Poetry Makes a Man in Dead Poets Society Essay - 1088 Words

Poetry Makes a Man When people take poetry as more than just words with meanings, but as words to live by and take the poem to heart, the person may and will change by the words they live on. The type of poetry will affect the way the person changes. In the very inspirational movie of Dead Poets Society, Tom Schulman the screen writer, through the character of the visionary Mr. Keating: uses plays and poetry to help the major characters and even some minor characters through their dilemmas and any situations that could have applied to these inspired characters to think freely and take a new road in life. Major characters such as Neil, Todd, Knox, Charlie, and Cameron have taken the influential poetic teachings of Mr. Keating to heart and†¦show more content†¦With Neil’s father still being mad and frustrated, everything goes south and Neil has his Carpe diem moment when the whole family discussed about his future, but not having as much confidence towards his father as his peers, Neil de cides not to take the moment and leaves us speechless on his next action. Todd was the character that was the most affected by Mr. Keating’s poetic teachings; the viewers could even say â€Å"poetry makes a man† based on Todd’s improvements. At the beginning of the movie, Todd has a moment, when we understand and may even pity Todd because he says that no one would listen to him and he was not the leading type. The poem of O Me! O Life! greatly resembled Todd’s situation. In the poem the audience hears of a narrator who is suffering through life and the audience feels despair, but then the audience hears there is an answer! The answer being that we are here and contribute a verse, showed that there is hope after all and that Todd can be more than just a person who is suffering through life with no confidence. This poem initiated the confidence and the Carpe diem also helped Todd to not only have confidence, but to be a leader that the viewers can admire. Also showing that Todd had changed was the fact that in the beginning of the movie, Todd was the last one to stand on the desk, and see things from a different perspective, and address Mr. Keating as O Captain! My Captain! , which is also a poem. In the middle of the movie theShow MoreRelated Felicia Hemans and Jane Taylor Essay1093 Words   |  5 Pagesdominated profession of poetry. Many men felt as though their profession was being invaded. They resented women entering the public sphere. This mentality in part helped influence which women were able to write and what they wrote about. Felicia Hemans and Jane Taylor are both women poets that emerged during the 19th century. Both women have used their poetry to help expand on traditional notions of romantic poetry during their lives. In order to define romantic poetry on must look towards BronteRead MoreThe Dead Poets Society : Honor, Discipline, And Excellence1258 Words   |  6 PagesTradition, Honor, Discipline, and Excellence. Those are the four pillars in the film The Dead Poets Society, which takes place at Welton Academy, a prep school located in Vermont, 1959. The Headmaster of the school is Mr. Nolan, who is very strict and traditional leader. The film focuses around a group of boys that attend Welton, who later reinstate the Dead Poets Society (DPS). The boys are Neil Perry, Todd Anderson, Charlie Dalton, Richard Cameron, Pitts, Meeks, and Knox Overstreet. Two of theRead MoreThe Film Dead Poets Society1446 Words   |  6 Pagesfilm Dead Poets Society came out in 1989, and is a film about events taking place in a boys boarding school in the 1950’s. The film stars Robin Williams in one of his first non-comical roles. The movie’s primary focus is exploring the teacher/student relationshi p. In Dead Poets Society, Robin Williams character, Mr. Keating, endeavors to develop the young men’s passion for music, literature, and art. He also longs to encourage the young men to Carpe Diem, which is Latin for Seize the Day (Dead PoetsRead MoreEvaluation Of Dead Poets Society1450 Words   |  6 PagesEvaluation Over Dead Poets Society The film Dead Poets Society came out in 1989, and is a film about events taking place in a boys boarding school in the 1950’s. The film stars Robin Williams in one of his first non-comical roles. The movie’s primary focus is exploring the teacher/student relationship. In Dead Poets Society, Robin Williams character, Mr. Keating, endeavors to develop the young men’s passion for music, literature, and art. He also longs to encourage the young men to Carpe Diem, whichRead MoreThe Love Song of J. Alfred Prufrock: A Good Example of Modernism1066 Words   |  5 Pagesdeal with new ideas.It is a break with the tradition.Modernist Poetry occurs between the 1890 and 1970.It’s key elements can be experimentation,anti realism,individualism.Experimentation means searching constantly.Anti-realism means to be against realism and concreteness.Individualism means to be an intellectual and to be an individual who has a self-confidence.The stress is mainly on the human mi nd rather than emotions.Many Modernist poets are from Universities,they appreciate their work a lot.It isRead MoreAnalysis Of Mary Hughes s Poem Lady Lazarus Plath 1067 Words   |  5 Pagestheir openings; They (Tulips) are opening like the mouth of some great African cat..15. In her poem Lady Lazarus Plath confirms her strong faith in rebirth and resurrection: Out of the ash I rise with my red hair and I eat men like air16. It further makes obvious her repulsion on men. She believes that Suicide, Death and Resurrection may fetch her eternal happiness. That is why, it seems, she loves death. She further has strong conviction in resurrection to slay all men-traitors in the world. She suggestivelyRead MoreAllen Ginsberg, A Supermarket in California Literary Analysis1669 Words   |  7 PagesJasamyn Wimmer English 1B Professor Kleinman 5 March 2013 Brief Literary Analysis Lost America: An analysis of â€Å"A Supermarket in California† Allen Ginsberg; philosopher, activist, poet, a man highly revered as a groundbreaking figure between the 1950’s Beat Poetry Generation and the counter-cultural revolution of the 1960’s (poetryarchive.org). Ginsberg’s first book â€Å"Howl and Other Poems,† was published in 1955, his work was involved in an illustrious obscenity trial because of the use ofRead MoreJim Morrison1446 Words   |  6 Pagesï » ¿Joseph S. Ms. Whitten English 4/Period #1 3 Mar. 2014 James Douglas Morrison The most legendary man to live mainly people know him as Jim Morrison or Lizard King, known for his unique music and writings. Considered as a sex icon in the 60’s due to his charismatic character and giving birth to rock in roll. James Douglas Morrison, an American Poet, filmmaker lead singer for The Doors, was influenced by philosophers and poet’s views on aesthetics and morality mainly portrayed in FredriechRead MoreLycidas Analysis1492 Words   |  6 Pagesand not a spontaneous expression of sorrow. The elegiac poet engages himself in discursive reflections. Death, the primary theme of most elegies, is a vast evocative theme. Death can be, and is often, the starting point for the poet to deal with serious themes. Milton, for example, gives us in Lycidas, speculations on the nature of death, tributes to friends, and also literary criticism. The central metaphor is the death of a shepherd-poet, who is portrayed in an appropriately idyllic setting. WithRead MoreAnal ysis Of Paulo Freire s The Banking Concept Of Education Essay1507 Words   |  7 PagesEducation,† he discusses how there is an absence of imagination and critical thinking in the â€Å"banking† method of education. Paulo Freire contends that the â€Å"banking† method of instruction is not a viable strategy to educate students. In the film, Dead Poets Society, directed by Peter Weir, Mr. Keating, an English professor in the film, liberates the student s mind by making them confront the issues exhibited to them. The problem-posing strategy was utilized as a part of the film, yet since the students’

The Last Lecture Free Essays

The Last Lecture In everyone’s life, there are people. Some of these people walk in our lives for a second, only to run right out. While others walk in and leave a mark on our hearts. We will write a custom essay sample on The Last Lecture or any similar topic only for you Order Now Sometimes this mark only lasts for a little while and then slowly fades away, but other times, this mark lasts for a lifetime. There is one man in my life who has made a distinct mark on my heart — a mark that was created the first time he picked me up and held me in his arms. This mark has lasted ever since then. This man is my dad. My dad is an amazing man. He has taught me an awful lot in my fourteen years. He was the man who taught me how to ride my bike. He would hold on to my handlebars and run by my side as I pedaled. Though I feared that I would get hurt, I trusted my dad and knew that he would never let me fall. When he thought that I was ready, he would let go and watch me ride, making sure I would not tumble over. Although, when I did, he was by my side in a second, picking me up and dusting the dirt off my arms and legs. He would then stand my bike back up and we would try it again and again. With his help, I learned how to never give up. This lesson is not only important while riding a bike, but it is also critical when it comes to life experiences. If you mess up, you have to keep trying. You should not become frustrated and quit. My dad also taught me about money. â€Å"If you don’t need it, don’t buy it† is his motto. Though most of my friends love to shop, because of my dad’s words, I have never found it that eexciting . This applies to other material goods besides clothes. It is important to realize that simply wanting something is not enough. You should not merely collect items that you do not need. There are people in this world who have nothing. Therefore, when being given the oopportunity to shop, you should not buy everything that meets the eye. When I was younger, my dad and I enjoyed playing games together. One of the games he taught me how to play was chess. In chess there is a strategy. I learned this by watching my dad play. Some times, while we would play, I would get bored and start moving my pieces to whatever spot was open. I soon realized that you should not move the pieces randomly or you will lose. With the help of my dad, I learned how to think things through and plan things out. I learned that in order to succeed, one should think situations through, but have fun. One of my dad’s hobbies is planning vacations. Every year he plans a family trip for the summer. A few years ago, we traveled to Europe. While visiting France, we came across many unique foods. I am not fond of trying new things, but my dad taught me that the worst that can happen is I will not like it. Some of the foods that I tried were not the best, and I probably will never try them again. However, there were some foods, like crepes, that were absolutely delicious and I am glad that he was there to talk me into trying something new. Another vacation he planned was to Hawaii. While in Hawaii, we all went snorkeling. At first I was scared that I would not be able to breathe, but my dad told me that was why we used a snorkel. I learned how to rely on something else to breathe. In life, this is like depending on others. It is important to learn how to do things on your own, but it is okay to need a helping hand every once in a while. My dad has always been there for me. He is always there to lend a hand. My dad is such an inspiration to me. Tthroughout my life he has been there for me, supporting me and cheering me on. Whether it is in sports or school, he is always there for me, encouraging me to do my best. My dad and I are inseparable. I am so grateful to be able to have a dad like him to lean on when I need help. I can always count on him to make me laugh when I am feeling down, to pick me up when I am hurt, and to help me find the answer when I have a question. There will always be a place for him in my heart. He has made a mark that will last a lifetime. How to cite The Last Lecture, Papers

Is Humanity Suicidal Essay Example For Students

Is Humanity Suicidal Essay Debbie Smigiel Smigiel 2 Essay 2 English 102-81 February 17, 1999 The Reintroduction of Wolves In my opinion, wolves should be able to live and survive in the wild. Ranchers do need to consider that wolves have a major influence in our eco system. Grizzly bears fed on elk carcass only in the spring. Now there is more carcasses available year round. A lot of animals have died due to lack of food. Man continues to be the wolves worst enemy. This is sad and unfortunate because wolves are already on the Endangered Species List. At one time gray wolves lived in forty-eight states and Mexico. Today gray wolves are mostly in Minnesota. The attempts at reestablishing wolves in Yellowstone is still undetermined. Many ranchers objected. Activities such as hunting, farming and logging have contributed to the wolves extinction. As Lorenz states in The Dove and The Wolf, we did not receive our weapons from nature. We made them ourselves, of our own free will. (526)The list of endangered species is growing rapidly in much of the world and rates of extinction are likely to rise as human population rises. The fate of the wolf is up to us and our willingness to share the earth with wild animals. We can encourage young people to discover nature and explore and examine wild life. Such understanding will never replace what is lost but will insure what remains. The spirit and mystery seen in the eyes of a wolf should be all the incentive we need.

To Conquer Fear an Essay on the Short Story First Confession Essay Example

To Conquer Fear an Essay on the Short Story First Confession Paper To Conquer Fear In the short story, â€Å"First Confession,† by Frank O’Connor, a young boy named Jackie finds himself having to conquer his fear of giving his first confession. He realizes by the end that he really had nothing to be afraid of and it was a silly fear. Jackie, scared to death of confession, tries to fake an illness to avoid it, ends up surprising the priest when he does go, and learns that ultimately, perception is scarier than reality. Although it doesn’t seem like it at first, the reader and Jackie learn that in order to conquer fear, one must face it. Jackie, a young seven year old has been told stories by a woman named Mrs. Ryan that really worry him. One story is about a man who gives a bad confession and essentially eternally burns in hell. Mrs. Ryan also tries to give Jackie and the others a sense of what hell is like: â€Å"She lit a candle, took out a new half-crown, and offered it to the first boy who would hold one finger in the flame for five minutes Then she asked were we afraid of holding one finger in a little flame for five minutes and not afraid of burning all over in roasting hot furnaces for all eternity† (O’Connor 26). We will write a custom essay sample on To Conquer Fear an Essay on the Short Story First Confession specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on To Conquer Fear an Essay on the Short Story First Confession specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on To Conquer Fear an Essay on the Short Story First Confession specifically for you FOR ONLY $16.38 $13.9/page Hire Writer When Mrs. Ryan tells stories and plays mind games like this, she’s basically scaring the children into giving a good, complete. However, with Jackie, this is too much, and he is frightened even more that he’ll mess up accidentally and go to hell. Instead of conquering his fear, he runs from it. The day confession comes around doesn’t go. He says, â€Å"I was scared to death of confession. The day the whole class went I let on to have a toothache, hoping my absence wouldn’t be noticed† (27). Mrs. Ryan has done her job well, to the point where Jackie is worried beyond belief. He decides to fake sick so as not to go, but as readers later find, this idea comes back to haunt him. If he had originally gone and faced his fear, the ordeal would already be over. Like many children, Jackie finds it easier to avoid the fears in life rather than confront them. This, however, is not a successful way to live. Since Jackie doesn’t go to confession with his classmates, he receives an order to go alone with his sister. As Jackie enters his church, it’s as if all his worst nightmares are becoming a reality and he’s leaving anything he ever loved: â€Å"The door hut behind me, the sunlight went out and gave place to deep shadow, and the wind whistled outside so that the silence within seemed to crackle like ice under my feet† (28). This imagery shows how even though Jackie is finally beginning to conquer his fear of confession, it’s like a descent into hell. As he walks into the church everything becomes gloomy, creepy, and ominous. This shows how the process of overcoming his trepidation is difficult even though in the long run it will be worthwhile. Once Jackie is in the confessional, he talks too quietly for the priest to hear and everything continues to get worse: â€Å"It was matter between God and me, and He had all the odds† (29). Jackie is facing his fears and so far he’s failing miserably. Of course, if he had not avoided confession in the first place, he would not be struggling. It’s not until the very end of the story that Jackie realizes how beneficial it is to face your fear. Once Jackie and the priest are settled, Jackie slowly begins to open up to the priest and feels more comfortable. The priest makes Jackie feel welcome: â€Å"Feeling I might as well get it over while I had him [priest] in good humour, ‘I had it all arranged to kill my grandmother†¦ I tried to kill Nora too’† (32). Readers finally understand why Jackie is so afraid of confession. Firstly, he didn’t know what would happen if he told and secondly, he was worried if he didn’t tell about his plan to kill his grandmother he’d go to hell. However, the priest only gives Jackie three Hail Mary’s, a small consequence, and it makes him feel like he did the right thing; suddenly it’s all worth it. By the time Jackie leaves he has a complete change of heart. Jackie says, â€Å"He had me there for a full 10 minutes talking†¦ I was genuinely sorry to part with him, because he was the most entertaining character I’d ever met in the religious line. Outside†¦ the sunlight was like the roaring of waves on a beach; it dazzled me† (33). Jackie realizes that there really was nothing to be worried about. The priest knows how to take care of him. When he walks outside again, the imagery changes from gloomy to overjoyed. Jackie is relieved because his burden of the idea of killing his grandma has been lifted and his fears have been subdued. Readers now see that this trepidation that was haunting Jackie has been lifted because he faced it; he didn’t hide from it. In â€Å"First Confession† by Frank O’Connor, readers are shown that facing fears can only help, not hurt. Jackie is excellent proof of this because although he was terrified at first of confession, he ends up finding it enjoyable and relieving. Readers learn that fear itself can be worse than the actual event.

The 20 Best Graphic Design Schools in the US

The 20 Best Graphic Design Schools in the US SAT / ACT Prep Online Guides and Tips Graphic designers are involved in nearly everything we look at, watch, or read, from the designs on books, to the way websites navigate, to halftime commercials, to logos on business cards. Graphic designers are the visual wizards who make sure every concert poster and app user interface has an impact and communicates a desired message. If this sounds appealing to you, you might wonder how you can become a graphic designer. Well, you go to school! In this article, I’ll discuss what a graphic design program is, how I created this list, the best graphic design schools, and how to choose the right program for you. What Is a Graphic Design School? Graphic design, or communication design, is the use of image, text, and media to convey information or ideas. Graphic designers are strategic communicators who design advertisements, book jackets, posters, websites, app interfaces, publishing layouts, album art, logos, and so on and so forth. If you’re creative and innovative, particularly if you’re also interested in technology, graphic design may be a good option for you. To become a professional graphic designer, you’ll need a strong portfolio of work to show potential employers, which you could theoretically do on your own or by getting an associate degree. But if you want a fully fleshed-out college experience, a guaranteed strong portfolio, and ready-made industry connections, consider getting a BA or BFA in graphic design or communications design (the name and specific degree type depends on the school). Graphic design programs can be found both at art schools and as departments within larger universities. They're even found at some technical schools! This list includes graphic design programs of all types, but all are great places to get a graphic design education and to learn the skills you need to launch a design career. Ranking Methodology for Graphic Design Schools How did I compile these graphic design school rankings? First, I found as many lists of the best graphic design schools that I could possibly find. I eliminated ones that seemed to come from less reliable or less reputable sources (like personal blogs) or that were already aggregated lists from other sources (since they would be redundant). This left me with rankings from all kinds of sources with all kinds of data- trade magazines, alumni rankings, student satisfaction, and so on. US News and World Report does not rank undergraduate graphic design programs but does have data on freshman retention rates, which I also factored in. All of the rankings were preliminarily averaged. Schools were then ranked based on average score, how many lists they appeared in (so a school that appeared in spots 5 and 6 on two lists but appeared on no others didn’t necessarily beat a school that appeared in spots 7, 8, 7, and 8 on four lists). Freshman retention rates were used to break ties in close calls. Overall, the rankings reflect a fairly holistic measure of prestige/name recognition, student satisfaction, alumni valuation of the program, and return-on-investment. Was this layout designed by a master graphic design student? You decide. The Best Graphic Design Schools Here are the 20 top graphic design programs. Included with each entry is the school's location, information about the school, its acceptance rate, and the degrees offered. All acceptance rates are for fall 2019 unless otherwise noted. I’ve linked to our admissions requirements pages for all of these schools, but these pages are mostly focused on GPA and test scores. Keep in mind that when applying to a graphic design program, a strong portfolio of your past creative work will likely be more important than grades or GPA. Best Overall Programs These are programs with high name recognition, consistently high rankings, and notable faculty and alumni. Rhode Island School of Design (RISD) - Providence, Rhode Island RISD is essentially the Harvard of art schools in terms of name recognition and famous alumni (including, but not limited to, the founders of Airbnb, animator/comedian Seth MacFarlane, actor James Franco, and fashion designers Nicole Miller and Jill Stuart). Alumni have also received a number of MacArthur â€Å"genius† grants. If you attend RISD, you can expect well-funded programs and faculty in the very top of their disciplines. It’s unsurprising, then, that RISD was consistently at the top of school rankings for graphic design. It’s one of the most competitive schools on this list and has a strongly established, well-known graphic design program. Students apply to RISD overall and do not select a major until midway through their first year of study. Graphic Design is one of the largest undergraduate departments at RISD, with about 165 students. Students graduate with a BFA degree. See here for our expert admissions requirements for RISD. Acceptance Rate: 29% Degree Offered: BFA in Graphic Design Parsons School of Design (The New School) - Manhattan, New York Parsons is another school with a lot of name recognition and top-notch faculty, and they consistently appear at the top of best-program rankings. In 2019 the school was named the best design school in the United States by QS World University Rankings, and the third-best in the world, largely in recognition of its interdisciplinary focus on the nuts-and-bolts technical and the design-functional. The school's four-year BFA program in Communication Design (a graphic design equivalent) has placed alumni at Google, Facebook, and New York Magazine, and has also produced a healthy crop of entrepreneurs and freelancers. See here for our expert admissions requirements for Parsons. Acceptance Rate: 35% (The New School) Degree Offered: BFA in Communication Design The Pratt Institute - Brooklyn, New York The Pratt Institute is another prestigious program located on a historic campus in Brooklyn, NY. They are invested in a philosophy of â€Å"poetic pragmatism,† in which artistic vision is married with practical skills. Many faculty are working professionals in their fields who teach part-time. The Pratt Institute offers a BFA in Communications Design- an interdisciplinary program focusing on advertising, illustration, and graphic design (you choose to focus on one of the three areas). Alumni praise the program for preparing them for careers in their fields and for its innovative and boundary-pushing focus. See here for our expert admissions requirements for the Pratt Institute. Acceptance Rate: 57% Degree Offered: BFA in Communication Design Hey, maybe you'll cross this bridge to get to Pratt! Highly Regarded Programs These programs are well-resourced and well-known in the industry. Many offer their own unique spin on graphic design or have a special focus not found at many other institutions. ArtCenter College of Design - Pasadena, California The ArtCenter’s undergraduate program in graphic design gives extensive training in both old and new media, creating well-rounded practitioners with skills spanning all areas of graphic design as a discipline. The ArtCenter encourages an experimental and socially conscious approach. The school also offers a great return-on-investment, with alumni making higher salaries than graduates from peer institutions. Graduates end up in a variety of industries and fields; alumni currently work for many diverse companies, such as Nike and NASA. See here for our expert admissions requirements for the ArtCenter College of Design. Acceptance Rate: 70% Degree Offered: BFA in Graphic Design Want to build the best possible college application? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in. Maryland Institute College of Art (MICA) - Baltimore, Maryland MICA has a modern, urban campus in Baltimore and offers a craft-focused BFA in Graphic Design that aims to develop both your creativity and your skill with technology. MICA also offers liberal arts minors like Gender Studies and Critical Theory. Additionally, it has a unique interdisciplinary BFA program in humanistic studies, allowing you to combine your graphic design education with an interdisciplinary focus on the liberal arts and humanities. See our expert admissions requirements for MICA here. Acceptance Rate: 64% Degree Offered: BFA in Graphic Design California Institute of the Arts (CalArts) - Valencia, Santa Clarita, California If you dream of attending an art school founded by Walt Disney, CalArts is for you. Disney envisioned CalArts as a place where students from all artistic disciplines could develop in a collaborative, workshop-centered environment. The BFA Graphic Design program is fairly small, with only about 12-20 new students each year. Many alumni go on to work for film, television, and major tech companies. If Hollywood’s calling you, CalArts could be a great choice! See here for our expert admissions requirements for California Institute of the Arts. Acceptance Rate: 33% Degree Offered: BFA in Graphic Design Carnegie Mellon School of Design - Pittsburgh, Pennsylvania You might be surprised to see a big research university known for its engineering program on a graphic design list. But don’t be! Carnegie Mellon has an innovative approach to the study and craft of graphic design; alumni praise the program’s integration of the artistic points of design with advanced technologies. Instead of a BFA, the Carnegie Mellon school of design offers a BDes, or Bachelor of Design. It also offers an interdisciplinary degree in design combined with another course of study of a student’s choice, which should be very appealing to students with multiple interests. Finally, it's a great choice if you want an art-school education but a big research university experience. Overall, Carnegie Mellon provides a cutting-edge, strong foundation for design careers. See here for our expert admissions requirements for Carnegie Mellon (note that this is for Carnegie Mellon overall, and the different subschools may have slightly different requirements). Acceptance Rate: 17% Degree Offered: Bachelor of Design (BDes) School of Visual Arts- Manhattan, New York The School of Visual Arts offers a BFA in Graphic Design, with the option to specialize in graphic design in fields like package design, website design, book jacket design, and so on. Alumni have praised the school’s amazing networking opportunities- SVA has a robust internship program, holds professional-level exhibitions of student work, and sends compilations of graduating student work to industry giants every year in the Senior Library. SVA is a good choice if your primary concern is being commercially marketable and networking; it might not be the school for you if you're interested in the practice of design on an artistic and/or theoretical level. See here for our expert admissions requirements for the School of Visual Arts. Acceptance Rate: 72% Degree Offered: BFA in Graphic Design Savannah College of Art and Design (SCAD) - Savannah, Georgia Savannah College of Art and Design is unusually large for an art school, with over 11,000 students enrolled. You can get a BA in Visual Communication (with a focus on graphic design) or a BFA in Graphic Design, so your options are flexible. Professors have significant industry experience, and you’ll have a chance to study abroad at SCAD’s global campuses in Hong Kong or Lacoste, France. Overall, SCAD is a solid design school that offers lots of opportunities for motivated students. See here for our expert admissions requirements for Savannah College of Art and Design. Acceptance Rate: 72% Degrees Offered: BA in Visual Communication, BFA in Graphic Design At SCAD, you could have access to these trees all the time! Virginia Commonwealth University - Richmond, Virginia This is another great choice if you want the art-school chops with the big university experience: VCU is a large public university with more than 30,000 students. VCU offers a BFA in Graphic Design- but you have to complete the â€Å"Art Foundation† sequence before you can apply into the major. See here for our expert admissions requirements for Virginia Commonwealth University. Acceptance Rate: 81% Degree Offered: BFA in Graphic Design Is Hollywood beckoning? Well-Regarded Programs This section includes some big-name art schools whose graphic design programs aren’t quite as well established as their other programs as well as some up-and-coming graphic design programs that are just now gaining steam. Otis College of Art and Design - Los Angeles, CA The BFA program in graphic design at Otis is located in the Communication Design department, which also houses programs in illustration and advertising design. Otis primarily prepares its graduates to work in the professional sphere; past graphic design graduates have worked for Apple, Anthropologie, Conde Nast, Disney, Interscope Records, Mattel, Sony, and Target. It’s a good choice for students who’d like to do design work for major companies and are interested in some of the more commercial aspects of graphic design. See here for our expert admissions requirements for Otis College of Art and Design. Acceptance Rate: 94% Degree Offered: BFA in Communication Design, graphic design focus University of Cincinnati College of Design, Architecture, Art and Planning - Cincinnati, Ohio If you’re looking to combine the experience of attending a large NCAA division-1 school with a high-quality design program and want to have a chance to take courses in many different disciplines, the University of Cincinnati’s College of Design, Architecture, Art and Planning might be a good fit for you! Unlike many other programs, which offer a BFA, the University of Cincinnati offers a BS in Communication Design as their graphic design degree. Many students go on to work in the healthcare industry, for governments, or for NGOs. So if you’re interested in design in those fields, this school is an excellent choice. See here for our expert admissions requirements for University of Cincinnati (note that this applies to the school as a whole and not specifically to the College of Design, Architecture, Art and Planning). Acceptance Rate: 73% (whole university) Degree Offered: BS in Communication Design California College of the Arts (CCA) - Oakland, CA CCA offers a BFA in Graphic Design that prepares students to work in multiple design disciplines. It also has a robust internship program for fourth-year students that guarantees you’ll graduate with hands-on, real-world professional experience. Additionally, CCA has a focus on social justice-oriented and socially conscious design practice. Essentially, students get a little bit of everything: a wide skill set, professional experience, and social consciousness. See here for our expert admissions requirements for California College of the Arts. Acceptance Rate: 81% Degree Offered: BFA in Graphic Design Yale University School of Art- New Haven, Connecticut If you want an Ivy League education as well as excellent preparation to work as a graphic designer, Yale is the dream school for you! Students major in art with a specialization in graphic design and receive a BA degree. Interested students should be aware that they will need to apply for admission to the major in their sophomore year. As with many other programs at Yale, the graphic design program is very focused on the craft and theory of design as opposed to its more practical and commercial applications. Therefore, this program is best for students whose interests are academic and artistic as opposed to technical and/or commercial. See here for our expert admissions requirements for Yale University. Acceptance Rate: 7% (whole university) Degree Offered: BA in Art specializing in graphic design Plus, Yale also has snowy New England winters. College for Creative Studies - Detroit, Michigan The College for Creative Studies offers a BFA in Graphic Design. They have a unique focus on â€Å"experience design,† or immersive, multimedia design experiences. If this interests you, CCS is the place to go, as programs focused on experience design are few and far between. CCS also has an institution-wide focus on community engagement. Graphic design alumni have worked for Dreamworks, Google, Nike, Disney, Fox, Microsoft, and universities and libraries. Many have founded their own design firms, too. See here for our expert admissions requirements for the College for Creative Studies. Acceptance Rate: 39% Degree Offered: BFA in Graphic Design School of the Art Institute of Chicago (SAIC)- Chicago, IL School of the Art Institute is the school associated with Chicago’s notable Art Institute museum. SAIC offers a BFA in Visual Communication Design, with a focus on both physical and virtual design mediums. The department facilitates student freelance work and internships to ensure that students graduate with real professional experience. The department also hosts an annual lecture series of visiting designers doing innovative work in the field. And, of course, the campus is located in the heart of downtown Chicago, a city home to many cultural and art institutions. See here for our expert admissions requirements for the School of the Art Institute of Chicago. Acceptance Rate: 71% Degree Offered: BFA in Visual Communication Design Also, Chicago has the bean- I mean, Cloud Gate. Solid Programs At these schools, name recognition is on the lower side, but you’ll get a solid educational foundation from which to launch your graphic design career. Ringling College of Art and Design - Sarasota, FL Ringling doesn’t have quite the name recognition of many schools further up on this list, but it does have a solid, well-rounded program. The school offers a BFA in Graphic Design that aims to turn students into â€Å"visual storytellers.† Students have the opportunity to study abroad in Europe during their time at Ringling. In addition, alumni have won prestigious industry awards and work for Instagram, LinkedIn, Yahoo, Birchbox, Trader Joe’s, and leading design firms. See here for our expert admissions requirements for Ringling College of Art and Design. Acceptance Rate: 78% Degree Offered: BFA in Graphic Design University of the Arts (UArts) - Philadelphia, Pennsylvania The BFA program in Graphic Design at UArts trains students in both old and new media. Students have the chance to work on real-world, practical projects based in the wider Philadelphia area as part of their coursework. The department also hosts an annual Spring Workshop with renowned guest faculty on design topics. This is another program whose focus is more on the practical and commercial than the artistic and theoretical. See here for our expert admissions requirements for University of the Arts. Acceptance Rate: 74% Degree Offered: BFA in Graphic Design Academy of Art University- San Francisco, CA Academy of Art University’s BFA in Graphic Design is focused on the â€Å"intersection between art and commerce.† There’s also a focus on professional preparedness and creative and marketing competencies. Overall, this school is more about giving you actionable workforce skills and connections than developing your refined artistic sensibilities as a designer. See here for our expert admissions requirements for Academy of Art University. Acceptance Rate: 100% (open admissions) Degree Offered: BFA in Graphic Design Rochester Institute of Technology (RIT) - Rochester, NY The Graphic Design BFA at RIT is broad in skills education and interdisciplinary in scope. Students have unique opportunities to collaborate with other departments and disciplines on projects, particularly in technical and engineering departments. Students are also encouraged to consider â€Å"the social, ethical, and environmental impact of design.† RIT is a good option for students who are interested in the intersection between tech and design. See here for our expert admissions requirements for Rochester Institute of Technology. Acceptance Rate: 57% Degree Offered: BFA in Graphic Design Admire this very important and cutting-edge piece of graphic design. How to Choose the Right Graphic Design School for You With so many choices, it can be overwhelming to try to narrow down the field to a few programs you're really interested in. I highly recommend visiting schools, taking advantage of information sessions near you, and talking to current students and recent alumni. If you don’t know any alumni personally, try the Reddit graphic design forum! Additionally, here are some key questions to consider as you assemble your list of graphic design programs to apply to. #1: How Strong Is My Portfolio? Can I Get Into a Competitive Program? To get admitted to more competitive programs, you'll often need a strong art and design portfolio. Have you been taking art classes since you could hold a pencil, or is graphic design a relatively new interest for you? To get feedback on your portfolio, I advise taking it to any portfolio review sessions you can find. Sometimes art schools send representatives around the country to review student portfolios at portfolio review fairs, where you can get feedback from many schools in one day on how your portfolio stacks up and what you can do to strengthen it. Otherwise, try contacting your local art and design school to try to get portfolio feedback and a clearer sense of how competitive your portfolio might be. #2: Am I More Interested in the Artistic or Commercial Side of Design? Some programs, like the one at Yale, are much more concerned with the lofty and artistic side of graphic design and its theoretical applications, whereas other programs, like the School for the Visual Arts, are more focused on transforming you into a commercially prepared practitioner. One isn’t necessarily better or more useful than the other- but one might align better with your goals. Do you dream about doing experimental installations in an art museum, or of designing ads for Target? Do you want to learn how to draw contour line art or would you rather learn the seven principles of design? If the former, a more artistically oriented program might be for you. If the later, a more commercially focused option is a safer bet. Want to build the best possible college application? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in. #3: Do I Want to Attend an Art School? Graphic design programs tend to fall into two categories: those housed within specialized art schools, like RISD, and those housed within larger universities, like Carnegie Mellon. If you have your heart set on a more â€Å"traditional† college experience, you might be better off going to a larger university that offers a graphic design program. If, however, you’re interested in a smaller institution with other arts-and-design-minded folks, you might want to attend a dedicated art school instead. Additionally, if you don’t necessarily need a typical university experience but don’t want to attend a super-small institution either, consider a larger art school like SCAD. This seems like a very real and official art-school lecture. #4: Am I Interested in Interdisciplinary Studies? How About Cutting-Edge Technology? Some programs offer a lot of flexibility to explore other interests. Carnegie Mellon, MICA, and RIT, for example, all offer more flexibility in investigating other interests (particularly technological ones at Carnegie and RIT) than other, more rigid programs do. You should also consider if you want a program that’s explicitly focused on training students in new media and the most cutting-edge graphic design technologies, like the College for Creative Studies is. #5: Are There Particular Faculty I Want to Work With? Check out the faculty bios of the professors and lecturers at all of the programs you're interested in. Who’s doing the work that interests you most? Be sure to mention any faculty you’re impressed by and want to work with in your application, too! #6: Do I Want to Study Abroad? If you have your heart set on studying abroad, your options are somewhat limited. Both SCAD and Ringling have established study abroad options, but you'll likely need to do some investigation to find out whether going abroad is possible at other schools as well. #7: Do I Have Geographic Preferences? Last, but certainly not least, where do you want to live while you attend college? There are a myriad of options in California and on the east coast (NYC in particular), but you’re not necessarily limited to those locations. Many programs on this list are as far reaching as Sarasota, Florida; Chicago, Illinois; and Savannah, Georgia. If you want to go to the Big Apple, you have a lot of options. Key Takeaways: The Best Graphic Design Schools Graphic designers are involved in pretty much all of the ways we consume information: they design publishing layouts, book jackets, album art, websites, app interfaces, advertisements, event posters, company logos, and so on. Being a graphic designer involves creativity, tech-savviness, and professional acumen. If this sounds like a career you’re interested in, go to graphic design school! There are many great graphic design programs housed in art schools, large public universities, tech schools, and even the Ivy League. With this handy list, you’ll be sure to find the program that’s right for you! What's Next? Not sure about college yet? Or still picking out schools? See our guides on whether you should go to college and the best way to do college research. Need more help narrowing down your final list of schools? Learn how to choose colleges to apply to, and get tips on how many schools to apply to as well! Considering what to study and worried about your future income? Check out our list of the highest-paying college majors to help you decide whether you should study one of them. Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

A History and Effects of Concussions in Football and Hockey

A History and Effects of Concussions in Football and Hockey A concussion is a mild traumatic brain injury which results from a bump blow or jolt to either the head or body causing the brain to move rapidly in the skull. A concussion affects normal brain function and can have severe and long-term health effects (McGannon, et al., 2013). In this regard, an individual should not ignore the slightest bump on the head as it can have serious long-term effects. The signs and symptoms of a concussion include headaches, nausea, fatigue, memory problems, confusion and sleep disturbances or even mood changes. Symptoms manifest right after the injury, but some are not recognized until later. It is estimated that 1.6 to 3.8 concussions occur each year in the US associated with sports and recreation. Concussions in Football and Hockey since the 1990’s Diehl (2010), asserts that the National Football League continues to have an increased number of retired players who have suffered concussions and developed memory and cognitive issues such as Alzheimer’s, depression and chronic traumatic encephalopathy (CTE). CTE is a degenerative brain disease associated with multiple head traumas. In 1994, Paul Tagliabue the NFL commissioner created the Mild Traumatic Brain Injury committee. He also asserts that concussions are a part of the profession and as an occupational hazard. In the same year, Troy Aikman a Dallas quarterback took a knee to head an event that landed him in the hospital. In the same year, Chicago Bears Merrill Hoge retires due to multiple injuries on the head which result into not being able to recognize anyone. The NFL commissioner dismissed the reports on the media that concussions were increasing as mere assumptions. In 1995, Pellman experimented with Boomer Esiason’s return from a concussion by using an unproven system involving QB’s sitting before a computer screen and concentrating. In 1997, The American Academy of Neurology published its guidelines recommending removal of players after having concussions, but NFL dismisses it. In 1999, NFL issued millions in disability payments to retired players. In 2,000, research indicates 61% of former NFL players have had concussions. 49% of the players had numbness or tingling, 28% had neck or cervical spine arthritis, 31% had memory loss issues, and 16% could not dress while 11% could not feed themselves (Macciocchi, 2001). In 2012 NFL reported 261 concussions, 229 in 2013, 206 in 2014 and 271 in 2015. In 2016, the NFL and NFL Players’ Association implemented a new policy to enforce concussion protocol. In Ice Hockey, total concussions are relatively small as compared to football. There is lower participation in the game at both high school and college level. Research indicates that since 1990 through to 2004, the rate of concussions in men who participated in the sport stood at 0.41 per 1000. Concussions in hockey players happen at 6.3% during practice and at 10.3% during the game. The relationship between age and shocks, however, remains unclear. Since 1995 to 1997, the concussion rate was higher in ice hockey players. Since 2006 to 2013, only 511 incidents were reported in 844 games (Iverson et al., 2001). How the media portrays concussions in football compared to Ice hockey? Slobounov and Sebastianelli (2014) cite that the concussion issues in sports have recently attracted considerable media coverage in the past few years. The media focused on professional football or Ice Hockey and such like high-speed games where there is full contact between powerful players. Despite there has been a dramatic improvement on how the media reports on the severity associated with serious brain injuries and concussions, more need to be done to improve the health of the players. It is of essence that the media reports on facts rather than sensationalizing issues that could lead to misinterpretation of such sports. Hockey and Football are the collision sports with the highest rate of concussions according to media reports. The discrepancy between reported cases and actual injuries are similar in football, which has the largest cases of concussions (Womble and Collins, 2016). The American media leaves the impression that TBI and violence are part and parcel of hockey and cannot be avoided. In the past, the media focused on TBI only when star players were affected, however, there is a shift in focus since all players are included. In both Ice Hockey and Football, the media would in the past indicate that protective gear was a way to ensure player’s safety, but they now say that protective gear is part of the problem since it makes the players feel invulnerable invoking risk taking in them. The media has been blamed for fanning fear of the long-term effects associated with head injuries. The NHL accused media of speculation and spreading fear rather than having scientific evidence (Niranjan and Lunsford, 2014). Further, the Commission denied media reports that concussions are likely to lead to CTE in the long run. The media has covered all players who have died in the NHL as being suspected of having CTE. The media has investigated all deaths of Ice hockey players by first assuming that they had brain related injuries, as a result of concussions they acquired from the field. It is no different with football players in the NFL. Despite numerous reports associating head injuries to brain damage, the NFL still denies the connection. The media reports about the players who are reluctant to report injuries for fear of missing play time. Such players do not realize the long term effects until they retire from the field. Concussions in Ice hockey and football Both football and hockey are physical contact sports that can have strenuous effects on the body. In respect to concussions or overall injuries, football appears to be affected than hockey. The American Sports data carried out research in 2006 that indicates that in every 100 participants of ice hockey 9.5 received concussions while the number doubled in football. Other determinants of injuries include the position of the players in both games. Defensemen and forwards in hockey are likely to sustain concussions since they spend a lot of time skating and in contact with others In football, however, goalkeepers are less liable to sustain injuries as compared to other players in touch with the opposition. Concussions are similar in both sports with most of them resulting from T-bone hits or between the eyes. The hit rattles the brain’s center of gravity. Further, the run makes the mind to rock dangerously forward and backward such that it hits the skull. In younger players, the brain is flush with the bone making the effect less severe. What’s more, helmet to helmet hits can cause serious injuries. Bumps to the side of the head are far more serious since the spinning of the brain during a rotational concussion can lead to serious injuries. Experts assert that rotational forces result in breakage of nerve cells and fibers eventually causing a stretch in the blood vessels beyond their ability to stay intact. After a hit, the brain gradually accelerates releasing neurotransmitters which eventually become chaotic and useless. The cell fails to transmit nerve impulses since it’s impaired and not –functional. Protocols for football and hockey athletes Throughout history, considerable information has been accumulated regarding the psychological and physical attributes of high profile players. Based on the present information, desirable fitness profiles are laid out for elite players particularly in hockey, and the patterns are used to compare future players. The protocols are necessary to identify a player’s weaknesses, fitness and physical or physiological capability of a player. There is a model for sports injury prevention which follows a conceptual process. The model determines the extent of harm; it also determines the mechanism of particular injury that needs to be prevented, developing and implementing interventions as well as reassesses the injury incidence to determine whether the process was a success. The NHL and NLF have come up with measures to prevent concussions likely to lead to brain damage in the future. They organizations have established concussion management protocols which entail baseline testing that requires all athletes to complete an Impact Neurocognitive as well as a Biodex balance system baseline test before they are cleared as first-year athletes. The test includes checking concussion history, cognitive assessment, and symptom evaluation. The NHL and NFL have made significant strides in reducing the number of a concussion occurring in the field. While concussions cannot be eliminated, they can be reduced. In this regard, technological advancements in finding solutions have been adopted. The NFL, for instance, introduced protective gear and new helmets, therefore making profound changes progressively and quickly. The newly introduced helmets have a cut out at the front meant to make it flex more but at the same time maintain an overall stiffness. Additionally, the thick padding that is behind the free space makes it move less, but just enough such that the player can take big hits. The impact from any side allows flex in the helmet such that it can dissipate the hit before the impact is felt on the head. Those are just a few of the features relating to new helmets and mouth guards intended to reduce injuries. It is worth noting that the new initiatives introduced before there are significant reduction and significance to the athletes. Besides new improved attire, the league implemented two rule changes with an objective of augmenting athlete’s safety. Firstly, an offensive player intending to catch a ball that has already been intercepted will be ruled as defenseless, therefore, cannot be attacked in the neck area or head by the opposition as possession changes and a penalty will be enforced. Moreover, the league has issued certified players trainers who are located in sky boxes in every game the mandate to stop play at the touch of a button once they see a player exhibiting injury signs even if he sustained the injuries in previous games. What’s more, the NFL is liaising with Canadian football league to improve concussion treatment. NHL, on the other hand, recommends the use of standardized helmets to reduce incidents of skull injuries besides issuing proper training to determine head and neck injury. The NHL concussion protocol stipulates that players must get approval from the team doctor before r eturning to play. They are taken to a calm place to be evaluated; their memories, balance as well as general awareness are assessed. However, the NHL and NFL need to do much more to reduce incidents of injury in the field. Firstly, there should be mandatory sit out periods for concussed players. Additionally, there should be independent doctors to examine the players. The NHL and NFL should ensure retired players are taken care of with proper remuneration as well as medical covers. Evolving Technologies likely to prevent concussions Lots of focus has been placed on developing technologies and equipment with an objective of preventing head injuries. Since 1990’s, helmets were designed to minimize head injury resulting in morbidity and mortality. Such helmets were nothing more of leather padding, therefore, were slowly replaced with metal helmets with plastic to reinforce protection. Although helmets can assist players to minimize the extent of the injury sustained, recent innovations such as the Q-collar made by Q-30 innovations utilizes a radical approach to determine the extent of injuries on a player (Fainaru-Wada and Fainaru, 2014). The device lightly clamps down a player’s jugular veins causing the brain to swell and fit more appropriately within the skull. The idea is to create a backfill in the brain such that the volume of blood increases. The device, therefore, assists in determining the actual number of hits a player sustains. Current technologies seem to concentrate on improving helmets b y redesigning them such that they can displace the force of a blow or minimize the impact for the part of the face or head that takes the most hit. NFL and NHL health care plan for players Health and wellness entail much more than the emotional or physical well-being. It means having resources and support to ensure stability and productivity in all areas of life. Players need health care benefits as well as specialized treatment programs. What’s more financial assistance and career building are imperative. The NFL offers a comprehensive wellness program to its athletes (Webbe, 2011). The program involves providing free consultation on a medical issue for the players and their family. Players are checked before games and have a health insurance package. Moreover, retired players have access to a neurological care program that provides access to comprehensive tests in six hospitals across the US. The players also have access to the spine treatment program across selected hospitals in the US. Moreover, they have a joint replacement program, prescription drug card program, priority access to assisted living as well as a vested inactive life insurance. NHL, on the other hand, provides medical cover for the players on a contractual base of seven years and beyond that if a player sustains injuries. Moreover, the league provides insurance to some players through a temporary total disability program where each team pays a premium according to the salaries of the five top paid players but it can administer the coverage in a manner it sees fit. Effects of Concussions on NHL and NFL players Concussions, as established earlier, have long become part of hockey and football. However, minimal concussions can be experienced through recommended precautionary measures combined with the recent technologies. It is imperative that players maintain their well-being for the sake of the game as well as their lives in the long haul. Concussions have led to a loss of talented athletes or long term irreversible injuries. Once a player sustains a head injury, the resulting effect is that he gets pulled out of the game, sometimes never to play again which is a costly affair to the team. Benefits packages offered to players who have had concussions can affect the associations negatively such that they may fail to have enough resources for the active players. Concussion issues have led to numerous lawsuits that are costly for both leagues (Robidoux, 2001). Long-term effects of multiple concussions Exposure to concussions can cause an individual player to have mild cognitive impairments (MCI’s), CTE as well as other adverse outcomes. Additionally, multiple concussions can lead to post-concussion syndrome (PCS) (Robidoux, 2001). As such, it is paramount that a player fully recovers from a single concussion rather than risking a subsequent concussion. Failure to adhere could lead to severe neurological damage. With such an understanding, managing concussions calls for comprehensive, specialized and state of the art methods. Conclusion The media has taken personal interest researching and reporting on concussions experienced in football, ice hockey, and all contact sports. Despite the growing awareness about the long-term effects of concussions from contact sports, calls by the media and the public to burn such sports may be premature. Collision sports expose individuals to neurological dangers, but they come with a host of benefits as well. The media has sensitized the public about the dangers linked to concussions prompting the NHL and NFL to take appropriate actions to reduce concussion rates. As such, one could argue that the media has played a significant role in saving the lives of individual players or highlighting their plight. Many athletes have received treatment and benefits due to media exposure.

Portfolio essay for Theories of Human rights class

Portfolio for Theories of Human rights class - Essay Example The UN’s first peacekeeping mission was in Darfur which was delayed as result of the disapproval from the government of Sudan but the UN has successfully implemented two resolutions in 1970 and 1973 with the backing of the state leaders and the international community with a favourable attitude towards resolutions to maintain peace. All the possible means to protect the civilians are used in the case of Libya and it is also true that the present Libyan resolutions authorise the use of force more explicitly and therefore it stands apart from other recent interventions with an objective to protect the people. The UN Intervention in Libya could be observed as a consolidation of norms for the protection of people dependant on the recommendations of the Security Council to the International Criminal Court regarding the situations in Libya. It was in the case of Darfur that the Security Council made a recommendation to the ICC inquest on a matter for the first time but the recommend ation has been made two years since the beginning of the crisis. But all the members of the Council were quick and united in referring the Libyan matter to the ICC.

Economics Essay Example | Topics and Well Written Essays - 1000 words - 28

Economics - Essay Example Thatcher follows a policy of monetarism and this is the difference with the other administration. Thatcher strongly believed in an open and privatized economy. Therefore her government worked fiercely towards privatizing some of the major government organizations. This era advocated policies of free markets and nationalizations of banks and financial institutions. The soul of this era was the Big Bang of financial deregulation that prevailed in the market in the year 1986. The economy was left free to open trade by reduction of tariffs and trade duties. Thatcher government was in favor of market optimization by inviting competition. To fight with the inflation Thatcher, after coming to power increased the taxes and reduced government spending. It was reported that the first year of her tenure in the office, was marked by a reduction of 1 billion pounds in the government spendings. Policies were adopted to reduce the powers of the labor unions. Ordinary people were encouraged to own h ouses and the companies they work for. Large number of council houses was sold off to the tenants. Her government brought about reforms in government expenditure snd thus made the economy of Britain more effectual. This paper centers on the economic principles employed during the Thatcher era and justify the use of these different approaches under the current economic scenario of our country. (Pearce, n.d.) Under this section we cover the major economic policies adopted during the Thatcher era. We further analyze the effectiveness of these policies in our country, especially in the current scenario when the economic conditions are almost the same as the one in United Kingdom before Margaret Thatcher took over as the president of United Kingdom. â€Å"When Mrs. Thatcher won the election in 1979, economic growth stood at just over 2% but this apparently respectable figure hid many problems. Unemployment had been rising from

Explore how Jane Austen presents the themes of love and marriage in volume 1 of Pride and Prejudice Essay Example for Free

Explore how Jane Austen presents the themes of love and marriage in volume 1 of Pride and Prejudice Essay It is a truth universally acknowledged, that a single man in possession of a good fortune, must be in want of a wife. The novel begins with a satirical quote, representing many peoples opinions on love and marriage at the time of writing. To many, marriage was a way of bettering themselves socially and economically, but seldom for happiness and love. Throughout the novel there are numerous and frequent references to this way of thinking, and Austen makes characters who think of love and marriage in this way appear ridiculous. One character made to look absurd is Mrs. Bennet. Most find her intolerable, and even her own daughters and husband are embarrassed by her regularly. In chapter one she says, A single man of large fortune What a fine thing for our girls! Nothing of Mr. Bingleys character is mentioned, but the fact that he is wealthy seems reason enough for Mrs. Bennet to approve of him. As will be future explored, Mrs. Bennet is derided throughout the novel, clearly showing that Austen herself does not approve of her way of thinking, as it is centred around the material rather than being centred around love or moral reasons. Despite being under constant pressure from her mother, due to the details of the entailment on the Bennets estate, Jane Bennet desires to marry for love, and eventually does so. The ever-important matter of money, however, does lie at the back of her mind. In chapter four, Elizabeth says, I give you leave to like him. You have liked many a stupider person. This suggests that Jane has courted men before, but they have either been lacking in character or in money, so she has not pursued their affections. In chapter four following the first ball a conversation between Jane and Elizabeth Bennet takes place. Rather than mentioning Bingleys fortune, Jane states that she admirers him due to his being sensible, good humoured, lively and states that she has never seen such happy manners. Throughout the book Jane is described positively, which influences the reader to think highly of her and views on marrying for love as just. Elizabeth, too, is presented as sensible and likeable. Though she mentions that the moment she fell in love with Mr. Darcy was after first seeing his beautiful grounds at Pemberley, she also mentions that she fell in love with him gradually, ensuring that his wealth was not the only factor taken in to account as she accepted his second proposal of marriage. Her primary interest seems to be in marrying for love, as she turned down a proposal from Mr. Collins which would have ensured her money, a home and a good reputation. With all of this taken into account, Eliza refuses due to Mr. Collins personality and the fact that she does not love him. In chapter nineteen Mr. Collins another ridiculed character makes his first proposal to Elizabeth. He makes it clear that he only makes the proposal due to Catherine DeBurghs advice. He also thinks it may benefit his happiness, though mentions nothing of hers. Much of the proposal is an insult to Miss Bennet as he retells Lady Catherines exact words (let her be an active, useful person, not brought up too high). Mr. Collins obviously does not love Elizabeth, nor is he pretending so. He seems to think that, due to the fact that he has good connections, Elizabeth would jump at the chance of marrying him. She refuses politely, yet Mr. Collins cannot see why she would refuse his offer. He is a prime example of someone who doesnt think love is a necessity for a successful marriage. He sees his proposal as an honourable gesture; as a way to compensate the Bennet family for the fact that he shall inherit the house upon Mr. Bennets death, but somewhat selfishly to better his own status and comfort. Soon after this, as Mr. Collins retreats with a slightly bruised ego, we learn that Miss Charlotte Lucas, a close friend of the Bennets, has accepted another proposal from Collins, presumably one of the same type. After Elizabeth confronts her on the news of their engagement Charlotte justifies her thoughts with the following: I am not romantic I ask only a comfortable home connections, and situation in life, I am convinced my chance of happiness with him is fair, as most people can boast on entering the marriage state. This, as well as her earlier comment relating to Jane fixing Mr. Bingley (almost as though discussing an animal, or assuming Bingley is broken due to his being unmarried). Perhaps Charlotte only seeks the above, or perhaps she is worried about what her peers would say about her being unmarried at such an age. In this period in time, women were talked about if unmarried in their late twenties. Someone with an opposite view to Charlotte is Caroline Bingley. Where the Bennet sisters and Charlotte Lucas aim to marry high and ensure their financial security, Caroline seems to scorn them for wishing to do so. She disapproves of Jane and her brothers relationship, which can be gathered from her trying to keep the fact that Jane was in London at the same time as her brother a secret. She seems convinced that her friends marrying anyone of a lower rank would be shameful, and that anyone wishing to marry her brother of Mr. Darcy must be after their money. While chasing the hope of gaining a desirable social status and money, Caroline Bingley may well forget about love and, even if it ever came along, may well suppress it in hopes of something better. The issue of indipendence may also be one that Miss Bingley considers. She lives with her brother and has to up and leave when he does so. The security and indipendence a marriage would bring is surely something she would have looked forward to. Her friend, Mr. Darcy, is well aware of womens attitudes at the time. He even goes as far as to warn his best friend against Jane Bennet, as he fears that she doesnt love Bingley as is only showing an interest in him for his wealth. This cynical attitude may have grown due to his pride and perhaps the effect of spending too much time with Charles Bingleys sisters. This seems evermore the case when listening to the piano at Netherfield; he thinks to himself that it may become dangerous to pay too much attention to Lizzy. He makes it clear that he regards her of a lower class in his refused proposal (He spoke well, but there were feelings besides those of the heart to be detailed His sense of her inferiority of its being a degradation of the family obstacles.) and is obviously concerned about other peoples opinions. Despite the fact that the story ends happily and both Elizabeth and Jane marry for love, the underlying theme of the novel is, predictably, pride and prejudice. Lydia, though eager to marry Wickham for love, runs the risk of being ostracised due to her living with him outside of wedlock. This, in turn, would ruin the reputation of her sisters. Despite being in love, would Darcy and Bingley want to get married to the siblings of a disgraced woman? If Darcy had not have been able to persuade Wickham to marry Lydia, would he in turn have abandoned Elizabeth? Though Austen strongly hints that she approves of marrying for love rather than money (through satirising some characters and not others), it is clear that reputation and etiquette were still as important, if not more important than love in ones marriage.

Wind Tunnels :: essays research papers

Wind Tunnels In this report I will talk about the wind tunnel. I will described what they are used for. The different types of wind tunnels from the slow speed subsonic to the high speed hypersonic tunnels. I will also give A few examples of the wind tunnels used today. The wind tunnel is a device used by many people, from High school students to NASA engineers. The wind tunnel is a device used to test planes to see how well it will do under certain conditions. The plane maybe as big as a full size 747 or as small as a match. To understand how a wind tunnel is used to help in the designing process you have to know how a wind tunnel works. How Wind Tunnels Work A wind tunnel is a machine used to fly aircraft's, missiles, engines, and rockets on the ground under pre-set conditions. With a wind tunnel you can chose the air speed, pressure, altitude and temperature to name a few things. A wind tunnel is usually has a tube like appearance with which wind is produced by a large fan to flow over what they are testing (plane, missiles, rockets, etc.)or a model of it. The object in the wind tunnel is fixed and placed in the test section of the tunnel and instruments are placed on the model to record the aerodynamic forces acting on the model. Types of Wind Tunnels There are four basic types of wind tunnels. Which are low subsonic, transonic, supersonic, and hypersonic. The wind tunnels are classified by the amount of speed they can produce. The subsonic has a speed lower then the speed of sound. The transonic has a speed which is about equal to the speed of sound (Mach 1 760 miles per hour at sea level). . The supersonic (Mach 2.75 to 4.96) has a speed of about five times the speed of sound And the fasts of them all the hypersonic (Mach39.5) which has a speed of more then 30,000 miles per hour. Wind Tunnel Test There are basically two types of wind tunnel test which are static stability and the pressure test. With these two test you can determine the aerodynamic characteristics of the aircraft. The static stability test the measures the forces moments due to the external characteristic. These forces include axial, side and normal force, rolling, pitching and yawing moment. This forces are found by using a strain gauge which is located on the external portion of the plane. It measures the external flow fields. Then the shadowgraph is used to show the shock waves and flow fields at a certain speed or angle of

Managing the Virus Hunters Essay

A-1: * Vincent use technical, human, conceptual skills to maintain an environment that encourages innovation and professionalism among the virus hunter by recognizing his employees that can help the new product development of the company. * He know how to communicate, motivate and inspire his team * He understands the relationship of the companies’ subunits and visualizes how his thing fits into its broader. A-2 A. Vincent play the management role as he had weekly security briefing conference calls with co-workers around the world because as a manager he must had a lot of information that he must give or share to his co-workers and He must have always a new ideas regarding to virus that they had encounter so that his co-worker may also learn from him. B. Through this situation Vincent play decisional role because he assess the feasibility of adding network security consulting. C. in this case he is engaging and connecting to his employees by reminding them to kept focused n the company’s commitment to the customer and this king of activities done by Vincent can be classified as interpersonal roles because he interact and engaged with his employees. A-3 Symantec is a global leader in providing security, storage and systems management solutions to help our customers – from consumers and small businesses to the largest global organizations – secure and manage their information against more risks at more points, more completely and efficiently than any other company. Our company’s unique focus is to eliminate risks to information, technology and processes independent of the device, platform, interaction or location. * Positioned for Growth * Protect completely * Manage easily * Control automatically A-4 The managers learn the following from Vincent Weafer and Symantic approach: * Every step in the company’s growth we have expanded both our technological expertise and our understanding of customer needs. * Ability to successfully integrate internally developed with technologies we acquire has kept the companies at the front of its industry and enabled them to provide best-of-breed solutions for millions of corporate and individual customers.

The Importance of Science to Civilization

The importance of science to civilization It is said that modern civilization is a scientific civilization. For an individual, science has rendered us great comfort nowadays. We no longer have to travel on foot; instead, we can just sit comfortably without any fatigue in cars, air-conditioned trains, buses, etc. We are free from hard labor which our uncivilized forefathers suffered from. Neither do we follow barbarous practice of having slaves, since science has provided us with slaves of a new kind, which undertake most of the work, that is, machine.On top of that, we are also free from diseases and various pains since drugs and operation techniques have been developed dramatically. Maslow's theory of hierarchy of needs suggests that the physiological needs must be met before the individual will strongly desire (or focus motivation upon) the secondary or higher level needs, which means the human that lacks food, love, esteem, or safety would consider the greatest of his/her needs to be food. And as mentioned above, it is science that satisfies our basic demands; thus, we have opportunities to pursue something higher, such as art and literature.Science also promote the development of spiritual civilization. With the advent of the internet, and extraordinary growth in information and communication technologies in recent years, more information than ever before is made freely available and easily shared. Almost all the masterpieces of artist, musicians, writers, philosophers, scientists, etc can be enjoyed at fingertips. We are not only consumers, but also producers. When Gangnam Style was released, tens of thousands people made their own versions and uploaded on the internet, which could be appreciated by millions of netizens.For a nation, science is of critical significance for the progress of its civilization. China's long history has seen some extremely important inventions emerge, most noticeably gunpowder, paper making, printing and the compass, which, in t he words of Roger Bacon, changed the whole appearance and status of things in the world and also made China among the four great ancient civilizations. However, in the nineteenth century, Europe entered into world history with immense developments in technology, which was later identified as the Industrial Revolution.From then on, China lost its advantages over the the rest of world in various aspects, and it was invaded by the great powers into a series of Unequal Treaties. Chinese civilization were, during that period, regarded inferior and the Chinese nation was referred to as â€Å"Sick Man of East Asia†. Even the Chinese people abandoned their own cultural identity and turned to the Western civilization. Therefore, science is the foundation as well as the major force behind the progress of civilization. 0101102027

Legalization of Marijuana for Medicinal Purposes essays

Legalization of Marijuana for Medicinal Purposes essays Legalization of Marijuana for Medicinal Purposes The legalization of marijuana for medicinal purposes is an issue that has been debated by many people since the drug was banned in 1937. Many times people will see marijuana as an addictive drug that causes people to commit crimes of violence as well as other legal offenses. But in 1938, the New York Academy of Medicine reported marijuana as a relatively harmless drug with no physically addicting effects and that it did not help in having any effect on the crimes of violence committed by people (Hartley). Marijuana, although technically considered an addictive drug, has a history of medicinal purposes, many current medical uses, and the option to become a government regulated drug. Hartley quotes Berendt in his article saying that the Merck Manual states that there is little evidence of damage from the use of the drug, even among heavy users. As a matter of fact, marijuana has many medicinal uses that date back all the way to about 4000 B.C. where the Chinese first discovered its medicinal uses (Hartley). Hartley states that in 2657 B.C., in a pharmacy book written by emperor Shen-Nung, he recommends marijuana as a cure for gout, rheumatism, malaria, beriberi, constipation, and absent mindedness. Hartley also states: The plant was also being used in the second century A.D. for anesthetics during surgical operations involving stomach and intestines, where acupuncture was ineffective. During this same time period, Germans used the plant to treat convulsions and to help ease childbirth. Poland, Russia, and Lithuania would throw the seeds on hot coals and use the vapors to cure toothaches. Czechoslovakians would use the drug to relieve fevers and dress wounds. The Russians would also use the drug to treat rheumatism and jaundice. Marijuana was mentioned in American books in 1843, where it was recommended as a treatment for gout, tetanus, hyst...

Nash jewellers Assignment Example | Topics and Well Written Essays - 500 words

Nash jewellers - Assignment Example terest in reading brochures and waiting for others to tell them about trending jewelry stores instead they watch real shows on television for information. It has also become essential to use the internet as a communication tool, in order to target our audience and show the way we dominate in jewelry industry. Even though advertising Nash jewelry on radio and television may compromise the image of the store, I believe that this form of exposure will benefit the firm greatly (Nash 1). It is essential for Nash jewelers to focus its advertising on sites from the internet that appeal to the young individuals. Although I believe that Nash’s North store will assist the company to grow, I also believe in using the web and the internet as it will benefit the company’s store. Since the young customers are very interested in technology, we could photograph physical pieces of jewelry using a digital camera then posting them on the internet for customers to see. In addition, since we will present this ‘virtual’ inventory via the internet, we would develop computer programs that will enable the clients to search for the prices of items that meet their standard sat specific points. Shifting our efforts to popular internet sites such as Google will be effective in the promotion of our products. Young adults are now spending more time online communicating, therefore as the trend changes to digital so should our marketing plans (Nash 1). By keeping in mind the company’s goal to educate the public, I have come up with a series of advertisements ‘Gemtalk with John Nash’ that will air on the local television. Since it is illegal for television infomercials to advertize organization, services or products directly, the airing and production fee is inexpensive, and this will allow us to acquire great cost savings. I have written the scripts and paid 450 dollars per script for the filming of three advertisements. ‘Gemtalk’ will air for six months at a cost of 12 dollars

Critical evaluation of 4 Ps Essay Example | Topics and Well Written Essays - 1000 words

Critical evaluation of 4 Ps - Essay Example This greatness of Nokia is just for the reason that, it identifies the core of brand needs to be portrayed in everything that the company does, particularly those that influence the customers (Hooley & Graham, 2008). The product design is obviously judgmental to the accomplishment of the product, but the question arises that how the Nokia administers to insert qualities in product design? The response is that it provides their user a great deal of consideration to use their phones. The large display screen, for example, is the â€Å"appearance† of the phone. The delineation of phones is arched and easy to grasp. The mobile casing and other features such as colors and functionalities can be customized according to the user’s character, way of life, and frame of mind of the customer. The soft keypads also put in the great deal of compassion and comfort, articulating the brand nature. Product design emphasizes on the customer and their needs, and this can easily be summari zed in the catch phrase â€Å"human technology’’ (Kotler & Pfoertsch, 2006). But in the USA, Nokia status has started shaking. It led the 40% shares of the American market in 2008 with its Symbian OS in 2009, 33% Apple’s iPhone started taking market and some other companies such as Motorola, HTC, Samsung etc. now shares in almost 5% of the American market. Nokia’s big competitors are Samsung, Apple and HTC (Ewan, 2010). Marketing Mix 4P’s Nokia is utilizing successfully its 4P’s Price Place Promotion Product Price Price manipulates the brand price in two ways (1) look for the lowest price to keep away from financial risk or (2) seek the higher price to gain the product quality (Kotler & Pfoertsch, 2006). There is a specific category of customers for which the price is vital especially when considering items for everyday use. In this scenario, some customers may also choose the brand just because they are offered at lowest prices, whereas so me customers prefer to buy high price because they believe that higher price things are of high quality. The phones that Nokia is producing are frequently sold at high prices. The value of new technology starts reducing after two months of its launching time. Nokia phones are mostly sold at ?200+, if they carry the latest technology. The prices of such technology are mostly based on competitors and competition, but they always tried to be within the approach of their customers, they always take their customers under consideration (Gabrielssona & Gabrielsson, 2008). Places Nokia phones are available and generally sold all over the world. Some of the renowned dealers or retailers of this product are Advance telecom, United mobile, Mobile zone, The Find (Dubai), Dixon‘s and other Electrical suppliers. Promotions Advertising which can be done through the TV (series of Nokia Lumia Ad one with Priyanka chopra), Bill boards (all over the world they are using billboards to promote Nok ia), Radio and Newspaper, Posters Dummies and display stands. Nokia is also doing their promotion by providing product trainings for student for which they had arranged special training sessions in various institutions. Promotion is one of the vital aspects to focus upon in this technological industry. Hence every company is bound to use all weapons of marketing which includes front line

How the company combine to satisfy shareholders and the demands of Dissertation - 2

How the company combine to satisfy shareholders and the demands of society with less impact on the profitability - Dissertation Example Globalization, rapid developments in computer and information technology and the current experience of global economic crunch are some of the essential elements affecting growth and survival of modern organizations (Balakrishnan, 2003; Fischer, 2003; Soros, 2002; Bagwathi, 2010). Although there is no universal agreement regarding the effect of these developments and concerns relevant to the quality of life of people(Bagwathi, 2007; 2010; Stiglitz, 2007, 2010; Suarez-Orosco & Qin-Hilliard, 200; Yusoff, Ramayah & Ibrahim, 2010). Still, what remains, is the fact, that the socio-economic and political condition with which economic institutions are doing their activities are affected by these integral elements, in the same manner, that it has permeated and influenced the lives of people across the globe (Yusoff et al., 2010). In this regard, modern corporations respond to the challenges and demands of the time by incorporating a fundamental change in the nature of the organization  œ corporate social responsibility (Zolsnai, 2006). The idea of corporate social responsibility is not something new (Hemingway, 2002). During the 1930’s organizations have already recognized that their responsibility is not limited only to the satisfaction of the shareholders’ interests, but it also includes the fulfillment of the demands of the society where the organization is embedded (Hemingway, 2002). This seminal notion of corporate social responsibility is integrated in the current scheme and understanding of CSR, but it is only in the last three decades that an observable influx of discussion and interests regarding CSR has taken full swing (Dahlsrud, 2008). However, in the last four years, the world experienced the first global economic crisis of the 21st century (Reinhart, 2008; Yandle, 2010). Case against the CSR has been raised based on the assumption that the concept fails in responding to the challenges that it is supposed to be addressing (Karnani, 2010; Lin-Hi, 2010; Ludesher & Mashud, 2010; Portney, 2008). In this sense, there is a call to re-evaluate CSR and come up with better approach towards an authentic CSR and not just a facade (Lin-Hi, 2010). Background of the Study The important role of CSR in the survival of companies in the contemporary period is an accepted truism. In fact, the notion of CSR is deemed intuitive in the sense that as companies are considered as social actors, it becomes essential that corporations too, should be responsible for their actions. However, the intuitiveness of the good derived out from doing good, is questioned on the premise whether there is really a connection between doing good and earning well in the context of an organization. This question is important because as many

The Artist Henri Matisse Essay Example | Topics and Well Written Essays - 500 words

The Artist Henri Matisse - Essay Example The essay "The Artist Henri Matisse" analyzes Henri Matisse's art. The art works of Matisse was unique in a way that it was entirely different from rest of the artists of that era. He experimented with his creations and extended to the area of graphic arts and book illustrations. He has worked on many sculptures and done many works which is of feminine body form. These were simplified forms of females and had imagination at its core. As per â€Å"Henri Matisse was a revolutionary and influential artist of the early 20th century, best known for the expressive colour and form of his Fauvist style†. The uniqueness of the art works of Matisse was in his imagination, immolation, colours and creativity. His style of painting was known as Fauvism. His strong brush strokes, acid bright colours are well known. An artist creates revolution when he brings in new meaning and style to art. Revolution is something which brings changes to the usual traditional style. Matisse can be counted a s a person who redefined the artistic work and a person who had put forward his own style in painting. He has enriched idea on space and left the traditional style behind. His works were contemporary and had physical touch of artist. Being a revolutionary artist he painted with wide strokes paying no attention to restrictions. He splashed water colour into the artistic world and introduced new ideas to world. At his time art was getting modernised in a slow pattern and he was undoubtedly a pioneer. His style is revolutionary.

Dyscalculia Wheres The Difficulty Education Essay

Dyscalculia Wheres The Difficulty Education Essay Mathematics is a subject that is challenging for almost every learner, during all the years of education. However, there are a great number of pupils that experience this challenge, in an even worse degree. These learners have to deal with a difficulty called, dyscalculia. Dyscalculia is a specific learning difficulty, which characterises a number of people, who face severe difficulties in mathematics, and it is caused by a combination of biological, environmental and cognitive factors. The focus of this essay, will be on explaining in more detail, two specific difficulties that are related to dyscalculia. These difficulties are, the numerosity difficulties, which are basically difficulties in understanding the most basic principles of mathematics, and the difficulties with number processing and calculation, which are related to the way individuals, process the numbers, in order to make mathematical calculations and solve arithmetical tasks. A new phenomenon has drawn the attention of researchers in the area of learning difficulties, the last few years. This phenomenon is associated to the area of mathematics, and specifically, to the difficulties that learners have in the particular area. A great number of pupils have difficulties in understanding the complex concept of mathematics, something that does not necessarily mean that these difficulties are caused by a learning disability. However, there are several learners that have an extreme difficulty in Mathematics (Reid, 2003, p. 252), a difficulty that is related to a specific type of learning difficulties, which is called dyscalculia. Dyscalculia can be defined as a condition that affects the ability to acquire arithmetical skills. Dyscalculic learners may have difficulty understanding simple number concepts, lack an intuitive grasp of numbers, and have problems learning number facts and procedures. Even if they produce a correct answer or use a correct method, they may do so mechanically and without confidence (DfES, 2001). In other words, learners, that are dyscalculic, may have difficulties, not only in the procedures that are important in solving a maths problem, but also they may have difficulties in understanding the basic notions of mathematics, such as what does the magnitude of a number represents or what the maths symbols signify. Therefore, the difficulties that dyscalculic learners face, in the area of mathematics, can be rightly considered as more severe than the difficulties that pupils, who dont have a specific learning difficulty, face in maths. Regarding the causes of dyscalculia, there seems to be a variety of biological, environmental and cognitive factors that lead to this learning difficulty. In particular, a study by Shalev et al. (2001) revealed, that children, who have siblings with dyscalculia, are at a very high risk of becoming dyscalculic, in comparison with the general population. This study supports the idea that was firstly introduced by Kosc (1974), which proposes that dyscalculia is related to genetic factors. This idea is also supported, by a research with monozygotic and dizygotic twins, which revealed a percentage of 58% and 39% respectively, between the siblings, in the emergence of dyscalculia (Alarcon et al., 1997). In addition to this, there also seem to be some differences between dyscalculic individuals and individuals who dont have a difficulty in maths, in the way their brain functions, during mathematical procedures (Shalev and Gross Tsur, 2001). According to several researchers (Levin et al., 1996; Levy, Levy Reis and Grafman, 1999), who studied the brain activity of two dyscalculic adults during arithmetic processing (Shalev and Gross Tsur, 2001, p. 339), there seems to be a unilateral activation of the frontal and parietal areas of the left hemisphere of the brain and also a deficiency in the parietotemporal region of the specific brain hemisphere, in dyscalculic individuals. On the contrary, individuals, who dont have a specific learning difficulty, during mathematical procedures, have a bilateral activity on their prefrontal and inferior parietal cortices (Rueckert et al., 1996 in Shalev and Gross Tsur, 2001, p. 339) rather than a unilateral activation. One cannot be sure though ho w accurate is this fact about dyscalculic individuals, because the studies, that took place in order to examine the brain differences of dyscalculic individuals in comparison with the general population, had a sample of only two people with dyscalculia, who were adults. This small sample may not be very representative of the dyscalculic population in general, and therefore the suggestion that there are differences in the brain activity of dyscalculic individuals, in comparison with individuals without maths difficulties, during mathematical procedures, may not be factual and may need further examination. Furthermore, there are several researchers, who dont believe that dyscalculia, is a learning difficulty that has a biological basis. They consider a number of environmental factors to be more accurate in explaining the nature of dyscalculia (Shalev and Gross Tsur, 2001). Specifically, they believe that factors, like not having the opportunity for a proper education (Miller and Mercer, 1997; Gifford, 2005) or not being confident about your mathematical skills (Gifford, 2005), is the reason why several learners have dyscalculia. However, one cannot be absolutely sure that the difficulties, an individual has in maths, because of these factors, could truly cause dyscalculia or if they just characterise an average person, who has several difficulties in maths which can be reduced by improving these factors. Maybe further research, which will examine if dyscalculia stays persistent even after improving these factors, could solve this reflection. Another environmental factor, which may lead to dyscalculia, is the anxiety that is generated to the learner, because of maths (Ashcraft, 1995). According to Ashcraft (1995), maths anxiety can cause dyscalculia, because learners with this type of anxiety tend to feel really nervous when they have to deal with maths, something that makes them to do mathematical calculations really quickly. Therefore, the learners, because of their hastiness in making mathematic tasks, they may have low performance and inaccurate results in mathematics, something that could be considered as dyscalculia or it could make the situation for a dyscalculic learner even worse (Ashcraft, 1995). Also, maths anxiety could lead to low self confidence. Still, it is more possible that maths anxiety worsens and not causes dyscalculia or math difficulties in general, because if dyscalculic learners are forced to make arithmetical procedures hastily, then they probably will make more mistakes or they wont be able to solve a maths problem at all, because of the pressure they might feel. Furthermore, maths anxiety is something that all students and not only dyscalculic students may experience at some point, as a result of the complex nature of mathematics, and therefore its causal role for dyscalculia is questionable. Overall, one may assume that maths anxiety is not necessarily a causal factor for dyscalculia, but it is a characteristic that a dyscalculic learner could present. Regarding the cognitive factors that are responsible for dyscalculia, there seems to be a belief that a dysfunction on the visuospatial abilities or the verbal and auditory comprehension abilities, of an individual, can cause dyscalculia, as well as other cognitive disabilities (Rourke, 1993). In addition, several other researchers (Geary, 1993; Koontz and Berch, 1996) believe that problems with the working memory, can also lead to dyscalculia, because it affects the effort of learners in performing mathematical procedures. According to a research by Temple and Sherwood (2002) though, children with dyscalculia didnt have any differences in comparison with children without dyscalculia, in any of the tasks that measured their working memory, and also a correlation between the working memory and the arithmetic ability measures, was not found. Therefore, it is not certain if working memory difficulties have a causal role in dyscalculia or if they appear at the same time with the difficul ties that are linked to dyscalculia (Butterworth, 2005). Overall, a combination of all the factors, that are considered to play a causal role in the development of dyscalculia, may clarify in a better way the concept of dyscalculia. This is because, dyscalculia seems to be a disability that is more possible to be generated by a great number of factors, just like dyslexia (Frith, 1997), rather than by only one, and therefore, it could be better understood if it was seen as whole. That is, to be seen from all the aspects that could generate it, rather than from one aspect only. A better understanding of dyscalculia may also arise by examining the difficulties that are linked to it, and not only be examining the causes of it. Specifically, there appear to be several difficulties that can be identified on dyscalculic learners, difficulties, which in a way, are connected with each other. These difficulties have to do, with the way learners comprehend mathematics from their simplest form to their most complicated one. In particular, they have difficulties with understanding arithmetical concepts, like the numerosity of a number that refers to understanding the magnitude of a number, with the processing of mathematical facts and the calculation of them, which refers to how a learner processes the numbers and the maths symbols that he sees in order to solve a task, and also with difficulties that may be associated with other learning difficulties, such as dyslexia and ADHD, because of the high co morbidity there is between dyscalculia and these two learning difficulties (Shalev and Gross Tsur, 2001; von Aster and Shalev, 2007). For example, in the case of co existence of dyscalculia and dyslexia, the learner has maths difficulties that are related to language, such as reading mathematical problems and solving maths exercises following the correct sequence (Reid, 2003; Bennett, 2006). In the case of dyscalculia and ADHD, a possible difficulty that a learner may have, is not being able to finish a maths task, because of the lack of concentration he may present, something that usually characterises learners with ADHD. This difficulty may also be present to dyslexic learners as well, because of the high co morbidity there is between dyslexia and ADHD, and therefore a learner may have dyscalculia, dyslexia and ADHD concurrently (von Aster and Shalev, 2007). From this, one can assume that there are four categories of dyscalculic learners; learners with dyscalculia alone, learners with dyscalculia and dyslexia, learners with dyscalculia and ADHD, and learners with dyscalculia, dyslexia and ADHD. Even though the issue of the difficulties that a learner may present, because of the co morbidity between dyscalculia and these two other specific learning difficulties, seems to be really exciting and interesting, this essay will focus on the difficulties that characterise learners with dyscalculia alone. Specifically, it will focus on the difficulties that dyscalculic learners have with numerosity, number processing and calculation of mathematical procedures, rather than on the difficulties that result from this co morbidity. In particular, the first difficulty mentioned above, which is numerosity, refers to the abstract form of numbers, which reveals their magnitude (Butterworth, 2005), and it should be the first thing that learners should learn, in order to be able to understand mathematics. As Butterworth (2005, p. 3) indicated, numerosity can be the basis of arithmetic. The numerosity refers to an abstract type of numbers, because it is possible for numbers to be arranged in different sets that can be represented by different parts, which may have abstract or concrete substance, like straws, sticks, sounds etc. (Butterworth, 2005, p. 3). In addition, when several parts are being put in a specific set to form a number, something that represents the numerosity of this set, the learners can easily understand them, in comparison when they see these parts (e.g. dots on dice) in a different order (Mandler and Shebo, 1982). Therefore, numerosity is significant in learning and understanding the numbers, and w hat these numbers represent, especially when it is presented in specific groups. According to Butterworth (1999), there are four principles that a learner should follow in order to comprehend what numerosity is. Firstly, he must know the one to one correspondence principle (Butterworth, 1999 in Butterworth, 2005, p. 4), which refers to the ability of a learner to recognise when the numerosity of two sets of numbers is the same, by examining the parts of each set which must correspond to each other (Butterworth, 2005). In other words, in order for two sets to have the same numerosity, they must be constituted by exactly the same number of parts. Secondly, it is important for the learner to understand that numerosity is a variable and not a fixed concept and that different sets may have different or the same numerosity. Thirdly, the learner must have in mind that numerosity can be abstract, and therefore the sets may be represented not only by concrete things but by invisible, abstract things (Butterworth, 1999 in Butterworth, 2005, p. 4) as well. Finally, it is i mportant for a learner to be able to identify numerosities of sets of four objects the most, without needing to count them verbally. One can suppose that these principles are truly essential in order for a learner to be able to understand the complex meaning of numerosity, because in fact, these principles compose the concept of numerosity. Therefore, by being able to comprehend these aspects, a learner will be able to understand numerosity as well. Regarding the abilities that a learner must have, in order to have an appropriate understanding of numerosity, Piaget (1952) talked about three basic abilities. The ability to reason transitively, the ability to understand the stability of the number of items in a set, and the ability to recognise the abstract nature of the items that form a set despite their personal characteristics, like their colour or shape (Piaget, 1952 in Butterworth, 2005, p. 4). Specifically, the first ability refers to logical calculations that a learner can make, after examining several facts. For example, if there are three items, from which the two have the same size and the third is smaller, then the learner must be in position to identify that the third item will be smaller not only from the first item, but from the second item as well. The second skill that should characterise a learner, in order to possess the idea of numerosity, is to know that the number of items in a set will not change if there is a modification in their sequence, except if an item is removed or added to the set. The third ability, is relevant to the suggestion made by Butterworth (2005) regarding the abstract character of numerosity and also the one to one correspondence principle, because it has to do with the fact that the characteristics of the items of a set cannot affect its numerosity, and therefore it is possible, two sets that are structured by different items, to have the same numerosity. The principles, mentioned by Butterworth (2005), and the abilities, mentioned by Piaget (1952), about the comprehension of the concept of numerosity, may be affected in dyscalculic children, because these children have already problems in understanding the general idea of numerosity (Butterworth, 2005). Specifically, children with dyscalculia seem to have difficulties in comparing the magnitudes of several numbers (Geary, Hamson and Hoard, 2000) and also in counting tasks (Koontz and Berch, 1996), something that could lead to the conclusion, that these children have numerosity difficulties, as numerosity is the basis of this type of abilities. Regarding the counting skill, in order for a child to be able to count, he must firstly know the counting words, then he must connect each counting word with only one object, and finally he must have the awareness that, the last counting word he says, is the total number of all the things in a group that he counted, something that basically is the numerosity of the group (Butterworth, 2005). These three characteristics represent the three principles, which were suggested by Gelman and Gallistel (1978) to be essential for the ability to count, and they are called, the stable order principle, the one to one principle and the cardinal principle, respectively (Gelman and Gallistel, 1978 in Butterworth, 2005, p. 7). Two other principles were indicated by Gelman and Gallistel (1978 in Butterworth, 2005, p. 7) as well, which are the abstractness and the order irrelevance, and refer to the ability to recognise the abstract nature of numbers, something which was noticed by Piaget (1952) as well, and the awareness that the order, in which a learner starts to count the items in a group, is not important, as long as he counts each item only once. The principles indicated by Gelman and Gallistel (1978), depend on the principles of numerosity and therefore, in order for a learner to encompass these principles, he must first encompass the idea of numerosity (Butterworth, 2005) A dyscalculic learner may have difficulties with counting, because as it was noticed by Geary (1993) and Koontz and Berch (1996), dyscalculic children may have several difficulties with their working memory, and therefore they will find it difficult to count a large amount of objects. This is because, they probably wont be able to maintain in their memory the number of the items that they have already counted, in order to count the rest of them and therefore to find the total number of the items. This difficulty seems to be associated with the third principle, which was indicated by Gelman and Gallistel (1978), because if a learner is not able to remember the items that he counted until one point, he may then consider as the last number of a set, which will represent the total of the items as well, an incorrect number. In addition, sequential and visuospatial difficulties (Bennett, 2006; Rourke, 1993), that usually characterise dyscalculic learners, may also affect a dyscalculic lear ners skill to count, because he may find it difficult to count an item only once, following the one to one principle (Gelman and Gallistel, 1978 in Butterworth, 2005, p. 7), because of the confusion he may have about the sequence of the items. Therefore, one can assume that this kind of difficulties, affect not only the ability of a dyscalculic learner to count, but his knowledge about numerosities as well, as numerosity is essential for counting. These particular difficulties, can lead to the appearance of other maths difficulties as well. These difficulties have to do with the number processing and calculation abilities. According to McCloskey, Caramazza and Basili (1985, p. 173), the number processing skills, have to do with the ability of a learner to understand and produce numbers, and the calculation skills, refer to the facts and procedures that are necessary in making mathematical calculations. In particular, McCloskey et al. (1985, p. 173) referred to two different systems that are related to these skills, which are the number processing system and the calculation system. The number processing system, is composed by two subsystems, the number comprehension subsystem, and the number production subsystem (McCloskey et al., 1985, p. 174). These subsystems include two units, the Arabic numbers unit and the verbal numbers unit, which have to do with the appearance in which the numbers are presented, either in digit or in oral / written form correspondingly. Each of these units is divided into a lexical processing and a syntactic processing element (McCloskey et al., 1985, p. 173). These two elements are associated to the ability, to recognise each part of a number (lexical processing) and to the ability to recognise, according to its elements, the specific number (syntactic processing). For example, if the number 516 is presented to a learner, either in Arabic or verbal form, he must be able to recognise the meaning of each number of the set, something that has to do with the lexical element, and to understand that, with this order, the specific numbe r, will have five hundreds, one tens and six units, a procedure that depends on the syntactic element (McCloskey et al., 1985). Dyscalculic learners may present difficulties on one of the subsystems of the number processing system and consequently, on one of the units or the elements that these two subsystems include. Specifically, a research by Benson and Denckla (1969) with one dyscalculic individual, revealed a difficulty in the production of numbers of both forms and in the lexical processing of numbers, whereas the individuals comprehension and syntactic processing components, were fine. In addition, McCloskey et al. (1985) noticed in two dyscalculic individuals, that one of them had difficulties in distinguishing the magnitude of two numbers when those numbers were presented verbally, and the other individual had difficulties when the numbers were presented digitally. Even though the difficulties indicated by Benson and Denckla (1969) and McCloskey et al. (1985) are difficulties that a person could notice in dyscalculic learners, one cannot be sure about the reliability of the results of the specific studies, because the sample they used was really small and because the studies took place several years ago, and consequently the particular results, may not be adequate for today. However, some of these difficulties, like in the case were the individual had to compare two numbers about their magnitude, seem to be associated to the concept of numerosity mentioned above, and therefore these difficulties, may be sufficient in characterising dyscalculic learners. Regarding the calculation system that was indicated by McCloskey et al. (1985), it is constituted by three units and it depends in some point on the number processing system. These three units, work independently from each other, and have to do, with the way the maths symbols, or words, are processed, with the arithmetic facts, and with the calculation procedures (McCloskey et al., 1985, p. 179). The first unit refers to the ability of a person to understand what calculation he must do, in relation to the maths symbol or word that is presented to him (McCloskey et al., 1985). For example, when a person sees the symbol x or hears the word multiply, he knows that the operation he must do, is multiplication. However, a dyscalculic learner may confuse the arithmetic symbols and, even though he may know the right answer, he may answer incorrectly. Something similar happens when the arithmetic symbols are presented with words, but with the difference that when maths problems are related to language, there is a belief by several researchers (Reid, 2003; Bennett, 2006) that these problems are more associated to maths dyslexia rather than to dyscalculia, and therefore this suggestion is more related to the co existence of dyscalculia and dyslexia, rather than to dyscalculia itself. Overall, difficulties with the arithmetic symbols or words may be generated by visuospatial (Rourke, 19 93) or language difficulties (Reid, 2003; Bennett, 2006) that sometimes characterise dyscalculic learners, thus dyscalculia can be characterised by difficulties with the operational symbols as well. The second unit is related to the ability of an individual to maintain and retrieve from his long term memory, the correct answers of specific mathematical facts (McCloskey et al., 1985). An example of arithmetic facts, is the knowledge of a learner about the times tables. This unit is independent from the first one, because a learner may have difficulties in recognising the operational symbol, but his answer may be correct when another symbol is used, or he may do the right operation but retrieve the incorrect arithmetical fact. For example, Ferro and Botelho (1980), noticed in a dyscalculic learner, that instead of adding two numbers when she saw the symbol +, like for example 9 + 2, she multiplied them and answered 18 instead of 11. In addition, McCloskey et al. (1985) observed that a dyscalculic individual couldnt retrieve the correct answer in a case of multiplication, even though he understood the concept of multiplication adequately. Several dyscalculic learners may face diff iculties in learning or in retrieving arithmetical facts (Russell and Ginsburg, 1984; Kirby and Becker, 1988; Geary, 1993; Temple, 1994; Ginsburg, 1997; Jordan and Montani, 1997; Geary and Hoard, 2001; Shalev and Gross Tsur, 2001), and a reason for this may be the fact, that some dyscalculic individuals have difficulties with their working memory (Geary, 1993) or with their long term memory, as well (Reid, 2003). This, may limit the ability of a learner to maintain or to retrieve a mathematical fact from his long term memory, and therefore to cause him difficulties that characterise dyscalculia. The third unit of the calculation system refers to the abilities that learners have in making mathematical calculations (McCloskey et al., 1985). These abilities are related to the way learners comprehend and learn the procedures of executing math calculations, something that in dyscalculic learners is usually impaired (McCloskey et al., 1985; Temple, 1994; Butterworth, 2005). For example, dyscalculics may have difficulties in completing procedures in which they have to carry a number, whilst doing a maths operation, because of the fact that they may put the number on the wrong place, something that leads to wrong calculations. Also, they may have difficulties with procedures, in which they must do two different mathematical operations at the same time. Both of these difficulties, may be the result of sequential difficulties (Bennett, 2006), or again of memory difficulties (Geary, 1993; Reid, 2003), that are considered to be related to dyscalculia, and therefore dyscalculics may face this kind of difficulties, as well. The specific model for number processing and calculation abilities, even though it was created several years ago, is in general lines, sufficient in explaining this type of abilities, in relation to dyscalculia. In addition, the aspects described in the model, seem to be have a common ground with the numerosity, described above, regarding the causes of the difficulties that dyscalculics may present. Therefore, one can assume that similar methods can be used, in order to help a dyscalculic learner to limit his difficulties with numerosity and with number processing and calculation abilities. Specifically, several researchers suggest that multi sensory methods (Bennett, 2006) in combination with the learners learning styles (Chinn, 2001; Marolda and Davidson, 2000; Sharma, 1989) can be vital in teaching and helping dyscalculic learners. This is because, by focusing on the way that an individual learns the best, one can help this individual to grasp the concepts of numerosity and of nu mber processing and calculation, in the greatest extent, and by using multi sensory methods, he will make the learning for the individual to be fun, less stressing and more motivating. With this way, the learner will probably feel more confident, and therefore more determined to improve his difficulties in mathematics. In conclusion, dyscalculia is a very recent issue in the area of learning difficulties, and