Anton Chekhovs Selected Stories :: Selected Stories Essays

Anton Chekhov is a master at showing aspects of real life; how fed up people are, how it really is without the everyday pleasantries, and how exploitable people are by one another. Chekhov uses these three aspects with great mastery to show his form of real life in his "Selected Stories." Chekhov shows how fed up people are with one another in his short story the "Jailer Jailed." This story is about a man, who is a prosecuting attorney, is actually living in his own jail; being married to his wife who lets him do nothing but wait on her hand and foot. "I understand what it means to be in jail!" This quote explains just how the man feels living his life the way he is. The above is a direct example in life as how fed up people are. It just makes weird sense that a man with so much power with people doesn't have a prayer with his wife. "Milksop" is another one of Chekhov's stories showing how real life is, but this particular one depicts life without its pleasantries. This story is about a reporter who wants to be invited to this prestigious party but can't go because he works for the press. This shows real life without its pleasantries. Because the man couldn't get into the party because he was a reporter, his public power failed him. "A Nincompoop" also shows real life as Chekhov sees it, but this particular one depicts how exploitable people are by one another. This story begins with a women's payday. But, to her surprise her employer starts to deduct for things she has broken and for other dumb reasons. When he gets all done all she is left with is eleven out of sixty rubles. But she takes them gladly anyway. Then her employer asks if she thinks this is fair, and she agrees. Then her employer says that she is stupid and gives her the

Montessori method of education Essay

Dr. Maria Montessori is the laminitis of the Montessori method of instruction. She started her foremost schoolroom â€Å"Casa dei Bambini† or Children’s House in 1907. Montessori method of instruction stresses the importance of esteeming kids – â€Å"Help me to assist myself† . Montessori instruction celebrates its hundredth twelvemonth in 2007. The ends of a Montessori instruction were to develop centripetal preparation. linguistic communication acquisition. arithmetic. physical instruction. practical life accomplishments and abstract thought through the instruction of the whole kid and the integrating of the household into the early instruction system. Montessori began her educational experiences by working with particular demands kids. At the clip of Montessori. particular needs kids were thought of as a â€Å"lost cause† . They could non larn how to go members of society because intelligence was fixed. She strongly opposed to the perceptual experiences on cognitive abilities of these kids at the clip. and believed that they could larn how to go members of society through particular learning techniques that utilized centripetal instruction and hands-on experience. Her purpose was to learn kids faculty members through practical life experiences and to â€Å"†¦to develop the whole personality of the kid through motor. sensory. and rational activity† ( Hainstock. 1997. 35 ) . Montessori – The Montessori schoolroom is a meticulously prepared environment designed specifically to run into the demands of the kid both physically and emotionally. One facet of the prepared environment includes the Practical Life activities. Many Practical Life activities are tasks the kid sees routinely performed in the place. They each serve a meaningful intent as the kid Masterss each piece of work such as binding places. pouring H2O. brushing. or run uping and cookery. Through Practical Life activities. a kid will besides develop and polish societal accomplishments. These accomplishments developed through Practical Life construct self-esteem. finding and independency. The pupil learns to take attention of him and the surrounding environment. Maria Montessori explains in. The Discovery of the Child. â€Å"Through practical life exercisings of this kind the kids develop a true ‘social feeling. ’ for they are working in the environment of the community in which they live† ( 5. pg. 97 ) . Additionally. all right motor accomplishments are improved through usage of the Practical Life stuffs. Through repeated undertakings which enable a kid to polish concentration. coordination. independency. and order. a child’s sense of self-worth grows. The Practical Life accomplishments are an indispensable constituent in the Montessori schoolroom. Not merely do they supply a nexus between place and school for the new Montessori pupil. but they provide a foundation for life-long love of While looking rather simple and insistent. Practical Life activities are extremely purposeful. A kid engaged in such activities demonstrates high degrees of concentration. sense of order. and polish of all right motor accomplishments. Besides. they show a sense of independency through caring for oneself and the environment. Furthermore. they show respect for schoolmates and instructors and develop a sense of pride. Not merely are these accomplishments and qualities necessary to come on in the Montessori schoolroom. but they are besides needed as an single develops into maturity. Practical Life activities can be divided into six chief classs. First. are Preliminary Exercises which assist in making modus operandi and order in the environment and are requirements for other activities. How to a axial rotation a mat. transport a chair. or how to open and shut a door are illustrations of Preliminary Exercises. Practical life exercisings besides include Fundamental Skills such as pouring. spooning. or tonging. As with all lessons in the Montessori schoolroom. these activities follow a consecutive order and ideally. each lesson builds upon the last. Another class is Care of Self. Activities such as rinsing custodies. buttoning. or binding shoe laces assist the kid to go physically independent. Care of Environment is another class affecting activities such as brushing. irrigating. cleansing. etc. Control of Movement is an country of Practical Life which encompasses lessons such as walking the Line and the Silence Game. Additionally. societal Grace and Courtesy lessons are introduced to the kid. These may include lessons on how to state please and thank you. disrupting person. or presenting friends and familiarities. Montessori stressed the relationship of these exercisings to the general felicity and good being of the kid. â€Å"A kid who becomes a maestro of his Acts of the Apostless through long and repeated exercisings [ of practical life ] . and who has been encouraged by the pleasant and interesting activities in which he has been engaged. is a kid filled with wellness and joy and remarkable for his composure and discipline† ( The Discovery the Child. 5. pg. 93 ) . Changing types of presentations can be used by the instructor to present Practical Life activities. First is a corporate debut given the kids at one time. This could include proper table manners. how to disrupt person. how to talk with an inside voice. or how to turn the page of a book. Another method is a group presentation given to a little assemblage of kids. The last method of debut is Individual. given merely to one kid at a clip. Montessori believed the prepared environment is straight correlated to the child’s development. The schoolroom is a specifically designed country arranged entirely for the kids. There should be a assortment of motion and activity and all work operates together through the subjects. Montessori besides believed in the importance of aesthetically delighting schoolrooms. Children respond well to beauty. order. and quality in their environment. Through the Practical Life activities in the Montessori schoolroom. a kid non merely learns concentration. coordination. independency and order. but besides how to interact with others and derive an apprehension and grasp of the environment. The kid begins to construct himself from within while larning to handle him and others with regard and self-respect. These apprehensions finally prepare the kid for entry into society and a life-time of self-respect and self-worthiness. Practical Life activities in the Montessori schoolroom finally provide the foundation for success in all countries of life. Movement – Montessori said- â€Å"one of the greatest errors of our twenty-four hours is to believe of motion by itself. as something apart from the higher functions† ( The absorbent head. pg 151 ) – it is non every bit clear as to how scientists and instructors have failed to observe the supreme importance of activity in the edifice up of the adult male to adult male be! It was during the clip of Dr Maria Montessori who felt it was clip to stress more on â€Å"movement† in educational theory – Mental development must be connected with motion. Like man’s nervous system is divided into three parts-BrainSense organs- collect feeling and go through them to the encephalonMuscles – the nervousnesss transmits nervous energy to the musculuss and this energy controls the motions of the musculuss. Motion is the concluding consequence to which the working of all these delicate mechanisms leads up and it is because of motion that personality can show itself ( The absorbent head. pg 148 ) ! The great philosophers must utilize address or composing to convey his thoughts and this involves muscular motion. What would be the value of his ideas if he gave them no look? This he can merely make by doing usage of his musculuss. Psychologists regard the musculuss as a portion of the cardinal nervous system ( works as a whole to set adult male in relation with his milieus ) and this whole setup of Brain. Senses and Muscles is called – the system of relationship- it puts adult male in touch with his universe ( populating or non life and with other people ) and without its aid a adult male could hold no contact with his milieus or his chaps. The vegetive systems merely help their proprietor to turn and be. It is the system of relationship which puts him into contact with the universe! There is nil in the universe which plays no portion in the cosmopolitan economic system. and if we are endowed with religious wealths. with aesthetic feelings and a refined scruples. it is non for ourselves. but so that these gifts shall be used for the benefit of all. and take their topographic point in the cosmopolitan economic system of religious life. Nature has given us many abilities and these must be developed and used. We know that for the enjoyment of good wellness. bosom. lungs and stomache must all work together. We must use the same regulation to the system of relationship. the cardinal nervous system†¦ . . if we have a encephalon. sense variety meats and musculuss. all these must collaborate. The system must exercise itself in all its parts. none of them being neglected for illustration we want to stand out in encephalon p ower but to win in this we must include the other sides excessively. To hone any given activity â€Å"movement† will be needed as the last phase of the rhythm. In other words a higher spiritualty can be reached merely through action and this is the point of position from which motion has to be judged. one of the greatest errors of our twenty-four hours is to believe of motion by itself. as something apart from the higher maps. we think of our musculuss as variety meats to be used merely for wellness intents. We â€Å"take exercise† or make â€Å"gymnastics† to maintain ourselves fit. to do us take a breath or to eat or kip better. It is an mistake which has been taken over by the schools. It is merely as though a great prince were being made the retainer of the shepherd. The prince – the muscular system –is merely being used to assist the vegetive life. Such premises will take to enquiry†¦there comes about a separation between the life of motion and the life of idea. Since the kid has a organic structure and mind both. games must be included in the course of study so as to avoid pretermiting any portion of n ature’s proviso. To maintain believing about the head on one manus and the organic structure on other manus is to interrupt the continuity that should reign between them. This keeps action off from thought. The true intent of motion is to function the terminals of being – that is the development of the head ( The absorbent head. pg 151 ) . All motion has most intricate and delicate machinery. but in adult male none of it is established at birth. It has to be formed and perfected by the child’s activity in the universe. Movement and activity are natural maps of childhood and acquisition comes through them. Activity becomes progressively of import to development. It is the motion that starts the intellect working†¦ Till now all pedagogues have thought of motion and the muscular system as AIDSs to respiration. or to circulation. or as a agency of constructing up physical beef up our new construct the position is taken that motion has great importance in mental development itself. provided that the action which occurs is connected with the mental activity traveling on. Both mental and religious growing are fostered by this. without which neither upper limit advancement nor maximal wellness ( speech production of the head ) can be. A kid is a inventor. He is an formless splendid being in hunt of his ain signifier. For illustration in the development of address. we see a turning power of understanding travel side by side with an drawn-out usage of those musculuss by which he forms sounds and words. Observations made on kids – the universe overconfirms that the kid uses his motions to widen his apprehension. Movement helps in development of head and this finds renewed look in farther motion and activity ( The absorbent head. pg 154 ) . The kid additions experience through exercisings and motion. He coordinates his ain motion and records the emotions he experiences in coming into contact with the external universe. The importance of physical activity or motion in a psychic development should be emphasized. The kid has an internal power to convey about cordinations. which he creates himself. and one time these have begun to be he goes on honing them by pattern. He himself is clearly one of the chief originative factors in their production. The motions the kid acquires are non chosen randomly but are fixed. In the sense that each returns out of a peculiar period of development. When the kid begins to travel. his head being able to absorb. has already taken in his milieus. He Is directed by a cryptic power. great and fantastic that he incarnates small by small. In this manner. he becomes a adult male. He does it with his custodies. by experience. foremost in drama so through work. The custodies are the instruments of man’s intelligence. He constructs his mind measure by measure boulder clay it becomes possessed of memory. the power to understand and the ability to believe. â€Å"The child’s head can get civilization at a much earlier age than is by and large supposed. but his manner of taking in cognition is by certain sorts of activity which involves movement†¦ . † ( Montessori notes ) It is really interesting to analyze the mechanical development of motion. non merely because of its elaborateness but because each of the stages it passes through is clearly seeable. Man’s pes can be studied from three points of position: the psysiological. the biological and the anatomical and all of them are most interesting. The manus is in direct connexion with the man’s psyche. but besides with different ways of life that work forces have adopted on the Earth in different topographic points and at different times. The accomplishments of man’s manus are bound up with the development of his head. and in the visible radiation of history we see it connected with the development of civilisation. The custodies of adult male express his idea and from the clip of his first visual aspect upon the Earth hints of his handicraft besides appear in the records of history. Hence. the development of manual accomplishment keeps gait with mental development. We are told that St. Francis of Assisi – possibly the simplest and purest of human psyches used to state – â€Å"Look at these great hills! They are the walls of our temple and the aspiration of our Black Marias! † ( The absorbent head. pg 163 ) The truth is that when a free spirit exists. it has to happen itself in some signifier of work and for this custodies are needed. ( The absorbent head. pg 163 ) The manus are connected with mental life. allows the head to uncover itself and enables the whole being to come in into particular relationship with its environment. His custodies under the counsel of his intellect transform this environment and therefore enable him to carry through his mission in the universe. The instruction of the motions is really complex. as it must match to all coordinated motions which the kid has to set up in his physiological being. The kid if left without counsel is disorderly in his motions and these disorderly motions are the particular features of the small kid. The kid is seeking the exercisings in these motions which will form and organize the motions that are utile to a adult male. The kid follows direction/instructions and if his motions are made a small definite so the kid grows quiet and contended and becomes an active worker. a being composure and full of joy. This instruction of motions is one of the chief factors in bring forthing that outward v isual aspect of â€Å"discipline† to be found in the â€Å"children’s house† . ( Montessori notes ) Importance of motion: –Movement leads to:Muscle development. both all right and gross – demand freedom for motion to take topographic point Stimulates the headStimulates the sensesDevelops concentrationDevelops independencyDevelops assurance ( through agility/balance and co-ordination ) Develops subject and willDevelops linguistic communicationLeads to standardizationConsequences in a healthy organic structure and headEmotional and rational development through motion: – Emotions are the impacting mental phases. organized by external thoughts of state of affairss and ever move while accompanied by bodily and mental exhilaration. However. when we talk about emotional development in kids. we find that kids show a broad scope of emotional reactions. Sometimes they are excited and ebullient and at other times they are down and sullen and some other clip they are merely angry. throwing fits. We find assorted sunglassess of emotions in them even at an early age. The word emotion originates from the Latin word â€Å" Emovere† which means to be excited. So. an emotion implies that province of head which excites a individual when adult male is influenced by emotion he gets aroused and his natural province of equilibrium is lost. Pattern of emotional development – if we have to understand the emotions of a kid of school age. it is indispensable to take into consideration his emotional development during the early old ages. Sometimes. freshly born babies behave as though they are violently aroused. If such vigorous behaviour means the strength of his feelings. so we must reason that emotional experiences can be as intense during this early period as at any ulterior phase of growing. Again we see that a new born kid is comparatively unresponsive to many stimulations which are likely to elicit him in later phases. Children are capable of rich and varied emotional experiences in the class of their development till they are grownups. Children from birth to 2 old ages go through a assortment of emotions and goes through many emotional experiences that may act upon his attitude towards life. Studies show that at birth there are general exhilarations largely refering his hungriness and amenitiess. after 2-3 months the kid shows definite marks of hurt along with delectation. By 6 months with his exposure of different sorts of stimulations the kid starts demoing other sunglassess of emotions like hurt or uncomfortablenesss develops into fright. disgust and choler. With the satisfaction of his demands he feels delighted and by the clip kid completes one twelvemonth this delectation differentiates itself from fondness. the kid recognizes emotions in others and responds to it clearly. But his emotions are non so strong as respect to joy and felicity when he turns one as they are at the age of 2. Therefore we conclude that by the terminal of 2nd twelvemonth the kid has already developed assorted emotions and feelings. Factors impacting emotional development – There are many factors that affect the emotional development among kids. the major 1s are – Fatigue – tired and exhausted kidIll wellnessOrder of birthIntelligenceEnvironmentParental attitudes The child’s emotions are still pure of contrasts. He loves because he takes in. because nature orders him to make so. And what he takes and absorbs to do it a portion of his ain life. so as to make his ain being ( The secret of childhood. pg 80 ) . The kid follows the adults and the words of a adult are supernatural stimulations. The kid is enchanted and fascinated by his actions and words. What the grown up Tells him remains engraved in his head like words incised by a chisel on a rock. The grownup should number and mensurate all his words before the kid. for the kid is hungry to take from him. he is an collector of love. The developing kid non merely acquires the modules of adult male: strength. intelligence. linguistic communication. but at the same clip. he adapts the being he is building to the conditions of the universe about him. The kid has a different relation to his environment from ours. The things he sees are non merely remembered ; they form portion of his psyche. He incarnates in himself all in the universe about him that his eyes see and his ears hear. In us the same things produce no alteration but a kid is transformed by them. This critical sort of memory which absorbs is called â€Å" Mneme† . In this procedure of soaking up. acquisition. geting. accommodating the kid is building non merely physically but emotionally or psychic as good. The minute the kid understands his environment he learns to work and accommodate to it and so further wants to get the hang in it which leads to alterations consequently. In this complete procedure the undermentioned emotions are built ; Self esteemAssuranceFeeling of capablenessSense of accomplishmentTherefore. kids enjoy procedure non purpose!The distinguishable difference between adult male and carnal – Montessori tends to follow a different point of view from many modern psychologists. Most of the psychologists place great accent upon the â€Å"inherited inclinations to behavior† which adult male has in common with animate beings. They maintain that everything we do is based on the natural impulses of human act. Therefore ; the love of cognition is but the sublimed inherent aptitude of wonder. For Montessori. she believes that adult male differs from carnal creative activity non merely in grade but besides in sort. She states that the most important thing about the kid development is non natural inclinations that are in common with animate beings. but the capacity to ground which distinguishes us from them. Here. she is non seeking to deny or minimize the significances of their findings. but she is stating that these simple psychic forces are merely a portion of the inquiry and a lesser portion. her strong belief is – â€Å"Animals have simply to rouse their inherent aptitudes towards their specified behaviour and their psychic life is limited to this. But in adult male there is other fact –the creative activity of human intelligence ( Montessori. notes ) . Unlike adult male. one can foretell the behaviour of animate beings. whereas for adult male. what he will make in the hereafter. no 1 can state. â€Å"For adult male there is no limit† ( Montessori notes ) . Man is a rational animate being to be most â€Å"like to God† whose image we are made. Man entirely possesses â€Å"that capable and god-like ground which enables us to make what no animate being has of all time achieved –i. e. to lift to a consciousness of our being i. e. ego consciousness. to the cognition that â€Å"I am I† . It is with this gift of ground or mind as foundation that we are able to construct our single characters. How shortly does a kid Begin to ground? Harmonizing to Montessori. it begins every bit early as a babe where the kid starts from nil. Its ground revolves round his internal working like a small bud. developing and presuming concrete signifier from the images it absorbs from the environment. Harmonizing to Montessori at her talk in 1944. it was stated that the first twelvemonth of a child’s life is the period where greatest psychic activity can develop by the human being. This is apparent because we know that the encephalon is one thing that is active during the first twelvemonth. That the ground why the caput of a one twelvemonth old has doubled in size since its Born. At the 3rd twelvemonth. its encephalon is already half that of the adult- at four old ages eight –tenths of its ultimate size. Montessori farther elaborated that it is during the first period that the human being grows chiefly in intelligence: the remainder of its growing during this period. being low-level to this developing psychic life. The three features we can detect about a kid during this period are – The kid creates his ain head –Since intelligence is what distinguishes adult male from all other animate beings. the first feature is the creative activity of intelligence. As said before he foremost constructs himself by absorbing everything from the environment by his unconscious head. With these countless feelings. the kid continues to construct his witting intelligence. Montessori said ; to construct up this witting intelligence. the work of the manus plays an of im port and indispensable portion. The intelligence builds its ain instrument –Second fact is while building his ain intelligence he besides begins to build his ain bodily instruments of look. The child’s power of motion will develop in subordination to this superior purpose i. e. of psychic development. Its activity will non be confined within the narrow bounds of natural behaviour. but will work as an instrument of a free moral agent. His ageless fate is placed within his ain custodies. Fantastic adaptative powers of the kid –The 3rd feature of this period. are the fantastic adaptative power possessed by the kid. Montessori illustrated this point by comparing adult male to animate beings. Example – if a cat is born in France. England or India. it would mew merely the same manner wherever it grows up. However for a kid he will talk Gallic in France. English in England and Hindi or any other idiom in India. This is because of its â€Å"inner construction† . Motion and mental assimilation leads to integrating of personality – The kid constructs himself through motion. The value of motion goes deeper that merely assisting in acquisition of cognition. It involves the development of child’s personality -in 1st twelvemonth babe establishes his physical his physical development through motion. He learns to utilize his limbs and whole organic structure to transport out motions such as creeping. standing and walking and sometimes running. In the following few old ages he refines his gross motor accomplishments through motion. He continues to develop his all right motor accomplishments through activities that involve motions. As the kid interacts with his environment. he absorbs the environment into his psychic life. Through repeated usage of stuffs in the environment he learns to compare. discriminate. differentiate and justice the qualities of the stuffs. As the kid additions experience through exercisings and motions. he co-ordinates his ain motion and records the emotions he experienced in coming into contact with the external universe. He learns self aid accomplishments. taking and sharing. This is the societal and emotional development of the kid. It is besides non sufficient to let kids to larn without giving him the chance to work or research with the stuffs. When kids work with the stuffs. it involves originative motion. When learning kids. it is non sufficient for them to hear the things which we wish him to larn. â€Å"We must give no more to oculus & A ; ear than we give to the hand† ( Montessori notes ) For illustration. in learning kids. the thought of dimension. it is no good to demo them a diagram of objects of assorted sizes. alternatively we need to supply kids with concrete stuffs such as the gnarled cylinder. tap tower. brown stepss. long rods and knobbles cylinders. They must be given the chance to research and experiment with the stuffs. This is so with all Montessori stuffs whether it is the four operations in arithmetic. parts of address or acquisition of lands and H2O. It ever involves motion. The kid as an single nowadayss two facets –the centre and the fringe. The centre is seen as the innermost bastion of the personality from which action returns. At this centre the kid increases his mental powers by seeking out esthesis and motion which takes topographic point at the 2nd portion of his personality i. vitamin E at the fringe. The fringe is that portion of the child’s personality which comes in contact with the external universe. It involves the senses. motions and the outward manifestations of his pick. Through uninterrupted interaction of the centre and the fringe. the head of the kid develops and expands. The directress should be concerned with the fringe as it is that portion of the kid that is accessible to her. The other methods of learning purposes at acquiring to the centre straight. The teacher’s concern is to feed the fringe. The instructor prepares the environment that meets the child’s inner demands and in his geographic expedition of the stuffs. he abstracts thoughts from them. As both centre and fringe interacts. the kid builds his head. The objects in the environment can non be chosen at random. Each stuff possesses an thought or concept to be realized. non to be announced by the instructor. At the kid explore with the stuffs. this concept/idea become presented. In pattern. we frequently find that even if the directress has prepared the environment and presented the stuffs to the kids. at that place do non look to be a chink of the centre and the fringe. The kid does non look to be interested and his act seems to be in a disorderly mode. Harmonizing to Montessori. the reply to this losing nexus is the â€Å"Point of Contact† . To explicate this. Montessori used the illustration of learning the grasp of music. If the instructor tries to play music forenoon boulder clay dark and kids are allowed to travel approximately to travel about anyhow and anyplace in a disorderly mode. there is a deficiency of contact. To decide this job. the musculuss. which move. should travel in response to the musical beat therefore set uping a psychic span between the psyche of the kid and the external world of music. The minute the kid understands that there exists the connexion ( i. vitamin E between the music and his motion ) . so the point of contact is established. So if the music changes its beat. so the kid becomes cognizant of it and changes his motion consequently. and he is on the route to hone himself. This world may be either material or religious ; but motion must ever attach to the kid at any rate. Let’s expression at an illustration to understand how the point of contact aid development. In their presenting of the sensory stuffs. kids were given new sounds. new forms etc. The chief intent of it is non merely convey new sounds. new forms but to convey order into this new feeling. The trouble or the mistake that the kid is to detect and understand must be isolated in a individual piece of stuff. For illustration the long rods will show to the kid merely a fluctuation in length and non in coloring material and design. Such isolation will assist child concentrate on the job more readily. It is through this method. that it leads the kid to be interested in dimension. and develop him to detect them in the universe about. Montessori calls her material â€Å"keys to the Universe† –it is of import to constantly retrieve that it is through this point of contact limited and precisely but existent work. helps the kid to cite the head to inquire at big in phantasy to something existent which opens up a new tract. With younger kids. nevertheless. it was observed that the exercisings in practical life will play an of import portion. but ever the point of contact will be established through motion. An illustration was to acquire up from a chair and carry it from one topographic point to another without any sound. The kids would be presented this construct of self flawlessness and would seek to make the same as it corresponds to his psyche. Again. we see the truth of Montessori’s axiom that â€Å"education begins through movement† .

Negative Effects of Social Media Essay

Social media has had made many impacts on society. Any website that allows social interaction is considered a social media site (Schurgin O’Keeffe, Clarke-Pearson). Due to the new technology taking over, social media has been easier than ever to get a hold of by the applications that have been made for portable devices. Through these devices and applications, being socially connected has made it easier to communicate with each other. Unfortunately, it all hasn’t been positive communications. There are many negative effects of social media, the biggest being addiction and self esteem. The definition of an addiction according to the Merriam-Webster Dictionary is: an unusually great interest in something or a need to do or have something (addiction). While social media addiction is not clinically diagnosed at this point, the behavior displayed and language of the students use suggests that society is not that far from becoming physically dependant on mobile devices (Westfa ll). With the new technologies right at the fingertips of society and easy access to check the newsfeed of the word, addiction to social media is on the rise. There are many factors that classify someone as an addict in different parts of the world. According to psychology professor and author Larry Rosen, â€Å"Social media addicts spend most of their waking moments checking for updates, chatting in instant messaging rooms, posting updates and checking their friend’s latest postings. Even when they delete their accounts, they usually are driven to make new accounts within twenty-four hours† (Gabriel). Some cases of addiction to social media are not as severe as others. In some extreme cases there are symptoms that can be observed. These symptoms include: spending at least four hours per day using social media, canceling more and more activities with family, friends or coworkers, bringing cell phones or other internet capable devices into the bathroom, and feeling anxi ous when you cannot get onto the internet. Once the individual has gotten involved in networking sites, things can escalate quickly. One reason these sites are so addictive is that there is a nonstop stream of messages, photos, updates and information coming from those in the network. If you have ten friends, it should not be a problem keeping up with them. If an individual’s network is one hundred friends or more, the individual might end up online for hours  every day, trying to check all of the updates. Trading messages back and forth with other members, the individual might find himself or herself even more caught up in the exchange, just as it would be in a normal conversation. see more:speech on social networking Social networking sites are meant to be casual, relaxed ways to connect with others. If you start losing sleep or are unable to concentrate because you’re always thinking about going online to check your friends’ statuses, then that is a sign of trouble. Social media has become an addiction to people because it is a form, or a way, to escape reality. It is also a way that someone can create their own cyber reality (Cosper). According to an associate professor in a program of science, technology, and society, Natasha Schull states, â€Å"Online games and social networking sites use psychological principles to keep you hooked† . Recent study shows that online dependency is not so different from a physical addiction. â€Å"MRI scans of patients checking their social media feed and those using cocaine look exactly the same,† says Schull. Most addictions begin as a harmless satisfaction of needs and desires; checking a few media sites stimulates those pleasure centers in the brain (Jensen). Another reason these sites are so addictive is that they provide outlets for when you are feeling down. People post fewer negative than positive updates on networking sites. They might mention trips they have taken or new cars, but they will rarely mention when they get poor grades or if they gained twenty pounds. If the individual’s own â€Å"real† life is not going so great, they can always go online and pretend it to be better. This in most cases, is how depression from social media usage is started. It is easy for someone to lose himself or herself in what experts say, â€Å"happyland† and forget about the hurdles in everyday life (Bocco). With new studies there has been known to be at least ten different types of social media addiction. A few of these types of addiction are: â€Å"The Alert-Lover†, â€Å"The Social Guru†, â€Å" The Verb Creator†, â€Å"The Blog Referencer†, â€Å"The Multi-Mayorâ € , and â€Å"The Freak Out-er† (Laird). Just like any other addiction, social media addiction is a disease. Social media addiction can become a destructive compulsive habit which as with any addiction can lead to broken relationships, job loss, and even financial issues. Individuals addicted to social media often feel anxiety or even may feel physically ill if not able to connect to the internet or their favorite social media sites. Evidence suggests that that the typical addict is  usually a teenager, usually male, and has no social life outside of their computer and or mobile devices. Though this is not truefor all. This disease has been known to affect millions of people all over the world. The most important being the â€Å"constant checker† and the â€Å"vowel hater† (Laird). In today’s world, checking social media on a regular basis can be easier than ever before. For some, this great access is not all that great. Those people are known as the â€Å" constant checkers†. They feel the need to check their handheld devices on a regular basis to feel up-to-date on the newest news that they may have missed, in what they may feel, has been a very long time. A study done by the University of California suggests that on average, study subjects check their mobile devices thirty-five times out of habit. It was also shown that nearly eighty- eight percent of teenagers and young adults check their news feed before even getting out of their bed in the morning. Through this study those subjects then realized that they were losing the relationship s that they have had with the people closest to them because they were being annoying. Some, but not all, of those studied admitted to having a physical attachment to their mobile devices and having withdrawls when taken away. Lisa Merlo, a psychologist at the University of Florida, says, â€Å"If you hear ‘put the phone away’ more than once a day, you probably have a problem† (Cohen). Another type of social media addiction is being a â€Å"vowel hater†. These people are known to take out every vowel possible in order to save time and space in either a text message or posting onto any form of social media site. This addiction has been known to alter all parts of the individual’s specific speech. It alters their speech in regular conversation and those electronically. From it leaking into the regular everyday conversation it can cause confusion to those around. Some may not know all the up to date slang terms that are used in instant messaging and so cial media. The same is for electronic messaging. This could be email or instant messaging on a media site. The most common type of people that this kind of addiction has been found is the younger generation. This is the age group of those from the age thirty to seventeen. It has been found that the younger the individual the more vowels are taken out of each word in each sentence. Some of the most noticeable symptoms of being a †vowel hater† is when posting on a social media site, such as Twitter, they are known for dropping vowels just to reach the one hundred forty character  limit (Hivesocial). Like any other disease there are a variety of treatment options. These treatment option vary from AA type meetings to meetings that can be held via webcam, other instant messaging alternatives or sometimes even a therapist. Unlike drug or alcohol addiction there will be no physical side effects from lowering your usage and stopping completely. The individual will be battling behaviors that have built up over time so it will be difficult to cut back on social media time. However, it is extremely doable. One of the first steps in addiction treatment is the individual must admit to himself or herself that there is a problem. Once the problem is recognized it is best that the subject take note on which kind of social media or technology that are addicted to. This may be hard for the individual for they in most cases, do not realize that they are checking their mobile devices and social media sites. Therapy can give the individual a tremendous boost in controlling internet use. Cognitive-behavioral therapy provides step-by-step ways to stop compulsive internet behaviors and change the individual’s perceptions regarding internet, mobile phone, and computer use. Therapy can also help you learn healthier ways of coping with uncomfortable emotions, such as stress, anxiety, or depression. Joining a support group is also another great way to help the addict make them feel like they are not alone. Ironically, some of these support groups are online which may not be too supportive to those who have a heavy addiction. Which in some cases should be monitored carefully (Sherwood). Research from the University of Buffalo indicates that women who base their self worth on their appearance are likely to post more pictures of themselves online for validation and to have larger social media networks (Henderson). Positive comments on social media can and do boost self esteem. Some people get a boost of healthy self esteem and get ego driven self love based on how many â€Å"Likes† they get on a social media site. Everyone wants to feel worthy of love and belonging. In some ways, the â€Å"Likes† we get on social media sites satisfies this need in almost a distorted way. Perhaps we are looking for love, or †Likes† in all the wrong places. According to lead author Elliot Panek, â€Å"Among young college students, we found that those who scored higher in certain types of self worth posted more often on Twitter. But among middle- aged adults from the general population, those that had more self love posted more frequent status updates on Facebook† (Bergland).  Fac ebook serves self loved adults as a mirror. As for a middle- aged adult, these findings of the difference between Facebook and Twitter may be influenced by a generation technology gap. Panek says of Facebook, â€Å"It is about creating your own image, how you are seen, and also checking on how others respond to this image.† Many middle-aged adults have already formed their social selves. They use social media to gain approval from those who are already in their social circle. For some self loved college students, the social media is a tool for them in helping them reach there wanted social standings (Bergland). Along with being addicted and having a low self esteem there is yet another negative effect of social media, cyberbullying. Access to electronic devices like smartphones that capture photos, videos and have the ability to upload to video sites or be sent through a mass messages within seconds mean the bullying never ends. Reports of teens recording fights, sexual assaults and more have been in the news with several being caught after sharing it on their Facebook pages. There are even sites dedicated to publishing and promoting teen fight videos which does not warrant a link. Teens already dealing with the pressures of fitting in now have to fear being targeted by bullies, who can easily smear their reputation with a few clicks of the mouse. The most dangerous part is this content lives on well after the damage is done, a daily reminder to the victim. Most commonly cyberbullying is found on chat sites and social media that has had a huge boom within ten years or less such as Facebook. MySpace, LinkedIn and Twitter. It is easier for the bullier to pick on their victim because they are not talking to them di rectly. In fact, in almost all cases it is not face to face but rather, typed, hateful words. Saying hurtful words is not the only form of cyberbullying. Cyberbullying can also be done through impersonation. Impersonation means that the person does not even have to know the individual that is bullying them. These types of online harassments should not be taken lightly. Many teens and even professionals have been known to quit what they love or even in severe cases, have committed suicide. On average, those that are bullied tend to all have the same or nearly the same symptoms. Those symptoms include: skipping school, experience in-person bullying, be unwilling to attend school, receive poor grades, have lower self-esteem, have more health problems, and the used of alcohol and drugs. Cyberbullying is different from any other kind of  bullying because it can reach the individual at any time of the day, any time of the week (Social Media Makes Cyberbullying More Dangerous). Granted, not all cyberbullying is no all done on Facebook, but since the social networking site is so popular among tweens and teenagers everywhere, it is a regular source of problems. Nearly half of all teenagers in the United States have experienced some online bullying, according to statistics from the National Crime Prevention Council. Twenty percent of middle school students said they have seriously thought about suicide due to online bullying, according to a recent survey conducted by the Cyberbullying Research Center (Levine). It doesn’t take a scientist to figure out that victims of cyberbullying have lower self-esteem than those who have not experienced it. On the other hand, research has also surprisingly shown that the actual cyberbullying offenders have lower self-esteem than their peers. It would seem that when it comes to bullying, everyone loses. Since low self-esteem has been linked in many studies to poor grades in school, health issues, excessive absences, and crimin al behavior, it would be in everyone’s best interest to take steps to shut bullying down early on. Addiction and self esteem are some of the many negative effects of social media. In review, addiction not only hurts the individual but also how the individual acts and may participate in events. Not only does it hurt them but it also hurts the relationships that they are in. This includes family, friends and co-workers. Addiction also can play a role in how they treat people on a day to day basis. From being addicted to social media the individual can start to lose their sense of how to communicate with others face to face. Luckily, with this understudied addiction there are treatment options that are beginning to take place for those that would like to take a stand on their addiction. Self esteem is also a negative factor in social media today. Those individuals that have a higher and possibly lower self esteem tend to post more online than those that do not. This is dependant on how much self worth an individual may have for him or her self. Some people keep posting online just he lp themselves boost their self esteem because they may have a hardship outside of the â€Å"cyberworld.† In that case, for some the only way to boost their self esteem is to cyber bully others. Impersonation is one of the more common types of cyberbullying because the individual does not have to know the victim on a personal level or even at all. Addiction and self  esteem are only a few of the numerous negative effects of social media. Works Cited â€Å"addiction†. Merriam-Webster.com. Merriam-Webster, 2014. Web. 14 January 2014. Bergland, Christopher. â€Å"Social Media’s Dual-Edged Sword: Narcissism vs. Self-Esteem†. Psychology Today. 12 June 2013. Web. 2 February 2014. Bocco, Diana. â€Å"What makes Social Media Networking Sites So Addictive?†. N.D. 12 February 2014. Cohen, Elizabeth. â€Å"Do You Obsessively Check your Smartphone?†. CNN Health. 28 July 2011. Web. 18 January 2014. Cosper, Alex. â€Å"Why People are Addicted to Facebook & MySpace†. eHow. Web. 12 February 2014. Gabriel, Peter. â€Å"Social Media Addiction: Symptoms and Treatment.† Voices.Yahoo.com. Sherwood, Rena. 6 March 2013. Web. 14 January 2014. Henderson, Maureena. â€Å"Is Social Media Destroying Your Self-Esteem?†. Forbes. 11 July 2012. Web. 4 February 2014. Hivesocial, Tom. â€Å"Disconnect to Reconnect†. Tom Locke. 26 June 2013. Web. 28 January 2013. Jensen, Sarah. â€Å"How Do People Be come Addicted to Online Games and Social Networking Sites?†. 22 October 2013. Web. 12 February 2014. Laird, Sam. â€Å"The 10 Types of Social Media Addicts [INFOGRAPHIC]†. Mashable. 11 October 2012. Web. 14 January 2014. Levine, Beth. â€Å"Facebook’s Effects on Self-Esteem†. 26 March 2013. Web. 12 February 2014. Potarazu, Sreedhar Dr. â€Å"Addicted to Facebook? Studies show users are lonelier†. Fox News. 24 January 2013. Web. 28 January 2014. Schurgin O’Keeffe, Gwen, MD, Clarke-Pearson, Kathleen, MD. The Impact of Social Media on Children, Adolescents, and Families. Vol.127 No 4. American Academy of Pediatrics. 23 March 2011. Web. 14 January 2014. â€Å"Social Media Makes Cyberbullying More Dangerous†. Social Media Club. 17 May 2013. Web. 11 February 2014. Westfall, Leah. â€Å"Student’s Becoming Addicted to Social Media†. Fastweb. 13 April 2011. Web. 28 January 2014. â€Å"What is Cyberbullying†. Web. 12 Februar y 2014.

Abortion Clinics Should Not be Closed in the U.S.

In 1973, the Supreme Court’s decision made it possible for women to get safe, legal abortions from well-trained medical surgeons, and therefore led to dramatic decreases in pregnancy-related injury and death (abortion). Now there is a new proposal to close abortion clinics. This proposal takes away the privacy rights of American women that are guaranteed by our Constitution. By closing abortion clinics the government is not only taking away women’s rights, but is also punishing those whom want to exercise their right of a pro-choice woman. Plagiarism Detection >Abortion clinics allow thousands of women every year to have abortions. Having the abortion should be woman’s personal choice. By closing these clinics, there will be no providers to perform the operation, so the choice has already been made for them. Closing the clinics will increase the barriers of having an abortion. When there are too many obstacles, the right to make their own choice is taken away fro m them. In 1973 the American Supreme Court ruled that Americans’ right to privacy included: the right of a woman to decide whether to have children, and the right of a woman and her doctor to make that decision without state interference (abortion). The Constitution says we have a right to privacy, so taking away a woman’s chance to make decisions about her own body violates that right.The American Civil Liberties Union defends the Constitution and peoples’ rights.ACLU has protected the rights of abortion for women, and in recent years has argued mayor cases opposing restrictions that deny woman access to reproductive health care (ACLU). Policy 263 states: The ACLU holds that every woman, as a matter of her right to the enjoyment of life, liberty, and privacy, should be free to determine whether and when to bear children.(The American Civil Liberties Union)The closure of abortion clinics will be done with the purpose to reduce the number of abortions. This raise s the question whether this will be an effective method or not. Before 1973 abortions were illegal yet the number of women who sought abortions did not decrease (abortion). Before 1973 many thousands of women died or suffered serious medical problems after attempting to perform their own abortions, or going to untrained doctors who performed cheap abortions with uncivilized methods or in unsanitary conditions (The Abortion Law Homepage.). If clinics are closed, women will still continue to attempt, and succeed, in ending unwanted pregnancies just like before 1973. Women will risk their health and possibly even their lives. By keeping these abortions clinics open it ensures a higher probability that the women who do have abortions will be in a safe, sanitary environment, and therefore injuries will be fewer in number.If clinics are shut, the waiting lists of abortion clinics in other countries will be much longer. Women will have to wait longer to get an abortion, and will be treated later in their pregnancy which is much more dangerous for the pregnant women.Pro-life activists claim that the unborn baby is alive and has feelings when the heart begins beating. But, the heartbeat begins between the eighteenth and twenty-fifth day (Fetus). They also say that women who have abortions are murderers. This problem could be solved by keeping abortion clinics open, because then the woman can be treated before the twenty fifth day when the fetus is not yet a living baby. She will not have to wait because of long waiting lists, but instead will have the abortion as soon as possible with as less psychological pain.If a woman has to travel to another country to have a legal abortion, she will have to pay more money. She will now not only have to pay for the abortion itself, but also the traveling costs and that does not include the psychological costs as well. Not all people can afford these costs. So by keeping clinics open more women will have the chance to exercise thei r right and have their desired abortion. If a working woman or student suddenly has to leave the country, this means she will have to think of excuses and lies for an explanation. This is not fair to the woman, she should not have to explain herself to anyone, it is her body and therefore she can do what she wants, she does not need other people’s consult.Abortion clinics are not a butcher’s place where young babies are murdered. They provide a choice for women whether or not to bring a child into this world.What is worse: taking away the life of an unborn child that is not even aware of life itself yet, or a mother bringing an unwanted child into this world, knowing that she will not be able to take care of it, and that her child will have to suffer from the poor circumstances in which she lives. As of now the woman has the ability to make that choice and save the child from poor, possibly abusive or hate filled environment. Personally I feel that living in a circumst ance such as abuse is worse than the abortion of the fetus. Rape victims should also be able to have an abortion because they know that if they were to keep the child, they would cringe when she thought about whom contributed to the other half of the child. The offspring will be a painful reminder to the rape victim. She did not choose to take the responsibility of a child and therefore should not have to pay the consequences. A woman who cannot love her child has no right to have a baby in the first place.One option for women who are not able to take care of their baby is adoption. Yet she will have to carry the baby for nine months and then give it up. Not all women are able to do this physically or psychologically. After the pregnancy she will have to hope that their baby will find a good and loving home. And this is not always the case. The child will possibly have to suffer from living in orphanages waiting to get adopted. Adoption can not always be seen as a good solution to u nwanted pregnancies.The advantage of closing abortion clinics could be that woman will be forced to take the responsibility over their baby, and give their unborn child the right to life. But it can not be seen as something entirely positive. The mother will always regard the child as a mistake and will never love it the way she would have if she had wanted to keep the child. Getting an abortion does not always mean that the woman is only thinking of herself, she also thinks on behalf of her baby. Abortion clinics do not make the choice easier, nor do they force the woman into the surgery. People who are against abortion having the choice not to have one. It is not fair to take away the choice of people who do want one.List of works consulted: Â  Abortion. Encarta Encyclopedia 1999. 1999 ed.ACLU. Encarta Encyclopedia 1999. 1999 ed.Fetus. Encarta Encyclopedia 1999. 1999 ed. Plagiarism Detection >The Abortion Law Homepage. Abortion Law Homepage. 24 November 1996. (11 March 2000). htt p://members.aol.com/abtrbng/index.htmThe American Civil Liberties Union. Abortion Clinic Access Law. 1997. (11 March 2000). http://www.aclu.org/library/aaabort.html

Successful Quality Care Essay Example | Topics and Well Written Essays - 3250 words

Successful Quality Care - Essay Example Davies and his co-authors (2000) define organizational culture as an organization’s values, norms and beliefs that shape its behavior. As healthcare organizations go through a key reform of their processes of care delivery, they are now increasingly putting more emphasis on organizational culture and its role in driving innovation, facilitating change as well as bringing a transformation in a healthcare system (Shortell et al., 1995a & Ingersoll et al., 2000). Shortell and his co-authors (1995b) assert that successful quality care implementation initiative calls for a significant devotion to a culture that emphasizes risk-taking autonomy and empowerment. In their studies, Sahney & Warden (1991), Wardhani and co-authors (2009), Dean & Bowen (1994), Metri (2005), Hackman & Wageman (1995) and Powell (1995) have underscored the fact that organizational culture successfully drives quality management. According to Rad (2006), quality management practices’ success as an organizational change largely depends on the organizational culture. Apart from the fact that an organizational culture is of great importance to quality management practices’ success, the central function of an organizational culture that creates and manages it is leadership. Leadership imposes the organizational purpose, beliefs, behaviors and leader’s values on the employees of an organization (Schein, 1985; Shaw, 2002; Senge, 1990; Oqbannan & Hrris, 2000). As much as an organizational culture’s leadership affects the culture, an organizational culture affects its leadership (Bass, p63, 1998). Furthermore, through the influence of daily practices, behaviors, and tasks, the leadership style and values of the leaders shape an organizational culture (Sengupta, 2004 & Hofstede et al., 1990).  

Marketing Plan Assignment Example | Topics and Well Written Essays - 250 words - 2

Marketing Plan - Assignment Example This will enable the business to lure more customers and compete favorably with other players in the industry. Further, they will have to extract useful information that will assist them in identifying new markets and targets. The business has to adopt new means of advertisement such using the use of the media in order to reach to more customers. Among the current social networks and media firms, facebook has proven to be the most efficient and reliable in giving information to millions of users within a very short time. As part of product development, Dog-Gone stylin’ has embarked on selling pet therapy products to customers. For instance, they sell Spa products like bandanas and shampoo that clients use to groom their pets. In the product development, the marketing team will have to diversify the products to various clients. The marketing mix is achieved in the sense that the company offers one-on-one services to enable clients relax. Further, they can go an extent of taking the services to a client’s home to avoid transportation of pets. Branding and packaging of the product is very essential, but in this case, it is challenging to develop a strong that might clients due to lack of products that they compare with. In such a business, branding requires patience and time. As part of packaging strategy, it is significant to develop a handout that includes all the pet grooming services and their prices, photos of dogs prior to and after grooming in order enable customers to view the outcome of the

Movie Review- Discussion Board Post Review Example | Topics and Well Written Essays - 500 words

- Discussion Board Post - Movie Review Example However, the paperwork is finally discovered in an alternate location and is filed with the court at the last possible moment. The following day, Beckett is dismissed by the firms partners, who had previously referred to him as their "friend." Beckett believes that someone deliberately hid his paperwork to give the firm an excuse to fire him, and that the firing is actually as a result of his diagnosis with AIDS. He asks several attorneys to take his case, including personal injury lawyer Joe Miller (Washington). Miller is an admitted homophobe, and knows little about Becketts disease. As the case goes before the court, the partners of the firm take the stand, each committing perjury by claiming that Beckett was incompetent and that he had deliberately tried to hide his condition. The defense repeatedly suggests that Beckett had invited his illness through his homosexual acts and was therefore not a victim. In the course of testimony, it is revealed that the partner who had noticed Becketts lesion had previously worked with a woman who had contracted AIDS after a blood transfusion and so should have recognized the lesion as relating to AIDS. During cross-examination, Beckett is confronted with his inactions of concealing his illness, his supposed incompetence, and the origin of his contracting AIDS; the latter of which has gone unexplained to everyone, including Miguel, until this point. He admits that he was originally planning to tell his partners that he was gay, but he soon changed his mind after hearing them make off-color homophobic jokes in the sauna of a health club. Beckett eventually collapses in court shortly after finishing cross-examination. During his hospitalization, the jury votes in his favor, awarding him back pay, damages for pain and suffering, and punitive damages. There are five concepts within