Friday, January 24, 2020

Clinical Psychology Essay -- Scientific Research, Qualitative Research

Clinical psychology aims to reduce psychological distress and to enhance and promote psychological well-being by the systematic application of knowledge derived from psychological theory and data’ (British Psychological Society Division of Clinical Psychology, 2001). To this end clinical psychology has distinguished itself from other helping professions by an enduring reliance on its foundation of scientific research. Within scientific research there is always a strong debate between those that prefer quantitative methods and those who prefer qualitative ones. proponents of quantitative methods have built the standards in experimental research and in researches performed on a large number of subjects and which use sampling criteria and statistical analysis techniques. On the other side, the qualitative method uses procedures of qualitative nature both at the level of collecting the data as well as the level of analyzing them (Tagliapietra, Trifan, Raineri & Lis, 2009). The gathering data procedures include: interviews, group discussions, observations, journals; while the analysis procedures include coding, categorizations and systematic confrontation between the categories and their dimensions. Such research is often defined as an explorative one, opposite to â€Å"classical† scientific research aiming to confirm / disconfirm initial hypothesis. Among the qualitative methods used in the sci entific research we can list: Focus Group, Speech Analysis, Conversation Analysis, Grounded Theory and Phenomenological Interpretative Analysis (Tagliapietra, Trifan, Raineri & Lis, 2009). This tension between an emphasis on a positivist science base and an emphasis on therapy and professional issues runs through many debates in clinical psy... ...s to use, qualitative methods in drug evaluation can increase the likelihood of discovering new kinds of information about the experiences of patients and those who care for them. In summary, quantitative research method as a research tool has an several contribution in the field of clinical psychology. Opportunities are unlimited in rehabilitation to describe and interpret phenomena via qualitative study. The qualitative research method is needed in addition to or concurrently with the quantitative perspective in improving the practices of clinical psychology. Using qualitative methods in clinical practices has several advantages compared to the quantitative methods. Moreover qualitative method as a research tool has been proven by different researchers that it contributes in development of new theories and new treatment approaches in clinical psychology.

Wednesday, January 15, 2020

Different Type of Programming Language Essay

1. Charles Babbage Charles Babbage, FRS (26 December 1791 – 18 October 1871) was an English mathematician, philosopher, inventor and mechanical engineer who originated the concept of a programmable computer. Considered a â€Å"father of the computer†, Babbage is credited with inventing the first mechanical computer that eventually led to more complex designs. Parts of his uncompleted mechanisms are on display in the London Science Museum. In 1991, a perfectly functioning difference engine was constructed from Babbage’s original plans. Built to tolerances achievable in the 19th century, the success of the finished engine indicated that Babbage’s machine would have worked. Nine years later, the Science Museum completed the printer Babbage had designed for the difference engine. 2. Ali Aydar Ali Aydar is a computer scientist and Internet entrepreneur. He is currently the chief executive officer at Sporcle. He is best known as an early employee and key technical contributor at the original Napster, the file-sharing service created by Shawn Fanning in 1999, and atSNOCAP, the digital rights and content management startup Fanning founded after Napster. He was also chief operating officer of imeem, which acquired SNOCAP in 2008. Aydar’s experiences working at Napster were documented in two books: Joseph Menn’s definitive Napster biography, All the Rave: The Rise and Fall of Shawn Fanning’s Napster, and Steve Knopper’s Appetite for Self Destruction: The Spectacular Crash of the Record Industry in the Digital Age. 3. Edwin Earl Catmull Edwin Earl Catmull, Ph.D. (born March 31, 1945) is a computer scientist and  current president of Walt Disney Animation Studios and Pixar Animation Studios. As a computer scientist, Catmull has contributed to many important developments in computer graphics. Edwin Earl Catmull was born in Parkersburg, West Virginia. Early in life, Catmull found inspiration in Disney movies such as Peter Pan and Pinocchio and dreamed of becoming a feature film animator. He even made primitive animation using so-called flip-books. However, he assessed his chances realistically and decided that his talents lay elsewhere. Instead of pursuing a career in the movie industry, he used his talent in math and studied physics and computer science at the University of Utah. After graduating, he worked as a computer programmer at The Boeing Company in Seattle for a short period of time and also at the New York Institute of Technology, before returning to Utah to go to graduate school in fall of 1970. 4. Joyce K. Reynolds Joyce K. Reynolds is a computer scientist.  Reynolds holds bachelor’s and master’s degrees from the University of Southern California, United States. She has been active in the development of the protocols underlying the Internet. In particular, she has authored or co-authored many RFCs, most notably those introducing and specifying the Telnet, FTP, and POP protocols. Joyce Reynolds served as part of the editorial team of the Request For Comments series from 1987 to 2006, and also performed the IANA function with Jon Postel until this was transferred to ICANN, and worked with ICANN in this role until 2001, while remaining an employee of ISI. As Area Director of the User Services area, she was a member of the Internet Engineering Steering Group of the IETF from 1990 to March 1998 Together with Bob Braden, she received the 2006 Postel Award in recognition of her services to the Internet. She is mentioned, along with a brief biography, in RFC 1336, Who’s Who in the Internet(1992). 5. Willem Van Der Poel Willem Louis van der Poel (2 December 1926, The Hague) is a pioneering Dutch computer scientist, who is known for designing the ZEBRA computer. In 1950 he obtained an engineering degree in applied science at Delft University of Technology. In 1956 he obtained his PhD degree from the University of Amsterdam. The title of his PhD thesis was The  Logical Principles of Some Simple Computers. From 1950 until 1967 he worked for the Dutch PTT, and from 1962 till 1988 was (part time) professor at Delft University of Technology. He was also the first chairman of IFIP Working Group 2.1 on ALGOL, from 1962 to 1968. Van der Poel is primarily known as a Dutch computer pioneer, designer of Testudo, the PTERA, the ZERO, and the ZEBRA computer. He also contributed to Algol 68 and LISP for the ZEBRA. He is said to be the originator of the Zero One Infinity rule, which suggests that software designs should not impose arbitrary limits on the number of instances of a particular entity: if more than a single instance of it is to be allowed, then the collection size should be without fixed limit. 6. Max Overmars Markus Hendrik Overmars (Dutch pronunciation: [ˈmÉ‘rk ˈÉ ¦Ã‰â€ºn.drÉ ªk ˈoË .vÉ™r.ËÅ'mÉ‘rs], born 29 September 1958 in Zeist, Netherlands)[1] is a Dutch computer scientist and teacher of game programming known for his game development application Game Maker. Game Maker lets people create computer games using a drag-and-drop interface. He is the head of the Center for Geometry, Imaging, and Virtual Environments at Utrecht University, in the Netherlands. This research center concentrates on computational geometry and its application in areas like computer graphics, robotics, geographic information systems, imaging, multimedia, virtual environments, and games. 7. Thomas Eugene Kurtz Thomas Eugene Kurtz (born February 22, 1928) is an American computer scientist who co-developed the BASIC programming language during 1963 to 1964, together with John G. Kemeny. In 1951, Dr. Kurtz’s first experience with computing came at the Summer Session of the Institute for Numerical Analysis at University of California, Los Angeles. His interests have included numerical analysis,statistics, and computer science ever since. Dr. Kurtz graduated from Knox College in 1950, and was awarded a Ph.D. degree from Princeton University in 1956, where his advisor was John Tukey, and joined the Mathematics Department of Dartmouth College that same year. In 1963 to 1964, Dr. Kurtz and Kemeny developed the first version of the Dartmouth Time-Sharing System, a time-sharing system for university use,  and the BASIC language. From 1966 to 1975, Dr. Kurtz served as Director of the Kiewit Computation Center at Dartmouth, and from 1975 to 1978, Director of the Office of Academic Computing. From 1980 to 1988 Dr. Kurtz was Director of the Computer and Information Systems program at Dartmouth, a ground-breaking multidisciplinary graduate program to develop IS leaders for industry. Subsequently, Dr. Kurtz returned to teaching full-time as a Professor of Mathematics, with an emphasis on statistics and computer science. 8. Andrew Ng Andrew Ng is an Associate Professor in the Department of Computer Science at Stanford University, and Director of the Stanford Artificial Intelligence Lab. He is also a co-founder of Coursera, an online education platform. His work is primarily in machine learning and robotics. He received his PhD from the University of California, Berkeley. His early work includes the Stanford Autonomous Helicopter project, which developed one of the most capable autonomous helicopters in the world, and the STAIR (STanford Artificial Intelligence Robot) project, which resulted in ROS, a widely used open-source robotics software platform. 9. Simon Colton Simon Colton (London, 1973) is a British computer scientist, currently working in the Computational Creativity Group at Imperial College London, where he holds the position of Reader. He graduated from the University of Durham with a degree in Mathematics, gained a MSc. in Pure Mathematics at the University of Liverpool, and finally a PhD in Artificial Intelligence from the University of Edinburgh, under the supervision of Professor Alan Bundy. Simon is the driving force behind, an artificial intelligence that he hopes will one day be accepted as an artist in its own right. His work, along with that of Maja Pantic and Michel Valstar, won the British Computing Society Machine Intelligence Award in 2007. The work has also been the subject of some media attention. Prior to his work on The Painting Fool, Simon worked on the HR tool, a reasoning tool that was applied to discover mathematical concepts. The system successfully discovered theorems and conjectures, some of which were novel enough to become published works. 10. David E. Shaw David Elliot Shaw (born March 29, 1951) is an American computer scientist and computational biochemist who founded D. E. Shaw & Co., a hedge fundcompany which was once described by Fortune magazine as â€Å"the most intriguing and mysterious force on Wall Street.† A former faculty member in the computer science department at Columbia University, Shaw made his fortune exploiting inefficiencies in financial markets with the help of state-of-the-art high speed computer networks. In 1996, Fortune magazine referred to him as â€Å"King Quant† because of his firm’s pioneering role in high-speed quantitative trading. In 2001, Shaw turned to full-time scientific research in computational biochemistry, more specifically molecular dynamics simulations of proteins. Different Types of Web Programming Languages Used for creating and editing pages on the web. Can do anything from putting plain text on a webpage, to accessing and retrieving data from a database. Vary greatly in terms of power and complexity. * HTML Hyper Text Markup Language. The core language of the world wide web that is used to define the structure and layout of web pages by using various tags and attributes. Although a fundamental language of the web, HTML is static – content created with it does not change. HTML is used to specify the content a webpage will contain, not how the page functions. Learn HTML at our HTML tutorials section. * XML Extensible Markup Language. A language developed by the W3C which works like HTML, but unlike HTML, allows for custom tags that are defined by programmers. XML allows for the transmission of data between applications and organizations through the use of its custom tags. * Javascript A language developed by Netscape used to provide dynamic and interactive content on webpages. With Javascript it is possible to communicate with HTML, create animations, create calculators, validate forms, and more. Javascript is often confused with Java, but they are two different languages. Learn Javascript at our Javascript tutorials section. * VBScript Visual Basic Scripting Edition. A language developed by Microsoft that works only in Microsoft’s Internet Explorer web browser and web browsers based on the Internet Explorer engine such as FlashPeak’s Slim Browser. VBScript Can be used to print dates, make calculations, interact with the user, and more. VBScript is based on Visual Basic, but it is much simpler. Learn VBScript at our VBScript tutorials section. * PHP Hypertext Preprocessor (it’s a recursive acronym). A powerful language used for many tasks such as data encryption, database access, and form validation. PHP was originally created in 1994 By Rasmus Lerdorf. Learn PHP at our PHP tutorials section. * Java A powerful and flexible language created by Sun MicroSystems that can be used to create applets (a program that is executed from within another program) that run inside webpages as well as software applications. Things you can do with Java include interacting with the user, creating graphical programs, reading from files, and more. Java is often confused with Javascript, but they are two different languages. Learn Java at our Java tutorials section.

Tuesday, January 7, 2020

Major General Henry Knox in the American Revolution

A key figure in the American Revolution, Henry Knox was born in Boston on July 25, 1750. He was the seventh child  of  William and Mary Knox, who had 10 children in total. When Henry was only 9 years old, his merchant captain father passed away after experiencing financial ruin. After only three years at the Boston Latin School, where Henry studied a mix of languages, history, and mathematics, the young Knox was forced to leave in order to support his mother and younger siblings. Fast Facts: Henry Knox Known For: Knox helped lead the Continental Army during the American Revolution and later served as the U.S. Secretary of War.Born: July 25, 1750 in Boston, British AmericaParents: William and Mary KnoxDied: October 25, 1806 in Thomaston, MassachusettsEducation: Boston Latin SchoolSpouse: Lucy Flucker (m. 1774–1806)Children: 13 Early Life Knox apprenticed himself to a local bookbinder named Nicholas Bowes, who helped Knox learn the trade and encouraged his reading. Bowes permitted Knox to liberally borrow from the stores inventory, and in this manner Knox became proficient in French and effectively completed his education on his own. He remained an avid reader, eventually opening his own shop, the London Book Store, at the age of 21. Knox was especially fascinated by military topics, including artillery, and he read widely on the subject. March 5th, 1770: British soldiers open fire on a crowd of Bostonians, killing five people, in what became known as the Boston massacre. Hulton Archive  / Stringer/  Getty Images The Revolution Nears A supporter of American colonial rights, Knox became involved in the Sons of Liberty and was present at the Boston Massacre in 1770. He later swore in an  affidavit that he had attempted to calm tensions that night by requesting that the British soldiers return to their quarters. Knox also testified at the trials of those involved in the incident. Two years later, he put his military studies to use by founding a militia unit called the Boston Grenadier Corps. Though he knew much about weaponry, Knox accidentally shot two fingers from his left hand while handling a shotgun in 1773. Marriage On June 16, 1774, Knox married Lucy Flucker, the daughter of the Royal Secretary of the Province of Massachusetts. The marriage was opposed by her parents, who disapproved of Knoxs revolutionary politics and attempted to entice him into joining the British Army. Knox remained a staunch patriot. Following the outbreak of the American Revolution,  he volunteered to serve with colonial forces and participated in the  Battle of Bunker Hill  on June 17, 1775. His in-laws  fled the city after it fell to American forces in 1776. Fort Ticonderoga, New York.   Purestock/Getty Images Guns of Ticonderoga Knox served with Massachusetts forces in the states Army of Observation during the opening days of the Siege of Boston. He soon came to the attention of army commander General George Washington, who was  inspecting fortifications designed by Knox near Roxbury. Washington was impressed, and the two men developed a friendly relationship. As the army desperately needed artillery, the commanding general consulted Knox for advice in November 1775. Knox proposed a plan to transport the cannon captured at Fort Ticonderoga  in New York to the siege lines around Boston. Washington was on board with the plan. After making Knox a colonel in the Continental Army, the general immediately sent him north, as winter was rapidly approaching. At Ticonderoga, Knox initially had difficulty acquiring sufficient men in the lightly populated Berkshire Mountains.  He finally assembled what he dubbed the noble train of artillery. Knox began moving 59 guns and mortars down Lake George and the Hudson River to Albany. It was a difficult trek, and several guns fell through the ice and had to be recovered. In Albany, the guns were transferred to ox-drawn sleds and pulled across Massachusetts. The 300-mile journey took Knox and his men 56 days to complete in the bitter winter weather. In Boston, Washington ordered the guns to be placed atop Dorchester Heights, overlooking the city and harbor. Rather than face bombardment, the British forces, led by General Sir William Howe, evacuated the city on March 17, 1776. New York and Philadelphia Campaigns Following the victory at Boston, Knox was sent to oversee the construction of fortifications in  Rhode Island and Connecticut. When he returned to the Continental Army, he became Washingtons chief of artillery. After the American defeats in New York that fall, Knox retreated across New Jersey with the remaining troops. As Washington devised his daring Christmas attack on Trenton, Knox was given the key role of overseeing the armys crossing of the Delaware River. With the assistance of Colonel John Glover, Knox succeeded in moving the attack force across the river in a timely fashion. He also directed the American withdrawal on December 26. For his service at Trenton, Knox was promoted to brigadier general. In early January, he saw further action at Assunpink Creek and Princeton before the army moved to winter quarters at Morristown, New Jersey. Taking advantage of this break from campaigning, Knox returned to Massachusetts with the goal of improving weapons production. He traveled to Springfield and established the Springfield Armory, which operated for the rest of the war and became a key producer of American weapons for almost two centuries. After he rejoined the army, Knox took part in the American defeats at Brandywine (September 11, 1777) and Germantown (October 4, 1777). At the latter, he made the ill-fated suggestion to Washington that they should capture the British-occupied home of Germantown resident Benjamin Chew, rather than bypass it. The delay gave the British badly needed time to re-establish their lines, and this contributed to the American loss. Valley Forge to Yorktown During the winter at Valley Forge, Knox helped secure needed supplies and assisted Baron von Steuben in drilling the troops. Later, the army pursued the British, who were evacuating Philadelphia, and fought them at the Battle of Monmouth on June 28, 1778. In the wake of the fighting, the army moved north to take up positions around New York. Over the next two years, Knox was sent north to help obtain supplies for the army and, in 1780, served on the court-martial of British spy Major John Andre. In late 1781, Washington withdrew the majority of the army from New York to attack General Lord Charles Cornwallis at Yorktown, Virginia. Knoxs guns played a key role in the siege that ensued. Following the victory, Knox was promoted to major general and assigned to command American forces at West Point. During this time, he formed the Society of the Cincinnati, a fraternal organization consisting of officers who had served in the war. At the wars conclusion in 1783, Knox led his troops into New York City to take possession from the departing British. Later Life On December 23, 1783, following Washingtons resignation, Knox became the senior officer of the Continental Army. He remained so until retiring in June 1784. Knoxs retirement proved short-lived, however, as he was soon appointed Secretary of War by the Continental Congress on March 8, 1785. A staunch supporter of the new Constitution, Knox  remained in his post until becoming Secretary of War as part of George Washingtons first cabinet in 1789. As secretary, he oversaw the creation of a permanent navy, a national militia, and coastal fortifications. Knox served as Secretary of War until January 2, 1795, when he resigned to care for his family and business interests. He died on October 25, 1806, of peritonitis, three days after accidentally swallowing a chicken bone.

Monday, December 30, 2019

Post Traumatic Stress Disorder ( Ptsd ) - 2301 Words

Post -Traumatic Stress Disorder When hearing about Post-traumatic stress disorder, majority of people think about war veterans. Many Americans suffer from Post -traumatic stress disorder other than those who have been at war. However some Americans are not aware that they have the disorder. Post-traumatic stress disorder or PTSD is rarely acknowledged or fully understood by many. â€Å"Post-traumatic stress disorder (PTSD) is a debilitating mental disorder that follows experiencing or witnessing an extremely traumatic, tragic, or terrifying event. People with PTSD usually have persistent frightening thoughts and memories of their ordeal and feel emotionally numb, especially with people they were once close to.† ( point six percent (five point four million) of U.S. adults develop Post-Traumatic stress disorder in a given year (National Center for PTSD). Post- traumatic stress disorder is classified as acute, chronic or delayed onset. Acute post-traumatic stress disorder presents with symptoms that do not persist beyond three months, while in the chronic form the symptoms last more than three months. Delayed onset post-traumatic stress disorder is the one in which the symptoms start appearing about six months following exposure to the traumatic event. As compared to normal stress that is usually associated with acute reactions that rapidly return to the normal state, the biological and psychological mechanisms in post-traumatic stress disorder are chronicShow MoreRelatedPost Traumatic Stress Disorder ( Ptsd )990 Words   |  4 PagesPost-Traumatic Stress Disorder Post-traumatic stress disorder is a common anxiety disorder characterized by chronic physical arousal, recurrent unwanted thoughts and images of the traumatic event, and avoidance of things that can call the traumatic event into mind (Schacter, Gilbert, Wegner, Nock, 2014). About 7 percent of Americans suffer from PTSD. Family members of victims can also develop PTSD and it can occur in people of any age. The diagnosis for PTSD requires one or more symptoms to beRead MorePost Traumatic Stress Disorder ( Ptsd )1471 Words   |  6 PagesRunning head: POST-TRAUMATIC STRESS DISORDER 1 Post-Traumatic Stress Disorder Student’s Name Course Title School Name April 12, 2017 Post-Traumatic Stress Disorder Post-traumatic stress disorder is a mental disorder that many people are facing every day, and it appears to become more prevalent. This disorder is mainly caused by going through or experiencing a traumatic event, and its risk of may be increased by issuesRead MorePost Traumatic Stress Disorder ( Ptsd ) Essay1401 Words   |  6 PagesAccording to the Mayo-Clinic Post Traumatic Stress Disorder, commonly known as PTSD is defined as â€Å"Post-traumatic stress disorder (PTSD) is a mental health condition that s triggered by a terrifying event — either experiencing it or witnessing it. Symptoms may include flashbacks, nightmares and severe anxiety, as well as uncontrollable thoughts about the event† (Mayo Clinic Staff, 2014). Post Traumatic Stress disorder can prevent one from living a normal, healthy life. In 2014, Chris Kyle playedRead MorePost Traumatic Stress Disorder ( Ptsd )1198 Words   |  5 Pages Post-traumatic stress disorder(PTSD) is a mental illness that is triggered by witnessing or experiencing a traumatic event. â€Å"PTSD was first brought to public attention in relation to war veterans, but it can result from a variety of traumatic incidents, such as mugging, rape, torture, being kidnapped or held captive, child abuse, car accidents, train wrecks, plane crashes, bombings, or natural disasters such as floods or earthquakes(NIMH,2015).† PTSD is recognized as a psychobiological mentalRead MorePost Traumatic Stress Disorder ( Ptsd )1423 Words   |  6 Pages Mental diseases and disorders have been around since humans have been inhabiting earth. The field of science tasked with diagnosing and treating these disorders is something that is always evolving. One of the most prevalent disorders in our society but has only recently been acknowledged is Post Traumatic Stress Disorder (PTSD). Proper and professional diagnosis and definitions of PTSD was first introduced by the American Psychiatric Association(APA) in the third edition of the Diagnostic andRead MorePost Traumatic Stress Disorder ( Ptsd ) Essay1162 Words   |  5 PagesSocial Identity, Groups, and PTSD In 1980, Post Traumatic Stress Disorder (PTSD,) was officially categorized as a mental disorder even though after three decades it is still seen as controversial. The controversy is mainly founded around the relationship between post-traumatic stress (PTS) and politics. The author believes that a group level analysis will assist in understanding the contradictory positions in the debate of whether or not PTSD is a true disorder. The literature regarding this topicRead MorePost Traumatic Stress Disorder ( Ptsd ) Essay1550 Words   |  7 PagesPost Traumatic Stress Disorder â€Å"PTSD is a disorder that develops in certain people who have experienced a shocking, traumatic, or dangerous event† (National Institute of Mental Health). Post Traumatic Stress Disorder (PTSD) has always existed, PTSD was once considered a psychological condition of combat veterans who were â€Å"shocked† by and unable to face their experiences on the battlefield. Much of the general public and many mental health professionals doubted whether PTSD was a true disorder (NIMH)Read MorePost Traumatic Stress Disorder ( Ptsd )944 Words   |  4 Pageswith Post-traumatic stress disorder (PTSD Stats). Post-Traumatic Stress Disorder is a mental disorder common found in veterans who came back from war. We can express our appreciation to our veterans by creating more support programs, help them go back to what they enjoy the most, and let them know we view them as a human not a disgrace. According to the National Care of PTSD, a government created program, published an article and provides the basic definition and common symptoms of PTSD. Post-traumaticRead MorePost Traumatic Stress Disorder ( Ptsd )1780 Words   |  8 Pagesmental illnesses. One such illness is post-traumatic stress disorder (PTSD). Post-traumatic stress disorder is a mental illness that affects a person’s sympathetic nervous system response. A more common name for this response is the fight or flight response. In a person not affected by post-traumatic stress disorder this response activates only in times of great stress or life threatening situations. â€Å"If the fight or flight is successful, the traumatic stress will usually be released or dissipatedRead MorePost Traumatic Stress Disorder ( Ptsd )1444 Words   |  6 PagesYim – Human Stress 2 December 2014 PTSD in War Veterans Post Traumatic Stress Disorder (PTSD) is a condition that is fairly common with individuals that have experienced trauma, especially war veterans. One in five war veterans that have done service in the Iraq or Afghanistan war are diagnosed with PTSD. My group decided to focus on PTSD in war veterans because it is still a controversial part of stressful circumstances that needs further discussion. The lifetime prevalence of PTSD amongst war

Sunday, December 22, 2019

Personal Statement of Teaching Philosophy Essay - 986 Words

Personal Statement of Teaching Philosophy nbsp; I. Teaching Philosophy and Goals nbsp; I have one goal for my teaching: helping students to think and learn for themselves.nbsp; This goal is as simple as it is illusive. The more experience I have as a teacher, the more I understand that there is no one-way of achieving my aim.nbsp; Clearly, the proper focus of education is learning, not teaching; but I know that it is within a teachers power-and thus it is the teachers responsibility-to create the conditions necessary to allow students to learn.nbsp; How best to create these conditions is the question.nbsp; Although doing so involves performance, it is not a performing art.nbsp; Although it requires the rigor and†¦show more content†¦nbsp; II.nbsp; Teaching Methods and Strategies nbsp; I am hopeful that Aristotle is correct about the existence of a basic human desire for understanding, and yet I recognize that students have had a diverse mixture of experiences with learning and knowledge pursuits.nbsp; Sometimes a students educational experience has nurtured and developed that desire and begun to produce a virtuous intellectual cycle; other times, past experiences have quashed intellectual curiosity.nbsp; Because students possess different learning styles and attitudes, what constitutes an inspirational challenge to one student may overwhelm or discourage another.nbsp; I thus vary my teaching style regularly and use different educational methods based on a diverse set of strategies and techniques.nbsp; nbsp; Some students learn from having a dialogue with their teacher and each other.nbsp; For these students I prepare discussion questions, make themShow MoreRelatedPersonal Statement Of Teaching Philosophy1254 Words   |  6 PagesStatement of Teaching Philosophy Stephanie Speicher, M.Ed. â€Å"I regard it as the foremost task of education to insure the survival of these qualities: an enterprising spirit, tenacity in pursuit, readiness for sensible self-denial, and above all compassion† Hahn, K. (1957, p.10). Outward bound. New York City: World Books. Foundation – The Sunrise I stood watching the sunrise on the final day of a weeklong backpack/rock climbing training with my college orientation program. The tears streamed downRead MorePersonal Statement On Teaching Philosophy759 Words   |  4 PagesTeaching Philosophy I see students as the next generations’ heroes in so many fields. In my vision, I have to inspire students and prepare them with confidence, knowledge, experience and skills. Which means I encourage, communicate, guide, teach, and assess students in order to enrich their infrastructures. The instructor-student treatment have huge impacts on the educational progress and honesty. The more encouragement I offer results in an increased trust and responsibility by students. Both increaseRead MorePersonal Statement Of Teaching Philosophy979 Words   |  4 PagesStatement of Teaching Philosophy M. Th. Hassan The student is the key element in the education process and teaching is in the heart of this process. The mentor should direct the student in his journey of study, and give him/her a clear space for creativity. My primary goal will be to help the students to think about their own thinking so they are able to recognize shortcomings and correct their reasoning as they go, as well as develop their skills, to be independent scholars. I am a lifelong learnerRead MoreMy Personal Statement On Teaching Philosophy881 Words   |  4 PagesTeaching Philosophy Why I Am Here†¦ I am here to help my students become their best self. I am here to help my students in their education and to help them become better people and citizens. As a teacher, my goal is to help my students succeed in any way I can. I became a teacher because teaching gives me a chance to help kids grow and develop a love for learning, instead of a loathing for school. I want to be a teacher because I want to make a difference. I will make a positive impact on my student’sRead MoreHigher Education Faculty Teaching Philosophy845 Words   |  4 PagesHigher Education Faculty Teaching Philosophy Introduction Many higher institutions have a statement of philosophies of their own derived from their pioneer or parent institutions or organizations (Higgins Leonora, 2009). The Catholic University of America School of Nursing has its pioneer group that is the Catholic Church. Therefore, every value, virtue, norm, composition and beliefs are all originated from the Catholic Church and are thus modified to fit its environmentRead MoreEssay about Personal Educational Philosophy1069 Words   |  5 Pagespaper is my personal educational philosophy statement. It represents my ideas and values about teaching and learning; it reveals my personal teaching beliefs and their relation to the five major established educational philosophies; it shows my role and responsibilities in educational process. I place great significance on personal style of instruction and its influence on curriculum implementation. The paper also highlights my career aspiration and orientation. Personal EducationalRead MoreThe Role Of A Teaching Philosophy Statement1408 Words   |  6 PagesThe Role of a Teaching Philosophy Statement (TPS) Personal development is one aspect of gaining new information to enhance skills, abilities and overall knowledge. The development of a TPS, is a personal analysis of general concepts of teaching, learning, observations and experiences, transferred into the learning environment (Caukin, 2017). Consequently, the statement is intimate, insightful, with an inclusion of personal views of the aspects of teaching, foundation of learning, in addition toRead MoreMy Personal Philosophy Of Education1476 Words   |  6 Pages CLES 871 Foundations of Higher Education Summer 2015 Instructor: Joel Abaya, PhD Personal Philosophy of Education Submitted by: Wessam Elamawy . Personal Philosophy of Education Introduction: From the very beginning of my life I recognized the importance of higher education. I am 34 years old. I am Egyptian. I was born in a highly educated family . My father earned a Ph.D. in chemistry. My uncle earned a Ph.D. in Engineering . My aunt is a doctor. My grandparents wereRead MoreMy Personal Philosophy of Education958 Words   |  4 PagesMy Personal Philosophy of Education It is customary that on New Year’s Eve, we make New Year resolution. The fact is that we are making a set of guideline that we want to live by. These are motives that we seek to achieve. In a similar way, teachers live by philosophy. This essay focuses on my personal philosophy of education. It unfolds the function of philosophy in a teacher’s life, my view on the purpose of education, the student teacher- relationship and the philosophy which influences myRead MoreMy Personal Philosophy Of Early Childhood Education Essay1057 Words   |  5 Pagesdiscuss my personal philosophy of early childhood education because as a teacher, I want to become better and a way to do that is by starting off with a personal, well- articulated educational philosophy. Philosophy of learning is constantly changing, but one thing that will never change is the fact that everybody is different. Moreover people learn at different rates and in different ways. All teachers should have a well-for mulated perspective on how children learn best; therefore, my philosophy would

Saturday, December 14, 2019

The Return Midnight Chapter 39 Free Essays

Elena clutched the child to her. Damon had understood, even in his dazed and confused state. Everyone was connected. We will write a custom essay sample on The Return: Midnight Chapter 39 or any similar topic only for you Order Now No one was alone. â€Å"And he asked something else. He asked if you would hold me, just like this – if I got sleepy.†Velvety dark eyes searched Elena’s face. â€Å"Would you do that?† Elena tried to keep steady. â€Å"I’l hold you,†she promised. â€Å"And you won’t let go ever?† â€Å"And I won’t let go ever,†Elena told him, because he was a child, and there was no point in frightening him if he had no fear. And because maybe this part of Damon – this smal , innocent part – would have some kind of â€Å"forever.†She had heard that vampires didn’t come back, didn’t reincarnate the way humans did. The vampires in the top Dark Dimension were Still†alive† – adventurers or fortune-seekers, or condemned there as a prison by the Celestial Court. â€Å"I’l hold you,†Elena promised again. â€Å"Forever and ever.† Just then his smal body went into another spasm, and she saw tears on his dark eyelashes, and blood on his lip. But before she could say a word, he added, â€Å"I have more messages. I know them by heart. But† – his eyes begged her forgiveness – â€Å"I have to give them to the others.† What others? Elena thought at first, bewildered. Then she remembered. Stefan and Bonnie. There were other loved ones. â€Å"I can†¦tel them for you,†she said hesitantly, and he gave a tiny smile, his first, just the corner of one lip up. â€Å"He left me a little telepathy, too,†he said. â€Å"I kept it in case I had to cal to you.† Stillfiercely independent, Elena thought. Al she said was, â€Å"You go ahead, then.† â€Å"The first one is for my brother, Stefan.† â€Å"You can tel him in just a moment,†Elena said. She held on to the smal boy in Damon’s soul, knowing that this was the last thing she had left to give him. She could sacrifice a few priceless seconds, so that Stefan and Bonnie could say their own good-byes. She made some sort of enormous adjustment to her real body – her body outside Damon’s mind, and found herself opening her eyes, blinking and trying to focus. She saw Stefan’s face, white and stricken. â€Å"Is he – ?† â€Å"No. But soon. He can hear telepathy, if you think clearly, as if you were speaking. He asked to talk to you.† â€Å"To me?†Stefan bent down slowly and put his cheek against his brother’s. Elena shut her eyes again, guiding him down through the darkness to where one smal light was Stillshining. She felt Stefan’s wonder as he saw her there, Stillholding the little dark-haired boy in her arms. Elena hadn’t realized that through her link to the child, she would be able to hear every word spoken. Or that Damon’s messages would come in the words of a child. The little boy said, â€Å"I guess you think I’m pretty stupid.† Stefan started. He’d never seen or heard the child-Damon before. â€Å"I could never think that,†he said slowly, marveling. â€Å"But it wasn’t much like†¦ him, you know. Like†¦ me.† â€Å"I think,†Stefan said unsteadily, â€Å"that it’s terribly sad – that I never real y knew either of you very well .† â€Å"Please don’t be sad. That’s what he told me to say. That you shouldn’t be sad†¦or afraid. He said it’s a little bit like going to sleep, and a little bit like flying.† â€Å"I’l †¦remember that. And – thank you – big brother.† â€Å"I think that’s al . You know to watch over our girls†¦.†There was another of the terrible spasms that left the child breathless. Stefan spoke quickly. â€Å"Of course. I’l take care of everything. You fly.† Elena could feel the grief slash at Stefan’s heart, but his voice was calm. â€Å"Fly away now, my brother. Fly away.† Elena felt something through the link – Bonnie touching Stefan’s shoulder. He quickly got up so that she could lie down. Bonnie was almost hysterical with sobbing, but she had done a good thing, Elena saw. While Elena had been in her own little world with Damon, Bonnie had taken a dagger and cut off a long lock of Elena’s hair. Then she had cut one of her own strawberry curls, and placed the locks – one wavy and golden, one curling and red-blond – on Damon’s chest. It was al they could do on this flowerless world to honor him, to be with him forever. Elena could hear Bonnie, too, through her link with Damon, but at first al Bonnie could do was sob, â€Å"Damon, please! Oh, please! I didn’t know – I never thought – that anyone would get hurt! You saved my life! And now – oh, please! I can’t say good-bye!† She didn’t understand, Elena thought, that she was talking to a very young child. But Damon had sent the child a message to repeat. â€Å"I’m supposed to tel you good-bye, though.†For the first time the child looked uneasy. â€Å"And – and I’m supposed to tel you ‘I’m sorry,’too. He thought you’d know what that meant and you’d forgive me. But†¦if you don’t†¦I don’t know what wil happen – oh!† Another of the hateful spasms went through the child. Elena held on to him hard, biting her own lip until the blood came; at the same time trying to shield the little boy completely from her own feelings. And deep in Damon’s mind, she saw Bonnie’s expression change, from tearful penance to astonished fear to careful control. As if Bonnie had grown up al in an instant. â€Å"Of course – of course I understand! And I forgive you – but you haven’t done anything wrong. I’m such a sil y girl – I†¦Ã¢â‚¬  â€Å"We don’t think you’re a sil y girl,†the child said, looking vastly relieved. â€Å"But thank you for forgiving me. There’s a special name I’m supposed to cal you, too – but I†¦Ã¢â‚¬ He sank back against Elena. â€Å"I guess – I’m†¦getting sleepy†¦Ã¢â‚¬  â€Å"Was it ‘redbird’?†Bonnie asked careful y, and the little boy’s pale face lit up. â€Å"That was it. You knew already. You’re al †¦so nice and so smart. Thank you†¦for making it easy†¦But can I say one more thing?† Elena was about to answer, when abruptly she was jarred completely out of Damon’s mind and back into reality. The Tree had slammed down another spider’s leg set of branches, trapping them and Damon’s body between two circles of wooden bars. Elena had no plans. No idea how to get to the star bal that Damon had died for. Either the Tree was intel igent, or it was wired to have such efficient defenses that it might as well have been. They were lying on the evidence that many, many people had tried for that star bal – and left behind their bones ground to sand. Come to that, she thought, I wonder why it hasn’t gone for us, too – especial y for Bonnie. She’s been in, and then out, and back in again, which I should never have let her do except that we were al thinking about Damon. Why didn’t it go for her again? Stefan was trying to be strong, trying to organize something out of this disaster that was so stunning that Elena herself simply sat. Bonnie was sobbing again, making heart-wrenching sounds. Between both circular sets of bars a wooden network was spreading – too close-knit for even Bonnie to squeeze through. Elena’s group was efficiently separated from anything outside the sand pit, and just as efficiently separated from the star bal . â€Å"The axe!†Stefan cal ed to her. â€Å"Throw me – â€Å" But there was no time. A rootlet had curled around it and was swiftly dragging it into the upper branches. â€Å"Stefan, I’m sorry! I was too slow!† â€Å"It was too fast!†Stefan corrected. Elena held her breath, waiting for the last crash from above, the one that would kil them al . When it didn’t come, she realized something. The Tree was not only intel igent, but sadistic. They were to be trapped here, away from their supplies, to die slowly of thirst and starvation, or to go mad watching the others die. The best that they could hope for was that Stefan would kil both Bonnie and her – but even he would never get out. These wooden branches would come crashing down again and again, as often as the Tree felt necessary, until Stefan’s crushed bones joined the others that had been mil ed to fine sand. That was what did it, the thought of al of them, trapped with Damon, making a mockery of his death. The thing that had been swelling inside Elena for weeks now, at hearing the stories about children who ate their pets, at creatures who delighted in pain, had, with Damon’s sacrifice, final y gotten so big that she could no longer contain it. â€Å"Stefan, Bonnie – don’t touch the branches,†she gasped. â€Å"Make sure you’re not touching any part of the branches.† â€Å"I’m not, love, and Bonnie isn’t either. But why?† â€Å"I can’t keep it in anymore! I have to stand like this – â€Å" â€Å"Elena, no! That spel – â€Å" Elena could no longer think. The hateful demi-light was driving her mad, reminding her of the pinpoint of green in Damon’s pupils, the horrible green light of the Tree. She understood exactly about the Tree’s sadism to her friends†¦and in the corner of her eye she could see a bit of black†¦like a rag dol . Except that it was no dol ; it was Damon. Damon with al of his wild and witty spirit broken. Damon†¦who must be gone from this and al worlds by now. His face was covered with her blood. There was nothing peaceful or dignified about him. There was nothing the Tree had not taken from him. Elena lost her mind. With a scream that peeled raw and bleeding from her backbone and came hoarsely out of her throat, Elena grabbed a branch of the Tree that had kil ed Damon, that had murdered her beloved, and that would murder her and these two others she loved as well. She had no thoughts. She wasn’t capable of thinking. But instinctively she held a high bough of the Tree’s cage and let the fury explode out of her, the fury of murdered love. Wings of Destruction. She felt the Wings arch behind her, like ebony lace and black pearls, and for a moment she felt like a deadly goddess, knowing that this planet would never harbor any life ever again. When the attack flared out, it turned the twilight al around her to matte black. What a fitting color. Damon wil like this, she thought in confusion, and then she remembered again, and it slammed blistering out of her again, the Power to destroy the Tree al over this smal world. It shattered her from the inside but she let it keep coming. No physical pain could compare with what was in her heart, with the pain of losing what she had lost. No physical pain could express how she felt. The huge roots in the ground underneath them were bucking as if there was an earthquake, and then – There was a deafening sound as the trunk of the Great Tree exploded straight upward like a rocket, disintegrating to fine ash as it went. The spider’s-leg bars around them simply disappeared along with the canopy above. Something in Elena’s mind noted that very far away the same destruction was going on, racing to turn branches and leaves into infinitesimal bits of matter that hung in the air like haze. â€Å"The star bal !†Bonnie cried in the eerie silence, anguished. â€Å"Vaporized!†Stefan caught Elena as she sank to her knees, her ethereal black wings fading. â€Å"But we’d never have gotten it anyway. That Tree had been protecting it for thousands of years! Al we’d have gotten would have been a slow death.† Elena had turned back to Damon. She had not been touching the stake that ran through him – in seconds it would be the only remnant of the Tree on this world. She could hardly dare hope that there was a spark of life left in him now, but the child had wanted to speak with her and she would make that possible or die trying. She scarcely felt Stefan’s arms around her. Once again, she plunged into the very depths of Damon’s mind. This time she knew exactly where to go. And there, by a miracle, he was, although obviously in hideous pain. Tears were rol ing down his cheeks and he was trying not to sob. His lips were bitten raw. Her Wings had not been able to destroy the wood inside him – it had already done its poisonous damage – and there was no way to reverse that. â€Å"Oh, no, oh God!†Elena caught the child in her arms. A teardrop fel on her hand. She rocked him, scarcely knowing what she was saying. â€Å"What can I do to help?† â€Å"You’re here again,†he said, and in his voice, she heard the answer. This was al that he wanted. He was a very simple child. â€Å"I’l be here – always. Always. I’m never letting go.† This didn’t have the effect that she wanted. The boy gasped, trying to smile, but was torn with a horrible spasm that almost arched his body out of her arms. And Elena realized that she was turning the inevitable into slow, excruciating torture. â€Å"I’l hold you,†she modified her words for him, â€Å"until you want me to let go. All right?† He nodded. His very voice was breathless with pain. â€Å"Could you – could you let me shut my eyes? Just†¦just for a moment?† Elena knew, as perhaps this child did not, what would happen if she stopped badgering him and let him sleep. But she couldn’t stand to see him suffering any longer, and nothing was real again, and there was no one else in the world for her, and she didn’t even care if doing it this way meant she would fol ow him into death. Careful y steadying her voice, she said, â€Å"Maybe†¦we can both shut our eyes. Not for a long time – no! But†¦just for a moment.† She kept rocking the smal body in her arms. She could Stillfeel a faint pulse of life†¦not a heartbeat, but Still, a pulsing. She knew that he hadn’t shut his eyes yet; that he was Stillfighting the torture. For her. Not for anything else. For her sake only. Putting her lips close to his ear, she whispered, â€Å"Let’s close our eyes together, All right? Let’s close them†¦at the count of three. Is that All right?† There was such relief in his voice and such love. â€Å"Yes. Together. I’m ready. You can count now.† â€Å"One.†Nothing mattered except holding him and keeping herself steady. â€Å"Two. And†¦Ã¢â‚¬  â€Å"Elena?† She was startled. Had the child ever said her name before? â€Å"Yes, sweetheart?† â€Å"Elena†¦I†¦love you. Not just because of him. I love you too.† Elena had to hide her face in his hair. â€Å"I love you, too, little one. You’ve always known that, haven’t you?† â€Å"Yes – always.† â€Å"Yes. You’ve always known that. And now†¦we’l close our eyes – for a moment. Three. â€Å" She waited until the last faint movement stopped, and his head fel back, and his eyes were shut and the shadow of suffering was gone. He looked, not peaceful, but simply gentle – and kind, and Elena could see in his face what an adult with Damon’s features and that expression would look like. But now even the smal body was evaporating right out of Elena’s arms. Oh, she was stupid. She’d forgotten to close her eyes with him. She was so dizzy, even though Stefan had stopped the bleeding from her neck. Closing her eyes†¦ maybe she would look as he had. Elena was so glad that he’d gone gently at the end. Maybe the darkness would be kind to her, too. Everything was quiet now. Time to put away her toys and draw the curtains. Time now to get in bed. One last embrace†¦and now her arms were empty. Nothing left to do, nothing left to fight. She’d done her best. And, at least, the child had not been frightened. Time to turn off the light now. Time to shut her own eyes. The darkness was very kind to her, and she went into it gently. How to cite The Return: Midnight Chapter 39, Essay examples

Friday, December 6, 2019

Digital Bangladesh Problems and Prospects free essay sample

Introduction: Digital Bangladesh is currently the most commonly used words in politics, media, among the intellectuals and the civil societies. The world is becoming a Digital Planet. Almost every state is running to become a knowledge-based society by 2015. Bangladesh cannot remain out of it. We must build a Digital Bangladesh and establish a knowledge based society within 50 years of our independence in 2021. Let’s work for this achievement. Let us build Digital Bangladesh. Back-ground of the voice of â€Å"Digital Bangladesh†:Since our Prime Minister Sheikh Hasina in her partys election manifesto pledged to develop a digital Bangladesh by 2021, it has given a great hope to the citizens of Bangladesh. It turned out to be an opportunity for our prime minister to be in the United States during the time of election, and experiencing the Obama election campaign. Her learning has helped Awami League wining the election in Bangladesh in 2008 with Obama-like campaign strategy-the call for change, which has been responded widely by the Bangladeshi citizens. However, the focus here is Digital Bangladesh, widely accepted by Bangladeshi people from all walks of life. Not too many people understood the concept of digital Bangladesh but they believed it, as something related to information technology. It has been widely accepted by a good number of young voters, believing that the concept of Digital Bangladesh will solve most of our national crisis involving corruption, unemployment, illiteracy, poverty and price-hike.Even though without knowing Bangladesh has already gone through a bit of experience on digitization through few national level of ICT projects, such as, Chittagong Customs Automation System, selection process of teletalk mobile user through internet, project initiated by the previous government on machinereadable digital passport system and finally the successful computerization of national voter ID. However, we have full trust and faith in our newly elected government, that hopefully one day, it will give us the gift of Digital Bangladesh, as promised, by year 2021.But our fundamental question here is how digital Bangladesh will be built and how will it impact on our daily life, the economy and society at large. Is digital Bangladesh a reality or a virtual dream made by our leaders to get our attention and precious votes? Digital Bangladesh is a continuous process of development. For those who thinks that it can be developed in a specific time and budget is absolutely wrong. The whole process requires lots of tasks, for which we have to be prepared. After all, digitization is the only pathway to economic success, quality education, public health and generating transparency in governance with full public participation. There should be no doubt that in twentieth century the path to the information society is the only path for the development of human civilization. So our goal is how we build this digital Bangladesh. Simply what is Digital Bangladesh?The concept of Digital Bangladesh should be centered around the creation of what is popularly termed as a knowledge-based society, in which creation and exchange of knowledge becomes an increasingly key factor of production, and in the process reducing the relative importance of traditional factors of production such as land, labor and capital. Information and communication technologies (ICTs) are a critical component for building this knowledge-society. So, Digital Bangladesh, in that sense, is the crucial pla tform, the enabler for such a vision. What is Digital Bangladesh actually?Digital Bangladesh’ means digitalizing Bangladesh by ensuring an ICT based society where information will be available on the line and where all possible activities of the government and other non-government or semi-government organizations will be performed using digital technology. The motto of Digital Bangladesh is to establish technology based digital governance, e-commerce, e-agriculture, e-production, e-education, etc. emphasizing the overall development of the country and the nation. The benefits of Digital Bangladesh is many. If we can establish a Digital Bangladesh, corruption will drastically reduced.Besides, it will save people’s time and money and will make people more enterprising and thus will reduce unemployment problem. It will connect people with the whole world economically, politically, socially, academically and even culturally. It will open doors for the people to improve their conditions. It will also improve banking and financial activities. Money transfer and transaction of business could be made within seconds by clicking the mouse of a computer. Agriculture, health, education, commerce – all these sectors will be highly benefited by making Bangladesh a Digital one. Why Digital Bangladesh?Before getting into specific issues concerning Digital Bangladesh, it is important to review the basic premises. We have difficult challenges in every sphere of our economic and social lives, and use of technologies will not necessarily make them go away. Technology is not a silver bullet; it is useful in some areas, mandatory in some and overkill in some others. The purpose of Digital Bangladesh policy-making should be to make clear distinctions between those three areas, and sometimes make hard choices if needed. The questions surrounding Digital Bangladesh are real and often politically sensitive.Should the government implement a midday meal program to attract students or pay for a computer in a school (a Tk. 20,000 computer can feed 15 students for a year! )? Should the government build a new bridge or computerize the Roads and Highways Department? When resources are severely limited, these are valid and difficult questions. But these should be answered in the context of a rapidly changing world. Over the course of the last few centuries, the world has shifted from agricultural to industrial based societies, where efficiency in manufacturing has determined global economic influence.Over the last few decades, the world has been shifting from industrial to knowledge-based societies, where proficiency in creating and disseminating knowledge has been an increasingly predominant factor for national growth. The phenomenon is well reflected through the shift in national goals of Malaysia, a country widely perceived to be on the forefront of transition countries. In 1991, the then leader Mahathir Mohamed declared that Malaysia would become a fully industrialized country by 2020.