Dreaming Problems :: essays research papers fc

Dreaming Problems   Ã‚  Ã‚  Ã‚  Ã‚  A large epidemic affecting approximately one in two Americans, according to a Gallup survey, is sleeping difficulty. This difficulty can come in one of many different forms. Problems falling asleep, grogginess after sufficient amounts of sleep, or waking suddenly and not being able to fall back asleep are the most common of the problems that occur in Americans. I shall explain in my report, the importance of sleep, differences in types of sleep, the approximate  ³ reccomended daily amount ² of sleep, variables that may affect sleep, and some simple tips to aide you in attaining effective slumber.   Ã‚  Ã‚  Ã‚  Ã‚  Why, exactly is sleep necessary? Sleep is more than a period of rest for the brain, in fact, it is just the opposite. As you sleep, your body repairs itself, and your psyche repairs itself, also. According to the Gallup poll, people who don ¹t have problems sleeping, are able to cope with problems easier, concentrate better, and finish tasks more adequitely. Lack of sleep can cause memory, learning, reasoning and calulation functions to decrease in efficiency. Lack of sleep can lead to illness and psychiatric problems also. An approximate 200,000 auto accidents are probably caused by sleep hindrence, and also, an estimate was made that sleep deprivation and work cost the economy one hundred fifty thousand dollars.   Ã‚  Ã‚  Ã‚  Ã‚  Amount of sleep necessary depends upon the individual. Some are ready to go with six hours of sleep, while others can ¹t function without nine. If a person feels unable to stay focused during monotonous or boring work, it is possible they may need more sleep. Also, need for sleep doesn ¹t decline with age, it just may be more difficult to retain the ablility to sleep, as one may lose vision or hearing.   Ã‚  Ã‚  Ã‚  Ã‚  Sleep is not just a time of relaxation and rest for the body. In fact, the body is doing as much (almost) when asleep (sometimes) as when awake. There are, in fact, five stages of sleep. They include four stages of relaxation and one of dreaming. The dreaming stage, REM, is one where the body is paralyzed, and the brain is afire with activity. Your mind creates scenarios for you, and has usually four or five per night.   Ã‚  Ã‚  Ã‚  Ã‚  Some factors that may affect your sleep are as follows. There are a great many possiblile variables in sleep deprivation, and are usually the cause of insomnia. Stress in the workplace, home, social situation, or anywhere else is the number one cause of sleeping distress. Alcohol or caffiene in the afternoon or evening can severly alter sleep habits. Physical or mentally intense activities can cause sleep deprivation or difficulty also.

Epitaph and Dreaming Black Boy

a) Compare the ways in which these two poems deal with the experience of oppression and racism. b) State which of the two poems you find more disturbing, and give reasons to support your answer. c) Identify and comment on TWO poetic devices used in each poem to highlight the workings of oppression or racism. â€Å"Dreaming Black Boy† and â€Å"Epitaph† are two poems which address the issues of oppression and racism. though they both deal with the same problem, it is handled and discussed differently. In † Dreaming Black Boy†, the persona, a young black boy in school, talks about his aspirations and dreams. He hopes for an end to racism. The persona tries to use his education to try to escape the harsh reality of racism. He not only mentions what is going on around him now, but also the past and even how he would like things to be in the future. He longs for acceptance, a good education, success, to travel and a break from mental slavery. He fails to grasp that despite his intelligence and physical maturity, the racist treatment will continue, thinking that what he experiences as a young boy is the worst, he has yet to find out how it is in the future. On the other hand, â€Å"Epitaph†, a significantly shorter poem, is about a black slave who was hanged, people stop what they are doing to watch the sight, yet the rest of the world continues to go on. The sugar cane continues to grow, unlike in â€Å"Dreaming Black Boy†, the persona in â€Å"Epitaph† is an adult, looking on a past occurrence and commenting on how these types of events have impacted on our lives today. â€Å"Epitaph† appears to be the most disturbing as it suggests that many of these slaves' deaths are forgotten. The idea or notion that life goes on after you die and all you are awarded is a â€Å"pause†. The images in â€Å"Epitaph† are also more graphic. In â€Å"Dreaming Black Boy†, the poet uses euphemism to down play the harsh reality of the young black boy. For example, â€Å"plotters in pajamas† is used to refer to the KKK, a group infamous for the terror they caused on the black race. The main literary device used in â€Å"Dreaming Black Boy† is allusion. The persona alludes to white supremacy groups, a famous singer etcetera, to express the things he would like to change about his reality. â€Å"Epitaph† uses the â€Å"apostrophe† to give a visual image f the black slave hanging and swinging as he is hanged. This metaphor is effective in showing also how the slave has taken on the problems of the black race as his own. And his death belongs to the blacks. It is their history. Racism and slavery are two of the most controversial and oppressive elements in human history. Though both poems differ in style and technique, both successfully describe the physical and emotional effects of racism and oppression (slavery). This success is achieved through the use of allusions, vivid images, symbolic language and even euphemism. ) Compare the ways in which these two poems deal with the experience of oppression and racism. b) State which of the two poems you find more disturbing, and give reasons to support your answer. c) Identify and comment on TWO poetic devices used in each poem to highlight the workings of oppression or racism. â€Å"Dreaming Black Boy† and â€Å"Epitaph† are two poems which address the issues of oppression and racism. though they both deal with the same problem, it is handled and discussed differently. In † Dreaming Black Boy†, the persona, a young black boy in school, talks about his aspirations and dreams. He hopes for an end to racism. The persona tries to use his education to try to escape the harsh reality of racism. He not only mentions what is going on around him now, but also the past and even how he would like things to be in the future. He longs for acceptance, a good education, success, to travel and a break from mental slavery. He fails to grasp that despite his intelligence and physical maturity, the racist treatment will continue, thinking that what he experiences as a young boy is the worst, he has yet to find out how it is in the future. On the other hand, â€Å"Epitaph†, a significantly shorter poem, is about a black slave who was hanged, people stop what they are doing to watch the sight, yet the rest of the world continues to go on. The sugar cane continues to grow, unlike in â€Å"Dreaming Black Boy†, the persona in â€Å"Epitaph† is an adult, looking on a past occurrence and commenting on how these types of events have impacted on our lives today. â€Å"Epitaph† appears to be the most disturbing as it suggests that many of these slaves' deaths are forgotten. The idea or notion that life goes on after you die and all you are awarded is a â€Å"pause†. The images in â€Å"Epitaph† are also more graphic. In â€Å"Dreaming Black Boy†, the poet uses euphemism to down play the harsh reality of the young black boy. For example, â€Å"plotters in pajamas† is used to refer to the KKK, a group infamous for the terror they caused on the black race. The main literary device used in â€Å"Dreaming Black Boy† is allusion. The persona alludes to white supremacy groups, a famous singer etcetera, to express the things he would like to change about his reality. â€Å"Epitaph† uses the â€Å"apostrophe† to give a visual image of the black slave hanging and swinging as he is hanged. This metaphor is effective in showing also how the slave has taken on the problems of the black race as his own. And his death belongs to the blacks. It is their history. Racism and slavery are two of the most controversial and oppressive elements in human history. Though both poems differ in style and technique, both successfully describe the physical and emotional effects of racism and oppression (slavery). This success is achieved through the use of allusions, vivid images, symbolic language and even euphemism.

Child and Young Person Development Cyp3.1.A1: Pattern of Development Essay

  | |The sequence of development is the order in which development occurs. The rate of development is the speed at which development | | |occurs. | | |Every child is unique and will develop at their own rate. Children will usually follow the same pattern of development but the rate | | |at which they reach their milestones may vary depending on the individual and their ability. | | | It is important to recognise the difference so when recording the rate of development you can identify any concerns that you may have| | |within the development area and this allows you to plan effectively for the individual. | | | | | | | | | | | |Birth to 1 month | | |Makes basic distinctions in vision, hearing, smelling, tasting, touch, temperature, and perception of pain | | |Helpless | | |Fed by mother | | | | | |2 months to 3 months | | |Colour perception, visual exploration, oral exploration | | |Sounds: cries, coos, grunts | | |Control of eye muscles | | |Smiles | | | | | |4 months to 6 months | | | Recognises sounds | | |Control of head and arm movements | | |Can grasp objects | | |Rolls over | | |Enjoys being cuddled | | |Can distinguish between familiar people and strangers | | | | | |7 months to 9 months | | |Sits without support | | |Crawls around | | |Has emotional attachment to mother | | |Protests separation from mother | | | | | |10 months to 12 months | | |Control of legs and feet | | |Can stand up | | |Says one or two words and can imitate sounds | | |Responds to simple commands | | |Curious and wanting to explore | | |Has a fear of strangers | | |Responds to own name | | |Gives and takes objects | | | | | | | | |1 year to 1 1/2 years | | |Climb stairs | | |Makes lines on paper with a crayon | | | Upset when separated from mother | | |Feeds himself | | |Repeats a few words | | |Obeys limited commands | | | | | | | | |1 1/2 to 2 years | | |Can run and kicks a ball | | |Can build a 6 cube tower | | |Capable of bowel and bladder control | | |Has a vocabulary of more than 200 words | | |Can throw temper tantrums | | |Does the opposite of what they are told | | | | | | | | |2 years to 3 years | | |Jumps off a step | | |Rides a tricycle | | |Builds a 9-10 cube tower. | | | Starts to use short sentences | | |Differentiates facial expressions of anger, sorrow, and joy. | | |Has a Sense of humour | | |Enjoys playing alongside another child | | | | | | | | |3 years to 4 years | | |Stands on one leg | | |Can draw a circle and a cross | | |Self-sufficient in many routines of home life | | |Likes to share | | |Starts to play with other children | | | | | | | | |4 years to 5 years | | |Skips | | |Broad jumps | | |Dresses themselves | | |Talks clearly and uses adult speech sounds | | |Knows over 2,000 words | | |Understands responsibility and feels guilt | | |Feels pride in accomplishment | | |Prefers to play with other children | | |Becomes competitive | | | | | | | | |6 years of age | | |Can read and write simple text | | | Focus on only one issue at a time when solving problems | | |Become increasingly social | | | | | | | | |7 years to 8 years | | |Begin to show a preference for a certain learning style | | |Like to be involved in some group play, but need time alone, too | | |Have rapidly changing emotions | | |Well-developed speech and use correct grammar most of the time | | | | | | | | |8 years to 10 years | | |Know the complete date (day of the week, day of the month, month, and year) | | |Enjoy being with friends and often have a â€Å"best† friend of the same gender | | |Have speech patterns that are nearly at an adult level | | |Have good control of large and small muscles | | | | | | | | |10 years to 12 years | | |Boys become taller and thinner | | |Girls become taller and more shapely | | | Thinks in a more logical sophisticated way | | |Puberty | | |Interest in the opposite sex | | |Increasing need for privacy | | | | | | | | |12 to 16 years | | |Beginning of adolescents | | |Intense and rapid growth development | | |Builds skills to become self-sufficient | | |May be strongly invested in a single, romantic relationship | | | | | | | | |16 years to 19 years | | |Complete puberty and the physical transition from childhood to adulthood | | |Attain cognitive maturity – the ability to make decisions based on knowledge of options and their consequences | | |Reach nearly their adult height, especially females. Males continue to grow taller into their early twenties | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |

Appropriate Motivational Theory For An IT Specialist Information Technology Essay

Appropriate Motivational Theory For An IT Specialist Information Technology Essay Introduction This report defines motivation and briefly analyses the content and process theories of motivation. It analyses and discusses the motivational theory relevant to information technology specialists. A fictitious case study is developed and the appropriate motivational theory is applied to address the problem in the case study. Literature Review Motivation is defined as â€Å"the cognitive, decision making process through which goal-directed behaviour is initiated, energised, and directed and maintained.†Ã‚   [ 1 ]   Luthans (1998) described motivation as â€Å"the process of stimulating people to action and to achieve a desired task.†Ã‚   [ 2 ]    Motivation is, therefore, the way that managers influence the employees’ behaviour so that they produce results in order to meet organisational goals. Motivation can be seen from two distinct but related perspectives: Goals – motivation is viewed in terms of desired goals of individuals and this is addressed by the content theories of motivation. Content theories focus on what motivates individuals and assumes that individuals have a set of needs or goals which can be satisfied through work. Thus, they are also referred to as ‘need theories.’   [ 3 ]    Decisions – motivation is viewed in terms of how an individual’s decisions affect their choice of goals. This is known as Process Theories of motivation which view the individual as an active decision-maker and the emphasis is on the actual process (method) of motivation.   [ 4 ]    The following are content theories of motivation: A. Maslow’s hierarchy of needs – Maslow’s theory suggests that individuals have five types of needs, namely (in ascending order):   [ 5 ]    Physiological needs – needs that are essential for living e.g. food, water. Safety needs – people want protection against unemployment, seek comfort, shelter as well as being safeguarde d against unfair treatment. Affiliation needs – people seek attachment and a sense of belongingness and affection at work. Esteem needs – need for recognition, reputation, achievement and strength. Self-actualisation needs – Maslow defines this as â€Å"to realise your full potential and to become all that you can become.† D. McClelland’s theory of needs – McClelland measured people in three dimensions:   [ 6 ]    Need for Power (nPower) – individuals with a high need for power arouse strong emotions in them. They want to create an impact on others and make a difference in life. Need for Achievement (nAch) – individuals prefer tasks that are neither too simple nor extremely difficult but that challenge them to do their best. Need for Affiliation (nAff) – individuals that seek recognition and respect of others and wish to establish personal relationships with others. Herzberg’s 2 factor theory – Herzberg identified two sets of factors:   [ 7 ]    Hygiene factors provide job satisfaction (being content with your job) but not motivation to employees such as pay, supervision, security and working conditions. These are known as extrinsic factors as they are separate from the job itself. Motivator factor provides high levels of satisfaction, motivation and performance. It includes responsibility, achievement, growth and recognition. These are known as intrinsic factors as they stem from the job itself. The following are Process theories of motivation: J. Adams’ equity theory – This theory assumes that employees are motivated to act in situations which they perceive to be inequitable or unfair.   [ 8 ]   Thus, they are in a constant process of comparing themselves to other employees in terms of pay, terms and conditions etc.   [ 9 ]

Branding and Promotion Assignment Example | Topics and Well Written Essays - 3000 words

Branding and Promotion - Assignment Example It is the value a customer places on the brand which results in a long term association of the company and the customer. It generates both tangible and intangible benefits for the company that a brand adds to a product/service. A positive brand equity in traditional workstation markets such as research, engineering, and entertainment. The brand has been associated in this field with favorable qualities like innovation, vision, fun, and customer orientation. An image of being a company dealing with high end users. This image got further boost with the taking over of Cray Research Inc. another super computer company. Its target markets comprised of scientists, engineers, animators and graphics professionals. It is quite apparent that Silicon Graphics Inc. has not given due consideration so far to gain access to the mindset of existing and prospective customers a prerequisite for establishing the brand name. Advertising plays a critical role in building brand equity. It helps customers to differentiate a brand from competitors a brand from competitors on dimensions which are important to consumers. This Brand equity helps in stimulating growth in many parity products. SGI has long been associated with high end 'Hollywood like' products. That's indeed a big asset for SGI. But for long term sustenance the company will have to diversify to fulfill the requirements of other customers as well. SGI did try to enter this space as well, but without making any conscious efforts towards establishing a 'common man' user friendly image. Consistent and suitable media campaigns and visibility is required towards sustaining any brand equity. Ans 2: SGI realized the painful way in the year 1996-97 that everything is not fine with its business operations and brand imaging, when it started incurring losses. So the company started t take note and then accordingly set in a motion a number of short-term and long-term measures. The acquition of Cray also proved to be non-productive and company realized that the liabilities are on the rise after its acquisition. This led to parting of ways by SGI from most of the Cray business and the Cray brand to by handing over this business to Tera Computer Company on March 31, 2000. One of SGI's most glaring brand deficiencies was the under-leveraged master brand. For example the name Coca-Cola, is associated with cold-drinks, though there are over 400 products that the company produces in over 200 countries, yet the consumers measure up every product with Coca-Cola, the 'quality cold drink' at the back of their minds. Reason for the deficiency in SGI branding is the trend of ignoring the importan ce of brand equity, or perhaps this could be because of sheer overconfidence on the part of management. Otherwise how can we explain the absence of the Silicon Graphics typeface and its

Mary Shellys Frankenstein Nature Vs. Nurture Theme Analysis Research Paper

Mary Shellys Frankenstein Nature Vs. Nurture Theme Analysis - Research Paper Example The discussion centers on the themes of nature versus nurture, of whether or not goodness or evil is created through the innate nature of an individual, or if it is developed through the treatment that individual receives. The creature made by Frankenstein states at one point that â€Å"Adam’s situation was far different from mine in every other respect. His God had made him happy and prosperous. His Creator guarded him and cared for him, He was allowed to talk with - and learn from - superior beings. But I was wretched, helpless, alone.† (Shelley, 2008, p. 121). The creature saw himself as abandoned and not allowed to learn at the feet of his creator. This mirrored the relationship that Shelley had with her father as when he had remarried when she was eight she had felt he had left her, only to be more formally abandoned when she married Percy Shelley though her father disapproved (Mellor, 2007, p. 51). In many ways, the discourse of the novel is a conversation with her father, telling him all the ways in which he had disappointed her and how this had made her feel. Shelley expresses her aggression towards her father, naming the first victim of the creature’s rage after him, but combining this visage with the strikingly similar features of the five year old child with those of her own child. In this she explores the dynamic of murder within the family, her aggression towards her father and the horrifying concept of being able to kill her own child. Her child was named for his grandfather, her father, both bearing the name William as does the child of Frankenstein, thus completing the dynamic in which relationships between parents and children are horrifically discussed (Mellor, 2007, p. 52). Mellor (2007), states that Shelley believed that nurture was crucial in the development of the nature of a child, that the way in which a child was embraced or denied by a parent and taught about the

Water Pollution of Duwamish River (Seattle) Essay

Water Pollution of Duwamish River (Seattle) - Essay Example For instance, this pollution has resulted to a decrease in the number of Salmon fish. This is because the River Duwamish is the major breeding and rearing ground of the Salmon fish, and the chemical pollution that occurs in the river, has resulted to the depletion of oxygen, making it impossible for these fish to survive. Human beings are affected because they cannot consume fish from this river. Consumption of food substance that emanate from this river are polluted, hence it is a danger to the life of human beings. Hence, there is a need of initiating measures aimed at conserving and protecting the river from pollutants. Goel (7) begins his study by the definition of water pollution. He defines water pollution as negative changes in the quality of water bodies, making it harmful for use by any living organisms (Goel, 9). There are different types of water pollution. Some of these include nutrients, surface, oxygen depleting, ground water, microbiological and chemical water pollution. All these have a negative effect on marine animals, as well as on human beings who are using the polluted waters under consideration. For instance, one of the major effects of water pollution is that it leads to the death of marine animals. Crabs, seas gulls, dolphins, and other marine animals are always killed by contaminated water. Water pollution also has the capability of disrupting the natural food chain. Chemical pollutants like lead are always consumed by tiny sea animals. Later on, these tiny animals are consumed by fish, which in turn is consumed by human beings. This can lead to an aspect referred to as food p oisoning. Water pollution affects the entire world, and therefore, there is a need of coming up with a water resource policy, that can help in the reduction of water pollution. Furthermore, there is a suggestion and proof that water pollution is one of the leading causes of deaths in the world (Hauser-Davis, Reinaldo and Roberta,