PARADISE WITHIN Essays - Jules Laforgue, Afterlife, Paradise

PARADISE WITHIN The search for paradise is the neverending struggle through life for sanctum and inner-peace. While the knowledge of a single religion can cause doubts of afterlife, the contrast between two culturally diverse beliefs complicates matters even more; possibly to the point of enlightenment that one man's heaven is another man's hell. Likewise, the film, BlackRobe, plays on the similarities between Chomina, the Huron indian tribe leader, and Father LaForgue, the French Jesuit preist and the ultimate respect they gain for one another despite their cultural and religious diffferences. One must always show respect before one can expect to receive it however these circumstances come about. Chomina and Father LaForgue shared the common bond of commitment to a promise. This is what created the underlying conflict between the two. Chomina had promised to deliver Father LaForgue to his destiny (a missionary camp set up by other French preist), while at the same time, Chomina had to stand up for his own cultural beliefs and life-style. On the other hand, LaForgue devotes himself to his god, country, and the battle to save the souls of these poor Huron savages. Both of their constant efforts to keep their commitments created much friction between the two, and posed problems of doubt to them. There was one main factor that lead to Chomina and LaForgue's understanding of one another. Chomina's daughter, Annuka, and Father LaForgue's younger assistant Daniel crossed cultural, racial and religious barriers with their love for one another. LaForgue did not understand why Daniel could love some- one so religiously biased. What LaForgue finally sees is that love for someone should not be based upon such trivial concepts such as a spiritual opinion. Chomina also sees this when Daniel continues to follow the tribe after their abandonment. This then causes them to see that love conquers all differences through the quality of the promises they both make to one another. Both men knew and finally came to grips with their destiny and inevitable downfalls. Because deep down inside they knew what they had to do. Chomina knew his demise was coming through the repitition of his dream where the raven pecked out his eyes on a snow covered island. Not until his end did he see this was his fate. Not unlike Chomina, Father LaForgue knew his fate was also tragic. His mother had told him that she would not see him ever again. These two scenarios are similar due to the fact that the end was near, but neither could make real sense of the actual events. Despite the tragedies that occured along their way, much insight and enlightenment was acquired by all involved parties. Presumabley, this can be summed up by the saying, "There's what's right, and there's what's right, and never the 'tween shall meet".

Attention

Attention Defining the phenomena that are related to human psychology is not an easy task; even though there are certain ways to define the existing psychological disorders, with most of their symptoms, as well as their consequences, some of the aspects of the disorder will still be left out.Advertising We will write a custom essay sample on Attention-Deficit Hyperactivity Disorder: The Basic Information in a Nutshell specifically for you for only $16.05 $11/page Learn More As Gregg and Deshler explain, â€Å"A major problem [†¦] involves the eligibility criteria used to operationalize disability definitions† (Gregg Deshler, 2011, 39). The above-mentioned is especially characteristic of such a phenomenon as ADHD, or attention-deficit hyperactivity disorder. Robin and Barkley were two of the psychologists who managed to pinpoint the specifics of the ADHD: â€Å"Attention-deficit hyperactivity disorder is a heterogeneous disorder of unknown etiology.† This is the opening line of a major review of the literature medication for treating ADHD by one of the leading child psychiatry research teams in the country [†¦].To this line, we could easily add the phrase â€Å"and of highly changeable definition.† (Robin Barkley, 1998, 13) Therefore, to properly represent the specifics of the ADHD disorder and to define the phenomenon, one will have to incorporate several definitions. Once the disorder is described from several viewpoints, it will be represented in a more adequate way. To put it the way Gregg and Deshler did, â€Å"professional institutions should provide the specific definitions used to construct their documentation guidelines and eligibility criteria† (Gregg Deshler, 2011, 39). Therefore, as the authors claim, â€Å"no definitions [†¦] are included in the regulations for these statuses, unlike the definition of ‘specific learning disabilities’† (Gregg Deshler, 2011, 39). Howeve r, it would be a far stretch to claim that ADHD cannot be defined – the phenomenon still has a lot of characteristic symptoms. Moreover, it is also worth mentioning that not only children, but adults as well can have ADHD. In the case with adults, however, the definition of the disorder will be quite different from the one which is provided for a child ADHD. Speaking of a more or less traditional definition of ADHD, the one offered by Echeverri can be considered rather precise: â€Å"Attention-deficit hyperactivity disorder is a neurobiological condition involving behavior dysfunctions and cognitive distortions† (Echeverri, 2008). When it comes to defining neurological diseases, psychological disorders, or other health issues which influence the work of a human brain rather than any other part of body, finding the appropriate definition for the phenomenon in question is rather hard. Likewise, attention deficit-hyperactivity disorder is quite hard to define.Advertising Looking for essay on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Since its symptoms have not been studied well enough yet and the factors of its development have not been fully discovered, it is not simple to define the disorder. One of the key problems, thus, is that the people who research the issue in question are not quite sure what they are exploring. Moreover, some of the researchers argue that ADHD, in fact, does not exist. With that in mind, one can see why ADHD does not have a full-fledged definition yet. ADHD is mostly known for affecting children; however, adults can also display the symptoms of ADHD, according to the existing evidence concerning the issue. Since the issue of child ADHD and the instances of ADHD symptoms among students have been strongly emphasized in the media quite recently, one might have thought that there is a relation between the age of a person and his/her age. According to the data provided by Buitelaar, Kan and Anderson, with a person getting older, the risks of his/her developing an ADHD syndrome decrease. As Buitelaar, Kan and Anderson explain, the peak of an ADHD threat in women appears at the age of 6; the same goes for men, while at the age of 18-20 for men and 16-18 for women, the threat of developing ADHD shrinks rapidly. Nevertheless, it is necessary to mention that adults can also develop ADHD, though not as rapidly as children do. Another essential detail about ADHD which is worth bringing up is the statistics on the ADHD records and the patients’ gender. In the given case, it is not as easy to figure out the relations between the two issues as in the previous one. As Buitelaar, Kan and Anderson explain, Although there is a general agreement that gender-related differences exist in comorbid conditions, these differences have been described in clusters: boys have been found to have more â€Å"externalizing† disorders, and girls have be en described as tending to have more â€Å"internalizing† disorders such as anxiety and depression. (Buitelaar, Kan Anderson, 2011, 18) Therefore, judging by the existing evidence, there is little to no correlation between the gender and the possibility of developing ADHD among adults. However, when considering the instances of children developing an ADHD syndrome, one will discover a completely different picture. As the research says, boys are subjected to the risks of developing an ADHD syndrome to a much higher degree than girls. Mostly explained by the specifics of boys’ psychological development, this is an inevitable scientific fact: In childhood, boys are three times as likely as girls to have A.D.H.D. Boys with the disorder tend to be more hyperactive and impulsive and are more likely to develop oppositional behavior, conduct problems and later delinquency than girls, though girls, too, can develop these problems.   (Barkley, 2011)Advertising We will write a custom essay sample on Attention-Deficit Hyperactivity Disorder: The Basic Information in a Nutshell specifically for you for only $16.05 $11/page Learn More According to the authors, the fact that boys are more subject to the ADHD syndrome can be explained by the specifics of upbringing and the emotional development, namely, the fact that boys are not encouraged to express their feelings in the open and, hence, are under much more strain than girls are. Therefore, when boys set their emotions loose, the consequences are much bigger and the boys’ hyperactivity level is much higher than the one of the girls. â€Å"With ADHD represent a more significant proportion of adults with ADHD than has been previously recognized. (Buitelaar, Kan Anderson, 2011, 18).Therefore, it can be considered that the chances of men developing ADHD are only slightly higher than the ones of women. As it has been stated above, the symptoms of ADHD have not been fully explor ed or described yet; there are only vague assumptions as for what a person with ADHD might behave like and in what way his/her behavior might differ from the rest of people. However, one can hardly demand more in the case when even doctors are not quite sure whether ADHD exists or it is another excuse for the lack of willingness to concentrate. Nevertheless, some of the specifics of behavioral problems which people with ADHD display have been described in a rather exhaustive manner, which gives another reason to reconsider these symptoms. However, in the given case, it is necessary to keep in mind that there is a child ADHD syndrome and an adult one. Since the two groups are on different levels of psychological development and have different emotional specifics, the symptoms of the ADHD development in each group are going to vary. To start with, as the research results say, the key symptoms of ADHD in adults are: Problems with becoming organized Inability to concentrate Family issu es Problems with relaxation Inability to find a way to start working on something Constantly being late on something Outbursts of rage Troubles with priorities (Tuckman, 2007). As for children, ADHD symptoms are quite similar. According to Everett and Everett, there are two key signs that a child is developing an ADHD syndrome: The child is hyperactive and cannot focus; The child is dreamy and cannot focus (Everett Everett, 2001). As it can be easily spotted, the two symptoms are quite opposite to each other; the child can be either too active or, on the contrary, lack activeness. However, in both cases, the inability to focus is represented. Therefore, the key symptom of ADHD is the inability to concentrate.Advertising Looking for essay on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More However, when diving deeper into the specifics of ADHD development in children, one will see that there is more than just the inability to pay attention that children with ADHD suffer. As Everett Everett explain, the problem is even more complicated – children with ADHD often fail to understand, start and/or complete the task which they are offered, disregarding the task complexity. Therefore, it can be assumed that the problem goes beyond lacking focus; ADHD obviously decreases the students’ motivation, leaving them lacking any interest in the activities which they used to enjoy (Everett Everett, 2001). Therein lies the difficulty of the problem – incorporating the biological and the psychological issues, it needs a complex solution that will help defeat the disorder not solely on the neurological level, but also on the physiological one. Like any other disorder, ADHD can be explained from a biological point of view. Since there are several perspectives from which the given phenomenon can be explained, it is most reasonable to consider each. To start with, there is a neurological theory concerning where the ADHD syndrome comes from and what factors it is induced by. As Weiss, Trokenberg-Hentchmann and Weiss explain, â€Å"Neurological dysfunction or damage has always been considered an important determinant of ADHD† (Weiss, Trokenberg-Hentchmann Weiss, 2010, 28). Indeed, there are sufficient reasons to consider ADHD primarily a brain dysfunction, since people with ADHD display obvious differences from the rest of the people in their behavior and process of thinking. As it has been stated before, the key symptoms of an ADHD syndrome are memory malfunction and the inability to concentrate, which serve as strong indicators of something going wrong on a neurological level. However, calling ADHD a â€Å"minimal brain damage† (Weiss, Trokenberg-Hentchmann Weiss, 2010, 28) would also mean defining it from a strictly neurologica l point of view, since it is not only the brain, but also the nervous system that suffers. Therefore, apart from a neurological one, there must be another explanation of the ADHD phenomenon. Despite the fact that the phenomenon of ADHD is rather well-known and often researched, its true origins are still a mystery. As Weiss, Trokenberg-Hentchmann and Weiss claim, there is a reason why the neurological theory of ADHD is so popular among most doctors: Many of these theories are used to support treatments that are profitable to providers, but costly to patients in terms of both delaying effective treatment and of unnecessary dollars spent. More recently, researchers have tended to put more of their effort into investigating causes of ADHD that are supported by empirical data. (Weiss, Trokenberg-Hentchmann Weiss, 2010, 29) Therefore, there are reasons to search for some explanations of ADHD other than the neurological one. As Weiss, Trokenberg-Hentchmann and Weiss assert, the factors w hich enhance development of ADHD are much more diverse than most researchers used to think and involve not only neurological, but also social aspects and the aspects of genetics: â€Å"Our knowledge of ADHD has increased through study of genetics, neuroanatomy, neurochemistry, risk factors associated with pregnancy, and other environmental influences† (Weiss, Trokenberg-Hentchmann Weiss, 2010, 29).Hence, it can be considered that the factors inducing the development of ADHD are not only neurological, but also environmental. As it has been mentioned previously, not only children suffer from ADHD – adults are also disposed to developing the given psychological disorder. However, it is worth mentioning that, in case of an adult developing the symptoms of ADHD, the treatment methods are going to be considerably different from the ones which are usually offered for curing ADHD in children. As a rule, adults are usually prescribed with specific medicine, such as stimulants. If considering some of the most advanced strategies of curing ADHD, one will find out that MAO inhibitors are the most popular medicine for adults. Buitelaar, Kan and Anderson claim that there are several ways of pharmacological treatment acceptable for adults. One of the most common methods is prescribing the monoamine oxidase (MAO) inhibitors. However, when it is necessary to cause an agonist effect in the patient, norepinephrine and dopamine reuptake inhibitors, such as Buropropin, can be chosen for an efficient treatment (Buitelaar, Kan Anderson, 2011). In certain cases, however, combined therapy is used. Still, medicine alone will not help – it is only with efficient therapy that one will be able to return to one’s normal state. Speaking of the medicine which is typically prescribed for the children who were diagnosed with an ADHD disorder, one has to mention a comparatively recent scandal concerning Ritalin, its use and its actual effect on children. There are serious concerns that Ritalin is overprescribed and that, when overused, Ritalin can cause even more problems than ADHD disorder, making children more passive. The medicine could actually seem rather innocent and efficient – as a matter of fact, it does have a positive effect on the patients; however, it is still necessary to check whether the game is worth the candles and whether the positive effects of Ritalin are more numerous than the negative ones. If considering the properties of Ritalin as they are listed in the instruction for the medicine, one will not find anything suspicious about Ritalin at all. To paraphrase Palank, Ritalin, the medicine is best known for its ability to make the patients focus (Palank, 2000, 60). Enhancing people’s ability to pay attention and making their memory work in a proper way, Ritalin can be considered a rather decent medicine for curing ADHD. As Palank explains, there has been a record of positive effects of Ritalin: â€Å"The me dication Ritalin is known to enhance a person’s ability to focus† (Palank, 2000, 60). As Palank explains, Ritalin â€Å"is helpful for many people with this disorder† (Palank, 2000, 60). It seems that Ritalin has stood the test of time, which means that doctors have the right to make Ritalin a number one medicine for ADHD. However, what seemed to be an obvious solution might actually turn out another misconception. As Palank confesses, â€Å"There is no evidence that this medication will enhance concentration or focus in individuals without ADD who have normal chemistries† (Palank, 2000, 60). Hence, the question concerning how exactly Ritalin makes the children with ADHD return back to their normal state remains open. Geographically, one can hardly draw any pattern of ADHD development – it seems that the disease cannot be referred to specific regions and affects children and adults disregarding their nationality. It is rather the environment that ma tters for developing ADHD symptoms. Therefore, UAE should not have any outstanding records on the number of ADHD instances in the state. However, checking on the statistics of the ADHD instances will help understand the way the UAE handle the problem of ADHD among children and adults. According to the results of the 2011 research conducted by Khamis, Results indicated that 12.5 % of the children had ADHD symptomatology, and that the prevalence ratio varied across the three ADHD subtypes, with the following rates; 1.5 % for the combined type, 7.5 % for the inattentive type, and 3.5 % for the hyperactive-impulsive type. (Khamis, 2011, 28) Judging by the statistical data offered above, the rates of ADHD among the UAE children are quite high. Therefore, it can be considered that the given type of disorder is rather common in the United Arab Emirates. Determining the key causes of ADHD among the UAE children, Khamis suggested that the family background must be the key factor: â€Å"Rese arch in the Arab world [†¦] has recently indicated that family environment and parental style of influence may be a key cause of ADHD† (Khamis, 2011, 29). Therefore, it can be considered that for UAE, ADHD is quite a topical issue. Reference List Barkley, Dr. (2011, February 11). Men, women and ADHD. The New York Times.  Retrieved from https://consults.blogs.nytimes.com/2011/02/11/men-women-and-a-d-h-d/ Buitelaar, J. K., Kan, C. C., Anderson, P. (2011). ADHD in adults:  characterization, diagnosis, and treatment. Cambridge, UK: Cambridge University Press. Echeverri, L. E. V. (2008). Attention-deficit hyperactivity disorder (ADHD). Web. Everett, C. A., Everett, S. V. (2001). Family therapy for ADHD: Treating children,  adolescents and adults. New York, NY: The Guilford Press. Gregg, N. Deshler, D. D. (2011). Adolescents and adults with learning disabilities  and ADHD:  Assessment and accommodation. New York, NY: Guilford Press. Khamis, V. (2011). Attention-def icit and hyperactivity among school-age United Arab Emirates children. International Journal of Special Education, 26(3), 28-35. Palank, E. (2000). The god doc: Health, humor and insight to improve your game.  Toronto, CA: Jones Bartlett Learning. Robin, A. L. Barkley, R. A. (1998). ADHD in adolescents:  Diagnosis and  treatment. New York, NY: Guilford Press. Tuckman, A. (2007). Integrative treatment for adult ADHD:  A practical, easy-to-use  guide for clinicians. Oakland, CA: New Harbinger Publications. Weiss, M., Trokenberg-Hentchmann, L., Weiss, G. (2010). ADHD in adulthood: A  guide to current theory, diagnosis, and treatment. Baltimore, MD: JHU Press.

5 Awkward Sentences

5 Awkward Sentences 5 Awkward Sentences 5 Awkward Sentences By Mark Nichol Innumerable missteps in constructing sentences are possible. Here are five random statements with assorted obstacles to comprehension, each accompanied by discussion and a revision. 1. The past month has seen two major developments. Avoid bestowing the gift of sight on inanimate objects or on concepts such as duration of time: â€Å"Two major developments have occurred during the past month.† 2. The question becomes why has everyone been unable to solve this puzzle. Treat the question in a sentence constructed this way as if it were spoken: â€Å"The question becomes, ‘Why has everyone been unable to solve this puzzle?’† Alternatively, reword the sentence so that a direct query is not stated: â€Å"The question then becomes one of why everyone has been unable to solve this puzzle.† 3. We would welcome your opinions and feedback on the results of this research. Inserting would in an entreaty that expresses what in marketing-speak is known as a call to action, an invitation to the reader to do something in response to a message, is an unnecessary and unproductive (and ingratiating) attempt to sound courteous. Instead of stating, literally, that welcoming opinions and feedback is potential but not actual, make the statement more emphatic by omitting the qualifying word: â€Å"We welcome your opinions and feedback on the results of this research.† 4. Additional processes for incident handing and breach reporting may be required to meet these requirements. Does this sentence mean that that the specified additional processes must conform to previously mentioned requirements, or that the processes may be mandated so that previously mentioned requirements are met? Normally, the phrase â€Å"in order to,† preceding a verb, can safely be omitted from a sentence. However, in this case, its inclusion will aid in comprehension: â€Å"Additional processes for incident handing and breach reporting may be required in order to meet these requirements.† 5. Those pressure tests and related assessments will clarify how prepared the organization is to make the actual transition. Because the reader cannot immediately tell which part of speech prepared is (it can be either a verb or an adjective, and is usually the former), inserting the adverb well before it will send a clear signal: â€Å"Those pressure tests and related assessments will clarify how well prepared the organization is to make the actual transition.† (Otherwise, a miscue might occur- the reader might assume that a noun has been omitted before the verb prepared: â€Å". . . how [the (blank)] prepared . . . .†) Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Style category, check our popular posts, or choose a related post below:Good At, Good In, and Good WithUse a Dash for Number RangesWriting Styles (with Examples)

Pros and Cons of Big Data Assignment Example | Topics and Well Written Essays - 500 words - 2

Pros and Cons of Big Data - Assignment Example In this case, what these corporations may do with the data is anyone's guess. Another concern is the fact that big data analytics are never completely accurate. Most corporations, enthusiastic about the possibilities of large data analytics, consider all analysis obtained to be valid, even when this may not always be the case. a) As a consumer, I am inclined to be cautious when I use the internet. I have to examine all corporations that want my data and only give it to those that can be trusted, while denying access to those with past negative public privacy concerns. This may involve limited interaction with social networks, using search engines which value anonymity like DuckDuckGo and opting out of data collection programs when possible and appropriate. b) As a business user, I support the idea that no data should be collected without prior approval of the consumer. In as much as marketing should be tailored to the preferences of each potential buyer, it should not infringe on their privacy. As such, websites which use cookies to tailor adverts should have a limit on what data should be collected for this purpose. 3. Considering the issues with data accuracy, secondary use of the collected data and need to protect the rights of users of web services such as Facebook, email, etc. What changes would you suggest to address the abuse of data on the internet? First, this data collection should only be done with the consent of the user. They should be given an option to opt in or out of the program. The corporations should give a precise indication of the type of data that will be collected, the purpose that it will serve, what anonymity measures will be taken to protect the privacy of the user, how long the data will be stored and finally, a review of the secondary parties that this data will be made available to.

Marketing communications proposal for P&O Ferries Essay

Marketing communications proposal for P&O Ferries - Essay Example P & O Ferries is a company that focuses its interests on customer comfort. One can rely on this firm for all their travelling and all vacation needs. This is because they understand how significant a holiday is to the customer. It has stable brands that are quite effective that would not fail their customers. Finally, they are capable of providing family holidays valuably. The organisation is also flexible, they use different routes and go to different destinations; their goods and services are worthy trusting in. It is necessary to take a ferry trip for holiday, relaxation, shopping, refreshments and also partying (Hackley 2005). Nowadays there have been many interruptions in air transport, increased insecurity, discomfort, inconveniences and many other problems. This is the reason why ferries have been introduced for convenience and cheap transport to ones destination. The main challenge though is dealing with the negative views people have on ferries. People have the belief that f erries are slow, uncomfortable and are more risky incase breakdowns in the middle of the ocean. P & O Ferries caters for ones travelling, vacations and holiday needs by providing efficient transport facilities that are reliable and customer friendly. As a company, it understands the importance of holiday to its customers, providing its customers with value for their money and it is a stable brand which is reliable (Hackley 2005). The main objectives of the report will be to develop a tourist creative idea aiming at non-ferry users to increase their awareness about P&O Ferries as an effective and credible alternative method of travel which is less costly than the air travel. This will encourage many more people to opt to use ferries when travelling instead of using other costly means. The target audience will include non-ferry customers in Europe taking into account that Europeans travel mostly during spring and summer. To add to that our target will also include customers who want to take their cars with them when travelling. This is because ferries allow one to travel with the car as they are huge enough to accommodate cars and do not charge exorbitantly. Our target audience would also include customers who have become fed up with the inconveniences by air transport and also the restriction of bags and other luggage (Fill 2006). There will be no restriction on the amount of personal luggage one would want to travel with as long as they can afford to pay the fee. The company's other target audience will include people who take holiday travel as being too expensive. A ferry provides a very cost efficient and effective alternative. Finally, the target audience would include customers who seek security, trustworthiness and established ferries. The competition will i nclude other ferries and the cheaply charging flights (Smith & Taylor 2000). About tools, media, recommendations and justification, we are going to use different marketing strategies to sell our idea to our target audiences and esteemed customers. The strategies will include among others, advertising where the organization will go to the media and buy a space for a publication of their products and services; the more the space taken,

Final Exam Study Guide Essay Example for Free

Final Exam Study Guide Essay 1. The Final Exam is open book, open notes. The maximum time you can spend in the exam is 3 hours, 30 minutes. If you have not clicked the Submit for Grading button by then, you will be automatically exited from the exam. In the Final Exam environment, the Windows clipboard is disabled so you will not be able to copy exam questions or answers to or from other applications. 2. You should click the â€Å"Save Answers† button in the exam frequently. This helps prevent connection timeouts that might occur with certain Internet service providers and also minimizes lost answers in the event of connection problems. If your Internet connection does break, when you reconnect, you will normally be able to get back into your Final Exam without any trouble. Remember, though, that the exam timer continues to run while students are disconnected, so students should try to log in again as quickly as possible. The Help Desk cannot grant any student additional time on the exam. 3. See Syllabus Due Dates for Assignments Exams for due date information. 4. Reminders You will only be able to enter your online Final Exam one time. Click the Save Answers button often. If you lose your Internet connection during your Final Exam, log on again and try to access your Final Exam. If you are unable to enter the Final Exam, first contact the Help Desk and then your instructor. You will always be able to see the time remaining in the Final Exam at the top right of the page. 5. Assessments With Multiple Pages Make sure you click the Save Answers button before advancing to the next page. (We also suggest clicking on â€Å"Save Answers† while you are working.) Complete all of the pages before submitting your Final Exam for instructor review. Do NOT use your browsers â€Å"Back† and â€Å"Forward† buttons during the Final Exam. Please use the provided links for navigation. 6. Submitting Your Final Exam When you are finished with the Final Exam, click on the Submit for Grading button. Please note: Once you click the Submit for Grading button, you will NOT be able to edit or change any of your answers. 7. Exam Questions There are 11 randomly selected multiple-choice questions each worth 5 points for a total of 55 points. There are seven randomly selected essay questions each worth 35 points for a total of 245 points. The Final Exam covers all course TCOs and Weeks 1–7. The Final Exam contains two pages, which can be completed in any order. You may go back and forth between the pages. The Final Exam questions are pooled. This means that not everyone will have the same questions. Even if you do have some of the same questions, they may not be in the same order. These questions are distributed amongst the TCOs. The entire exam is worth 300 points. On the essay questions, your answers should be succinct, fully address each part of the question, and demonstrate your knowledge and understanding in a concise but complete answer. Most essay questions require answers that are a couple of paragraphs (not a couple of sentences) that directly speak to each part of the question. Some students opt to work on the essay questions first due to their higher point value and length of time needed to adequately address each question, but this is entirely your choice. Remember to always use proper citation when quoting other sources. This means that ANY borrowed material (even a short phrase) should be placed in quotation marks with the source (URL, author/date/page #) immediately following the end of the passage (the end quote). Changing a few words in a passage does NOT constitute putting it in your own words, and proper citation is still required. Borrowed material should NOT dominate a student’s work but should only be used sparingly to support your own thoughts, ideas, and examples. Heavy usage of borrowed material (even if properly cited) can jeopardize the points for that question. Uncited material can jeopardize a passing grade on the exam. As a part of our commitment to academic integrity, your work may be submitted to turnitin.com, an online plagiarism checking service. So please be VERY mindful of proper citation. Essay questions: The essay questions included in this test focus on the key questions the network designer will face. For  example, a question might ask you which of several different ways to solve a problem you would select and why. A question might ask why a network design is done in a certain way. What are the advantages and disadvantages of the design? Finally, a question might ask you to apply some part of a commonly used design methodology, such as the top-down network design method. 8. Some of the key study areas are below. While these are key areas, remember that the exam is comprehensive for all of the assigned course content, and this study guide may not be all inclusive. 9. Areas that were discussed in the threads will be prime targets. 10. Assignments will also be prime targets for revisiting. 11. Reviewing the TCOs, which I have listed below for your convenience, will also be a great preparation for the Final Exam. 1 Given a set of requirements for a modern enterprise business organization, diagram and simulate network solutions consisting of functional modules and hierarchical layers with respect to intelligent network services, protocols, and topologies using a network design and simulation tool such as NetCracker or OPNET. 2 Given a team situation and top-down network design tools, analyze and document customer organizational and technical goals, policies, requirements, and constraints as inputs to the network design process. 3 Given a team situation and a set of network design requirements for a modern enterprise business organization, design and connect the hierarchical and enterprise composite network models into specific topologies that meet customer requirements using a network design and simulation tool such as NetCracker or OPNET. 4 Given a team situation and a set of network design requirements for a modern enterprise business organization, select and design enterprise campus network topologies consisting of multi-layered-modularity, geographical borders, existing traffic flows, and planned application traffic flows using a network design and simulation tool such as NetCracker or OPNET. 5 Given a team situation and a set of network design requirements for a modern  enterprise business organization, select remote user and redundant service access technologies that meet project design requirements. 6 Given a team situation and a business case for an enterprise business organization, select a voice over IP (VoIP), IP telephony, or multimedia solution appropriate for a converged network design that meets project goals. 7 Given a team situation and a set of network design requirements for a modern enterprise business organization, assess legal compliance; disaster recovery; and security risks, threats, and vulnerabilities within each modular block of the enterprise composite network model. Finally, if you have any questions for me, please post them to our Q A or e-mail me. Good luck on the exam!

Knight in Shinning Armour in Chaucers The Canterbury Tales Essay examp

The Knight in Shinning Armour in Chaucer's The Canterbury Tales Chaucer's The Canterbury Tales offers the reader an insight into our past, providing vivid glimpses into the 14th century's social structure, and into the personalities, lives, and ethics of twenty-eight members of that society drawn together to travel on a pilgrimage. The General Prologue to the Tales deals primarily with introducing these people to us, providing physical descriptions and character outlines of virtually each pilgrim; it is a tribute to Chaucer's skill that his descriptions (as filtered through the neurotically happy narrator) succeeds in creating such lively characters out of what are, essential, two-dimensional stereotypes from his era. Chaucer manages to create strong characters through multiple means, each pilgrim receiving special detail in various areas. Take, for instance, the first of the pilgrims: The Knight. The knight has always been a romantic, heroic figure, and in this group of pilgrims, is the highest placed member on the social stepladder. Chaucer does the knight - and our preconceptions of him - justice, painting an image of a strong, valiant, and noble figure. Oddly enough (or perhaps, wisely), very little attention is given to his physical detail, concentrating more on the knight's activities and demeanour. In fact, the only lines that provide a direct physical description of the knight are: But for tto tellen you of his array, His hors were goode, but he was nat gay. Of fustiaan he wered a gipoun, Al bismottered with his haubergeoun, (73-76) Therefore, we know he has a good horse (a sure sign of wealth), and that he avoids flashy, gaudy clothing (unlike his son the squ... ...ion of which has obviously caused the knight to go on a pilgrimage. Something is obviously bothering the knight, else he would not feel the need to atone for his actions. But these small flaws only make him that much more of a human figure, and can only serve to further draw the reader into the knight's coming tale. So, while the knight may be besmirched, and troubled, and no longer gleam, he still, in Chaucer's, the narrator's, and most reader's view, remains the Knight in shinning armour. Works Consulted Geoffrey Chaucer. Twayne's English Authors Series, Ed. Sylvia Bowman, New York: Twayne Publishers, 1964. Modern Critical Views: Geoffrey Chaucer, Ed. Harold Bloom. New York: Chelsea House Publishers, 1985. Pearsall, Derek. The Life of Geoffrey Chaucer. Blackwell Critical Biographies. Ed. Claude Rawson. Oxford: Blackwell Publishers, 1992.

The Short Happy Life of Francis Macomber

Francis Macomber notes on analysis The narrative voice The story is told through an omniscient narrator in third person, who is passively observing. Nothing is hidden to the reader, revealing this unpleasant atmosphere. Ex. from p. 9: Macomber stepped out of the curved opening at the side of the front seat, onto the step and down onto the ground. The lion still stood looking majestically and coolly toward this object that his eyes only showed in silhouette, bulking like some super-rhino. There was no man smell carried toward him and he watched the object, moving his great head a little from side to side.Then watching the object, not afraid, but hesitating before going down the bank to drink with such a thing opposite him, he saw a man figure detach itself from it and he turned his heavy head and swung away toward the cover of the trees as he heard a cracking crash and felt the slam of a. 30-06 220-grain solid bullet that bit his flank and ripped in sudden hot scalding nausea through his stomach. He trotted, heavy, big-footed, swinging wounded full-bellied, through the trees toward the tall grass and cover, and the crash came again to go past him ripping the air apart.Then it crashed again and he felt the blow as it hit his lower ribs and ripped on through, blood sudden hot and frothy in his mouth, and he galloped toward the high grass where he could crouch and not be seen and make them bring the crashing thing close enough so he could make a rush and get the man that held it. This example from the text shows how much you should the omniscient teller extends – this is the lion's point of view; the part where it gets shot. By going into the minds of the animals he creates a parallel between the people and animals. Characters Robert Wilson Quote, p. 20: By my troth, I care not; a man can die but once; we owe God a death and let it go which way it will, he that dies this year is quit for the next [.. ]† †You grow up when you kill an animal, not w hen you fucking turn fucking 21†. Wilson is sort of this product of Africa. Neglects this more sensitive side to himself because it reveals to much about him. He wants to be this machine, this MAN, which the idea of being a Sensitivo does not fit with. Wilson's thoughts on Americans: From p. 20: It’s that some of them stay little boys so long, Wilson thought. Sometimes all their lives. Their figures stay boyish when they’re fifty.The great American boy-men. Damned strange people. But he liked this Macomber now. Wilson's thoughts on women: Can't live with them – can't live without them. Sees them as a complete strange specie. * He blames Francis for Margot sleeping with him. From p. 4: â€Å"Oh, anything,† said Wilson. â€Å"Simply anything. † They are, he thought, the hardest in the world; the hardest, the cruelest, the most predatory and the most attractive and their men have softened or gone to pieces nervously as they have hardened. Or is it that they pick men they can handle? They can’t know that much at the age they marry, he thought.He was grateful that he had gone through his education on American women before now because this was a very attractive one. Margaret Macomber (Margot) Francis' wife (not married out of love. Stays together because he's rich and she's pretty (and witty and gaaaaaay) She is dishonest Controls Francis, has the upper hand in the relationship, †You don't have to wait long when you have an advantage. Is the prettiest woman (in Africa). The reason she doesn't leave him at home in America is that there she isn't the prettiest one. She and Francis need each other, but through the story the balance shifts and it has consequences. The Short Happy Life of Francis Macomber While reading â€Å"The Short & Happy Life of Francis Macomber,† I focused on the question, what made his life short and happy. At first I took the interpretation of short and happy literally, translating too, living a short life (age) and happy meaning (wealth). After some thought though I realize that Hemingway meant something entirely different. Francis Macomber in the beginning of the short story is a â€Å"coward† causing his wife to loath him, and even the staff to judge and question his manhood. Finally Francis overcomes his cowardly behavior and finally â€Å"lives. â€Å"You know I don’t think I’d ever be afraid of anything again†¦Something happened in me after we first saw the buff and started after him. Like a dam bursting. It was pure excitement. † It is at this moment that I think Francis begins to live life, while simultaneously become happy as he has just overcome his cowardliness. Moments later his wife (accidently? ) shoots hi m†¦ Whether or not it was an accident is up for discussion, but that is what I think Hemingway meant when he titled his short story, â€Å"The Short & Happy Life of Francis Macomber. †Now†¦ Did his wife kill him on purpose or was it actually an accident. This kind of confused me because I feel like I can argue both sides, however, I feel like the stronger argument is her intentionally killing her husband for the reasons below†¦ She could of intentionally done it because of her attitude and actions prior to killing him. First off she was giving him crap about being a coward, and on top of that, I think she also slept with Wilson since unlike her husband he is not a coward. This was never actually stated but that’s how I inferred it.Also, moments before the gunshot, Macomber at one point looks back at her and waves, she, with the rifle besides her does not wave back. Even though love is a missing component in their relationship, she would of waved back if she was feeling in control of the situation but now that Macomber is fearless he has control. I think she feels bitter and needs to retaliate because of this, thus why she pulls the trigger and â€Å"accidently† shoots him. Wilson in the end also says, â€Å"He would of left you too,† so maybe she also did it, because she, like Wilson also knew that.

Automobile and Large Mass Essay

There was once a little boy of 6 years old called Lewis. One day, as he was looking out of the car window on his way to school, he discovered that a large mass of grey smoke was forming just above his dad’s car. Somewhat alarmed, Lewis looked at the other cars on the road to find out if they too had a cloud of grey smoke chasing them. To Lewis’ surprise, all the cars travelling on the motorway had the grey smoke hovering around them. There was once a little boy of 6 years old called Lewis. One day, as he was looking out of the car window on his way to school, he discovered that a large mass of grey smoke was forming just above his dad’s car. Somewhat alarmed, Lewis looked at the other cars on the road to find out if they too had a cloud of grey smoke chasing them. To Lewis’ surprise, all the cars travelling on the motorway had the grey smoke hovering around them. There was once a little boy of 6 years old called Lewis. One day, as he was looking out of the car window on his way to school, he discovered that a large mass of grey smoke was forming just above his dad’s car. Somewhat alarmed, Lewis looked at the other cars on the road to find out if they too had a cloud of grey smoke chasing them. To Lewis’ surprise, all the cars travelling on the motorway had the grey smoke hovering around them. There was once a little boy of 6 years old called Lewis. One day, as he was looking out of the car window on his way to school, he discovered that a large mass of grey smoke was forming just above his dad’s car. Somewhat alarmed, Lewis looked at the other cars on the road to find out if they too had a cloud of grey smoke chasing them. To Lewis’ surprise, all the cars travelling on the motorway had the grey smoke hovering around them. There was once a little boy of 6 years old called Lewis. One day, as he was looking out of the car window on his way to school, he discovered that a large mass of grey smoke was forming just above his dad’s car. Somewhat alarmed, Lewis looked at the other cars on the road to find out if they too had a cloud of grey smoke chasing them. To Lewis’ surprise, all the cars travelling on the motorway had the grey smoke hovering around them. There was once a little boy of 6 years old called Lewis. One day, as he was looking out of the car window on his way to school, he discovered that a large mass of grey smoke was forming just above his dad’s car. Somewhat alarmed, Lewis looked at the other cars on the road to find out if they too had a cloud of grey smoke chasing them. To Lewis’ surprise, all the cars travelling on the motorway had the grey smoke hovering around them. So Lewis asked his father: â€Å"Dad, what’s that grey smoke above our cars? † Lewis’ father was a little surprised by the question, but answered: â€Å"Well, Lewis, it’s called pollution. † There was once a little boy of 6 years old called Lewis. One day, as he was looking out of the car window on his way to school, he discovered that a large mass of grey smoke was forming just above his dad’s car. Somewhat alarmed, Lewis looked at the other cars on the road to find out if they too had a cloud of grey smoke chasing them. To Lewis’ surprise, all the cars travelling on the motorway had the grey smoke hovering around them. So Lewis asked his father: â€Å"Dad, what’s that grey smoke above our cars? † Lewis’ father was a little surprised by the question, but answered: â€Å"Well, Lewis, it’s called pollution. † There was once a little boy of 6 years old called Lewis. One day, as he was looking out of the car window on his way to school, he discovered that a large mass of grey smoke was forming just above his dad’s car. Somewhat alarmed, Lewis looked at the other cars on the road to find out if they too had a cloud of grey smoke chasing them. To Lewis’ surprise, all the cars travelling on the motorway had the grey smoke hovering around them. So Lewis asked his father: â€Å"Dad, what’s that grey smoke above our cars? † Lewis’ father was a little surprised by the question, but answered: â€Å"Well, Lewis, it’s called pollution. † There was once a little boy of 6 years old called Lewis. One day, as he was looking out of the car window on his way to school, he discovered that a large mass of grey smoke was forming just above his dad’s car. Somewhat alarmed, Lewis looked at the other cars on the road to find out if they too had a cloud of grey smoke chasing them. To Lewis’ surprise, all the cars travelling on the motorway had the grey smoke hovering around them. So Lewis asked his father: â€Å"Dad, what’s that grey smoke above our cars? † Lewis’ father was a little surprised by the question, but answered: â€Å"Well, Lewis, it’s called pollution. † â€Å"Pollution? What’s pollution? † asked Lewis, waiting intrigued for his father’s answer. â€Å"Well, for example, it’s that grey smoke you can see above our cars. Cars that run on petrol or diesel give off gasses into the atmosphere, which are very bad for all living beings and the planet too. Today you can see a lot of the grey smoke because it hasn’t rained for a long time,† answered his father. There was once a little boy of 6 years old called Lewis. One day, as he was looking out of the car window on his way to school, he discovered that a large mass of grey smoke was forming just above his dad’s car. Somewhat alarmed, Lewis looked at the other cars on the road to find out if they too had a cloud of grey smoke chasing them. To Lewis’ surprise, all the cars travelling on the motorway had the grey smoke hovering around them. So Lewis asked his father: â€Å"Dad, what’s that grey smoke above our cars? † Lewis’ father was a little surprised by the question, but answered: â€Å"Well, Lewis, it’s called pollution. † â€Å"Pollution? What’s pollution? † asked Lewis, waiting intrigued for his father’s answer. â€Å"Well, for example, it’s that grey smoke you can see above our cars. Cars that run on petrol or diesel give off gasses into the atmosphere, which are very bad for all living beings and the planet too. Today you can see a lot of the grey smoke because it hasn’t rained for a long time,† answered his father. There was once a little boy of 6 years old called Lewis. One day, as he was looking out of the car window on his way to school, he discovered that a large mass of grey smoke was forming just above his dad’s car. Somewhat alarmed, Lewis looked at the other cars on the road to find out if they too had a There was once a little boy of 6 years old called Lewis. One day, as he was looking out of the car window on his way to school, he discovered that a large mass of grey smoke was forming just above his dad’s car. Somewhat alarmed, Lewis looked at the other cars on the road to find out if they too had a cloud of grey smoke chasing them. To Lewis’ surprise, all the cars travelling on the motorway had the grey smoke hovering around them. So Lewis asked his father: â€Å"Dad, what’s that grey smoke above our cars? † Lewis’ father was a little surprised by the question, but answered: â€Å"Well, Lewis, it’s called pollution. † â€Å"Pollution? What’s pollution? † asked Lewis, waiting intrigued for his father’s answer. â€Å"Well, for example, it’s that grey smoke you can see above our cars. Cars that run on petrol or diesel give off gasses into the atmosphere, which are very bad for all living beings and the planet too. Today you can see a lot of the grey smoke because it hasn’t rained for a long time,† answered his father. cloud of grey smoke chasing them. To Lewis’ surprise, all the cars travelling on the motorway had the grey smoke hovering around them. So Lewis asked his father: â€Å"Dad, what’s that grey smoke above our cars? † Lewis’ father was a little surprised by the question, but answered: â€Å"Well, Lewis, it’s called pollution. † â€Å"Pollution? What’s pollution? † asked Lewis, waiting intrigued for his father’s answer. â€Å"Well, for example, it’s that grey smoke you can see above our cars. Cars that run on petrol or diesel give off gasses into the atmosphere, which are very bad for all living beings and the planet too. Today you can see a lot of the grey smoke because it hasn’t rained for a long time,† answered his father. d by the question, but answered: â€Å"Well, Lewis, it’s called pollution. † â€Å"Pollution? What’s pollution? † asked Lewis, waiting intrigued for his father’s answer. â€Å"Well, for example, it’s that grey smoke you can see above our cars. Cars that run on petrol or diesel give off gasses into the atmosphere, which are very bad for all living beings and the planet too. Today you can see a lot of the grey smoke because it hasn’t rained for a long time,† answered his father. Lewis spent a while pondering on this, and began to put two and two together. If the grey smoke was bad, and it was all because of cars, then why were there so many cars on the road? â€Å"Dad,† said Lewis slowly, â€Å"If the grey smoke is pollution and is bad for us, why are we going to school in a car? † â€Å"So I can get to work on time, son. The bus or metro would make us late,† answered his father. It was Spring. As soon as the cold weather went, it came back again. The sun seemed ashamed to show his smily face for more than the odd morning. To top it all, loads of people were sick. A spectacular chucking-up bug was going around the school. If anyone looked so much as a bit pasty in class, the teacher would grab an empty litter bin and tell them to hold it close by. Minutes later the school secretary would be calling Little So and So’s mother and telling her to get over quickly and collect her sick child. The bug even got poor Isis, who was NEVER off school. Like everything else about her, Isis’s attendance record was usually perfect – but not this week, because there was no way she could come in. She texted Katie: â€Å"Poor me, I feel so rotten! Chucked up 6 times. Is that a world record? † Katie had so far escaped the bug. She was very careful about washing her hands and not going near anyone who coughed or spluttered. She asked her mother what could be done for Isis, and she suggested an ancient witch’s remedy made from mint leaves and mandrake’s root. ‘Sounds great,’ said Katie, â€Å"Why don’t witches cure everyone? ’

French Hyphens Dashes - Le Tiret et le trait dunion

French Hyphens Dashes - Le Tiret et le trait dunion Hyphens and m-dashes are important in both English and French, but they are considerably more common in the latter. This lesson explains when, why, and how to use hyphens and m-dashes in French. I. Trait dunion   -   Hyphen No space before or after A.  Rapport :  Indicate a link between words or parts of words. 1. Compound words grand-mre, couvre-lit, quatre-vingts 2. Hyphenated names Jean-Luc, Marie-Lise 3. Imperative + pronoun aide-moi, fais-le, allez-y 4. Inversion veux-tu, pouvez-vous, a-t-il 5. Prefixes non-fumeur, quasi-collision 6. Set expressions cestdire, visvis 7. Suffixes celui-ci, cet homme-l B.  Cà ©sure :  Link the parts of a word that breaks at the end of a line such as  Je veux aller la bou- tique. II. Tiret   -    M-dash Space before and after A. lments dune liste : deux bananes une pomme un kilo de fraises B. Incise : Emphasize a comment (aside, interjection, etc) Quand jtais la banque quelle horreur ! je lai vu.Paul mon meilleur ami va arriver demain. C. Dialogue : Indicate each change of speaker Jai vu Michel aujourdhui. Ah bon ? Oui, il tait avec sa fille.

Cash Related Join in India

Cash Related Join in India For sure, notwithstanding following 60 years of versatility, a gigantic territory of Indian individuals still remains unbanked. In the late years, the regulating body and Reserve Bank of India has been pushing the thought and thought of cash related join. The cash related hardening setup goes for giving direct access to budgetary relationship to those areas of the general public who are kept from promising it so far at organize cost along these lines passing on them into the standard of budgetary zone. RBI set up the Khan Commission in 2004 to research cash related cementing and the recommendations of the commission were joined into mid term study of the game-plan (2005-2006) and requested that banks chart their present practices to alter them to the objective of money related thought. Respectable Prime Minister Narendra Modi revealed Pradhan Mantri Jan Dhan Yojana prepare for finish cash related thought on his first Independence Day visit on fifteenth August, 2014. The blueprint was formally pushed on 28th August, 2014 with a target to give general access to keeping cash workplaces starting with Basic sparing cash accounts with overdraft office of Rs. 5,000 after a half year and RuPay Debit Card with inbuilt failure security front of Rs. 1 Lakh and RuPay Kisan card. Pradhan Mantri Jan Dhan Yojana, is a tense strategy for wide cash related thought pushed by the Prime Minister of India, Narendra Modi on 28th August, 2014. He had verbalized this game-plan on his first Independence Day visit on fifteenth August, 2014. In a keep running up to the formal dispatch of this course of action, the Official definitely sent to CEOs of all banks to prepare for the gigantic errand of enrolling more than 6 crore (75 Million) families and to open their records. In this email he totally clarified that a record for each family was a national need. The course of action has been started with a target to give unending access to sparing cash workplaces starting with major keeping cash accounts with overdraft office of Rs. 5,000 after a half year and RuPay Debit Card with inbuilt setback insistence front of Rs. 1Lakh and RuPay Kisan card. In the running with arrange, humbler scale insistence and annuity et cetera will in like way be solidified. Reports said that, on 28th August, more than 1.5 crore budgetary modifies were opened in a solitary day. The central objective of this game-plan is that unmistakable cash related relationship for the blocked zone i.e. weaker.

Honey & Honey Products Research Paper Example | Topics and Well Written Essays - 1500 words

Honey & Honey Products - Research Paper Example The popularly used model is AIDA model, which includes four stages, namely awareness, interest, desire and action. These four stages occur when a consumer is confronted with some form of advertisement. Honey and Honey Products are basically in their introduction phase. This provides a good opportunity for the honey company to make a long-term impression on their consumer’s mind through positive brand building activities. Advertising and media relations will focus on building awareness and long-term relationship with consumers, while sales promotions and direct marketing activities will help in generating sales and revenues. Advertisement will consist of print, television and outdoor advertisements. Print advertisement will be included in popular cooking and home magazines, targeting women. Television advertisement will include a 30 second ad, which will be featured during prime time on popular local channels. The ad will be a combination of testimonies as well as information, where features and USP of the products and brand will be discussed. Outdoor advertisement includes billboards and flyers of Honey and Honey Products at different strategic places, such as, malls, shopping centres, food market as well as health and fitness gyms. According to the diagram above, it is evident that advertisement plays a significant role during initial stages of consumer decision making, i.e. awareness and interest. Also, good and effective advertisement will help in establishing positive brand equity and brand recognition. Public relation tools will be used for the publicity of new products. It will help in placing products among target consumers through press and media, thereby increasing consumer awareness and knowledge about Honey and Honey Products. Another strategy adopted by the company is customer satisfaction through 24x7 phone lines. This will not only solve