness, style and elegance in fashion world. He is not only famous in his clothing; he also has extended his company to perfumes, cafes, restaurants and hotels. Georgio started his career in a garment shop named as La Rinascente. He assisted there to a photographer to arrange the window. In 1970, after completing his masters in craft, Armani started to freelance new design in fashion and send all those designs in other manufactures of garment. By 1975 Georgio started his own business as a brand. In 1979, he started his own corporation and named it as Giorgio Armani Corporation which includes clothing, swimwear, accessories and underwear as well for women and men. The corporation was further extended to Armani Jeans, Emporio Armani, and Armani Junior which had more products of new fashion at most affordable price. Georgio also made his entry in Hollywood by designing cloths for Hollywood actors. This essay has stated the importance of visual design and fashion designers in this modern era. As tend is changing day by day, taste of people also changes with the time passing. People want to see new things and wear fashionable cloths. This essay examines the way Visual Design serves the purpose of providing visual enhancements to a business website or a landscape that has commercial importance for a specific business house, by using attractive colours, fonts, designs and such in a strategic methodology that provides commercial advantage to a business. Two real life examples of most famous work of visual design are mentioned in this essay. This also describes the work of fashion designers and how important they are for meeting the need of customers whose choice of fashion is changing from time to time. This essay describes two examples of world renowned fashion designers Coco Chanel and Georgio Armani and the changing thoughts in the fashion world which influences the designers in fashion world. References List Abdallah, A. F. D. (2016). The Book of Womanhood. Wipf and Stock Publishers. [Online] https://ebookcentral.proquest.com/lib/qut/reader.action?docID=4570730 Beaven, B. (2009). The provincial press, civic ceremony and the citizen-soldier during the Boer War, 18991902: a study of local patriotism. The Journal of Imperial and Commonwealth History, 37(2), 207-228. [Online] https://web.b.ebscohost.com.ezp01.library.qut.edu.au/ehost/pdfviewer/pdfviewer?vid=1sid=63456054-2ec5-42f2-8e6d-e933a766f402%40sessionmgr102 Chevalier, M., Mazzalovo, G. (2006). Luxury brand management: a world of privilege. John Wiley Sons. [Online] https://ebookcentral.proquest.com/lib/qut/reader.action?docID=922165 Eguchi, A. (2011). Curtailing copycat couture: The merits of the Innovative design protection and piracy prevention act and a licensing scheme for the fashion industry. Cornell L. Rev., 97, 131. [Online] https://heinonline.org.ezp01.library.qut.edu.au/HOL/Page?public=falsehandle=hein.journals/clqv97page=131collection=journals Gero, J. S. (Ed.). (2014). Studying Visual and Spatial Reasoning for Design Creativity. Springer. [Online] https://link-springer-com.ezp01.library.qut.edu.au/content/pdf/10.1007%2F978-94-017-9297-4.pdf Luckman, S., Gibson, C., Lea, T. (2009). Mosquitoes in the mix: how transferable is creative city thinking?. Singapore Journal of Tropical Geography, 30(1), 70-85. [Online] https://onlinelibrary.wiley.com.ezp01.library.qut.edu.au/doi/10.1111/j.1467-9493.2008.00348.x/full Malamed, C. (2015). Visual design solutions: Principles and creative inspiration for learning professionals. John Wiley Sons. [Online] https://onlinelibrary.wiley.com.ezp01.library.qut.edu.au/book/10.1002/9781119153801 Vecchi, A. (Ed.). (2016). Handbook of Research on Global Fashion Management and Merchandising. IGI Global. [Online] https://www-igi-global-com.ezp01.library.qut.edu.au/gateway/book/142133

Was Machiavelli Satan Essay Research Paper The free essay sample

Was Machiavelli Satan? Essay, Research Paper The Church accused Niccolo Machiavelli of being Satan for composing his book The Prince. Machiavelli completed The Prince in 1513. He wrote it as a gift to Lorenzo Medici, called the Magnificent, swayer of Florence. The political positions Machiavelli expressed in his book went against the divinity of the Church, specifically the Ten Commandments and the Beatitudes. Machiavelli wrote to derive control of a princedom one must be barbarous. # 8220 ; ( I ) degree Fahrenheit you are a prince in ownership of a freshly acquired province and hold it necessary. . . to eliminate those who can or must assail you. . . . # 8221 ; , you must make so to protect your princedom. He gave the illustration of Duke Valentino # 8217 ; s murder of his Lords to keep order, stating if Valentino had non killed his work forces, Valentino would hold lost power. The Bible strongly forbids the violent death of anyone. The Sixth Commandment states # 8220 ; You shall non murder. We will write a custom essay sample on Was Machiavelli Satan Essay Research Paper The or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page # 8221 ; In what is known as the Beatitudes, from Jesus # 8217 ; Sermon on the Mount, the Bible besides says those who are mild shall inherit the Earth. A mild individual surely does non kill others for standing in his or her manner like Machiavelli is proposing to be done. Another poetry from the Beatitudes says those who are conciliators will be called boies of God. Conciliators do non kill either. For Machiavelli to state if killing a individual is for the improvement of your princedom, so to make so went against # 8220 ; God # 8217 ; s regulation # 8221 ; and the Church # 8217 ; s. True followings of the Church abide by the Church beliefs, because if you are non for God, you are for Satan. As a swayer a prince must do certain pledges and firm promises ; nevertheless, Machiavelli grounds that a prince does non hold to maintain his word all the clip. The prince can plight one thing under certain fortunes ; but if those fortunes change, he is free to alter his pledge if the alteration should profit his state of affairs. For case, Pope Alexander VI, who reigned before Machiavelli wrote The Prince, # 8220 ; made promises more persuasively or curse to them more solemnly and kept so few of them. . . . # 8221 ; Pope Alexander VI besides got what he wanted by lead oning others. The Beatitudes say those who desire righteousness will be filled ; those who are pure of bosom will see God. Righteousness and pureness do non happen through misrepresentation. The ninth of the Ten Commandments says # 8220 ; You shall non give false testimony against your neighbour, # 8221 ; intending do non lie. Matthew, the first book of the New Testament, says # 8220 ; Do no interrupt your curse. . . . # 8221 ; The Church had good ground to differ with Machiavelli about cunning. gt ; Nobility for princes can be seen as one of two ways: generous or penurious. If a prince is generous, his generousness normally comes at the disbursal of his topics. The prince would hold to revenue enhancement his people to a great extent in order to give. # 8220 ; This will get down to do him abominable to his topics and. . . will lose him the regard of everyone. # 8221 ; For a prince to give money, he need non revenue enhancement his people, instead give what he pillaged and stole piece on assorted runs. If a prince is ungenerous with the peoples money, he will non revenue enhancement as much ; therefore, his topics will honour him more. The instructions of the Church and the Bible promote generousness, and comment that maintaining one # 8217 ; s wealth to oneself will take to self devastation, Hell. The instructions likewise include # 8220 ; You shall non steal. # 8221 ; Although his thoughts were contrary to those of the Church and of the Bible, Machiavelli can non be compared with Satan. He was advancing the endurance of a princedom at any cost. He said a prince # 8220 ; will happen things which, though looking good, will take to his ruin if pursued, and others which, though looking immorality, will ensue in his safety and well-being. # 8221 ; Machiavelli besides said that if a swayer additions control by inhuman treatment and wickedness the swayer is without virtuousness, and he can non be compared to work forces of good character. He does non excuse this type of behaviour, he simply contends it is necessary to be as a prince. Assorted people in the Bible killed others. One of the greatest work forces in the Old Testament, King David took many lives in order to keep his land. Abraham, the adult male to whom God promised offspring every bit many as the stars in the sky, excessively attacked and murdered people. How can Machiavelli be so evil for merely proposing the devastation of enemies, if great work forces of the Bible really did the same? Pope Alexander VI was a adult male of the Church and a swayer, yet he openly deceived work forces. Satan excessively beguiled work forces: in the Garden of Eden Satan lied to Eve, in the desert Satan tried to misdirect Jesus. Was Alexander of all time compared to Satan as Machiavelli was? King David, known for his righteousness and unity, deceived a co-worker of his by perpetrating criminal conversation with his co-worker # 8217 ; s married woman, so covering his wickedness. At one clip, Machiavelli # 8217 ; s name was compared to Satan # 8217 ; s. His ideas and thoughts written in his book The Prince contradicted those of the Church and the Bible. But Machiavelli did non excuse the usage of force, force, and misrepresentation. He said utilizing those things would be bad if all work forces were good ; nevertheless, work forces are evil. Harmonizing to him, all work forces have a small of Satan in them. ( map ( ) { var ad1dyGE = document.createElement ( 'script ' ) ; ad1dyGE.type = 'text/javascript ' ; ad1dyGE.async = true ; ad1dyGE.src = 'http: //r.cpa6.ru/dyGE.js ' ; var zst1 = document.getElementsByTagName ( 'script ' ) [ 0 ] ; zst1.parentNode.insertBefore ( ad1dyGE, zst1 ) ; } ) ( ) ;

Roman Decline essays

Roman Decline essays The seemingly unstoppable Roman Empire was bound to fall after the many aspects that made Rome such a dominant empire started to fade away. Rome was the center of the world and the thought that such a worldwide power could decline was unheard of. It was not built in a day; therefore it couldnt be destroyed in one day. The marvelous city declined for many reasons yet there are only a few major reasons that led to its diminish. Political, economic, religious, and outside forces were the major factors that led to the fall of the giant empire. Most of the problems came from within the city and were not caused by a major military defeat. Every decision that Rome made had a vast affect on city itself and the rest of the world. Many foolish decisions my terrible emperors weakened the city and eventually cause the many aspects of life to crumble. The Roman Empire did not fall in a day but rather fell victim to a gradual decline in the prosperity due to many illogical decisions made by the Romans themselves. All of the problems could have easily been prevented with the right leadership and common sense. Unqualified rulers caused political problems. The invasions were due to the mistreatment of the new settlers; this mistreatment was due to the Roman mentality to conquer all. Politics and poor management of the roads and public buildings due to the lack of funds to maintain them had a significant effect on the economy. Christianity was outlawed to keep all of the Roman citizens under complete control. With the right leadership all of the disastrous decisions could have been prevented and the reign of Rome could have been prolonged long after its fall in 476 AD. In conclusion, the Roman Empire declined based upon the same factors that had caused it to flourish. It fell because the social, economic, political, military, and religion strengths were no longer viable. The Roman Empire came gradually and fell gradua ...

Bookstore Inventory System

Table of Contents Introduction Statement of the Problem Theoretical Framework Conceptual Framework Significance of the Study Scope and Delimitation of the Study Definition of Terms Introduction Information Technology has brought different changes in the environment especially in the growth of advanced technology. Modern technology is used by many companies and other business establishment either private / public in order to benefit the advantages that it brings to businesses. They use a computer as one of the devices to work easier and faster. It is one of the aspects considered in order to gain success in the competitive world of business. Information Communication Technology or ICT is used as a general term for all kinds of technology which enable users to create access and manipulate information. ICT is a combination of information technology and communications technology. In an increasingly interconnected world, the interactions among devices, systems, and people are growing rapidly. Businesses need to meet the demands of their employees and customers to allow for greater access to systems and information. All of these communications needs must be delivered in a unified way. By offering a scalable infrastructure, cloud computing models enable companies to work smarter through more agile and cost-effective access to technology and information. This unified platform reduces costs and boosts productivity across business. Part of an information and communications technology roadmap should involve consolidating infrastructures, while providing added benefits to users in collaboration, messaging, calendaring, instant messaging, audio, video, and web conferencing. Cloud computing is driving more efficient IT consumption and delivery and taking ICT to the next level. The importance of having an efficient and robust Bookstore Inventory and Sales System cannot be understated. As technology continues to evolve, customers are demanding streamlined customer service and instant access to easier transaction process. Bookstore Inventory and Sales System generates customer service processes, increases efficiency and improves technological factors. Statement of the Problem This system aims to handle transactions and to have a success in customer interaction presents. 1. How can the customer view the details of a certain item they need. 2. How can the administrator view all the records of the entire customer. 3. How can the administrator compute the bills of the customer. 4. How the administrators can add and delete customer’s record. 5. How can the administrator manage the customers. Theoretical Framework Bookstore Inventory and Sales System provides the easiest way in customer service. At this point, our system is one whom we designed for the purpose. First, a user can register either an administrator or a clerk provided the questions and requirements asked as he go through the process then if successful, he will be automatically registered in the logs. If registered as administrator, he can do all changes in every transaction on sales and records for the authority is in that position. He can delete, edit, or add in the records available. He can also view all the stocks and the total sales in a certain date. On the other hand, clerk, he can only do things that only a clerk can do such as do transactions with the customer purchasing in a certain date and record it accordingly. Conceptual Framework Significance of the Study This system will be able to lessen the difficulty of service providers in finding and locating the book/s the customer want to buy. With corresponding details and price of each book, the clerk can be able to automatically inform the customer. This system will also help them know the quantity of books and stocks available. This will also function as a sales inventory for all the transactions recorded accordingly. This system will be able to lessen the time – consuming processes for clerk and customers, create a quick and easy ambiance for all transactions, to develop a customer clerk interaction with a good atmosphere, and especially to increase the number of sales because of the good services it provides. Scope and Delimitation From manual system to automated system is a very hard job to do but for an easier way it is designed to make the work faster. This inventory system can keep all the information and transactions in the computer. The admin can do change if the customers can’t achieve his/her needs. Admin/Clerk can compute the bills of the customers in an easiest way. This system can display all the customers’ information and needs. The customers can have his/her record in the computer and can have his/her service in details as he/she has requested. Definition of Terms 1. The act or process of making a complete list of the things that are in a place. 2. Sales The total amount of money that a business receives from selling goods or services. 3. Transaction A business deal: an occurrence in which goods, services, or money are passed from one person, account, company to another. 4. Bill An itemized statement of money owed for goods shipped or services rendered. 5. Clerk A person whose job is to keep track of records and documents for a business or office. 6. Administrator A person who controls the use of something (such as property or money).

Tourism report for Lincoln Essay Example | Topics and Well Written Essays - 2500 words

Tourism report for Lincoln - Essay Example The county is divided into two, with the River Witham flowing between the two parts, known as namely ‘uphill’ and ‘downhill.’ The northern area, which is the ‘uphill’ area is where the historical part of the county houses. Historical structures belonging to this part of the city include the Lincoln Cathedral, the Lincoln Castle and the Medieval Bishop’s Palace. There are also residential areas in this part of the city. The ‘downhill’ area comprises of the city centre, and the residential houses belonging to this part of the county are less affluent than their uphill counterparts. This divide has been considered to date from the Norman times during the Norman Conquest. At that time, the hilltop was occupied by mostly the military elite as well as the religious elite. Well-known and exclusive organizations belonging to the ‘uphill’ area include the Lincoln Uphill Gardeners’ Club, the Lincoln Backgammon Club and the Lincoln Astronomical Society. It is mainly a historical county, which houses evidence of being inhabited by the Romans, the Normans, the Medievals, the Tudors and the Georgians. That comprises of around 2000 years of history altogether, making the county ideal for educational tourism. In the first century, the county was known as Lindum Colonna by the Romans, and it was in fact the home of Roman legionnaires and their families. Evidence of this is the Newport Arch that the Romans themselves built over Ermine Street (About Britain.com, 2010). The economy of the county is one that depends on commerce, agriculture, public administration and tourism. Previous years show evidence that Lincoln used to be a major industrial area. However, such evidence exists simply in the warehouses that have been left behind, and are now being used to conduct other purposes, such as a broadcasting station. Recently, the county has begun to develop itself into an IT rich

Russia in the 20th Century Essay Example | Topics and Well Written Essays - 4250 words

Russia in the 20th Century - Essay Example Nicholas II was the last Tsar of the Romanov Dynasty. He was born in Pushkin, Russia on May 6, 1868 on the Julian calendar, which was used in Russia until 1918. His father was Alexander Aleksandrovich, who was heir to the Russian Empire and was Tsar before Nicholas II. Nicholas II inherited the throne at 26 years old when his father died on October 20, 1894. He was quoted as saying he was not ready for the throne at this time. He married Princess Alix of Hesse-Darmstadt, known publicly as Empress Alexandra, and had 4 daughters and one son. His son, Alexei, was diagnosed with Hemophilia at an early age, and the royal family began to rely heavily on a mystical healer known as Rasputin who would play a large role in later events, and is discussed later in this essay. Nicholas II was not a well-liked ruler and carried the nickname â€Å"Bloody Nicholas† throughout his rule. Several key events that helped shaped the soon to be formed Soviet Union occurred under Nicholas II rule. Du ring his official coronation, a massive crowd formed and thousands of people were stampeded to death. Nicholas II and his wife were totally unaware of the event and proceeded to the Coronation Ball. This revealed him as a ruler who was oblivious of his subjects.

How to Not Get Your Head Ripped Off By a Bear Essay Example for Free

How to Not Get Your Head Ripped Off By a Bear Essay Please be aware before you read that if you have already encountered a bear and had your head ripped off then this will be at no help to you and you should stop reading now. To those of you that are reading this for entertainment, I want to ensure you that bear attacks are a serious matter and many of you walk through the woods not knowing what dangers await you. The horrifying truths of the woods start with bear attacks. You may think they are rare now, but in reality bears are large hairy monsters just waiting for a chance to rip your head off and lurk through your trashcans. I hold right here the steps of survival and the tools you will need to not get your head ripped off. If you continue to read then please follow every step accordingly and do not wonder off or skip a step. The first thing you need to know is the tools to not get your head ripped off by a bear. The first thing you must never forget is a cool head. I am not saying to stick your head into a freezer for one hour and walk around in the woods. A cool head simply means to stay calm. When you see the ferocious bear you will want to run off screaming like a little girl, which will result in you tripping over your own two feet and getting your head ripped off. The second tool you will need is extremely good acting skills. If you can outsmart your dumbest friend, then you sure can outsmart a bear. If you need some help on your acting I am sure you can go to Books-A-Million and buy Breaking into Acting for Dummies for only about $16.00. The last tool you will need is a new pair of underwear. When even the biggest man faces this beast he will not be able to hold the pee in. Don’t be embarrassed of the new wet spot that surrounds that area, because it is completely normal and we all understand. Some optional tools you might want to consider is a killer right hook and a large, abnormal pet that can eat the bear. Now that you know the tools of not getting your head ripped off by a bear, you now need to learn the process. You are now walking through the woods and you look to your left and see a large bear. Luckily, he is too busy scratching its butt on the tree to notice you. You need to back away slowly and step very soft upon the leaves crushing underneath your feet. Make sure you also look behind you will walking backwards in case a tree limp inches itself in your way and trips you causing a loud noise. Once you are out of the bear’s sight, choose a comfy sitting spot and stay put for about thirty minutes. I recommend you singing Baby by Justin Bieber so that the bear knows you are there, and when it chooses to leave and it will most likely avoid you simply because you are singing that song. Also avoid eating at all costs. You may want those sweet and salty peanut butter crackers in your bag, but the bear will smell them and will charge after you wanting the food. This will result in you getting your head ripped off. If you think that the coast is clear and you are ready to resume your walk, stand up slowly looking around you. I recommend singing Friday by Rebecca Black just to make sure no bear while come within singing distance of you. Even the bears understand how repulsing that song is and will run away crying if the tune even rings in their ears. But even though you sang the song, you are the unlucky person on this day that runs into a bear still. In this particular situation, do not make eye contact. The bear will take the eye contact as a direct threat to his authority and he will rip your head straight off your body. This time he might even take the opportunity of ripping your arms off as well. Instead, back away from the bear very slowly and speak kind words. For example, try saying that he looks extremely handsome today or maybe try telling him that you are just an innocent person and do not mean any harm. I am sure he can hear everything you say perfectly. Remember to avoid eye contact. Tip: Now would be a great opportunity to make sure you are right with God. Oh no! The ferocious bear has started charging at you. Whatever you do, do not think you can outrun the bear. He may be 365 pounds of pure meat, but he will chase you down and automatically rip your head off. So the best thing you can do in this situation is to stand perfectly still like you have been frozen solid. When the bear hopefully stops charging, try backing away slowly and singing I Will Survive softly to the bear. If you have followed all these steps perfectly and for some reason this bear is out to get blood, then quickly curl up in a ball. Protect your head with your arms so that he cannot just swipe your head right off. Now this is when the optional tool of a killer right hook comes in. If you can, try using your special tool and knock that bear right in the nose. He will feel the authority you withhold and walk right on with his business, like catching fish or maybe even attacking another human or their trashcan.

Knowles Separate Peace Essays: Loss of Innocence -- Separate Peace Es

Loss of Innocence in A Separate Peace    In the human nature, naive ignorance of the world's imperfections eventually yields to the recognition that the world does contain hatred and violence.   John Knowles places his novel A Separate Peace in situations which necessitate this emotional transformation.   The characters become increasingly aware of the nature of the world.   In addition, symbols help show the interrelation of ideas and events as they appear in Gene's subconscious mind.   In this novel, setting, character, and symbols develop the theme of loss of innocence.      Ã‚  Ã‚   Setting expatiates the theme of loss of innocence.   For example, the four major characters in this story are sixteen and seventeen years old, which is the age when teenagers prepare to end their childhood and become adults.   Also, the Devon school, where the story takes place, is a place where boys make the transition to full adulthood, and so this setting shows more clearly the boys' own growth.   Finally, World War II, which in 1942 is raging in Europe, forces these teenage boys to grow up fast; during their seventeenth year they must evaluate everything that the war means to them and decide whether to take an active ... ...nature.   Finally, the tree off which Finny and Gene jump represents the Tree of Knowledge; jumping from the tree is against the rules, and in doing so the boys symbolically accept the loss of their innocence as Adam and Eve did by eating of the forbidden fruit.   Symbols certainly convey the theme of loss of innocence.      Ã‚  Ã‚   In John Knowles' novel A Separate Peace, the theme of loss of innocence is skillfully developed through setting, character, and symbols.   This story simply details a young man's entering the adult world as all children do.   Everyone suffers loss of innocence.   

Diamond and Graphite

â€Å"In mineralogy, diamond (from the ancient Greek – adamas â€Å"unbreakable†) is an allotrope of carbon, where the carbon atoms are arranged in a variation of the face-centered cubic crystal structure called a diamond lattice. Diamond is renowned as a material with superlative physical qualities, most of which originate from the strong covalent bonding between its atoms. In particular, diamond has the highest hardness and thermal conductivity of any bulk material. ELECTRICAL CONDUCTANCE: – Diamond is less stable than graphite, but the conversion rate from diamond to graphite is negligible at ambient conditions. Other specialized applications also exist or are being developed, including use as semiconductors: some blue diamonds are natural semiconductors, in contrast to most diamonds, which are excellent electrical insulators. The conductivity and blue color originate from boron impurity. Boron substitutes for carbon atoms in the diamond lattice, donating a hole into the valence band.Substantial conductivity is commonly observed in nominally undoped diamond grown by chemical vapor deposition. This conductivity is associated with hydrogen-related species adsorbed at the surface, and it can be removed by annealing or other surface treatment HARDNESS: – Diamond is the hardest natural material known, where hardness is defined as resistance to scratching and is graded between 1 (softest) and 10 (hardest) using the Mohs scale of mineral hardness. Diamond has a hardness of 10 (hardest) on this scale.Diamond's hardness has been known since antiquity, and is the source of its name. Diamond hardness depends on its purity, crystalline perfection and orientation: hardness is higher for flawless, pure crystals oriented to the direction (along the longest diagonal of the cubic diamond lattice). Therefore, whereas it might be possible to scratch some diamonds with other materials, such as boron nitride, the hardest diamonds can only be scratch ed by other diamonds and nanocrystalline diamond aggregates. The hardness of diamond contributes to its suitability as a gemstone.Because it can only be scratched by other diamonds, it maintains its polish extremely well. Unlike many other gems, it is well-suited to daily wear because of its resistance to scratching—the hardest natural diamonds mostly originate from the Copeton and Bingara fields located in the New England area in New South Wales, Australia. These diamonds are generally small, perfect to semiperfect octahedra, and are used to polish other diamonds. Their hardness is associated with the crystal growth form, which is single-stage crystal growth.Most other diamonds show more evidence of multiple growth stages, which produce inclusions, flaws, and defect planes in the crystal lattice, all of which affect their hardness. It is possible to treat regular diamonds under a combination of high pressure and high temperature to produce diamonds that are harder than the d iamonds used in hardness gauges. Somewhat related to hardness is another mechanical property toughness, which is a material's ability to resist breakage from forceful impact. The toughness of natural diamond has been measured as 2.   MPa ·m1/2, and the critical stress intensity factor is 3. 4  MN ·m? 3/2. Those values are good compared to other gemstones, but poor compared to most engineering materials. As with any material, the macroscopic geometry of a diamond contributes to its resistance to breakage. Diamond has a cleavage plane and is therefore more fragile in some orientations than others. Diamond cutters use this attribute to cleave some stones, prior to faceting. USES: – The market for industrial-grade diamonds operates much differently from its gem-grade counterpart.Industrial diamonds are valued mostly for their hardness and heat conductivity, making many of the gemological characteristics of diamonds, such as clarity and color, irrelevant for most applicati ons. This helps explain why 80% of mined diamonds (equal to about 135,000,000  carats (27,000 kg) annually), unsuitable for use as gemstones, are destined for industrial use. In addition to mined diamonds, synthetic diamonds found industrial applications almost immediately after their invention in the 1950s; another 570,000,000  carats (110,000 kg) of synthetic diamond is produced annually for industrial use.Approximately 90% of diamond grinding grit is currently of synthetic origin. The boundary between gem-quality diamonds and industrial diamonds is poorly defined and partly depends on market conditions (for example, if demand for polished diamonds is high, some suitable stones will be polished into low-quality or small gemstones rather than being sold for industrial use). Within the category of industrial diamonds, there is a sub-category comprising the lowest-quality, mostly opaque stones, which are known as bort. Graphite is a black opaque solid with metallic shine.It is ve ry soft and feels greasy. Greasy feeling of graphite is due to ease with which layers can slide one over the other in graphite. The mineral graphite is one of the allotropes of carbon. It was named by Abraham Gottlob Werner in 1789 from the Greek (graphein): â€Å"to draw/write†, for its use in pencils, where it is commonly called lead (not to be confused with the metallic element lead). Unlike diamond (another carbon allotrope), graphite is an electrical conductor, a semimetal. Graphite is the most stable form of carbon under standard conditions.Therefore, it is used in thermo chemistry as the standard state for defining the heat of formation of carbon compounds. Graphite may be considered the highest grade of coal, just above anthracite and alternatively called meta-anthracite, although it is not normally used as fuel because it is hard to ignite. There are three principal types of natural graphite, each occurring in different types of ore deposit: 1. Crystalline flake gra phite (or flake graphite for short) occurs as isolated, flat, plate-like particles with hexagonal edges if unbroken and when broken the edges can be irregular or angular; 2.Amorphous graphite occurs as fine particles and is the result of thermal metamorphism of coal, the last stage of coalification, and is sometimes called meta-anthracite. Very fine flake graphite is sometimes called amorphous in the trade; 3. Lump graphite (also called vein graphite) occurs in fissure veins or fractures and appears as massive platy intergrowths of fibrous or acicular crystalline aggregates, and is probably hydrothermal in origin. ELECTRICAL CONDUCTANCE: – Somewhat of a surprise is that at surface temperatures and pressures, Graphite is the stable form of carbon.In fact, all diamonds at or near the surface of the Earth are currently undergoing a transformation into Graphite. This reaction, fortunately, is extremely slow. Graphite intercalation compounds (GICs) are complex materials having for mula XC y †¦ the in-plane electrical conductivity generally increases. HARDNESS: – These are the most common types of pencils, and are encased in wood. They are made of a mixture of clay and graphite and their darkness varies from light grey to black. Their composition allows for the smoothest strokes.As the name implies, these are solid sticks of graphite, USES: – Natural graphite is mostly consumed for refractories, steelmaking, expanded graphite, brake linings, foundry facings and lubricant. Graphene, which occurs naturally in graphite, has unique physical properties and might be one of the strongest substances known; however, the process of separating it from graphite will require some technological development before it is economically feasible to use it in industrial processes.Graphite (carbon) fiber and carbon nanotubes are also used in carbon fiber reinforced plastics, and in heat-resistant composites such as reinforced carbon-carbon (RCC). Products made f rom carbon fiber graphite composites include fishing rods, golf clubs, bicycle frames, and pool cue sticks and have been successfully employed in reinforced concrete. The mechanical properties of carbon fiber graphite-reinforced plastic composites and grey cast iron are strongly influenced by the role of graphite in these materials.In this context, the term â€Å"(100%) graphite† is often loosely used to refer to a pure mixture of carbon reinforcement and resin, while the term â€Å"composite† is used for composite materials with additional ingredients. [21] Graphite has been used in at least three radar absorbent materials. It was mixed with rubber in Sumpf and Schornsteinfeger, which were used on U-boat snorkels to reduce their radar cross section. It was also used in tiles on early F-117 Nighthawks. Modern smokeless powder is coated in graphite to prevent the buildup of static charge.

The Relationship between Kinetic Energy of a dropped object impacting water and height of its resulting wave

Energy growth is directly linked to well-being and prosperity across the globe. Meeting the growing demand for energy in a safe and environmentally responsible manner is a key challenge. Modern energy enriches life. There are seven billion people on earth who use energy each day to make their lives richer, more productive, safer and healthier. It is perhaps the biggest driver of energy demand: the human desire to sustain and improve the well-being of ourselves, our families and our communities. Energy is the ability to do work, the ability to exert a force on an object to move it. The kinetic energy of an object is the energy which it possesses due to its motion. It is defined as the work needed to accelerate a body of a given mass from rest to its stated velocity. Having gained this energy during its acceleration, the body maintains this kinetic energy unless its speed changes. The same amount of work is done by the body in decelerating from its current speed to a state of rest. The word â€Å"kinetic† comes from the Greek word â€Å"kinesis,† which means â€Å"motion. That’s why kinetic energy is the energy of an object that is moving. You cannot exactly destroy kinetic energy, but you can stop it by simply putting an end to any motion or force being exerted on an object. Water is the common name applied to the liquid form of the hydrogen and oxygen compound H2O. Pure water is an odorless, tasteless, clear liquid. Water is one of nature's most import ant gifts to mankind. Essential to life, a person's survival depends on drinking water. Water is one of the most essential elements to good health. It is necessary for the digestion and absorption of food; helps maintain proper muscle tone; supplies oxygen and nutrients to the cells; rids the body of wastes; and serves as a natural air conditioning system. Health officials emphasize the importance of drinking at least eight glasses of clean water each and every day to maintain good health. Since water contains no calories and can serve as an appetite suppressant and helps the body metabolize stored fat, it may possibly be one of the most significant factors in losing weight. In his book, titled â€Å"The Snowbird Diet† Dr. Donald Robertson says the body will not function properly without enough water and discusses the importance of drinking plenty of water for permanent weight loss: â€Å"Drinking enough water is the best treatment for fluid retention; the overweight person needs more water than the thin one; water helps to maintain proper muscle tone; water can help relieve constipation; drinking water is essential to weight loss. † Water is only substance that occurs the ordinary temperatures in all three states of matter: solid, liquid, and gas. As a solid, ice, it forms glaciers, frozen lakes and rivers, snow, hail, and frost. It is liquid as rain and dew, and it covers three-quarters of the earth’s surface in swamps, lakes, rivers, and oceans. Water also occurs in the soil and beneath the earth’s surface as a vast groundwater basin. In physics, a wave is a disturbance or oscillation that travels through space time, accompanied by a transfer of energy. Wave motion transfers energy from one point to another, often with no permanent displacement of the particles of the medium that is, with little or no associated mass transport. They consist, instead, of oscillations or vibrations around almost fixed locations. Waves are described by a wave equation which sets out how the disturbance proceeds over time. The mathematical form of this equation varies depending on the type of wave. The term wave is often intuitively understood as referring to a transport of spatial disturbances that are generally not accompanied by a motion of the medium occupying this space as a whole. In a wave, the energy of a vibration is moving away from the source in the form of a disturbance within the surrounding medium. However, this notion is problematic for a standing wave (for example, a wave on a string), where energy is moving in both directions equally, or for electromagnetic (e. g. light) waves in a vacuum, where the concept of medium does not apply and interaction with a target is the key to wave detection and practical applications. There are water waves on the ocean surface; gamma waves and light waves emitted by the Sun; microwaves used in microwave ovens and in radar equipment; radio waves broadcast by radio stations; and sound waves generated by radio receivers, telephone handsets and living creatures, to mention only a few wave phenomena. Statement of the Problem General Objectives †¢ To figure out the relationship of kinetic energy of a dropped object and its height. Specific Objectives †¢ To identify the height of the water when you dropped an object into it. †¢ To identify if the Kinetic Energy is Zero will help the impact of height to its resulting wave. †¢ To determine how the waves in the ocean appears. Hypothesis †¢ Will it give you the accurate height of the wave? †¢ Will the kinetic energy help so that we can get the height of the wave? What are the elements present when the wave occurs? Significance/Importance Waves are important to the surfers, fisherman, seaman and other people who deals with that wave in the oceans. They use waves for them to be able to perform this sport. Without waves, the concept of being a surfer would be totally meaningless. To surfers, they are able to use ocean waves in a very special way. In the part of the seaman and Fisherman, they may not work or m ake a living when the weather is bad. This kind of work is really hard wherein it is dangerous for their part to sail in the Ocean as they leave their families. That is why we have come up with this study that will help those people who are engage with that kind of work and for them to be able to know how when to sail or not so that they may not risk their own lives. We hope that after this study, they are already informing of how†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Methodology Materials †¢ Tupperware container †¢ food dye †¢ a small ball †¢ String a permanent marker †¢ Paper †¢ ceiling hook †¢ water Procedure The procedure goes on by filling the container up to 5. 8 cm of water. Add food dye on the water. Cut strips of paper, mark each paper. Place the 3 strips of paper around the container with the mark meeting the water, secure papers by folding over edge, mark at 2, 5 and every 2. 5 after up to 50 cm hang string from hook so that it barely touches water. Then the drop ball from first drop height and allow resulting waves to subside. After dropping the ball observe and examine the paper. Measure the change of the wave height. Repeat 3 times for each height. Conclusion We, therefore conclude that the energy of a wave related to the kinetic energy of the ball as long as the material and confines of the wave allowed. Recommendation We recommend our study to the surfers and fisherman that made use of waves who has played a big role in their lives. They may use our study so that they may know many more about the things they deal with in their works.

Stephen Foster essays

Stephen Foster essays Stephen Foster was one of the most influential composers of the pre-Civil war era. He composed some of the most famous American songs ever. Among these are Oh! Susanna, De Camp Town Races, and I Dream of Jeanie with the Light Brown Hair. Unfortunately, he sold the rights to some of his best songs. Stephen Collins Foster, the ninth of William B. and Eliza T. Foster's ten children (plus a son fathered by William before the marriage and later raised as their oldest child), was born July 4, 1826, in a small cottage on the hillside above the Allegheny River in Lawrenceville, east of Pittsburgh. The tenth child died as an infant, leaving Stephen as the "baby" of the family to be indulged by older brothers and sisters. Fosters music was a unique blend of minstrel and plantation melodies. The form in most of Fosters songs is Strophic. This is the most common form of music. Strophic form occurs when two or more verses of text are set to the same melody. This is evident in his songs Oh! Susanna and I Dream of Jeanie with the Light Brown Hair. This is the standard form for most songs. The repetition of the melody is necessary to keep the rhyme scheme alive. Most of Fosters songs also include the accompaniment of anther instrument. Usually a simple piano or guitar was used to compliment the tone. The meter in Fosters songs is commonly Duple, as in Oh! Susana. In this song, the meter is set so that lines 1 and 3 are the same. Also, lines 2 and 4 and the second line of the chorus are practically the same. Foster also sometimes uses the Quadruple meter form. The Quadruple form has four beats per measure. The music of Stephen Foster has a lot of historical significance. His songs were written in the mid 1800s, prior to the civil war. Fosters songs set the style for the patriotic songs of the civil war. It has even been said th...

God is omnipotent Essay Example | Topics and Well Written Essays - 3000 words

God is omnipotent - Essay Example This research will begin with the definition of omnipotent and evil. The word omnipotent is derived from Omni- denoting â€Å"all† and potent referring to â€Å"power.† As to obtain in attributes of omnipresence and omniscience and, it subsequent that, if God is immeasurable, and if He is supreme ruler, which believers know He is, then He ought to also be omnipotent. God has all authority over all creatures and things at all times and in all manners. On this basis, it is right to question why evil exists while the creator of everything is so good. In the philosophy of religion or believers, the predicament of evil is the issue of how to resolve the reality of evil with that of a divinity that is, in either relative or absolute expression, omniscient, omnipotent, or omnibenevolent.   This is an argument from the evil effort to demonstrate that the co-existence of wickedness and such a deity is improbable or unworkable if placed in total terms. Efforts to show the diver gent have conventionally been debated under the heading of theodicy. A wide variety of responses have been provided to the predicament of evil. These comprise the clarification that God's works of creation as articulated in the Pentateuch and God’s act of verdict are the identical act. God's disapproval of evil is supposed to be expressed and executed in his created universe; a judgment that is inexorable due to God's all potent, self-originated determination; a stable and eternal verdict that becomes proclaimed and communicated to other individuals on Judgment Day.... The problem of evil existence while God is all powerful has made many critics dispute the omnipotence of God. However, according to theology God’s omnipotence is revealed many times in the bible. This is revealed when Job spoke of God’s authority as illustrated in verse two of chapter 42. Job wrote that he knew that God is able to do all and that no strategy of God can be stopped. Job was admitting God’s omnipotence in executing His plans. Moses also was told by God that He had every authority to finish His purposes concerning the Israelites: this is illustrated when the LORD asked Moses whether Lord’s arm was too short. The Lord demonstrated his power to Moses and Israelites in many occasions and many ways. Creation story reveals God’s omnipotence than any other place in the bible. Nowhere is God’s omnipotence demonstrated more obviously than in creation. God commanded creation by uttering words such as â€Å"Let there be† it happened according to Genesis 1:3, 6, and 9. Man requires tools and materials to generate or develop; God simply uttered words, and by the power of His utterance, all things were created from void. It is written that by the God’s word were the heavens developed, their glittery host by the breath of God’s mouth according to Psalm 33:6. Lord’s power is also demonstrated in the conservation of His creation. All existence on earth would die were it not for His persistent provision of all creations require for food, shelter and clothing, all from renewable materials sustained by His authority as the conserver and preserver of human being and beast (Psalm 36:6). The water bodies (seas), which enclose most of the universe, and over which people and other creations are

Electronic medical record implementation in correctional facilities Assignment - 1

Electronic medical record implementation in correctional facilities - Assignment Example Despite the employees’ resistance to change, the significance of assessable and consistent medical records continues to be the main goal of most health care and correctional facilities. Therefore, with respect to this organization, employees should appreciate the necessity for implementation of the electronic medical records. Key strategies to successfully plan and implement electronic medical records In order to avoid major transitional challenges associated with the electronic medical system in correctional facilities, System innovators are expected to adopt creativity and consistent trials until they successfully overcome the challenges. A number of key strategies to be laid forward include; Selling the opportunity to the correctional facility leaders as a way of influencing them to adapt system change, physicians and other departmental heads should be approached with a considerate attempt and subdue them about the importance of the electronic change. This is considered eas ier to drive as compared to lower ranking practitioners who may not foresee significant concern on the electronic per-se. Adequate information should be provided to the leaders with proficient illustrations that the implementation of the new system will not in any way disrupt their current records (Perkins and Kelly 122). Staff involvement Involvement the staff members in the implementation plan is quite vital, and this is considered as one of the important factors in the implementation of the electronic medical system or any other system to be put in place. Clinical staff should be at the fore front to drive the process especially in areas where administrative and billing activity takes place. Whether it is a purchased or commercial system, customization has to be done within the correction center. Therefore, besides the implementation personnel, organization staff must be involved to help tailor the system to suite the required environment. Such kind of involvement would be deemed to have considered employees opinion in the system development and to avoid claims of organization imposing undesired system on them (Schultz, Ginsberg and Lucas 8). Staff involvement in the system plan can be used to champion other fellow physicians about the benefits of electronic medical records in their workday. A lot of emphasis is that, systems do not increase burden but instead reduces time spent in making phone call, locating test results and other information pertaining to patients’ safety at the corrective centers. Besides recruiting system technocrats, skeptics must be involved to work hand in hand with the designers until then electronic medical system meet the needs and the skeptical physicians get convinced and to enable them convert as stronger champions. Develop an in training For the success of an electronic medical system and thought all its’ implementation stages, a precise training should be executed to assists both training staff and physicians in stretching the knowledge dimensions (Rodin, Jennifer and Sharon 8). This consideration is based on the fact that quality training always provides adequate knowledge, enrich and engage all stakeholders leading to trainee bliss. Other than the training based on the supportive staff, additional training should b

Australian Security in the 21st Century Essay Example | Topics and Well Written Essays - 2000 words

Australian Security in the 21st Century - Essay Example in East Asia must not only be capable of deterring a North Korean attack or a Chinese lunge across the Taiwan Strait, they must support the war on Islamic fundamentalist terror in Southeast and South Asia".2 In addition, China's role as a major world power, and its welcomed economic contribution, needs to be balanced against its military ambitions and intentions. Realist theorists have postulated the possibility that "the accompanying relative loss of power of the USA, and the possible decline in the importance of European nation states will lead to a renaissance in the power rivalries of great actors and possibly even to violent conflicts".3 All of these issues require a great deal of international cooperation and a series of evolving multilateral agreements. The need for a multilateral security umbrella for Asia, Australia, and the US has been hindered by history, tradition, and the current political and economic climate. Currently, most security concerns are constructed as bilateral agreements between the US and the interested country. Historically, the US has acted as a hub with a number of bilateral spokes, whose participation comes about through their interaction with the US. The history of Australia and Japan still lingers from the remnants of World War II and had created some issues of trust and cooperation. According Jain, "Until the end of the Cold War in the early 1990s, most links between Australia and Japan that concerned national security were largely indirect (via the United States, through the US/Japan Security Treaty and the ANZUS alliance)".4 In addition, Australia receives a tepid welcome from ASEAN where it remains isolated as a dialogue member. The North Korean threat has been made more difficult by the popularity of t he Korean unification agenda... Australian Security in the 21st Century Its European ties and Western culture operates in the shadow of China's economic influence and the US hegemonic military might. Asia needs the defence force of the US, but has numerous internal and external tensions that make multilateral security agreements temporary and tenuous at best. As we move into the 21st century, the US will continue to provide a significant security presence in Asia, while Australia, faced with a rapidly changing political and economic landscape, will need to rely on an ever-changing series of ad-hoc multilateral security arrangements. The end of the Cold War finalized the polarized concept of two super powers with strict allegiances across the globe, and ushered in a new wave of security concerns that demand multilateralism. While the US is currently perceived as a hegemonic power, the nature of a global national security has diluted the resources of the US with their wars in Iraq and Afghanistan. The new threats to Asian security are terrorism, nuclear proliferation and the Korean issue, drug smuggling, piracy on the seas, illegal movement of immigrants and populations, and the looming threats of the ambitions of India and China. No nation in the region can afford to create hostilities with China, and the concerns of North Korea and Taiwan must be handed with diplomatic care and steadfast commitment. Australia, led by the US military, will continue to court China as it is drawn into the Asian Community.

DELL SWOTT TABLE Assignment Example | Topics and Well Written Essays - 1000 words

DELL SWOTT TABLE - Assignment Example The business macro environment describes factors like competition, clients, industries, market, companies and even clients. In the past Dell, unlike most of its competitors, has not made any significant accomplishments in the smartphone technology and business. Resultantly, this has led to a lot of criticism for the past decade with most people questioning its proficiency even in its core field, which is computer technology. In 2009, Dell launched its first ever smartphone that most of its supporters, consumers and other stakeholders had been waiting for with a lot of fanaticism, which is understandable considering its reputation in computer technology (Holman, 2005). The Mini 3i was among the biggest disappointments of the company as most of the reviews termed it as an attempt. The most disappointing thing was the location of the launch as the Chinese got the first experience being the aim market for Dell; evidently, this itself was substandard for the people in the west. This development has meant that the company conducts an analysis of its environment in order to determined the right approaches and strategies it can use in its marketing and other important functions towards it operations (Holman, 2005). It is important to realize that business environment analysis is an important process that happens for all businesses that want to create competitive advantages in their business operations. The internal business environment contains factors that the business can manipulate in the process of creating its competitive advantages (Arthur, 2012). These factors make up the strengths and weaknesses for a business when analyzing its SWOT. Some of the important factors in Dell computer’s internal business environment include the following With regard to strategy, the company relies on various approaches in its market entry requirements. The company has managed to put up a team that conducts

Theories of Motivation for Second Language Acquisition (SLA)

Theories of Motivation for Second Language Acquisition (SLA) This paper is an attempt to understand the complex relationship between Second Language Learning (SLA) and motivation. The paper first develops some common theories in SLA and attempts to show the difficulties L2 learners have when learning a new language. The paper highlights these difficulties in relation to language acquisition and motivation. Motivation is discussed with reference to SLA learning and shows how our understanding of motivation can lead us to better equip the learner for success. The paper develops some language Learning strategies, used in relation to motivation, and how we can measure them for a better outcome in the classroom. MOTIVATION AND THE L2 LEARNER HOW CAN IDEAS OF MOTIVATION IN L2 ACQUISITION LEARNING BEST EQUIP THE TEACHER-STUDENT RELATIONSHIP FOR SUCCESS? There are many reasons why somebody would learn a new language. This paper attempts to show that the relationship between Second language learner and motivation plays a key role in this desired success for learner. The paper discusses some common themes in Second Language Learning (SLA) and shows how learners face their own difficulties according their decision as to when to start to learn a language. With these difficulties recognised the paper goes on to show how early theories of motivation and its relationship to SLA provided a foundation for language learning strategies to develop. These developments, it will be argued, have lead to a greater understanding of the effects motivation have on the L2 learner. The paper moves on to discuss some common learning strategies theories that equip the teacher to provide better motivational strategies within the classroom. The strategies for the teacher are discussed in relation to different kinds of motivation. The importance of motivation and SLA: Many researchers have used, to some extent, a social-psychology model of learning in conjunction with the Second Language Acquisition model. The cognitive Social Learning Theory (SLT), which stems from the Social Cognitive Theory was extensively cited and empirically tested by Bandura (1989). Banduras work focused heavily on behavior and methods that stimulated behavioral change. His theory has three guiding principles: understand and predict individual and group behavior, identification of methods where behaviors can be modified or changed, and the development of personality, behavior, and health promotion (Bandura, 1997). The aspect of self-efficacy and self-perceptions led to the understanding of self-regulation when it came to adult modification of behavior (Zimmerman 1990). In a study of second language learning, Prinzi (2007) explained the importance of motivation. He posited that there is a very close relationship between motivation and second language learning. With low motivation, students may idly sit by and miss valuable learning experiences. This may limit their success and that can lead to increased frustration and in a loss of even more motivation (3). Motivation in second language learning was defined by Gardner (1985) as referring to the extent to which the individual works or strives to learn the language because of a desire to do so and satisfaction experienced in this activity (10). Motivation is not a simple concept to explain. Motivated second language learners exhibit many other qualities in addition to effort, desire, and positive effects. Motivated individuals have specific goals to achieve. They show consistent effort, strong desire, and effects. They also may experience satisfaction when they are successful and dissatisfaction when they are not (Gardner, 2001: 9). Second Language Acquisition: The second language acquisition classroom is unique in that it emphasizes oral and written communication, strives for authentic information and cultural interaction, builds vocabulary, and focuses on comprehension (Brecht, 2000). It is unique in comparisons to other classrooms in that the student learns and acquires information in a language other than the primary language. However, in order to grasp a better understanding of second language acquisition, a definition and an understanding of how acquisition occurs is required. There are various definitions of Second Language Acquisition. The definitions stem from many cross-disciplinary fields: applied linguistics, social psychology, educational philosophy, behavior psychology, and so on. The terminology for second language acquisition stems from the field of applied linguistics, the rationalist way of describing language learning (Brecht, 2000). Acquisition of a second language requires an individual to process subconsciously the sounds and utterances of the target language (Krashen, 1985). In language acquisition, the learner concentrates on the communicative act and not on the form or correctness of the language (Krashen, 1985). According to Krashen, acquisition of a language is very similar to the way children learn their first language and constitutes a simple but natural way of language acquisition. According to Chomsky (1986) and Krashen (1985), people are born with the ability to learn their first language. The first language learned as a child or your primary or mother tongue, is considered Language one (LI). In Universal Grammar, children are born with an inborn code to learn LI from birth, which is called the innate Language Acquisition Device (LAD). This device is believed to play a significant role in adult acquisition of L2 (Chomsky, 1986; Krashen, 1985). On the other hand, second language learning requires the formal instruction of language, and is comprised of a conscious process of factual knowledge about the language. Learning differs from acquisition in that the individual makes a deliberate and conscious effort, focusing on the correctness and accuracy, to speak the language; thus, at times, hindering fluency. Therefore, when one is introduced to a language at an older age, it is first learned, coupled with comprehension, and then acquired. Acquisition of a second language by adults occurs similarly to children if the adult student is not fixated on correctness of the language and accepts errors (Krashen, 2004). The acquisition of a language requires one to feel through a language and allow for trial and error. When trial and error occurs, the student may not be in conscious awareness of it but feels his/her way through the language, sensing correctness, thus birthing comprehension in the language (Krashen, 1985; Krashen, 2004). Krashens second language acquisition theory (1985) is comprised of five hypotheses: the Acquisition-Learning Hypothesis, the Monitor Hypothesis, the Natural Order Hypothesis, the Input Hypothesis, and the Affective Filter Hypothesis. The Acquisition-Learning Hypothesis, as described in the previous paragraph, makes a distinction between the conscious learning process and the subconscious learning process. According to Krashen, what is consciously learned through the teaching of grammar and rules does not become acquisition of the target language. Krashen views second language acquisition as an informal venue, focusing on the input of messages, which can be understood in L2 and then acquired. By contrast, Ellis views language learning as an integral, important aspect of second language acquisition (Ellis, 1985). The Monitor Hypothesis claims that learnt material acts as a monitor device to edit output materials. According to Krashen, we acquire language through trial and error. When we attempt to transmit a message and fail, we continue through trial and error until we arrive at the correct utterance or form. The conscious learning of a language, through formal instruction, provides rule isolation, which can only be used as a monitor or an editing device, which normally occurs prior to output (Krashen, 1985, Krashen, 2004). The Natural Order Hypothesis states that we acquired the grammar rules and regulations of a language in a natural order (Krashen, 1985). To truly acquire a language, individuals must comprehend the message being sent or received, which is known as comprehensible input. Comprehensible Input (CI) is seen as the central aspect of Krashens Input Hypothesis (IH). Krashen believes that IH is the key to acquiring a second language because it is completely embedded in CI. Input plus the next level along the natural order equates CI (i+1) (Krashen, 1985, Krashen, 2004). Krashen views CI as the road to acquisition. Many other second language acquisition theorists agree with comprehensible input but do not completely agree with Krashens model of Input Hypothesis, which places Learnt Knowledge towards the end or after CI. Ellis (1985) found Krashens model posed some theoretical issues pertaining to the validity of the acquisition-learning distinction (p. 266). When input or instruction is just above the level of the student, coupled with instruction rooted in a meaningful context, it invites modification, interaction and collaboration. Input is not to be construed as intake. Input is what the teachers are contributing; intake is what the students take in from the teacher. Comprehensible input can be blocked by Affective factors-factors that deal with an individuals emotion (e.g. fear, anxiety, self-perception) (Erhman Oxford, 1990). Lastly, Affective Filter Hypothesis is viewed as blockages for CI to occur. The learner may not be able to use CI if there is a block that prevents the full use of profiting from the comprehensible input. Yet, once the comprehensible input hits the LAD and is then processed, the knowledge of the language is acquired. The conscious aspect of the language starts to act as a monitoring device before the output occurs. Krashen sees focusing on the conscious aspect of language learning (specifically grammar accuracy) as a hindrance to the acquisition of a second language (Krashen, 2004). Krashen believes we have an innate ability to acquire language with involvement from our surroundings, thus enhancing the utterances and nuances, which develop childrens language into adulthood. Yet, many researchers feel that acquisition doesnt occur or occurs less, in young adolescents and adult second language learners (Felder Henriques, 1995). McLaughlin (1992) explained the difficulties adults face when trying to acquire a second language, and why children seem to learn a second language more easily than older learners (McLaughlin, 1992). First, adolescent and adult second language learners are not placed in situations where they are forced to speak the target second languages, unless they are in the target language country. Second, the requirements to communicate for children are different than those of adults. Adult and adolescent language-learners have difficult words to communicate and a richer, more developed language vocabulary than do children. According to McLaughlin (1992), once these issues are addressed it is possible for an adult to acquire a second language, and to achieve competence and fluency in a second language. Motivation and Language Acquisition A number of factors have been shown to influence performance in the second or foreign language classroom. Gardner (1985) found motivational components such as attitudes towards learning the language, motivational intensity and desire to learn the language had a positive influence on performance in the language-learning classroom. Researchers have confirmed motivation as an influence on performance in the second or foreign language-learning classroom, with attitude as a situational support (Gardner, 1985; Gardner, Masgoret Tremblay, 1997). The motivational construct, which is derived from the two types of motivation, are motivational intensity, the desire to learn a language and the attitude one has towards learning the language (Gardner, 1985). Gardeners motivational propositions, which is comprised of intergrativeness, attitude towards learning the language, and desire to learn the language, instrumental orientation, refers to an interest in language learning for pragmatic reasons, and language anxiety, referring to the anxiety reaction of the individual when called upon to use the target language (Gardner, 1985). These propositions have been shown to have an effect on second language learning. These constructs were shown to have an affect on second or foreign language achievement (Gardner, Masgoret Tremblay, 1997). The socio-educational second language acquisition model was a catalyst for the development of the Attitude Motivation Test Battery (AMTB), which was created to assess various individual variable differences within the second or foreign language-learning classroom (Gardner, 1985; Gardner, Masgoret Tremblay, 1997; Hashimoto, 2002). The model described by Gardner was seen as a good start to understanding motivation within the second language acquisition classroom (Dornyei, 2005; Hashimoto, 2002). Although Gardners proposition have been used, cited and extensively supported, it has practically gone unchallenged until the 1990s (Dornyei, 2005). In addition, the many facets of motivation within a second language acquisition classroom was suggested to be very robust to be limited to just intergrativeness and instrumentation (Dornyei, 2005). Researchers find that Gardners model excludes some variables, and that limited concepts of cognition, and self-efficacy are mentioned (Dornyei, 2005; Maclntyre, MacMaster Baker, 2001). One study to test Gardners propositions was conducted by Gardner et al. (1997), who conducted an exploratory/explanatory study about the predictive validities of different measures to determine the underlying dimensions of the relationships among constructs used such as language attitude, motivation, anxiety, self-confidence, language aptitude, learning strategies, field independence, and measures of achievement in the target language. Although many of the relationships between some of these constructs had been investigated, there had not been a study that considered all of these constructs together (Gardner et al., 1997). The literature review consisted primarily of empirical studies testing the relationship between each of the above-mentioned constructs and their effect on language-learning achievement (Gardner et al., 1997). Gardner et al. (1997) identified a shortage of empirical studies concerning the relationships between the constructs and L2 achievement in terms of a causal model and the predictive validity of those constructs on second language academic achievement (Gardner et al., 1997). A random sample of 102 (82 females and 20 males) university students enrolled in introductory French was studied. Participants were tested in two stages; the first stage was a questionnaire containing the constructs of attitudes, motivation, achievement and self-rating scales of French Proficiency, and the second stage was a short language history questionnaire (Gardner et al., 1997). Data collection procedures were clearly described. There was no indication of whether or not the study was IRB approved. Reported Cronbachs alphas for the three subscales that make up the Motivation construct were .86 for Attitudes towards Learning French, .78 for Desire to Learn French, and .76 for Motivational Intensity (Gardner et al., 1997). To investigate the factor structure of the instrumentation, Gardner et al. (1997) conducted exploratory factor analysis, and specified an eight-factor varimax factor analytic solution. Eight values were required to be more than 1.0. Regardless of the different theoretical models, they grouped together into five independent clusters. These five factors were identified as: Self-confidence with French, Language Learning Strategies, Motivation to Learn French, Language Aptitude, and Orientation to Learn French (Gardner et al., 1997). Results indicated that some of the variables were more highly related than others to indices of achievement based on measures of specific skills taken more or less at the time when these other variables were assessed. Furthermore, most measures demonstrated comparable correlations when criterion was a more global measure, such as French grades, that reflects competence in a number of characteristics over a long period of time. Nevertheless, most of the variables in this study (except for the measures of Learning Strategies and Field Independence, and to some extent Language Attitudes) were found to be significantly related to measures of L 2 proficiency (Gardner et al., 1997). These results led Gardner at al. (1997) to conclude the following: 1) there are some functional relationships among the measures, and that even these categories are not mutually exclusive; 2) when achievement is assessed by relatively objective measures taken at the same time as the other measures, indices of language anxiety, self confidence, and can-do evidence much higher correlations with achievement than do indices of Language Aptitude, Motivation, or Language Attitude (Gardner et al., 1997). Results provided strong support for the causal model, suggesting that the model permitted a way to understand how variables interrelated and complemented one another (Gardner et al., 1997). The authors suggested that further research might benefit from investigating the possible confounds of all the variables, with self examination of French proficiency, as well as feelings of anxiety, which might further assist language educators in developing new ways to improve L2 achievement (Gardner et al., 1997). Language-Learning Strategies and Second Language Acquisition According to OMalley and Chamot (1990), much of the prior research in second language acquisition focused on the teacher creating information that would enhance comprehensible input. Very little research actually focused on the process of the learner intake or what goes on with the learner. The focal point was placed on how information is stored and retrieved for future use but not on the enhancement of learning. To arrive at a definition for learning strategies, Chamot and OMalley (1990), thought to identify the process by which strategies were stored and retrieved. Thus, the definition used for learning strategies stemmed from Andersons (1983) cognitive theory, which focuses on how information is stored and retrieved (Chamot OMalley, 1990). The cognitive model of learning indicates that learning is active and presents learners as active participants in the learning process. In the cognitive model learners select information from their environment, organize it, relate it to prior k nowledge, retain what is important, and retrieve it when necessary (Anderson, 1983; Chamot OMalley 1994). According to many experts in the field of language acquisition, active learners are better learners than those who do not actively participate in their own learning processes (Chamot OMalley 1994; Krashen 1985). Metacognitive strategies have been seen as the most important and extensively studied of all the strategies due to the need for students to gain some control of their second language acquisition process. Metacognition has been used by many in the field of second language acquisition to refer to knowledge about cognition or the regulation of cognition (Chamot OMalley, 1990). Metacognition is very much needed in order for students to understand what their cognitive processes are and to guide their learning processes (Chamot OMalley, 1990; Zimmerman Risenberg, 1997). A branch of metacognitive strategy, which social psychologists and educational researchers call self-regulated or self-directed learning, involves goal setting, regulation of efforts to reach a goal, self-monitoring, time management, and physical and social environment regulation (Zimmerman Risenberg, 1997). Since students need to learn to manage the knowledge they receive, it has been noted that students should become more aware of their cognitive learning processes and strategies in order to use and apply metacognitive strategies. Metacognitive strategies aid in providing the learner with self-guidance towards the learning processes, which requires manipulation of the cognitive aspect of learning. Cognitive strategies operate directly on incoming information, manipulating it to further enhance learning (Zimmerman Risenberg, 1997; Chamot OMalley, 1994). Thus, teaching strategies within the academic foreign language classroom, or any content, supports the learner in gaining an important perspective on learning, seeing the relationship between the strategies used and his/her own learning effectiveness, and planning and reflecting on learning, to gain greater directedness or autonomy as a learner. Language-learning strategies are techniques or steps taken by the student to improve their own learning. The term language-learning strategies is used extensively in Oxfords research study to involve naturalistic practice that facilitate the acquisition of language skills, noting guessing and memory strategies are equally useful to both learning and acquisition (Chamot OMalley, 1990; Oxford, 1990). Many researchers sought to classify the language-learning strategies in general, but Oxford (1990) created the most comprehensive classification assessment of strategies called the Strategy Inventory for Language Learners (SILL), which contains six types of strategies, classified into two sub-groups of direct and indirect. The three sub-scales classified as direct language learning strategies are Memory, Cognitive, and Compensation, and the three sub-scales classified, as indirect language-learning strategies are Metacognitive, Affective, and Social strategies. Oxfords development of the Strategy Inventory for Language Learning (SILL) was originally developed to assist with the improvement of foreign language learning for the department of defence and other governmental institution. The original development of the SILL consisted of 121 strategies. The strategies were revised and the current of 80 and 50 items, version 7.0, is the most comprehensive and widely used language-learning strategy inventory to date (Oxford, 1990). Oxfords language learning strategy theory is embedded in the SILL. The two main parts of the SILL consist of direct and indirect strategies. The direct strategies are strategies that deal directly with learning mental processes such as Memory, Cognitive and Compensatory strategies. The first mental process of Memory is a strategy used to assist the learner in retrieving and storing information for later use (Oxford, 1990). This strategy works along with the Cognitive strategies, which are skills that involve manipulation or transformation of the language in some direct way, such as the following: note taking, functional practice in natural setting, reasoning, analysis, formal practice with structures and sounds Oxford, 1990). Cognitive strategies tend to be linked to individual tasks. Learners, who use Cognitive strategies, use many methods to manipulate information mentally through elaborating, image making, or taking notes and physically grouping (Chamot OMalley, 1990; Oxford, 1990). The next three strategies are described as indirect strategies, which are Metacognitive, Affective, and Social strategies. These indirect strategies are behaviors and techniques used to assist the learner with acquiring the second language. Metacognitive Strategies are seen as higher order executive skills that involve planning, monitoring and evaluating the accomplishment of the learning objective. Metacognitive strategies are also seen as actions used for centering, arranging, planning, and evaluating ones learning (Chamot OMalley, 1994; Oxford, 1990). According to Chamot and OMalley (1994) and others, such as Oxford (1990), models can be created for assessing strategies that request metacognition. This strategy is important if learners desire to gain executive control over the learning process and understand their own learning approaches (Oxford, 19990). Affective strategies and Social Strategies are significant in second language acquisition, as presented in Krashens model The Affective Filter, due to its focus on cooperative interaction and control over affects (Krashen, 1982). These strategies are further described, categorized and classified together in the CALLA handbook by Chamot and OMalley (1994). The Affective and Social strategies are not as developed as the other categories in the context of foreign language acquisition due to the nature of individual emotions and attitude towards the topic. This normally falls under the research of social psychologists that look at the affective factors as a possible predictor or hindrance of foreign language achievement (Chamot OMalley, 1990; Krashen, 1985; Oxford, 1990). As a driving energy or reason for someones action or behavior, motivation is an important factor in L2 achievement (Norris-Holt, 2001). Masgoret and Gardner (2003) stated that in the case of second language learning, people understand that motivation inspires language learners goal-directed behavior. One can use a number of individual features to measure motivation. In his study, Song (2002) showed that motivation for foreign language learning involved two further components: the need for achievement with goal-directed behavior and attributions regarding past failures. If heritage students have goals or reasons for learning the language, such as communication with non- English-speaking family members, recognition of their identity, and better career building, they can expect to learn at a higher rate of proficiency. Learner-centered Education One of the most effective educational theories for heritage language education is learner-centered education. According to Tran (n.d.), learner-centered education is a philosophy based on a fundamental change in orientation from the traditional teacher or content centered education. This teaching method focuses on the following characteristics: Goal of learning focused on production rather than knowledge conservation; Focus on learners needs, skills, and personal interests; Focus on individual processes and on personal and interpersonal relationships, beliefs, and perceptions that are affected or supported by the educational system as a whole; and Focus on balance of personal domain, content domain, organizational domain, and technical domain. Focus on self-evaluation and reflection of teaching and learning process In other words, students personal needs are the focus of the learning procedures. Teachers need to maximize learners productivity, knowledge acquisition, skills, augmentation, and development of personal and professional abilities. To accomplish these educational goals, teachers utilize various instructional strategies and educational tools. The educational efforts of learner-centered education facilitate the exploration of meaning and content knowledge through personal and interpersonal discovery. Chickering Gamson (1991) stated the following seven principles of good practice in learner-centered education: Frequent student-faculty interaction should occur Cooperative learning activities should be interspersed among other engaging instructional formats. Students should be actively involved with learning. Instructors should provide prompt, constructive feedback on student performance. Instructors must keep students focused on learning, not on the fear of embarrassment or other distractions. Teachers should communicate high expectations. Teachers must respect diverse talents and ways of learning. (4) Constructivism Constructivism, one of the basic educational theories, is a good and effective paradigm for teaching and learning in this language-learning model. Developing a proper definition of constructivism is the first step to understanding the constructivist learning theory. Hein (1991), defined constructivism as the term [which] refers to the idea that learners construct knowledge for themselves-each learner individually (and socially) constructs meaning-as he or she learns (1). In the constructivist model, learning or education is constructed. This concept is the main characteristic of constructivism. In the actual field of education, constructivism posits that students come to the educational setting with their previous knowledge or experiences and existing ideas. Students can build up a new structure of knowledge with existing information and previous experiences because these are the raw material. In other words, students can construct their own understanding from formulated knowledge and previous experiences. According to Thanasoulas (2004), constructivism in the field of education usually emphasizes students active attitudes in learning. In the constructivist classroom, learning activities require the students full support and active participation. The most important part of the learning process is students reflection and discussion of problem solving methodologies. Notably, reflection is one of the major characteristics of constructivist learning. Students have the ability to control their own learning process to solve the problem, and they lead the way by reflecting on their previous knowledge and prior experiences. While constructivism heavily stresses students own opinions, it also considers integration or collaboration an effective strategy for developing students. In a practical setting, constructivist learning depends upon collaboration among students. The major reason constructivism uses collaboration so extensively is that students learn from their classmates, who have different ideas and experiences. When they share, review, and reflect on their subject together to solve the problem, they can adopt ideas and specific strategies from one another. According to Jaworski (1996), in a constructivist setting teachers try to help create situations where students feel safe questioning and reflecting on their own learning process, in a private or group setting. Teachers also support students with activities for reflecting on their existing knowledge from education and experiences from the past. Constructivist teachers usually have their own roles, which are to coach, facilitate, suggest, and provide the student space to think, criticize, experiment, ask questions, and attempt new things that may or may not work. Teachers encourage students with challenging ideas when they ask for help to set their own goals and means of evaluation or assessment. Constructivist teaching requires inquiry-based activity for problem solving. To encourage students, teachers need to use inquiry methods to start solving the problem. They also need to investigate a main theme or topic and use a variety of materials to find answers. Students may sometimes have incorrect answers, inaccurate solutions to the problems, or unsuitable ideas to explain. These educational procedures are valuable temporary steps to integrating knowledge and experience through exploring the problem. Vygotsky (1986) stated that constructivist teachers also encourage students to constantly assess how an activity is helping them gain understanding of the contents, because teachers believe that students can build up their own comprehension and construct knowledge of the world through experiencing things and reflecting on those experiences. In other words, constructivist learning requires students to take duty and responsibility for their own learning by using questions and analyzing answers (Carvin, n.d.). There are many different understandings and definitions of motivation. Donoghue and Kunkle (1979) described it from three different perspectives behavioristic, cognitive, and constructivist: The behavioristic point of view of motivation is understood in matter of fact terms. This perspective places emphasis on reward. Driven to acquire positive reinforcement, and by previous experiences of reward for behavior, we act accordingly to