7 Tips on How to Write a Reasonable Research Critique

7 Tips on How to Write a Reasonable Research Critique 7 Tips on How to Write a Reasonable Research Critique The major ‘key elements’ when writing a reasonable research critique are the study and criticism that are ultimately performed as well as the writing results. Some very simple tips in the sense of ‘magic rules’ are presented below. Tip #1. The collection of literature is typically gradual. For every book or article that we use, we follow the procedure below. First we perform a diagonal reading to determine the relationship of the text with our subject and the degree of the significance of the text. The evaluation of a text can also be done indirectly from the number of petitions, the size of literature, and the relation to the subject of research in the summary or results. Then we incorporate in our literature, some keywords for grouping related texts. Then they shall be read as references (i.e. fragments). Tip #2. Books are interesting in the early stages, as background reading. The articles show much more interest, because they present research results and because in order to write a research paper you should first read many others. Additionally, conferences articles are interesting when they are very recently written (e.g. 2-3 years maximum). Otherwise, there will probably be plenty of corresponding articles in academic journals by the same authors, which usually are more complete and organized. Tip #3. Articles or book chapters must be selected as the first group of interest together and be evaluated as a whole. In other words, several work teams internationally can be engaged in the same or similar subject, so you must decide what approaches are most interesting for your own work. Tip #4. Keep a brief note stuck on the article so as to remember the criticism you did. This is called horizontal or comparative reading. A good benchmark of research papers in a cognitive domain can be an interesting review article (review paper) especially if it is accompanied by repeatedly deeper criticism; comparison and experimental (or theoretical) results. Tip #5. Eventually, some articles or book chapters which you choose to analyze in depth are left (vertical reading). Such articles should be read carefully and you must try to reproduce their entire theoretical and experimental data. Take special care of them; not be boxed in intentional or unintentional oversights of the authors. There are always less well written articles. Also, you can try to get help from the authors (by e-mail). Besides, many times in the authors website you can find internal research reports, containing the results of articles in an expanded form. Tip #6. Generally, above all these tips, the composition of an article can at least in principle be achieved by ‘loans’ from other articles. ‘Loans’ may be reported on the structure, the experimental methodology, text parts etc. The necessary thing is the full reference to the source from which you got the ‘loan’. Tip #7. Finally, it is clarified that critic thought is inextricably linked to the object of analysis. If you need more professional research paper help online, visit our writing service and get a custom written paper online.

ALelia Walker - Joy Goddess of the Harlem Renaissance

ALelia Walker - Joy Goddess of the Harlem Renaissance ALelia Walker Quick Facts Known for: patron of Harlem Renaissance artists; daughter of Madam C. J. WalkerOccupation: business executive, art patronDates: June 6, 1885 - August 16, 1931Also known as: Lelia Walker, Lelia Robinson, Lelia McWilliams Biography ALelia Walker (born Lelia McWilliams in Mississippi) moved with her mother, Madam C. J. Walker, to Saint Louis when ALelia was two years old. ALelia was well-educated though her mother was illiterate; her mother saw to it that ALelia attended college, at Knoxville College in Tennessee. As her mothers beauty and hair care business grew, ALelia worked with her mother in the business. ALelia took charge of the mail order part of the business, working out of Pittsburgh. Business Executive In 1908, mother and daughter set up a beauty school in Pittsburgh to train women in the Walker method of hair processing. The operation was called Lelia College. Madam Walker moved the business headquarters to Indianapolis in 1900. ALelia Walker set up a second Lelia College in 1913, this one in New York. After Madam Walkers death, ALelia Walker ran the business, becoming president in 1919. She renamed herself about the time of her mothers death. She built the large Walker Building in Indianapolis in 1928. Harlem Renaissance During the Harlem Renaissance, ALelia Walker hosted many parties that brought together artists, writers, and intellectuals. She held the parties in her New York townhouse apartment, called the Dark Tower, and at her country villa, Lewaro, originally owned by her mother. Langston Hughes dubbed ALelia Walker the joy goddess of the Harlem Renaissance for her parties and patronage. The parties ended with the beginning of the Great Depression, and ALelia Walker sold the Dark Tower in 1930. More about ALelia Walker The six-foot-tall ALelia Walker was married three times and had an adopted daughter, Mae. Death ALelia Walker died in 1931. The eulogy at her funeral was delivered by the Rev. Adam Clayton Powell, Sr. Mary McLeod Bethune also spoke at the funeral. Langston Hughes wrote a poem for the occasion, To ALelia. Background, Family Mother: Sarah Breedlove Walker - Madam C. J. WalkerFather: Moses McWilliams Marriage, Children husband: John Robinson (divorced 1914)husband: Wiley Wilson (married 3 days after her mother died; divorced 1919)husband: James Arthur Kennedy (married early 1920s, divorced 1931)daughter: Mae, adopted 1912

Hazardous waste Assignment Example | Topics and Well Written Essays - 1500 words

Hazardous waste - Assignment Example The United States Environmental Protection Agency is the governmental organization acting with a purpose to ensure: that all Americans are protected from significant risks to their health and environment where they work, live, or learn and that the federal laws protecting the environment and human health are effectively and fairly enforced (EPA, n.d.). The purpose of this research is to provide an overview of US-EPA’s definition of the hazardous waste, the types of hazardous wastes and solid waste. As well the paper is aiming to analyze critically whether there are any discrepancies in the regulations and what effects on human health and environment have hazardous wastes. US Environmental Protection Agency defines hazardous waste as a waste that is dangerous or potentially harmful to human health or the environment (EPA, n.d., n.p.). To this category of wastes can be included sludges, liquids, gases, and solids. There are two ways of identifying solid wastes as hazardous based on the EPA’s regulations. The first way is to check whether it is included on a EPA’s list of wastes, and the second way is to identify whether the waste exhibits certain hazardous characteristics (EPA, n.d.). EPA has formed a list of hazardous wastes which is comprised of four different classifications: the F-list, K-list, P-list, and U-list. The F-list of hazardous waste includes the wastes identified as â€Å"non-specific source wastes† – wastes from common industrial and manufacturing activities. These hazardous wastes can be produced in different sectors of industry or manufacturing processes and that is why their sources are not specified under the F-list category (EPA 2008, 5). On the contrary to the F-list, the K-list of hazardous waste include particular solid wastes coming from specific industries (EPA 2008). The P-list as well as the U-list includes the wastes from commercial chemical products. Commercial chemical products have the generic

Could love change people life love between friends, family, couples Essay

Could love change people life love between friends, family, couples - Essay Example In this paper, few factors shall be given that prove the fact that love can cause changes in one’s life and change the aims and goals in life in a positive way. 2. Power of Love Love gives a sense of belonging to someone and thus gives comfort and sense of security. The emotion of love which is linked with family is said to provide more sense of belonging than the other types of love. Fisher stated that the sense of belonging and the emotion of love tend to benefit since individuals are seen to become healthy and confident in life (20). The sense of belonging related to friends tends to improve the social life of individuals in the society. It leads to the linking of feelings of comfort and love with those friends. Hagerty et al. quoted a statement from a famous paper by Lindgren (1990). Hagerty explained Lindgren’s statement and said that the sense of belonging makes one realize that they are valued, associated to a certain group of people and mutual obligations (173). If a person is loved by people, then he does not want to disappoint them or take offensive directions in life. Fisher discussed her research in her paper in 2004 and gave some interesting medical facts about the emotion of love (1). She studied the brain chemistry of a sample that had 40 women and men. Half of the individuals in the sample were in love and having successful relations while the other half had recently gone through broken relationships. However, the individuals with the unsuccessful relations still loved their partners very much. The participants of the research study were given the pictures of their loved ones and brain activities were measured. The measurements gave interesting patterns that explained that the people went through an increment of activity in a specific area in the brain. This area is known to give out dopamine to various parts of the brain. It then increases the energy levels of the body, improving the concentration levels and motivating the individ ual to achieve greater goals in life. This scientific finding provides support for the fact that love tends to motivate the individuals to achieve higher rewards and making their life better, rather than getting busy in negative activities in life. Other than research papers and literature, the world of entertainment has also made many movies on the topic of love. Almost every movie has the aspect of love and the strength that comes from love. The movie Philadelphia was based on the journey of a man who falls ill with AIDS. He gets strength and the motivation from his partner, friends and family to file a suit against a huge organization for firing him upon the news of him falling ill. He does not take up a negative approach in life. He does not even continue to stay depressed for his remaining days. He rather stands tall with the support and love of the people around him and wins the case against his employer. Martin Luther King wrote a famous book with the title, â€Å"Stride tow ard Freedom – The Montgomery Story†. In this book, he explained the meaning of love as a powerful emotion that helps people get security and peace for themselves. King stated, â€Å"the chronicle of 50,000 Negroes who took to heart the principles of nonviolence, who learned to fight for their rights with the weapon of love, and who in the process, acquired a new estimate of their own human worth’’ (King, 9). The brotherly love between all the African Americans gave them

Travon Eterprises Essay Example for Free

Travon Eterprises Essay Jennifer Nelson, the accountant for Travon Enterprises, performed several low end estimates in preparing the financial statements for the company president.   Her justification for her actions was lack of time and that she did not want to make the financial statements look worse than they are.   Jennifer failed to inform the company president of her estimates.   Jennifer’s decision lacks effective moral decision making.   She could have selected several alternatives as a better course of action.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   First, Jennifer could have asked for help in getting the accounting done.    Many companies have several accountants that work for them.   Additionally, there may be other employees within the organization who can assist Jennifer in her other duties as she focuses all of her attention on the report.   If those were not available, she could have consulted with the CFO of the company for assistance and support.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Second, if estimating was necessary, Jennifer could have used statistical estimating rather than taking all of the low numbers.   Statistical estimating provides effective, balanced estimating that project more realistic numbers.   The company president was meeting to obtain loan financing.   If the actual numbers turned out to be far different than the numbers that Jennifer projected, Travon Enterprises could face losing funding and the project could be dropped, highly affecting the business operations and future of the company.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Thirdly, Jennifer could have explained to the president her situation and decision to forecast the low estimates.   In doing this, the burden would then have transferred to the president to explain the low estimates, and the president could have Jennifer spend time working on more accurate estimates.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Finally, Jennifer could have taken from her personal time and worked longer hours in order to provide the most effective and accurate report.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   If I was in Jennifer’s shoes, I would have taken a combination of alternatives.   First, I would have sought help from my supervisor in completing the project on time.   Second, I would have used statistical estimating.   Finally, if necessary, I would have stayed the extra hour or so to make sure that my work was of top quality.

The Influential Power of Oprah Winfrey Essay -- essays research papers

How can one person, whom most people have never met, influence the lives of people in the world today in such positive ways? Oprah Winfrey has been able to persuade and inspire many people around the world today because she has simply believed in herself and the good of the people. Oprah once said, â€Å"Create the highest, grandest vision possible for your life because you become what you believe† (Lowe 170). The Oprah Winfrey Show, The Angel Network, and Oprah’s Book Club have been some of the most indoctrinating pieces of work by Oprah. Moreover, these creations have been the ultimate techniques Oprah has used to reach out to the people of the world. Oprah Winfrey, one of the most influential, dynamic, and powerful women of today’s society, has devoted her life’s works to influencing the people of the world. Millions of viewers tune in daily to be educated, entertained, or simply enlivened by Oprah as she visits them in the company of their own home. Oprah’s show has been so successful because of the ways in which she thinks and believes. Oprah said, â€Å"†¦ a good talk show will stimulate thought, present new ideas, and maybe give you a sense of hope where there wasn’t any-a feeling of encouragement, enlightenment; inspire you† (Lowe 151). The Oprah Winfrey Show has provided people with symmetrical, lucid, and comprehensive information on various topics. For example, money management and family finance issues were subjects for discussion during an episode on the show. Furthermore, shows need multidimensional aspects to keep the audience aroused, so a celebrity hour has energized the show. Such celebrities as Tom Cruise or Julia Roberts have been ostentatious guests of the hour. Moreover, the majority of viewers seemed really invigorated and motivated by Oprah with one particular topic of weight loss. For instance, society has battled with the issue of weight and Oprah’s own success with weight loss really encouraged her viewers to do the same. Here is one inspirational thought Oprah has stated â€Å"The bottom line is, you cannot lose weight until you make yourself enough of a priority to do the things you need to do to make it happen† (Winfrey). In conclusion, Oprah’s diversity on her talk show has empowered people through television by educating, entertaining, and inspiring. Oprah has continued to stick to her guns about keeping The Oprah Winfrey Show on higher... ...he Book Club have been the very reasons Oprah has become such a dominant reinforcement of character and morale in today’s society. Oprah has created several resources of communication in order to influence, inspire, educate, and strengthen others. Oprah’s own determination and perseverance has inspired her to give back to others. Oprah stated: Don’t complain about what you don’t have. Use what you’ve got. To do less than your best is a sin. Every single one of us has the power for greatness, because greatness is determined by service-to yourself and others (Lowe 167). All her works and creations have had one mission: the desire to improve the world and empower people. This simply stated mission has been the key to Oprah’s influential impact on people she has never met and in return, millions of people have remained loyal to her. Works Cited Lowe, Janet. Oprah Winfrey Speaks: Insight From The World’s Most Influential Voice. New   Ã‚  Ã‚  Ã‚  Ã‚  York: Wiley, 1998. Oprah.com Live Your Best Life. Ed. Harpo Productions, Incorporated. January 2005. Harpo   Ã‚  Ã‚  Ã‚  Ã‚  Productions Incorporated. 16 January 2005 Winfrey, Oprah. â€Å"Lose Weight with Oprah.† The Oprah Magazine   Ã‚  Ã‚  Ã‚  Ã‚  Feb. 2005: 109-114.

Media Violence and Aggression Essay

Recent cases of violent crime have led to the emergence of a new register of justification in the argument of the defense of criminals, namely the influence of media in the commission of such acts. One thinks, for example, the massacre taking place recently in the Arab countries (where revolutions is taking place), for which have been mentioned for example the influence of violent images broadcast or the ability to access, via Internet, providers of weapons. In this context of increasing power of public debate on the issue of responsibility of the media to violence in society, there exists the role that representations play violent actually on television and its effect on the sensitivity and behavior of the public. The answer to these  questions is clear-cut: there is a net effect of the impact of the spread of violent shows on the behavior of people especially the youth, the responsibility of television was suspected, no one today can no longer pretend to ignore it. Violence has b ecome a key major analysis of the functioning and the impact of media, from all media and techniques of mass dissemination of information (press, cinema, radio, television and telecommunications). The debate is often focused solely, specifically, on the issue of explicitly violent content, conveyed by the media and their effects. But to grasp the relationship between media and violence, it seems first necessary to examine also the very presence of violence in the content profile on the reasons for the presentation: in particular, the media- is the mirror of society and violence in the media is reflected in society. In addition, it is necessary to adopt a definition that is both more accurate and comprehensive of aggression: it defines an act by which a force is exerted to influence someone or do act against his will; it characterizes a relationship marked by the exercise of coercive power. Therefore, it seems necessary to look at a form of violence that is not directly physical, symbolic violence question the ability of the media, in them, to exercise this form of violence, regardless of the simple delivery of explicit violent content. The presence of violence in media have an emotional impact on young people, causing massive unpleasant emotions such as anxiety, fear, anger or disgust, and most of all: aggression. Even if they do not recognize it right away, they are going to recognize it when they are talking about it. But they have at their disposal three great ways to manage stress and prevent it from becoming a trauma: words, the scenarios inside and the symbolization of a mode emotional, sensory and motor. First, violence in media stimulates the senses into words. The children who have seen violent images while looking for a friend who has seen images do not contain scenes of violence turn away. In other words, what makes pleasure does not call for the setting direction while the violent images that cause unpleasant emotions, call for setting direction, although, of course, they increase the capacity to achieve. A second way to develop the emotional and interior violent images is in the scenarios and representations of action they depict. In the same way that violent images often push children to talk about neutral images, it often push them to imagine representations of  action (either they imagine themselves doing, or they imagine the heroes of the film does). These small indoor scenarios can be told by some children, but others need to go through the construction of material images (such as drawings, storyboards, photography and film) to get there. A third way to develop their emotions from violent images is in the non-verbal manifestations. Children confronted with images exhibit violent attitudes, facial expressions and gestures much more numerous than those who were facing neutral images. These events are consistent with the verbal discourse and did not differ either in intensity or quality, between children who speak more freely and those who speak less. For both reasons, we can say that these attitudes, these gestures and facial expressions are for the child, as well as language, and scenarios interiors, ways for them to hold emotions and states of the body caused by violent images. These events do not preclude a verbal construction of meaning, but the support and accompany of it. It is therefore essential, for it not only does not prevent but also it promotes. All of these processing activities involved in a work at a distance from both the image content and emotional states caused by them. But on this way, the fact that the images appear as constructions is something very important. More than one image is a construction, and easier it is for the child to initiate the work of transformation rather than it can have its own representation. In other words, the images are given as representations of reality constructed to promote transformation of psychic children, and an image can be more available to its personal mental constructions that it gives itself as a construction. On the contrary, those who present themselves as a pure reflection of that discourage them. The question of the impact of violent media content on the receptors forces us to try to understand the very meaning of the presence of violence in media. But beyond the issue of media violence is that of what it is to say. We leave here the most commonly raised questions on the subject and media violence, namely that of effects on viewers to violent media content. This is whether the publicized violence can lead to violent act. Exposure (sustainable) to such content can it cause harm? It appears that for the social sciences, the debate on the impact of individual scenes of violence is mediated, schematically, two competing theories: This idea is behind its fo rmulation in Aristotle. The portrayal of violence is therapeutic in that  it would help viewers to evacuate their negative emotions. The assumption is that the unpleasant emotions such as anger or frustration can accumulate to the point that the individual may have wanted to break free. However, this release could occur through an aggressive act real or watching someone else committing such an act. Publicized violence would play a role as a substitute for violence act. Conversely, looking at a model showing violence could help, according to some authors, the reproduction of this type of behavior, giving it a normal or breaking the inhibitions that may have existed prior in with its if the circumstances of everyday life reflect the situation in which publicized violent behavior occurred. Empirical investigations lead to conflicting results and it is difficult to decide the question of the impact on the individual. Perhaps, because the issue is in itself problematic, and is badly put. Media can be considered an agent of socialization. Thus, two types of conclusions can be drawn. First, the media is an agent of socialization among many others; it is difficult to assess its role in the assimilation of social norms and values ​​regardless of the role played by other agents of socialization. Second, the current inter actionist has shown that socialization cannot be equated to a phenomenon of inculcation of contextualized: Further characteristics of the message media coverage, are the characteristics of the individual and those of the social environment and the mobilization situation of the media that must be taken into account. In the end, all social scientists agree on the idea that media violence does not have a uniform effect on everyone, so the potential impact of media violence cannot be seen as a direct or systematic, it remains almost impossible to provide an absolute answer to this problem. It is therefore necessary to make a more productive crop and the subject, to illuminate the links between violence and media interest in the reasons for the presence of violence in the media. The media coverage of violence as an expression and distribution problems of social organization: access to the public as a political lever. Turning first to the violence present is shown in the idea of ​​information (newspapers or specialized newspapers or radio broadcast), it appears that there is an increase in media coverage of violent events, over-represented. More precisely, for some authors, such information relating to severe weather would be a privileged means of access by the media to different parts of social reality. The question of life in a  country was overwhelmingly introduced in the media through riots, crimes or armed interventions that could take place there. In order to understand this phenomenon there is television reading keys that should be taken into consi deration. Thus, television would develop a special interest in the extraordinary, the sensational, the phenomena with high potential for dramatization, both to attract the attention of the spectators, but also for reasons of competition with other chains that grows in search of the scoop, the event is even more exciting and impressive (that attracts and captures the attention). Therefore, two types of conclusions can be drawn, in part contradictory. First, the overrepresentation of violence does not mean an actual increase and the same amount of aggression in society, but simply a focusing of attention on the violence, which has more to do with social representations. A circular phenomenon can then be highlighted. If we mediate much violence is that it is a fundamental concern of society, and talking about it as impressive (in the photographic sense) social representations, is to strengthen the attention given to the heightened violence. It can be shown that this idea, rather than the existence of (hyper) violent, that of a society of fear, a hyper security; obsessed by violence as it has never been so low (at least physically, the violent crime statistics prove it), it places a disproportionate contributor to the fact that social actors see violence everywhere, and obtain confirmation of their assumptions about the violence of the society in which they live, and legitimize the pervasiveness of violence in the media. The idea of ​​mirror of society refer to the media must be seriously questioned: this mirror is largely distorted and it is more a reflection of social representations that the idea itself it offers. But on the other hand, the phenomenon of over-representation of media violence can have adverse effects on reality: media coverage of violence could lead to increased violence, but this time not for reasons of mimicry. Public opinion and the ability to convert ideas is a powerful political leve r, yet the media, especially television, is a powerful way to access it. But the media is particularly a fond of violence, it is necessary to get their attention, produce events that fit their expectations or spectacular events, such as violent. Due to the structural functioning of the media, social violence would become a means of privileged access to the media, an effective way to draw attention  to problems of social organization, disseminate beliefs †¦ etc†¦ Furthermore, the relationship between media violence and so does not limit these potential effects in reality is tied to a less visible. By forcing social actors, if they want their problems and expectations are mediated, to adopt the necessary categories of perception of the television people, how the media led to a form of symbolic violence. There is indeed a violence symbolic level, forced to abandon their ways of understanding reality to adopt one of the owners of media power and internalize these as legitimate, if one wants to be heard. It is this form of violence, either in the media that we will now concern ourselves specifically. We cannot first reduce the question of violence in media content to simple questions about explicitly violent content (images of murder, incitement to discourse of racial hatred etc†¦). Another form of violence must be addressed, symbolic violence caused by the information control and social representation by certain social actors, which would be dependent on others. Assumption that the order of importance attributed by the media to disseminate information that is reflected in the level of attention the public gives to the same information. The media would have the effect of imposing the favorite themes of collective attention, thus contributing directly to the formation of public opinion. The media is able to impose the public focus their attention on topics chosen by them. This is what we saw in the first part with the imposition of violent themes, but beyond the topics themselves (content) it is possible to impose collective attention, as a form of symbolic violence, which concerns us here. Comparing the conceptions of social reality in strong and weak consumer television, highlighting the fact that high consumers of television have a conception of social reality is closer to the recurrent and stereotyped patterns found in the content television messages, yet these messages provide a distorted. The cultural and cognitive impacts: implications in terms of social recognition and self-esteem if it is not (or â€Å"bad†) represented in the media. But major problem of these theories: the failure to take into account the context of everyday life in which occurs the reception of the media, that it neglects the question of the social uses of media. Here we must also address more precisely the different uses of specific media beyond the single frequency of use. However, one can argue for a symbolic violence which is exercised in society simply because of the  existence of unequal access to the various media. To this should be added that this violence can be exercised even better than enjoy a variety of media credibility, prestige of a different (less prestigious television films, television news less valued and informative issued by the press written †¦ etc.). This is the social representations that must be mobilized in terms of symbolic domination. Dissemination of information through the media has the effect of strengthening the social and cultural inequalities that already exist within the population. To the extent that this hypothesis is verified by empirical research, this research calls into question the educational potential of some media, especially TV. A symbolic violence exerted against the relatively more disadvantaged populations, invisible, and unrelated to the level of violence broadcast content or any desire to use of coercion against a targeted audience. In conclusion, it is essential to recognize that the â€Å"reality† is not a single aspect, or even two, but three inseparable. There was first the real world objective, then the images of growing technologies that we give and obey their own rules, and finally the personal representations everyone gives it. And the problem is that we are all constantly threatened and confused with each other †¦ In order to solve this issue, we should not only take into account the risk of confuse the material images with reality, but also to confuse the images everyone sees it with those shows – because everyone makes an image as personal images they see – and even the images that everyone carries within itself with reality. The freedom from the images through the triple learning: distinguishing any moment between reality, image material and the inner image that we form. Reference List Barbara, K. (2001) The social psychology of aggression. Social psychology. New York, NY, US: Psychology Press. (2001). Lennings, H. (2011).The effect of auditory verses visual violent media exposure on aggressive behavior: The role of song lyrics, video clips and musical tone. Journal of Experimental Social Psychology. ScienceDirect. Volume 47, Issue 4, July 2011, pages 794-799. Krahe, B. (2010). Longitudinal effects of media violence on aggression and empathy among German adolescents. Journal of Applied Developmental Psychology. Volume 31, Issue 5, October 2010, pages 401-409. Hamerton-Kelly, R. (2008). A Theory of Religion and violence. http://www.hamerton-kelly.com/talks/Theory_of_Religion_and_Violence.html. Accessed on January 21, 2012.

First World War Causes Essay

What were the causes and consequences of the First World War? There were several reasons that led to WWI; the European nations were growing more powerful and the arm forces as well. Another cause was the alliance system which cause conflict between several countries because there were treaties and agreements in which not every country agreed with. Imperialism also took a great part of the war, many countries wanted to colonize other countries such as Africa, South America, the pacific, and Asia. Almost all of the countries had a great military power and as all of them were fighting for the same reason, the war was inevitable. Many rivalries emerged among these countries. One of the most important causes of the war was the assassination Austro- Hungarian Archduke Franz Ferdinand. The archduke was killed by a Serbian and his death was seen as a threat to the Austria-Hungary multinational empire. This event turned into a declaration of war. Due to the alliance, the European Nation got involve in the conflict and it resulted in a world war. Russia was defending Serbia and surrounded Germany and Austria-Hungary (who were allied) with their troops. Germany was already planning to invade Russia by using the Schlieffen Plan which was supposed to prevent war, but the plan fail. The First World War had as many consequences as causes. the end of the great war was marked by the creation of the League of Nation which consisted of peacekeeping so this horrible events would not happened again and to have a collective security. Unfortunately the United States did not join the treaty and this weakened the treaty. The WWI ended with the signing of the Treaty of Versaille which stated that Germany was the only responsible for the war that occurred and they demanded that Germany was to pay the reparations. This treaty also established the changing of the borders in Europe. One of the mayor consequences of the war was the great depression it left. The war left many countries without money, which meant there were no jobs, no money to export or import.

8 Steps to Creating a Great Nursing Resume

8 Steps to Creating a Great Nursing Resume You’ve finished your course load and you’re ready to join the work force in your new career. Or, maybe   you’re looking to switch hospitals or positions. No matter what the reason for a job hunt in the nursing field, you need the  best resume tips to help you write a quality resume that will net you an interview. Here are 8 tips to ensure success.Make it short, sweet, and to the pointDon’t make the hiring manager wade through tons of dense language. Just make it catchy and succinct. Think one page for entry-level nurses and 2-3 for veteran nurses, depending on your amount of experience.Go for the big pictureInstead of including the â€Å"Job Objectives† section at the top, why not consider a â€Å"Career Profile† instead? Talk about your professional nursing career to date and where you’re looking to steer it to give hiring managers the best idea of why they should take you on.Go SEOUse keywords, just as you would when trying to in crease traffic to a webpage. HR departments frequently search through resume databases hunting for keywords. â€Å"Registered Nurse† or â€Å"RN† and â€Å"staff nurse† are a good start.Get GeekySimply writing â€Å"Computer savvy† just won’t cut it anymore. Describe your particular computer skills by name. And be sure to include any electronic medical records systems (EMR) that you’re familiar with, plus any medical-related software (and the usual office programs).Squeeze from the bottom upPresent your work history in reverse chronological order, from the most recent down to the earliest job.Glitz it upIf you have any professional achievements to boast of (speaking engagements, articles published, awards, positions in any organizations or societies), it’s great to include a section highlighting those achievements. You never know, it could make all the difference.Label itMake it easy for you to find your resume file, and for your empl oyer to find it also. Save it clearly with your surname first, then your first name or initials, and the date of submission.Proof itThis is a no-brainer. When you’re all finished, make sure to go over it with a fine-toothed comb looking for formatting, punctuation, spelling, and style errors. Then do this several times more. Errors on a resume are like a black mark. If possible, have a friend look it over, as well, with fresh eyes. And don’t use any crazy fonts. Standard fonts in a standard size (12 pt) will do.

How To Make An Infographic In 7 Easy Steps

How To Make An Infographic In 7 Easy Steps Infographics are 30 times more likely to be read than a purely textual article. Love them or hate them, they are a rising content type for reaching your audience. Infographics are also the highest shared content type and therefore, one of the best and quickest ways to communicate data to your audience. As a designer who loves numbers, I personally fall into the ‘love’ category with infographics, but I realize that not everyone has been taught how to make this popular content type. While infographics are easy to digest, they’re not necessarily easy to create, so I hope to enlighten you in how to make an infographic in 7 easy steps from research all the way to publishing. Alright, lets do this! #Infographics are 30 times more likely to be read than a purely textual article. via @ashtonwirrenga 1. Find A Topic Before beginning any project, we must begin with two questions: ‘What?' and ‘Why?' We should know exactly what the goal of each project is, and exactly why it’s important. If you skip these two questions, two outcomes are bound to happen. Either you'll start working and get lost somewhere in the middle of the project, or you’ll create something awesome that has no purpose, which is quite sad. Personally, I’d rather make something awesome AND have it reach a goal. Then it's a win-win for everyone! In order to do that, every great infographic must begin with a good topic. Ask Yourself: What are people asking about? What problem does my audience have? What current ideas could be better explored and communicated? For example, at , we noticed that everyone was asking, "What's the best time to post on social media?" and so we turned that very question into a blog post and then an  infographic. Use the three questions above to  help you narrow in on a topic that will engage your audience and guide you through the creation process. Want to know how to make an infographic from a post you've already written? Skip to step #3 Pro Tip: Create a survey or engage with your audience on social media to see what problems you could solve with your infographic. 2. Do Your Research Now that you have a stellar topic, it’s time to do  research. This step might take some time, but it’s absolutely critical so embrace it and dig in. Find absolutely everything you can around that concept by beginning with the large resources, and then move onto the small bits and pieces that may be hiding. Again, don't be scared to invest significant time into this stage. Research is the very core of an infographic, so it's worth it in the long run. Research is the very core of an #infographic, so it's worth it in the long run. #contentmarketingGet Perspective Search for similar counterparts and find out why your topic is essential to what you’re trying to prove. Then, explore the ideas that completely oppose it. This will give you a wholesome perspective, and might even surprise or counter your initial idea. Let the data shape your topic and adjust when necessary. Remember, infographics are first and foremost research; however, boring data designed nicely  will still end up as a boring infographic. While it might seem tedious, take the time to find interesting data so you can set yourself up for one heck of an infographic.

Quotation Essay Example | Topics and Well Written Essays - 500 words

Quotation - Essay Example 260). The methodology to show how one can use the models for deriving an alternative measurement of a school’s performance with reference to the average difference between its actual and predicted outcomes for the five measures was shown by Toutkoushian & Curtis (2005). This derivation was made after accounting for the effects of socioeconomic factors on school performance Toutkoushian & Curtis (2005) suggested the utility of different models for measuring a school’s performance with reference to the measured average count of value addition done in the relevant five measures. This measurement was done considering the social and economic relevance of the school’s performance. The process of measuring and ranking according to the difference between the actual and the predicted outcome facilitates the more precise judgment about the comparative performance of the schools. This also gives an exact idea on the role of SES of communities in the result that the schools bring forth in terms of education. (Toutkoushian & Curtis , 2005, p. 260). Bennett (2002, p. 27) confirms that â€Å"integrated pluralism† and the allied situations would help the students to be adhered to their original social and historic values. However, on the other side this within itself becomes a platform for them to interact and learn about different backgrounds existing within the system. This in turn helps to learn to respect varied cultural and social backgrounds. Stein (1980) argued that institutions must ensure to include the science of education in the programs promoted by them. The service of a specialist in education would highly promote the concept of continuity in the leaning process among the employees. This also helps the institution to be aware of its own limitations in the learning procedure. Moran (1997, p. 106) confirmed that as the results of the evaluation would make substantial impact on the outside environment of the learning system, the efficacy

Reasons behind Britains decision to participate in World War I Essay

Reasons behind Britains decision to participate in World War I - Essay Example The news was a surprise because until then Britain had aptly deployed a diplomatic foreign policy, and had substantially refrained from wars and European predicaments (Turner, 1988, p.23). Britain was referred to as the possessor of â€Å"Splendid Isolation,† and, until 1900, it was not a part of any significant military convention with any other states (Woodward, 1967, p.3). The factors that provoked Britain to enter this war has been debated a lot lately and no single factor can be termed as the sole reason behind Britain’s decision to enter the war. This paper is an attempt to unveil those salient factors that pushed Britain to join the Great War. German connection: In early 1500s, Europe entered a modernized era, and nations developed a strategy of "Balance of powers" (Orakhelashvili, 2011, p.123). It was done to eradicate or prevent the evolution of any single state as supremely powerful. However, this equilibrium was drastically shaken due to the occurring of seve ral historically influencing incidents. These include the 16th century Hapsburg Crisis, which resulted in Thirty Years’ War that greatly affected Europe from Hungary to Spain and later broke Hapsburg Monarchy in smaller kingdoms (Kann, 1980, p.45). The period of 1792 to 1815 saw France became a domineering empire on the continent during the reign of Napoleon Bonaparte. The German Crisis further deteriorated the situation and let Germany gain assertive control all over the Europe, which nullified the strategy of Balance of Powers. Hence, as an outcome of this unsettling scenario, two regions substantially gained the status of separate unified powers namely Germany and Italy. Kaiser Wilhelm II transformed Germany into an aggressive state, and ignored the long followed foreign policy of a status quo. (Wintle, 2002, p.55) Germany wanted to become as strong at sea as Britain, and hence, instead of renewing its treaty with Russia, Germany collaborated with Austria. The fear of Berl in’s resentment compelled Russia and France, two significant neighbouring states located on eastern and western sides of Germany, to come together for an alliance. Thus, the power in Europe was divided into two influential groups Central and Entente, and each group shared equal military strength. In 1879, Germany and Austria-Hungary collated together under a treaty called the Dual Alliance and Italy joined in early 1900s, which converted it into Triple Alliance whereas France and Russia collated and formed Dual Entente in 1892 (Wintle, 2002, p.55). In the last decade of 19th century, Germany started to build its navy, which posed great threat to the world’s most influential and powerful maritime state, I-e Britain. Germany’s naval in-charge Admiral Von Tirpitz formulated a new policy in 1897 targeting Britain’s naval powers and decided to outnumber them on Home Waters by building High-Seas Fleet. The Austrian Ambassador in Berlin wrote: Germany’s a lready swiftly growing position as a world power into a dominating one. England is now regarded as the most dangerous enemy which, as long as Germany is not sufficiently armed at sea, must be treated with consideration in all ways (cited in: Afflerbach & Stevenson, 2012, p.116). Before the onset of 20th century, Britain and Germany shared friendly ties. However, this transformation of policy clearly projected the intentions of Germans and by 1907, British government realised that the most potential threat posed to its stability, and supremacy was from Germany. Hence, Britain had no other choice but to collaborate with rival nations Russia and France and the mutual alliance became Triple Entente. (Afflerbach & Steve