Jean-Marie Dudillieu's Art Research Paper Example | Topics and Well Written Essays - 750 words

Jean-Marie Dudillieu's Art - Research Paper Example Nonetheless, there are certain artists that have employed this important platform for their individual selfish gains. Related trends contribute significantly to the erosion of the value that was initially accorded to this sphere of specification. In essence, most art works have been reduced to mere objects and figures that lack any underlying symbolism. One artist whose work has been outstanding through time is Jean-Marie Dudillieu. In French history, his artwork had defied all odds and remains strikingly informative. It is in this regard that this paper provides an in depth review of his pieces of art. To begin with, the photographs of his artworks portray an element of appreciation of life. Notably, he acknowledges each and every being that is alive. This is fundamental in artwork because of the fact that life is elemental in sustenance of the discipline. Seemingly, a significant percentage of his artworks revolve around the components of living such as plants, animals and insects. The manner in which he presents them clearly indicates that they inspire him in different ways. This implies that Jean-Marie looks beyond the physical aspects of plants and animals and appreciates them for the contribution that they make to life. In other words, he values the intrinsic worth that characterizes these aspects of life. This is morally acceptable and contributes significantly to nurturing of critical social values. Additionally, an element of symbolism is apparent. According to Little, this forms the basement upon which artistic values are anchored (Little 65). The aspect of dualism that accredits the work of renowned artists is also evident in the works of Jean-Marie. Apart from portraying life, it cannot be disputed that the artist clearly communicates his feelings as well as attitudes towards the objects that are presented in the paintings. This is clear in his choice of color and employment of other critical artistic elements such as ambience, lines, depth and so f orth. His feelings for instance are particularly portrayed through his use of color and depth. From an artistic point of view, Little ascertains that employment of bright colors is a demonstration of contentment and pleasure (Little 77). Arguably, Jean-Marie is delighted and inspired in a positive way by nature. Being able to clearly demonstrate his feelings in art is a demonstration of acceptable standards of expertise. Yet despite incorporating the above mentioned factors in his art works, the artist still maintains the natural being of the animals and plants. This implies that he appreciates nature for what it is and does not manipulate it for his personal interests. As indicated earlier, the value and credibility of art is greatly being compromised by the unbecoming tendencies of selfish artists. In particular, artists manipulate art for their selfish interests. Current trends ascertain that minimal attention is placed on the critical aspects of symbolism that art is supposed to underscore (Little 82). Therefore, the efforts made by Jean-Marie to incorporate all important aspects and still have respect for the intrinsic value of nature cannot be underestimated. His artworks also indicate that the author loves nature, flowers, life, fruits and a host of other objects that he paints. Through these, he communicates important information that is educative and insightful to his audience. For instance, it cannot be disputed that the element of nature conservation is apparent in the paintings.

Religion and the Meaning of Life Essay Example for Free

Religion and the Meaning of Life Essay According to Frederich Nietzche, â€Å"A man who has a why to live can bear any how†. To me this statement provides massive insight into the human experience: all people need a purpose in life. As humans we need a constructive outlet through which we can invest our thoughts, emotions, efforts and energies. We need something to thrive for and strive toward. Religion, for many people provides this outlet in life in a most positive manner. It allows people to find themselves by losing themselves foremost. Religion encourages service to others, selflessness, forgiveness and ascetic values that allow people to displace personal prejudices and mental barriers that are roadblocks on the path toward self awareness and understanding. Religion teaches that human beings are direct creations of God. Due to this, the religious person places immense gravity into the definition of what it means to be human. To the religious person human life is sacred therefore all human beings are treated as if they are sacred entities. Dignity is vital to this experience and the religious person lives a decent life based largely on the fact that they find it a grave injustice to engage in dehumanizing acts. A dehumanizing act is any action that undermines the value of what it means to be human, and because human life to the religious person is sacred; treating other people and oneself with respect is part of the job description. Religious people also are heavily focused on remaining loyal to traditions and place heavy emphasis on the concept of togetherness through ceremonies, rituals and even celebrations. Religious people congregate and come together in a forum of mutual understanding of one another’s beliefs and values, and respect for the characteristics that make individuals unique. This is how religious institutions have survived throughout the ages. People of all sorts come together based on a mutual understanding of the same truths. The idea of coming together forms a family-like atmosphere that strengthens dynamics within individual households and strengthens interpersonal bonds among all people whom the religious person encounters. The religious person lives a life of kindness, simplicity and dignity highlighted by unity, loyalty and fairness. These concepts are vital to becoming a well integrated person which is the key component to finding one’s purpose and meaning in life. Once a person gains a sense of purpose, the other aspects of their lives fall into place based around what that person chooses to life for. When a person lives for their faith, their lives are based around morals that encourage reverence for all human beings and a genuine perceptive of righteousness. This is why religious people not only have a strong sense of self, but also have unshakable character based in a solid affection for mankind.

Critique of the National Cirriculum in Britain :: Education Policy

Critique in a policy document During this essay I am going to look at one area of our educational system and discuss in detail the features of this policy. I have chosen to look at, in detail the National Curriculum, which was progressively introduced into the Britain in 1989. I want to get an insight into the way the National Curriculum has changed and the ways in which it now gives pupils an extra advantage at getting the best out of their education. The National Curriculum delivers the information pupils need to know in a balanced and manageable way, but at the same time it is hard enough to challenge them. I am going to also look at Japan?s Educational policy and see what advantages they give to pupil?s, I will then compare the two policies. The National Curriculum is split up into stages, these stages are determined by age groups, key stage 1 ranges from ages 5-7 which is the year group 1 and 2, then there is key stage 2 which ranges in ages 7-11 this is year groups 3-6. Key stages 3 and 4 are secondary stages, so at key stage 3 the pupils are 11-14. At the final stage of the pupils development through the National Curriculum, key stage 5 they are 14-16, at this stage they get more choice in which areas of the curriculum they want to continue in. However some subjects which are part of the National Curriculum such as, english, maths and science are compulsory. At each stage expectations are set as to pupils performance levels. Targets are laid out for programmes of study for pupils. The national curriculum helps the school create a working relationship, not only with the pupils but also with the parents. The curriculum is a way to create many more opportunities for all levels of achievement. It can help with building on certain strengths in a pupils ability. When we consider the different structures to which the curriculum can take on we must look at the way in which the information set out through the curriculum is put across to the pupils through content and organization. David Scott a Professor of Educational Leadership and Learning at the University of Lincoln?s International Institute for Educational Leadership. He is an expert in curriculum studies, David Scott identifies and depicts six curriculum ideologies. These are Foundationalism, Conventionalism, Instrumentalism, Technical Rationality, Critical Pedagogy and Post-modernism.

Blood Promise Chapter Twenty-Three

Unfortunately, I couldn't remember where I'd felt it before. Considering everything else that had been happening to me, the fact that I'd even recalled it at all was remarkable. My memories were a little scattered, but I did my best to sift through them, wondering where I had experienced that tickling in my brain. I received no answers, and pondering it all soon became as frustrating as coming up with an escape plan. And as more time passed, I realized I really did need an escape plan. The endorphin withdrawal was killing me, but I was thinking more and more clearly as the effects left my system. I was astonished at how out of it I'd let myself become. As soon as I'd allowed Dimitri to bite me†¦ I'd fallen apart. I'd lost my higher reasoning. I'd lost my strength and skills. I'd become soft and silly and stupid. Well, not entirely. If I'd completely lost it, I'd be a Strigoi now. There was some comfort, at least, in knowing that even while high on bites, some part of me had still fought through and refused to succumb. Knowing I wasn't as entirely weak as I'd believed helped keep me going. It made it easier to ignore the yearning in my body, to distract myself with bad TV and eating all the food in the little refrigerator. I even stayed awake for a long time in the hopes of exhausting myself. It worked, and I crashed as soon as I hit the pillow, drifting into a dreamless sleep with no withdrawal effects. I was awakened later when a body slid into bed beside me. I opened my eyes and stared right into Dimitri's red ones. For the first time in days, I looked at him with fear, not love. I kept that off my face, though, and smiled at him. I reached out and touched his face. â€Å"You're back. I missed you.† He caught my hand and kissed my palm. â€Å"I had things to do.† The shadows shifted on his face, and I caught the tiniest glimpse of dried blood near his mouth. Grimacing, I rubbed it off with my finger. â€Å"So I see.† â€Å"It's the natural order, Rose. How are you feeling?† â€Å"Better. Except†¦Ã¢â‚¬  â€Å"What?† I looked away, conflicted again. The look in his eyes just then was more than simple curiosity. There was concern there-only a little-but it was there. Concern for me. And yet only a moment ago, I'd wiped blood from his face-blood from some poor person whose life had been snuffed out within the last few hours, most likely. â€Å"I was in Lissa's head,† I said at last. There was no harm in telling him this. Like Nathan, he knew she was at the Academy. â€Å"And†¦ I got pushed out.† â€Å"Pushed out?† â€Å"Yeah†¦ I was seeing through her eyes like I usually do, and then some force†¦ I don't know, an invisible hand shoved me out. I've never felt anything like it.† â€Å"Maybe it's a new spirit ability.† â€Å"Maybe. Except, I've been watching her regularly, and I've never seen her practice or even consider anything like that.† He shrugged slightly and put an arm around me. â€Å"Being awakened gives you better senses and accessibility to the world. But it doesn't make you omniscient. I don't know why that happened to you.† â€Å"Clearly not omniscient, or else Nathan wouldn't want information about her so badly. Why is that? Why are the Strigoi fixated on killing the royal lines? We know they've-you've-been doing it, but why? What does it matter? Isn't a victim a victim-especially when plenty of Strigoi used to be royal Moroi?† â€Å"That requires a complicated answer. A large part of hunting Moroi royalty is fear. In your old world, royalty are held above all others. They get the best guardians, the best protection.† Yes, that was certainly true. Lissa had discovered that much at Court. â€Å"If we can still get to them through that, then what does it say? It means no one is safe. It creates fear, and fear makes people do foolish things. It makes them easier prey.† â€Å"That's horrible.† â€Å"Prey or-â€Å" â€Å"Yeah, yeah, I know. Prey or predator.† His eyes narrowed slightly, apparently not liking the interruption. He let it go. â€Å"There's also a benefit to unraveling Moroi leadership. That creates instability, too.† â€Å"Or maybe they'd be better off with a change of leadership,† I said. He gave me another odd look, and I was a bit startled myself. There I was, thinking like Victor Dashkov again. I realized I should just be quiet. I wasn't behaving like my usual scattered and high self. â€Å"What's the rest?† â€Å"The rest†¦Ã¢â‚¬  A smile curved up his lips. â€Å"The rest is prestige. We do it for the glory of it. For the reputation it gives us and the satisfaction of knowing we're responsible for destroying that which others haven't been able to destroy for centuries.† Simple Strigoi nature. Malice, hunting, and death. There didn't need to be any other reasons. Dimitri's gaze moved past me to my bedside table. It was where I took off all my jewelry at night and laid it out. All his gifts were there, glittering like some pirate's treasure. Reaching over me, he lifted up the nazar on its chain. â€Å"You still have this.† â€Å"Yup. Not as pretty as your stuff, though.† Seeing the blue eye reminded me of my mother. I hadn't thought about her in a very long time. Back in Baia, I'd grown to see Olena as a secondary mother, but now†¦ now I kind of wished for my own. Janine Hathaway might not cook and clean, but she was smart and competent. And in some ways, I realized with a start, we thought alike. My traits had come from her, and I knew with certainty that in this situation, she wouldn't have stopped planning escape. â€Å"This I haven't seen before,† Dimitri said. He'd set the nazar back down and picked up the plain silver ring Mark had given me. I hadn't worn it since I was last in the Belikov house and had set it on the table next to the nazar. â€Å"I got it while I was-† I stopped, realizing I hadn't ever brought up my travels before Novosibirsk. â€Å"While you were what?† â€Å"While I was in your hometown. In Baia.† Dimitri was playing with the ring, moving it from fingertip to fingertip, but he paused and glanced over at me when I said the name. â€Å"You were there?† Strangely, we hadn't talked much about that. I'd mentioned Novosibirsk a few times, but that was it. â€Å"I thought that's where you'd be,† I explained. â€Å"I didn't know that Strigoi did their hunting in cities here. I stayed with your family.† His eyes returned to the ring. He continued playing with it, twirling it and rolling it around. â€Å"And?† â€Å"And†¦ they were nice. I liked them. I hung out with Viktoria a lot.† â€Å"Why wasn't she at school?† â€Å"It was Easter.† â€Å"Ah, right. How was she?† â€Å"Fine,† I said quickly. I couldn't bring myself to tell him about that last night with her and Rolan. â€Å"Karolina's good too. She reminds me of you. She really laid into some dhampir guys who were causing trouble.† He smiled again, and it was†¦ nice. I mean, the fangs still made it creepy, but it didn't have that sinister edge I'd come to expect. There was fondness in his face, true affection that startled me. â€Å"I can see Karolina doing that. Did she have her baby yet?† â€Å"Yeah†¦Ã¢â‚¬  I was still a little thrown off by that smile. â€Å"It was a girl. Zoya.† â€Å"Zoya,† he repeated, still not looking at me. â€Å"Not a bad name. How was Sonya?† â€Å"Okay. I didn't see too much of her. She's a little touchy†¦ Viktoria says it's because of the pregnancy.† â€Å"Sonya's pregnant too?† â€Å"Oh. Yeah. Six months, I think.† His smile dimmed a little bit, and he almost seemed concerned. â€Å"I suppose it had to happen sooner or later. Her decisions aren't always as wise as Karolina's. Karolina's children were by choice†¦ I'm guessing Sonya's was a surprise.† â€Å"Yeah. I kind of got that feeling too.† He ticked off the rest of his family members. â€Å"My mother and grandmother?† â€Å"Er, fine. Both of them.† This conversation was becoming increasingly strange. Not only was it the first normal one we'd had since I'd arrived, it was also the first time he'd really seemed interested in anything that wasn't Strigoi related or that didn't involve kissing and biting, aside from some reminiscing about our early fights together-and the teasing reminders of sex in the cabin. â€Å"Your grandmother scared me a little.† He laughed, and I flinched. It was so, so close to his old laugh. Closer than I'd ever imagined it could be. â€Å"Yes, she does that to people.† â€Å"And she pretended not to speak English.† That was a pretty small detail in the grand scheme of things, but it still kind of pissed me off. â€Å"Yes, she does that too.† He continued smiling, voice fond. â€Å"Do they all still live together? In that same house?† â€Å"Yup. I saw the books you told me about. The pretty ones-but I couldn't read them.† â€Å"That's where I first got into American westerns.† â€Å"Man, I loved making fun of you over those.† He chuckled. â€Å"Yes, between that, your stereotypes about Eastern European music, and the whole ? ®comrade' thing, you had plenty of material.† I laughed too. â€Å"? ®Comrade' and the music were kind of out of line.† I'd almost forgotten about my old nickname for him. It didn't fit anymore. â€Å"But you brought the cowboy thing on yourself, between the leather duster and-† I stopped. I'd started to mention his duty to help those in need, but that was hardly the case anymore. He didn't notice my lapse. â€Å"And then you left them and came to Novosibirsk?† â€Å"Yeah. I came with those dhampirs I was hunting with†¦ those other unpromised ones. I almost didn't, though. Your family wanted me to stay. I thought about doing it.† Dimitri held the ring up to the light, face shadowed with thought. He sighed. â€Å"You probably should have.† â€Å"They're good people.† â€Å"They are,† he said softly. â€Å"You might have been happy there.† Reaching over, he set the ring back on the table and then turned to me, bringing our mouths together. It was the softest, sweetest kiss he'd given me as a Strigoi, and my already considerable shock increased. The gentleness was fleeting, though, and a few seconds later, our kissing returned to what it usually was, forceful and hungry. I had a feeling he was hungry for more than just kissing, too, despite having fed recently. Pushing aside my confusion over how†¦ well, normal and kind he'd seemed while talking about his family, I tried to figure out how I was going to dodge more biting without raising suspicion. My body was still weak and wanting it, but in my head, I felt more like myself than I had in ages. Dimitri pulled up from the kiss, and I blurted out the first thing that came to mind before he could do anything else. â€Å"What's it like?† â€Å"What's what like?† â€Å"Kissing.† He frowned. Score one for me. I'd momentarily baffled an undead creature of the night. Sydney would be proud. â€Å"What do you mean?† â€Å"You said being awakened enhances all the senses. Is kissing different then?† â€Å"Ah.† Understanding flashed over his features. â€Å"It is, kind of. My sense of smell is stronger than it used to be, so your scent comes through much more intensely†¦ your sweat, the shampoo in your hair†¦ it's beyond what you can imagine. Intoxicating. And of course, sharper taste and touch make this better.† He leaned down and kissed me again, and something about his description made my insides queasy-in a good way. That wasn't supposed to happen. My hope was to distract him-not myself. â€Å"When we were outside the other night, the flowers were really strong. If they're strong to me, are they overwhelming to you? I mean, do the scents get to be too much?† And so it began. I bombarded him with as many questions as I could, asking him about all aspects of Strigoi life. I wanted to know what it was like, how he felt†¦ I asked everything with curiosity and enthusiasm, biting my lip and turning thoughtful at all the right places. I could see his interest grow as I spoke, though his attitude was brisk and efficient-in no way resembling our earlier affectionate conversation. He was hoping that I was finally on the verge of agreeing to turn. As the questioning continued, so also did my outward signs of fatigue. I yawned a lot, lost my train of thought a lot. Finally, I rubbed my eyes with my hands and yawned again. â€Å"There's so much I didn't know†¦ still don't know†¦Ã¢â‚¬  â€Å"I told you it was amazing.† Honestly, some of it was. Most of it was creepy as hell, but if you got over the whole undead and evil thing, there were definitely some perks to being Strigoi. â€Å"I have more questions,† I murmured. I closed my eyes and sighed, then opened them as though forcing myself to stay awake. â€Å"But†¦ I'm so tired†¦ I still don't feel good. You don't think I have a concussion, do I?† â€Å"No. And once you're awakened, it won't matter anyway.† â€Å"But not until you answer the rest of my questions.† The words were muffled in a yawn, but he understood. It took him a while to respond. â€Å"Okay. Not until then. But time is running out. I told you that before.† I let my lids drift closed then. â€Å"But it's not the second day yet†¦Ã¢â‚¬  â€Å"No,† he said quietly. â€Å"Not yet.† I lay there, steadying my breathing as much as I could. Would my act work? It was highly possible he would still drink from me even if he thought I was asleep. I was taking a gamble here. One bite, and all my work to fight the withdrawal would be wasted. I'd reset to how I'd been. As it was, I had no clue how I was going to dodge a bite next time†¦ but then, I didn't think there'd be a next time. I'd be a Strigoi by then. Dimitri lay beside me for a few more minutes, and then I felt him move. Inside, I braced myself. Damn. Here it came. The bite. I'd been certain that our kissing was part of the allure of him drinking from me and that if I just fell asleep, the allure would be gone. Apparently not. All my pretending was for nothing. It was all over. But it wasn't. He got up and left. When I heard the door close, I almost thought it was a scam. I thought for sure he was trying to fake me out and still actually stood in the room. Yet when I felt the Strigoi nausea fade, I realized the truth. He really had left me, thinking I needed to sleep. My act had been convincing. I immediately sat up, turning a few different things over in my mind. In that last bit of his visit, he'd seemed†¦ well, he'd reminded me more than ever of the old Dimitri. Sure, he'd still been Strigoi through and through, but there'd been something else. A bit of warmth to his laugh. Sincere interest and affection upon hearing about his family. Had that been it? Had hearing news of his family triggered some piece of his soul buried within the monster? I confess, I felt a little jealous at the thought that they might have wrought the change in him that I couldn't. But he'd still had that same warmth in talking about us, just a little†¦ No, no. I had to stop this. There was no change. No reversal of his state. It was wishful thinking, and the more I regained my old self, the more I realized the truth of the situation. Dimitri's actions had made me recall something. I'd completely forgotten about Oksana's ring. I picked it up from the table and slipped it on my finger. I felt no noticeable change, but if the healing magic was still in it, it might help me. It could expedite my body and mind healing from the withdrawal. If any of Lissa's darkness was bleeding into me, the ring could help dampen that, too. I sighed. No matter how often I told myself I was free of her, I never would be. She was my best friend. We were connected in a way that few could understand. The denial I'd been living under lifted. I regretted my actions with Adrian now. He'd come to me for help, and I'd thrown his kindness back in his face. Now I was bereft of communication with the outside world. And thinking of Lissa reminded me again of what had happened earlier when I'd been in her mind. What had pushed me out? I hesitated, pondering my course of action. Lissa was far away and possibly in trouble. Dimitri and the other Strigoi were here. But†¦ I couldn't walk away quite yet. I had to take one more look at her, just a quick one†¦ I found her in an unexpected place. She was with Deirdre, a counselor on campus. Lissa had been seeing a counselor ever since spirit had begun manifesting, but it had been someone else. Expanding my senses to Lissa's thoughts, I read the story: Her counselor had left shortly after the school's attack. Lissa had been reassigned to Deirdre-who had once counseled me when everyone thought I was going crazy over Mason's death. Deirdre was a very polished-looking Moroi, always meticulously dressed with her blond hair styled to perfection. She didn't look much older than us, and with me, her counseling method had resembled a police interrogation. With Lissa, she was more gentle. It figured. â€Å"Lissa, we're a little worried about you. Normally, you would have been suspended. I actually stopped that from happening. I keep feeling like there's something going on that you aren't telling me. Some other issue.† Lissa suspended? I again reached in to read the situation and found it. Last night, Lissa and others had been busted for breaking into the library of all places and having an impromptu party complete with alcohol and destruction to some of the property. Good God. My best friend needed to join AA. Lissa's arms were crossed, her demeanor almost combative. â€Å"There's no issue. We were just trying to have fun. I'm sorry for the damage. If you want to suspend me, go ahead.† Deirdre shook her head. â€Å"That's not my decision. My concern is the why here. I know you used to suffer from depression and other problems because of your, ah, magic. But this feels more like some kind of rebellion.† Rebellion? Oh, it was more than that. Since their fight, Lissa had been unable to find Christian, and it was killing her. She couldn't handle downtime now. All she thought about was him-or me. Partying and risk taking were the only things that could distract her from us. â€Å"Students do this stuff all the time,† argued Lissa. â€Å"Why is it a big deal for me?† â€Å"Well, because you put yourself in danger. After the library, you were on the verge of breaking into the pool. Swimming while intoxicated is definite cause for alarm.† â€Å"Nobody drowned. Even if someone had started to, I'm sure that between all of us, we could have pulled them out.† â€Å"It's just alarming, considering some of the self-destructive behaviors you once exhibited, like the cutting†¦Ã¢â‚¬  So it went for the next hour, and Lissa did as good a job as I used to in dodging Deirdre's questions. When the session ended, Deirdre said she wasn't going to recommend disciplinary action. She wanted Lissa back for more counseling. Lissa would have actually preferred detention or cleaning boards. As she stalked furiously across campus, she spotted Christian going in the opposite direction. Hope lit the blackness of her mind like sunshine. â€Å"Christian!† she yelled, running up to him. He stopped, giving her a wary look. â€Å"What do you want?† â€Å"What do you mean what do I want?† She wanted to throw herself in his arms and have him tell her everything would be okay. She was upset and overwhelmed and filled with darkness†¦ but there was a piece of vulnerability there that desperately needed him. â€Å"I haven't been able to find you.† â€Å"I've just been†¦Ã¢â‚¬  His face darkened. â€Å"I don't know. Thinking. Besides, from what I hear, you haven't been too bored.† No surprise everyone knew about last night's fiasco. That kind of thing spread like wildfire thanks to the Academy's gossip mill. â€Å"It was nothing,† she said. The way he regarded her made her heart ache. â€Å"That's the thing,† he said. â€Å"Everything's nothing lately. All your partying. Making out with other guys. Lying.† â€Å"I haven't been lying!† she exclaimed. â€Å"And when are you going to get over Aaron?† â€Å"You aren't telling me the truth. It's the same thing.† It was an echo of Jill's sentiment. Lissa barely knew her and was really starting to hate her. â€Å"I just can't handle this. I can't be a part of you going back to your days of being a royal girl doing crazy stunts with your other royal friends.† Here's the thing. If Lissa had elaborated on her feelings more, on just how much her guilt and depression were eating her up and making her spin out of control†¦ well, I think Christian would have been there for her in an instant. Despite his cynical exterior, he had a good heart-and Lissa owned most of it. Or used to. Now all he could see was her being silly and shallow and returning to a lifestyle he despised. â€Å"I'm not!† she exclaimed. â€Å"I'm just†¦ I don't know. It just feels good to sort of let loose.† â€Å"I can't do it,† he said. â€Å"I can't be with you if that's your life now.† Her eyes went wide. â€Å"Are you breaking up with me?† â€Å"I'm†¦ I don't know. Yeah, I guess.† Lissa was so consumed by the shock and horror of this that she didn't really see Christian the way I did, didn't see the agony in his eyes. It destroyed him to have to do this. He was hurting too, and all he saw was the girl he loved changing and becoming someone he couldn't be with. â€Å"Things aren't the way they used to be.† â€Å"You can't do that,† she cried. She didn't see his pain. She saw him as being cruel and unfair. â€Å"We need to talk about this-figure it out-â€Å" â€Å"The time for talking's past,† he argued. â€Å"You should have been ready to talk sooner-not now, not when things suddenly aren't going your way.† Lissa didn't know whether she wanted to scream or cry. She just knew she couldn't lose Christian-not after losing me, too. If she lost both of us, there was nothing left for her in the world. â€Å"Please, don't do this,† she begged. â€Å"I can change.† â€Å"I'm sorry,† he snapped. â€Å"I just don't see any evidence of that.† He turned and abruptly walked away. To her, his departure was harsh and cold. But again, I'd seen the anguish in his eyes. I think he left because he knew if he stayed, he wasn't going to be able to go through with this decision-this decision that hurt but that he felt was right. Lissa started to go after him when a hand suddenly pulled her back. She turned and saw Avery and Adrian standing there. From the looks on their faces, they'd overheard everything. â€Å"Let him go,† said Adrian gravely. He'd been the one to grab her. He dropped his hand and laced his fingers through Avery's. â€Å"Going after him now's just going to make it worse. Give him his space.† â€Å"He can't do this,† said Lissa. â€Å"He can't do this to me.† â€Å"He's upset,† said Avery, her concern mirroring Adrian's. â€Å"He isn't thinking straight. Wait for him to cool off, and he'll come around.† Lissa stared off after Christian's retreating figure, her heart breaking. â€Å"I don't know. I don't know if he will. Oh God. I can't lose him.† My own heart broke. I wanted so badly to go to her, to comfort her and be there for her. She felt so alone, and I felt horrible for leaving her. Something had pushed her into this downward spiral, and I should have been there to help her out of it. That was what best friends did. I needed to be there. Lissa turned back and looked at Avery. â€Å"I'm so confused†¦ I don't know what to do.† Avery met her eyes, but when she did†¦ the strangest thing happened. Avery wasn't looking at her. She was looking at me. Oh jeez. Not you again. The voice rang in my head, and snap! I was out of Lissa. There it was, the mental shove, the brush of my mind and waves of hot and cold. I stared around my room, shocked at how abrupt the transition had been. Yet I'd learned something. I knew then that Lissa hadn't been the one to shove me out before or now. Lissa had been too distracted and too distraught. The voice? That hadn't been hers either. And then, I finally remembered where I'd felt that brushing touch in my head. Oksana. It was the same sensation I'd experienced when she had reached out to my mind, trying to get a feel for my moods and intentions, an action that both she and Mark admitted was invasive and wrong if you weren't bonded to someone. Carefully, I replayed what had just happened with Lissa. Once again, I saw those last few moments. Blue-gray eyes staring at me-me, not Lissa. Lissa hadn't pushed me out of her head. Avery had.

Criminological Perspectives Essay

Various variables in one’s life can contribute to deviant behaviors, which is analyzed and explained through theory. These variables are but not limited to where one grows up, what type of people you surround yourself with, age, gender, etc. The scenario that this essay will prominently prefer to and use extensively throughout this essay is about a male named Colin in his teens. When growing up, he live on the â€Å"bad side† of town as opposed to most of his friends who lived on the â€Å"right side† of town, and who were a lot more privileged. Colin was from a small town that had many altercations relating to the youth of that community. There was nothing productive for Colin to do in the small town, which caused excessive boredom for him. Colin had been arrested at the age of 15 for stealing gas from a neighbor’s truck, charges were not laid, but the entire community knows of his transgression. Also, Colin took the brunt of the responsibility for a theft in which he was not acting alone. Finally, at the age of 17, Colin left the small town behind and was accepted into a trade college. Colin’s age, where he lives, and his criminal involvement at a young age will be the focus for the rest of the essay. In turn, this paper is going to analyzing a youth from a small town, where there is proven higher rates of crime, and explaining it using two theoretical theories. Thus, by examining the two most highly recognized theories in depth, the Low Self Control Theory and Aker’s Social Learning Theory, and analyzing their strengths and weaknesses, we can then begin to understand why certain crimes occur, particularly in Colin’s scenario. By exploring the Low Self Control Theory, also known as the General Theory of Crime, criminologists can explain why crime occurs. Low Self Control Theory and its presumption about human behavior has been incorporated into different criminological theories over the past decades (Wright, 2000). Low Self Control Theory was created in 1990 by Gottfredson and Hirschi and expanded on the earlier works of Durkheim (1987), Reiss (1951) and also Hirschi’s (1969) earlier work on bonding. The theory evolved to suggest that self-control is the general concept around which all of the known facts about crime can be organized (Gottfredson & Hirschi, 1990). This theory focuses on the nature of crime; that is crimes are committed in the search of pleasure and avoidance of pain (Gottfredson & Hirschi, 1990). The Low Self Control Theory is understood to explain an individual’s tendency to perform or refrain from committing crimes, just as high self-control explains an individual’s likelihood of â€Å"conforming to social norms and laws† (Akers, 1991, pg. 201). Gottfredson and Hirschi explain that the concept of self-control is a learned behavior (Gottfredson & Hirschi, 1990). They note that individuals who are involved with crime also engage in behaviors that provide short-term gratification (Gottfredson & Hirschi, 1990). Speeding, unprotected sex, gambling, smoking, and drinking are a few examples of risky behaviors that may be evident in criminals who seek immediate satisfaction (Gottfredson & Hirschi, 1990). The most prominent individual difference is one’s self control or lack of which is composed of six elements; impulsivity, risk taking, a preference for simple tasks, a preference for physical activity, temper and finally self-centeredness (Gottfredson & Hirschi, 1990). The theory then alludes that individuals who have these psychological traits have the opportunity to partake in criminal behaviors and are more likely to participate in criminal activity (Gottfredson & Hirschi, 1990). Gottfredson and Hirschi’s (1990) theory has received attention from theorists and researchers (Grasmick, Tittle, Bursik, Arnekley, 1993). They focused on the proposition that self-control, adopted early in life, determines who will be likely to commit crimes (Grasmick et al, 1993). According to Low Self Control Theory, children with behavioral problems tend to grow into delinquents and eventually into adult offenders (Gottfredson & Hirschi, 1990). Gottfredson and Hirschi further argue that the level of self-control largely depends on the quality of parenting in a child’s early years, as the path for or against crime happens early in life (Gottfredson & Hirschi, 1990). Furthermore, the theory asserts that parenting is the most crucial factor, which will determine an individual’s level of self-control. If a child has a neglectful upbringing, he or she tends to have the six elements outlined by Low Self Control Theory (Gottfredson & Hirschi, 1990). Children whose parents provide adequate care and punish misconduct will develop the self-control needed and resist the easy temptations offered by crime. (Gottfredson & Hirschi, 1990). Low Self Control Theory argues that a lack of self-control is neither a sufficient nor essential condition for crime to occur as other factors may offset an individual’s likelihood of committing criminal acts (Gottfredson & Hirschi, 1990). Although lack of self-control and the family’s role in its failed development do not mean that an individual will become deviant and take part in criminal events, it will provide situations that will make conditions favorable for delinquency (Gottfredson & Hirschi, 1990). Gottfredson and Hirschi unmistakably identify the role of parents as the most essential cause of socialization for adolescent youths (Gottfredson & Hirschi, 1990). Hirsch has provided the dynamics of the family’s important role in reducing the chances of childhood delinquency (Hirschi, 1995). As the Low Self Control Theory states, individuals who are ineffectively parented prior to age 10 develop less self-control than their similarly aged and better-parented counterparts. This makes them prone to quick and easy gratification when given the opportunity (Gottfredson & Hirschi 1990). Opportunity of crime is apparent for individuals living in a small town, which is prone to crime. Partaking in different types of crimes, such as Colin does, tend to be exciting, risky, or thrilling and they maintain an adventurous point of view. This is especially the case, since Colin is bored in a small town where no action is available to him. As most of the theory is focused on good parenting, and lack of opportunity, small communities will have a tough time deterring criminals in taking part in crime. However, having more police presence will deter individuals from committing crimes throughout the community, as the criminals will partake in crime as long as the opportunity presents itself. On the contrary, if the individuals are neglected as children or have been in an abusive household it will be extremely difficult to deter individuals to commit crimes. Colin has no friends to play with because he does not reside on the wealthy side of town which could bring about neglect, and/or his parents could be abusive or absent in his childhood years. Aker’s Social Learning Theory consists of four key elements. Firstly, imitation refers to the degree of which an individual mimics behaviour that others may admire. Whether or not the behaviour is imitated is affected by external characteristics such as the characteristics of the model, the behaviour observed, and the observed consequences (Akers & Jenson, 2003). These individuals are more than likely to be people that have a personal relationship. Definitions refer to the level of approval individual’s hold regarding morals and laws as well as specific deviant behaviour. These definitions are both general (religious, moral) and specific (Akers & Jenson, 2003). Differential association is the third element of Aker’s social learning model as it refers to attitudes and patterns of behaviours, which are exposed in interaction with others (Paternoster & Bachman, 2001). Differential association has both behavioural interactional and normative dimensions (Paternoster & Bachman, 2001). Finally, differential reinforcement refers to the anticipated costs and rewards associated with an individual’s given behaviour. An act or action that is considered to experience more rewards than costs is more likely to be performed or repeated (Paternoster & Bachman, 2001). In 1998, Aker’s published a book entitled ‘Social Learning and Social Structure’, where he expands further on Social Learning Theory by explaining crime rates as a function, called the Social Structure-Social Learning Theory. While, Social Learning Theory focuses on individual criminal behaviour, Social Structure-Social Learning focuses on the macro-level causes of crime stating that environments impact the individual through learning (Akers 1998). This theory has the same key principles as Social Learning Theory but due to criticism that he received, Aker’s elaborates on the topic. By examining the principles of Akers’s theory, crime that takes place in Colin’s scenario can be explained. Akers developed a theory that can be applied to many different types of criminals and crimes. However, it is best applied to behavior within groups from which receive reinforcement such as gangs and social/peer groups (Akers, 1998). Furthermore, the theory can be applied to any crime that beings any kind of gain. The gain can include positive attention from their group, or pleasure. In most cases an individual will learn behavior from others and then the behavior is reinforced. Taking into consideration when Colin’s participated in the theft with peers and took all of the blame for it once he was caught. As most of his friends are from the â€Å"right side† of town, and he is not, he may have felt pressure from the upper class to take blame. Also, if crime is being committed in a small town and individuals are witnessing it, it can give other criminals the opportunity to join in as the police work loads double, the chances of getting caught for committing a crime decreases. As per Social Learning Theory, Aker’s states that if the risk is the worth the reward than an individual will proceed in committing crimes. Thus, understanding Aker’s 4 elements of social learning and applying them to Colin’s scenario will give individuals a better chance of successfully avoiding crime. However, the only effective way to do so is to deter criminals by adding the use of security cameras, added police forces, and making examples out of those individuals who are caught. Which is not what happened when Colin was caught for stealing gas out of his neighbors truck. If he were to be made an example out of, the likelihood of it happening again would be low. Out of the two approaches that are being examined, I believe for the example for Colin’s scenario that the Low Self Control Theory is more convincing in explaining the opportunities of committing crime. Although Low Self Control Theory can be applied to the situation, Aker’s Social Learning Theory gives a better understanding of when and why individuals would commit crimes in small towns, such as where Colin is from. As the individuals involved do not necessarily have to have a criminal past, through imitation of their peers and the other elements of social learning, can resort to committing crimes. Other factors that can be included are alcohol, drugs, and peer pressure but as long as the behavior is positively enforced, the individuals will take part in it. Aker’s Social Learning Theory provides a micro perspective on why individual offenders decide to commit specific crimes; people choose to engage in crime because it can be rewarding, easy, satisfying, fun, and in this case, entertaining. Most of the individuals that would be taking place in these crimes would be heavily influenced be external factors and may just fall under the gang mentality. Although both theories have been studied throughout the history of criminology and continue to be expanded, there are many strengths and weaknesses that can be examined. The Low Self Control Theory has received many criticisms as Gottfredson and Hirschi argue that there is only one type of offender and only a single factor, which causes crime. Many researchers found that there are various paths that criminals can take (Goode, 2008). People behave criminally at a different speed than others, commit different types of crimes, and have different external influences that contribute to the behavior (Goode, 2008). Moreover, Low Self Control Theory argues that criminal tendency is unable to change. Therefore, according to this theory, an individual’s personality and behavioral patterns will also never change over the course of a lifetime. However, research shows that life altering events and traditional events such as starting or finishing school, abusing drugs, recovering from drugs, and beginning or ending personal relationships, all clearly impact the probability of behaving criminally (Goode, 2008). This applies to Colin’s scenario, as he may change his criminal ways once being committed to school. On the contrary, Gottfredson and Hirschi were quite popular in the views of American criminologists in the early 1990s. As they identified parenting as the most decisive factor in determining the likelihood that a person will commit crimes, child rearing became an important factor for parents. Despite much criticism, the body of empirical tests of the general theory of crime has been fairly consistent in revealing a link between self-control and crime. Studies have shown that individuals with higher self-control are less likely to engage in criminal activity (Goode, 2008). In the context of Colin’s scenario, the weaknesses that can be exploited is that individuals that are not necessarily criminals may take part in criminal activity due to a number of external factors that have been presented in this paper. These individuals may have had a great upbringing from their parents, but failed to make a positive decision, such as out of boredom. Aker’s Social Learning Theory has also received criticisms over the years although it is not nearly as much as Gottfredson and Hirschi. According to many criminologists, Social Learning Theory does not provide applicable advice for controlling or preventing crime (Jeffery, 1990). It does explain how criminal behavior is ‘transmitted’ from one person to another, which can explain increases in types of crimes. The theory does not address the issue of how crime can be prevented (Jeffery, 1990). Moreover, Akers’ work is that it ignores the role of opportunity in criminal behavior (Jeffery, 1990). The assumption that people who learn criminal behavior must have come into contact with such behavior is the base of the theory. However, the theory does not explain exactly how a person comes into contact with people exhibiting criminal behavior (Jeffery, 1990). Akers has provided counter arguments or explained why the criticisms are not valid. The criticism that social learning theory ignores social context was dealt with in the expansion of social learning theory to social context-social learning theory. Gottfredson and Hirschi’s Low Self Control Theory and Aker’s Social Learning Theory are not likely to be integrated. Colvin’s Differential Coercion Theory combines elements from both theories (and others) and applies them in the context of his own. However, Aker’s heavily criticizes Gottfredson and Hirschi’s Low Self Control Theory and the key components that make up that theory. Therefore, I do not believe it is possible to integrate both theories while keeping the main concepts together. To conclude, Low Self Control Theory and Social Learning Theory both provide exceptional analysis of Colin’s scenario. By understanding the key concepts of the Low Self Control Theory and Social Learning Theory, the explanation of where and why crime occurs would give reassurance to individuals of Colin’s town. By comparing and contrasting these two theories, an individual can apply them to how growing up in a small town might affect them and potentially provide methods and opportunities to deflect crime. References Akers, Ronald L. (1998). Social Learning and Social Structure: A General Theory of Crime and Deviance. Boston: Northeastern University Press Akers, R. L., & Jensen, G. F. (2003). Social learning theory and the explanation of crime: a guide for the new century. New Brunswick, N.J.: Transaction. Akers, Ronald L. (1991). Self-control as a general theory of crime. Journal of Quantitative Criminology. 7(2), 201-211. Akers, R. L. (2009). Social learning and social structure: a general theory of crime and deviance. New Brunswick, N.J.: Transaction Publishers. Clarke, Ronald V. (1995). Strategic Approaches to Crime Prevention. Crime and Justice, Vol. 19, Building a Safer Society: Strategic Approaches to Crime Prevention (1995), pp. 91-150 Goode, E. (2008). Out of control: assessing the general theory of crime. Stanford, Calif.: Stanford Social Sciences Grasmick, Harold G., Charles R. Tittle, Robert J. Bursik Jr, and Bruce J. Arneklev (1993)..Testing the Core Empirical Implications of Gottfredson and Hirschi’s General Theory of Crime, Journal of Research in Crime and Delinquency, 30:5-29. Hirschi, Travis. (1995). The Family. In James Q. Wilson and Joan Petersilia (eds.). Crime. (pp.121-140). San Francisco: Institute for Contemporary Studies. Jeffery, C. Ray. (1990). Criminology. New Jersey: Prentice Hall. Paternoster, R., Bachman, R. (2001). Explaining criminals and crime: essays in contemporary criminological theory. Los Angeles, Calif.: Roxbury Pub. Co. Wright, Richard.A (2000) Recent Changes in the Most-Cited Scholars in Criminology: A Comparison of Textbooks and Journals. Journal of Criminal Justice.

How to Change a Column Size or Type in MySQL

How to Change a Column Size or Type in MySQL Just because you made a MySQL column one type or size doesnt mean that it has to stay that way. Changing the column type or size in an existing database is simple.​ Changing a Database Column Size and Type You change a column size or type in MySQL using the  ALTER TABLE  and  MODIFY commands together to make the change.   Lets say, for example, that you have a column named State on a table named Address and you previously set it up to hold two characters, expecting people to use 2-character state abbreviations. You find that several people entered entire names instead of 2-character abbreviations, and you want to allow them to do this. You need to make this column larger to allow the full state names to fit. Here is how you do it:   ALTER TABLE address MODIFY state VARCHAR(20) ; In generic terms, you use the ALTER TABLE command followed by the table name, then the  MODIFY command followed by the column name and new type and size. Here is an example:   ALTER TABLE tablename  MODIFY columnname  VARCHAR(20) ; The maximum width of the column is determined by the number in parentheses. The type is identified  by VARCHAR as being a variable character field. About VARCHAR The VARCHAR(20) in the examples can change to whatever number is appropriate for your column. VARCHAR is a character string of variable length. The maximum length- in this example  it is 20- indicates the maximum number of characters you want to store in the column. VARCHAR(25) could store up to 25 characters. Other Uses for ALTER TABLE The ALTER TABLE  command can also be used to add a new column to a table or to remove an entire column and all its data from a table. For example to add a column, use:   ALTER TABLE table_name   ADD column_name datatype To delete a column, use:   ALTER TABLE table_name   DROP COLUMN column_name

Change Management and Leadership Development Have Essays

Change Management and Leadership Development Have Essays Change Management and Leadership Development Have to Mesh Ryan W. QuinnRobert E. Quinn JANUARY 07, 2016 Leadership development and change management tend to be top priorities for many organizations. In spite of this, a majority of organizations tend to fall far short of their goals for both. One major reason organizations struggle is because they treat both leadership development and change management as separate rather than interrelated challenges. Cultural changes cannot happen without leadership, and efforts to change culture are the crucible in which leadership is developed. For better results, organizations should coordinate their leadership development and change management efforts, approaching them as one and the same. True leadership involves deviating from cultural expectations in ways that inspire others to choose to follow. What's more, leadership is not the sole responsibility of the C-suite. Managers at all levels of an organization must overcome resistance if genuine cultural change is to occur. Thus, change initiativeswhich require a deviation from a dominant set of norms and behaviorsare the best learning environments for star managers to develop leadership skills, as well as a necessary component of a successful culture-change initiative. How then, should organizations go about integrating their change management and leadership development initiatives? We recommend an approach that is both top-down and bottom-up. The bottom-up part of the integrated development and change process requires potential leaders throughout the organization to engage in a process of learning how to enact a desired change in an organization's culture in the everyday experiences of organizational life. For example, one company suddenly found itself audited at the request of their largest client and were told that they needed to change their accounting procedures. In response, many employees insisted that the changes could not be made by the demanded deadline. They were impeded by cultural beliefs around how quickly the organization could mobilize and complete complex tasks. Janet, a member of the task force assigned to handle the requirements of the audit, was participating in leadership development training at the time. Using a leadership tool we developed called the fundamental state of leadership, she decided to reach out to employees who had a stake in the new requirements to understand their perspectives (rather than wait for others with more authority to tell her what to do). She gathered new information and discovered their fears, while simultaneously coming to the realization that the deadline could be met. With this new understanding, she was able to help other employees question their beliefs and come up with creative ways to streamline the accounting procedures so as to meet the deadlines. As part of a class assignment from her leadership training, she also reflected on the experience and used her own (and others') reflections to inform her subsequent plans and actions. Eventually, more and more of her colleagues began to accept the importance of the accounting changes and their accompanying deadlines, and were participating in creative action. Their actions led to bottom-up change: the emerging culture and accounting policies could not have been planned in advance, but came from the ideas and actions of motivated employees and were uniquely suited to the local challenges they faced. Janet, however, was more than just a change agent in this one situation. Her planning, acting, reflectingand planning againdemonstrated true leadership. Buta bottom-up process isunlikely to work unless it is also embedded in a top-down learning process. A top-down process creates structure and motivation for employees to maintain engagement in the change/leadership development process. If done well, it also provides emotional and social support potential leaders, because deviating from cultural expectations can be a lonely endeavor. A successful top-down process begins with executives clarifying desired results for change management/leadership programs. For example, executives may want to change accounting procedures or inspire creativity in order to become more efficient, as in Janet'scompany. Or they may want to lower barriers between departments or create financial stewardship throughout the organization. The goal depends on the organization and its situation, but what is important is that it is specific (ideally, with a measurable outcome) and accepted by all members of the executive team. Once the goal is clear and accepted, executives can identify potential leaders throughout the organization to engage in the leadership development/change management process. These may be

Power of Short Words in Business Writing

Power of Short Words in Business Writing I’ve long admired Richard Lederer’s writing on language. In his 1991 book, The Miracle of Language, Lederer sings the praises of the short word: When you speak and write, there is no law that says you have to use big words. Short words are as good as long ones, and short, old words- like sun and grass and home- are best of all. A lot of small words, more than you might think, can meet your needs with a strength, grace, and charm that large words do not have. Big words can make the way dark for those who read what you write and hear what you say. Small words cast their clear light on big things- night and day, love and hate, war and peace, and life and death. Big words at times seem strange to the eye and the ear and the mind and the heart. Small words are the ones we seem to have known from the time we were born, like the hearth fire that warms the home. Short words are bright like sparks that glow in the night, prompt like the dawn that greets the day, sharp like the blade of a knife, hot like salt tears that scald the cheek, quick like moths that flit from flame to flame, and terse like the dart and sting of a bee. Here is a sound rule: Use small, old words where you can. If a long word says just what you want to say, do not fear to use it. But know that our tongue is rich in crisp, brisk, swift, short words. Make them the spine and the heart of what you speak and write. Short words are like fast friends. They will not let you down. These four paragraphs contain 221 words, all of them one syllable. MS Word’s Readibility Score is 100% – the highest score possible. These short words are both profound and easy to absorb. It is simple, but not simplistic, and very persuasive. This passage represents clear, vivid, effective writing that can be easily absorbed by business people battling information overload. The most evocative Bible passages and many proverbs use this same short word structure: In the beginning was the Word, and the Word was with God, and the Word was God. (John 1.1) A stitch in time saves nine. This does not mean â€Å"Don’t use big words.† We must use big words in our business writing and conversation, when they express a meaning no other word can. We work with technical and industry terms, and sometimes a big word best depicts this. Two tips on clarity I always highlight in business writing courses: Never use a big word when a small word will do. Write to express, not to impress

Technology in Classroom Essay Example | Topics and Well Written Essays - 1000 words

Technology in Classroom - Essay Example Since the advent of computers, information revolution is creating tools that promise assistance in the intellectual dimensions of our lives. With the introduction of technology the classrooms which were passive have become active learning centers. The highly interactive nature of computers enables students a high level of involvement in learning. Today's students have mastered a large variety of tools that we will never master with the same level of skill. From computers to calculators to camera phones, these tools are like extensions to the human brain. Educating and evaluating student without these tools makes no more sense to them. (ascd.org, 2007). PowerPoint presentations are easy to obtain, modify, and create. They are versatile and a great asset to any classroom. Good presentations may take time to produce or adapt, but they can be shared and used year after year. They can be used for whole class presentations and reviews, for drills, or for individual work. Data projectors can be used in many locations (e.g. classrooms, conference rooms, lecture theaters, etc) for professional development of staff, sharing of educational resources, students presenting their work to a class. Demonstrating new software. Projecting live video of experiments. Teaching about contemporary internet in general, students will be able to show their work in full screen. Technology helps students in curriculum-free programs such as the common tool-type applications for exploring ideas and relationships with data; engaging in problem solving, locating, organizing data and presenting information; creating reports and various types. With the help of technology in team-based projects can be worked on within the classroom, with increased supervision from the teacher. Many books and journals will be available on-line i.e., in the e-library. Students are getting hands-on experience of concepts that were difficult and impossible in traditional classroom. The data analysis and interpretation is vital in many disciplines. The technology has efficiently solved this problem. Many new fields are possible only through the use of such technology. By the usage of modern technology students have become more familiar with the knowledge-management skills. Technology-usage skills are also developed in the students with a more professional environment offered by the classroom. The presence of technology in the classroom reflects the dramatic rise in the availability of readily-accessible knowledge and communication tools online in the workplace. Faculty can share their discipline specific uses of technology such as the use of online databases. Team-based projects can also be worked on within the classroom, with increased supervision from the teacher. Students are able to develop communication skills within the class. Students have a h abit of relying on a very informal writing style with instant Messaging; the use of notebook computer can be used in the coming future to develop professional writing skills. (itc.udayton.edu, 2006) Regardless of whether it is multiplication or exercises or spelling, there are certain facts that children must learn through memorization in their early education. And the key to learning these is

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Consensus on Global Warming Essay Example | Topics and Well Written Essays - 750 words

Consensus on Global Warming - Essay Example This has introduced some new areas of debate which require a solid scientific intervention to achieve a consensus on the issue. What is the debate? The arguments that come for, and against the human role in the rising global warmth are interesting, and both have stringent views on the issue. Attributing the global warming to human actions Al Gore (6) states, â€Å"I have learned that, beyond death and taxes, there is at least one undisputable fact: Not only those human caused global warming exists, but it is also growing more and more dangerous, and at a pace that has now made it a planetary emergency.† On the other hand, a number of scientists accept the fact that our planet is becoming warmer; negate the human role in the issue. Especially, the last one and half-century has witnessed a quick rise in earth temperatures. However, they argue that the case against human activity is not supported by the solid scientific research. Hollander (66) narrates this sentiment in these wo rds, â€Å"However, the evidence of human contribution is, at best, suggestive. Hard evidence simply doesn’t exist.† The scientific proof that the global warming is caused and aggravated by human actions is considered inadequate and flimsy by these scientists, and they attribute this hype to various political reasons and natural phenomenon. History of consensus The issue does not have a long history of controversy and initially, there was more or less a state of consensus on the human contribution in the rising temperatures of the earth. Various studies conducted in early phase were either highly appreciated or went unopposed on scientific grounds. The best criticism on these papers was based on methodologies and research approaches that were adopted to ascertain the human contribution in global warming. More importantly none of these papers challenged the consensus on the issue. Even the special panels like Intergovernmental Panel on Climate Change (IPCC), and United Nation commissions on the issue reached the consensus that human activities may have an impact on the increasing global warming. Even not a single research paper between 1993 and 2003 had opposed the crux of the theory and human role in the growth and amplification of global warming. This decade long consensus is explored in detail by the Oreskes, â€Å"Of all the papers, 75% fell into the first three categories, either explicitly or implicitly accepting the consensus view; 25% dealt with methods or paleoclimate, taking no position on current anthropogenic climate change. Remarkably, none of the papers disagreed with the consensus position.† Conclusion It is can be deduced in the light of foregone that there is a partial scientific consensus on the issue of global warming. The gradual rise in the temperature of our native planet is scientifically proven and accepted. However, the role of human activity in the creation and escalation of this calamity is debatable.   The role of carbon dioxide, methane, Carbon Monoxide in the combustion of oxygen and the hazardous impact of this interplay of gases is beyond scientific perplexity. Scientists have also consensus on the impact of greenhouse effect on our soil. Only a small number of scientists disagree with the concept that the gases and fossils of human activity are a major source of this effect. These scientists argue that human contribution is negligibly small as far the impact on the greenhouse effect and ozone layer is concerned. There are other natural

Social networking sites help students do better at school Research Paper

Social networking sites help students do better at school - Research Paper Example There are some students who find physical-social contribution and interaction difficult. Engaging these students through an online platform can make studying easy for them (Osborne). Dialogue and collaboration are hampered by the introduction of social networking on the learning environment. Collaboration and dialogue are critical to the one-to-many and one-to-one models. In the many-to-many model which is used in social networking, the point of attention shifts from the collaborative to cooperative learning and from the group level to an individual. While collaboration seeks that the group moves together, cooperation seeks individual affinity and flexibility in a learning environment. George Middle School, in Portland developed a program that encompassed social networking and school routine. Through the program, they discovered that grades increased by 50 percent. 20 percent of the students completed extra assignments at will. Through the program, they discovered that integrating social networking with the education system lowered absences by 33 percent. An article in The New York Times explains that, Erin Olson  a teacher uses social media to improve class participation. The students use a website where they post their feelings and thoughts about the classroom discussion. Olson appreciates the arrangement because students become more engaged in learning and participate when they others post their views than when done in class (Sang). Students and other individuals join social networks to associate and engage with others who are like minded and in need of learning similar things. Some schools impose learning management systems on their students. Many students are of habit of avoiding using the school-managed learning environments and systems because they are either difficult to use or irrelevant to the basic daily learning needs. Such a response from students shows that a loose network of composed of willing participants guarantees

Starbucks Essay Example | Topics and Well Written Essays - 2000 words

Starbucks - Essay Example The next portion of the essay will describe theoretical background of marketing concepts. Marketing Concepts Research scholars such as Burrow (2011), Sandhusen (2000), and Mercer (1996) have stated that organizations need to decide marketing strategy in terms of marketing mix, segmentation and target market, in order to become successful in competitive business environment. Kotler et al (2009) have pointed out that organizations need to change marketing mix such as product, price, place and promotion in accordance with the situational perspective, in order to achieve competitive advantage. Kotler et al (2009) have tried to establish link between implanting right marketing strategy and competitive advantage model proposed by Michael Porter (1980, 1985, and 1991). Elements of marketing mix can be explained in the following manner: Product Companies manufacture new products in order to match steps with the ever-changing nature of consumer demand. Organizations develop products through m ultiple stages like generating idea about new products by using primary and secondary research; selecting the potential idea through idea screening, testing the concept of product development with the help of feedback of customers, analyzing the business aspect of the product development such as market volume, price estimation, market size calculation etc., launching the product in small market segment in order to test acceptance of the product, manufacturing the product on commercial basis after achieving success in test marketing phase and finally commercializing the product. Ansoff matrix can be used in order to understand the significance of product concept in marketing. (Source: Stone, 2001, p. 51) According to Ansoff matrix, companies develop product strategy due to four reasons, 1- increasing market penetration by existing products in existing markets with an intention to decrease risk factors associated with entering new market, 2- developing new products for the existing ma rket in order to achieve competitive advantage over competitors, 3- launching an existing product in new markets in order achieve business growth in foreign shore without investing huge amounts of capital in new product development, and 4- launching new products in new markets in order to create brand awareness among customers. Mintzberg et al (2003) have stated that companies need to decide the product portfolio in accordance with the demographic and societal trends of a particular country. Price Companies decide the price of products in accordance with macro environmental characteristics of market and in some cases organizations decide the price of products in order to enhance brand image. For example, Apple use premier pricing policy or assigning high price on products in order to show class and aristocracy, while Wal-Mart uses cost orientation strategy in order to offer everyday merchandises at everyday low price (EDLP) to customers. Adopting EDLP model has helped Wal-Mart to ac hieve price competitiveness over their competitors. Place Companies decide distribution strategy in order to distribute products to customers. Organizations design distribution channel backed by retailers, wholesalers, online sales channel, c&f agents, company sales executives etc., in order to

Social networking sites help students do better at school Research Paper

Social networking sites help students do better at school - Research Paper Example There are some students who find physical-social contribution and interaction difficult. Engaging these students through an online platform can make studying easy for them (Osborne). Dialogue and collaboration are hampered by the introduction of social networking on the learning environment. Collaboration and dialogue are critical to the one-to-many and one-to-one models. In the many-to-many model which is used in social networking, the point of attention shifts from the collaborative to cooperative learning and from the group level to an individual. While collaboration seeks that the group moves together, cooperation seeks individual affinity and flexibility in a learning environment. George Middle School, in Portland developed a program that encompassed social networking and school routine. Through the program, they discovered that grades increased by 50 percent. 20 percent of the students completed extra assignments at will. Through the program, they discovered that integrating social networking with the education system lowered absences by 33 percent. An article in The New York Times explains that, Erin Olson  a teacher uses social media to improve class participation. The students use a website where they post their feelings and thoughts about the classroom discussion. Olson appreciates the arrangement because students become more engaged in learning and participate when they others post their views than when done in class (Sang). Students and other individuals join social networks to associate and engage with others who are like minded and in need of learning similar things. Some schools impose learning management systems on their students. Many students are of habit of avoiding using the school-managed learning environments and systems because they are either difficult to use or irrelevant to the basic daily learning needs. Such a response from students shows that a loose network of composed of willing participants guarantees

Modern American History Essay Example | Topics and Well Written Essays - 1500 words

Modern American History - Essay Example Thus, the advent of nuclear weapons has created profound difficulties to the very spirit of liberal democracy; and the tension between nuclear weapons secrecy and the values of liberal democracy is not new now. During the Cold War, the U.S. intelligence community had maintained maddening level of secrecy, especially on matters of defense and to question it was to run the risk of being accused of lack of patriotism, which became the defense mechanism of the McCarthy era. Is it any different now Can we anymore defend our human rights without appearing to be being "for" the terrorists The answer lies somewhere else. Since Machiavelli, secrecy has been seen as a way of the Republic, which must exercise bureaucratic power by governing through such means that must not be concealed. Such intrigue is the first step towards attaining a stronghold into affairs that is free of public scrutiny and thus becomes rigid, canonical and powerful. The present state has become a panopticon who must gaze into the public and private affairs of its people with distinct "mistrust" and hence raise an air of constant alarm. Woodrow Wilson's Woodrow anti-secrecy assertion during the 1912-election campaign held the view that "Government ought to be all outside and no inside," he said, and "there ought to be no place where anything can be done that everybody does not know aboutcorruption thrives in secret places, and we believe it a fair presumption that secrecy means impropriety."1 However, what actually tilted the balance beam towards governmental secrecy were the Atomic Energy Act of 1 946 and the National Security Act of 1947 just during the Cold War era, which established this determined requirement for secrecy beyond the public's eye and beyond their acquiescence. Political theorist Robert Dahl observes this phenomenon of a sudden urge for nuclear secrecy and comments that such requirements are "a tragic paradox" since "these decisions have largely escaped the control of democratic process."2 Secrecy and its norms have largely become effectively dogmatic after September 11. The whole world has really changed forever but not for good. The government terms this as moral obligation to protect secret and balance it constantly against the public's right to access in a culture of openness. Thus is the question is not secrecy oppressive On the contrary, even in the face of such turbulence one can draw the example of the European Convention of Human Rights. The Rights of people, as per ECHR (European Convention of Human Rights) are put above the rights of states out of a realization, borne out of harsh reality, that states acted in self-interest to the detriment of humanity throughout history. From time immemorial, the concept of States always shares a sense of being threatened (especially superpowers like us Americans): a cause and effect relation of dominating and trying to offer resistance. It is generally believed that though there are peaceful and controlled environments exi sting within states, the international arena is anarchical and prone to uncontrollable violence. What these motifs do is put the focus of national security on the protection of one's territorial boundaries and sovereignty. Power comes to be measured through military capability, where everybody starts sharing a sense of being marginalized. The world begins to have an absurd dynamism and begins to operate on a zero-sum game in which, according to

Putting a Stop to Film Piracy Essay Example for Free

Putting a Stop to Film Piracy Essay Film piracy is one of the most lucrative forms of intellectual property theft in the United States and in the rest of the world. Movies are illegally copied, reproduced, and mass distributed in different ways such as in replicated DVDs or through the Internet for financial gains. Piracy is an act of stealing and it â€Å"includes the unauthorized copying, distribution, performance or other use of copyrighted materials† such as movies and television shows (Motion Picture Association of America). These practices result to negative impacts on consumers, the film industry, and to the whole economy. No matter how enticing are the reasons why people support pirated movies, film piracy remains to be a punishable crime for it is equal to stealing the properties and hard work of other people. Therefore, people who produce and distribute pirated movies for illegal purposes should face the consequences of their actions. Reasons Why People Engage in this Crime There are several ways how to pirate films. These movies are produced either by recording inside the theater, post-production leaks or leaks from an awards screener, stealing film print, stealing legitimate DVD prior to official date of release, or by ripping a legitimate DVD of any protective code (Treverton 37). These stolen copies of the movies are then burned or replicated in more DVDs or uploaded in the Internet without the consent of their original owners and then sold at cheaper prices or distributed for free. Despite being prohibited by law, film piracy is hard to control because many people instantly benefit from it. The people behind the business earn a lot from pirated movies because they do not have to buy the copyrights of the movies or pay royalties. Despite having lower qualities at times, buying pirated movies appeals to consumers because they can get films for free or for a very cheap price. â€Å"The low prices of pirated films compared with the legal ones make the former very attractive to buyers† (Treverton 31). Consumers who have limited budgets would prefer to buy pirated movies or download illegally from the Internet than to spend the money in cinemas. But these are only temporary benefits and in the bigger picture, film piracy causes more harm than good results. How Film Piracy Harms Pirated movies gain support from those who see them as answers to financial burdens. But many people remain unaware of the how movie piracy actually contributes to the sufferings of the whole country’s economy and film industry. These people do not recognize the importance of not supporting the products of piracy. The economy loses a lot of money annually because of the organized crime of intellectual property theft. Each year, â€Å"motion picture piracy costs the U. S. economy more than $20 billion† and because of the illegal reproduction of films, lesser income is earned by the movies and lesser money is contributed by the movie industry to the country’s economy (Grover and Shields). Piracy is also one of the biggest threats to film and music industry. The whole entertainment industry suffers from this crime. â€Å"The global film industry creates more jobs, more entertainment choices and more opportunities for the creative professions† and because of piracy, lesser opportunities are given to film production because budgets for discovering new talents, artists, directors, and production staffs are limited and restrained by the lack of budget (MPAA). There is a big possibility for the value of film making to decline and maybe even completely crash. Consumers will also suffer then because, aside from getting little for the money they invest in illegal products, they are also contributing to the wealth of people who have not really worked hard for the film. When the movie industry loses money to piracy, the costs produce quality and meaningful films and shows also become more expensive. Punishments and Consequences Piracy equals theft. Therefore, it is important to have laws created to protect the copyrights of films and television shows. â€Å"These laws help safeguard the creative works that support the livelihoods of the 2. 4 million Americans who work† together to create quality films for the entertainment of consumers (MPAA). The enforcement of laws makes copyrighted movies valuable and pirating these products makes them known as stolen properties. Many critics of the anti-piracy law and other laws related to copyright violations believe that the anti-piracy bill has harsh repercussions. Critics of anti-piracy laws believe that the punishments for acts related to piracy are too severe at times because lengthy prison terms and huge fines await those who will be caught involved in movie piracy. â€Å"First-time violators can be sentenced to up to five years in prison if the camcording was committed for financial gain or commercial advantage and fined up to $250,000† (MPAA). Critics say that there should be a limitation for the consequences of reproducing materials such as films. But for the industries that are affected by this crime, they need greater enforcement of laws because their lost sales continue increasing as consumers retain access to free music and movies on the Internet (Grover and Shields). Conclusion Reproducing copyrighted materials such as films are prohibited by laws. Piracy is a form of theft and many people profit a lot from stolen works. It has become a problematic dent in the film industry because movie outfits are hurt by this illegal act. Apprehenders are not easily caught and are not always given their rightful punishments. Purchasing pirated movies or getting them illegally from the Internet may seem like a mild offense for an ordinary person. But if this crime is done in volume, the negative consequences of movie piracy are proven to be detrimental to those who are part of the industry of film making because the act already translates into theft and a violation of another person’s rights. Works Cited Grover, Ronald and Shields, Todd. â€Å"Movie-Piracy Websites Shut Down by Raids. † 30 June 2010. Web. 23. Aug. 2010. Retrieved from http://www. bloomberg. com/news/2010-06-30/movie-piracy-web-sites-shut-down-in-coordinated-raids-by-u-s-officials. html. Motion Picture Association of America (MPAA). Frequently Asked Questions. 2010. Web. 23 Aug. 2010. Retrieved from http://www. mpaa. org/contentprotection/faq. Treverton, Gregory F. â€Å"Chapter Three: The Shape of Counterfeiting and the Example of Film Piracy. † Film Piracy, Organized Crime, and Terrorism. California: RAND Corporation, 2009. Print. Pp. 27- 38.

Adults in Rebound Relationships: A Narrative Inquiry

Adults in Rebound Relationships: A Narrative Inquiry Adrienne Maie C. BactolSushmita G. De Leon Kyle Marie S. CayabanMa. Fatima G. Isanan Everybody has heard of rebound fling. This type of relationship comes immediately after ending the previous relationship. Rebounds are usually not based on love, rather it is just a way for people to relieve themselves from the loneliness and hurt they felt from their break-up. They are dubbed as â€Å"rebound† relationship which reflects a common perception that they are somehow unique or different from a non-rebound relationship. According to Brumbaugh and Fraley (2014), â€Å"A rebound relationship is commonly understood to be a relationship that is initiated shortly after the end of a significant romantic relationship—before the feelings about the former relationship have been fully resolved.† The statement represents a commonly held negative view of rebounds. In sum, the consensus is that a rebound relationship is a band-aid that will distract us from dealing with unresolved emotional issues related to our previous relationship. A band-aid that can only stay in place temporarily and when ended, it still reveals an unhealed wound. People who lately experienced a breakup may gain from engaging through their emotional distress particularly by means of reflection and considering a new relationship (Marshall, Bejanyan, Ferenczi, 2013). People rely on the representations of their former partners in finding a new partner to guide the way they relate to others (BrumbaughFraley, 2006). However, according to Spielmann, MacDonald and Tackett (2011), ex-partners perceived as having high potential for meaningful connection are especially difficult to get over when current or future partners fall short in satisfying needs for intimacy and closeness. But, focusing on a new relationship options – either a new partner or an optimistic outlook on relationships – decreases attachment to an ex-partner for anxiously attached individuals (Spielmann, MacDonald, Wilson, 2009). On the other hand, according to Spielmann, Joel, MacDonald and Kogan (2012) ex-partners may be used in a substitution process to strengthen bel ongingness needs when new relationship gets sour. One reasonable way that may facilitate the process of letting go is to enter into a new relationship (Spielmann et al., 2009). But it does not necessarily mean that the benefits provided by this path in getting over the previous partner outweigh the cost. To this point, there is little empirical evidence of strong costs to rebound relationships. Indeed, Wolfinger (2007) argues that divorce and time-to-remarriage statistics provide no supportive evidence for rebound-related problems. Conversely, Brumbaugh and Fraley (2014) made an empirical research about rebound relationships, their research suggests that finding a new partner is beneficial compared to those people who remain single after the relationship has ended, and people who waited longer to start their subsequent relationship has lesser welfare than people who begin their relationship quickly who also had better view of themselves. They also found out that, people who begin their relationship immediately might found some resem blance between their previous partner and new partner. Lastly, one reason that people enter into a rebound relationship is to make vengeance to their previous partner and to vent their fury. Relationship Termination It is important to know and understand about rebound relationships from which it has develop. Relationship termination was associated with increases in psychological distress as well decreases in the way that individuals rate their satisfaction with life which represents a significant stressor (Rhoades, Kamp Dush, Atkins, Stanley, Markman, 2011). In addition, Marshall et al. found that people who had painful breakups may allow other people to grow and be resilient, cleverer, and may have higher processing of cultivating themselves as an individual. They also established that different attachment styles of person can contribute to development of the person after the relationship has terminated.They concluded that a person who has a broken heart and suffered the most has the possibility to encourage themselves to have an optimistic transformation. On the other hand, it appears that avoidant individuals appear to feel they have less to lose in highly intimate relationships, and as a res ult expect less pain when the relationship ends (Spielmann, Maxwell, MacDonald,Baratta, 2012). Relationship termination states that it is commonly depressing even for the person who initiated to end the relationship (Rhoades et al., 2011). It is typical to go through a period of grieving after terminating the romantic relationship. During this period, people may experience sadness, anger, and sometimes even challenging anxiety (Chung et al., 2003). People also often experience profound loneliness after losing a partner (Moller, Fouladi, McCarthy, Hatch, 2003). Certainly, serious consequences may arise if the relationship termination was a divorce; such as custody arguments andmonetaryneeds(Wickrama, Lorenz, Conger, Elder, Abraham, Fang, 2006). With these, other than the immediate effects of a relationship loss, the loss of a partner can have a broad impact on life despite the fact that the majority of the conclusions connected with breakups are undesirable but some could be positive.In addition, relationship termination, specifically whenunanticipated, is known to hitthe thought toward oneself and self-respect. Amongst the best methods for repairing this, is to prove that the person is worthy and equipped for effectively getting new partner (Campbell, Trapnell, Heine, Katz,Lavallee, Lehman, 1996). In fact, Tashiro and Frazier (2003) states that individualimprovement is common following breakups. After you leave your previous partner, it may allow you to increase a new feeling of autonomy or change undesirable behaviors and ways of thinking. Research shows individuals who are intimate relationship have lower dynamic social lives than single individuals (GerstelSarkisian, 2006). In sum, if the past partner was a poor match or had an unfavorable effect on ones mental well-being, the individual may be more satisfied and adjusted without the partner in his or her life. Rebound Relationships and Coping Mechanisms Coping mechanisms are employed by individuals in attempts to resolve difficulties or manage their internal or external demands that are challenging to their psychological resources (Bouchard Theriault, 2003). In addition, Choo, Hatfield and Levine (1996) state that â€Å"men tend to use emotional distraction or dampening techniques following breakups, involving such things as burying themselves in work or sports to forget or ignore the pain resulting from the recent breakup†. Therefore, men will try to avoid the negative thoughts or emotions that are correlated with therelationship termination by focusing their attention elsewhere, which suggests the possibility that mencould also easily distract themselves by means of another relationship. Also, men have a tendency to be more defenseless, stunned, or disappointed when social terminations happen. They have been found to handle the closure of a sentimental relationship more difficult than women, and also been found to have stro nger emotions of pity and depression (Demaray, Malecki, Rueger, 2008). Men are mostly engage in direct unwanted behaviors such as showing up at their ex-partner’s home. Women, on the other hand, are most likely to engage in less direct unwanted behaviors such as leaving phone messages (Haugaard Seri, 2003). According to Shimek and Bello (as cited in Hill, Rubin Peplau, 1976), women are most likely to initiate the breakup than men do. It could be assumed that women have experienced less emotional violence and distractions. Women get to be aware of social issues sooner than men do, which permits them to plan for the certain and leave men unexpected revelation. Women tend to start stalking and consistently striving to restart the relationship by their ex-partners as more unreasonable than male. This then introduces theidea that men could be more likely than women to enter into rebound-type relationships after relationshiptermination as a way to redirect themselves away from the negative emotions associated with the recent break-up. However, one longitudinal investigation of undergraduate students examining the forecasting error found that the participants who had finished a two-month romantic relationship, majority part of them reported enhanced prosperity after ten weeks. These changes were more unusual in people who reported being really infatuated with their partners or who had a hard time in pursuing dating another person (Eastwick, Finkel, Krishnamurti, Loewenstein, 2008). In fact, researchers have discovered variety of indicators for emotional recovery after a breakup which assimilate affection for the previous partner, as well as length of the past relationship, attachment style and situational factors, such as proceeded contact with the ex-partner. They have not given a specific and prudent time allotment to serve everyone (Locker, McIntosh, Hackney, Wilson, Wiegand, 2010). Locker and colleagues (2010) also found that the shorter length of past relationship and quickness of returning back to a relations hip were identified with enhanced social adjustment when assessed alongside with a variety of situational factors including social support. In other words, rapidly engaging in another relationship is more powerful in elevating a return to positive adjustment and relational recovery than more customarily acknowledged systems such investing time with family or companions. In addition, engagement in a new relationship also seems to allow the individual to prevent depressive states often associated with social exclusion (Allen Badcock, 2003). Potential Functions of Rebound Relationship The period after a separation might be challenging for some individuals. Entering into another relationship may serve to help with some of these difficulties. One possibility is that individuals may utilize rebound relationships as an adapting coping strategy or asintend to distract themselves from painful emotions. Another possibility is that individuals may use rebound relationships as an approach to support fearlessness to demonstrate themselves or others that they are desirable. Dating another person may give a way to divert interest from these negative feelings. Research proposes that individual breakups can reduce thought toward clarity, making them feel less sure of whom they are.(Slotter, Gardner, Finkel, 2010).Dating another individual may help to reaffirm ones thought toward oneself and give approval that one is attractive and deserving of affection and consideration from others. Frazier and Cook (1993) found out that the main consideration in recovering from a relationship termination is confidence. Hence, if individuals might benefit that the relationship proves to be self-affirming to oneself they are more encouraged to try another relationship. Moreover, rebound relationship may be a way for filling a gap left by the previous partner, whether emotional or practical. Maner, DeWall, Baumeister, Schaller (2007) discovered that feelings of attachment can unconsciously change from an old relationship partner to another person when there is some level of similarity between two people (Brumbaugh Fraley, 2006). For other people, it may be more overt and helpful if the person found a partner to fill what is left behind by the previous partner. Therefore, for the purpose of vengeance, some individuals may enter into another relationship.People often elicits anger who experienced relationship termination (Sbarra Emery, 2005), and it could be frustrating when one did not admit the separation(Perilloux Buss, 2008). In expressing their fury, individuals may be interested by making vengeance or by striking back and making their partner feel jealous through finding a new partner. They may be moreover motivated to show to their previous partner that they do not need to bother him or her, or to make it to the point that the previous partner is not essential anymore (Brumbaugh Fraley, 2014). Current Study As such, we know little about what kind of people are likely to be involved in rebound relationships or what functions these relationships might serve. Moreover, it is not obvious whether such relationships are necessarily â€Å"misguided† in the way they are portrayed in popular culture. In fact, studies of relationship scripts suggest it is normative to enter new relationships even prior to thedissolution of the old relationship (Richard, Datteri, Lord, 1998). Since there is very little research that touches on the pros and cons of rebound relationships or thevalidity of the claims typically made of them, the present study will aim to know the stories of adults who are in the midst of rebound relationship. It aims to understand how they coped emotionallywith their previous relationship, how they describe their present relationship and howother people view their present relationship. The present study will also shed light to a deeper meaning of rebound relationship; whether entering a new relationship, and the timing of doing so, will be beneficialor detrimental to one’s new romantic relationship. The current study will aim to answer the question, â€Å"What is the story behind rebound relationships of adults who are in the midst of it?† It will answer the following specific questions: â€Å"How did you cope with your previous relationship?† â€Å"How do you describe your present relationship?† â€Å"How do people view your present relationship?† Method Research Design We will be using a narrative inquiry on this study. We will ask adults, who are in the midst of rebound relationship, to narrate their stories. We chose narrative research design, a qualitative research design, because according to Barrett and Stauffer (2009), â€Å"narrative inquiry looks at individuals’† experiences and beliefs through the stories they tell. It also provides complementary knowledge: in-depth description, understanding,and clarification of lived experience, with attention tospecifics and complexity (Polkinghorne, 2005). Narrative research design is also a lens into how humans understand their lives within particularcultures and time. The process of telling, recording, and interpretingpersonal life stories can be a poignant vehicle in understandinghow we create meaning of our existence and is well-suited toresearch professional practices (Hoshmand, 2005). Participants The participants of this study will be ten rebounders who are in the midst of rebound relationship for a span of three months and above. Participants must be 21 – 40 years old. They shouldhave entered into a new relationship right after ending their previous relationship (at most, a month). Participants will be selected through a snowball sampling method. According to Oliver (2006), snowball sampling is type of non-probability sampling in which the researcher starts by distinguishing an individual saw to be a proper respondent. This respondent is then asked to recognize an alternate conceivable respondent. The process is repeated until the researcher has gathered sufficient information. It is now and then called `chain letter sampling. Snowball sampling might be a helpful strategy in research concerned with conduct that is socially unsuitable. Procedure In this study, we will find a participant using a snowball sampling. We will find participants by asking our families and friends if they know someone who is in the midst of rebound relationship. After selecting possible participant, they will narrate their story about being in a rebound relationship. The data will be collected through an in-depth interview. The sources of data will come from the audiotapes and transcripts of the interviews. During the interview, there will be an interviewer, an observer on participants’ behavior, note-taker who will take down notes of the important answers from the participants and a person who will record everything. After collecting the data, the transcripts and the notes during the interview will be encoded to the computer. There will be backup copies that will be stored in a separate location. To maintain confidentiality, in encoding transcripts and audio recordings, participants will be given a number. Also, audio recording will be destroyed after the study. Data Analysis After we gathered the information; we will listen to the recorded audio a number of times. Next, we will transcribe the information and we will carefully read it numerous times. Then, we will summarize the gathered information. All of the content that will address the research questions will be included. Also, the ideas and wordings of the participants will be rephrased at a minimum. We will chart and discuss the information from the narratives of the ten rebounders. Afterwards, we will come up with meanings and eventually, will lead us to themes that will answer our research questions. Data from ten adults in the midst of rebound relationship will be analyzed using thematic analysis; thematic analysis is a method for identifying, analyzing, and reporting patterns (themes) within data. It minimally organizes and describes your data set in rich detail (Braun Clarke, 2006). With this, we will replicate Braun and Clarke (2006) method. This method will be using six phases; 1.) familiarizing yourself with your data which includes taking notes or marking ideas for coding that we will then go back to in subsequent phases; 2.) generating initial codes which includes production of initial codes from the data;3.) searching for themes which re-focuses the analysis at the broader level of themes, rather than codes, includes sorting the different codes into potential themesand beginning to examine codes, and consider how different codes may combine together to form an overarching theme;4.) reviewing themes which includes two levels of reviewing and refining themes. Level one wi ll include reviewing at the level of the coded data extracts. Level two will consider the validity of individual themes in relation to the data set, but also whether the candidate thematic mapâ€Å"accuratelyà ¢Ã¢â€š ¬Ã… ¸ reflects the meanings evident in the data set as a whole; 5.) defining and naming theme; we will then define and further refine the themes that we will present for our analysis, and analyses the data within them; 6.) producing the report, this phase will start when we already have a set of completely worked-out themes, and we will include the final analysis and write-up of the report. After forming the themes, it is important that the analysis will give concise, coherent, logical, non-repetitive, and interesting account of the story the data will tell – within and across themes.