memory Essays (548 words) - The Bangles, Miracle Power, Hand Gloves

Find something that you value at many different aspects in your life. A pair of small round bangles was given to me as a gift from my grandmother. At the age around 80, She didn?t want to wear any jewellery and gave away all. My grandfather and mother, with whom I was so much attached mentally that my thought, belief, views all took a shape in a way that me the person who I am is partially was built by them. Their simple way of life and very simple happy everyday life influenced me so many ways whenever I see and I wear the bangles I feel I am very blessed with this very special gift. My grandmother was an illiterate woman and grew up in a very strong conservative Muslim family, early 2oth century she was born in a village grew up in a culture and time when a noble Muslim woman was not permitted walk beyond her home yard. I remember when she came to visit our home in Dhaka the capital city of Bangladesh, she wore a full body cover the black burka, a pair of black hand gloves, a pair of socks and it was very hard to see her eyes through the head Vail. I many time asked her how she could make it in a very hot humid day dressing up like that and, had a journey around 7 or eight hours. She smiled and said us ?don?t worry, time will change when you grow up, just study well, and study well so you can have a life as you desire. She knew a number of Quran verses but didn?t know how to read the Quran. She knew many poems that she learnt from her children when they studied for school. One thing she used to tell me, always be happy and satisfy what you have and be thankful to Allah for what he grants for you. When I was a kid I had problem in walking, on that time once my grandmother asked my father she had a a spiritual man who have miracle power to cure so I she wanted to take me to him , I was 12 years old and I was sent to her, when everybody fell into sleep she woke me up and we walk a long way in the middle of night ,passed through the meadow, vast paddy field and reached in a house yard that was crowed but dim lightening and the smel l of incense stick and burning candle, the place was very smoky its was like a circled meeting first with men then with women. The men was in kind of mental state he did not look to anybody but answer or sometime ask to people who are present I so wonder how a lady who never walked outside she every Thursday mid-night made alone this journey and surprising I found latter in my life she also highly enjoyed that four night walking all that long way to go and come . Only a lamp she When I feel sad or frustrated about something I think about back of my life my parents my grandmother specially her and her time. I feel very fortunate, this gift an inspiration to me.

Civil Rights Diary of a University of Mississippi Student Essays

Civil Rights Diary of a University of Mississippi Student Essays Civil Rights Diary of a University of Mississippi Student Essay Civil Rights Diary of a University of Mississippi Student Essay Civil Rights Diary of a University of Mississippi Student Name Course Date Civil Rights Diary of a University of Mississippi Student In a period marred by racial prejudice and segregation between blacks and white was prominent, James Meredith had a strength of mind to advance his schooling at the University of Mississippi which was located in Oxford. During this time, the University was referred to as Ole Miss and exclusively conducted admissions on people of the white race. In the year of 1961, James Meredith sent an application to study at the University. He had previously sent two applications to be enrolled. His request was eventually denied after a long period of delay. In his determination to attend the University, even after its refusal, Meredith advanced for his rights by asking the assistance of the National Association of the Advancement of Colored people. They filed the lawsuit based on racial discrimination. It was also a fight for civil rights of the African American community. The University was sued with the claim that they denied his request to enroll because of â€Å"his racial background† (James Doyle, p.34, 2001) and not because of a lack of educational qualification. The case reached its peak at the Supreme Court, and he won the case. The final decision aggravated a constitutional predicament between the Federal government and Mississippi. Even though he won, the case the struggle was far from over especially in the realm of power. The politics of the day would prove to be a huddle in his course for education. The Mississippi Governor Mr. Ross Barnett firmly opposed the incorporation of African Americans at Ole Miss. Prior to this, the Governor attempted to block his request by ensuring the legislature passed the law directed at Meredith. The law stated â€Å"no person that was convicted of a crime† (Doyle, p.73, 2001) would gain admission into the School and Meredith faced allegations of false registration during voting. Together with others members of the white community, the governor vowed to curtail Meredith’s enrolment at all costs even his enrolment. Meredith’s entrance into the University in September of 1962 was a violent and unforgettable event. â€Å"The broadcasts reported excitement at the Campus†(Doyle, p.212, 2001) His path had been blocked by a huge angry crowed of 2000 students and including the police throwing bricks and numerous items were thrown at him. Guards who were protecting him were not spared. The Attorney General Robert Kennedy issued an order to have federal troops put into effect the law and let him to continue with his registration at the university However, hostility reigned and the crowed and troops were engaged in a violent confrontation causing the murder of two and scores of others wounded. The Federal troops stayed on the campus vicinity to protect him and on the first day of October 1962, Meredith was registered becoming the first African-American to join the University. This marked a noteworthy milestone for the individuals fighting for Civil rights, as well as an acknowledgment of these rights. Meredith finally enrolled at Ole Miss and successfully completed his studies the following year with a degree in political science. Socially, his term at the school was not productive. Threats of increased violence were a common thing in his education. In addition, there was racial discrimination. During his two semesters on campus, â€Å"students gave him no peace† (Eagles, p. 119, 2009). Students ensured that they created a hostile environment and some were said to bounce their basketballs just a floor above his room at nighttime. This was a way of disturbing his peace and sleep in the nighttime. At the cafeteria, they would exclude him. When he would walk in, they turned their backs on him while eating. The tables with white scholars would immediately be emptied when he sat with them. The efforts of James Meredith was a surge to win the fight against racism .The fact that he had to carry out his activities in the School with an army following him are a clear indication of the dominance of racism at the time. The endeavors to desegregate the learning institution further encouraged Americans situated south to rise against the discriminatory laws, acts and policies. References Doyle, W. (2001). An American Insurrection: The battle of Oxford, Mississippi, 1962. New York: Doubleday. Eagles, C. W. (2009). The price of defiance: James Meredith and the integration of Ole Miss. Chapel Hill, N.C.: University of North Carolina Press.

Psychologist's Reasons to Know Essay Example | Topics and Well Written Essays - 750 words

Psychologist's Reasons to Know - Essay Example To surmount the past, you must know the past." Since one is determined to become a psychologist, I agree with Rothko’s statement and identify the need to know two specialized endeavors, such as Philosophy and Anthropology, by presenting the contentions within the discourse to someone who aspires to be in the same profession. A Psychologist’s Reasons to Know â€Å"You have to learn, young man. Philosophy. Theology. Literature. Poetry. Drama. History. Archeology. Anthropology. Mythology. Music. These are your tools as much as brush and pigment. You cannot be an artist until you are civilized. You cannot be civilized until you learn. To be civilized is to know where you belong in the continuum of your art and your world. To surmount the past, you must know the past." – Mark Rothko. One is determined to become a psychologist. After having remunerated on the professed statements of Rothko, I agree that it is important to be civilized, and to be civilized one must lea rn about a variety of disciplines and from the great works and ideas that shaped our history. To become an effective psychologist, one deems it of crucial relevance to know two specialized endeavors such as Philosophy and Anthropology. ... In every conceivable setting from scientific research centers to mental health care services, "the understanding of behavior" is the enterprise of psychologists† (Amercan Psychological Association, 2012, p. 1). Likewise, anthropology is clearly defined as â€Å"the study of humanity. It has its origins in the natural sciences, humanities and social sciences† (Define Anthropology, 2011, p. 1). Philosophy, on the other hand, was revealed to be fairly difficult to define, given the expansive scope of the endeavor. Pardi (2011) wittingly noted that when his graduate professor asked what philosophy is, one of the most favorite answers was â€Å"â€Å"psychology misspelled.† Accordingly, it was noted that â€Å"the more philosophy I study, the more affinity I see between it and psychology. Both are generally focused on the mind and what it does, both worry about how the mind relates to the world around it, both are interested in behavior. But philosophy focuses less o n how to live in the world as a thinking thing and spends more energy on what it means to be a mind. Philosophy also studies the mind’s contents--ideas or concepts. Psychology helps humans to understand why things go wrong and how to make them right again (and what that means) while philosophy is concerned with understanding the structure of things like beliefs, a moral behavior, and sense experience† (Pardi, 2011, par. 6). Having established the theoretical frameworks of the mentioned disciplines, one is more determined that in pursuing a degree in psychology, there is eminent need to immerse oneself in both anthropology and philosophy to enhance expertise and awareness on the various disciplines that influence and impact human experience.

Information Systems supporting Business Processes Research Paper

Information Systems supporting Business Processes - Research Paper Example In this regard, implementation of Information Systems (IS) like Transaction Processing Systems (TPS) and Management Information System (MIS) will be very effective ion achieving its next 5 years plan. The primary consideration in the betterment of Supply Chain Management, different levels of planning should properly organized through accurate decision makings. In this respect, daily transaction process and management information systems must be implemented properly. For TPS, IKEA should introduce RDIF technology in its inventory management for enhanced level of dialing activity with assured tracking system. In case of MIS, IKEA should follow ARIS framework that concentrates and related necessary business views. As RDIF and ARIS both are system-based technology, it requires the resources like software, hardware, proper communication, network, skilled labor, IT infrastructure and supporting organizational structure and culture. Table of Contents 1.Introduction 4 2.Importance Prevailing Inventory Management in IKEA 4 3.Business Process for IKEA to Manage Supply Chain 5 4.Information System for Supply Chain Management 7 4.1.Transaction Processing Systems and Management Information System 7 4.2.Requirement for IS for IKEA’s Supply Chain Management 9 5.Conclusion and Recommendation 10 Reference 11 1. Introduction The emergence of international trade that can be termed as major outcome of the globalization has led to increase the complexities of the prevailing business process. However, the prime reason behind such change is the availability of greater opportunities for market expansion and for higher scope of profitability. On the other that, these opportunities for rapid business growth has also caused in intensifying the competition in international level. As a result, in spite of the better scope for business growth, the profitability of the business has been hurting due to such fierce competition. The organizations with higher competitive advantage are the market leaders and they outperform the domestic and international players. Therefore, all the business organization within a specific market strives to gain sustainable competitive advantage by establishing core competencies. In this process, they have identified the use of technologies in their business processes as major tool to gain competitive advantage. Implementation of Information System (IS) in the multiple business process has been proved very effective in gaining competitive advantage in the international market. This paper will attempt to present the necessity and implementation of IS for supply chain management in IKEA’s global business. 2. Importance Prevailing Inventory Management in IKEA IKEA is one of the most popular global retail chains and it is mainly engaged in the retailing business of furniture, durable household items etc. Besides, it has also entered in food and restaurant business recently. However, it has been world famous for its furniture and dur able household products’ retailing business. IKEA offers highly innovative furniture and

Natural Selection and Genetic Drift | Experiment

Natural Selection and Genetic Drift | Experiment Camouflage Lab Eduardo Pà ©rez Introduction In 1859, an English scientist named Charles Darwin published his book, On the Origin of Species. This book described his Theory of Evolution, the process by which populations of organisms change over time to adapt to their environment. Over the years, the Theory of Evolution has become one of the most well-supported and widely accepted scientific theories out there. The main purpose of this experiment is to show how natural selection and genetic drift look like when they are put into play. According to Dennis ONeil, anthropology professor at Palomar College, natural selection is a series of events by which some organisms are born with random variations of a specific genetic trait that gives those organisms an advantage in staying alive long enough to survive and successfully reproduce. [HS1]Over time, these organisms will have more offspring, causing a shift in the population to that trait (ONeil 2013). An example of natural selection is the finches of the Galapagos Islands. Each island has different food sources, and each species of bird has slightly different beaks that are better suited for consuming their food source. In his book, Life: The Science of Biology (2014), author David Sadava describes genetic drift as the random fluctuation of gene frequencies in a population due to chance events. An example of genetic drift would be an oil spill in a river populated by fish. The surviving fish will repopulate the river with their offspring who share the same genetic variations. In this experiment, small beads were put on a colored mat to represent mussels in their environment. In the first part of the experiment, one team member was assigned as the Oystercatcher and they selected beads one by one and removed them from the environment to represent natural selection. In part two, beads were randomly removed by a pencil wrapped in tape (a piece of driftwood calling with mussels and killing them) which represented genetic drift. Both parts of the experiment were repeated for three generations after the surviving mussels repopulated the environment. The question being tested in this experiment was: How do natural selection and genetic drift affect populations of organisms? I hypothesized that the blue and red beads would be the most commonly selected and removed in the first part of the experiment, and that the beads would be removed in equal numbers by the pencil wrapped in tape. Materials and Methods The two most important materials used in this lab were the small colored beads, and the mat. Blue, white, green, and purple beads were used to represent mussels with different traits. Ten beads of each color were placed in the environment to start the experiment. The environment for the mussels was represented by the mat with a random background printed on it to camouflage the beads. For the second part of the experiment, a pencil was wrapped with masking tape (sticky side out), and used to represent a log crashing into the environment. The pencil was rolled along the mat to randomly pick up beads. To start off the experiment the person designated as oystercatcher removed beads one at a time from the mat and placed them in petri dishes (independent variable). The oystercatcher was instructed to pick the first beads they saw, and to look away from the mat between selections. After 30 beads were removed and placed into a petri dish, the survivors were counted (dependent variable). The numbers of each color of bead was recorded, and that number of beads (x) plus 3x beads were added back to the mat to represent the repopulation of the species based on the number of survivors. These steps were repeated two more times, and the data recorded each time. In part two of the experiment, the pencil wrapped in tape was rolled along the mat to randomly select and remove beads until 30 beads were removed (independent variable). Then the same procedure used in part one to repopulate the environment was used in part two (dependent variable). These steps were repeated two more times, and the data was recorded. Results I. Population of mussels over 3 generations after natural selection from Oystercatcher. Oystercatcher Data Survivors Total Generation 1 7 green 73 = 21 21+7 = 28 28 0 blue 0x3 = 0 0+0 = 0 0 2 white 63 = 18 2+6 = 8 8 1purple 13 = 3 1+3 = 4 4 Generation 2 10 green 103 = 30 30+10 = 40 40 0 blue 0x3 = 0 0+0 = 0 0 0 white 0x3 = 0 0+0 = 0 0 0 purple 0x3 = 0 0+0 = 0 0 Generation 3 10 green 103 = 30 30+10 = 40 40 0 blue 0x3 = 0 0+0 = 0 0 0 white 0x3 = 0 0+0 = 0 0 0 purple 0x3 = 0 0+0 = 0 0 When the beads were removed by the oyster catcher, the blue beads were completely removed from the map in just one generation, and the purple and white beads were also driven extinct, but not until the second generation, leaving only green beads at the end of the three generations. II. Population of mussels over three generations after genetic drift from log colliding with habitat. Oystercatcher Data Survivors Total Generation 1 2 green 23 = 6 6+2 = 8 8 2 blue 23 = 6 6+2 = 8 8 2 white 23 = 6 6+2 = 8 8 4 purple 43 = 12 12+4 = 16 16 Generation 2 2 green 23 = 6 6+2 = 8 8 1 blue 13 = 3 3+1 = 4 4 4 white 43 = 12 12+4 = 16 16 3 purple 33 = 9 9+3 = 12 12 Generation 3 1 green 13 = 3 3+1 = 4 4 1 blue 13 = 3 3+1 = 4 4 7 white 73 = 21 21+7 = 28 28 1 purple 13 = 3 3+1 = 4 4 When the beads were removed by the log, the survivors were more random and more equal than when removed by the oyster catcher. By the end of the experiment however, a majority of the survivors were yellow beads. III. Population of mussels over 3 generations after natural selection from Oystercatcher. IV. Population of mussels over three generations after genetic drift from log colliding with habitat. Discussion In part one of the experiment, where the beads were selected and removed by the oystercatcher, the blue beads were immediately driven extinct, and the white and purple beads were driven extinct in only one more generation. This left only green beads by just the third generation. These results show that in natural selection, organisms chances of survival are based on how fit they are to survive in their environment. In this experiment, the blue beads did not blend into their environment very well, and they were eliminated immediately. The purple and white beads were also poorly camouflaged, and were eliminated very quickly as well. Even by the third generation, where there were only green beads left, the oystercatcher had a hard time finding 30 beads to remove, because the green beads were much more difficult to see in the environment. These findings could be applied to a real life environment, and used to predict how well certain organisms have adapted to their environment, and how a n entire population will change over time because of natural selection. In part two of the experiment, the number of survivors was much more equally spread out between the different colors of beads. Although there were definitely more yellow beads than anything else by the end of the experiment, this outcome would be different every time you repeat the experiment, based on the survivors from earlier in the experiment. These results are consistent with the principles of genetic drift, where organisms are eliminated randomly from a population based on random occurrences like natural disasters and diseases. If for example, lightning struck an area with a high concentration of a particular type of mussel, over time, the number of that mussel would decrease because there are fewer mussels to reproduce. This experiment was limited to the use of basic lab materials in a lab setting, but it accurately represents data that would be collected from an actual environment out in nature. This experiment was only able to demonstrate the effects of color and camouflage on the survival rates of an organism, but in reality, there are many other genetic variations which contribute to the fitness of an organism to its environment. An elephant, for example, may not be particularly well camouflaged, but its sheer size and strength help it to survive. Further research could be done to demonstrate the effects of other forces of evolution, as this experiment only involved genetic drift and natural selection. Conclusion The data in this experiment supports the hypothesis that the blue and purple beads would be the most commonly eliminated by the oyster catcher, but the yellow beads were also driven extinct, leaving only green beads. The data somewhat supports the hypothesis that the beads would be removed in equal numbers by the log, although the population shifted to a majority of yellow beads by the end of the experiment. The same experiment could be repeated several times to obtain more data to prove or disprove this hypothesis. References   Ã‚   ONeil, D. (2013). Early Theories of Evolution: Darwin and Natural Selection. Retrieved August 29, 2016, from http://anthro.palomar.edu/evolve/evolve_2.htm Sadava, D. E. (2014). Life: The science of biology (10th ed.). Sunderland, MA: Sinauer Associates. [HS1]Are these his exact words? If not, remove the quotes

Generic Skills in Career and Technical Education :: Skills Work Careers Essays

Generic Skills in Career and Technical Education Career and Technical Educators Employ a Variety of Strategies for Teaching Generic Skills The Secretary's Commission on Achieving Necessary Skills (SCANS) identified the general skills that most workplaces require, thus providing a basis for programs that prepare students for employment. Reform programs such as Tech Prep and High Schools that Work strive to incorporate these "generic" skills as they offer students a rigorous academic background, technological literacy skill development, and learning experiences that are situated in the context of real-world environments (Pucel 1999). Integrated academic and CTE programs and contextual learning efforts offer similar opportunities to promote the learning of generic skills by linking them to specific workplace and social practices. Workplace learning experiences are another way of highlighting generic skill development by placing students in job situations where these generic skills are used in combination with occupational or technical skills. Although the United States has adopted a variety of strategies for the teaching of generic skills, it is not the only country to do so. Canada, Australia, and the United Kingdom have initiated similar programs to address generic skill development. In Australia, integrated curriculum that infuses literacy into specific vocational courses has served to illustrate the necessity of contextualized, multiple literacies (Searle et al. 1999). Case Studies to Advance Skills and Employability, a project conducted at the Universities of Northumbria and Newcastle, emphasized the development of employability skills within the academic curriculum (Holmes and Miller 2000). The contextual integration of employability skills into curriculum has become a recent trend in Canada and the United Kingdom (Overtoom 2000). Although there is evidence that generic skills are being taught in schools, there is great ambiguity about what they are. Many terms have been used to describe them: key skills, core skills, transferable skills, personal transferable skills, and employability skills. The list of skills defined by whatever term is being used varies across countries; however, most lists include communication skills, interpersonal and social skills, organization and planning skills, problem-solving skills, creative thinking, literacy, and technology skills. The Australian key competencies add "cultural understanding" as a generic skill (Werner 1995). Most attempts to define generic skills more closely "have resulted in a plethora of superficially similar but often significantly different lists" (Drummond, Nixon, and Wiltshire 1998, p. 20). Guile (2002) contends that definitions of generic skills are grounded in the complexity of relationship that they imply, which in turn directs how the skills are being taught.

Assignment in English Essay

A good listener can easily respond if he/she possesses an effective listening if they can evaluate the meanings, sound patterns and the vocabulary of each words. (Rost, 2002) defines listening, in its broadest sense, as a process of receiving what the speaker actually says (receptive orientation); constructing and representing meaning (constructive orientation); negotiating meaning with the speaker and responding (collaborative orientation); and, creating meaning through involvement, imagination and empathy (transformative orientation). In the process of communication, 40% came from listening while speaking have only 35%. It means that listening is the most important tool in communication process. It may become ineffective if the listener have some difficulties in recognizing the sound pattern and the structure of each words. It may also affect the communication procedure when there is misunderstanding to the speaker through its barriers which is the noise. And most of the time, the listener itself lose their attention and interest to the topic which can affects the relationship between the speaker and listener. So they should motivate their listeners so that they will continue in delivering their messages to their respective audience. There are three levels of listening; each is characterized by certain behaviors that affect listening effectiveness. Level 1 has the highest potential for understanding, retention and effective communication; level 3 has the lowest. These are general categories to help us understand our listening; they overlap and interchange depending on the situation. All of us listen at different levels of effectiveness throughout the day, as the circumstances and people around us change. For example, it is difficult for most people to listen effectively in the midst of a highly conflicted situation, when they are dealing with emotional people, when they are being criticized, when they are being corrected, or when they are feeling fearful, anxious, or angry. Others listen very effectively when they are working or ministering, only to tune out when they arrive home. These are the three levels of listening; a. ) the active listening that gives the full attention to listening when another is talking and focuses on what is being said and doesn’t allow the distraction but fully alert and engaged; b. the passive listening where the listener hears words but does not really listen because he couldn’t really understand the significance of what is being said; and c. ) the non-listening where the listener’s attention and response is not real and he/she pays attention to himself and own thoughts. Very few people spend most of their time listening at level 1. Most of us listen at all three levels over the course of a day, but the more we listen at level 1, the more effective we will be as leaders. Listening is a five-step process consisting of listening preparation, receiving, constructing meaning, responding, and remembering (Hybels & Weaver, 2007). The first three steps are crucial. Skipping a step can be disastrous. How accurate of a response can be derived without first preparing to listen followed by receiving information? There could not be enough information to accurately construct a meaning. The first step, preparation, is the foundation for listening. Having the proper mindset and environment are critical. The second step in the active process of listening is receiving. A number of processes involved in comprehension are intrapersonal; that is, they take place inside your head. This section familiarizes you with the nature of human information processing and the concept of inner speech. c. Remembering There has been a great deal of research on memory. Remembering is essential if you intend to apply what you have heard in future situations. This chapter acquaints you with the three basic memory systems and the work that has been done in listening training and assessment with regard to the memory process. d. Interpreting When you interpret message you do two things. First, you take into accounts the total communication context so that you are better able to understand the meaning of what is said from the speaker’s point of view. Your ability to empathize, or to see a situation from the other person’s perspective, requires that you pay attention to emotional meaning and to the communicate context. Second, effective listeners let their partners know that they have been understood. e. Evaluating You listen from a unique point of view and are influenced by your perceptual filters- your past experiences, attitudes, personal values, and predispositions.