The Scarlet Letter Essay Research Paper THE free essay sample

The Scarlet Letter Essay, Research Paper THE SCARLET LETTER Since the morning of clip people have read, studied andenjoyed books in which the hero or heroes fall from grace.No affair who those heroes are- the human race in The Bible, the devil prince Lestat in Anne Rice # 8217 ; s # 8220 ; Vampire Chronicles # 8221 ; or a certain Thane of Cawdor in # 8220 ; Macbeth # 8221 ; wickedness plays a greatpart in all of their ruins and subsequent ressurections.And the three chief characters in Hawthorne # 8217 ; s # 8220 ; The ScarletLetter # 8221 ; -Dimmesdale, Chillingsworth, and Hester Prynne- are no different. All three characters are flung from the normal rolesthat society has laid upon them- curate, homemaker, doctor-into new roles- evildoer, prostitute, and vengance crazed sadist.These new functions are non needfully apparent to all in town.However, even though the townsfolk do non cognize of thesinners, God does. And in God # 8217 ; s eyes, whose wickedness was greater? That, I can non reply. We will write a custom essay sample on The Scarlet Letter Essay Research Paper THE or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page But in this mere person # 8217 ; s sentiment, thesin of Chillingsworth far outdid the wickedness of Dimmesdale orHester Prynne, for Chillingsworth # 8217 ; s wickedness was one of revengeand one of secretiveness. He was non driven by an choler at his ownsin, but by the wickedness of others. He used misrepresentation andmanipulation to do the life of another miserable. He wasnot flung from society # 8217 ; s position as if he were a soiled secretlike Hester was ; he was embraced by it. However, his wickedness didtake it # 8217 ; s toll. He was disfigured dreadfully and became atwisted adult male, scarred by wickedness. He besides was robbed of thepleasure of destructing Dimmesdale which was his ground forliving. He died shortly after Dimmesdale. Hester Prynne, nevertheless, was the complete opposite ofChillingworth in that her wickedness gave her life, non destroyedit. She took her penalty and embraced it, utilizing it torebuild herself non as a hapless evildoer, but as a pseudo- saint. At first, the town shunned her as a evildoer. However, after they proverb that she was good, and her wickedness was of love, the same town embraced and loved her. Her wickedness drew her moredeeply into the society of Boston than she of all time was before.And when her time to decease came, she did so with award. HesterPrynne # 8211 ; evildoer and saint. However, Hester # 8217 ; s wickedness was shared. Whereas she was asinner on the exterior and a saint on the interior, ArthurDimmesdale is the contrary, both literally and figuratively.On the outside, a town curate, inside an fornicator. Of allthe characters, Dimmesdale is the most pathetic. A adult male sopenitent that he whips himself, but so afraid that he cannotconfess his wickedness ; a wickedness which takes a great toll on him. Hiscountenance is disfigured in the form of what we assume tobe an Angstrom on his thorax ( that or a cow shaped nevus ) and hissoul is eaten by his guilt. Arthur does subsequently confess, and aweight is lifted from his being. And with that weight gone hefinally dies in peace. Sin has ever been and will ever be a portion of human life and literature. And every bit long as there is sin, people willreact to it in different ways ; some will conceal it, some willembrace it, some will decompose from it. But no affair how the wickedness is handled or cover with, it will ever go forth it # 8217 ; s grade. Forme, the grade of wickedness will ever be symbolized as a vermilion A on a black background. 

Free Essays on Carl F. Henry

Carl F. H. Henry A 20th Century Theologian In the book, Carl F. H. Henry by Bob E. Patterson, Bob states that Henry is one of America’s outstanding Protestant evangelical theologians and scholars. Henry has authored almost forty books, one of his latest being The God of Ages and the gods of this Age. He has lectured and taught on campuses, including Eastern Baptist Theological Seminary, Northern Baptist Theological Seminary, Fuller Theological Seminary, and several institutions in America and countries on every continent. He was the founding editor of Christianity Today magazine, reaching out to thousands of evangelicals on a biweekly base. This exposure enabled Henry to tactfully shape his message and become the principal journalist, in which he defined and defended conservative Protestantism, for the evangelical movement in the late 1950’s. What is an evangelical? Richard Quebedeaux, America’s chronicler of Evangelicalism, defines an evangelical â€Å" as a person who attests to the truth of, and acts upon, three major principles (1) the full authority of Scriptures in matters of faith and practice; (2) the necessity of personal faith in Jesus Christ as Savior and Lord (conversion); and (3) the urgency of seeking the conversion of sinful men and women to Christ (evangelism)† (p.14). Carl Henry defines an evangelical as â€Å" one who believes the evangel. The Good News is that the Holy Spirit gives spiritual life to all who repent and receive divine salvation proffered in the incarnate, crucified and risen Redeemer. The Christian message is what the inspired Scriptures teach- no more, no less- and an evangelical is a person whose life is governed by scriptural revelation of God and His purposes†(pp.14, 15). As the eldest of eight children, born on January 22, 1913, in New York City. Henry’s parents, Karl and Johanna, were German immigrants and showed little on how they stood on religion, even though his mother was Ro... Free Essays on Carl F. Henry Free Essays on Carl F. Henry Carl F. H. Henry A 20th Century Theologian In the book, Carl F. H. Henry by Bob E. Patterson, Bob states that Henry is one of America’s outstanding Protestant evangelical theologians and scholars. Henry has authored almost forty books, one of his latest being The God of Ages and the gods of this Age. He has lectured and taught on campuses, including Eastern Baptist Theological Seminary, Northern Baptist Theological Seminary, Fuller Theological Seminary, and several institutions in America and countries on every continent. He was the founding editor of Christianity Today magazine, reaching out to thousands of evangelicals on a biweekly base. This exposure enabled Henry to tactfully shape his message and become the principal journalist, in which he defined and defended conservative Protestantism, for the evangelical movement in the late 1950’s. What is an evangelical? Richard Quebedeaux, America’s chronicler of Evangelicalism, defines an evangelical â€Å" as a person who attests to the truth of, and acts upon, three major principles (1) the full authority of Scriptures in matters of faith and practice; (2) the necessity of personal faith in Jesus Christ as Savior and Lord (conversion); and (3) the urgency of seeking the conversion of sinful men and women to Christ (evangelism)† (p.14). Carl Henry defines an evangelical as â€Å" one who believes the evangel. The Good News is that the Holy Spirit gives spiritual life to all who repent and receive divine salvation proffered in the incarnate, crucified and risen Redeemer. The Christian message is what the inspired Scriptures teach- no more, no less- and an evangelical is a person whose life is governed by scriptural revelation of God and His purposes†(pp.14, 15). As the eldest of eight children, born on January 22, 1913, in New York City. Henry’s parents, Karl and Johanna, were German immigrants and showed little on how they stood on religion, even though his mother was Ro...

Analysis on Learning and Societal Pattern of Mennonites

The current study tends to delved into the case study presented upon the project conducted upon the Mennonites women. Moreover, discussion on how through exposing them   to different sets of learning aspects their views regarding life as a whole has been evolved has been elaborated. The project comprised of introductory and intermediate course focused towards facilitating adult learning programs followed by awareness as regards to health issues and maintenance of healthier lifestyle. The control and regulations imposed upon the education system to be followed by Mennonites comprises of limited quantum of school education followed by services to the community.   Despite emphasis upon education and learning for protection of the community, the Mennonites have restricted themselves of being influenced by outer societal values. Further, the approaches towards upbringing of children are orthodox and oppressive in nature owing to the fact that the interactions between children and thei r parents are restrictive and devoid of environment that is conducive to learning. The project aimed towards inculcating learning amongst the Mennonites women in order to facilitate awareness regarding parental skills. The participation of women in the project resulted in showcasing the insights as regards to Mennonites lifestyle and norms. The community is on the verge of widespread economic downturn due to the orthodox lifestyle maintained by its people. However, the issues regarding orthodoxy can be amended gradually through enhancing exposure towards societal norms and transmittal learning. Education for the Mennonites women was limited to sixth standards thereby constraining the degree of exposure to learning. The dissemination of their way of living displays the fact that the Mennonites believed in influencing others through presenting an exemplary way of living rather than being dependent upon the external cultures for learning and educational processes. The rigidity in terms of living and lifestyle as has been laid down by the church and which are to be followed by the Mennonites impacted their education in an significant manner. The restriction upon   education beyond a certain threshold- grade 6 for girls and grade 7 for boys meant   that the benefits to be derived through relevant degree of exposure to education was missing for both the men and women Mennonites. The repercussions of the rigidity in showcasing affection towards children by their parents within the Mennonites were displayed aptly in the responses made by Mennonite women to some of the question s posed in the project. In terms of evaluation of meaningful existence in the context of Mennonites, there was a sense of isolation from other cultures prevalent.   This can be observed from the fact that education was meant to be a tool for Old Mennonites Community in order to inculcate a culture of isolation from other communities. Moreover, in terms of selection of language for education and learning the Mennonites were exposed to High German in schools. The influences drawn out by High German were from biblical scriptures. This in turn resulted in an upbringing for the Mennonites students whereby the skills as regards to dissemination of certain facts and rationality in terms of judgments were absent.   Through the description made by Candy, the different sets of Adult Learning p rocesses are considered voluntary. In case of transformative learning, the experiences are analyzed and different sets of perspectives are developed based upon such experiences (Boud, Keogh & Walker, 2013). Even though the sharing of experiences can enhance the overall sense of learning, the Mennonite women would have been able to amend their understanding for it. In terms of directed learning, the identification of objectives, necessity towards achieving those objectives as well as methods of inculcating such learning was embedded (Cranton, 2013). It can be observed that the Mennonites women were brought up in their society in such a manner that affection towards their children were hindered owing to different sets of customs prevalent in their society (Keeney, 2015). For instance, a woman respondent participating in the project commented that she was shown affection as a child only on minimal occasions. She was hugged for less than four times in all her life. However, as deduced by Candy,   heightened degree of exposure towards education and self learning coupled with application of those learning onto deriving rational decision making is   beneficial towards an Adult’s self development (Derlaga & Berg, Eds. 2013). Communicative Knowledge is based upon shared interpretation and development of   a particular set of perspectives derived through achieving consensus. The responses received from the Mennonite women reflect similar sense of consensus owing to the fact that majority of the participant’s perspectives have been dramatically changed when exposed to the learning project.  Ã‚   The developmental stages pertaining to assimilation of knowledge by women as developed by Belenky comprised of several levels evolving from being silenced to received knower and subsequently evolving to connected and constructivist knower (Boud, Keogh & Walker, 2013). The observations made in terms of Mennonite women clearly showcases a gender based hierarchy in the sense that men were allowed to study a grade higher than that of women. Moreover, the restrictions on women as regards displaying sense of acknowledgement towards their children highlight a restrictive approach. The responses received from the women after initiation of learning processes shows that they have evolved from being received knower onto connected knower. Action learning can be observed in the scenario of current project whereby the Mennonite women are influenced through impacts upon their perspective and behaviors as regards to educating and inculcating a sense of learning.   Learning theories tends to emphas ize the fact that women tends to learn through interaction with others. Many of the Mennonites women were interacting for the first time with other women regarding family issues and the parenting challenges. Thereby, it can be construed that through the different sets of interactions the isolation faced by women were alleviated. The imposition of restrictions upon the Mennonite women was facilitated through limiting the interactions beyond family members. Moreover, emphasis should be towards learning outside the classroom or the application of what has been learned inside the classroom onto external issues. This can be showcased by the usage of metaphors by the class instructors to the Mennonites women seeking education in the project. The usage of metaphors in order to inculcate empathy among the women was highly effective as can be observed by some of their responses. It can be observed that the evolution of their learning in the project has been critical and in most cases can turn out to be lifestyle altering. This is in the sense that many of the women were barred from their Mennonite culture from displaying affection towards their children as the display of affection were restricted between couples seeking courtships (Hutchison, 2015). The assumptions are highly justified that adults are not self directed and that the inclusion of practicality and applicability of learning can be beneficial towards internalizing the lessons taught to such adults.   The inclusion of public health issues in the project curriculum facilitated the awareness as regards to the different sets of relevant processes to be followed in order to maintain a healthy lifestyle for the Mennonite women. John Dewey’s treatises based upon education and particularly experience enriched education that utilizes different sets of experiences (Kolb, 2014). This is done in order to facilitate enhanced sets of learning can be applied in the context of current case.   The requirements of liberal sets of education in order to inculcate as sense of equality amongst the different Mennonite members and those belonging to other communities can provide a pathway for social integration and intercommunity transactions. The testing of different sets of lea rning onto practical scenarios as deduced by John Dewey and there from deriving newer sets of insights can in turn result towards heightened degree of awareness by Mennonites women.   The initiative of the project is to focus upon capacity development of the Mennonites Women. Thereby, increasing their awareness as regards to the different sets of culturally sensitive issues were in turn facilitated heightened degree of empathy and better understanding regarding their upbringing and the Mennonites culture as a whole. The dissemination of health literacy programs conducted in Low German for creating awareness as regards to the different sets of health issues that can arise in Mennonites communities is highly beneficial (Haque, 2014). It can turn out to be highly effective for the community in the sense being in charge of their families the women participants are in a better position to communicate different sets of health and safety measures to their children and families. As all the participants in the learning project are mothers with one woman having 10 children, thereby the dissemination of relevant healthcare insights onto their offspring is enabled.   Other families belonging to the Mennonite community can be similarly approached through the project in order to improve their standards of living. Reflective learning are derived by the Mennonites women through introducing them to metaphors.   Through these metaphors, their perspective as regards to children, family and nature as a whole has been attempted at being evolved. Prior to the commencement of the program, the participant Mennonite women in the program were unaware of the fact that children require affection and encouragement in their endeavors. Transformative learning entails liberalization and empowerment, the Mennonites women were oppressed by the different sets of stringent rules and customs. The customs as regards to social conduct can be construed as highly conservative and restrictive coupled with the lack of awareness as regards to formal education. The lack of empathy towards children is a reminder of the sense of upbringing that Mennonites children are subjected to which encompasses lack of affection showcased by parents and limited exposure to schooling. As stated in the development approach to learning, t he evolving of education and   transitional improvements results towards   heightened degree of societal integration (Kroth & Cranton, 2014). The economically strained setting presented   in the Mennonites communities restricted their commitments towards family life. Moreover, the lack of empathetic behavior towards their children and the absence of providing necessary encouragement can be attributed to economical constraints. The appreciation pertaining to a child’s gift can be considered as rare in case of Mennonite society.   Moreover, following a particular set of norms is essential for the upbringing of a child in Mennonite community and any form of deviation from norm resulted in punishment. Society in general evolves out of contradiction displayed in interpretation of learning and diversity. The diversity as regards to interpreting experiences in a certain manners was missing in the case of Mennonites. The observations made upon the upbringing of women participating in the learning project showcases the fact that majority of the women were brought up in large families under inadequate degree of parenting skills. Thereby, the knowledge in the course of their childhood such as lack of empathy and admiration from parents and lack of appreciation in case a child showcases a particular skill set has been derived by them. The derived knowledge as regards to lack of empathy and understanding were   implemented   onto their children when they themselves became parents. The project facilitated the development of parenting skills through assimilation of knowledge through a progressive learning process. The women were made aware of their role as parents through model behavior, resulting in them becoming aware of the implications of their languages and actions. The project entails communicative learning in the sense that the educators and instructors are providing assistance towards the learning process of individual Mennonite women thorough use of metaphors.   Moreover, through referring children as gems and communicating the fact their development relies upon nurturing akin to that of other components of nature the educators provided a broader perspective. The probability of communicative learning transforming onto Emancipatory learning is high owing to the fact that communicative learning entails observation made on self and that of society as a whole. Taylor & Cranton (2012) stated that in case of emancipatory learning the role of educator should be that of an facilitator enabling the students to improvise upon   the experiences derived through facilitating an environment conducive to learning. However, in the context of current case study, it can be observed that the teachers and instructors involved in   the project have focused upon collective development. This is opposed to individual development as can be observed from uniform learning curriculum in the project. In the context of Emancipatory Learning, the educator is seen as an reformist. The reformer’s role entails facilitating personal and societal changes. The observation made upon the learning project upon the Mennonite community has shown the changes with regards to softening of stance by women within the community. The softening of language with regards to Mennonite children were seldom practiced and most of the discussion and conversations were on topics that were relevant. The behavior pertaining to those children were shaped with hardening of stance. The absence of verbal affection among those Mennonite children fostered an atmosphere   that is not conducive to learning. As stated by many women bel onging to the community, majority of the parents had limited interactions with their children and most would either remain silent in front of their   children or walk away. This is opposed to initiating a discussion of providing a word of encouragement to the children who may have displayed any form of skills or achievement.   The above discussion on the case study upon Mennonite community showcases the prevalent sets of learning procedures inherent to the community. The influence of Biblical scriptures as opposed to scientific learning upon their education of Mennonites was derived due to the usage of High German language. The conservatism in case of formal educational policies can be observed   through limitations imposed upon learning. Further, the case of   fostering encouragement to children through better sets of interactions between parents and the child is largely avoided   by the community. There remains a hierarchy with regards to gender in the sense that women are allowed to study until 6 th grade as compared to men of the community whose education is restricted up to 7 th grade. The Mennonite community is adversely affected by economic strain, which resulted in limiting the interactions between parents and children, limiting the degree of prosperity experienced by the community. The role of educators conducting the learning project can be construed as that of an reformist facilitating reforms within the Mennonite community. The usage of metaphors in order to inculcate relation between children, family, society and nature has resulted in creation of awareness as regards to the parenting skills and developing of perspectives. Learning facilitated these women with empowerment and their emancipation can be observed by their reflective responses. The Mennonites women were more conscious of the repercussions of the lack of adequate communication to their children. Moreover, as an outcome of transformative learning, the women decided towards showcasing affection towards their children coupled with encouragement in order to emulate an environment which imbibes the nature of data. Therefore, through enhancement of learning initiatives amongst the Mennonite women, the community as a whole can be benefitted.   Blake, J., Sterling, S., & Goodson, I. (2013). Transformative learning for a sustainable future: An exploration of pedagogies for change at an alternative college.  Sustainability,  5(12), 5347-5372. Boud, D. (2013).  Enhancing learning through self-assessment. Routledge. Boud, D., Cohen, R., & Sampson, J. (Eds.). (2014).  Peer learning in higher education: Learning from and with each other. Routledge. Boud, D., Keogh, R., & Walker, D. (2013).  Reflection: Turning experience into learning. Routledge. Carver, C. S., & Scheier, M. F. (2012).  Attention and self-regulation: A control-theory approach to human behavior. Springer Science & Business Media. Cranton, P. (2013). Transformative learning. In  Learning with Adults  (pp. 267-274). SensePublishers. Cranton, P. (2016). Transformative Learning: A Narrative. Cranton, P., & Cohen, L. R. (2013). Learning through Teaching: A Narrative Analysis.  Handbook of Research on Teaching and Learning in K-20 Education, 17. Derlaga, V. J., & Berg, J. H. (Eds.). (2013).  Self-disclosure: Theory, research, and therapy. Springer Science & Business Media. Dix, M. (2015). The Cognitive Spectrum of Transformative Learning.  Journal of Transformative Education, 1541344615621951. Engestrà ¶m, Y. (2014).  Learning by expanding. Cambridge University Press. Erdal, M. B., & Ezzati, R. (2015). ‘Where are you from’or ‘when did you come’? Temporal dimensions in migrants' reflections about settlement and return.  Ethnic and Racial Studies,  38(7), 1202-1217. Haque, E. (2014). Multiculturalism within a bilingual framework: a retrospective.  Canadian Ethnic Studies,  46(2), 119-125. Hutchison, J. (2015). Private People in Public Places: Contemporary Canadian Mennonite Life Writing. Keeney, H. (2015). California Mennonite Historical Society: celebrating fifty years. Kolb, D. A. (2014).  Experiential learning: Experience as the source of learning and development. FT press. Konopasky, A. W., & Reybold, L. E. (2015). Accessing the World Adult Literacy Educators’ Metaphors for Learners and Learning.  Journal of Transformative Education,  13(3), 239-258. Kroth, M., & Cranton, P. (2014). Fostering Transformative Learning. In  Stories of Transformative Learning  (pp. 1-12). SensePublishers. Kucukaydin, I., & Cranton, P. (2013). Critically questioning the discourse of transformative learning theory.  Adult Education Quarterly,  63(1), 43-56. Kucukaydin, I., & Cranton, P. (2013). Critically questioning the discourse of transformative learning theory.  Adult Education Quarterly,  63(1), 43-56. Lawrence, R. L. (2014). Artful Learning: Holistic Curriculum Development.  Andragogical and Pedagogical Methods for Curriculum and Program Development, 299. Mosalanejad, L., Shahsavari, S., Sobhanian, S., & Dastpak, M. (2014). The effect of virtual versus traditional learning in achieving competency-based skills. Pennington, D. D., Simpson, G. L., McConnell, M. S., Fair, J. M., & Baker, R. J. (2013). Transdisciplinary research, transformative learning, and transformative science.  Bioscience,  63(7), 564-573. Peters, A. (2015). Researching Mennonite family roots: fifty years later. Roessger, K. M. (2014). The effect of reflective activities on instrumental learning in adult work-related education: A critical review of the empirical research.  Educational Research Review,  13, 17-34. Stuckey, H. L., Taylor, E. W., & Cranton, P. (2014). Developing a survey of transformative learning outcomes and processes based on theoretical principles.  Journal of Transformative Education, 1541344614540335. Taylor, E. W., & Cranton, P. (2012).  The handbook of transformative learning: Theory, research, and practice. John Wiley & Sons. Wang, V. C., & Cranton, P. (2013). Transformative learning.  Technological applications in adult and vocational education advancement, 232-240. Wilmott, R. W. (2013). Genetics of primary ciliary dyskinesia in Amish and Mennonite communities.  The Journal of pediatrics,  163(2), 309-311. Looking for an answer 'who will do my essay for cheap',

Addictions Theory Essay Example | Topics and Well Written Essays - 500 words - 3

Addictions Theory - Essay Example To expound on these observations, Tiffany created a cognitive model, which maintains that cognitive processing by humans incorporates both non-automated and automated processes. Tiffany’s theory is the most accurate because as she puts it, the automatic process is usually characterized by performance of the task being fast, the behavior is usually elicited by specific stimuli, the behavior is very difficult to inhibit, easy to carry out, and can be conducted without significant conscious awareness (Thombs & Osborn, 2013). This is one of the best ways of explaining relapse mostly because the automated part of the theory that maintains a task being performed fast and being difficult to inhibit expounds one side of relapse, which is correct. Tiffany goes ahead to suggest an example of the automated where she maintains that an individual can drive a vehicle to a familiar destination without the requirement of much awareness. In a similar instance, the automated process can lead to a compulsive drug administration on one’s self, which could be drug injection, alcohol use or smoking. This adds to Tiffany’s theory and makes it stronger. Moreover, with continued acquisition and administration of the drug, the process becomes automated, as consumption becomes a behavior, which is generated by automated cognitive processes. The drug use action-plan expounds on this issue in sequential and over time behaviors of using the drug becomes integrated within an individual in that it is efficient and effortless. This provides a clear explanation on why the administration of the drug or alcohol becomes so easy to the point that individuals are no longer keen in what they are doing. Tiffany’s model becomes more effective because it expounds on the idea of urge generation. To explain urge generation, Tiffany uses the non-automated cognitive process. Since an urge does not develop abruptly, Tiffany attempts to explain how it

Model Predictive Control Essay Example | Topics and Well Written Essays - 4500 words

Model Predictive Control - Essay Example By having access to data for several previous occurrences, it is more likely that a person familiar with the process can discern important patterns and identify the underlying cause(s) for the abnormal condition. Suppose that it is desired to analyze an abnormal condition, which is represented by multivariate time-series data for key process variables (e.g., measurements of controlled and manipulated variables for several interacting control loops). The objective is to locate similar, previous episodes (if they exist) in a large historical database, using an unsupervised learning technique. The proposed method does not require a process model, training data, or planned experiments. Instead, the analysis is based on historical operating data, which may be compressed Chemical manufacturing processes present many challenging control problems, including: nonlinear dynamic behaviour; multivariable interactions between manipulated and controlled variables; unmeasured state variables; unmeasured and frequent disturbances; high-order and distributed processes; uncertain and time-varying parameters; unmodelled dynamics; constraints on manipulated and state variables; and (variable) dead time on inputs and measurements. Further, reliable measurements of important variables to be controlled, such as quality related variables, are often difficult to obtain on-line. A number of control approaches and algorithms that are able to handle some of the above process characteristics have been presented in the academic literature in resent years. Bequette (1991) gives a review of various approaches, such as: internal model approaches; differential geometric approaches; reference system synthesis techniques, including internal decoupling and generic model control; model predictive control approaches; and also various special and ad hoc approaches. Many of these Automatic Control approaches are not able to handle the various process characteristics and requirements met in industrial applications, and some of the approaches can only be applied for special classes of models. Nonlinear Model Nonlinear model predictive control appears to be the only general approaches which can handle most of the common process characteristics and industrial requirements in a satisfactory way. It also seems to be the approaches, which are most suitable for the development of general and application independent software, which is essential for the development of cost-effective applications. For the above reasons this survey will focus on nonlinear model predictive control approaches presented in the open literature. Algorithms for nonlinear model predictive control are often extensions of linear model predictive control algorithms. For continuity the main characteristic features of linear model predictive control are briefly discussed. A nonlinear model is used for predicting the effects of past inputs. Future input moves, however, are calculated from a linear model, by solving av. quadratic program at each sampling time. The computational burden is then comparable to the ordinary QDMC algorithm. In the case of a nonlinear state-space model, the linear model is obtained by linearizing the nonlinear model around the current state estimate. In the case of an input-output model the nonlinear model is also linearized, and a minimal state-space realization of the linear

Can Video Games Make Kids More Violent Essay Example for Free

Can Video Games Make Kids More Violent Essay Can video games make kids more violent? A new study employing state-of-the-art brain-scanning technology says that the answer may be yes. Researchers at the Indiana University School of Medicine say that brain scans of kids who played a violent video game showed an increase in emotional arousal – and a corresponding decrease of activity in brain areas involved in self-control, inhibition and attention. Does this mean that your teenager will feel an uncontrollable urge to go on a shooting rampage after playing â€Å"Call of Duty?† Vince Mathews, the principal investigator on the study, hesitates to make that leap. But he says he does think that the study should encourage parents to look more closely at the types of games their kids are playing. â€Å"Based on our results, I think parents should be aware of the relationship between violent video-game playing and brain function.† Mathews and his colleagues chose two action games to include in their research one violent the other not. The first game was the high-octane but non-violent racing game â€Å"Need for Speed: Underground.† The other was the ultra-violent first-person shooter â€Å"Medal of Honor: Frontline.† The team divided a group of 44 adolescents into two groups, and randomly assigned the kids to play one of the two games. Immediately after the play sessions, the children were given MRIs of their brains. The scans showed a negative effect on the brains of the teens who played â€Å"Medal of Honor† for 30 minutes. That same effect was not present in the kids who played â€Å"Need for Speed.† The only difference? Violent content. What’s not clear is whether the activity picked up by the MRIs indicates a lingering — or worse, permanent — effect on the kids’ brains. And it’s also not known what effect longer play times might have. The scope of this study was 30 minutes of play, and one brain scan per kid, although further research is in the works. OK. But what about violent TV shows? Or violent films? Has anyone ever done a brain scan of kids that have just watched a violent movie? Someone has. John P. Murray, a psychology professor at Kansas State University, conducted a very similar experiment, employing the same technology used in Mathews’ study. His findings are similar. Kids in his study experienced increased emotional arousal when watching short clips from the boxing movie â€Å"Rocky IV.† So, why is everyone picking on video games? Probably because there’s a much smaller body of research on video games. They just haven’t been around as long as TV and movies, so the potential effects on children are a bigger unknown. That’s a scary thing for a parent. Larry Ley, the director and coordinator of research for the Center for Successful Parenting, which funded Mathews’ study, says the purpose of the research was to help parents make informed decisions. â€Å"There’s enough data that clearly indicates that [game violence] is a problem,† he says. â€Å"And it’s not just a problem for kids with behavior disorders.† But not everyone is convinced that this latest research adds much to the debate – particularly the game development community. One such naysayer is Doug Lowenstein, president of the Entertainment Software Association. â€Å"Weve seen other studies in this field that have made dramatic claims but turn out to be less persuasive when objectively analyzed.† The ESA has a whole section of its Web site dedicated to the topic of video game violence, which would suggest that they get asked about it — a lot. And they’ve got plenty of answers at the ready for the critics who want to lay school shootings or teen aggression at the feet of the game industry. Several studies cited by the ESA point to games’ potential benefits for developing decision-making skills or bettering reaction times. Ley, however, argues such studies aren’t credible because they were produced by â€Å"hired guns† funded by the multi-billion-dollar game industry. â€Å"We’re not trying to sell [parents] anything,† he says. â€Å"We don’t have a product. The video game industry does.† Increasingly parents are more accepting of video game violence, chalking it up to being a part of growing up. â€Å"I was dead-set against violent video games,† says Kelley Windfield, a Sammamish, Wa.-based mother of two. â€Å"But my husband told me I had to start loosening up.† Laura Best, a mother of three from Clovis, Calif., says she looks for age-appropriate games for her 14 year-old son, Kyle. And although he doesn’t play a lot of games, he does tend to gravitate towards shooters like â€Å"Medal of Honor.† But she isn’t concerned that Kyle will become aggressive as a result. â€Å"That’s like saying a soccer game or a football game will make a kid more aggressive,† she says. â€Å"It’s about self-control, and you’ve got to learn it.† Ley says he believes further research, for which the Center for Successful Parenting is trying to arrange, will prove a cause-and-effect relationship between game violence and off-screen aggression. But for now, he says, the study released last week gives his organization the ammunition it needs to prove that parents  need to be more aware of how kids are using their free time. â€Å"Let’s quit using various Xboxes as babysitters instead of doing healthful activities,† says Ley, citing the growing epidemic of childhood obesity in the United States. And who, really, can argue with that?

Capital Punishment Essay -- Death Penalty

Capital Punishment The definition of capital punishment is the legal punishment of death for violating criminal law. The person who gets capital punishment is the ones who committed serious crimes. Methods of capital punishment throughout the world are by stoning, beheading, hanging, electrocution, lethal injection and shooting. The two most common methods capital punishment use in the United States are lethal injection and electrocution. The lethal injection is the most used form of capital punishment. It’s an intravenous shot that kills the criminal quick and painless. When capital punishment is done by electrocution the criminal is strapped to a chair that a volts of electricity is pass through. In America if all people agree with capital punishment there will be less crimes. Capital punishment is different in each state, so depending on what state a crime is committed there’s different punishments for committing serious crime. To deter and reduce serious crimes all states need to have the same laws. Crimes can only be reduced or deterred by making people frightened of being arrested, convicted, and punish for crimes the commit. When a person commits a serious crime, which causes another life to be lost, they should have their right to live taken. If there was a standard law in which capital punishment was permitted in all fifty states, serious crimes will be reduce. When people already know that if they will be executed for taking another life, people will think...

Generation me

We are the first generation surrounded by technology. We were the first to grow up with computers, smart phones and internet. Within two seconds of using our phones, we can get old of any information our little heart's desire Just by typing words into Google. We are Millennial, also known as Generation Y. Born between the early asses to asses, our generation has much more confidence than the generation before us. We are smarter, confident and always connected. In fact, our generation is filled with smart adults who are open minded, hardworking and who set high goals or themselves.Since we are technology save. â€Å"y' and opportunity driven, our chances in employment are greater. In our employer's eyes, our generation has the ability to communicate: respond quicker to messages and emails. According to William J. Schroeder, principle of the accelerating, the members of the Generation Y are â€Å"immune to most traditional marketing and sales pitches† as we grew up with it and have been around it since are early years. The question than is, is Generation Y really connected or are we an entitled generation who can only connect with ourselves?We are entitled at work, self-interested and we waste all of our money. Generation Y does not top other generations due to technology. What kind of future do we see for ourselves? We view the world differently and in our own way, we see success as something we can Just apply for. We enter a workforce expecting to be managers and Coos by the end of the day. We do not see ourselves as entitled but the truth is we are. Our work expectations are unrealistic and the idea of working short hours and getting paid well is something we think should happen automatically.According to the article, â€Å"The trophy kids go to work,† â€Å"more than 85% of hiring managers and human-resource executives said they feel that millennial have a stronger sense of entitlement than older workers†. Robert Bogs, manager and admini strator at Corinthian Colleges in Southern California worked with young adults under thirty on his staff. â€Å"They tend to be very self- absorbed; they value fun in their personal and their work life, because they've grown up multitasking on their mobile, pad and computer, I can't expect them to work on one project for any amount of time without getting bored. Aid Mr.. Bogs. We spend the most of our day posting on Faceable, blobbing about our lunches and taking selfless while we are on the clock. Yet, we carry ourselves as hardworking, dedicated and loyal to our employers. When it comes to social media, the discussion is not a surprise. We millennial are addicted to social networking. Our self-image is very important to us, and we spend hours posting pictures and blobbing Just enough to get the most â€Å"likes. † â€Å"81% of Millennial are on Faceable, where their generation's median friend count is 250, far higher than that of older age groups. â€Å"Millennial in Adu lthood†). We cannot even remember what the world was like without Faceable and Mainstream. â€Å"Millennial are also distinctive in how they place themselves at the center of self-created digital networks. Fully 55% have posted a â€Å"selfless† on a social media site; no other generation is nearly as inclined to do this. † (â€Å"Millennial in Adulthood†). In all due fairness, we millennial grew up with technology around us and to be connected with the world is great. However, we forget what it is like to have a conversation face to face and make reined without pressing the â€Å"add friend† request button. When you're face to face, you can't control what you are going to say, and you don't know how long it's going to take or where it could go (Turtle). Turtle, author of â€Å"Alone Together†, asked young adults why they enjoyed text messaging over having face-to-face conversations. Turtle says: â€Å"Face-to-face interaction teaches Ã¢â‚¬Ë œskills of negotiation', of reading each other's emotion, of having to face the complexity of confrontation, dealing with complex emotion. † We are missing out on an emotional connection when we connect o our phones and computers.Besides looking for the best places to work and hanging out with our phones, the gene Y is not the best when it comes to saving money. We simply waste it. Not thinking long term is the way of living for us millennial. We move out too early straight out of college, chasing fast money and not making the effort to save. We love spending our earnings on going out to eat instead of cooking, (l mean, who has the time to whip up three course meals every day? ), taking cabs instead of walking half a mile, unnecessary brand clothing items and of course coffee.The latest Pew Research rover found, â€Å"Fully half of Millennial (51 %) say they do not believe there will be any money for them in the Social Security system by the time they are ready to retire. â⠂¬  With all this said, we convince ourselves that all these things are necessary and as much we enjoy our Cataracts and other luxury things, we millennial don't need them to survive. We millennial are living in the â€Å"right now' and half of us are fighting the temptations of overspending. We are not thinking about our financial planning, but more of our social lives.We are the â€Å"next great generation† but what do we need o accomplish before we own this title? As a millennial myself, I believe if we stay focused on our careers, work hard towards our goals, spend less time obsessing over our Mainstream salad pictures, brunch menus and Friday night wine tasting, our generation can put ourselves into a long term fulfillment. In reality, if we want to achieve the lifestyle that we are dreaming about, we have many areas of opportunities for improvement. As Millennial we are still growing and learning, and with more hard work, we can potentially be the best generation.

Frostbite PROLOGUE

Like always, this book couldn't have been written without the help and support of my friends and family. In particular, I need to thank my IM Counseling Team: Caitlin, David, Jay, Jackie, and Kat. You guys logged more late-night online hours than I can even begin to count. I couldn't have gotten through this book and the rest of this year's craziness without you. Thanks also to my agent, Jim McCarthy, who has moved heaven, earth, and deadlines to help me finish what I need to. I'm glad you've got my back. And finally, many thanks to Jessica Rothenberg and Ben Schrank at Razorbill for their continued support and hard work. For Kat Richardson, who is very wise. PROLOGUE THINGS DIE. BUT THEY DON'T always stay dead. Believe me, I know. There's a race of vampires on this earth who are literally the walking dead. They're called Strigoi, and if you're not already having nightmares about them, you should be. They're strong, they're fast, and they kill without mercy or hesitation. They're immortal, toowhich kind of makes them a bitch to destroy. There are only three ways to do it: a silver stake through the heart, decapitation, and setting them on fire. None of those is easy to pull off, but it's better than having no options at all. There are also good vampires walking the world. They're called Moroi. They're alive, and they possess the incredibly cool power to wield magic in each of the four elements earth, air, water, and fire. (Well, most Moroi can do thisbut I'll explain more about the exceptions later). They don't really use the magic for much anymore, which is kind of sad. It'd be a great weapon, but the Moroi strongly believe magic should only be used peacefully. It's one of the biggest rules in their society. Moroi are also usually tall and slim, and they can't handle a lot of sunlight. But they do have superhuman senses that make up for it: sight, smell, and hearing. Both kinds of vampires need blood. That's what makes them vampires, I guess. Moroi don't kill to take it, however. Instead, they keep humans around who willingly donate small amounts. They volunteer because vampire bites contain endorphins that feel really, really good and can become addictive. I know this from personal experience. These humans are called feeders and are essentially vampire-bite junkies. Still, keeping feeders around is better than the way the Strigoi do things, because, as you might expect, they kill for their blood. I think they like it. If a Moroi kills a victim while drinking, he or she will turn into a Strigoi. Some Moroi do this by choice, giving up their magic and their morals for immortality. Strigoi can also be created by force. If a Strigoi drinks blood from a victim and then makes that person drink Strigoi blood in return, well†¦you get a new Strigoi. This can happen to anyone: Moroi, human, or †¦ dhampir. Dhampir. That's what I am. Dhampirs are half-human, half-Moroi. I like to think we got the best traits of both races. I'm strong and sturdy, like humans are. I can also go out in the sun as much as I want. But, like the Moroi, I have really good senses and fast reflexes. The result is that dhampirs make the ultimate bodyguardswhich is what most of us are. We're called guardians. I've spent my entire life training to protect Moroi from Strigoi. I have a whole set of special classes and practices I take at St. Vladimir's Academy, a private school for Moroi and dhampirs. I know how to use all sorts of weapons and can land some pretty mean kicks. I've beaten up guys twice my sizeboth in and out of class. And really, guys are pretty much the only ones I beat up, since there are very few girls in any of my classes. Because while dhampirs inherit all sorts of great traits, there's one thing we didn't get. Dhampirs can't have children with other dhampirs. Don't ask me why. It's not like I'm a geneticist or anything. Humans and Moroi getting together will always make more dhampirs; that's where we came from in the first place. But that doesn't happen so much anymore; Moroi tend to stay away from humans. Through another weird genetic fluke, however, Moroi and dhampirs mixing will create dhampir children. I know, I know: it's crazy. You'd think you'd get a baby that's three-quarters vampire, right? Nope. Half human, half Moroi. Most of these dhampirs are born from Moroi men and dhampir women getting together. Moroi women stick to having Moroi babies. What this usually means is that Moroi men have flings with dhampir women and then take off. This leaves a lot of single dhampir mothers, and that's why not as many of them become guardians. They'd rather focus on raising their children. As a result, only the guys and a handful of girls are left to become guardians. But those who choose to protect Moroi are serious about their jobs. Dhampirs need Moroi to keep having kids. We have to protect them. Plus, it's just†¦well, it's the honorable thing to do. Strigoi are evil and unnatural. It isn't right for them to prey on the innocent. Dhampirs who train to be guardians have this drilled into them from the time they can walk. Strigoi are evil. Moroi must be protected. Guardians believe this. I believe this. And there's one Moroi I want to protect more than anyone in the world: my best friend, Lissa. She's a Moroi princess. The Moroi have twelve royal families, and she's the only one left in hersthe Dragomirs. But there's something else that makes Lissa special, aside from her being my best friend. Remember when I said every Moroi wields one of the four elements? Well, it turns out Lissa wields one no one even knew existed until recently: spirit. For years, we thought she just wasn't going to develop her magical abilities. Then strange things started happening around her. For example, all vampires have an ability called compulsion that lets them force their will on others. Strigoi have it really strongly. It's weaker in Moroi, and it's also forbidden. Lissa, however, has it almost as much as a Strigoi. She can bat her eyelashes, and people will do what she wants. But that's not even the coolest thing she can do. I said earlier that dead things don't always stay dead. Well, I'm one of them. Don't worryI'm not like the Strigoi. But I did die once. (I don't recommend it.) It happened when the car I was riding in slid off the road. The accident killed me, Lissa's parents, and her brother. Yet, somewhere in the chaoswithout even realizing itLissa used spirit to bring me back. We didn't know about this for a long time. In fact, we didn't even know spirit existed at all. Unfortunately, it turned out that one person did know about spirit before we did. Victor Dashkov, a dying Moroi prince, found out about Lissa's powers and decided he wanted to lock her up and make her his own personal healerfor the rest of her life. When I realized someone was stalking her, I decided to take matters into my own hands. I broke us out of school to run off and live among humans. It was funbut also kind of nerve-wrackingto always be on the run. We got away with this for two years until the authorities at St. Vladimir's hunted us down and dragged us back a few months ago. That was when Victor made his real move, kidnapping her and torturing her until she gave into his demands. In the process, he took some pretty extreme measureslike zapping me and Dimitri, my mentor, with a lust spell. (I'll get to him later). Victor also exploited the way spirit was starting to make Lissa mentally unstable. But even that wasn't as bad as what he did to his own daughter Natalie. He went so far as to encourage her to turn into a Strigoi to help cover his escape. She ended up getting staked. Even when captured after the fact, Victor didn't seem to display too much guilt over what he'd asked her to do. Makes me think I wasn't missing out on growing up without a father. Still, I now have to protect Lissa from Strigoi and Moroi. Only a few officials know about what she can do, but I'm sure there are other Victors out there who would want to use her. Fortunately, I have an extra weapon to help me guard her. Somewhere during my healing in the car accident, spirit forged a psychic bond between her and me. I can see and feel what she experiences. (It only works one way, though. She can't â€Å"feel† me.) The bond helps me keep an eye on her and know when she's in trouble, although sometimes, it's weird having another person inside your head. We're pretty sure there are lots of other things spirit can do, but we don't know what they are yet. In the meantime, I'm trying to be the best guardian I can be. Running away put me behind in my training, so I have to take extra classes to make up for lost time. There's nothing in the world I want more than to keep Lissa safe. Unfortunately, I've got two things that complicate my training now and then. One is that I sometimes act before I think. I'm getting better at avoiding this, but when something sets me off, I tend to punch first and then find out who I actually hit later. When it comes to those I care about being in danger†¦well, rules seem optional. The other problem in my life is Dimitri. He's the one who killed Natalie, and he's a total badass. He's also pretty good-looking. Okaymore than good-looking. He's hotlike, the kind of hot that makes you stop walking on the street and get hit by traffic. But, like I said, he's my instructor. And he's twenty-four. Both of those are reasons why I shouldn't have fallen for him. But, honestly, the most important reason is that he and I will be Lissa's guardians when she graduates. If he and I are checking each other out, then that means we aren't looking out for her. I haven't had much luck in getting over him, and I'm pretty sure he still feels the same about me. Part of what makes it so difficult is that he and I got pretty hot and heavy when we got hit with the lust spell. Victor had wanted to distract us while he kidnapped Lissa, and it had worked. I'd been ready to give up my virginity, and Dimitri had been ready to take it. At the last minute, we broke the spell, but those memories are always with me and make it kind of hard to focus on combat moves sometimes. By the way, my name's Rose Hathaway. I'm seventeen years old, training to protect and kill vampires, in love with a completely unsuitable guy, and have a best friend whose weird magic could drive her crazy. Hey, no one said high school was easy.

The Redesigned SAT

The Redesigned SAT The SAT is a constantly evolving exam, but the changes to the exam that launched on March 5th, 2016 represented a fairly significant overhaul of the test. The SAT has been losing ground to the ACT for years. Critics of the SAT frequently noted that the exam was detached from the actual skills that matter most in college, and that the exam succeeded in predicting a students income level better than it predicted college readiness. The redesigned exam places the emphasis on language, mathematical, and analytical skills that are essential for college success, and the new exam is better aligned with high school curricula. Beginning with the March 2016 exam, students encountered these major changes: Selected locations offer a computer-based exam: Weve seen this coming for a long time. The GRE, after all, moved online years ago. With the new SAT, however, paper exams are also available. The writing section is optional: The SAT writing section never really caught on with college admissions offices, so its not surprising that it was axed. The exam will now take about three hours, with an additional 50-minute period for students opting to write the essay. If this sounds like the ACT, well, yes it does. The Critical Reading section is now the Evidence-Based Reading and Writing section: Students  need to interpret and synthesize material from sources in the sciences, history, social studies, humanities, and career-related sources. Some passages include graphics and data for students to analyze. Passage from the Founding Documents of America: The exam does not have a history section, but readings now draw from important documents such as the U.S. Declaration of Independence, Constitution, and Bill of Rights, as well as documents from around the globe related to issues of freedom and human dignity. A new approach to vocabulary: Instead of focusing on rarely used vocabulary words such as mendacious and impecunious, the new exam focuses on words that students are likely to use in college. The College Board gives synthesis and empirical as examples of the type of vocabulary words the exam will include. Scoring returned to a 1600-point scale: When the essay went, so did 800 points from the 2400-point system. Math and Reading/Writing will each be worth 800 points, and the optional essay will be a separate score. The math section allows a calculator for certain portions only: Dont plan to rely on that gadget for finding all your answers! The math section has less breadth and focuses on three key areas: The College Board identifies these areas as Problem Solving and Data Analysis, the Heart of Algebra, and Passport to Advanced Math. The goal here is to align the exam with the skills that are  most useful in preparing students for college-level mathematics. No penalty for guessing: I always hating having to guess whether I should guess or not. But I guess that isnt  an issue with the new exam. The optional essay asks students to analyze a source: This is far different from the typical prompts on the previous  SAT. With the new exam, students read a passage and then use close-reading skills to explain how the author builds his or her argument. The essay prompt is the same on all examsonly the passage will change. Do all of these changes give well-to-do students less of an advantage on the exam? Probably notwell-funded school districts will generally better prepare students for the exam, and access to private test tutoring will still be a factor. Standardized tests will always privilege the privileged. That said, the changes do make the test better correlate with the skills taught in high school, and the new exam may actually better predict college success than the previous SAT. It will, of course, be many years before we have enough data to see if the intentions behind the new exam are realized. Learn more about the changes to the exam on the College Board website: The Redesigned SAT. Related SAT Articles: Should You Take the SAT or ACT?When Should You Take the SAT?Low SAT Scores? What Now?SAT Scores for the Ivy LeagueSAT Scores for Top Public UniversitiesSAT Scores for Top Engineering Schools

Clostridium Difficile Essay Example | Topics and Well Written Essays - 2000 words

Clostridium Difficile - Essay Example The role of CDI in antibiotic-associated diarrhea was recognized in 1970s. In 2000, the emergence of a drug-resistant hypervirulent strain was documented. This strain was associated with severe and recurrent CDI. Between 2000 and 2005, the CDI cases almost doubled, of which majority were older adults (Kee 2011). CDI is characterized by at least three unformed feces, within a 24-hour period, with C. difficile (McCollum and Rodriguez 2012). The presence of infection is examined through histopathologic or endoscopic tests. CDI has been linked to approximately 20% of all cases of antibiotic-associated diarrhea in humans (Carman et al. 2011). From being associated with simple to severe diarrhea, C. difficile is now regarded as the principal cause of various diseases, including sepsis, fulminant colitis, multiorgan failure, toxic megacolon, and even death (Ananthakrishnan and Binion 2010). History and Epidemiology Staphylococcus aureus was commonly linked to antibiotic-associated diarrhea, but in 1974, the cases of clindamycin-associated pseudomembranus colitis were found not caused by S. aureus (Bartlett 2008). These cases were later associated with C. difficile when the link between CDI and antibiotic therapy was elucidated. CDI became more common and severe since the year 2000. From a common cause of nuisance, it evolved into a principal nosocomial cause of mortality and morbidity (McCollum and Rodriguez 2012). ... This percentage increases with age, making the elderly more prone to CDI than the young adults. Older adults may have 10% to 20% colonization rates, depending on the length and frequency of exposure to antibiotic treatments and to C. difficile (Wilcox 2003). Although the vegetative forms of the bacillus die upon exposure to air, its spores may last for months and even years. Hospitals are the major source of C. difficile spores. The bacillus can also be found in farmyards and domestic animals like dogs, cows, cats, horses, and pigs. In developed countries, hospital-acquired diarrhea is likely associated with C. difficile than any other bacteria (Wilcox 2003). In England and Wales, about 18,000 laboratory cases of C. difficile are reported annually (Wilcox 2003). More than 80% of these cases involved patients with ages of over 65 years (Wilcox 2003). The elderly patients tend to acquire severe CDI, though increasing age is not a risk factor for the extent of infection severity. These trends were also observed in the U.S. In fact, the economic cost of CDI cases in the U.S. range from $436 million to $3 billion in a year (Ananthakrishnan and Binion 2010). Clinical and Pathological Features It is often difficult to differentiate the clinical and pathological characteristics of the disease caused by C. difficile from those of other intestinal diseases, such as Crohn’s disease, ulcerative colitis, and chronic inflammatory bowel disease (Knoop et al. 1993). The symptoms may manifest as early as one to two days after an antimicrobial therapy and as late as two to ten weeks after the therapy. C. difficile-associated disease could also occur after a single

Will be privided on Friday July 1st after 6pm Essay - 1

Will be privided on Friday July 1st after 6pm - Essay Example Acting in such a manner shows how one puts his heart in his work and usually results in satisfactory jobs as others may not be able to demand for more when they see the seriousness of a responsible person. Of course, physical efforts are much needed to accomplish responsibilities because just thinking about things and planning one’s actions are not the same as doing them. One has to perform his duties to be considered responsible. In our world, whatever part of the world we live in, I think responsibility is present and comes in many forms but still are the same though different in some ways. This is so because of culture and beliefs. For instance, for some cultures, it is still widely accepted that mothers should stay at home and do the household chores, bear children and take care of them while the father is expected to do the more difficult tasks like farming or being the bread winner, going to the office and bringing home his paycheck to his wife. To them, women are expected to budget whatever amount the father brings home for all the needs of the whole family. For other cultures, women are now allowed to work alongside the men in offices, competing with them and even becoming bosses in a world that used to have been dominated by the stronger sex, as we have always known. However, the women’s responsibilities in such cultures in the house are not passed on to the men, though there are some cases of which, but that their working outside of the house is but an additional responsibility. If they are not able to perform their functions as housekeepers and babysitters, they then have to hire someone to do the task so that their primary responsibilities will not be forsaken. In another angle, there are other responsibilities we have to perform and that would be our social responsibilities. As they say, no man is an island. Indeed no man is and we can not survive without the help of the other no matter how much we hate having others help us. Men have been made