Different Mediums Use in Paintings, Architecture, Sculpture Essay Example For Students

Various Mediums Use in Paintings, Architecture, Sculpture Essay The delicate pastels are the most broadly utilized: it has a higher part of sections and less folio _ The hard pastel has a higher segment of fastener and less shade. The pastel pencils will be pencils with pastel leads. Fresco works of art can regularly be seen on dividers and roofs. The word fresco originated from the Italian word fresco (new). There are three kinds of fresco, the Boon fresco, which comprise Of painting shades blended In with water on a flimsy layer Of mortar. Cosec, which done in dry mortar. The color requires a coupling medium, for example, egg (tempura, paste or Oil to append shades). The Mezzo-fresco. In this sort, the shade should just enter somewhat on the mortar. Gouache, got from Italian kazoo, water skillet, sprinkle or body shading. This medium is additionally weaken in water. It varies from water shading thinking about that its particles are bigger, the proportion of color to water is a lot greater and white shade, for example, chalk is available on it. Oil, oil is a sort of moderate drying paint. It comprises of specific colors suspended in a drying oil This sort of medium doesn't dry rapidly. It mixes into the environmental factors and permit the mixing of shading. It produces striking hues with a characteristic sheen and unmistakable setting. It gives a surface translucency creature to human skin making it a perfect for picture painting. Tempura, another medium is the Tempura. It is a lasting taste drying painting medium comprising of hued color blended in with water solvent folio. Tempura paints dries quickly and it takes into account incredible accuracy. At the point when dry it produces smooth matte completion, Tempura painting has been found on early Egyptian stone coffins enhancing a significant number of the Fumy mummy representations once in a while in blend with confounding Water Color, in water shading the colors are suspended in a water dissolvable vehicle. The craft of water shading incredibly started in the cavern artistic creations of he Paleolithic Europe, utilized in the composition brightening by the Egyptians and ceaseless to thrive in the renaissance. Water shading paint comprise of four head fixings; Colorado (generally shade), fastener, the substance that holds the color in suspension and fixes the shade to the artwork surface, added substances, substance that modify the consistency, concealing sturdiness or shade Of the color and vehicle blend, ultimately, the dissolvable, the substance use to thin or weaken the paint for application and that dissipates when the paint solidifies or dry. Another medium is the Water Miscible Oil Paint; this is a cutting edge assortment of IL paint. One of its highlights is that it tends to be diminished and tidied up with water. The water solvency originates from the utilization of oil medium where one finish of the particle has been modified to tie freely to water atoms. Various Mediums of Sculpture Sculpting is among the most established works of art and has been the technique for making ceremonial articles, utilitarian ones and Objects intended to be simply satisfying to the eye. Customary model mediums incorporate wood; quarried shakes, for example, marble; unpleasant cut Stone; ivory; metals, for example, bronze, gold, silver and amalgams; glass, and such dirts as earthenware and porcelain. In contemporary applications, paper, plastic, texture and Other Objects have discovered their places in design. Modes of Architecture Wood-ls the basic structure material today, Its preferences are its wealth, relative sturdiness and high pliable and pressure quality.

European Colonialism and Imperialism Essay -- Politics Government

How were the Europeans ready to overcome and control enormous territories of the globe? What gave them an incredible preferred position over different gatherings? The proximate reason for this favorable position was their ownership of firearms, germs, and steel. Yet, how could it be that they had these things and others didn't? Extreme reasons for the Europeans ownership of these weapons, germs, and steel could be â€Å"Divine Providence.† People at the time imagined that God supported the Europeans over different gatherings. Another extreme reason could have been â€Å"Scientific Racism.† Other individuals accepted that the Europeans were hereditarily better than different locales of the world. Presently, as a result of Jared Diamond’s theory, we can infer that a definitive reason for European expansionism and dominion was â€Å"Geographic Luck.† One of the principle explanations behind European expansionism and dominion was the pivot and atmosphere zones. Having a long east-west pivot brings about a similar atmosphere zone and same day lengths. Harvests are spread effectively on an east-west hub on the grounds that, moving east to west, there isn’t much change in climate. This gave Eurasia a bit of leeway in light of the fact that there was a huge mass of harvests spread east to west. There was likewise a great deal of battling here which spread thoughts and innovation through the vanquishing of different districts. The Americas had an impediment since they had a long north-south hub. In a long north-south hub, there are various atmosphere zones. In the Americas, the gatherings were segregated and thoughts once in a while spread among each other. There were increasingly tamed yields in Eurasia as a result of this east-west pivot, and in the Americas the harvests were not spread as much on account of the adjustment in atmosphere zones all through the north-south hub. Eurasia additionally had an incredible bit of leeway when it came to... ...separated by the topography, yet China was only one zone making it simple to have just a single ruler. Europe had the option to vanquish and control huge territories of the globe on account of Jared Diamond’s hypothesis of â€Å"Geographic Luck.† God didn't support them more and their race was not hereditarily unrivaled. Geographic karma is as yet influencing the present reality. Exchange is influenced extraordinarily, just as the political solidarity in various nations. In the event that everybody thought about this hypothesis, I figure the world would cooperate more. I imagine that more individuals would help the individuals who had a drawback due to the geology around them. Religions may likewise be influenced if everybody thought about this hypothesis. A few people may censure God for the manner in which they live, however God didn’t favor anybody. Riches and the influence in various social orders that we have now I believe are influenced by the topography. European Colonialism and Imperialism Essay - Politics Government How were the Europeans ready to overcome and control huge regions of the globe? What gave them an incredible bit of leeway over different gatherings? The proximate reason for this bit of leeway was their ownership of firearms, germs, and steel. However, how could it be that they had these things and others didn't? Extreme reasons for the Europeans ownership of these firearms, germs, and steel could be â€Å"Divine Providence.† People at the time imagined that God supported the Europeans over different gatherings. Another extreme reason could have been â€Å"Scientific Racism.† Other individuals accepted that the Europeans were hereditarily better than different locales of the world. Presently, on account of Jared Diamond’s theory, we can presume that a definitive reason for European expansionism and dominion was â€Å"Geographic Luck.† One of the principle explanations behind European expansionism and government was the hub and atmosphere zones. Having a long east-west hub brings about a similar atmosphere zone and same day lengths. Yields are spread effectively on an east-west hub in light of the fact that, moving east to west, there isn’t much change in climate. This gave Eurasia a preferred position on the grounds that there was an enormous mass of harvests spread east to west. There was additionally a great deal of battling around there which spread thoughts and innovation through the vanquishing of different locales. The Americas had an impediment since they had a long north-south hub. In a long north-south hub, there are various atmosphere zones. In the Americas, the gatherings were secluded and thoughts infrequently spread among each other. There were progressively trained yields in Eurasia in light of this east-west hub, and in the Americas the harvests were not spread as much due to the adjustment i n atmosphere zones all through the north-south hub. Eurasia additionally had an incredible preferred position when it came to... ...separated by the topography, yet China was only one region making it simple to have just a single ruler. Europe had the option to overcome and control huge zones of the globe in view of Jared Diamond’s hypothesis of â€Å"Geographic Luck.† God didn't support them more and their race was not hereditarily prevalent. Geographic karma is as yet influencing the present reality. Exchange is influenced incredibly, just as the political solidarity in various nations. In the event that everybody thought about this hypothesis, I figure the world would cooperate more. I feel that more individuals would help the individuals who had a hindrance on account of the topography around them. Religions may likewise be influenced if everybody thought about this hypothesis. A few people may censure God for the manner in which they live, however God didn’t favor anybody. Riches and the influence in various social orders that we have now I believe are influenced by the geology.

Blog Archive mbaMissions Exclusive Interview with Sara Neher, Former Director of Admissions at the University of Virginias Darden School of Business

Blog Archive mbaMission’s Exclusive Interview with Sara Neher, Former Director of Admissions at the University of Virginia’s Darden School of Business Sara Neher, Director of Admissions at UVA Darden Update:  Sara Neher left the University of Virginias (UVAs) Darden School of Business in December 2017.   During our recent conversation with Sara Neher, the director of admissions at the University of Virginia’s (UVA’s) Darden School of Business, her enthusiasm for the program and its students was clear. Sara offered some intriguing insight and advice on a number of topics we believe would interest anyone applying to Darden or considering doing so, such as the following: why she is such a fan of the one-essay application approach how candidates best demonstrate that Darden is the right school for them how she evaluates applicants within the context of UVA’s renowned Honor Code the steps Darden has taken to encourage women to pursue an MBA the traits shared by individuals who are most successful at Darden her best advice for waitlisted candidates what not to do during a Skype interview mbaMission: Thank you so much for speaking with me today. I’m sure things are very busy there these days. Sara Neher: It is an exciting time, yes. mbaMission: I don’t want to take up too much of your time, so I’d love to just jump into it if that works for you. What would you say is the number one reason someone pursuing an MBA should consider Darden? SN: Well, a couple of reasons. One is that we really focus on the experience the student has while they are here as a component of their learning. Learning in graduate education and business is not just about textbooks or what you might get from a professor; it’s also about the things you get to try out as a club leader or the interactions you have with your classmates and alumni. So we really focus on that holistically, the entire experience. As a result, we’re typically rated number one or number two for anything related to the student experience or faculty. A lot of that has to do with how amazing our faculty is. They’re very focused on teaching, and they use the case method, which is a very high-participation experience, where you’re expected to be prepared for class every day, because you might be called on. And you will need to think about class participation as a big part of your grade, because in business, being able to participate in a board meeting is a real success factor. We want to give you as much practice as possible at shaping your ideas, sharing with others, and learning from what others bring to the conversation. Our faculty are masterful at leading those classroom discussions, and all of that together leads to a really connected student body, a really connected faculty and staff, and therefore, really connected alumni support. mbaMission: Over the years, we’ve seen a trend toward fewer and shorter application questions among the top programs, and this year, Darden has just one 500-word essay that is required. What would you say is behind this trend, and how do you feel that having fewer or shorter essays affects the application evaluation process? SN: We went to the one essay quite a few years ago, actually, even before Harvard [Business School]. And I really found that when we had multiple long essays, most applicants were only writing one essay specifically for us and trying to repurpose the other one from something they were writing for another school. Because we were all asking for so many things, I can understand that that tactic was very practical. But when we switched to one essay, what I really liked was that everyone started answering our question. They were actually reading the question we wrote, and the question we choose each year is based on something we really want to know about you and how you think and how you interact with others and how you are in the workplace. And it has been really beneficial to have that focus from the applicant. So I find that applicants are doing much better with one essay than when there were multiple. We also ask for an essay that really is about something work related. I’m trying to imagine you in that case method discussion, so I want to know about some experience you’ve had that you might share with your peers and that other people might learn from. Our question is always trying to get at that. That does tend to be a little different from what some schools are doing, but I really like the focus people are applying. And we always have some short-answer questions that allow us to get at a little more of the applicant’s personality, what is important to them, and their job goals. But I don’t need 500 or 750 words about your short-term goal, because I know you don’t know that much about it yet. And that’s okay, because I’m expecting you to come to business school and be open to a world of opportunities you didn’t know existed. But I need you to have done some research, and 250 words is enough to show that. mbaMission: That makes sense. The Honor Code is a very important element of the UVA experience and environment, and it can be difficult for some people to adjust or adhere to, so how do you evaluate candidates within the context of the Honor Code? How do you assess whether someone would be a good fit with that kind of overarching ethical umbrella, so to speak? SN: It is very different, especially as an educational environment, for a lot of students, both in the United States and in other parts of the world. And it’s different on two levels: one, on the level of trust you have to exhibit for your peers and your faculty, and two, the level of trust that they give to you. There are a couple things we look for in the application, especially in the recommendations. We ask recommenders to rate the applicant’s level of integrity, and sometimes we get negative comments that would indicate that the person may not be a good fit for us. Also, the kinds of goals and values the applicant expresses in the short answers, in their community-based activities, can be informative. Are they involved in socially based community activities that might exhibit an interest in others, and trust, and trustworthiness? We see it in a lot of places in the application. mbaMission: That’s really interesting. The Darden MBA program is unique in several other ways as well, so how can applicants best convey to the admissions committee that they truly understand what the Darden experience is like and how they would fit into it? SN: I think there are some opportunities in the application where you can definitely show us things we’d like to see. One is taking initiative. Some of that we can see in your job progression, like if you’ve been promoted. But a lot of companies don’t promote young people, so we sometimes see it in the kinds of things you talk about in terms of your project work or things you’ve taken on and volunteered for. Or we see it in your recommendations and what your recommenders say about your level of initiative. We also see it in the interview, especially in terms of the genuineness with which people talk about Darden and the level of research they’ve done. I don’t ask the question of “Why Darden?” in the application, because when we did, all we got was sort of repeated comments from the Web site that could have just been copied and pasted. They may have been extremely genuine, but there’s no way to know in writing. Somebody could mean it and not mean it, and it would sou nd exactly the same. But in an interview, whether that’s by Skype or in person or with an alum or here in Charlottesville, we can really get a sense forâ€"in asking follow-up questions or just in how an applicant expresses their interestâ€"the genuineness of that research and of that desire to be here. This is a place where you really have to be prepared for class, you are going to be called on, and we can get a sense of whether they are ready for that. Not that it’s any more homework than any other MBA program, but it’s homework you have to do every day, which is a little different than some programs. mbaMission: We know that Darden doesn’t target a specific type of candidate and that you consider all applicants holistically, but in a broader, more general sense, what kind of person do you believe typically turns out to be most successful at Darden? Which characteristics tend to set students up for success in this particular program? SN: I think there are several things. What does really well in the case method is an equal balance of two things, and one is a desire and willingness to share your ideas and opinions with others. You have to be willing to express yourself in person and in writing to other people, or it typically doesn’t work. And the second half of that, and the part I think sometimes people miss, is you have to also be a really good listener. You are not going to be successful here if you don’t listen to other people’s ideas and opinions and understand them and then work to find a better solution together. Sometimes, the sort of stereotypical person that people might think would do really well here is exactly the person who doesn’t or who we don’t want, because they just want to talk and not listen. So those are some important qualities we’re always looking for in applicants. mbaMission: That makes sense. I read that increasing female interest in the MBA degree and enrollment in these programs is an important area of focus for you. What steps has Darden taken to address or achieve this? SN: A number of things. For one, we’ve signed on to the [U.S.] president’s White House document and agenda on attracting more women to business school and to business in general. Those were really excellent meetings that our former dean started and then our new dean and some faculty attended. And they found them very energizing from an industry perspective, but there are a number of other initiatives, too. We’re working with the Forté Foundation on some of the pipeline-building and things they do on college campuses and in school. They produced a video on a college campus asking young women what the GMAT is, and it was hilarious. I think there’s a real lack of awareness, especially among young women, not only about what the MBA is, but also about what it takes to get an MBAâ€"and taking a standardized test is part of that. Our dean really understands that the research showsâ€"and some of it is research Adam Grant and Cheryl Sandberg have doneâ€"that women tend to be more risk adverse and less likely to spend a certain dollar amount for an MBA, as opposed to just staying in their current job. It is a bigger challenge to make that mind shift and take that leap of opportunity for yourself. So we created a very well-funded scholarship grant out of our Darden School Foundation. I think we have 23 women here on those new scholarships, and this coming year, we expect to have at least twice that. So we’re very excited about the foundation’s commitment and our alumni’s commitmentâ€"we’ve had both male and female alumni giving to this effort to help us attract more women. mbaMission: Nice. Dean [Scott] Beardsley has been in place just over half of an academic year at this point, so it may still be kind of early to ask, but how do you feel his tenure is going, and how do you think his leadership might change the Darden program going forward? SN: I’ve been very energized. It’s been really exciting. I think some of it is just a new leader in general and some of it is the kind of leader that he is and the experience and network he brings to our community. He would tell you that Charlottesville and Darden have exceeded all of his expectations and even his French wife’s expectations. They are really loving living here and being a part of the community. So when he speaks to prospective students about making the transition to Charlottesville, he’s so genuinely excited about living here and all that we have to offer, and that’s been really fun to see. He also has a very prestigious consulting background from McKinsey [ Company], so he has very clear discipline around research, projects, and how we make decisions, and he has instituted that with a little more speed than I think a typical academic institution would have. That’s been exciting. I think in the next six months or so, he has plans to focus on our entrepreneurship area and business incubator and to do more things in the scholarship arenaâ€"that would be the two that would really affect the MBA. Then in the longer term, he has such deep connections with people and organizations all over the world that the way he defines global partnership is much broader. We were defining it before as more educational institution to institution, and he has more ideas around family-owned businesses and larger international corporationsâ€"like the World Economic Forum, which he visited for us in the fallâ€"and how we could partner with those kinds of organizations to do different things than we were even thinking of before. mbaMission: That’s good to hear. How involved are you personally in the application evaluation process? Do you participate in every single round, for every single candidate, or do you kind of focus or step in only in certain areas? SN: I don’t do the first read of applications, the blind read where you don’t know anything about the person and you’re starting from scratch, but I read at the end of the process. I will see every application before a final decision is done. Depending on how many people have looked at an application before me, it’s sort of a different level of review, but there are multiple people looking at every application before it gets to me, so I know it’s in good hands. We have a lot of checks and balances. And then I interview candidates, but only on our busiest days, so some of the Fridays or Mondays when we’re interviewing. All of our interview assignments are random, but sometimes when people see me coming to get them, they get a little freaked out that there’s some reason for that. But it just happens to be that I drew their name, and they get to interview with me. So that’s fun. I like to meet a few people each round and get to know them a little more deeply. It’s also really helpful to see what their questions are for me as the interviewer and see what’s on people’s minds. I really like staying in touch that way. This year, we’re actually going to be having an event in Mountain View, California, at the Googleplex. Google is hosting us in February, and we’re going to be interviewing round two applicants there. We’re also inviting all of our round-two admits from the west to come out and see a mock case by one of our faculty members. We’ll have a bunch of our alumni that are at Google and a bunch of alumni that are not at Google. We actually have nine alumni in the San Francisco area who have been interviewers for us in the past couple years. So they’re going to help us there. Some of them work at Google, too. It’s been a lot of fun to put together. We have so much going on on the West Coast right now, especially with our entrepreneurship and innovation center and what our alumni are doing, so we’re really excited to showcase that a little bit and let some people interview closer to home. mbaMission: I hope that goes well. The last time we interviewed you, you said you were just starting to experiment with Skype interviews. Is that now a standard practice, and if so, what impact do you feel this has had on the process of evaluating applicants? SN: It is. I find that Skype works just as well as an in-person interview. When I meet people that I’ve Skyped with, I feel like I’ve met them in person. When I see them here at the start of school, I’m like, “Oh, it’s so good to see you again!” when really, I just saw them on screen. I think it requires a slightly different skill set, and some people are more prepared for the Skype interview than others. You know, when we do an interview in person, people know not to have their notes out or to look at their notes while interviewing. But with Skype, people try to tape their notes to the monitor or different things, and we can see that they’re looking down or to the side and distracted. So don’t do that! If you treat the Skype interview as if it’s an in-person interview, you will be more successful. The people that assume that it’s exactly the same as if they were here in person, those are the best interviews. And we’ve expanded the way we use Skype. We offer everybody on the waitlist a chance to talk to one of two people on our teamâ€"one person who works with people living in the States and one who works with people living outside the Statesâ€"and you can have a 15â€"20 minute Skype call with that person to get feedback on how you can improve your application to be admitted. And that has been great. Those used to be an email or a phone call, and having that as a Skype call now has made it really an opportunity for that applicant to have a second interview, to show themselves at their best and to get concrete feedback from us on whether there is something they can do, what it is, and how to go about it. We started that last year, and that’s been a really good expansion of ou r Skype usage. mbaMission: Sure. What kind of guidance would you give to someone who finds themselves on the waitlist? And how does someone end up on the waitlist in the first place? SN: The big thing is, if we tell you something we think you should do to improve your application, do it. If you don’t, it’s really hard for us to feel like you’re really that interested in us. One reason you could be on the waitlist is your test score. It may not be as high as we would like to see to have confidence in your ability to do the course work. And even if somebody doesn’t improve their score but takes the test again, that shows us that level of commitment. Because we all know the GRE and GMAT are not fun to do. I have actually taken them both, and I know they’re not fun. So, showing that level of commitment is really impressive, even if your score stays the same or goes down a few points; it’s showing us that you really do want to be here and that you’re going to do as much as you possibly can to make that happen. Another reason people might end up on the waitlist is perhaps we didn’t see that genuine interest in Darden and an understanding of the case method. And we might ask you to write something on that or do a Skype call on that. Sometimes it’s about career goals, and we don’t understand why you want to do what you say you want to do, and we want to hear a little more about that. So again, we might ask you to write something or do another call to explain that. Sometimes we like to see another recommendation. Sometimes recommendations are five or six years old, and that’s just not really what we’re looking for. Maybe that person doesn’t give us any information, or it’s a professor who put “not applicable” for half the answers. I don’t put anyone on the waitlist that I think is inadmissible. That’s not a good use of their time or our time, because we’re going to have that call with you. mbaMission: Sure. SN: Everyone on the waitlist has a chance to be admitted. It’s really about what they do and how quickly they can do it. We reevaluate all the people from round one that were waitlisted before we send out round-two decisions. So, if somebody who applied in round two is similar to a waitlisted applicant from round one, I’d rather have the round-one person than the round-two person. That’s partly why I tell people to apply in round one, because you have a chance to improve your application. And the same thing happens in round three and in June, when we have our second deposits, and in the summer. So, we definitely think very seriously about who we put on the waitlist, and we really want them to do things to improve their application so they can be admitted. mbaMission: Do you continue to consider people basically up until the very last minute before classes start? SN: It depends on the year. Some years, we’re overenrolled, and we tell people earlier that we don’t have any room. Usually, we narrow the list a little bit at some point in the summer and tell five or ten people, “You’re our people.” So please tell us how long you can wait, because we don’t know. This year, I think the global environment, especially as it relates to student visas and the uncertainty that the U.S. government has about people entering the country, could mean that some people we’ve admitted can’t get a student visa, so we may have places available for others. But that may not be known until July or August. So this year might be a year where there is some opportunity for people who are willing to be patient and wait until the last minute. I don’t like to do that, but there’s only a certain number of chairs in each classroom. And every year, we have one or two people who don’t get their visa. We offer them a deferral, and in my time here, those people have pretty much always come the following year. So we work very well with people who end up not getting a visa, and this year, I expect it to be perhaps a little worse than usual. mbaMission: I see. To what extent are candidates’ career goals considered in the evaluation process? Do you confer with the career development office when you’re making decisions? SN: Yeah, I guess some of it is only natural, since we are co-located on the same floor. This week, we have lots of first-year students interviewing for internships, so it’s really easy to see what’s happening, what’s successful, how it’s going, and really learn from our career colleagues in terms of what’s changing and trying to stay abreast of that. But at the same time, it does change; it is dynamic. The economy and who’s hiring changes from year to year. We really can’t predict that in the admissions office, so what we try to do is focus on core skills that are successful in a lot of industries and jobs and also on what I would say is the logic of what somebody says they want to do. I don’t actually care what you want to do. It’s actually the luxury of being at a general management school like Darden, where we have a really balanced portfolio of industries and companies. If you want to do consulting, great. McKinsey was here on Friday. If you want to do technology, Amazon is here today. There are so many choices in so many different areas that we can accommodate changes in that from year to year. There is not one particular industry I’m looking for people to want to do or not want to do. I don’t think that’s the case at every school, but for us, that’s really true. I’m looking to see in the application whether you have done enough research to get yourself started. Have you figured out something that works with your transferable skills? I don’t care if you want to make a big change or a small change; I want you to understand what a big change means and that you will need to network with alumni and students to understand the language of your target industry. I used to work at Procter Gamble, and the consumer products industry has a lot of unique vocabulary. For example, a different scent of Tide is called a flavor. You’re not going to eat it, but it’s still called a flavor. And a stock keeping unit is the UPC code on the bottom of the box. So I will give tutorials for students sometimes. I worked with one person who was making a change from being a TFA [Teach for America] teacher to working for Colgate-Palmolive, and I said, “Okay, you need to come to my office, and I’m going to spend 15 minutes with you just giving you basic vocabulary, so that when you get to your internship, you don’t have to ask simple questions.” And we can do that for people changing careers. We have people all over the building and in our career office that specialize in that. So, I don’t mind if you’re making a big career change, I just want you to understand what that means and that it might take a little more legwork on your part to make that happen. mbaMission: Absolutely. Can you share any stories of outstanding applications or interview performance that you’ve seen in the past couple of years? What is something a candidate did or said that really stood out or impressed you? SN: So many of them impress me. It’s sort of a cliché, but how people today want to improve the world through business is so motivating, so impressive. Something that’s popular right now is impact investing. Some people who say that don’t really know what it means, but some people do. Last year, in the same day, I interviewed four candidates, all in a row. It was a very busy day, and somebody was out sick. And I had a woman who was half Argentinean, living in the U.S., and working a full-time job, and on the side, she was working for Kiva, the online, nonprofit microlending platformâ€"actually working for Kiva, not just making loans on it. And the second person was really interested in impact investing and was a very traditional investment banker, so they absolutely had the finance skill set but really wanted to transition into something a little more social good oriented. They had really great ideas but didn’t know how to quantify the impact investing benefit. Then, the next guy I interviewed worked for the World Bank quantifying impact investing. I was like, “This is the coolest day!” The fourth person was also doing something in that space and really liked the videos of my dog on the video blog. So that was a fun day. I just felt like these applicants really had ideas that could change the world, and we need that right now. And putting them together in a case method classroom where they can get to know each other deeply and share those ideasâ€"I just felt like, “This is good. These are some really impressive people all at once.” There are people like that throughout and people who want to do all kinds of good things, but that was a particularly fun day. mbaMission: I could see that. Before we wrap up, is there anything else you’d like people to know about Darden or about applying to Darden? SN: Yeah, a couple of things. One I would say is always remember that GMAT and GPA averages are just averages, which means there are as many people below that number as there are above. I think sometimes people take themselves out of contention for a particular school when they shouldn’t. The only thing you really lose if you apply and don’t get in is the $250 fee. And we will actually do a Skype call with you in June and give you feedback on how to improve your application for us the following year, or for whenever. It’s sort of a $250 fee for direct personal feedback from an experienced expert. So I really encourage people to give it a chance. I went to business school, I worked at Procter Gamble, now I work in education, and I also worked at a scholarship foundation. You can do anything with an MBA and be valuable to any kind of organization. Darden in particular is a really special place where we want you to be successful, we’re going to know your name, the faculty are going to know your name, and they’re going to do everything in their power to make sure that you grow and learn as much as possible and that you are as successful as possible in whatever you want to do. mbaMission: That’s great. Thank you again for your time and input. We really appreciate it. SN: Thank you! Share ThisTweet Admissions Officer Interviews (Past Directors) Business School University of Virginia (Darden)

How Scientists Determine Climates of the Past

Paleoenvironmental reconstruction (also known as paleoclimate reconstruction) refers to the results and the investigations undertaken to determine what the climate and vegetation were like at a particular time and place in the past. Climate, including vegetation, temperature, and relative humidity, has varied considerably during the time since the earliest human habitation of planet earth, from both natural and cultural (human-made) causes. Climatologists primarily use paleoenvironmental data to understand how the environment of our world has changed and how modern societies need to prepare for the changes to come. Archaeologists use paleoenvironmental data to help understand the living conditions for the people who lived at an archaeological site. Climatologists benefit from the archaeological studies because they show how humans in the past learned how to adapt or failed to adapt to environmental change, and how they caused environmental changes or made them worse or better by their actions. Using Proxies The data that are collected and interpreted by paleoclimatologists are known as proxies, stand-ins for what cant be directly measured. We cant travel back in time to measure the temperature or humidity of a given day or year or century, and there are no written records of climatic changes that would give us those details older than a couple of hundred years. Instead, paleoclimate researchers rely on biological, chemical, and geological traces of past events that were influenced by the climate. The primary proxies used by climate researchers are plant and animal remains because the type of flora and fauna in a region indicates the climate: think of polar bears and palm trees as indicators of local climates. Identifiable traces of plants and animals range in size from whole trees to microscopic diatoms and chemical signatures. The most useful remains are those that are large enough to be identifiable to species; modern science has been able to identify objects as tiny as pollen grains and spores to plant species. Keys to Past Climates Proxy evidence can be biotic, geomorphic, geochemical, or geophysical; they can record environmental data that range in time from yearly, every ten years, every century, every millennium or even multi-millennia. Events such as tree growth and regional vegetation changes leave traces in soils and peat deposits, glacial ice and moraines, cave formations, and in the bottoms of lakes and oceans. Researchers rely on modern analogs; that is to say, they compare the findings from the past to those found in current climates around the world. However, there are periods in the very ancient past when the climate was completely different from what is currently being experienced on our planet. In general, those situations appear to be the result of climate conditions that had more extreme seasonal differences than any weve experienced today. It is particularly important to recognize that atmospheric carbon dioxide levels were lower in the past than those present today, so ecosystems with less  greenhouse gas  in the atmosphere likely behaved differently than they do today. Paleoenvironmental Data Sources There are several types of sources where paleoclimate researchers can find preserved records of past climates. Glaciers and Ice Sheets: Long-term bodies of ice, such as the Greenland and Antarctic ice sheets, have annual cycles which build new layers of ice each year like tree rings. Layers in the ice vary in texture and color during warmer and cooler parts of the year. Also, glaciers expand with increased precipitation and cooler weather and retract when warmer conditions prevail. Trapped in those layers laid down over thousands of years are dust particles and gases which were created by climatic disturbances such as volcanic eruptions, data which can be retrieved using ice cores.Ocean Bottoms: Sediments are deposited in the bottom of the oceans each year, and lifeforms such as foraminifera, ostracods, and diatoms die and are deposited with them. Those forms respond to ocean temperatures: for example, some are more prevalent during warmer periods.Estuaries and Coastlines: Estuaries preserve information about the height of former sea levels in long sequences of alternating layers of organic p eat when the sea level was low, and inorganic silts when the sea level rose.Lakes: Like oceans and estuaries, lakes also have annual basal deposits called varves. Varves hold a wide variety of organic remains, from entire archaeological sites to pollen grains and insects. They can hold information about environmental pollution such as acid rain, local iron mongering, or run-offs from eroded hills nearby.Caves: Caves are closed systems, where average annual temperatures are maintained year-round and with a high relative humidity. Mineral deposits within caves such as stalactites, stalagmites, and flowstones gradually form in thin layers of calcite, which trap chemical compositions from outside the cave. Caves can thus contain continuous, high-resolution records which can be dated using uranium-series dating.Terrestrial Soils: Soil deposits on land can also be a source of information, trapping animal and plant remains in colluvial deposits at the base of hills or alluvial deposits in valley terraces. Archaeological Studies of Climate Change Archaeologists have been interested in climate research since at least Grahame Clarks 1954 work at Star Carr. Many have worked with climate scientists to figure out the local conditions at the time of occupation. A trend identified by Sandweiss and Kelley (2012) suggests that climate researchers are beginning to turn to the archaeological record to assist with the reconstruction of paleoenvironments. Recent studies described in detail in Sandweiss and Kelley include: The interaction between humans and climatic data to determine the rate and extent of El Nià ±o and the human reaction to it over the last 12,000 years of people living in coastal Peru.Tell Leilan in northern Mesopotamia (Syria) deposits matched to ocean drilling cores in the Arabian Sea identified a previously-unknown volcanic eruption that took place between 2075-1675 BC, which in turn may have led to an abrupt aridification with the abandonment of the tell and may have led to the disintegration of the Akkadian empire.In the Penobscot valley of Maine in the northeastern United States, studies on sites dated to the early-middle Archaic (~9000-5000 years ago), helped establish a chronology of flood events in the region associated with falling or low lake levels.Shetland Island, Scotland, where Neolithic-aged sites are sand-inundated, a situation believed to be an indication of a period of storminess in the North Atlantic. Sources Allison AJ, and Niemi TM. 2010. Paleoenvironmental reconstruction of Holocene coastal sediments adjacent to archaeological ruins in Aqaba, Jordan. Geoarchaeology 25(5):602-625.Dark P. 2008. Paleoenvironmental reconstruction, methods. In: Pearsall DM, editor. Encyclopedia of Archaeology. New York: Academic Press. p 1787-1790.Edwards KJ, Schofield JE, and Mauquoy D. 2008. High resolution paleoenvironmental and chronological investigations of Norse landnà ¡m at Tasiusaq, Eastern Settlement, Greenland. Quaternary Research 69:1–15.Gocke M, Hambach U, Eckmeier E, Schwark L, Zà ¶ller L, Fuchs M, Là ¶scher M, and Wiesenberg GLB. 2014. Introducing an improved multi-proxy approach for paleoenvironmental reconstruction of loess–paleosol archives applied on the Late Pleistocene Nussloch sequence (SW Germany). Palaeogeography, Palaeoclimatology, Palaeoecology 410:300-315.Lee-Thorp J, and Sponheimer M. 2015. Contribution of Stable Light Isotopes to Paleoenvironmental Reconstructio n. In: Henke W, and Tattersall I, editors. Handbook of Paleoanthropology. Berlin, Heidelberg: Springer Berlin Heidelberg. p 441-464.Lyman RL. 2016. The mutual climatic range technique is (usually) not the area of sympatry technique when reconstructing paleoenvironments based on faunal remains. Palaeogeography, Palaeoclimatology, Palaeoecology 454:75-81.Rhode D, Haizhou M, Madsen DB, Brantingham PJ, Forman SL, and Olsen JW. 2010. Paleoenvironmental and archaeological investigations at Qinghai Lake, western China: Geomorphic and chronometric evidence of lake level history. Quaternary International 218(1–2):29-44.Sandweiss DH, and Kelley AR. 2012. Archaeological Contributions to Climate Change Research: The Archaeological Record as a Paleoclimatic and Paleoenvironmental Archive*. Annual Review of Anthropology 41(1):371-391.Shuman BN. 2013. Paleoclimate reconstruction - Approaches In: Elias SA, and Mock CJ, editors. Encyclopedia of Quaternary Science (Second Edition). Amsterdam: Elsevier. p 179-184.

The Odyssey vs. Siren Song Essay - 625 Words

Mà ³nica Callava February 9, 2010 Mrs. Pedroso Period 2 The Odyssey vs. Siren Song Some people have one inanimate object in their lives that they find so enticing that they are incapable of withstanding. One object that lures them into a deep trap not giving them any chance to resist. In Margaret Atwood’s â€Å"Siren Song† as well as Homer’s The Odyssey the one inanimate object all men cannot seem to resist is a Siren calling them in. In â€Å"Siren Song† we see a portrayal of this irresistible lure by one Siren’s song as merely a taunting boredom, while in The Odyssey the Siren is seen as a toxic desire. Both these poems portray these characteristics of the Siren through point of view, tone, and imagery. Homer’s The Odyssey is a narration†¦show more content†¦She manipulates and flatters men by telling them â€Å"Only you, only you can.† She tricks the men by telling them only they can free her from her boredom. Through the imagery of both Homer and Margaret Atwood we see the difference in the Sirenâ€℠¢s attitude in each poem. In The Odyssey, the Siren says, â€Å"honeyed voices pouring from our lips.† This imagery is a seductive tactic used by the Siren to lure the men closer. Odysseus tells us that his heart wanted more. This shows how the desire to get closer to the Siren was toxic. In â€Å"Siren Song† the Siren uses imagery to mock herself and make the reader feel bad for her. She tells us that she is â€Å"squatting on the island looking picturesque and mythical.† It is inferred that she is simply unhappy and bored where she is. The portrayals of the Siren in The Odyssey and â€Å"Siren Song† can be compared through point of view, tone, and imagery. In Homer’s poem the Siren is seen as an irresistible desire, a toxic aspiration that manipulated and captivated men to come closer. In â€Å"Siren Song† the Siren is portrayed as merely a taunting boredom. She herself tells us that to her it is boring, â€Å"But it works everyShow MoreR elatedBrains vs. Bronze Essay933 Words   |  4 PagesBrains vs. Bronze What separates a hero from a regular man? Does large muscles and courage make a hero, or intelligence and wisdom? Andrew Bernstein once said, â€Å"A hero holds purposes appropriate to man and is, therefore, a thinker.† In this instance, Odysseus in The Odyssey is the accurate definition of the epic hero. Odysseus overcomes crazed goddesses, raging seas, and vengeful gods; however, by cunning or strength? Cunning versus strength has been the age-old question concerning the ‘hero’Read MoreThe Odyssey And Trojan Women1684 Words   |  7 Pages HOMER AND EURIPIDES DEAL WITH THE SAME THEMES BUT IN DIFFERENT WAYS INTRO: Despite difference of around 400 years between them Greek poet Homer and tragedian playwright Euripides explore many of the same themes in their works the Odyssey and Trojan Women (written by each respectively). Both works are inspired by the events of 12th Century BCE Trojan War that Homer previously explored in the Iliad. The two examine the worth of cunning over brute strength, the dangers of temptation and the role ofRead MoreMarketing Mistakes and Successes175322 Words   |  702 PagesJuggernaut Starbucks: A Paragon of Growth and Employee Benefits Finds Storms Boston Beer: Is Greater Growth Possible? 29 46 PART II MARKETING WARS 61 Chapter 5 Chapter 6 Chapter 7 Cola Wars: Coca-Cola vs. Pepsi PC Wars: Hewlett-Packard vs. Dell Airliner Wars: Boeing vs. Airbus; and Recent Outsourcing Woes 63 86 PART III COMEBACKS Chapter 8 Chapter 9 Chapter 10 McDonald’s: Rebirth Through Moderation Harley-Davidson: Creating An Enduring Mystique Continental Airlines:Read MoreDeveloping Management Skills404131 Words   |  1617 Pages269 United Chemical Company 269 Byron vs. Thomas 271 Active Listening Exercise 272 SKILL APPLICATION 274 Activities for Communicating Supportively Suggested Assignments 274 Application Plan and Evaluation 274 274 SCORING KEYS AND COMPARISON DATA 276 Communicating Supportively 276 Scoring Key 276 Comparison Data 276 Communication Styles 276 Comparison Data 276 SKILL PRACTICE Diagnosing Problems and Fostering Understanding: United Chemical Company and Byron vs. Thomas 278 Observer’s Feedback Form

Analysis Of Ray Bradbury s Fahrenheit 451 - 2341 Words

Archetypes have been relevant throughout all of history’s collections of books, occurring in novels centuries back, and still occurring today. It is defined as a universally understood symbol, term, or statement, which others are copied, patterned, or emulated. Archetypes are often used in myths and storytelling across different cultures. The use of archetypes was advanced by Carl Jung, who suggested, â€Å"the existence of universal contentless forms that channel experiences and emotions, resulting in recognizable and typical patterns of behavior with certain probable outcomes†. While in Ray Bradbury’s Fahrenheit 451, water is used to represent death and rebirth, showing that our experiences can change us, and we can be re-birthed as a totally new person, while in Homer’s Odyssey, water is used to show that life is full of vast trials and adventures to overcome. The archetype of fire is also used in both novels. In Fahrenheit 451, it is used to show that even through destruction can emerge good; while in the Odyssey it is used to represent underlying doom and that no matter the situation, we are all doomed. Same archetypes, however they hold different meanings and represent different things. In both novels, water is a common archetype, reoccuring multiple times throughout both the Odyssey and Fahrenheit 451. Although representing different themes, rebirth and renewal in Fahrenheit 451, while long though journeys and tests in the Odyssey, the archetype is an important part ofShow MoreRelatedAnalysis Of Ray Bradbury s Fahrenheit 4511743 Words   |  7 PagesIn Fahrenheit 451, by Ray Bradbury, the protagonist, Guy Montag, suddenly realizes his overwhelming discontent with life when he meets Clarisse McClean, a seventeen year old girl who introduces him to beauty of the world and the notion of questioning ones surroundings. This novel, having been released shortly after the Second Read Scare, a time when fear of communism lead to the baseless accusation of political figures by Senator McCarthy, was received with mixed reviews. However, today more so thanRead MoreAnalysis Of Ray Bradbury s Fahrenheit 451 Essay2089 Words   |  9 PagesThe analysis of Ray Bradbury s dystop ian novel, Fahrenheit 451, shows that literature as books, education and alike is abused and criminalized in the hero’s reality, who is Guy Montag. The novel’s setting is when new things seem to have totally replaced literature, fire fighters set flames instead of putting them out, the ownership of books is deserving of the law and to restrict the standard is to court demise. The oppression of literature through innovation and technology can be analyzed throughRead MoreAnalysis Of Ray Bradbury s Fahrenheit 4511722 Words   |  7 Pagesthem†. Morrison’s claim can be interpreted as meaning that heroes, whoever they may be, are people who have the courage to revolt against injustices that are viewed by most as fixed or unchangeable parts of their societies. In Ray Bradbury’s acclaimed 1953 novel Fahrenheit 451, the protagonist Guy Montag certainly qualifies as a hero as he rebels against the dystopian society he lives in, which has completely eschewed critical thinking and reading books. Montag begins to realize that this society isRead MoreAnalysis Of Ray Bradbury s Fahrenheit 4511633 Words   |  7 PagesBradbury’s Fahrenheit 451: Dissecting the Hero’s Journey to Dystopic World Each person has a perception of the world. People are capable of judging the place they live in, human beings often find it either satisfactory or not. Creative writers have displayed similar, albeit different worlds in their works. 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For example, â€Å"What happened to Professor Faber?† or â€Å"How will a couple of homeless men survive post from a nuclear war?† The conclusion of Ray Bradbury’s Fahrenheit 451 leaves the readerRead MoreAnalysis Of Ray Bradbury s Fahrenheit 451 Essay1311 Words   |  6 PagesAuthored by Ray Bradbury in 1953, Fahrenheit 451, a descriptively written science fiction, presents its readers with his bitterly satirical view of the foreboding future and the consequences that may come with it. The novel depicts a dystopian society in which freedom of expression and thought is limited and books are outlawed. Written after WWII, when book burning and the blacklisting or censorship of films was a common threat. Technological advances were beginning to spread and therefore, influencingRead MoreAnalysis Of Ray Bradbury s Fahrenheit 451 1815 Words   |  8 PagesRay Bradbury was a well-known author who happe ned to write several novels, books, and short stories. He was very famous and I have never read anything that he wrote, until I read this book. I wasn’t sure what to expect because I had no idea what it was about and what kind of story it told. Fahrenheit 451 told a breathtaking adventure, was relatable, and it was almost as if I was submerged in this dystopian society, who was forced to live without imagination, books and a sense of wonder. Mr. BradburyRead MoreAnalysis Of Ray Bradbury s Fahrenheit 451 875 Words   |  4 PagesGiridhar Batra Ross-1 Aug 29. 2014 Fahrenheit 451 Essay The Role of Technology as a Theme in Ray Bradbury’s Fahrenheit 451 The average person in our society spends 7-8 hours a day(The Washington Post) using technology; that is stuff like television, video games, surfing the web, etc. Let that set in; that’s a long time. Our society procrastinates also is constantly distracted by technology like no other. We are practically glued to technology; before we become slaves of technology we must change

Pop Music Art or Noise free essay sample

Music is such an essential part of humanity. For every generation is a different set of music. Some maybe strange to hear and some too noisy to understand. There are lots of kinds music, Jazz, rock, country music, folk, classical, pop music and others. But the most youth oriented kind of music is pop music. Today, Pop music is relatively clear medium of communication of youth to Its pears and surroundings. Older generations and youngsters may sometimes established conflicts with this type of music. They moieties call it generation gap, but Its not. Its Just a matter of familiarity and preference. Pop music is not necessarily a taboo for the old generation. They love pop music too. Endurance of loud sounds to the sensitive auditory nerves of older people makes the difference In preference. But understanding can patch up the difference. Lowering the volume of sounds can make a big difference In respect to the older people. We will write a custom essay sample on Pop Music : Art or Noise or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Pop music Is definitely not a noise. It Is a very expressive means to bring happiness, sadness, fear and hopes. It may pass many changes In tempo, rhythm and beat but the soul in every pop song will always be there.This is the most artful and most beautiful way of bringing out the innermost feelings of a persons mind and body. It releases the exuberant energies of the youth for so to have a clear mind, away from drugs and far from emotional breakdown. Pop music have so much liveliness, its not a dragged. Can you imagine the life of a highly energetic youngster in the music of Mozart, Stern and Portrait? Yes, this is an artistic classical type of USIA but it does not match the rhythm of a youngster pulse.If music will be dragged than life would be lifeless. Pop music is definitely an art. An art shows lifes beauty. As the saying goes, Beauty depends on the eye of the beholder. Everything in this world is artfully made by our creator. Acceptance is only the key word. Pop music is the fastest medium of communication around the corners of the world. We may belong to different cultures but in song it will make a difference. It gives Joy and fulfillment and conveys message f love and peace to the world. For some, pop music is not their type.The elite usually prefers classical music. Pop music is for the masses , old and young, rich and poor because it truly brings out the true facets of life in this world we live in. Over the course of the 20th century, musical styles came and went but some stuck around. Disco maybe dead but pop music is an art that is here to stay. I can really define pop music is an artful arrangement of sounds across differ Pop Music : Art or Noise By alignments tedium of communication of youth to its pears and surroundings.

Rbi Organisational Chart Essay Example

Rbi Organisational Chart Essay RESERVE BANK OF INDIA : ORGANISATION CENTRAL BOARD OF DIRECTORS GOVERNOR Dr. D. SUBBARAO DEPUTY GOVERNORS Dr. K. C. CHAKRABARTY Dr. SUBHIR GOKARN SHRI ANAND SINHA SHRI H. R. KHAN Co-ordination Work Executive Directors Department of Currency Management (Dr. N. Krishna Mohan, CGM) Financial Markets Department Shri V. K. Sharma Rural Planning Credit Department (Smt. Deepali Pant Joshi, CGM-inCharge) Customer Service Department (Shri Rajesh Verma, CGM) (G. Mahalingam, Chief General Manager) Financial Stability Unit (Dr. Rabi. N. Mishra, CGM) Secretarys Department (Smt. Grace E. Koshie, CGM Secretary) Central Vigilance Cell (Shri Kaza Sudhakar, Chief Vigilance Officer) Department of Communication (Alpana Killawala, CGM) Right to Information Department of Expenditure Budgetary Control (Smt Deepa Srivastava, CGM-inCharge) Shri V. S. Das (also First Appellate Authority under Right to Information Act) Shri G. Gopalakrishna Deposit Insurance and Credit Guarantee Corporation Monetary Policy Department (Dr. Janak Raj, Adviser-in-Charge) Department of Economic and Policy Research (Shri B M Misra, Officer-inCharge) Department of Statistics Information Management (Shri A. B. Chakraborty, Officer-inCharge) Shri D. K. Mohanty Urban Banks Department (Shri A. Udgata, CGM-in-Charge) Shri S. Karuppasamy (also Alternate Appellate Authority under Right to Information Act) Premises Department (Shri K. R Ananda, CGM) Legal Department (Shri G. S. Hegde, Principal Legal Adviser) Department of Administration and Personnel Management Shri R. Gandhi Central Security Cell (Major General (Retd. ) Soli N. Pavri, Security Adviser) Internal Debt Management Department (Shri K. K. Vohra, CGM) Department of External Investments Operations (Smt. Madumita Sarkar Deb, CGM –in– Charge) Department of Non-Banking Supervision (Smt. Uma Subramaniam, CGM-inCharge) Department of Government Bank Accounts (Shri A. K. We will write a custom essay sample on Rbi Organisational Chart specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Rbi Organisational Chart specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Rbi Organisational Chart specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Bera, CGM) Inspection Department (including Internal Audit) (Shri Karunasagar, CGM) Department of Payment and Settlement Systems (Shri Vijay Chugh, CGM) Foreign Exchange Department (Smt Meena Hemchandra, CGM-in-Charge) Human Resource and Management Department (Shri Sandip Ghose, CGM in – Charge) Rajbhasha Department Shri P. Vijaya Bhaskar Department of Banking Supervision (Shri G. Jaganmohan Rao, CGMin-Charge) Shri. B. Mahapatra Department of Banking Operations and Development (Shri Deepak Singhal CGM-inCharge) Shri G. Padmanabhan Department of Information Technology (Dr. A. S. Ramasastri, CGM)

Free Essays on Stress Fractures

Diagnosing Stress Fractures Stress fractures are one of the most common sports related injuries that are usually managed by family practitioners. It is a result of repetitive use of a muscle group that exceeds the natural ability of the bone to repair itself. The lower extremities are frequently affected by sports involving running and jumping. Activities such as baseball and tennis involve repetitive usage of the arms and can cause stress fractures of the upper extremities. Lower extremity stress fractures present as localized, dull pain with no evidence of trauma that worsens during exercise or weight bearing. The tibia is the most common site of injury and accounts for 50% of stress fractures. Localized edema and thickening of the periosteum can occur and is prevalent to the middle and distal third of the tibia. Point tenderness to palpation to the injury site is hallmark for stress fractures. Metatarsal fractures make up 25% of stress fractures and are usually located to the distal second and third metatarsal. These injuries are common among military recruits and those who are not physically conditioned for the workout routine they are participating in. Many presumed diagnosis are made by clinical exam. Radiological studies will help the clinician to make a definitive diagnosis. Plain radiographs should be obtained, but evidence of a fracture may never appear or may not appear for two to ten weeks after symptom onset. Repeat radiographs will reveal a fracture during the recovery phase 50% of the time. Bone scans and magnetic resonance imaging scans are more expensive than plain radiographs but are much more accurate in identifying stress fractures. Although stress fractures are very common among young athletes, clinicians are imprecise at making the correct diagnosis. Proper diagnosis are important to prevent further injury and possible nonunion of the affected bone. My patient care populations are ... Free Essays on Stress Fractures Free Essays on Stress Fractures Diagnosing Stress Fractures Stress fractures are one of the most common sports related injuries that are usually managed by family practitioners. It is a result of repetitive use of a muscle group that exceeds the natural ability of the bone to repair itself. The lower extremities are frequently affected by sports involving running and jumping. Activities such as baseball and tennis involve repetitive usage of the arms and can cause stress fractures of the upper extremities. Lower extremity stress fractures present as localized, dull pain with no evidence of trauma that worsens during exercise or weight bearing. The tibia is the most common site of injury and accounts for 50% of stress fractures. Localized edema and thickening of the periosteum can occur and is prevalent to the middle and distal third of the tibia. Point tenderness to palpation to the injury site is hallmark for stress fractures. Metatarsal fractures make up 25% of stress fractures and are usually located to the distal second and third metatarsal. These injuries are common among military recruits and those who are not physically conditioned for the workout routine they are participating in. Many presumed diagnosis are made by clinical exam. Radiological studies will help the clinician to make a definitive diagnosis. Plain radiographs should be obtained, but evidence of a fracture may never appear or may not appear for two to ten weeks after symptom onset. Repeat radiographs will reveal a fracture during the recovery phase 50% of the time. Bone scans and magnetic resonance imaging scans are more expensive than plain radiographs but are much more accurate in identifying stress fractures. Although stress fractures are very common among young athletes, clinicians are imprecise at making the correct diagnosis. Proper diagnosis are important to prevent further injury and possible nonunion of the affected bone. My patient care populations are ...

Sensory Analysis- Food Properties Assignment Example | Topics and Well Written Essays - 2500 words

Sensory Analysis- Food Properties - Assignment Example This technique is the most appropriate because it can analyze each pixel found on every food surface. It can also quantify the characteristics of the food’s surfaces and the defects that can possibly be on that surface. Different foods have different smells. This due to the different types of perfumes used during the manufacture of the foods. The perfumes used can be either natural or artificial. Natural perfumes can extract from natural sources where they are purified before they are added to the food. On the other hand, artificial sources are produced by mixing different naturally produced aroma together. This will produce different smell from the two natural sources (Gacula 2008). The taste cereals vary from one cereal to another. Tastes can be evaluated from sweet, bitter, sour, and salty. This is each cereal tastes differently from each other. This can be due to the natural sources or the different ways in which they are manufactured. Salty taste can be due to the salts added during processing of the cereal in the factory. Sweet taste is mainly caused by addition of sugary flavors to then cereal during manufacturing. Bitter and sour tastes are caused by addition of acidic flavors to then cereal. This will increase the acidic content of the cereal. Organic or inorganic amino acids are the one used to produce the sour tastes to then cereals (Gacula 2008). Color of every food can add flavor to it. Colors have different effects on cereals. Colors like red, can add sweetness to the cereals as compared to the dark colors. Colors also can be used to as a force of attraction to the customers. People are attracted by colors in different ways. When choosing the color to used in a particular food, people’s interests should be considered to ensure that food is highly marketed. One can be attracted by the way food is colored before they even taste that food (Jelen, 2012). Selection of panels to train as

Plan For a Student and an IEP Term Paper Example | Topics and Well Written Essays - 1500 words

Plan For a Student and an IEP - Term Paper Example Also, included in this plan are the school administrators, students with the appropriate ages, and related services personnel. The Individualized Education Program acts as the foundation of a quality education ground for each child with any form of disability. This paper will come up with a plan that will look to include a child with disabilities in a general class. It will cover some of the characteristics of the disabled child, a list of personnel assigned to the child, and strategies or modifications needed for the child with disabilities to succeed. Finally, it will come up with an Individualized Education Program for this child. A plan for including a child with disabilities in a general class of learners This section will outline a plan that will seek to include a student with disabilities in a general class of students who do not have disabilities. Characteristics There are ten categories of disabilities that might face students. These categories follow as: autism, development delayed, intellectual, sensory, emotional, neurological, communication, specifically learning disability, physical and other health issues (Bateman, 2006). The student in this research is one who suffers physical disabilities issues. A physically disabled person refers to one whose disabilities are as a result of an improper function of any physical part of their body. This could be the legs, eyes, ears, hands among others. A better word of these individuals would be the term disabled. Some of the characteristics of a physically disabled person are as follows: they lack the ability to walk, blindness or their hands might be deformed (Bateman, 2006). This is because some vital part of their physical body parts might not be functioning properly. Personnel assigned to child Major personnel that should be related to these students for them to perform effectively are the school administration, teachers, other students, parents, and guardians. The child also needs to have a committee sta ff representative. Third party personnel include medical practitioners or health care givers whose duties include dealing with the medical, psychological, or health conditions facing the disabled students (Bateman, 2006). After the Individual Education Plan is created and placement is determined, now comes the implementing part. The child's teachers are accountable for implementing all program modifications, educational services or supports as stated by the Individual Education Plans. Schools should have an Individual Education Plan in place at the start of a school year. Initial Individual Education Plans must be created within a month of the resolve of eligibility. The services stated in the pupil’s Individual Education Plan must be provided as soon as possible. This plan follows as: Yearly review The Individual Education Plan team is responsible for carrying out an annual review of the document. This is important in making sure that the student is meeting educational aims or making progress on the standards specified for every objective (Wright, 2010). Acceptance and amendments A formal Individual Education Plan must be signed by a guardian or parent before any of the stated services may start to function. Nevertheless, guardians or parents do not have to sign any document when it is at first planned (Wright, 2010). Technical safeguards School personnel have a duty to issue the parents of this child with a technical safeguard notice,

The Esping Andersens Welfare Regime Typology

The Esping Andersens Welfare Regime Typology This assignment will be analysing precisely on the Esping-Andersens welfare regime typology along with its illustration. In order for a better understanding of the illustration, three countries will be used as ideal examples for the different typologies, namely the United Kingdom, Sweden and Germany. In addition to the illustration using the three countries stated, the Esping-Andersens welfare regime will also be assessed further in depth. CONTENT There are two major paradigms of the explanation of the welfare state expansion which are the social and economic factors, and also the political factor. The social and economic factors are usually the main driving force of welfare state expansion which is also based on the logic of industrialisation. The industrialism is a long term and inevitable effect of economic development in which when the economic productivity increases, the resources for the welfare will necessarily increase too. Additionally, industrialism will bring in many other factors such as urbanisation and peoples relocation effects, population growth and their changing composition together with the growth of the nation states bureaucratic capability in terms of delivering their welfare (Quadagno, 1987). Another major explanation of expansion of the welfare is the political factors. The structure and generosity of welfare state can only be explained if we take into account the power resources of social classes and th e fusions between them. In addition, powerful and trade union movements also the social democratic parties are also recognised as decisive political actors for the development of universal social rights. These two major theories of the development of the welfare state all have its relevance and are inter-related to each other (Castles, 2010). This is also what Esping-Andersen believes in. In Esping Andersens major and most influential work, written in The Three Worlds of Welfare Capitalism, he stated that de-commodification and also social stratification of a country are the key issues in terms of assessing the welfare state. These two are also known as the main indicators as measurements of quality of the welfare state provided. The first indicator, de-commodification in this perspective is actually the degree to which a social service is being rendered to the people of the country as a matter of right and to the degree which a person can maintain his livelihood without relying on the market (Pierson and Castles, 2006). Different typologies of welfare state have different degrees of de-commodification it offers to its people. The level of this de-commodification can be measured by three sets of dimensions which are the rules that govern peoples eligibility to welfare benefits, level of income replacement for those on benefits and the range of entitlements provided (E sping-Andersen, 1990). As for the other indicator, social stratification is the degree to which welfare state differentiates between different social groups, for instance on the basis of occupational status or gender (Cochrane et al, 2001). The welfare states vary considerably with respect to those two principles; the de-commodification or social rights and stratification. As the welfare state variations are not linearly distributed as it is dependent on the different arrangements among the state, market and the family, Esping-Andersen stated that welfare states can then be divided into three different ideal welfare regime typologies. They are the liberal regime, conservative regime and finally, the social-democratic regime type (Kolberg, 1992). The liberal welfare state is characterised by means-tested assistance, modest universal transfers, or modest social insurance plans that predominate. These cater mostly to people of low income (usually those in the working-class and are state dependents). This model of welfare state created entitlement rules that are strict and are also often associated to stigma although the benefits given out are in general modest. For this reason, the state will then encourage the market to guarantee and subsidise private welfare schemes. Subsequently, this welfare state regime minimises de-commodification effect and encourage a higher degree of social stratification due to the private schemes predominating and also the different welfare state recipients which will clearly result in inequality (Kolberg, 1992). An archetypical example of this welfare regime model is the United Kingdom which will be used in order to illustrate and assess this welfare state regime better, although it was identified to be more of a hybrid-liberal regime before this. In accordance to the Esping-Andersens indicators for welfare state, the United Kingdoms de-commodification is fairly low and thus fit into the Esping-Andersen ideal model of liberal regime. According to him, the United Kingdom has a low index of de-commodification of 23.4 which is the combination of the following individual de-commodification indexes; pensions of 8.5, sickness benefits of 7.2 and unemployment insurance of 7.7 (Bambra, 2006). As for the countrys social stratification, the score is 6 within the liberal scale which is deemed to be medium-low (Scruggs and Allan, 2006). This aspect however does not fit into the ideal liberal welfare regime of Esping-Andersen which is supposedly to be high. In addition to that, unlike the traditional lib eral countries such as the United States (which is known as the prototype of liberal regime), the United Kingdom has a National Insurance system which was introduced by Beveridge in 1942 (Spicker, 2012). Included in this system is the National Health Service (NHS) which is provided to all on a free of charge basis which is not a character of a typical liberal regime. Along with that, the United Kingdom consists of four different constituent countries which have their own devolved self-government such as that in Scotland which its education structure is different to that in the other part of the country. This is also one of the main criticisms of Esping-Andersens welfare regime as it cannot be found in pure form such as in this case. However, the United Kingdom can still be categorised to be a liberal regime as the country generally only provides social security to its people based on their need which this can be referred to act only as a safety net. Additionally, this social securit y offered by the state funded by taxation are only very limited and are highly stigmatised due to its means-tested distribution such as the Working Tax Credit even though they do give out benefits to those who need it most (Schifferes, 2005). Moreover, as the recent current policy reforms in the United Kingdom that affect the social security such as the NHS, which its principle of universality and future is subject to change, only sums up to push the country further in becoming more into the liberal regime. All the discussed aspects of the United Kingdoms welfare system pretty much tally up the countrys regime of being in the liberal typology. The second welfare regime identified by Esping- Andersen is the conservative welfare state regime. This regime is typified by a moderate level of de-commodification. This regime type is shaped by the twin historical legacy of Catholic social policy, on the one side, and corporatism and total control of the state over individual citizen (etatisme) on the other side. This blend had three important consequences in terms of stratification. The first one is the direct influence of the state will be restricted to their provision of income maintenance benefits related to the peoples occupational status which means that the sphere of unity remains quite narrow and corporatist. Moreover, in this regime labour market participation by married women is strongly discouraged, because the corporatist regime which is highly influenced by the Church are committed to the preservation of traditional family structures (the classic male breadwinner model). Social rights as reflected in the degree of de-c ommodification produced by state policies and program however, did not include the gender dimension of women who perform unpaid labour which is another main criticism of Esping-Andersens welfare regime from feminist view (Sainsbury, 1999). Another important characteristic of this regime model is the principle of subsidiarity, a situation where the state rather than the market will interfere when the familys capacity to meet its family members need is unmet (Arts and Gelissen, 2002). Due to these reasons, the degree of stratification this welfare regime produce is fairly high. An example of the conservative welfare regime is the country Germany, which is the prototype illustration of this regime. Following Esping-Andersens indicator of de-commodification, Germany score 27.7, in which it is considered to be as medium. This score combined the three individual de-commodification indexes of the following; 8.5 of old age pensions, 7.9 for the sickness benefits and finally, the unemployment insurance of 11.3 (Bambra, 2006). This is in accordance to Esping-Andersens suggestion of conservative regime that has a medium degree of de-commodification. The welfare for the people in Germany is based on their occupational scheme and is funded through their personal contribution. As stated, the old age pension score in the de-commodification index for Germany is low as it requires the people to contribute for quite a period of time for their pension rights together with a large amount of individual financial contribution. As a result, the replacement rate of contribution for the people will be different as it is dependent on the occupation. This consequently results in a high social stratification for the country at a score of 8 in the conservative scale (Scruggs and Allan, 2006). In addition to that issue, the country made familial obligations its priority and thus, practise the principle of male breadwinner model in which only the male in the family are allowed to be in the labour market. The vindication for this is that if women are allowed to be working, the countrys social security will then have to be re-constructed, as traditionally their welfare is highly dependent to that of their spouses or male family member as their welfare source. Due to this reason of oppressing womens right, the gender inequality is remarkably high in Germany particularly, in terms of income as women are usually performing unpaid labour work such as childcare in their households as expected with the feminist criticism view on the Esping Andersens regime typology. The social welfare of women is tied up to their spouses instead of on their own. Also, it is the market (employers) itself that organise the employees social insurance instead of the state (they are also known as the social partners). All of these factors of Germany discussed correspond to the characters of an ideal conservative model as per discussed by Esping-Andersen himself. A reason of why as suggested by Arts and Gelissen (2002) that Germany is definitely the ideal type conservative regime. Finally, Esping-Andersen recognises a social democratic world of the welfare capitalism. In this model, the level of de-commodification is high, and the social-democratic principle of stratification is directed towards achieving a system of generous universal and highly distributive benefits not dependent on any individual contributions, thus the degree of social stratification is ideally low. Contrary to that of the liberal regime of welfare states, this welfare model crowds out the market and, consequently, constructs an essentially universal solidarity in favour of the welfare state (Esping-Andersen, 1990). The social policy within this model of welfare state is focused at maximising the capabilities of individual independence. Women in particular regardless of their status of whether having to provide childcare or not, are also encouraged in participating in the labour market, especially in the public sector. This type of welfare state regime is generally dedicated to full employment for its entire people in order to support the welfare state. Only by making sure tha t as many people as possible are in employment, is it possible to maintain such a high level unity welfare system as suggested by Arts and Gelissen (2002). In order to further analyse this welfare regime better, Sweden will be used as an illustration in order to discuss this in greater depth as many of the aspects of the social democratic model are indeed identified in the Swedish welfare state. This country has the most progressively redistributive welfare states under capitalism as it spends a great proportion of its national income on their welfare benefits and services than any other capitalist state, comparatively with particular emphasis on the concept of universality and participation of its citizen unlike the liberal and conservative models. This explains why Sweden has a profoundly high level of de-commodification of 39.1 with the pensions of old-age of 17.0, sickness benefits of 15.0 and also unemployment insurance of 15.0 as stated by Esping-Andersen (Bambra, 2006). Also, this is the reason why Sweden has a low degree of social stratification of 8 in the socialist stratification score (Scruggs and Allan, 2006). Swedens focus on the equality of its citizen is due to the path dependence of the strong social-democratic political dominance along with the fact that for several decades over 80 per cent of the Swedish workers have been organised in trade unions (Cochrane et al, 2001). The key element of this countrys generous welfare policies is full employment to its entire citizen including women which this also contributes to the low degree of stratification. Additionally, childrens welfare state is also fully taken care of throughout their lives (not just at certain age only) by the state instead of the family also as a right of citizen similar to that of women. Although the recent welfare reforms in Sweden has been happening due to the economic crisis (such as increase in income inequality and market instead of state welfare provider), Sweden is still in its own distinct group of social democratic model of welfare state (Kautto et al, 1999). This proves that the criticism of other scholars such as that of Kangas (1994) on the stability of Esping-Andersens typology over time is found ungrounded in this case of Sweden. CONCLUSION The Esping-Andersens welfare state regimes along with its two main indicators have been analysed above in order to better understand the illustrations of the welfare regime models provided by the three countries chosen to represent the regime. Although the country chosen for liberal welfare model is not the usual prototype country which is the United Kingdom, it has given a better understanding on how it is actually a hybrid before turning more into a liberal regime during the recent years now following the latest reforms. Additionally, it also shows that not all regimes come in pure form which is also one of the criticisms of this regime typology. As for the other two countries, Germany and Sweden, they are the prototype countries in representing their respective welfare regimes; conservative and the social democratic which gives a further, better explanation for the other two Esping-Andersens welfare regimes along with highlighting the problem of his regime typology that excluded t he female gender dimension.

Brown v. Board of Education and Multiculturalism Essay -- Education

On May 17, 1954, in the Supreme Court case of Brown v. Board of Education, the High Court, for the first time in American legal history, challenged the â€Å"separate but equal† doctrine previously established in Plessy v. Ferguson (1896) and outlawed racial segregation in public schools. The decision, igniting fierce debates throughout the country, was met with violence and strong defiance in the South. The years after Brown, however, saw the passing of several important Acts: the Civil Rights Act of 1964, the Voting Rights Act of 1965, and the Fair Housing Act of 1968. Today, Americans remember Brown v. Board of Education as a success in African Americans’ struggle for equal rights, a change of sea tide for the civil rights movement. While Brown deserves its place in American History Books, its direct product – desegregation – is not the ultimate solution to the education for African Americans. Desegregation only amends the system of education. America h as to reassess the word â€Å"education,† for black Americans and other minority groups to achieve a real equal education. In Supreme Court’s opinion on Brown v. Board, Chief Justice Earl Warren says, â€Å"We conclude that in the field of public education the doctrine of "separate but equal" has no place. Separate educational facilities are inherently unequal† (â€Å"Brown v. Board of Education† 307). While scholars may argue that Supreme Court’s reversal on its previous ruling in Plessy v. Ferguson was abrupt and unexplained (Balkin 11), Supreme Court’s position that segregation in education is â€Å"separate and unequal† was irrefutable. Segregation in education had a long history against the interests of African Americans. For numerical examples, in 1898, the state of Florida spent $5.92 on every ... ...for Education Statistics. Long-Term Trends in Student Reading Performance. Jan. 1998. Web. 2 May 2009. . United States. National Center for Education Statistics. Long-Term Trends in Student Mathematics Performance. Sep. 1998. Web. 2 May 2009. . United States. National Center for Education Statistics. Long-Term Trends in Student Science Performance. Sep. 1998. Web. 2 May 2009. . United States. National Center for Education Statistics. NAEP Data Tool v3.0. Web. 4 May 2009. . â€Å"Vital Statistics.† The Journal of Blacks in Higher Education Winter 2003/2003. Web. 3 May 2009. . â€Å"What Negroes Want Now.† U.S. News & World Report 28 May 1954: 54-59.

Self in Interpersonal Communication

THE SELF IN INTERPERSONAL COMMUNICATION SELF Definition of one's identity, character, abilities, and attitudes, especially in relation to persons or things outside oneself or itself. There are three fundamental aspects that make up the self: 1. Self-concept: Your self-concept is the way that you view yourself. 2. Self-awareness: Your self-awareness is your knowledge about yourself, including your insight. 3. Self-esteem: Your self-esteem is how much value you place on yourself. SELF CONCEPT The term self-concept is a general term used to refer to how someone thinks about or perceives themselves.The self concept is how we think about and evaluate ourselves. To be aware of oneself is to have a concept of oneself. Baumeister (1999) provides the following self concept definition: â€Å"The individual's belief about himself or herself, including the person's attributes and who and what the self is†. SELF-CONCEPT means your own view of yourself and it can include: * How you see your self * Your thoughts about yourself * Your beliefs about yourself * How you feel about yourself SOURCES: 1. Others' images: If you want to find out how you look to other people, then you would at how other people treat you.According to DeVito (2009), we look to people who are important to us to see how they treat us. He states, â€Å"If these important others think highly of you, you will see this positive image of yourself reflected in their behaviors; if they think little of you, you'll see a more negative image† 2. Your interpretations and evaluations: Naturally, we evaluate and interpret our own behaviors. If we look back at a certain communication event and find that the behavior we used goes against our beliefs, we will feel guilty. Let's say you are out with friends. Your friend asks you for your honest opinion.If you tell them a lie, you might later feel guilty because you value yourself as an honest person. 3. Cultural teachings: Our culture teaches us how to think, believe, and act and much more. So how you define yourself is developed from your culture. In addition to your interpretations and evaluations, if you go against your cultural teachings, you may feel a sense of guilt or failure. For example, it is common to be married at a young age in the state of Utah. This is a cultural belief and attitude. If you were to be married after 30 years old, it might be seen as against the cultural teaching to this area. . Social comparisons: For example, if you want to find out if you  are seen as a positive person, you could ask your friends if they think you act like a positive person. When we reach out to others to find out how we look, we usually go to those people that we find close to us and important; This would include people like family members or close friends. We do this because we know we are more likely to get an honest answer from these people. The three sources of self-concept are: * Social information and interactions:- The positive and negative messages we receive from others that shape our beliefs. social comparisons:- How we think we measure up to other people; * self-observation:- Being able to monitor our thoughts which affect our behavior and our own interpretations and evaluations. Self Esteem and Self Worth (The extent to which you value yourself) Refers to the extent to which we like accept or approve of ourselves or how much we value ourselves. Self esteem always involves a degree of evaluation and we may have either a positive or a negative view of ourselves. HIGH SELF ESTEEM i. e. we have a positive view of ourselves. This tends to lead to * Confidence in our own abilities Self acceptance * Not worrying about what others think * Optimism LOW SELF ESTEEM i. e. we have a negative view of ourselves. This tends to lead to * Lack of confidence * Want to be/look like someone else * Always worrying what others might think * Pessimism FACTORS: There are 4 major factors that influence self esteem. 1) THE REA CTION OF OTHERS. If people admire us, flatter us, seek out our company, listen attentively and agree with us we tend to develop a positive self-image. If they avoid us, neglect us; tell us things about ourselves that we don’t want to hear we develop a negative self-image. ) COMPARISON WITH OTHERS. If the people we compare ourselves with (our reference group) appear to be more successful, happier, richer, better looking than ourselves we tend to develop a negative self image BUT if they are less successful than us our image will be positive. 3) SOCIAL ROLES. Some social roles carry prestige e. g. doctor, airline pilot, TV. Presenter, premiership footballer and this promotes self-esteem. Other roles carry stigma. E. g. prisoners, mental hospital patient or unemployed person. 4) IDENTIFICATION. Roles aren’t just â€Å"out there. † They also become part of our personality i. . we identity with the positions we occupy, the roles we play and the groups we belong to. S ELF AWARENESS Self Awareness is having a clear perception of your personality, including strengths, weaknesses, thoughts, beliefs, motivation, and emotions. Self Awareness allows you to understand other people, how they perceive you, your attitude and your responses to them in the moment. The Johari Window The Johari window is a technique created by Joseph Luft and Harrington Ingham in 1955 in the United States, used to help people better understands their relationship with self and others. –  Johari region 1 is also known as the ‘area of free activity. This is the information about the person – behavior, attitude, feelings, emotion, knowledge, experience, skills, views, etc – known by the person (‘the self') and known by the group (‘others'). You are open about your thoughts and feelings;  you are aware of your behaviors and  have an understanding of your skills can capabilities. Others that you are interacting with are aligned and under stand your thoughts and feelings that you are  communicating, either verbally or non-verbally.They also have visibility and awareness around your skills and capabilities or other knowledge or information. 2-Johari region 2 is what is known about a person by others in the group, but is unknown by the person him/herself. The Blind Spot is the area that is known to others but not to you. There may be behaviors that you are exhibiting or things that you are communicating that are affecting others in a particular way. You may be unaware or perceive yourself as not having the ability to perform in a certain situation.However, those that you are interacting with can see exactly how you feel or know from your behavior  or prior experience  that you do have skills and abilities to  perform in a particular situation. 3- Johari region 3 is what is known to us but kept hidden from, and therefore unknown, to others. This hidden or avoided self represents information, feelings, etc, anyth ing that a person knows about him/self, but which is not revealed or is kept hidden from others. The hidden area could also include sensitivities, fears, hidden agendas, manipulative intentions, and secrets – anything that a person knows but does not reveal, for whatever reason.It's natural for very personal and private information and feelings to remain hidden, indeed, certain information, feelings and experiences have no bearing on work, and so can and should remain hidden. There may be some things that you know or are thinking in your head, or you may feel a particular way, however you decide to conceal this information and not share it with others. You may know that you have certain skills or abilities, but choose to not show this to others. Those around you do not know what you are experiencing in terms of thoughts and feelings, and may not know or your capabilities.It is hidden from them 4- Johari region 4 contains information, feelings, latent abilities, aptitudes, exp eriences etc, that are unknown to the person him/herself and unknown to others in the group. These unknown issues take a variety of forms: they can be feelings, behaviors, attitudes, capabilities, aptitudes, which can be quite close to the surface, and which can be positive and useful, or they can be deeper aspects of a person's personality, influencing his/her behavior to various degrees.Large unknown areas would typically be expected in younger people, and people who lack experience or self-belief. The Unknown is the area that is blind to both yourself and to those around you. There may be things about yourself that you do not know, such as your own skills and abilities, even your own thoughts and feelings. Others around you might also have no visibility or knowledge of these. Using the Johari Window for Self-Awareness If you are living with purpose and striving to reach your goals, where do you want to be in the Johari Window?You will want to be playing within the OPEN SELF! The more open and honest you are in your thoughts and feelings, your communications and your behaviors, the more that those around you will have a clear understanding around what it is that you value, what you are trying to achieve and therefore will actually have the ability to help you reach where it is that you want to go. When you’re playing in the Arena, you are completely aware of your skills and abilities and you will become more effective and productive as your interactions and communications with those around you.The Arena is the playing field where trust and relationships are established and cooperation is at its highest. Let’s move to the HIDDEN SELF. This is where you are potentially hiding or concealing thoughts or feelings or any other information that  is unknown to others. Now, there’s nothing wrong with concealing information and holding private thoughts and feelings to you. However, for someone to be able to help you in a certain situation, they will need to know where you currently stand and what your thoughts, feelings or knowledge is  on the subject.The more you can be open and honest and reveal certain things about yourself, the more those others will be able to gain an insight into who you are and how you operate. By doing this, you will build trust, enhance your relationships and when it comes to pursuing your goals, those around you will be able to start helping you get there! The more you can reveal about yourself, the more you will expand yourself into the Arena and start enhancing your relationships, communicate more effectively and perform at higher levels.Similarly when it comes to skill sets and capability, the more you can openly share and reveal around these, the more that others will have an awareness of where they can help you through coaching, mentoring, teaching or providing support or guidance. Now onto the Blind Spot. This is the fun area! This is the area that you really need to minimize to ensure yo u are self-aware around your behaviors and impact on others, and to ensure you can perform at your highest ability. What don’t you know about yourself? Aren’t you curious to find out? How do you find out something about yourself when you don’t know what you need to find out?Feedback! Ask for feedback. Don’t be afraid to request feedback from others whenever or whoever that may be. There may be things that you are doing that you do not know that you are doing! This is not a productive space to be in. Feedback is essential for building your self-awareness and can help you learn and discover how to communicate or perform in a more effective and productive way. When it comes to skill and ability, asking for feedback is essential for learning and development and helping you make your way into the Arena where you can be more effective at pursuing your goals.The Unknown area is the area you want to try stay out of. People with low self-belief or that are inexper ienced may fall into this quadrant. You may not know what your skills and capabilities are, and others may not have had any opportunity to witness any of these. Self-limiting beliefs or feelings or attitudes that hold  you back can prevent  you from discovering certain things about yourself. Perhaps it’s a fear of entering into the unknown. On many occasions, and individual that spends time in this area may need to break out of their comfort zone to start entering one of the other quadrants.Trying new experiences and testing your limits can help you discover more about yourself and your skills and abilities. Working closely and building relationships with others may help them identify certain traits that they can point out for you. Similar to the blind spot, seeking feedback can help you identify certain traits and build your self-awareness. In addition to using the Johari Window, there are five other ways in which we can increase our self-awareness. 1. Ask yourself about yourself. 2. Listen to others. 3. Actively seek information about yourself. 4. See your different selves. . Increase your open self. SELF DISCLOSURE Self-disclosure is both the conscious and subconscious act of revealing more about oneself to others. This may include, but is not limited to, thoughts, feelings, aspirations, goals, failures, successes, fears, dreams as well as one's likes, dislikes, and favourites. Factors Influencing Self-Disclosure Many factors influence whether or not you disclose, what you disclose, and to whom you disclose. Among the most important factors are who you are, your culture, your gender, who your listeners are, and your topic and channel.Who You Are Highly sociable and extroverted people self-disclose more than those who are less sociable and more introverted. People who are comfortable communicating also self-disclose more than those who are apprehensive about talking in general. Competent people engage in self-disclosure more than less competent pe ople. Perhaps competent people have greater self-confidence and more positive things to reveal. Similarly, their self-confidence may make them more willing to risk possible negative reactions.Your Culture Different cultures view self-disclosure differently. Some cultures  view disclosing inner feelings as a weakness. Among some groups, for example, it would be considered â€Å"out of place† for a man to cry at a happy occasion such as a wedding, whereas in some Latin cultures that same display of emotion would go unnoticed. Similarly, it’s considered undesirable in Japan for workplace colleagues to reveal personal information, whereas in much of the United States it’s expected. Important similarities also exist across cultures.For example, people from Great Britain, Germany, the United States, and Puerto Rico are all more apt to disclose personal information—hobbies, interests, attitudes, and opinions on politics and religion—than information on finances, sex, personality, or interpersonal relationships. Similarly, one study showed self-disclosure patterns between American males to be virtually identical to those between Korean males. Your Gender The popular stereotype of gender differences in self-disclosure emphasizes males’ reluctance to speak about them.For the most part, research supports this view; women do disclose more than men. Women disclose more than men about their previous romantic relationships, their feelings for close same-sex friends, their greatest fears, and what they don’t like about their partners. Women also increase the depth of their disclosures as a relationship becomes more intimate, whereas men seem not to change their self-disclosure levels. In addition, for women, there are fewer taboo topics. Finally, women self-disclose more to members of their extended families than men. One notable exception occurs in initial encounters.Here, men will disclose more intimate information than wom en, perhaps â€Å"in order to control the relationship’s development†. Still another exception may be found in a study of Americans and Argentineans; here males indicated a significantly greater willingness to self-disclose than females. Your Listeners Self-disclosure occurs more readily in small groups than in large groups. Dyads, or groups of two people, are the most hospitable setting for self-disclosure. With one listener you can monitor your disclosures, continuing if there’s support from your listener and stopping if not.With more than one listener, such monitoring becomes difficult, because the listeners’ responses are sure to vary. Research shows that you disclose most to people you like and to people you trust. You also come to like those to whom you disclose. At times, self-disclosure occurs more in temporary than in permanent relationships—for example, between strangers on a train or plane, in a kind of â€Å"in-flight intimacy†. In this situation two people establish an intimate, self-disclosing relationship during a brief period of travel, but they don’t pursue the connection beyond that point.You are more likely to disclose when the person you are with discloses. This dyadic effect (what one person does, the other person also does) probably leads you to feel more secure and reinforces your own self-disclosing behavior. Disclosures are also more intimate when they’re made in response to the disclosures of others. This dyadic effect, however, is not universal across all cultures. For example, although Americans are likely to follow the dyadic effect and reciprocate with explicit, verbal self-disclosure, Koreans aren’t.As you can appreciate, this easily results in intercultural differences; for example, an American may be insulted if his or her Korean counterpart doesn’t reciprocate with self-disclosures that are similar in depth. Your Topic and Channel You also are more likely to disclose about some topics than others. For example, you’re more likely to self-disclose information about your job or hobbies than about your sex life or financial situation. Further, you’re more likely to disclose favorable rather than unfavorable information. Generally, the more personal and negative the topic, the less likely you are to self-disclose.SELF DISCLOSURE REWARDS: 1. Self-knowledge. One of the benefits of self-disclosure is that we gain new perspectives about themselves and a deeper understanding about our own behavior. In therapy, for example, views into the often arise when the client is doing self-disclosure. Clients may be aware of aspects of behavior or relationships which have not know it. Because, through self-disclosure, we can understand ourselves in depth. 2. Ability to Overcome Difficulties. Another closely related argument is that we will be better able to overcome our problems or difficulties, in particular feelings of guilt, through self-d isclosure.One big fear is present in many people is that they are not environmentally acceptable because of a certain secret, because of something they once did, or because of certain feelings or attitudes they have. Because we believe that these things are the basis of rejection (rejection), we build a sense of guilt. By expressing such feelings and receive support, not rejection, we become better prepared to cope with feelings of guilt and perhaps reduce or even eliminate them altogether. 3. Even self-acceptance (self-acceptance) becomes difficult without self-disclosure.We accept ourselves largely through the eyes of others. If we feel other people reject us, we tend to deny ourselves as well. Through self-disclosure and supports that come, we put ourselves in a better position to capture the positive response to us, and we will be more likely to react by developing a positive self-concept. 4. Efficiency of Communication. Disclosure of self-improving communication. We understand the messages from other people as far as we understand most of the others individually. We can better understand what someone says if we know the better person.We can know what the meaning of certain nuances, if that person is being serious and when he was joking, and when he became sarcastic or when I'm angry. Self-disclosure is a necessary condition to get to know other people. You can only examine a person's behavior or even live with him for years, but if that person never reveals himself, you do not understand the person as a whole person. 5. Depth Communications. Perhaps the main reason for the importance of self-disclosure is that it is necessary to foster a meaningful relationship between two people.Without self-disclosure, meaningful and deep relationships are not possible. Through self-disclosure, we tell others that we trust them, respect them, and they will care enough and will link us to express ourselves to them. It then will make others want to open up and establish a t least the beginning of a relationship that is meaningful, honest and open relationship and that relationship just improvise. SELF DISCLOSURE DANGERS: In weighing any decision to self-disclosure, consider the potential dangers: Personal RisksThe more you reveal about yourself to others, the more areas of your life you expose to possible attack. Especially in the competitive context of work (or even romance), the more that others know about you, the more they’ll be able to use against you Relationship Risks Even in close and long-lasting relationships, self-disclosure can cause problems. Parents, normally the most supportive people in most individuals’ lives, frequently reject children who disclose their homosexuality, their plans to marry someone of a different race, or their belief in another faith.Your best friends—your closest intimates—may reject you for similar self-disclosures. Professional Risks Sometimes self-disclosure may result in professional or material losses. Politicians who disclose that they have been in therapy may lose the support of their own political party and find that voters are unwilling to vote for them. Teachers who disclose disagreement with school administrators may find themselves being denied tenure, teaching undesirable schedules, and becoming victims of â€Å"budget cuts. In the business world self-disclosures of alcoholism or drug addiction often result in dismissal, demotion, or social exclusion. Remember too that self-disclosure, like any other communication, is irreversible. You cannot self-disclose and then take it back. Nor can you erase the conclusions and inferences listeners make on the basis of your disclosures. Remember, too, to examine the rewards and dangers of self-disclosure in terms of particular cultural rules. As with all cultural rules, following the rules about self-disclosure brings approval, and violating them brings disapproval.