Negative Relationships in Hawthornes Rappaccinis Daughter :: Rappaccinis Daughter Essays

Negative Relationships in Hawthorne's Rappaccini's Daughter How expansive is the bond among father and little girl? To most, that bond serves to secure the youngster until she can ensure herself, and afterward for her to be free. For Dr. Giacomo Rappaccini and his little girl Beatrice, that bond was to be wound and eventually lethal for Beatrice. Beatrice, by her dad's arrangement was never to be free and autonomous but instead detached from the life of the world and reliant on the toxin from her dad. Dr. Rappaccini is fixated on science and what the control of nature can accomplish for individuals. He is overprotective of Beatrice and believes that he can give the answer for every last bit of her issues. Knowing the shades of malice of the world as a youngster, Rappaccini chooses to assume responsibility for Beatrice's life and ensure nobody can ever harmed his adored little girl. By topping Beatrice off with poison, Rappaccini prevails with regards to keeping Beatrice from any abhorrent; yet at what cost? Beatrice is liberated from any malicious contacting her, yet she is additionally separated from any great that may go to her. What could Rappaccini's legitimization for controlling his girl's life so totally be? It is likely because of a hard life lived by Rappaccini and the suspicion that the world is malevolent and that there is no expectation for goodness. In any case, what Rappaccini doesn't comprehend is that immaculateness is picked exclusively, not constrained upon somebody. His crazy energy for science(2251) has made Rappaccini fixated on controlling his environmental factors. From detaching his little girl through toxin, to keeping an eye on her exercises, to designing his nursery, to changing another individual with toxic substance to be with Beatrice. In any case, that isn't to infer that Dr. Rappaccini doesn't adore his little girl with his entire being. In his own particular manner he cherishes Beatrice past any measure. This is his avocation for why it is okay that he be so controlling. He accepts that with his adoration and information he can give every one of that his girl needs. In any case , this is the place Dr. Rappaccini isn't right. His adoration isn't all that Beatrice needs, and hence she is disturbed in her insidious free presence.

Causes of Poverty in the United States Essay -- Poor Economy Education

Reasons for Poverty in the United States The United States characterizes destitution for a group of four as being under $16,036 every year, or $4,009 per individual (Leone 12). Individuals end up under this line for an endless measure of reasons. A portion of these causes are heavily influenced by one and others are more noteworthy factors past a person's capacity. Every family or distinctive individual has interesting and separate explanations behind living in a state neediness. It is extremely unlikely to attempt to characterize them all. Centering in, three fundamental subjects emerge that incorporate the most prevalent purposes behind an individual to fall into destitution. Training, family life and impact, alongside the business cycle may work independently or together to cause neediness. These three driving causes are given and examined along realities pervasive to the issue in the area underneath. Instruction and Poverty Instruction, or insufficient training or absence of instruction, causes neediness. From the early long stretches of preschool, into the long periods of K-12, without an advanced degree and on into the work power individuals in destitution may suffer constantly from it in the event that they don't get instructed. The United States by and large glances at instruction as a way to progress yet the individuals with the longest street towards progress are not getting enough training. In the prior years kindergarten, kids structure their fundamental reasoning aptitudes and youngsters who don't become familiar with these at home fall behind every other person. As a rule kids in destitution don't accomplish these aptitudes to the degree of working class kids from their condition at home. At the point when poor kids enter school they are commonly 18 months behind the language capacities of their white collar class peers. As of now offspring of destitution are behind in their ... ...ge and Family May 2002. Seccombe, Karen. Famlies in Poverty in the 1990's: Trends, Causes, Consequences, and Lessons Learned. Journal of Marriage and Family Nov. 2000. Starr, Alexander. The Importance of Teaching Tots; Given the solid proof of its advantages to society, preschool training for poor people - and maybe all kids is an unquestionable requirement. Business Week 26 Aug. 2002. Joblessness Rate of Persons 16 Years Old and Over, by Age, Sex, Race/Ethnicity, and Highest Degree Attained, 1996, 1997, and 1998 Digest of Education Statistics1999. National Center for Education Statistics March 2000. U.S. Registration Bureau. Factual Abstract of the United States. 2001 Weir, Margaret. Race and Urban Poverty. Brookings Review Summer 1993. Yapa, Lakshman. What causes Poverty? A post-current view. Annals of the Association of American Geographers Dec. 1996. Reasons for Poverty in the United States Essay - Poor Economy Education Reasons for Poverty in the United States The United States characterizes destitution for a group of four as being under $16,036 every year, or $4,009 per individual (Leone 12). Individuals end up under this line for an incalculable measure of reasons. A portion of these causes are heavily influenced by one and others are more noteworthy factors past a person's capacity. Every family or distinctive individual has special and separate explanations behind living in a state neediness. Its absolutely impossible to attempt to characterize them all. Centering in, three fundamental subjects emerge that incorporate the most prevalent purposes behind an individual to fall into neediness. Training, family life and impact, alongside the business cycle may work exclusively or together to cause destitution. These three driving causes are given and talked about along realities common to the issue in the area underneath. Training and Poverty Training, or insufficient instruction or absence of instruction, causes destitution. From the early long stretches of preschool, into the long periods of K-12, without an advanced degree and on into the work power individuals in destitution may suffer constantly from it on the off chance that they don't get instructed. The United States for the most part takes a gander at training as a way to progress yet the individuals with the longest street towards progress are not getting enough instruction. In the prior years kindergarten, kids structure their fundamental reasoning aptitudes and kids who don't get familiar with these at home fall behind every other person. Much of the time youngsters in neediness don't accomplish these aptitudes to the degree of working class kids from their condition at home. At the point when poor youngsters enter school they are commonly 18 months behind the language capacities of their white collar class peers. As of now offspring of neediness are behind in their ... ...ge and Family May 2002. Seccombe, Karen. Famlies in Poverty in the 1990's: Trends, Causes, Consequences, and Lessons Learned. Journal of Marriage and Family Nov. 2000. Starr, Alexander. The Importance of Teaching Tots; Given the solid proof of its advantages to society, preschool instruction for poor people - and maybe all youngsters is an absolute necessity. Business Week 26 Aug. 2002. Joblessness Rate of Persons 16 Years Old and Over, by Age, Sex, Race/Ethnicity, and Highest Degree Attained, 1996, 1997, and 1998 Digest of Education Statistics1999. National Center for Education Statistics March 2000. U.S. Statistics Bureau. Measurable Abstract of the United States. 2001 Weir, Margaret. Race and Urban Poverty. Brookings Review Summer 1993. Yapa, Lakshman. What causes Poverty? A post-present day see. Annals of the Association of American Geographers Dec. 1996.

How a Dietitian Helps You With an Eating Disorder

How a Dietitian Helps You With an Eating Disorder Eating Disorders Treatment Print How a Dietitian Helps You With an Eating Disorder By Susan Cowden, MS facebook linkedin Susan Cowden is a licensed marriage and family therapist and a member of the Academy for Eating Disorders. Learn about our editorial policy Susan Cowden, MS Medically reviewed by Medically reviewed by Rachel Goldman, PhD, FTOS on February 13, 2020 Rachel Goldman, PhD FTOS is a licensed psychologist, clinical assistant professor, speaker, wellness expert specializing in weight management and eating behaviors.   Learn about our Medical Review Board Rachel Goldman, PhD, FTOS on February 13, 2020 esolla/E/Getty Images More in Eating Disorders Treatment Symptoms Diagnosis Awareness and Prevention For most people recovering from an eating disorder, a dietitian will be an integral part of their treatment team. However, it is important to see a dietitian who specializes and has experience in treating eating disorders, is willing to work with the rest of your treatment team, and is a good fit for you. What Is a Dietitian? Why Do I Need to See One? A dietitian is a professional who has specialized training in nutrition. Dietitians typically hold at least a bachelors level degree and may hold a masters (or higher) degree as well. It is important to see a dietitian in order to recover from an eating disorder as they can provide valuable information and accountability. Nutrition counseling typically includes education on various nutrients and how your body uses those nutrients as well as information on how much food someone of your size, age, and sex needs to eat to be healthy. They are also able to educate you on how your metabolism works and on how to recognize physical cues of hunger and satiety. If needed, a dietitian can create a personalized meal plan for you in order to meet a number of goals including regaining weight or beginning to include challenging foods in your diet. Whether youre seeing a dietitian in an inpatient or outpatient setting, that might also mean sitting down to meals with them and eating alongside them as challenging foods are introduced. Because many patients with eating disorders have obsessive tendencies, many sufferers have already read a good deal of information about nutrition and arent sure why they need to see a dietitian. Also because of the eating disorder, this knowledge is also colored by misinformation. Dietitians are able to help you sift through what you know and help you figure out what is true and what is disordered thought. Dietitians can also monitor your weight to make sure that you are healthy enough to remain at your current level of treatment and that you do not need a higher level of treatment. What Do All of Those Letters After Their Name Mean? Two of the most commonly seen acronyms among dietitians are RD and LD. RD stands for Registered Dietitian and means he or she has completed the requirements (schooling, internship and passing an exam) to become registered as a dietitian with the Commission on Dietetic Registration. LD stands for Licensed Dietitian and means that the person is licensed to practice as a dietitian in their state.  Each state (and country) has different licensure requirements for dietitians. Not all states have a state licensing requirement; so, the RD credential alone upholds the legality of practicing in those states. Because of the confusion between the titles dietitian and nutritionist, the Commission on Dietetic Registration has recently changed the title of RD to RDN (Registered Dietitian Nutritionist) if a practitioner so chooses to use its inclusive connotation. To put it simply, every dietitian is a nutritionist but not every nutritionist is a dietitian. Registered Dietitians have very specific education and training to provide nutrition counseling (also recognized by insurance and therefore they can work under medical doctors with legal protection), whereas nutritionist is a general term with many variations in training by those who use the title. Actually, anyone can use the title of nutritionist even without any education. It is possible for a practitioner using the nutritionist title to have gone through a reputable certified nutritionist program which often has a more alternative holistic theory focus. Again, credentials and programs vary much under the nutritionist title. How Do I Find a Dietitian? There are many ways to find a dietitian, but that may seem overwhelming at first. Because it is important to find someone who specializes in eating disorders, a referral from your therapist or another member of your treatment team is one of the best ways to find a dietitian. This will help ensure that you are seeing someone who has the experience you need and who will work with your other treatment team members. If your insurance plan covers visits with a dietitian, you may also want to consider calling or looking up dietitians who are considered in-network with your plan.   You may also want to look for a dietitian who has earned their CEDRD through the International Association of Eating Disorder Professionals (IAEDP). These are dietitians who have demonstrated clinical expertise in eating disorders and have met rigorous educational and skill requirements.  ?

About Architect Steven Holl, Time, Space, and Light

I was in the Washington, DC convention center when Steven Holl accepted the 2012 AIA Gold Medal, the highest honor bestowed by the American Institute of Architects. I listened to Holls watercolor-like speech over the loudspeakers, as I rushed through the hallways, running late.   Architecture is an art bridging the humanities and the sciences, Holl said. We work bone-deep in Art—drawing lines between sculpture, poetry, music and science that coalesce in Architecture. That, I thought, is architecture. Steven Myron Holl is known for his strong viewpoints and his beautiful watercolors. He is constantly painting, both in words and with brushes. He also is known as the thinking mans architect, an intellectual philosopher who connects disciplines. Background: Born: December 9, 1947, Bremerton, Washington Education: 1971, BA, University of WashingtonPostgraduate study in Rome, Italy and the Architectural Association School of Architecture, London, UK Professional Experience: 1976-present: Steven Holl Architects, http://www.stevenholl.com/; Twitter at stevenhollarch1981-present: Tenured Professor of Architecture, Planning, and Preservation, Columbia University, NYCChris McVoy, Senior Partner at Steven Holl Architects, co-designs with Holl in addition to his pracitce with Beth ONeill, ONeill McVoy Architects Design Philosophy: Rather than imposing a style upon different sites and climates, or pursued irrespective of program, the unique character of a program and a site becomes the starting point for an architectural idea. While anchoring each work in its specific site and circumstance, Steven Holl Architects endeavors to obtain a deeper beginning in the experience of time, space, light and materials. The phenomena of the space of a room, the sunlight entering through a window, and the color and reflection of materials on a wall and floor all have integral relationships. The materials of architecture communicate through resonance and dissonance, just as instruments in musical composition, producing thought and sense-provoking qualities in the experience of a place. —About Steven Holl Architects, website at www.stevenholl.com/studio.php?typeabout, accessed September 22, 2014 Selected Architecture Projects 1991: Void Space/Hinged Space Housing, Fukuoka, Japan1996: Makuhari Bay New Town, Chiba, Japan1997: Chapel of St. Ignatius, Seattle University, Washington1998: Kiasma Museum of Contemporary Art, Helsinki, Finland2002: Memorial Square by Meier, Eisenman, Gwathmey/Siegel, Holl , unrealized proposed design to redevelop Ground Zero, Lower Manhattan2002: Simmons Hall, Massachusetts Institute of Technology, Cambridge, Massachusetts2007: Lewis Center for the Arts, Princeton University, New Jersey2007: The Nelson-Atkins Museum of Art Bloch Building Addition, Kansas City, Missouri2009: Linked Hybrid, Beijing, China2009: Vanke Center Horizontal Skyscraper, Shenzhen, China2009: Knut Hamsun Center, Hamarà ¸y, Norway2012: Expansion Project, John F. Kennedy Center for the Performing Arts, Washington, DC2012: Danish Natural History Museum, Copenhagen, Denmark2013: Campbell Sports Center, Columbia University, New York2014: Reid Building, The Glasgow School of Art, Glasgow, Scotland2014: Beirut Mar ina at Zaitunay Bay, Beirut, Lebanon2016: Visual Arts Building, University of Iowa, Iowa City, Iowa2016: Institute for Contemporary Art, Virginia Commonwealth University, Richmond, Virginia2017: Expansion of the Kennedy Center for the Performing Arts, Washington, DC Furniture: A2-Chair, 2013A-Chair, 1980, 2005Riddled Table, lasercut, 2006, 2007 Awards: 2014: Praemium Imperiale International Arts Award, Japan Art Association2012: Gold Medal, American Institute of Architects (AIA)2010: Jencks Award, Royal Institute of British Architects (RIBA)2009: BBVA Foundation Frontiers of Knowledge Award1998: Alvar Aalto Medal, Finland1998: La Grande Medaille dOr, Academy of Architecture, France1990: Arnold W. Brunner Memorial Prize, American Academy of Arts and Letters In the Words of Steve Holl: From the Five Minute Manifesto, 2012 The essential power of Architecture is PARALLAX: the horizontal and vertical movement through forms and light over time, as we—our bodies—pass by, walk up, go inside, walk through inspired space. The joy and ambiguity of SCALELESSNESS excites the imagination through Mysteries of Proportion like Fibonaccis - 0, 1, 1, 3, 5, 8, 13, 21 †¦ - which wakes us to Geometrical Feeling. Forget mono-functional buildings! Make Hybrid Buildings: Living Working Recreation Culture Make a New Fusion of landscape, architecture, and URBANISM, a fusion of luminosity and porosity into Cities of Matter with spirit. Make New Cities—our greatest artwork—with the same urgency as we restore the natural landscape and biodiversity. Selected Writings and Paintings by Steven Holl: Anchoring, Princeton Architectural Press, 1989Edge of a City, Pamphlet Architecture 13, Princeton Architectural Press, 1991Parallax, Princeton Architectural Press, 2000Written in Water, Lars Muller Publishers, 2002House: Black Swan Theory, Princeton Architectural Press, 2007Steven Holl: Architecture Spoken, Rizzoli, 2007Urbanisms: Working with Doubt, Princeton Architectural Press, 2009New Haiti Villages, Pamphlet Architecture 31, Princeton Architectural Press, 2010Scale, Lars Muller Publisher, 2012Horizontal Skyscraper, William Stout Publishers, 2011 Who is Steve Holl? Holl is viewed as assertive by people who are trying to be complimentary, and as a bull in a china shop by people who aren’t, comments architecture critic Paul Goldberger in The New Yorker magazine. Arguably, Holls Vanke Center in China is the architecture that fulfills his philosophical vision. Imagine the Empire State Building on its side, with giant piers cradling the structure several stories above a ground prone to natural disasters. The multi-use horizontal skyscraper incorporates sustainable design and urban planning. Mr. Holl has designed a building that pushes its users to stop and think about the world around them, says Nicolai Ouroussoff in The New York Times. It is an architecture that opens doors to new possibilities. The answers he supplies in all of his designs draw from architecture, of course, but also from engineering, science, art, philosophy, and literature, writes Zach Mortice, Managing Editor of AIArchitect. Holl is the rare architect who can combine these gentlemanly pursuits (he often develops designs by painting them in water colors, for example) and use them as source material and method for buildings that aggressively push the edge of what’s possible. Sources: Lenses on the Lawn by Paul Goldberger, The New Yorker, April 30, 2007; Five Minute Manifesto, Steven Holl, Washington, D.C., AIA Gold Medal Ceremony, May 18, 2012 [accessed October 31, 2014]; Steven Holl, 2014 Laureate in Architecture, The Japan Art Association at www.praemiumimperiale.org/en/component/k2/item/310-holl [accessed September 22, 2014]; Turning Design on Its Side by Nicolai Ouroussoff, The New York Times, June 27, 2011 [accessed November 1, 2014]

A Landmark Supreme Court Case - 856 Words

A landmark Supreme Court case is one in which a precedence is set and there is an impact on society. There are many reasons for the importance of landmark cases and the studying of such cases. Some of these reasons are to study how the judicial branch works, try to understand how decisions made in the judicial branch affects laws and everyday life, and predict how current issues and cases will be affected by past decisions (The Judicial Learning Center, 2012). There are many examples of Supreme Court cases that are considered to be a landmark, but one example is Texas vs. Johnson. Outside of the 1984 Republican National Convention in Dallas, Texas, many people protested President Ronald Reagan’s policies. Among the protestors was one man named Gregory Lee Johnson. This man was so upset by the policies of the President that he burned an American flag in protest. By doing this, a statute in Texas was violated. This statute prevented the desecration of an American flag if it could possibly anger other people amongst the protest. Johnson was arrested and charged with this violation. He was later tried in court and convicted, but he made an appeal stating that by burning the flag he was expressing his rights of â€Å"symbolic speech† which are protected by the first amendment (uscourts.gov). The definition of symbolic speech is the same as a term called â€Å"speech plus†. This is a form of expression in which behavior is used by itself or in coordination with written or spokenShow MoreRelatedLandmark Supreme Court Cases Project Essay1293 Words   |  6 PagesLandmark Supreme Court Cases Project Part I Judicial Activism- When judges deny legislators or the executive the power to do something unconstitutional. Judicial Restraint- A legal term that describes a type of judicial interpretation that emphasizes the limited nature of the courts power. Judicial restraint asks judges to base their judicial decisions solely on the concept of stare decisis. Precedent- A legal decision or form of proceeding serving as an authoritative rule or pattern in futureRead MoreCase Study : Gideon V. Wainwright1359 Words   |  6 PagesLandmark U.S. Supreme Court Case Study Name of Case: ____Gideon v. Wainwright_________ Year: ___1963____ 1. What is the essential question of this case? Did the state courts failure to appoint a lawyer for Gideon violate his right to a fair trial and due process of law as protected by the Sixth and Fourteenth Amendments? 2. Using the evidence you found during your reading, summarize the background of this case in three complete sentences. A witness saw Clarence Earl Gideon break into Bay HarborRead MoreV. Ohio : Illegal Search And Seizure1144 Words   |  5 PagesSearch and Seizure Sara Webster Liberty High Liberty High School 4A Mapp v. Ohio was a historical case in which the United States Supreme Court declared that all evidence obtained in violation of the Fourth Amendment, could not be held against you in court (Landmark Cases of the U.S. Supreme Court, 2015). The exclusionary rule and selective incorporation were applied to this case. The ?exclusionary rule? which prevents the government from using most evidence gathered in violation of theRead MoreCase Study: Tinker vs. Des Moines795 Words   |  3 PagesCase Study: Tinker v. Des Moines The Vietnam War was, and still is, a highly controversial subject within American history and politics. Thousands of Americans took to the streets to show their discontent for the nations actions abroad. It was during this time that Tinker v. Des Moines took place, forever changing the way the nation viewed free speech. The case of Tinker v. Des Moines revolved around Americans discontent for the actions the country was taking overseas in Vietnam. In 1965Read MoreLoving vs. The Commonwealth of Virginia: Significance in Marriage Law1174 Words   |  5 PagesLoving v. Virginia Significance in Marriage Law A case is said to be landmark when it produces a precedent that is regarded as law by jurists during other cases. These cases are seen as such, generally, because they change the direction of the people making the laws and sitting on the courts, and forge a new path for justice which is more often than not seen as a perfection of the law. One such case occurred in Loving v. The Commonwealth of Virginia in 1967. The original complaint was made inRead MoreBrown V Board Of Education1386 Words   |  6 PagesLandmark Supreme Court Cases ï  ¬ Brown v Board of Education (1954) ïÆ'Ëœ The Background: In the 1950’s, schools were separated by race. Linda Brown and her sister had to walk down a dangerous railroad switchyard to get to the bus stop to their all-black elementary school. There was an all-white school closer to the Brown’s house, and the Brown family believed that segregated schools violated the Constitution. ïÆ'Ëœ The Constitutional Issue: This issue violated the Equal Protection Clause of the FourteenthRead MoreMapp Vs. Ohio State1291 Words   |  6 PagesMapp vs. Ohio State(1961) Background: In the Mapp vs Ohio state court case, the issue disputed was when the appellant Dollree Mapp was convicted of possessing â€Å"obscene† materials after an illegal police search of her home for a fugitive. During the year of 1961, Ohio police were looking for a criminal accused of a bombing and had been told that he was hiding in Dollree Mapp s house. Police acted quickly and came to her house but when she didn t answer the door, police officers forced themselvesRead MoreEssay on Judicial Review980 Words   |  4 PagesConstitution. Judicial review gives the court the power to review and change laws and government acts that violate the Constitution (Huq, n.d.). Allowing the court system this power helps prevent government officials from using the Constitution to illegally use their position in making laws and regulations in the United States. The judicial review was first used in an unusual way and under unusual circumstances. The most important case in Supreme Court History was in 1803 with Marbury v. Madison;Read MoreHazelwood vs. Kuhlmeier, An essay.1047 Words   |  4 Pages Should a school be able to censor their students? This question has reached the supreme court multiple times, such as in this case, or in Tinker vs. Des Moines. While restricting a freedom may be annoying, it can be necessary, but when is it dictatorship, and when is it necessary? That is what is questioned in this court case. The U.S. Supreme Court had a difficult decision in the court case of Hazelwood vs. Kuhlmeier, and they were right in their ruling, because even though censorship is oftenRead MoreThe Landmark Case Of Griswold V. Connecticut Served As A Precedent For Following Landmark Cases Regarding Privacy893 Words   |  4 PagesThe landmark case of Griswold v. Connecticut served as a precedent for following landmark cases regarding privacy. First I will like to discuss the effect this decision made on an organization. It is important, because this organization is a large vehicle to the effort of birth control. Planned Parenthood, is an organization which offer its services to help family control pregnancies, counsels young woman on abortion, and it s a lead voice in protection of the body of the female over the offspring

Neil Armstrong Free Essays

Neil Armstrong lied about the famous â€Å"one small step for man† words he spoke as he became the first man to take a step on the moon, according to new claims by his brother. The astronaut had always insisted that he had not planned those historic words in advance. However, in a recent interview, his brother has insisted that Armstrong came up with the words months prior to the Apollo mission in July 1969. We will write a custom essay sample on Neil Armstrong or any similar topic only for you Order Now He also has claimed that the original phrase did include the word â€Å"a† as Armstrong had so strongly insisted when he was alive. Armstrong, who died in September, was heard by millions of people around the world as he said the now iconic phrase: â€Å"That’s one small step for man, one giant leap for mankind. † The astronaut had insisted upon his return to Earth that he had said â€Å"a man† but that the â€Å"a† had not been heard due to static as his voice was transmitted over hundreds of thousands of miles away. Dean Armstrong, brother of Neil, has given a rare interview to the BBC just three months after his brother’s death. In the interview Dean claims to recall Neil showing him a written version of the now-historical phrase months before the Apollo 11 mission launched. He insists that the phrase shown to him by Neil was: â€Å"That’s one small step for a man, one giant leap for mankind. † Dean’s new claims contradict Neil’s own version of events. Neil Armstrong had always insisted that he had thought of the famous phrase after landing on the moon. Follow us A BBC documentary that interviewed Dean has explained how the brothers were playing a game of Risk together when Neil handed his sibling a small piece of paper with the legendary words on them. The documentary is called â€Å"Neil Armstrong: First Man on the Moon† and explains Dean’s assertion that his brother handed him the paper asking him, â€Å"What do you think about that? † Dean claims he responded, â€Å"Fabulous. † In one of the most heralded biographies of the Apollo mission, â€Å"A Man on the Moon,† by Andre Chaikin, it was claimed that as the mission prepared to launch, Neil was bombarded with proposals about what he should say if they made it to the moon. Many suggested Bible passages, and others suggested iconic quotes from Shakespeare plays. In that biography, Chaikin suggests that Armstrong did not know what he was going to say until the Eagle lunar landed at Tranquility Base. However, brother Dean has now cast fresh doubts on whether Neil had planned what to say all along. Whether Armstrong did indeed say â€Å"a man† is still hotly debated. Although just six years ago in 2006, a computer analysis of the voice recording found evidence that Armstrong’s assertions that he said â€Å"a† were correct even though it cannot be heard by the naked ear. Australian computer programmer, Peter Shann Ford, claims that a software analysis picked up a sound wave at the crucial moment in Neil Armstrong’s speech that potentially would have been the â€Å"a. † NASA spokesman Michael Cabbage has previously supported Armstrong: â€Å"If Neil Armstrong says there was an ‘a’ then as far as we’re concerned, there was ‘a’. † Here is a video of the moon landing and those famous words: How to cite Neil Armstrong, Papers Neil Armstrong Free Essays One Giant Leap -A hero we shall always remember-Neil Armstrong â€Å"One small step for a man, one giant leap for mankind†. These were the exact words of Neil A. Armstrong as he took mankind’s first step on another planet. We will write a custom essay sample on Neil Armstrong or any similar topic only for you Order Now Thousands of years have passed ever since man appeared on the face of planet earth, men have evolved, and with every evolution, men have grown smarter, men have created something useful and also achieved higher goals than their ancestors. Many have dreamed of setting foot on another planet out there, but none had the strength to follow their dream, thus it was a quest that no man ever dared venture. All but Armstrong and a few others out there, who had the heart, the dream, and the persistence to follow their dream. Armstrong ‘s legacy is known world-wide, he is considered as a hero in all our hearts, for he achieved the highest goal there could ever be by setting foot on a once alien planet, out of reach of any normal person. Armstrong’s whole dream of becoming an astronaut began at a very young age. At first, it was only an obsession with planes and pilots, like any other child. But in high school, he seemed to have set his own path for his life. All his spare time was used and focused on the subject of air and space. The first plane ride his father took with him seemed to have locked his heart on the idea of being a pilot, of devoting his life to the world of air and space. It sealed his ambition to pursue a life dedicated to air and space. After Armstrong went to University of Purdue, in his fourth year, the summons for him to begin his journey came. He was to be transferred to the Naval Air Station in Pensacola, California, to be fighter pilot. Therefore this was Neil Armstrong’s call to adventure, which leads to all his achievements later on whether for himself or for man-kind. After studying for a few years at the Air Station, Armstrong became a military qualified fighter pilot. He was sent to participate in the Korean War as a fighter pilot. His base was the aircraft carrier, ‘The Essex’. The War proved as a road of trials for Armstrong. During one of his bombing missions, he was hit by anti-aircraft fire. His plane was badly damaged with no chance of repair. Armstrong’s only way out was to eject, but that was another problem. The plane was far below the required height for a pilot to safely eject. In order to save himself and also not fall into enemy hands, everal things had to be done in the little time he had left. First of all, Armstrong had to pull the plane up to a safe height for him to safely eject, also, he had to control the plane to keep a continuous flight until he was out of enemy territory, for even if he ejected within enemy boundaries, he would still be caught and kept as prisoner. Several obstacles stood in his way, on e was that his plane was badly damaged, including both engine thrusters; secondly, his speedometer and all the other gadgets on the plane had all been disabled and lastly, his fuel tank was struck and was leaking oil. Any of these disastrous setbacks could cause certain deaths to any pilot, yet not for Armstrong. He did not panic at all; he simply switched to manual control and tried his best to bring the plane to a safer height. It was not that Armstrong was not afraid; it was because he knew that by panicking would only mean a definite death for him, whereas if he stayed calm, there might still be a chance for him to survive the devastating situation. In the end, Armstrong had escaped death’s grasp; he had pushed the bed-rugged plane to a safe height and also had brought it out of enemy territory. He had prevailed with his persistence in believing that he would live, he had also prevailed with his skills of flying and also his calmed thinking, which was the most essential part of his escaping the â€Å"Road of Trials† alive. With the reputation of an ace fighter who received a Korean Service Metal, and an air metal with two gold stars, Neil Armstrong was later chosen to be on the team of the first men to step foot on the moon. That was the journey that he took to which we can all relate to his name Neil A. Armstrong, for he was the first of our kind to set foot on the moon. To us, his journey to the moon had seemed peaceful, undisturbed, and trouble free, as if everything was going according to plan. No, that is what you are meant to see, in order to not create a world-wide panic. The true story is, after entering the orbit of the moon, the astronauts discovered that the face of the moon was dotted with craters some the size of ten football fields. The problem was apparent to the astronauts, the landing module the Eagle could not land at the scheduled set-down spot. Buzz and Collins were holding their breath, both very tense, but Armstrong was acting entirely different, he shut down all the disabled computers, switched the ship into manual mode, and started to scan the face of the moon for a safe landing spot. He searched carefully, no signs of panic showed on his face. If he didn’t find a place for them to land, the fuel for the return trip to Columbia would be impossible, which would mean tragic deaths for the three astronauts in outer space. Armstrong worked without blinking; if he had panicked then, their mission would be a failure and they would have to either return home empty handed or die there in the emptiness of the vast universe. Minutes passed, but Armstrong did not give up. In the end, his persistence paid off for he had spotted a safe place to land their landing module. Inside Armstrong, it was another story. Fear that was plain shown on others faces were trying to disturb his thinking. He would not let that happen, for that would put him and his companions in danger. This was the internal obstacle that he had to overcome. He had to take control of his fears, and it was this control that made him different than others, that made him a hero. What happened afterwards we all know by heart, the moment his foot touched the soft moon dust, he spoke to the world, making the unforgettable and significant speech â€Å"One small step for man, one giant leap for mankind†, this was the â€Å"Ultimate Boon† of the journey that we were waiting for, for he had achieved his goal of his quest. This was the climax of the journey where all the practice had paid off; this was the moment when the hero gloried in the success of the journey. Armstrong’s improvising skills was most relevant throughout his journey. His entire career was full of surprises such as, machinery failure, computer shut-down and the fuel usage drained. These were both surprises and problems he had to deal with; at times he had to be on top of them within a few minutes for they were life-threatening matters. Faced with these problems, others might have only knelt down on their knees to pray asking god to give them a miracle but Armstrong takes things into his own hands; he thinks of ways around the problem even without the right tools or professional help he improvises. This is a remarkable gift and one of the best traits of Neil A. Armstrong because heroes will most definitely have to encounter difficulties along his/her journey, and if they know improvisation, then he/her will be able to solve the problem in their own way. Also, Armstrong has assurance in himself, confidence in his companions and the trusts he has for the scientists of NASA; therefore meaning that his life is in the hands of the scientists. Armstrong is very confident in his own skills, and he has always known that his journey to the moon would be a success. He had no second thoughts regarding failure, which is another way of showing trust in the people who work together to make this journey possible. Self-confidence is very important for a hero, for it enables him to stand tall against obstacles, and not shrink away. If Armstrong did not believe in himself, then the mission would have most definitely failed. For Armstrong, his courage gained him the strength to try the untried, and achieve the impossible. (Too much repetition of trust and confidence) Also, Armstrong’s persistence shone as a light throughout his journey. Starting in high school and all throughout his life, his persistence on achieving his dreams never faltered; during the flight to the moon, his persevering philosophy of, â€Å"trying without blinking† had found a safe spot to land on the moon for him and his colleagues. Without determination, Armstrong never would have gone this far. Thus was a hero of all times, a hero who is kind, smart, confident, a hero who had dreams, and was not afraid to chase after them; a hero who outdid every person on the planet, a hero who achieved the impossible, a hero that shall live on in our hearts. (a bit dramatic especially the â€Å"outdid every person on the planet†) His persistence to pursue his dreams we shall imitate, his contribution to society and the world we shall follow suit. We shall always have a part left out in our hearts, to honor our hero, Neil A. Armstrong. How to cite Neil Armstrong, Papers

The Curious Incident of the Dog in the Night Time free essay sample

The Curious Incident of the Dog in the Night Time BY dbsw12073 Students Study Guide for The Curious Incident of the Dog in the Night-Time Like all well-written books, The Curious Incident of the Dog in the Night-Time, by Mark Haddon, generates many questions and ideas from many different angles. The purpose of this study guide is to expose you to as many of these questions, ideas, and angles as possible, in order to stimulate your interest, encourage you to re-read passages, and engage you in the books complexity as you examine it by yourself or discuss it with others. By reading the book this summer, and by using this study guide, you will be amply prepared for the Discussion Event on August 27th! How to Use This Study Guide This is a study guide, not an examination or test! As you read through this guide, take note of the questions and ideas that pique your curiosity and that encourage you to explore your interests more fully. We will write a custom essay sample on The Curious Incident of the Dog in the Night Time or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Spend 10 minutes reading through the entire study guide, not Just part of it, before looking at the questions in more detail. Each section of questions takes you through major aspects of the book and through passages and chapters that are memorable. Then, once youVe familiarized yourself with this guide, go back to each section in the guide. Recommended time spent on this study guide: 1 hour. As you read the book and use this study guide, share your experience and ideas with others. Bring the study guide with you, along with any notes you may have taken, to the Discussion Event on August 27. You are not required to take notes on the book prior to this Discussion Event, but you are guaranteed to have a better grasp of the book if you do Jot down some notes before you arrive on campus. And because youll be taking lots of notes during your niversity years for all of your classes, you might get into the habit of doing this now, with this book! ) First: An important, 5-minute task Christopher Boone, the narrator of The Curious Incident, is unique. Everything about the novel its plot, pacing, dialogue, characterization, perspectives, ideas, format, style, themes, and motifs[l] takes its cues from this unusual and engaging narrator. Because Christopher is autistic, the very first thing that you will want to do is to spend 5 minutes on-line, looking up Autism and a related cognitive condition, Aspergers Syndrome, on the web. Knowing something about these conditions will nable you to appreciate Christophers take on life and to understand more fully how and why he sees things the way he does. General Questions about your Reading Experience subjective response to the novel. These questions also ask you to explore how this book may or may not be different from other stories that you have read. Read the six questions listed here, attempting to formulate answers, in your mind, to as many as you can. 1 . What was your first impression upon reading the first few pages of this novel? 2. In what ways did your first impression about the book change, as you continued to read the story? Why did it change? If your first impressions did not change, why is this the case? 3. What made reading this book an unusual, engaging, and sometimes challenging experience? 4. It is safe to say that most of you have not read a book such as this one before. Because you havent, the novel will strike you as different in many ways. In what ways is this novel different from many of the other novels or short stories that you have read? Examine everything about the novel, from its style (word choice, voice, sentence structure, and sentence length) and characterization, to its plot and formatting (e. g. chapter numbers, use of italics, boldfacing, etc. ) and make a list in your mind, or on paper, of all the ways in which this novel does NOT fit your usual idea of a novel. 5. Despite the novels many oddities, the author of the work, Mark Haddon, has still told you a story that has a beginning, a middle, and an end. In other words, The Curious Incident makes use of literary conventions common to many, if not all, works of fiction or similar genres. [2] What aspects of The Curious Incident remind you of other stories that you have read, or even films that you have watched? What conventions of all novels are also followed nd developed in this story? 6. Generally speaking, what did you appreciate the most about this story? The least? And why? Questions about the Narrator Describe anything and everything about Christopher John Francis Boone that you can remember (and if you cant remember certain things, then take a few minutes to re- read portions of the story that strike your fancy, so that you can get a feel for this narrator). Since the whole story is filtered through his gaze, the more you try to see the world through his eyes, the more youll come to appreciate the special way in which he tells his story. Questions about the Narrator, continued: 1 . What does Christopher like? What does he not like? Does he offer any rationalization for his likes and dislikes? 2. What does Christopher eat? 3. Where does he live? With whom? 4. What kind of school does Christopher attend? Who are his teachers? 5. What does Christopher see in the world around him? What details and things in this world does he share with his readers? What information about the world does he omit? Why does he include information about some things but omit information about other things? 6. How does he see the world around him? What might be his attitude toward the world around him: other people, animals, his mother and father, his 7. How does Christopher make sense of his environment? What makes sense to him and what confuses him, and why? 8. To what extent does Christopher change or grow during the narrative? 9. In what ways would you describe Christopher as a static, 2-dimentional character or a dynamic, 3-dimensional character? Offer some explanations for your answers. 10. Regardless of whether or not Christopher is autistic, in what ways are Christophers viewpoints, attitude, and behavior the same as some of our own? Play devils advocate for a moment, as ask yourselves how Christopher is more like than unlike us. What do you learn about yourselves when you compare yourselves to Christopher? What do you learn about your world when you see the world through Christophers eyes? 11. How would this story change if we didnt have a first-person narrator but had instead, say, a third-person omniscient narrator? Other Characters 1 . Who are the other characters whom Christopher discusses or describes? Scan through the book, listing as many persons as you can. 2. How do others respond to Christopher? 3. What function do these persons play in Christophers life? 4. Does Christopher seem to have a favorite person in his life? Does he treat all persons the same throughout the book? 5. To what extent is Christophers world peopled by other people? If people do not occupy a central part in his life or thinking, then what does occupy him? Questions about the Plot A storys plot involves the chronological sequencing of events within the story. Talking about the plot of a story, as well, often cannot take place without talking about the characters in the story that give the plot its shape or without discussing the narrator ho tells us the story. Finally, we can have plots and sub-plots, the latter of which may be revealed as the primary plot unfolds. 1 . What is the plot of this story? What happens first, second, third, and so on? 2. What is the plot of this story, condensed into a few sentences? 3. What are a few examples of Christophers digressions from the plot? When he digresses, what does he talk about? Examine the digressions as a group. When does Christopher digress? Is there any rhyme or reason to the timing of his digressions? Is there a pattern to the digressions? How might the digressions relate to the plot in some fashion, or help us nderstand Christopher better? 4. If the primary plot of the story involves Christophers discovery and solving of the neighbor dogs violent death, what might the novels sub-plots be? How do these sub-plots get revealed through the course of the story? How do the sub-plots relate to the storys major plot? 5. Take the major plot of the story the murder mystery and re-tell the story from a non-autistic persons point of view. How might the plot change? 23 questions about the story follow below. They take you from page 1 of the novel to the very end. These questions focus your attention on key events in the plot, on ertain digressions in the story, on certain characters (especially Christopher), on the books style, on some of the books dialogue, and on important interactions between Christopher and others. Read through all of the questions, if possible, circling several eight to ten questions that interest you. How might you answer some of these questions? 1. Read the first paragraph of the novel (p. 1). What do you learn about Christopher by reading this passage? What do you learn about what is important to him? How does he see things? How might he be different from you, or even the same? What ind of narrative style characterizes this passage? 2. Why does Christopher tear up the piece of paper that Siobhan[3] has drawn for him (p. 3)? 3. Examine the footnote on p. 5 of the book. When does Christopher use footnotes? Page 8 also has an example of numbered lists, and page 53 has an example of boldface. When does Christopher resort to such additions or flourishes in his storytelling? What do these font changes, lists, and so on, tell us about this narrator? . Christopher provides insight into his behavior on p. 7 when he begins to press his forehead on the ground, ignoring the policeman. However, the policeman does not have the vantage point that we have. If we were ignorant about Christopher in the way that the policeman is, what would we think of Christopher? If the policeman had known what we know about this narrator, how might he have approac hed Christopher differently? 5. Chapter 19 (p. 11) provides us with a digression on prime numbers. What do we learn, factually speaking, about such numbers as we read this chapter? What do we learn about this digression on prime numbers vis-a-vis the chapter that precedes it? In other words, how does Chapter 19 shed light on the subject matter of the previous chapter? What philosophy does Christopher extract from his digression on prime numbers (read the end of Chapter 19 for an answer to this question. ) 6. How would you characterize the relationship that Christopher has with his father? Re-read chapter 41 (pp. 20-21). Try to see the relationship through Christophers eyes, through his fathers eyes, and through your own eyes. . When Christopher is told that his mother has died, what is his response (pp. 26-28, chapter 53). In this chapter, as in many other chapters, he intersperses short sentences into his narrative. In fact, some of his paragraphs in this chapter are only 1 sentence long. What kind of information is conveyed in these short paragraphs? What is significant about the beginning of chapter 59, the very next chapter? Where has the discussion of his mother gone, and why? 8. Everybody processes the ideas of death and dying differently. Christopher, on pp. 3-34, discusses his rabbits death, his mothers death, and the idea of dying. In what ways does Christophers scientific, factual interpretation also end up being a kind of consolation for him or for us? 9. Chapter 67 gives us a wonderful glimpse into the world of non-autistic persons, through the eyes of an autistic person. Examine, for example, the tee-shirt slogan that of p. 40. When you see bits and pieces of your own world isolated and discussed, in the way that Christopher isolates and discusses them, how does your own world appear to you now? Discuss other pieces of our non-autistic world that Christopher points out for us throughout the novel. (See also p. 184 and lots of other pages! ) 10. Christopher lists his behavioral problems on pp. 46-7. What do we learn about our own behavioral problems by reading Christophers list? What do we learn about his parents difficulties as well? 11. Mrs. Alexander, a neighbor, ends up being quite onversant with Christopher. Describe their relationship (and check out pp. 56-61 as well). What does Christopher learn not merely about the dogs murder but about his mother and father as well, from this neighbor? 12. Christopher describes the Monty Hall math problem on pp. 64-5 and he provides us with a description of clouds on pp. 67-9. To what extent are these digressions unrelated to the story? What do these digressions tell us about Christopher? Find other digressions that are interesting to you and/or that may be relevant to the rest of the story (pp. 86, 88, etc. ). 13. My memory is like film, says Christopher (p. 6). He continues to say that he never forgets anything, and from this he derives a great deal of confidence. What other tools does Christopher have to deal with problems, conflicts, uncertainty, and ambiguity? 14. l looked at the letter and thought really hard. It was a mystery and I couldnt figure it out (99, referring to a letter from his mother that he finds in his dads room). When do Christophers tools fail him? When does the world shake up Christopher? Examine the passage on 113 (l dont know what happened then because there is a gap in my memory, like a bit of the tape had been erased ) and he passage on 120 (l killed Wellington, Christopher) and Christophers response to these two frightening situations. 15. To what extent does Christopher develop new tools for being in the world, other than the ones he already has, in order to solve problems that his usual behavior does not permit him to solve? In other words, can you locate a passage or chapters that indicate that Christopher is c hanging in his own way to meet the demands of his life? The mind is Just a complicated machine, says Christopher (p. 116). How does Christopher adjust to the complicated world around him by also adjusting the complicated machine of his mind? 6. The truth is very important to Christopher. When he shares information with us about Orien and other constellations, he says, And that is the truth (126). How does Christopher react when the truth becomes grey or fuzzy? 17. Pages 129 to the end of the book chronicle Christophers Journey to see his mother in London. How does Christopher survive on this Journey? What characterizes this Journey? Whom does he meet? How does he cope? What does he learn? What skills does he use in order to arrive safely at his mothers? 18. Why does Christopher say that he doesnt like new places (140)? See p. 143 as well. 9. This novel contains a great deal of gentle humor much, or most, of it unintentional. Take, for example, the dialogue on p. 150 or Mrs. Alexanders dog pod (p. 56). Locate other passages that are humorous and share them with others. What makes them funny? 20. What does Christopher learn once he arrives at his mothers house? 21 . While at his mothers house Christopher has one of his favorite dreams (pp. 198-200). What makes it his favorite? And would this dream be a favorite of yours? Why or why not? 22. How would you describe better? How has the mother changed, and how has the father changed? 3. To what extent does the book conclude on a note that ties up all loose ends? Or are there some loose ends still dangling? Themes, Ideas, Issues, The Curious Incident of the Dog in the Night Time free essay sample The curious Incident of the dog in the night-time by Mark Haddam, is a kid named Christopher who is born with Eggbeaters syndrome, and therefore he narrates the novel from his point of view which is very interesting because he sees things in a much simpler way than people who do not suffer this mental birth defect. Christopher shows the otherness in society because he is living in a social environment that unconsciously discriminates and excludes people that are different.A moment where we can see how Christopher is treated differently is in school. He goes to a school for kids that have mental problems that need special cares. Even though Christopher has this mental dementia, he is a genius In mathematics and physics, and as his school does not count with A math classes, Christopher requested them. The school wanted to deprive this kind of education to him because they thought he was not going to endure it and that it was not necessary. We will write a custom essay sample on The Curious Incident of the Dog in the Night Time or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page But finally, Christopher father complained and he was allowed to take those classes. Also, he Is discriminated when the police comes to Mrs.. Shears house and sees him with the dead dog In his arms. The policeman acted alert from he beginning, when he realized that Christopher had a mental problem. He was quickly Judged and considered guilty, and any move that he made played against him (the policeman touched him, and as Christopher does not Like to be touched, hit him and was accused for attacking the police).He was taken to the police station and ended up with a mark on his personal register. Finally Christopher father saved him from being accused as the murderer of Mrs.. Shearers dog. In conclusion, Christopher lives unconscious of how differently he Is treated and passes through them without caring. However, many people love him and take care of him.

August Calendar of Famous Inventions and Birthdays

August Calendar of Famous Inventions and Birthdays Although the United States doesnt celebrate any official holidays during the month of August, the eighth month of the Gregorian calendar does celebrate the birthdays of many famous inventors, writers, scientists, and creators- find out who shares your August birthday. August is also the month when many great inventions, works of art, and scientific discoveries were first patented, trademarked, or copyrighted, so if youre looking for what happened on this day in history during the month of August, theres plenty to discover. Patents, Trademarks, and Copyrights From the copyright registration of The Wonderful Wizard of Oz to Thomas Edisons invention of the kinetographic  camera, August has celebrated a number of patents, trademarks, and copyrights throughout the years. August 1 1900: The Wonderful Wizard of Oz by L. Frank Baum was copyright registered.1941: The first Jeep rolled off the assembly line, and Willy’s Truck Company was the first company to create a jeep. August 2 1904: A patent for a glass shaping machine was granted to Michael Owen. The immense production of glass bottles and jars today owes its inception to this invention. August 3 1897: The Street Car Controller was patented by Walter Knight and William Potter. August 4 1970: Poppin Fresh was trademark registered by the Pillsbury Company. August 5 1997: Patent Number 5,652,975 was issued for an automatic talking potty apparatus to Glory Hoskin. August 6 1935:  William Coolidge obtained a patent for the cathode ray tube, a critical ingredient of TV and other electronic applications. August 7 1906: The Flexible Flyer was trademark registered.1944: The worlds first program-controlled calculator, popularly called the Harvard Mark I, was inaugurated. The machine was built by Harvard researcher Howard Aiken  and supported by IBM. August 8 1911: Patent Number 1,000,000 was issued to Francis Holton for a vehicle tire. August 9 1898:  Rudolf Diesel of France was granted patent Number 608,845 for an internal combustion engine known as the Diesel engine. August 10 1909: The Ford  trademark was registered by the Ford Motor Corporation. August 11 1942: Hedy Markey received a patent for a secret communication system.1950:  Steve Wozniak was born, the co-founder of Apple Computers. August 12 1930: Clarence Birdseye patented a method for packaging frozen foods. August 13 1890: A publisher copyright registered an edition of Nathaniel Hawthornes The Scarlet Letter. August 14 1889: The Washington Post March by John Phillip Sousa was copyright registered.1984: IBM released MS-DOS version 3.0. IBM first approached Bill Gates and Microsoft to discuss the state of home computers in 1980. August 15 1989: President George Bush issued a proclamation commemorating the bicentennial anniversary of the first patent and copyright laws. August 16 1949: Patent Number 2,478,967 was granted to Leonard Greene of Mineola, NY for an airplane stall warning device. August 17 1993: Patent Number 5,236,208 was issued to Thomas Welsh for a platform steerable skateboard. August 18 1949:  Plant Patent  Number 1 was issued to Henry Bosenberg of New Brunswick, NJ, for a climbing rose. August 19 1919: Hostess was trademark registered by William B. Ward.1888: The first world beauty contest was held in Belgium, an 18-year-old West Indian woman won. August 20 1930:  Philo Farnsworth patented a television. August 21 1888: The first practical adding listing machine (calculator) was patented by William Burroughs. August 22 1952: The Television Show Adventures of Superman was copyright registered.1932: The BBS began experimental regular television broadcasts. August 23 1977: The name Cincinnati Bengals was trademark registered.1904: The automobile tire chain was patented. August 24 1993: Patent Number 5,238,437 for a Bubble Dispensing Doll was issued to Vowles, Barad, Smith,  and Stern. August 25 1814: The British burnt Washington, D.C., however, the Patent Office was saved by the British Superintendent of Patents, Dr. William Thornton. August 26 1902: Arthur McCurdy obtained a patent for a daylight developing tank for roll film. August 27 1855: Clara Barton became the first female federal employee to achieve equal status when she was hired by the Patent Office as a clerk August 28 1951: Oral B (the famous line of dental products) was trademark registered. August 29 1893: Whitcomb Judson received a patent for the zipper. August 30 1968: The song Hey Jude by John Lennon and Paul McCartney was copyright registered.1994: IBM announced it would not oppose Microsofts attempt to trademark the name Windows. August 31 1897:  Thomas Edison patented a kinetographic camera. August Birthdays From the birth of the famed French fashion designer Yves Saint Laurent to that of German physicist Hermann von Helmholtz, there are many famous August birthdays. August 1 1849: George Mercer Dawson was a famous Canadian scientist.1889: John F Mahoney developed a penicillin treatment for syphilis.1936: Yves Saint Laurent is considered the greatest French fashion designer of the 20th century. August 2 1834: Frederic Auguste Bartholdi was the French sculptor who patented the  Statue of Liberty.1835:  Elisha Grey  was an inventor who invented the early telephone.1926: Betsy Bloomingdale founded the famous department store. August 3 1959: Koichi Tanaka is a famous Japanese scientist  who shared the Nobel Prize in Chemistry in 2002 for work with mass spectrometric analyses of biological macromolecules. August 4 1755: Nicolas-Jacque Conte invented the  modern pencil.1859: Knut Hamsun was a Norwegian writer who won the Nobel Prize for Literature in 1920 and wrote many Neo-Romantic novels like Hunger, Mysteries, Pan, and Victoria. August 5 1540: Joseph Justice Scaliger invented Julian dating.1802: Niels H. Abel was a Norwegian mathematician who invented Abels Comparisons.1904: Kenneth Thimann was a famous botanist.1906:  Wassily  Leontief was a Russian-American economist who won the Nobel Prize in 1973. August 6 1859: J. Arthur S. Berson was a famous Austrian meteorologist who made famous hot air balloon flights over the Amazon.1867: James Loeb was a famous American businessman who financially helped to found the Max Planck Institute of Psychiatry.1908: Sol Adler was a famous economist who invented Sinophile. August 7 1779: Carl Ritter was the co-founder of the modern science of geography.1783: John Heathcoat invented lace-making machinery.1870: Gustav Krupp was a famous German businessman.1880: Ernst Laqueur was a famous microbiologist who discovered sexual hormones.1886: Louis Hazeltine was the inventor of the  neutrodyne  circuit that made the  radio  possible.  1903: Louis Leakey was a famous anthropologist who won the 1964  Richard  Hooper Medal. August 8 1861: William Bateson was a famous English biologist who invented the term genetics.1901: Ernest Lawrence was a famous scientist and inventor who invented the Cyclotron and won the Nobel Prize in 1939.1902: Paul Dirac was a famous English physicist who invented quantum mechanics and won the Nobel Prize in 1933.1922: Rudi Gernreich was a famous designer who invented the first womens topless swimsuit and the miniskirt.1931: Roger Penrose was a famous English physicist. August 9 1819: William Thomas Green Morton was a dentist that invented the use of ether in  dentistry.1896: Jean Piaget was a famous Swiss developmental psychologist and zoologist.1897: Ralph Wyckoff was a pioneer of x-ray crystallography.1911: William A. Fowler was a famous astrophysicist who won the Nobel Prize in 1983.1927: Marvin Minsky was a famous computer scientist at MIT who made inventions related to artificial intelligence. August 10 1861: Almroth Wright was a famous English bacteriologist. August 11 1858: Christian Eijkman was a famous bacteriologist who won the Nobel Prize in 1929.1926: Bernard Ashley was a famous English fashion designer who founded Laura Ashley.1950:  Steve Wozniak  was a computer inventor and the co-founder of  Apple Computers. August 12 1930:  George Soros is a famous Hungarian businessman and funder  for political movements who was worth $8 billion in 2017. August 13 1655: Johann Christoph Denner was the inventor of the  clarinet.1814: Anders Jonas Engstrom was a Swedish physicist who co-invented the spectroscope.1819: George Gabriel Stokes was a famous physicist and mathematician who co-invented the spectroscope.1888:  John Logie Baird  was a Scottish inventor of a television system.1902: Felix Wankel was a German inventor who invented the Wankel rotary-piston engine.1912: Salvador Luria was an Italian-American biologist who won the Nobel Prize in 1969.1918: Frederick Sanger was an English biochemist who won the Nobel Prize in 1958 and 1980. August 14 1777:  Hans Christian Oersted  was a famous Dutch physicist and chemist who wrote View of Chemical Law and was an early experimenter in the field of electromagnetism.1861: Bion Joseph Arnold was a famous electrical engineer and inventor.1883:  Ernest Just  was a famous biologist who pioneered cell division.1903: John Ringling North was a famous circus director who co-founded the Ringling Brothers Circus. August 15 1794: Elias Fries was a famous Swedish botanist who invented the  system a  mycologicium.1892: Louis-Victor, Prince of Broglie was a French physicist who won the Nobel Prize in 1929.1896: Leon Theremin was an electronic musical instrument inventor who invented the Theremin. August 16 1845: Gabriel Lippmann was a famous French physicist who invented the first color photographic plate and was awarded the 1908 Nobel Prize in Physics for this process.1848: Francis Darwin was a famous English scientist and the son of Charles Darwin who carried on his work.1862: Amos Alonzo Stagg was a  football pioneer  and the inventor of the tackling dummy.1892: Harold Foster was a famous cartoonist who invented Prince Valiant.1897: Robert Ringling was a circus master who co-founded the Ringling Brothers Circus.1904: Wendell Stanley was a famous biochemist and the first to crystallize a virus, for which he won the Nobel Prize in 1946. August 17 1870: Frederick Russell invented the first successful typhoid fever vaccine.1906: Hazel Bishop was a famous chemist and  cosmetics  manufacturer who invented the first indelible or smear-proof lipstick. August 18 1834: Marshall Field founded the  Marshall Field Department Store.1883: Gabrielle Coco Chanel was a famous French fashion designer who invented the house of Chanel.1904: Max Factor, Jr. was the CEO of Max Factor Cosmetics and son of the founder and inventor  Max Factor.1927: Marvin Harris was a famous American scientist. August 19 1785: Seth Thomas invented the mass production of  clocks.1906:  Philo T Farnsworth  was the inventor of electronic TV.1919: Malcolm Forbes was a famous publisher who founded Forbes Magazine. August 20 1908: Kingsley Davis was a sociologist who invented the term population explosion. August 21 1660: Hubert Gautier was an engineer who wrote the first book on bridge-building.1907: Roy Marshall was a well-known scientist who narrated The Nature of Things. August 22 1860:  Paul Nipkow  was a German TV pioneer and inventor.1920: Denton Cooley was a heart surgeon who performed the first artificial heart transplant. August 23 1926: Clifford Geertz was a famous cultural anthropologist and ethnographer who described culture as a system of symbols and actions which convey meaning.1928: Vera Rubin was a famous American scientist who discovered dark matter.1933: Manfred Donike was a famous chemist who invented drug testing. August 24 1880: Joshua Cowen was a scientist who helped invent the  flashlight  and invented the electric toy train.1898: Albert Claude was a Belgian cytologist who won the Nobel Prize in 1974 for discoveries of cell structure and function.1918: Ray McIntire was the chemical engineer who invented  styrofoam. August 25 1841: Theodor Kocher was a Swiss surgeon and thyroid specialist who won the Nobel Prize in 1909.1916: Frederick Robbin was an American bacteriologist who won the Nobel Prize in 1954. August 26 1740:  Joseph Montgolfier  was a French aeronaut who invented successful hot air ballooning.1743: Antoine Lavoisier was a famous French scientist who invented the term oxygen.1850: Charles Richet was a French physiologist who won the Nobel Prize in 1913.1906: Albert Sabin was a Russian-American microbiologist who invented the oral polio vaccine.1951: Edward Witten is a famous American mathematician and theoretical physicist who won the 2008 Crafoord Prize in Mathematics. He helped develop string theory and developed mathematical processes to solve the multi-dimensional equations of string theory. August 27 1770: Georg Wilhelm Friedrich Hegel was a German philosopher and inventor who furthered the field of idealism.1874: Karl Bosch was a German chemist and the founder of BASF who won the Nobel Prize in 1931.1877: Charles Stewart Rolls was a British auto manufacturer and founder of Rolls-Royce Ltd who invented the Rolls-Royce.1890: Man Ray was an American artist and photographer who invented the Dada movement. August 28 865: Rhazes was a famous ground-blazing Persian physician.1878: George Hoyt Whipple was an American astrophysicist who won the Nobel Prize in 1934.1917: Jack Kirby was a famous cartoonist who co-invented the X-Men, Incredible Hulk, Captain America, Fantastic Four, and Thor. August 29 1561: Bartholomeus Pitiscus was a German mathematician who invented trigonometry.1876:  Charles Kettering  was an American inventor who invented the auto self-starter ignition.1904: Werner Forssman was a German urologist who won the Nobel Prize in 1956.1959: Stephen Wolfram was an English computer scientist who invented the computational software Mathematica. August 30 1852: Jacobus Henricus was a Dutch physical chemist who won the Nobel Prize in 1901.1884: Theodor Svedberg was a Swedish chemist who worked with colloids and won the Nobel Prize in 1926.1912: Edward Purcell was an American physicist who won the Nobel Prize in 1952.1927: Geoffrey Beene was an American dress designer who won eight Coty Awards.   August 31 1663: Guillaume Amontons was a famous French physicist.1821: Hermann von Helmholtz was a famous German physicist.1870: Maria Montessori was a famous Italian educator who invented the term spontaneous response.1889: A. Provost Idell invented modern volleyball.

Free Essays on The Unlikely Possibility Of Computers Replicating The Human Mind

For the past thirty years, computers have evolved so quickly, shattering the so-called processor speed barriers. From copper based processors whose physical size could make up a whole room, to the silicon chip which could fit on a palm of a hand able to process information a thousand times faster. To date, computers are still constantly being developed and its technology constantly being improved for faster, smaller, more efficient processors. As their processing prowess constantly rise, one question comes to mind, would computers someday be able to completely replicate the human mind. This essay aims to prove that it is not possible for a computer to replicate the human mind. Many argue that computers will never be able to imitate the human mind. Computers are not able to comprehend the underlying reasons for their processes. For example, a computer may be able to do the same tasks humans do, maybe even better than humans, yet it cannot understand the reasons for doing these tasks. Also, in order for computers to replicate human thinking, it must be able to comprehend human emotions the same way human beings do. More than often, human thoughts and cognitive processes are influenced by emotions like love, anger, desire and many more. The human mind, therefore, is inseparable from emotions. Another argument against the replication of human minds with computers is that computers are not able to negotiate the same way humans do. Computers can only work on purely logical, binary processes of yes or no. Humans can decide to go in between those two choices. To elaborate this concept, there will be a hypothetical situation created to demonstrate this argument. M ost importantly is the question of self-consciousness and free will. Will computers be able to be self-aware of their world and their surroundings and most importantly themselves? The concept of self consciousness is also discussed in the philosophical theory of Cartesian dualism. A... Free Essays on The Unlikely Possibility Of Computers Replicating The Human Mind Free Essays on The Unlikely Possibility Of Computers Replicating The Human Mind For the past thirty years, computers have evolved so quickly, shattering the so-called processor speed barriers. From copper based processors whose physical size could make up a whole room, to the silicon chip which could fit on a palm of a hand able to process information a thousand times faster. To date, computers are still constantly being developed and its technology constantly being improved for faster, smaller, more efficient processors. As their processing prowess constantly rise, one question comes to mind, would computers someday be able to completely replicate the human mind. This essay aims to prove that it is not possible for a computer to replicate the human mind. Many argue that computers will never be able to imitate the human mind. Computers are not able to comprehend the underlying reasons for their processes. For example, a computer may be able to do the same tasks humans do, maybe even better than humans, yet it cannot understand the reasons for doing these tasks. Also, in order for computers to replicate human thinking, it must be able to comprehend human emotions the same way human beings do. More than often, human thoughts and cognitive processes are influenced by emotions like love, anger, desire and many more. The human mind, therefore, is inseparable from emotions. Another argument against the replication of human minds with computers is that computers are not able to negotiate the same way humans do. Computers can only work on purely logical, binary processes of yes or no. Humans can decide to go in between those two choices. To elaborate this concept, there will be a hypothetical situation created to demonstrate this argument. M ost importantly is the question of self-consciousness and free will. Will computers be able to be self-aware of their world and their surroundings and most importantly themselves? The concept of self consciousness is also discussed in the philosophical theory of Cartesian dualism. A... Free Essays on The Unlikely Possibility Of Computers Replicating The Human Mind For the past thirty years, computers have evolved so quickly, shattering the so-called processor speed barriers. From copper based processors whose physical size could make up a whole room, to the silicon chip which could fit on a palm of a hand able to process information a thousand times faster. To date, computers are still constantly being developed and its technology constantly being improved for faster, smaller, more efficient processors. As their processing prowess constantly rise, one question comes to mind, would computers someday be able to completely replicate the human mind. This essay aims to prove that it is not possible for a computer to replicate the human mind. Many argue that computers will never be able to imitate the human mind. Computers are not able to comprehend the underlying reasons for their processes. For example, a computer may be able to do the same tasks humans do, maybe even better than humans, yet it cannot understand the reasons for doing these tasks. Also, in order for computers to replicate human thinking, it must be able to comprehend human emotions the same way human beings do. More than often, human thoughts and cognitive processes are influenced by emotions like love, anger, desire and many more. The human mind, therefore, is inseparable from emotions. Another argument against the replication of human minds with computers is that computers are not able to negotiate the same way humans do. Computers can only work on purely logical, binary processes of yes or no. Humans can decide to go in between those two choices. To elaborate this concept, there will be a hypothetical situation created to demonstrate this argument. M ost importantly is the question of self-consciousness and free will. Will computers be able to be self-aware of their world and their surroundings and most importantly themselves? The concept of self consciousness is also discussed in the philosophical theory of Cartesian dualism. A...

Accounting case study analysis Example | Topics and Well Written Essays - 250 words

Accounting analysis - Case Study Example The charity Help Our Homeless Offspring, look forward towards violating the rule of exceeding 25 percent expenditure and funding to survive. They must have an expensive TV for advertisement. The resulting effect is an increased expenditure to funding ratio beyond 25 percent. Such activities are unethical and unacceptable because they contradict accounting principles (Needles, Powers and Crosson, 2011). The accountant of HOH felt that the misallocation of cost at the expense of exploiting the willing donors was an unethical act because it contradicts accounting principle (Vanderbeck, 2013). For example, the following principles were violated namely; full disclosure principle, cost principle and reliability accounting principle. HOH charity should disclose the true state of affairs and avoid misleading the donors, as well as other users of accounting information (Smith, 2011). Further, the information disclose should be reliable to avoid making wrong decision. The senior accountant in this case tends to justify unethical acts applied by the company (Lerner and Cashin, 2009). As an accountant who adheres to the accounting ethics, it will be inappropriate to do nothing because misallocation of cost contravene the principle discussed. I would, therefore, tell my corporation to embrace the accounting principles. Instead of misallocating the cost to mislead the donors, the corporation should focus on minimizing its variable cost. I would not encourage my corporation to work with HOHO because the top management are encouraging unethical practices (Duska, Duska and Ragatz,

Resistance to psychologization in the novel Tom Jones Essay

Resistance to psychologization in the novel Tom Jones - Essay Example Keeping in accord to the theme of argument in the paper that the narrator in the novel The History of Tom Jones often withholds information about the psychological traits of his character these observations are highly relevant. The limits of psychologization in the novel not only stops emergence of Tom Jones are a complete human character but also it affects the constructional themes of the novel from the perspectives of theme, narrative and characterization. The character of Tom Jones in the novel deserves special critical treatment and discussion because he can be regarded as a bridge between the themes of conventional medieval romanticism and the future course of the tradition of novel writing with special focus on the analysis of human psychology. While the narrator has quite carefully resisted the temptation of indulging within the psychologization of the protagonist by withdrawing information about his interior thoughts, on the other hand, he also has provided subtle hints to t he traits of psychological disturbance of the character under specific situations. Observing this trait feature in Fielding’s writing, Evans Lansing Smith has quite aptly suggested that â€Å"Henry Fielding’s novel †¦ stands at a crucial turning point in our survey of the hero in literature. While looking backwards to the traditions of the medieval romance, Tom Jones carries the conventional symbolism of the Classical epic †¦ forwards into the future, anticipating a long line of novels in our tradition which combine realistic or historical detail and mythic symbolism† (Smith 195). The relevance of Psychologization in the context of novel writing: The critics like Frances Ferguson are of opinion that psychologization of characters in novels not only helps readers to follow aesthetics of the narrative from the perspective of an outsider, but at the same time it helps them to receive understanding of the characters as well as flow of the novel from quite a personalized perspective. One of the basic principles regarding the technique of novel writing is to incite readers to enjoy tension of characterization and plot development. A novelist can effectively use his narrative skills to develop the tension by emphasizing on the psychologization of characters. Frances Ferguson in this context has opined that narration of the psychological complexity of character in a novel â€Å"†¦does not at all directly express mental states but rather relies on the contradiction built into the formal stipulation of them. Psychological complexity, that is, pits the stipulated mental state against one’s actual mental state †¦. Psychology is the ongoing possibility of the contradiction between what one must mean and what one wants to mean† (Ferguson; Cited in Macpherson 123). This observation not only attracts attention in the context of explaining Fielding’s narrative retrain of Tom’s character, but at the same time also finds support from Dr. Johnson’s special emphasis on the importance of explaining characters in terms of manner and nature (Watt 261). Ian P. Watt explains that â€Å"‘Character of manners’

Reflection In Occupational Therapy Practice

Reflection In Occupational Therapy Practice I have always struggled with reflection, initially I didnt see the point of going over and over events that had happened, I was confident that the action I had taken at the time was right for the moment, but if I felt that it wasnt I would acknowledge that and improve next time, obviously this process is going on in my head, (according to Schon this is Reflection in action), and improves with experience over time, I can understand how reflecting can help with thought and behavioural processes, and also provides evidence so others can see the outcomes of my actions. It seems to me that reflection is used to teach people skills that they may not have, some people are good with people and some are not, I do not think that is something that can be taught. You either have it or you dont. Initially I was quite apprehensive with my choice of placement community mental health having worked, with adults with mental health problems, in the past, I was basing my past experience on what I would experience at the placement; and my past experiences had not always been positive, so I was maybe a little anxious to start with. What I found was totally different to my preconceptions, I had never experienced group work before, and was interested with the impact this would have on the service users and also what the Occupational Therapy (OT) role was. The therapists were there to facilitate, and support the group processes, initially I queried that the OTs were more counsellors than OTs, and many had chosen to gain a counselling qualification to aid their role. Then again If everything is about occupation and has meaning to someone, then to enable an individual with low self esteem, or mild depression to engage with their fellow peers could be part of the OT role, especially if i t enables them to participate in work, leisure and self care. My critical incident is taken from one experience in a creative group, half way through my placement. Reflective practice is not a new concept Boud, Keogh and Walker (1985) stated 20 years ago that it features the individual and their experiences, leading to a new conceptual perspective or understanding. They included the element of learning, as well as involvement of the self, to define reflective practice: â€Å"Reflection is a forum of response of the learner to experience† (Boud et al. 1985) Johns and Freshwater (1998) also described the value of reflective practice as a means of learning. There is no doubt that â€Å"reflection† is a complex concept that has defied consensus on definition although some commonalities exist. It involves the self and is triggered by questioning of actions, values and beliefs. An understanding of the purpose of reflective practice and its components can be gained by considering some of the definitions provided in literature. A few useful definitions include the following: †¦Ã¢â‚¬Å"Reflection is a process of reviewing an experience of practice in order to describe, analyse, evaluate and so inform learning about practice† (Reid, 1993) †¦Ã¢â‚¬Å"Reflective practice is something more than thoughtful practice. It is that form of practice that seeks to problematise many situations of professional performance so that they can become potential learning situations and so the practitioners can continue to learn, grow and develop in and through practice† (Jarvis, 1992). To maximise learning through critical reflection we need to locate ourselves within the experience and explore available theory, knowledge and experience to understand the experience in different ways. Thus Boyd Fales (1983) claim that critical reflection: †¦Ã¢â‚¬Å"is the core difference between whether a person repeats the same experience several times becoming highly proficient at ones behaviour, or learns from experience in such a way that he or she is cognitively or affectively changed†. Critical reflection is viewed as transformational learning which according to Baumgartner (2001) can happen either gradually or from a sudden or critical incident and alter the way people see themselves and their world. According to Kolb (1984) reflecting is an essential element of learning. He developed the cycle of experiential learning which has formed the basis of many models for reflective practice in the past two decades. Kolb draws attention to the fact that, when we want to learn from something that has already happened to us, we need to recall our observations of the event and then reflect on those observations in some way. Once we have these ideas in our heads, Kolb suggests that we frame some action as a result and that this possible course of action is seen as our ‘learning. This will then inform any action that we take as a result of the experience. Kolb (1984) advocated that experiential learning was a cyclical process, emphasising that there was no end to learning but just another cycle. The crux of experiential learning is that the learner in not a passive recipient of education, but actively explores and tests their environment. Schon (1983) suggests that we can engage in reflection in one of two ways; either by ‘reflecting on action, after the experience, or by ‘reflecting in action, during the experience. When reflecting-on-action, the first step in the process is the description of the incident. Much attention has been given to the value of recording events and experiences in written form, particularly through the use of reflective diaries and journals (Zubbrizarreta 1999 and Tryssenaar 1995). The exercise of diary writing promotes both the qualities required for reflection, i.e. Open-mindedness and motivation and also the skills i.e. self-awareness; description and observation; critical analysis and problem-solving; and synthesis and evaluation (Richardson Maltby, 1995). www.practicebasedlearning.org Pre-requisites for effective reflective practice include honesty and openness. Gillings (2000) states that a commitment to self-enquiry and a readiness to change practice are important if the individual is to get the most out of the process. Many authors identify self-awareness as essential to the reflective process. This implies that the individual needs to be well informed of their own character, including beliefs and values. Many models of reflective practice also include self awareness and questioning of beliefs, values and attitudes. The last stage of many models of reflection relates to a willingness to change practice, where new conceptual perspectives are reached in order to inform practice. If the learner is not willing to change practice they will not gain the potential benefits from the process in terms of practice development, advances will not be made and professional practice will not evolve. As an OT professional I am required to use clinical reasoning skills which enable me to make responsible therapeutic decisions; these decisions are based on professional judgements which are guided by individual morals and ethical values. (Sabonis-Chafee Hussey 1998) My understanding of morals will be dependent upon my background, social environment, values and possibly religious beliefs, whilst ethics is: ‘†¦the study and philosophy of human contact†¦ (Purtilo, cited in Sabonis-Chafee Hussey 1998) Every professional organisation has a code of ethical conduct and core values, these provide a guideline for making decisions and choices that can be regarded as proper (Creek 2003), and to assist professionals in practising the values and principles that promote and maintain high standards in OT. The main principles outlined in the code of ethics include; the ability to demonstrate concern for the well being of the client, cause no harm, respect the rights of all involved, maintain a high level of competency, to comply with laws and set policies, to be truthful and accurate and refrain from false claims. An understanding of ethics gives me positive general guidance rather than defining limits to certain behaviours. Ethics influence every aspect of occupational therapy. Beginning in OT education when issues of plagiarism, library resources, and confidentiality begin, and then in the clinical environment from supervision, practice issues and client issues. (Duncan 2006) In the last 20 years, reflection has gradually become more popular in care and healing professions. In many quarters, the reflective practitioner is seen as a crucial sign of the ideal practitioner. Not everyone agrees though, that truly professional or expert practitioners are or should be reflective practitioners. According to Dreyfus, real professionalism is characterised by the absence of reflection. Only novices and beginners need to think about what they are doing. Expert practitioners, in contrast, just do what needs to be done; they do it without thinking about it Practitioners, novices or experts, reflect when they consider what to do in somehow unusual situations, when they try to figure out how to handle a new and unexpected problem, when they have to choose between two nearly identical options. Kinsella (2001), in advocating reflective practice for occupational therapists, emphasised the need for both reflection and action on that reflection (praxis). From this perspective, in order to learn from the reflective experience it is necessary to alter the normal way of responding. Argyris and Schà ¶n (1974) termed this ‘double-loop learning. The act of paying attention to what would normally be routine may become part of a long process, with the stimulus being noticed again and again until further deliberate reflection is required. Schà ¶n (1983) noted that reflection-in-action was precipitated by a surprise, something not expected, interrupting the normal flow of experience. However, there are almost certainly ways in which a reflection is triggered other than this. An educational event may do this or a series of conversations with a colleague or an observation of a colleagues practice (reflection-on-action). Critical Incident: Creative Group K was attending a weekly creative group at the unit, it was 2 weeks before Christmas and we were making paper chains. K had a very limited attention span and could be quite disruptive, during quiet periods in the group she would whistle, sigh, hum, tap fingers or pencils on the table which we would ignore focusing instead on her creative project. The previous week K had referred to the OT as ‘Blondie which I thought was inappropriate and mentioned this to the OT, she said she had been aware but had chosen to ignore the incident and see what would happen this week. I had chosen to use scissors with a crinkly edge and because of this, from then on K referred to me as Smart-Arse or as The Student, I didnt feel she was trying to be nasty, I felt she thought she was making a joke. I informed her that my name was Julia in case she had forgotten and carried on with what I was doing. H the OT commented on her using the word smart a lot and wondered why that was. K replied that she was surrounded by smart people and hoped that some of it may rub off on her. We asked if she felt uncomfortable in the group and why she felt she wasnt smart and she replied that was what she had been told all her life. K was definitely street smart, but possibly had mild learning difficulties. She then changed the subject and we spoke about her Xmas decorations, after that she called me Julia and the OT by her name. Why did I choose to respond to K? Because I felt she was disrespecting group boundaries To get her to stop To be aware of respecting others in the group There may have been another reason for her hostility What happened then? She stopped She chose to share personal experiences with the group about her life and her feelings. How was the situation handled? I feel the situation was handled well, I did not get angry, I brought her attention to my name, and with the OT we made inquiry into her reasons for her behaviour, she did not get angry. Any legal or professional issues? I had to maintain a professional manner throughout the situation, I may have been ‘The Student but there was an expectation, I may not have been in uniform but in that capacity I was a professional, so needed to be aware of attitudes, boundaries, and behaviour. Johns model for structured reflection (1994) is more of a list of key questions to guide an analysis of a incident or general experience. Johns recognizes the benefits of sharing reflections which is an essential part of building a community of practice and the importance of the situatedness of an incident as highlighted by the attention given to influencing factors and learning as involving considering actions to support others: Description: Drawing out of the key issues within an experience through a description of thoughts and feelings and contextual background of the experience Reflection: Examination of ones motivations and the resulting actions, the consequences of actions for all stakeholders (including their possible emotional reactions). Influencing factors: Determining internal and external factors that influenced decisions and actions.Determine knowledge that did or should have influenced decisions and actions. Alternative strategies: Evaluation of ones actions and consideration of other possible choices and their respective consequences. Learning: Situating the experience and feelings within past experience and future practice and in providing support to others and considering the impact the experience will have on reflection-in-action. By using Johns reflective model as a guide, I have been able to reflect on the incident and this has enabled me to evaluate the actions that I took during the incident, questioning whether my response was appropriate. It has also allowed me to think of other ways I could have dealt with the situation and the possible outcomes. The reflective strategy has helped me to learn from this experience and has given me an insight into how I might improve my own future practice. It has also shown me that, by continuing the reflective process by following reflective frameworks such as Johns in future incidents, I may improve the ways of dealing with situations, and acknowledging that I am actually learning something from every experience that I have. Conclusion Reflective practice has been identified as one of the key ways practitioners can learn from personal experience. In education it is recognised as an essential tool for students to enable them to make the links between theory and practice. It enables practitioners to develop knowledge and skills necessary for professional practitioners. Reflective practice can be summarised as experience-reflection-action (ERA) and seen as a cycle and having the following components: Things (experiences) that happen to a person The reflective process that enables the person to learn from those experiences The action that results from the new perspectives that are taken. Reflective practice uses personal experience as a starting point for learning, by thinking about these experiences in a purposeful way the individual can understand them differently and take action as a result. The learning acquired using reflective practice differs from the theory which underpins practice, it is also different from the skills acquired from interacting with others because it involves thinking about things and actively making decisions, therefore reflective practice bridges the gap between pure theory and directed practice by providing a strategy that helps to develop understanding and learning. The importance of reflection has been reinforced to me in writing up this critical incident, because I hadnt realised how important maintaining boundaries were, and the showing of mutual respect. Continuing professional education is also accepted as having an important role in facilitating change in practice. It is argued here that reflection on practice is the means to ensure continuing development of both individuals and the profession in order to meet the challenge of change. Reflection may also be prompted by a challenge from another occupational therapist, a multidisciplinary team member or a student. Reflective diaries and written assignments are also useful ways of prompting application of theory to practice. In addition to applying theory to practice, literature searching, critiquing and reviewing, essential to postgraduate education, also stimulate reflection. References: Alsop, A. (2000/2004) Continuing Professional Development for therapists. U.K. Blackwell Science Available on-line at http://0www.netlibrary.com.serlib0.essex.ac.uk/Reader/ Baumgartner LM (2001) An update on transformational learning. New Directions for Adult and Continuing Education. No89:15-22. Jossey-Bass, San Francisco. Boud D, Keogh R Walker D (1985) Reflection: turning experience into learning. Kogan Page, London. Boyd E Fales A (1983) reflective learning: the key to learning from experience. Journal of Humanistic Psychology, 23 (2): 99-117 Clutterbuck, D. (1998) Learning Alliances: Tapping into Talent. Institute of Personnel and Development, London. Creek, J. (2003) Occupational Therapy defined as a Complex Intervention London: College of Occupational Therapists. Available from: http://www.cot.co.uk/public/publications/skills/ot_definition/intro.php (Accessed 13 Jan 2010) Dimond, B.C. (2004) Legal Aspects of Occupational Therapy (2nd ed.) Oxford. Blackwell Science Duncan, E. (2006) Foundations for Practice in Occupational Therapy (4th ed) Edinburgh: Churchill Livingstone. Jasper, M. (2003) Beginning Reflective Practice Foundations in Nursing and Health Care. Cheltenham. Nelson Thornes Ltd Johns C (2000) Becoming a reflective practitioner. Blackwell Science, Oxford. Kolb DA (1984) experiential learning: Experience as the source of learning and development. Prentice Hall, New Jersey. Mattingly, C and Fleming M (1994) Clinical Reasoning Forms of Therapeutic Practice Philadelphia. F.A. Davis Moon J (1999) Reflection in Learning Professional Development. Kogan Page, London. Reid B (1993) ‘But were Doing it Already! Exploring a Response to the Concept of Reflective practice in Order to improve its Facilitation Nurse Education Today, 13: 305- 309. Richardson G Maltby H (1995) reflection on practice: enhancing student learning. Journal of advanced Nursing. 22:235-242. Roberts, A E K (2002) Advancing Practice through Continuing Professional Education: the Case for Reflection British Journal of Occupational Therapy May 65(5) Schon, D.A. (1995) The Reflective Practitioner: How Professionals Think in Action. New York. Basic Books Sabonis-Chaffe B, Hussey S, M (1998) Introduction to Occupational Therapy 2nd edition, Mosby, USA Tryssenaar J (1999) Interactive journals: an educational strategy to promote reflection. American Journal of Occupational Therapy 49 (7), 695-702. Wackerhausen, s (2009) Collaboration, Professional Identity and Reflection across Boundaries. Journal of Physical Health 463 472 Zubrizarreta J (1999) Teaching portfolios: an effective strategy for faculty development in occupational therapy. American Journal of Occupational Therapy 53(1), 51-55.