Symptoms And Symptoms Of Abnormal Psychology - 1527 Words

According to Cherry (2016), abnormal psychology is a branch within psychology that focuses on behaviour that is unusual and not deemed as normal within society. This branch of psychology is composed of a variety of disorders and their causes as well as possible management and/or treatment. With this in mind and within this assignment, I will discuss the causes of abnormal behaviour, discuss the causes and symptoms of mood disorder as well as discuss the background and importance of Sigmund Freud. Section One – The Causes of Abnormal Psychology With the above understanding of the branch that is abnormal psychology, it is important to look at the causes or reasons as to why unusual, that which is beyond the norm of what behaviour is†¦show more content†¦(Fincham et al, 2005: 317) Biological make-up and genetics could also play a part in causing an individual to display abnormal behaviour. It is believed that the disorders that are found within abnormal psychology are as a result of the genetic make-up of the individual, for example as a result of a brain defect. Although some disorders can be characterised by genetic defects, it is not possible that these defects can be pin pointed as the sole cause. (Fincham et al, 2005: 317) Attachment and security serve as further causes of abnormal psychology. As above, the attachment model of psychopathology also places emphasis on the relationship between the parent and child but, rather than focusing on the perceptions of the child, there is a focus on the characteristics of the actual relationship. It is believed that if a parent does not provide a feeling of security, trust and love then the child will develop a negative view and, thus, result in an inability to regulate emotions and feelings. As a result, the child will be at a greater risk of developing a disorder. (Fincham et al, 2005: 317) Distorted can be defined as selectively changing or not completely representing true reality. With this definition in mind, distorted thinking can most certainly be deemed as a cause of abnormal psychology. Thinking in a distorted manner can allow an individual to expect the worst and exasperate on negativity and pessimistic ways.Show MoreRelatedThe Effect Of Taking An Abnormal Psychology Class On Students1748 Words   |  7 Pagesnot really have any certain topic within abnormal psychology in mind. I thought the best approach was to start broad and look through articles and see if something stuck out to me as interesting or unique. By doing this method I located two very different articles on PSYCHinfo to examine. The first that I am going to be summarizing and talking about is an article that explained an experiment that was ran to test the effects of taking an abnormal psychology class on students. This experiment basicallyRead MoreThe Psychology Of Abnormal Psychology1580 Words   |  7 PagesBefore discussing the definition of abnormal psychology, it is first important to identify the real meaning of the word â€Å"Abnormal†. For laymen to be asked of the definition of the word Abnormal, it is common to encounter answers such as people and behaviors that is weird, strange and odd. These characterizations are not enough to fully describe the true and deeper meaning of the word Abnormal. It is important to consider characteristics in defining abnormal such as whether the behavior is causingRead MoreA Beautiful Mind, A Film Based On A True Story Of A Famous970 Words   |  4 PagesNash displays some of the classical schizophrenic symptoms. This essay will elaborate more on these symptoms. Furthermore, what could have been the etiology of his disorder? Did it cause him any distress? what treatment/s could be given to John in hopes of managing his Schizophrenia? All in all, this essay will try asses, diagnose, and answer these questions, as well as ma ny others. Symptoms and Diagnosis Previously stated, John displays many symptoms of schizophrenia. Before diagnosing John, whatRead MoreAbnormal And Clinical Psychology : Psychology908 Words   |  4 PagesAbnormal and clinical psychology are two branches in the field of psychological studies. In simple words, abnormal psychology can be defined as the study of people who engage in unusual behavior and emotional thoughts. These actions and thoughts are considered abnormal compared to those of other members of society, and they significantly interfere with their functioning in life. Clinical psychology goes hand in hand with abnormal psychology because it is the study that deals with the assessment andRead MorePsychology Is The Study Of Human Behavior1447 Words   |  6 PagesPsychology is the study of human behavior. It is a field that focuses on the human mind, which is a varied landscape of thought and thought processes. When considering the process of studying the field of psychology as a whole there are a gre at number of avenues to explore the mind. There are different types of psychology, both normal and abnormal as the overarching distinctions. There are also many disorders associated with abnormal behavior psychology such as schizophrenia, anxiety disordersRead MoreAbnormal Psychology Therapy1729 Words   |  7 PagesAbnormal Psychology and Therapy Paper (NAME HERE) PSY 300 July 2, 2010 Abnormal Psychology and Therapy Upon researching what the word psychology means many definitions may be found. However, once all those definitions have been deciphered you will find that psychology is the study of an individual’s mental and emotional state and thought processes. The intention of therapy within psychology is to diagnose, treat, and in time help individuals improve from whatever psychological infirmityRead MoreThe Myth of the Nervous Breakdown Essay1021 Words   |  5 Pagesmysterious affliction that has been a staple of American life for more than a century has been wiped out by the combined forces of psychology and pharmacology. The question remains however, why do people keep breaking down? The term nervous breakdown is inexact. Nervous breakdowns are no longer thought to be conditions of the nerves, but of the mind. It seems psychology, over the years, has separated the term nervous breakdown into more definite categories. Today, they seem more likely to beRead MoreAbnormal Psychology and Therapy: Physical Illnesses and Disorders1228 Words   |  5 PagesAbnormal Psychology and Therapy If you have an infection, you go to the doctor. There are many different treatments for any number of physical illnesses and disorders, but what if the illness or disorder is in your mind? For psychology to have any validity as a science, research must show there is a common way to think, react, and feel amongst humans; uniform mental processes. So far, research has shown that one can study the behaviors of a small group and compare them to a larger population;Read MorePsy Analysis Essay1414 Words   |  6 Pagesan inability to concentrate. These symptoms are causing problems for her at work, where she is an accountant. Resources: Appendix A, Fundamentals of Abnormal Psychology, and the Faces of Abnormal Psychology Interactive application at the McGraw Hill Higher Education Web site Write a 1,400- to 1,750-word paper analyzing Marla’s disorder. Address the following: Decide which disorder Marla may have using the information in the Faces of Abnormal Psychology Interactive Application at http://wwwRead MoreThe Perks Of Being A Wallflower1401 Words   |  6 PagesI chose to do my Abnormal Psychology paper over The Perks of Being a Wallflower. I heard about this movie a couple of years ago and I never had time to watch it until recently. I did have a difficult time diagnosing what disorder I thought the main character had, but it turned out to actually be a learning opportunity for myself. This assignment did give me the opportunity to watch the movie differently than I have examined a movie before. What I mean is, for this assignment, I had to examine in

Mutations Essy Free Essays

If these genes mutate, then one is considered as having a hereditary risk of breast and ovarian cancer. The BRCAI and BRCA2 mutation means that a woman has an increased risk of breast and/or ovarian cancer before menopause. Sometimes close family members were diagnosed with cancer at an early age also. We will write a custom essay sample on Mutations Essy or any similar topic only for you Order Now These harmful mutations also increase the risk of cervical, colon, uterine. stomach, melanoma and gallbladder cancer. There are no standard criteria for who should be tested for the BRCA gene mutation, but if you have family members who have had cancer, It is a deflnlte clue. If any of these family members were young; before menopause, it is a good idea to think about being testing for the ene. It would be a very good idea to ask the family member to test for the BRCA mutation, so that the rest of the family members would know ahead of time also. According the National Cancer Institute, the risk of having the mutation is higher if you are of Ashkenazlc Jewish descent. If this Is the case, pay attenuon to If a parent or sibling has been diagnosed with cancer. Also, find out if any grandparents, half- siblings, nieces or nephews had cancer. Pay special attention to relatives that are male, and whether the relative had cancer in both breasts (bilateral breast cancer,) nd a combination of two or more first or second degree relatives diagnosed with ovarian cancer, no matter what their age was when diagnosed. If you have been diagnosed with the BRCAI or BRCA2 gene mutation, you are really in need of support from family and friends. Some people turn to the national advocacy group called Bright Pink. This organization is specifically geared to young women at high risk of breast and ovarian cancer. Many young women are relieved to find out that they are not the only one suffering alone. Having a list of Advocacy groups is lifesaving because once you know; you understand what you must do. The protocol for women with the BRCA mutations is to do nothing until the age of 25 and after that begin a screening regimen between mammograms, ultrasound and a MRI every six months. At age 35 a woman is advised to consider a double mastectomy followed by a complete oophorectomy (removal of one or both ovaries) at age 40. The solution to the BRCAI and BRCA2 gene mutations is hard to do, but you can still live your life after having a mastectomy and an oophorectomy. Most women are done bearing and nursing their children by the time they are in their mid-30’s. Mothers then want to be round to raise their children, they want to be around to see their grandchildren born and they want to live their life with their mate. How to cite Mutations Essy, Papers

International Journal of Marketing Research - Myassignmenthelp.Com

Question: Discuss about the International Journal of Market Research. Answer: Introduction In this report, disruptive innovation is described suggestion taking from the given article. Disruptive innovation is a business administration that can create a new market eventually disrupting the existing market. Disrupting innovation mainly causes a quake in the technology-based industry and it can displace the market leading firms (Presbitero, Roxas Chadee, 2017). In this study, innovator's dilemma is explained and its description is aligned with big firm's failure. In the latter part of the report, the reason behind Kodak's failure will be delineated. In the final section, Toshiba is selected to present an argument that it may fail in near future if it continues to things in the same way. Explaining Innovators Dilemma The concept of Innovators Dilemma first came into existence by Clayton Christensen, who was a businessman and Harvard Professor. When businessmen or entrepreneurs invent a service or product, first they try to penetrate the new market to convince people to buy their products. In this stage, the entrepreneurs do anything to get noticed by the consumers. After a time, the inventions become mainstreams and profits become predictable. As stated by Christensen, Raynor McDonald, (2015), after a while, new disruptive service or products start to show up in the industry or the mainstreams products and service may go out of business drastically. The dilemma occurs when the mainstream companies try to compete with the disruptive innovators, the existing company that dominated the market once, cannibalises own business. The existing mainstream company has to observe its fat profits dwindle and get eaten away from another entrepreneur in the same field. It sounds like an easy decision when stat ed simply; however, it's very hard to justify cannibalising own business to board and for investors. It's also sometimes hard for managers and companies without an outside perspective to realise when they are being disrupted. According to Guttentag (2015), a disruptive product is cheaper and not as good; however good enough to replace existing product on the low-end. For instance, Netflix was slower and not necessarily there when the people wanted it. Interestingly, Netflix has done an unbelievable job avoiding disruption of its own business model by on-demand video. As a result, it has become one of the leaders in the on-demand movie and TV show market defeating Blockbuster. Explaining why big firms fail from the perspective of Innovators Dilemma Majority of large companies listen to only on the customers at first and they focus only on the bottom lines. The majority of the large customer-based do not want to have crappy new technologies of the new entrepreneurs. In the initial stage, most of the disruptive technologies have worst margins than the large companies. The large firms think that the new market is not attractive at all and they do not devote their resources to improve the technologies of future. The big firms do not nurture the potential technologies for the new customer base. As stated by King Baatartogtokh (2015), new start-ups continue with their works in their innovation and they amaze the customers with their expertise. As opined by Osiyevskyy Dewald (2015), successful companies are successful because they evolve to serve the needs of their best customers and to ignore or de-prioritise other customer segments. These "underserved" customers need solutions and often new companies enter the market to serve them.At first, new entrepreneurs are ignored by the large organisations because their new solutions are taken as poor quality relatively more featured products or services they offer to the customers. But over time the new companies' solutions get better, they creep upmarket and begin to take customers away from the incumbents and they get disrupted. New technologies are now synonymous with disruptive innovation. The big firms need to see the future that withdrawing its nature to focus only on customer-focused, short-sighted goal and bottom-line. Big firms miss the discussion with venture capitalist and top-tier scientific researchers for gathering new trend in the market. Big firms cannot take the risk whether disruptive innovation will be dominant in near future and the transition towards the disruptive innovation can be a loss of revenue and reduced profits also (Presbitero, Roxas Chadee, 2017). Therefore, successful companies are supposed to do end up leading to their own failure. Explaining why did Kodak fail, what did they do right and what did they do wrong The Innovator's Dilemma deals with the fact that an established company, doing what it is supposed to be doing, better serving its highest revenue and highest margin customers (Lyver Lu, 2018). It sets itself up for getting its market dominated by new entrants. Kodak had more than 145,000 employees and it had the market share of 90%. Today, Kodak is insolvent and it has been selling its assets to survive in the market. Kodak failed to understand the transition of the market and it did not embrace the new technologies that can redefine the market. Disruptive technologies come to industry with new and innovative performance attributes; Kodak at first did not provide value to the innovation. With the advancement of the time, performance attributes of the photography technology improved and they invaded the established market of Kodak. Kodak sold the reel cameras and they could not understand the shift from analog to the digital market. Kodak observed that in the initial stage, the digi tal cameras were poor qualities and they had the capability to store only a few images with low battery life. However, the digital camera and mobile camera took the market from Kodak. Today, all the digital products are making a wave in the market and digital cameras erase the use of film use (Hjalager, 2014). Kodak failed to understand that the digital photography is the new future. Sony first brought the electronic camera and Kodak could not understand the potential capability of it. Kodak analysed various factors of digital photography, equipment costs, image quality, print costs, interpretability of components and camera display. Kodak management thought the digital photography is not threatening for them. Kodak also made labs for the mega-pixel camera to support the digital technology (Nunan, 2017). Kodak decided to remain in chemical, paper and photo film camera business. Selecting Toshiba as chosen firm, presenting an argument that it may fail in the next 10 years if it continues to do things in the same way Toshiba was established in the year 1875 and is a global conglomerate. It manufactures electronics products, computer hardware and electronic equipment. It has it headquarter in Minato, Japan. Revenue of the company was 5.66 trillion and the company is in substantial doubt that whether they would be able to survive in the industry as the loss of the company may touch $ 9 billion in March 2018 (Money.cnn.com, 2018). Toshiba employs more than 190,000 employees around the globe and its collapse will be too significant for Japan. Toshiba confirmed in the year 2016 that they would stop making laptops and personal computers for the consumers. The company may sell the computers and laptops to the USA and in Europe, not in the home country Japan. Toshiba stopped making consumers' laptops and they decided to make business laptops only for Europe and the USA based business. Toshiba opted for B2B sales, initially Toshiba focused on thin notebook and convertible laptop with tablets. Toshiba pred icted major growth in this sector and the management thought that it would be a great move for the business to survive in the market (Tjiptono Andrianombonana, 2016). Toshiba was exploring the deal with vendors, meanwhile, the company is in Billions debt. Toshiba was trying to raise money as it witnessed the huge loss of the business. Toshiba sold its medical equipment making unit in the year 2015 and they focused on memory chips and nuclear power plants (Money.cnn.com, 2018). In a previous time, the users like to use Windows or Apple based varieties of desktop-based products. In recent time, the people like to use web-based or iPad devices that are low-cost products and the extra feature is portability. These types of products give the advantage of taking a picture, handheld, interactive educational games and easy to set up. Toshiba did not look on this side as they were busy to expand the business in another sector as Toshiba believed in sustaining innovation where they tried to improve the established innovation (Money.cnn.com, 2018). Toshiba at first failed to understand the consumers' preferences and they continued to make PCs and laptops. When they tried to shift the business, they plunged into a massive loss. Even, in the year, 2016, they confessed to falsifying the profit of the company where the problem was in utter deep. Toshiba needs to solve the matter to survive even after 10 years later in consumers' electronic goods industry and they can tak e the hybrid innovation strategy where they include both new and old technologies in full form. They can target the existing customers and they can use their pre-existing technology to provide delight with the customers. Conclusion It has been observed that not all ideas in the business are disruptive, the entrepreneurs need to find the gap' in the market to pursue the disruptive innovation. It has been also watched that some big changes aren't disruptive, and some disruptive changes are not considered radical advances.Kodak thought that digital photography a low-end disruption, that is providing a worse product at a lower price point for people already in the market but over-served by incumbents, or "new market disruption" where a product competes with non-consumption. In order to survive in the market, companies need to analyse the disruptive innovation and it's important to distinguish between sustaining and disruptive innovation, which makes it more evident why it is difficult for incumbent companies to be disruptive. Reference List Christensen, C. M., Raynor, M. E., McDonald, R. (2015). What is a disruptive innovation? Harvard Business Review,93(12), 44-53. Guttentag, D. (2015). Airbnb: disruptive innovation and the rise of an informal tourism accommodation sector.Current issues in Tourism,18(12), 1192-1217. Hjalager, A. M. (2014). Disruptive and sustaining innovation: the case of rural tourism. Research on Innovation in Tourism Industries, Cheltenham: Edward Elgar, 56-83. King, A. A., Baatartogtokh, B. (2015). How useful is the theory of disruptive innovation?.MIT Sloan Management Review,57(1), 77. Lyver, M. J., Lu, T. J. (2018). Sustaining Innovation Performance in SMEs: Exploring the Roles of Strategic Entrepreneurship and IT Capabilities.Sustainability,10(2), 442. Nunan, D. (2017). Reflections on the future of the market research industry: is market research having its Kodak moment?.International Journal of Market Research,59(5), 553-555. Osiyevskyy, O., Dewald, J. (2015). Explorative versus exploitative business model change: the cognitive antecedents of firm?level responses to disruptive innovation.Strategic Entrepreneurship Journal,9(1), 58-78. Pham, S. (2018). Toshiba: Too big to fail?. CNNMoney. Retrieved 22 February 2018, from https://money.cnn.com/2017/04/14/investing/toshiba-nuclear-financial-crisis-future/index.html Presbitero, A., Roxas, B., Chadee, D. (2017). Sustaining innovation of information technology service providers: Focus on the role of organisational collectivism.International Journal of Physical Distribution Logistics Management,47(2/3), 156-174. Tjiptono, F., Andrianombonana, H. T. R. (2016). Examining brand origin recognition accuracy in Indonesia.Asia Pacific Journal of Marketing and Logistics,28(5), 878-897.

The Civil Strife And Chaos That Had Torn Russia Limb From Limb In The

The civil strife and chaos that had torn Russia limb from limb in the early 20th Century, although brutally devastating, did not hail the end of the stability and power that had characterized the massive country for so much of history. The continuing strength of what was now the Soviet Union lay in the newly formed support structure provided by Socialist Realism, a force that directed the awareness of, and the arts produced by, the Soviet people. The ideals of Socialist Realism deified Lenin and Marx, attributed the Bolshevik ranks with heroism undaunted by overwhelming opposition, and directed the proletariat towards a better future through reconstruction and industrialization of the state. Socialist Realism was essentially a Party tool that, combined with the Bolshevik ideals of collectivization and unity, would transform the people into a formidable, indestructible mass force. Socialist Realism's central code of conduct was, in Stalin's words, to above all portray life truthfully. Any form of art that depicted Bolshevik life was to do so in a realistic and accurate manner, on its way to socialism; that will be socialist art, that will be Socialist Realism. (Lincoln 333) This was the paradigm that all Soviet art was to be modeled after; implemented in 1934, the formula of Socialist Realism would heavily influence artistic life in the Soviet Union until the 1960s. The rise of Socialist Realism was rapid and dramatic. It dampened Europe's excitement over Russia's post-schism, secular art by redirecting art inward towards the Soviet people and forcing form and function upon it rather than abiding by the ideal of art for art's sake. Once again, the ancient religious ideals of Orthodox Russia were shunned, and the Party replaced God at the forefront of Soviet life. The Party mimicked Socialist Realism as a model for the people, who were expected to take the example of their heroic yet humble forefathers and arise from the masses to submit themselves to the principles of Lenin, then confidently lead their comrades forward to a bright Bolshevik future where both nature and human opposition would bow to the power of the Soviets. Although the Soviet Union was markedly secular, it adopted Orthodox Russia's replacement of the individual with the collective. Many artists collaborated on gigantic pieces that depicted the immense size and grandeur of their unified country. Overwhelming all other artistic principles, Socialist Realism became synonymous with the state. It modified the past and the future by making both conform to reality and to Lenin's timeless ideals. Most importantly, it portrayed the Soviet Union's future as being filled with an unequaled prosperity that would forever shame capitalism and its proponents. However, much of the reality that Socialist Realism depicted existed solely in the minds of the Soviet people. Socialist Realism portrayed life only as the Bolsheviks wanted it seen, and in many ways created an idealistic world of fantasy that overlooked massive failures (Lincoln 335) such as the death and suffering that continued to prosper in labor camps throughout the country. Socialist Realism was Stalin's aesthetic cover-up of the horrid, truly real Soviet reality, and if an artist intentionally or accidentally ventured too far behind the scenes in his work, official confession and apology to the state did not always prevent him from being sent to one of many labor camps. Socialist Realism was largely effective in indoctrinating simple-minded men and women with Bolshevik ideals. Nowhere else was this practice more effective than in Soviet literature, which was directed towards the unsophisticated, newly literate masses rather than the intellectual elite. Much of this literature focused on the Russian Civil War and the immortalized heroes that were crucial to socialism's victory. It was meant to instill the proletariat with a nationalistic pride that would direct its minds and hearts towards the interests of the state. Because of their overwhelming prominence, the influences of Socialist Realism were nearly impossible to escape. One of the most paradigmatic, and also one of the first Soviet heroes was Vasilii Chapaev, a Red soldier killed in the Civil War and elevated to the status of legend through the efforts of Socialist Realism. The author Dmitrii Furmanov wrote a novel depicting Chapaev's exploits, which was made into a screenplay in 1934 and became one of the

Postcolonial Literature Essay Example

Postcolonial Literature Essay Example Postcolonial Literature Essay Postcolonial Literature Essay Postcolonial literature 1. What is postcolonial literature? Postcolonial literature, a category devised to replace and expand upon what was once called Commonwealth Literature. As a label, it thus covers a very wide range of writings from countries that were once colonies or dependencies of the European powers. There has been much debate about the scope of the term: should predominantly white ex-colonies like Ireland, Canada, and Australia be included? why are the United States exempted both from the accepted list of former colonies and rom the category of colonizing powers? In practice, the term is applied most often to writings from Africa, the Indian sub-continent the Caribbean, and other regions whose histories during the 20th century are marked by colonialism, anti-colonial movements, and subsequent transitions to post-Independence society. Critical attention to this large body of work in academic contexts is often influenced by a distinct school of postcolonial theory which developed in the 1980s and 1990s, under the influence of Edward W. Saids landmark study Orientalism (1978). Postcolonial heory considers vexed cultural-political questions of national and ethnic identity, otherness, race, imperialism, and language, during and after the colonial periods. It draws upon post-structuralist theories such as those of deconstruction in order to unravel the complex relations between imperial centre and colonial periphery, often in ways that have been criticized for being excessively abstruse. Xxxxxxxxxxxxxxxxxxx In a broad sense, postcolonial literature is writing which has been affected by the imperial process from the moment of colonization to the present day (Ashcroft et al, ). In Indias case, this includes novels, poetry,and drama which were written both during and after the British Raj or Reign, which came to a formal conclusion with Indian Independence in August 1947. Although writing from India and other formerly colonized countries such as Nigeria, Jamaica, Pakistan, and Singapore has distinctive features, postcolonial literature shares some significant concerns and characteristics. Concerns Reclaiming spaces and places. Colonialism was, above all, a means of claiming and exploiting foreign lands, resources, and people. Enslavement, indentured labor, and migration forced many indigenous populations to move from the places that they consideredhome. Postcolonial literature attempts to counteract their resulting alienation from their surroundings by restoring a connection between indigenous people and places through description, narration, and dramatization 2) Asserting cultural integrity During colonization, the indigenous cultures of those countries subjected to foreign rule were otten sidelined, suppressed, and openly denigrated in tavor ot elevating he social and cultural preferences and conventions of the colonizers. In response, much postcolonial literature seeks to assert the richness and validity of indigenous cultures in an effort to restore pride in practices and traditions thatwere systematically degraded under colonialism. 3) Revising history Colonizers often depicted their colonial subjects as existing outside of history in unchanging, timeless societies, unable to progress or develop without their in tervention and assistance. In this way, they Justified their actions, including violence gainst those who resisted colonial rule. Revising history to tell things from the perspective of those colonized is thus a major preoccupation of postcolonial writing . Characteristics Resistant descriptions Postcolonial writers use detailed descriptions of indigenous people, places, and practices to counteract or resist the stereotypes, inaccuracies, and generalizations which the colonizers circulated in educational, legal, political, and social texts and settings. 2) Appropriation of the colonizers language Although many colonized countries are home to multiple indigenous languages -in India, for example, more than 12 languages exist alongside English many postcolonial writers choose to write in the colonizers tongue. However, authors such as Arundhati Roy deliberately play with English, remolding it to reflect the rhythms and syntax of indigenous languages, and inventing new words and styles to demonstrate mastery of a language that was, in a sense, forced upon them. 3) Reworking colonial art-forms Similarly, authors such as Arundhati Roy rework European art-forms like the novel to reflect indigenous modes of invention and creation. They reshape imported co Ionial rt-forms to incorporate the style, structure, and themes of indigenous modes of creative expression, such as oral poetry and dramatic performances. 2. How do you understand the term: to docolonize the mind? In my opinion this concept is related toa Postcolonial frame of reference. The idea of decolonizing the mind is one where an individual seeks to construct a reality outside of the Colonial element that has been constructed for them. The idea of decolonizing the mind relates to the individual experience of a social or political reality. In this concept, here are certain elements of cultural capital that go along with Colonization that directly impac ts the individual. What is considered right, Just, tair, beautitul, acceptable, and normative are all challenged when one seeks to decolonize the mind and envision a Postcolonial world. This becomes one of the fundamental issues behind postcolonial literature, namely how does an individual define their own existence beyond a colonial one that has sought to define them for so long. Essentially, in the decolonization of mind one has to define themselves, a process that is challenged when one has been defined. This shifting from object to subject becomes one of the primary focal points of decolonization of the mind. 3. What is diaspora in postcolonial context? A diaspora is a scattered population with a common origin in a smaller geographic area. The word can also refer to the movement of the population from its original homeland. [2][3] The word has come to refer particularly to historical mass dispersions of an involuntary nature, such as the expulsion of Jews from Europe, the African Trans-Atlantic slave trade, the southern Chinese during the coolie slave trade, r the century-long exile of the Messenians under Spartan rule. 3] Recently, scholars have distinguished between different kinds of diaspora, based on its causes such as imperialism, trade or labor migrations, or by the kind of social coherence within the diaspora community and its ties to the ancestral lands. Some diaspora communities maintain strong political ties with their homeland. Other qualities that may be typical of man y diasporas are thoughts of return, relationships with other communities in the diaspora, and lack of full assimilation into the host country. ] The word diaspora derives from a Greek word that means scattering or dispersion, and from that original sense is derived another meaning which encompasses human migration and movement away from a perceived homeland. In this sense, human history has witnessed various kinds of diaspora at different points of time, some willing, as in the case of those migrating in the search of better employment, a better life, and some involuntary under the pressures of political or social persecution or as a result of natural catastrophe or of imperialisms.

5 Cases of Premature Reference

5 Cases of Premature Reference 5 Cases of Premature Reference 5 Cases of Premature Reference By Mark Nichol Writers occasionally fall into the trap of inserting too much information between a verb and its object, or introducing a pronoun before the noun it refers to has appeared in effect, alluding to the point of the sentence before specifying it. This syntactical structure isn’t wrong, but it can be annoying. Take care to use the following constructions in moderation, if at all. 1. â€Å"I have decided and I thank you all for your input about the subject that the policy will go into effect immediately.† Interjecting a long parenthetical digression between a verb and the predicate is the least irritating variety of premature reference at least the writer made it to the verb before veering off but it might be better to express the basic statement and then tack on the additional information: â€Å"I have decided that the policy will go into effect immediately. I thank you all for your input about the subject.† (Or start with the parenthetical and continue with the basic statement: â€Å"I thank you all for your input about the policy. I have decided that it will go into effect immediately.†) 2. â€Å"The question is of whether and, if so, to what extent the phenomenon has an impact on climate.† This sentence also interrupts the basic statement with an additional dimension that, in this case, itself is subjected to an interjection. Again, the parenthesis might better follow the fundamental element: â€Å"The question is of whether the phenomenon has an impact on climate, and, if so, the extent of that impact.† 3. â€Å"Whether you appreciate them or not, the devices serve a practical purpose.† When you name something and then refer to it by a pronoun, it’s best to do so in that order: â€Å"Whether you appreciate the devices or not, they serve a practical purpose.† 4. â€Å"These earthquakes, as do most, occurred on faults near boundaries between two tectonic plates.† This type of interruption is also distracting, and it can be solved in the same way as the first two examples: â€Å"These earthquakes occurred on faults near boundaries between two tectonic plates, as do most temblors.† Alternatively, even a slight simplification in wording reduces the distraction: â€Å"These earthquakes, like most, occurred on faults near boundaries between two tectonic plates.† 5. â€Å"The senator, as have many others, brought up the contradiction between the two laws.† The â€Å"as have† interjection can be moved just like the â€Å"as do† parenthesis above: â€Å"The senator brought up the contradiction between the two laws, as have many of his colleagues.† Or, as before, the substitution of like for â€Å"as have† improves the sentence somewhat: â€Å"The senator, like many others, brought up the contradiction between the two laws.† 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:How to Punctuate References to Dates and TimesHomonyms, Homophones, Homographs and HeteronymsParticular vs. Specific

There are two topicschoose one of them Coursework

There are two topicschoose one of them - Coursework Example By allocating the costs by their using departments, departmental decision making is enhanced. The marketing department cannot be held accountable for the wastage or spoilage incurred by the grinding department. The department generating high production levels is not affected by another department’s operating activities. Applying the traditional cost alternative, the costs of all the departments are lumped into one cost account (Debarshi, 2011, p. 178). Consequently, the department producing the avoidable production wastes and spoilage can be erroneously made to explain one’s wasteful production process charge. This is because the total expenses and costs of all the departments are evenly divided among all the wasteful and not wasteful departments. Further, allocating the costs by departments will allow the implementation of favorable cost center-based strategies. Under the strategy, each department is responsible for its own profit, expense, revenue, or other financial accounts (Kinney, 2012, p. 26). For example, the costs and operating expenses of the fast selling department are deducted from the revenues of the same fast selling branch or department. Likewise, the costs and operating expenses of the slow selling department are deducted from the revenues of the same slow selling branch or department. This way, management can determine whether each department performed financial better than the other departments. In terms of areas where judgment may be needed, the computation of the overhead allocation includes categorizing expenses according to direct costs and indirect costs (Mittal, 2010, p. 23). For example, wood, nails, and paint are classified as direct materials of the furniture manufacturing company because wood, nails, and paint form part of the completed chair. Direct labor cost includes amount paid to the individuals directly making the product. For example, the salary payment of the carpenter making the chair is direct

How successful is Rolex's current marketing strategy Research Paper

How successful is Rolex's current marketing strategy - Research Paper Example In order to reach the right target market, Rolex has made a drastic change in its marketing strategy by moving from traditional mediums such as Television Advertisements and advertisements in newspapers and magazines to celebrity endorsements such as Roger Federer and events sponsorships; both of these elements have created a new image in the market. As people are willing to invest in those brands that will enhance their relationship with their favorite personalities, Rolex has capitalized on this aspect. The primary research conducted among the college students revealed that they are willing to own Rolex brand as it helps them in developing an association with their favorite star. Hence, Rolex is doing aggressive marketing so that it can capture the attention of its target market, enhance its distinctive image worldwide and keep on making valuable contribution in the wristwatch industry. Introduction In luxury wristwatch industry, Rolex is the leading name, and it has become a statu s symbol worldwide. Since Rolex has been meeting the demands of its customers for so many years and has been given top ranking in the world’s best brands list, it is of great interest to know the secret of the success of Rolex. One of the important aspects of every brand is its marketing strategy because it gives it a sense of direction about the efforts that need to be done so that it can capture the attention of its target market and convey positive message to its customers (Key Note, 2011). Research Objectives and Questions The main research objectives of this study are: 1. To gather information about top brands of wristwatch industry. 2. To identify the marketing activities conducted by Rolex to attract the customers. 3. To evaluate the image held by the customers about Rolex brand. In order to understand the current marketing strategy employed by Rolex, following research questions will be addressed to achieve the objectives of the study: 1. Why is Rolex a successful bra nd? 2. What is the marketing strategy followed by Rolex to maintain its position in the market? 3. Why are the customers of Rolex satisfied with its wristwatches? Importance of the Study The study will help in understanding the importance of marketing strategy in creating a right positioning in the market. When the marketing strategies of top ranked brands are studied, an in-depth understanding about the relevant topic can be developed. Rolex’s current marketing strategy will assist in analyzing the success of Rolex in such a dynamic and competitive wristwatch industry. Limitations of the Study The scope of the research is limited as there are both time and resource constraints. The research is exploratory in nature and it is comprised of questionnaire-survey. The questionnaire has been designed in consensus with the previous work done by some authors as the questions are designed in accordance with the variables identified to be studied for the research purpose which is disc ussed in the Literature Review section. The availability of pure study of the subject was another constraint as the researcher is inexperienced and may lack certain skills which can affect the research paper. Literature Review Brief Introduction of Rolex Whenever a customer wears Rolex watch, it enhances the person’s personality which makes a statement that the person has a great taste of style and fashion (Gautschi, 2005). Since Rolex watches are designed exclusively for the upper class, only selected

Steven Spielberg movie review Essay Example for Free

Steven Spielberg movie review Essay Spielbergs latest epic, Saving Private Ryan, has shocked audiences around the world with his brutally realistic, down-to-earth World War II invasion of Omaha beach. The film opens with the landing boats full of petrified, white-faced, conscripted soldiers, who struggle to cope with the pure terror imposed upon them from the enormity of the task they face. No sooner do you see a close up of their trembling faces and each persons emotions and worries, the doors opened and the first wave of men were torn to shreds by German machine gun fire. Many men drowned as they were dragged under by their heavy equipment, and those who made it to the shore found themselves seriously outnumbered and out gunned. Specially-designed, frantic freehand camera-work creates the impression you are in the middle of the carnage, so Spielberg puts the audience on the beach with the Allies. Eventually the soldiers complete the takeover of the beach but as the scene draws to a close, the former hand-held camera is now far more panoramic, scanning the beach from a height, but regardless of the thousands of bodies strewn across it, you do not see one face showing war de-humanising all the real people involved in it, who have families back home, but also turning those real people into just numbers and cannon fodder. The scene ends with a close-up of a dead soldiers pack which contains the words Pvt S. Ryan and the scene cuts. Throughout the entire scene there was a tremendous amount of clever sounds and moving music. For instance, in the panoramic opening scene the music is rather dark and solemn, with a lot of low strings and brass, especially horns. This sets the tone for the scene to unfold. In the first scene there is no music to emphasise actually being there, however there are numerous non-diegetic sounds added such as the underwater bullets piercing the struggling soldiers, the way when Captain Miller gets confused and deaf that the sound is blurred and returns to normal when he comes round but there is also diegetic sound when the explosions are going off as the film crew used hundreds of set explosions in the scene, the lapping of the waves and the monologue were all diegetic sounds. The next scene is a wonderfully made piece that is truly emotional and is a silent one. There is a woman in a crowded office with light shining through, a complete contrast to the dark, de-saturated war scene a moment before. The lady sees three telegrams from the same family and takes it to the senior staff. It is reassuring to see how these men-in-power have some humanity left, taking the case higher and higher until it found the commander-in-chief played by the talented Bryan Cranston who decides that the remaining sibling should be pulled out and sent back to the grieving mother. The point where the mother received the news was fantastically portrayed by Spielberg. It is set in the countryside with a traditional American home surrounded by golden fields yet in the corner of the sky it is dark grey and symbolises the bad news on its way. The car crawls up the small, winding, country lane viewed panoramically from in front of and behind the house. There was one shot that was astoundingly emotional, where Spielberg captured a close-up of the mothers reaction while showing the car and effectively the news creeping closer, through using the reflection of the window. As she rushes to the door she is cleverly silhouetted out showing that it could be anyone receiving the news and that vast amounts of parents go through this. Also as part of the mise en scene, when she opens the door, she is blacked out and the car pulls up along the house then the officials climb out, the woman falls to her knees. However, throughout this whole dark shot, to the right is a coffee table with light streaming on to it, there is a photo of the four boys in their army uniform showing that they all went but also expanding the plot as you know that there were only three telegrams. All over the table there are flags and patriotic items, this tries to show that the people are behind the war, and that it is the ordinary people who have to stand up to the tyrant. Finally, Spielberg covers many aspects of war in his brilliant production and uses vast amounts of extremely intelligent shots and clever, emotional to portray the emotions and effects that the de-humanising war had on normal people such as Miller, the small town English teacher at home and on the front. Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Miscellaneous section.

The Red Badge of Courage :: essays research papers

The Red Badge of Courage, by it’s very title, is infested with color imagery and color symbols. While Crane uses color to describe, he also allows it to stand for whole concepts. Gray, for example, describes both the literal image of a dead soldier and Henry Fleming’s vision of the sleeping soldiers as corpses and comes to stand for the idea of death. In the same way, red describes both the soldiers’ physical wounds and Henry’s mental vision of battle. In the process, it gains a symbolic meaning which Crane will put an icon like the ‘red badge of courage’. Stephen Crane uses color in his descriptions of the physical and the non-physical and allows color to take on meanings ranging from the literal to the figurative. Stephen Crane begins the novel with a description of the fields in the morning: â€Å" As the landscape changed from brown to green, the army awakened, and began to tremble with eagerness at the noise of rumors† (1). The fog clears to reveal the literal green world of grass. It also reveals another green world, the world of the youth. Like school children, the young soldier tells rumors within the regiment. This natural setting provides an ironic place for killing, just as these men seem to be the wrong ones fighting in the Civil War. Stephen Crane says something on this in the narrative: â€Å" He was aware that these battalions with their commotions were woven red and startling into the gentle fabric of the softened greens and browns. It looked to be a wrong place for the battlefield† (26).  Ã‚  Ã‚  Ã‚  Ã‚   Green is an image of the natural world and of the army’s youth, while red in the previous quote is clearly and image of battle. In the beginning, however, Crane uses red to describe distant campfires: â€Å"†¦one could see across the red, eye-like gleam of the hostile campfires set in the low brows of the distant hills† (1). Obviously, the fires are red, but Henry characterizes the blazes as the enemy’s glowing eyes. He continues this metaphor in the second chapter: â€Å" From across the river, the deep red eyes were still peering† (15). Crane then transforms this metaphor into arrogance used throughout the text: â€Å"Staring once at the red eyes across the river, he conceived then to be growing larger, as the orbs of a row of dragons advancing† (16). The red campfires come to represent eyes of the enemy, of dragons.

Educational psychology Essay

I am a big proponent of social cognition, and I am going to use it in my classroom. I believe that is a student puts their mind to something, and they really try to accomplish that goal it can be done. In order to elicit this response one must often use the operant condition when it comes to learning. People thrive on the words of others and their praise. â€Å"In operant conditioning the organism learns that a particular behavior produces a particular consequence. If the consequence is useful or pleasurable, the organism will tend to repeat the behavior to produce the consequence again. If the consequence is unpleasant, the organism will tend not to repeat the behavior. Pleasant consequences are sometimes called ‘rewards’, and unpleasant consequences are sometimes called ‘punishments’ (Berger p 42. )† This theory came about by the studies of B. F. Skinner. This is where I tend to move towards metacognition and self-efficacy. I believe that when a student does well on something it is quite satisfying, and they would like to see this result again. They noticed that when they studied hard the reward was the good grade. They receive their grade and self-gratification sets in. If they did not study they may fail the test and they are then negatively reinforced because they do not want to see this result again. I want to use this conditioning and encourage my students to do well. I know they can do it; they just have to have the right attitude and behavior about it. An example of this reinforcement is if I tell my student, â€Å"good job, I really enjoyed that†, when referring to a project they did; the student will most likely work harder and come up with and even more impressive project. My student wants the affirmation that he did a good job. The student want the positive reinforcement as it brings about a rewarding stimulus. This not only gets the student to do their work it also gets him thinking metacognitivly, which he will benefit from later on in life. He is looking at what he did to get my praise and analyzing what he did, and looking at how he can do better. This is exactly what I want from my students I want them to take an active role in their education. He does not know it, but my student through operant conditioning has arrived at a deep thought process. It is brilliant. As teachers I believe we use operant conditioning every day. We will prompt our students with cues helping them arrive at the answer. In giving the students positive reinforcement they do get a true yearning to learn. It may start out as just for the reward, but it is my hope that eventually they realize learning is the reward. Classical conditioning is useful, and thanks to Pavlov; we see that it works. I do want to condition somethings so that there is an automatic response. For example, when I ask my students quite down they will automatically respond to my voice, I know optimistic. In general though I prefer operate conditioning as it goes deeper into thinking. I again go with the cognitive approach when it comes to motivation. When someone internally processes something it becomes more real. It means more to them. When a student reflects on his work and looks at how he can improve upon it. This very closely reflects extrinsic motivation. Here someone does something to obtain something else. This could relate to the student who studies to obtain a good grade. I like this theory and will apply it to my classroom, because I really want to get my students gears turning. â€Å"They emphasize the importance of creating learning environments that encourage students to become cognitively engaged and take responsibility for their learning. This goal is to get students to become motivated to expend the effort to persist and mat ideas rather than simply doing good enough work to just get my and make passing grades (Perry, Turner, & Meyer, 2006, p 467. )† If my students can come to the point of realization that studying equals doing well in the class I am in a good spot. Many students know this but they do not fully believe it because they have never tried (Wigfield, 2006, p 463.) Even stronger than this is intrinsic motivation. This motivation becomes so real to the student when they realize they can self-determine their outcomes. I love this method so much. The student is growing and understanding how to truly learn, they are learning that what they learn truly effects them. â€Å"In this view, students want to believe that they are doing something because of their own will, not because of external success or rewards (Deci, Koestner, & Ryan, 2001, p 464. )† They have learned to stop relying on others; they have learned to push themselves through life. â€Å"Researchers have found that student’s internal motivation an intrinsic interest in school tasks increase when students have some choice and some opportunities to make personal responsibility for their learning (Grolnick, 2002, p 464. )† I want to motivate them by allowing them some freedom in my class. I will give my students choices because they then be more motivated to do the work with all their effort. The thing is, whatever choice they make they are still learning! Also they are processing it all through information processing to make sure that how they are acting now will be duplicated. They know their actions constituted a response from me, which was giving them more freedom. They enjoyed this stimulus and will want it to continue, so they will work really hard. This loops them all the way back to operant conditioning and positive reinforcement! It is all connected. Another big thing with this idea is interest. â€Å"Interest is especially linked to measure of deep learning, such as recall of main ideas and responses to more difficult comprehension questions, than to surface learning, such as responses to simple questions and verbatim recall of text (Wigfield, 2006, p 466. )† This is where I hope my passion for history comes in. I want to get my students excited about history. If I do get my students excited they will show interest and if they show interest they will understand the history at a deeper level than they normally would. My management plan also fits in with these ideas. I am going to run my classroom according to the authoritative perspective. I will be the teacher and the students will follow my rules, but they will be integrated into the classroom. My students will have a say as to what goes on in my classroom, in our classroom (Baumrind, 1971, p 513.I will manage my classroom with effect rules that can be up for change depending if the students do not agree with the rules. â€Å"To function smoothly, classrooms need clearly defined rules and procedures. Students need to know specifically how you want them to behave. Without clearly defined classroom rules and procedures, the inevitable misunderstandings can breed chaos (Evertson & Emmer, 2009, p 515. )† I will have my procedures laid out at the beginning of the year so that the kids will have excuse when they do not follow the rules. I will be integrating William Glassers management plan. He suggested that there be a classroom meeting every once and while. This is just a chance for the students to say yes or no regarding structures of the classroom. I will also manage my classroom by listening to what my students have to say. I want them to know that I do care. I want them to trust me. If there is mutual peace between us, there will be far less conflicts that arise. â€Å"When most of us think of your favorite teacher, we think of someone who cared about whether or not we learned. Showing that you genuinely care about student as individuals apart from their academic work helps gain their cooperation (Pianata, 2006. )† Students feel safe and secure when the teacher shows that he cares. The classroom atmosphere if much more relaxed. It is not up tight and tense. If I teach like this a lot of anxiety and stress will be avoided. Target Group I am getting my teacher degree in secondary education. I will be teaching at the high school level. I would like to, at least some point in my career, teach in the Christian school system. I grew up in it, and I love what their mission is. I also would not mind teaching in a public school. It would be good experience for me and help me grow as a teacher. I would like to teach in traditional public schools and in Christian schools. I would like the experience of both. Public schools would allow me to reach out to those who are really in need and to those who thirst for knowledge and cannot get it anywhere except through free public education. This would be especially true if I were in an inner city situations. I would not mind this at all as I volunteer now helping with inner city children. I have a heart for them and would love to serve as a teacher there someday. I want to offer them knowledge and help them meet their full potential. I also would like to teach at a charter school. I observed a classroom at a charter school and I really liked. It is a good system and is run well and I would like to be a part of it, at least for a time. So, I am happy at any school; I will go where God sends me. The ages that I will be teaching will be ranging from the age of thirteen to nineteen. It is my hope that I will be teaching history. There is a scarcity of history teaching jobs right now, and I hope that will be able to find one. I absolutely love history and I really want to teach it. The other subjects I would be teaching would be biology or just a general science class, and depending on where I teach, bible class. I would also like to teach at a smaller high school, about six-hundred to seven-hundred students. A big high school with two thousand people, I believe, is too impersonal. A smaller high school, like my own, is just the right size and encourages kids to get to know one another. Also, in a big school I could not be as relational to the students as I would want to because there would be so many in all my classes. Environment and Routines If things are not explained clearly, or if things are not put in a well thought out manner; a teacher may run into behavior problems. In order to create good student behavior I plan to take the three-step approach that the Wongs developed. I need to teach my students how to follow procedures, or else I will run into problems. I must first explain the classroom procedure as clearly as I possibly can, and if there are questions I will answer them. Also it is a good idea to distribute my procedures at the beginning of the semester or at the beginning of a certain activity so the students know what is expected. After I explain what is going on I should practice or rehearse the procedure until it becomes routine. â€Å"Behaviors must be taught, modeled, practiced, and retaught (Wong p 175. )† In going over the procedures repeatedly the students then understand what is expected of them. Finally I must reinforce this procedure and I also must reinforce what is the wrong procedure. After going about this my students will know exactly how to act and what is expected of them, and there should be very few behavioral problems. A positive classroom environment involves both the teacher and the student. The students must respect the teacher and his authority. They must listen to what the teacher has to say, and they must be disciplined when they do not. The teacher also must respect the students. He must listen to what the students have to say, and he must not make it a dictatorship where the classroom is harsh and rigid in structure. The kids are only human. â€Å"A positive classroom environment encourages participation and risk-taking because students know they will not be harassed or belittled by the teacher. Students do not have to shrink within themselves to survive the forty-five minutes, ninety minutes, or full day with teacher who yells, throws things, or makes hurtful comments. In a positive classroom environment students can make jokes, engage in their learning, banter with the teacher, and feel comfortable with the tasks given. † (Kendrick) In a classroom a teacher should be encouraging to his students. He should let the students know that he believes in them. Students do not do well in class when their teacher does not believe in them. They stop trying, viewing themselves as failures, and it carries on later into life. I want to have a positive classroom environment. In order to achieve this I am going to teach from an authoritative classroom management style. I will encourage my students to think for themselves, if I think for them no real learning is accomplished. I will engage my students and show that I do care about them. I will listen to what they have to say and if things need to be changed I will. I will allow them freedom within their education and learning in my classroom; but I will still clarify the rules and establish the standards with some student input. I am not there to be their friend, but I do want them to understand that I care about them and to have some say in their education. I care whether or not I learn, and if I am doing something wrong I want them to feel comfortable telling me. To achieve a connection with the students I must be a good oral communicator. I must clearly communicate the information I am presenting. I will use words and ideas that meet the level of understanding of my class. I do not want them getting lost in my rhetoric. They will automatically tune me out if they think I am teaching above them; I have even done this myself without realizing it. Also many teachers speak way too fast and the students cannot keep up, or the teacher talks way too slow and the students are lost to boredom. I must teach at an appropriate pace so that my students learn and remain interested. When I teach, especially in history, I must be precise. I am going to avoid being vague. My students will fail or do below their academic level if I am vague. I also will not just teach the facts; facts are what lose classes when it comes to history. History is so much more than just dates and it is still relevant today, even though they are just a bunch of, â€Å"old dead guys. † Also I will have what I am going to do for class planned out. I do not want to be disorganized, and I am not going to wing it through my teaching. I will have my lesson ready for each class so that I am ready to teach. The students will then have confidence in me as their teacher and I will not lose time to senseless things. (Florez, 1999) Each class period I am going to start with a couple of facts of history that happened on that day. This would just be a fun way to start off the class period. It is always to cool to see what happened in the past. I will begin each class with the objectives for the day so that the students know what we will be covering. I will not always give out note sheets for my lesson, but sometimes I will hand out fill in the blank notes so that they can keep up and still learn. I will have them ready before hand each period. Also I do plan to have some group projects. At the beginning of the year I will number them off as to create groups of four; I believe more than this can be counter-productive. As the year goes on I will let them choose their own groups; this being because I now know the dynamics of my classroom much better, and I can switch people if I know work will not be done. Every week I will allow the students to choose from a list of events in history relating to the period we are covering in class. I will have them explain what happened and how it relates to us today, and what we can learn from it. This project will consist of a one to two page paper and a one to two minute presentation. All history is relevant history and I want my students to understand that. As a history teacher, I would like major historical events to be represented on my walls. I am going to be going to be teaching secondary education. I will not have the cute and cuddly decorations, but I will still have things that will bring the classroom to life. One thing I must have in my classroom no matter what, is a copy of the Declaration of Independence. I will also have the students add to the classroom with their projects and other things they do so that they feel a part of the classroom. I want to have a classroom where the students are excited to be there, in good measure of course, so that it is not so distracting that they do not learn. Twice a week I am going to hold a classroom meeting. This is a meeting to make sure that my students are understanding the material, and that I am teaching to their needs. This is where the students really get to give their input on the class and what is going on. This idea was set forth by William Glasser. It follows my method of teaching, authoritative, and fits how I would like to relate to my students. This would take up to ten or fifteen minutes, but I do not believe it is wasted time. I will start off the meeting to see if anyone has any questions about the subject/time period we are on. I will establish if they are understanding it enough or not. Then I will ask for suggestions on things I can improve upon, and also ask for things that they like. I will then change some things and keeps some things according to how I think the classroom would best fit the current needs of the students. I will make sure to always hand my students test within a week of the test date. I also appreciated it when the teacher had a set time that they would get my test and assignments back to me. I believe it is important for them to see how they did and then gage how they can improve for the next time. At the beginning of the year I will establish things like this with them. They will then know what to expect from the class. I will set up my rules and regulations and procedures so that they will know how to act in my class. Also, every class period at the end I will have them write a few sentences on how what we learned in class effects us today. I want them to understand how the history we are learning relates to their own live and their interactions with others. Motivational Strategies Motivation focuses on mainly two categories, behavioral and cognitive. One of the big pushes in motivation is rewards or incentives. These are positive or negative stimuli that drive the student to succeed. This can be allowing the student to do something special, such as playing computer games or going on a field trip. The other big approach is internal motivation. The student’s thoughts are what guide their motivation. Motivation is what pushes students forward towards their objective. The cognitive perspective encourages giving students should be given more chances to do things of their own desire and to give them more responsibility. They are then taking their education into their own hands. They will have much more incentive to do well and strive for perfection; they are of course still monitored and rules still do apply. This strategy focuses on â€Å"goal setting, planning, and monitoring progress toward a goal (Shunk, 2008, p 462. † If a student has a goal before them they will want to achieve it. This strategy has the student look at how their actions determine the outcome of their school work. They take responsibility and gain more incentive to do well. There are another two main types of motivation associated with behavioral and cognitive motivation : internal and external motivation. Internal motivation is formed by our own wants, needs, and what we like to do. â€Å" It is determined by your personal values and goals. The drive to do something because it is interesting, challenging, and absorbing is essential for high levels of creativity. Enjoyment based internal motivation is the strongest and most pervasive driver as is a belief that it is a good or right thing to do. Often it is something we pursue even without a tangible result. † (Weisner) External motivation is the second kind of motivation. External motivation focuses much more on rewards than on one’s likes or goals. â€Å"Your motivation to attain your goal comes from a source outside yourself. It reflects the desire to do something because of external rewards such as awards, money, and praise. † (Weisner) This motivation tool is much less satisfactory than internal. In my classroom I will use this motivation, but I will try to use internal motivation when I can. If a student is doing something because he is motivated by rewards it is not near as gratifying if done for self interest. I will use both in my classroom as, unfortunately; sometimes rewards and external motivators are the only ones to get them to do their work. Some kids need incentives to be motivated to achieve their best, or to even try. They add interest or excitement to a classroom and in turn motivate them to do well. This is especially true of those who seem to not even care about the class (Emmer & Evertson, 2009, p 460. ) If I see that there is somewhat of a lack of interest in what I am teaching I could implement a game. The more they know the better they will be at the game. Most people are competitive by nature, especially those who do not care it seems. So , a game in my class would motivate them to pay attention and learn the material. We could play history hot potato. A ball would be thrown around as history questions would be asked, if they took too long the student would have to sit down. The winner would then get maybe some extra credit points, or if I feel generous maybe some candy. In reaching the kids who do not care, I believe this is the best method. If they get something for learning they will start paying attention. This is not the most desirable, but this is sometimes the route that must be taken. (Skinner, p 236) There are also those who are just plain hard to reach; most of the time this stems from no confidence in themselves. I will most often use the cognitive approach when it comes to this. I will encourage them to set goals. I will encourage them and I will make sure they understand that they as a student can effectively control their environment. (Shunk) I will constantly encourage them and remind them that they are smart and that they can do it. I will also use Skinner’s operant conditioning in this situation. I will use positive reinforcement. I will reinforce their work with a smile, or a â€Å"good job†. Students feed off the praise of their teachers; we as humans naturally want to please others. Problem Behaviors The behaviors of students are not always conducive to the classroom and can cause disruptions. I will implement some rules so that they know exactly what is expected and I will have less problems. One rule that I think should be followed in my classroom is that the kids must be in their desks when the bell rings. This is a really good rule, because so much time can be lost on a class period just by making people sit down at the beginning. Another rule I would have for my classroom would be my students would have to bring all their books and materials to class. This rule is good as it is a distraction to people when someone leaves the room. A third rule I would have in my room would be ‘hands to yourself. ’ This rule prevents not only distraction between a couple people, but it also helps prevent distraction for others in the class. Another big rule I will have is no swearing, cursing, profanity, coarse jokes, or vulgar of any kind will be allowed in my classroom. They are not called for and should not be used, let alone in my classroom. A fifth and final rule I would implement would be that my kids would have to raise their hands to answer a question. If the kids just blurt out answers it will be chaos and I will not be able hear what people are trying to say. These five rules will help run my class smoothly. Rules however are not a safety net against behavioral problems. When dealing with behavioral problems I am not going to send my student to the principal’s office right away. The most desirable action when dealing with behavior problems is to work it out with the student first; after trying hard to work it out if the student still refuses to listen then more drastic measures must be taken. I would at first use minor interventions. (Evertson and Emmer, 2009, p 528. ) Nonverbal communication can be very useful when dealing with disruptions. One thing I could do is when a student is acting up is take make eye contact with them. I could give them the look, and convey with my eyes that what they are doing is not appropriate or I could make signs such as shaking my head, hand signal, or put my finger to my lips. This simple action lets the student know that they must get back on task. Another thing I could do is to keep the activity going. When there is not time in between things a student no longer has time to be disruptive. This way one does not even have to address the behavior issue; it is eliminated by procedure. Placement can even change the behavior. I can move the spot where I am teaching from. If a student is acting up I can move over by them and usually they will quite down and get back to work. Sometimes the student just needs to be reminded what they are supposed to be doing, I could address the class reminding them what they are supposed to be doing; in doing so the distracted student gets back on task. Also, a student may just need to be told no. I would need to keep eye contact and keep my voice down. I would address them with assertiveness and tell them that their actions are not accepted. I could also give the student a choice. He can either behave or accept the consequences. This makes him think and he will most likely choose to be good as to avoid a negative consequence. These strategies most often work as the student just gets off task and needs a little nudge in the right direction. The strategies above stem from positive and negative reinforcement and correlate with Skinner’s operant conditioning. The student, however, will not always respond to these strategies and more drastic measures. The students will not always cooperate and sometimes more moderate action must take place. Some students will abuse privileges, be disruptive, or interfere with my work with individual students. There are always the students who completely abuse the privileges they have been given, when this happen the teacher can take it away. This takes away an activity that the students use to enjoy and the next time they will think about their actions twice. They will not want to lose their freedom again. Also if a student acts up I could remove the student from positive reinforcement. If the student is removed from his element the gratification of his actions is taken away. I could take the student into the hall and talk to him one on one. This is never a pleasant experience and should stop the student from repeating the action; no one likes to hear, â€Å"can I see you in the hallway please. † Also I could impose a penalty such as extra homework; this needs to be done with care so as to not stem more annoyance with the class. (Evertson, Emmet, Worsham, 2009, p 528. ) Also I could have my student attend detention for their inappropriate behavior. This enforces that their actions will not be tolerated. â€Å"The teacher is given command over the student, who is expected to be respectful, submissive, and willingly obedient. When the pupil does not readily conform to the request made on him, discipline becomes necessary. By this is meant the use of coercive measures to bring about the desired behavior. †(Phenix p 41) If these actions still do not work a trip to the principal’s office or a phone call may be in order. Assessment Assessment is a big part of education, and helps a teacher gage how their students are doing. There are two main types of assessment in education, informal and formal. â€Å" ‘Informal’ is used here to indicate techniques that can easily be incorporated into classroom routines and learning activities. Informal assessment techniques can be used at anytime without interfering with instructional time. Their results are indicative of the student’s performance on the skill or subject of interest. Unlike standardized tests, they are not intended to provide a comparison to a broader group beyond the students in the local project (Navarete. )† I will use a variety of informal assessment to tools to gage how my students are doing. One tool I will be using is regular homework. This will tell me if they can grasp the subject enough that when asked to dive into the book and the content that they can give back to me a fair understanding of what is presented. Another tool I could use would be journaling. I would have my students journal about something they find interesting in what we are studying and then check how good their understanding of it is. When my class plays a game I can also check to see how well they know the material; if they are struggling for the answers something must done. Also general observation of my students is informal assessment. I would look for participation and understanding in class, and also as I would walk around I would observe their work. (Navarete. ) â€Å"Formative assessment is utilized to immediately determine whether students have learned what the instructor intended. This type of assessment is intended to help instructors identify material which needs to be clarified or re-taught and should not be used to evaluate or grade students. Results of formative assessment can assist instructors to ascertain whether curriculum or learning activities need to be modified during a class session or before the next class meets (Formative. )† I would quizzes mainly to judge this assessment. This is a quick way of assessing how much they know. It gages their current progress, not their progress as a whole. Other things would be reading quizzes to see if they get the material I have asked them to go over. It could also be something like a minute write where I have them write down something that tells me they understood what I thought during class that day. These tools give me a fast analysis or where they are at. Another assessment like this is the summative assessment. This assessment documents the students performance. This assessment uses a lot of standardized tests and things related to that format. This allows the tester to understand where the students are at as a whole. In the classroom I would use this when administering unit end tests. I can see how they have progressed and I can assess what to do better for the next unit. A Measure I would measure my students how they are doing on my tests and assignments, if they are failing I am doing something wrong. This, however, is not the only way that I would measure if my management plan was working. I would, as stated above, have classroom meetings. This would give me an opportunity to discuss with my students how the class is going. This would be my chance to get input on them on what I am doing right and what needs to be changed. I would hope that they would be mostly satisfied with the way things are going, but if they are not I will change my plan so they can learn better. This of course goes back to William Glasser and it also goes back to the authoritative management style. Glasser is very keen on having students involved in the classroom and the teaching process. I very much agree with him. The opinion of my students is very important to me. The authoritative plan also focuses in on the student’s role. They need to have a hand in their education. If their voice is not heard, the students will just continue to fail and the teacher will not know why. So, if my plan is working well my students will do well on their tests, quizzes, and assignments and they will have positive things to say at our classroom meetings. Our relationship will be a cordial one and not one of animosity. Completed Rubric 1. I believe that I have a very compelling argument for my planned proposal. It fits to the rest of my paper and sets a precedent for how I will go about running my classroom. I have many cited supports and they were all knowledgeable on the subjects I discussed. 2. I described all five of the target groups at a satisfactory level. I let the reader know exactly what my future looks like for teaching. The reader can look at any one of the components and know what I want to achieve in my vocation. 3. I believe that I very effectively communicated my rules policies and management ideas in such a way that is very understandable to students and teachers. This letter home is in a very nice format with great colors, and it is pleasing to the eye. It is attractive and professional.

Analysis of Tetrahydrocannabinol

THC is a substance that has been around in civilizations around the world for many, many years. The discovery of THC occurred after discovering that morphine attached to receptors in the brain which caused an individual to feel high, chemists in the 40’s and 50’s found that there were specific receptors for THC in the brain and how there is a natural chemical in our body that is similar to THC. It wasn’t until 1963 that two scientists named Mechoulam and Yehiel Gaoni isolated, and first synthesized THC. In the world’s history, THC has had a long journey. The first discoveries of it being used were in hemp ropes, and burial clothes made by the Chinese in 10,000 BC. In the middle Ages, Cannabis was grown abundantly throughout Cairo and was never successfully banned due to its use being reinforced by the Koran. When France invaded Napoleon attempted to further the ban on the drug, but people started to spread the word of the wonderful effects it can bring. In the 1900’s the drug was outlawed because a man named Harry J. Anslinger had a personal problem with the drug and in 1937 it was finally banned for good by the Federal Bureau of Narcotics. (The Role of Chemistry in History, History of THC) THC (Merck index number of 9283) is naturally found in a liquid state which is commonly unknown because when it is in the crystal on the plant that is because it is mixed in with other cannabinoids and varieties of terpenes. (Chemical Ecology of Cannabis, David W. Pate) Due to the IUPAC name of THC, tetrahydro-6,6,9-trimethyl-3-pentyl-6-dibenzo[?,d]pyran-1-ol, and the structural formula of THC. I believe that THC is actually in the alcohol family of Organic chemistry with the Molecular formula of C21H30O2. The lethal dosage of THC has only been tested in labs with rats, but it can be calculated to reveal how much THC would need to be smoked to be considered a lethal dosage to human beings. The LD50 in male rats is 1270 mg/kg, and 730 mg/kg in female rats when taken orally in sesame oil, and 42 mg/kg among both genders when inhaled. Cannabis Chemistry, Erowid) These statistics, when applied to humans, means that for a human being to overdose on THC, they would have to smoke 15,000 lbs of marijuana in under 14 minutes. Due to the low level of risk from THC, it is used mainly in the world of medicine to help with many types of problems that can commonly be brought by Cancer, and AIDS. One medical issue that THC is used to help with is arthritis, which has mainly become popular in Britain. The larger area of medicine that THC is actually prescribed for is Complications that come with chemotherapy and AIDS Wasting Syndrome. In both cases, it is used to reduce pain, and damper the suffering in an individual. But, it is also used to counteract the appetite loss, and nausea that comes with chemotherapy. AIDS Wasting Syndrome is where an AIDS patient begins to give up hope, and loses their appetite. Which is where, once again, THC comes into play reconnecting that relationship with food. There are many other uses for medical marijuana such as Glaucoma, Multiple Sclerosis, Depression, Movement Disorders, Parkinson’s disease, dystonia, chronic pain, diabetes, Addiction, asthma, brain injury/stroke, crohn’s disease, ulcerative depression, mental illness, epilepsy, fibromyalgia, high blood pressure/hypertension, migraine, Nail Patella Syndrome, Schizophrenia, Alzheimer’s Disease, and Tourette’s syndrome, but not enough research have been done on these topics to be able to argue the beneficial use of THC as a cure. Some common reactions that a human can have to THC in marijuana from either smoking too much, or being allergic can include depression, anxiety, fatigue, short-term memory loss, dizziness, nausea, tempered coordination, palpitations are experienced as generalized discomfort, and ill-being. Also, acute anxiety or panic attacks from a feeling of loss of self, or loosing of one’s mind. (Acute Effects of Marijuana, NCMDA) Many studies were done that tried to look at the link between juvenile crimes, and the users of marijuana. A few societal issues that were found to be most commonly linked include Truancy, low self-esteem, delinquent behavior (Stealing, vandalism, fare dodging), having delinquent friends, hanging out on streets in boredom, and other behavioral/mental health issues(those in special education programs/schools tend to use more) (The global youth network, Drug trends) Some short term psychological effects of THC can include distorted sense of time, paranoia, magical or â€Å"random† thinking, short-term memory loss, anxiety, and depression. It also blocks certain receptors in your brain that can cause your brain to be unsure whether it can achieve certain tasks or not which can lead to the paranoia, and uncertainty in someone under the influence of THC. (WedMD) When you grow a Cannabis plant, THC seems to be more abundant in that plant when grown in a drier climate. In 1975 two scientists, Latta and Eaton, ran a study that showed when a Cannabis plant is put under more stress in the growing conditions, such as the lack of soil moisture available and competition with neighboring plants, increased the production of delta-9-THC. (Chemical Ecology of Cannabis, David W. Pate) After conducting many hours of research on this topic, I believe that THC is actually a better substance for you than many others out there. It has never caused a single death, and is greatly beneficial to medical treatments of the chronically ill.

Qualities of a Successful College Student Essays

Qualities of a Successful College Student Essays Qualities of a Successful College Student Essay Qualities of a Successful College Student Essay What qualities in a student cause him/her to be successful in college? ESSAY 3 It can be fun for a person that is starting college. Starting college can be fun because the person is in a new environment. The environment is different for one who is starting because the person has to take on a more mature responsibility than he or she would have had taken on while in high school. Although starting college is fun, there are 3 roles a student can take on in order to be successful while in college. After getting through the 2012 school year, I have come to the conclusion that in order for a student to be successful while in college, he or she has to do the following: take a College Career Success Skills class his or her freshman year, he or she has to feel the professor out, and the student has to also take down notes. Taking a College Career Success Skills course is the best class that a 1st time freshmen can take while in college. It is the best class because the student finishes the course, knowing that he or she is going to be successful while majoring in the career of his or her choice. The course allows the student to explore a major and write a paper about it. This is because many students enter college not knowing what he or she wants to major in. The student also learns if he or she is capable of being successful in the field through taking a personality test. This test determines if the student’s personality match the field. If the student pass the test, than he or she has found a field and has also finished, knowing that he or she is going to be successful while studying in that field. For example: If bob was a 1st time freshman and he did not know what major he would be successful in studying, taken this course would have given him the answer because he would have had found the career that he knows he is good in. So, CCSS is the best course for a student who is trying to find a major to be a pro at while in college. When the student feels the professor out, this is another way of being successful while in college. This is because in order to past a course, the student has to think the way the professor would think. The student has to work a math problem out or write a sentence out the same way his or her professor would because that is what one who goes to school would called â€Å"thinking like the professor. † When a student receives a graded paper, the student is suppose too get up and ask him or her â€Å"What did I do wrong? What did this comment mean? † This way, the student has all the information he or she needs to pass the course. If the student was told to work on subject-verb agreement, this would be the main thing that the student would look out for while writing because this was his or her weakest point. This way, the student then thinks just like the professor by writing out sentences like him or her. Good note-taking skills are another great way to be successful while in college. It is another great way because every piece of note counts. Every piece of note counts because everything that was written down over the week will be on the test. A student that takes down notes all week will mostly likely say â€Å"oh, I remember this†, when it is time to test because basically it was the test the student was writing out the whole time. If a student has written down all of chapter 6, he or she is suppose too be familiar with the test after taken down notes all week. Therefore, writing notes is another quality of a student being successful while he or she is in college. What qualities in a student cause him or her to be successful while in college? Many colleges are wondering the qualities. It takes one from experience to answer such a question. After surviving the spring 2012 semester, my following qualities were: taking a CCSS course to figure out what would I be successful at studying in, feeling out the professors so we both can cooperate like teacher-student, and writing down everything the teacher wrote on the board. Those are the qualities I would recommend to any student that is asking â€Å"what qualities in a student cause him or her to be successful in college? †

Conjugation of the Spanish Verb Saber

Conjugation of the Spanish Verb Saber Saber, a common Spanish verb usually meaning to know in the sense of having knowledge, is highly irregular. Both the stem and the endings can take unexpected forms. Saber should not be confused with conocer, which also means to know, but in the sense of being familiar with a person. Conocer also is conjugated irregularly Irregular forms are shown below in boldface. Pronouns are shown for convenience and clarity; they often are omitted in everyday speech and writing. Infinitive of Saber saber (to know) Gerund of Saber sabiendo (knowing) Participle of Saber sabido (known) Present indicative of Saber sà © (I know), tà º sabes (you know), usted/à ©l/ella sabe (you know, he/she knows), nosotros/as sabemos (we know), vosotros/as sabà ©is (you know), ustedes/ellos/ellas saben (you/they know) Preterite Indicative of Saber yo supe (I knew), tà º supiste (you knew), usted/à ©l/ella supo (you, he/she knew), nosotros/as supimos (we knew), vosotros/as supisteis (you knew), ustedes/ellos/ellas supieron (they knew) Imperfect Indicative of Saber yo sabà ­a (I knew), tà º sabà ­as (you knew), usted/à ©l/ella sabà ­a (you/he/she knew), nosotros/as sabà ­amos (we knew), vosotros/as sabà ­ais (you knew), ustedes/ellos/ellas sabà ­an (you/they knew) Future Indicative of Saber yo sabrà © (I will know), tà º sabrs (you will know), usted/à ©l/ella sabr (you/he/she will know), nosotros/as sabremos (we will know), vosotros/as sabrà ©is (you will know), ustedes/ellos/ellas sabrn (they will know) Conditional of Saber yo sabrà ­a (I would know), tà º sabrà ­as (you would know), usted/à ©l/ella sabrà ­a (you/he/she would know), nosotros/as sabrà ­amos (we would know), vosotros/as sabrà ­ais (you would know), ustedes/ellos/ellas sabrà ­an (you/they would know) Present Subjunctive of Saber que yo sepa (that I know), que tà º sepas (that you know), que usted/à ©l/ella sepa (that you/he/she know), que nosotros/as sepamos (that we know), que vosotros/as sepis (that you know), que ustedes/ellos/ellas sepan (that you/they know) Imperfect Subjunctive of Saber que yo supiera/supiese (that I knew), que tà º supieras/supieses (that you knew), que usted/à ©l/ella supiera/supiese (that you/he/she knew), que nosotros/as supià ©ramos/supià ©semos (that we knew), que vosotros/as supierais/supieseis (that you knew), que ustedes/ellos/ellas supieran/supiesen (that you/they knew) Imperative of Saber sabe tà º (know), no sepas tà º (dont know), sepa usted (know), sepamos nosotros/as (let us know), sabed vosotros/as (know), no sepis vosotros/as (dont know), sepan ustedes (know) Present Perfect Indicative of Saber yo he sabido, tà º has sabido, usted/à ©l/ella ha sabido, nosotros/as hemos sabido, vosotros habà ©is sabido, ustedes/ellos/ellas han sabido (I have known, you have known, she has known, etc.) Pluperfect (Past Perfect Indicative of Saber) yo habà ­a sabido, tà º habà ­a sabido, usted/à ©l/ella habà ­a sabido, nosotros/as habà ­amos sabido, vosotros habà ­ais sabido, ustedes/ellos/ellas habà ­an sabido (that I had known, that you had known, that he had known, etc.) Future Perfect Indicative of Saber yo habrà © sabido, tà º habrs sabido, usted/à ©l/ella habr sabido, nosotros/as habremos sabido, vosotros habrà ©is sabido, ustedes/ellos/ellas habrn sabido (I will have known, you will have known, she will have known, etc.) Present Perfect Subjunctive of Saber yo haya sabido, tà º hayas sabido, usted/à ©l/ella haya sabido, nosotros/as hayamos sabido, vosotros hayis sabido, ustedes/ellos/ellas hayan sabido (that I have known, that you have known, that he has known, etc.) Past Perfect Subjunctive of Saber yo hubiera/hubiese sabido, tà º hubieras/hubieses sabido, usted/à ©l/ella hubiera/hubieses sabido, nosotros/as hubià ©ramos/hubià ©semos sabido, vosotros hubierais/hubieseis sabido, ustedes/ellos/ellas hubieran/hubiesen sabido (that I had known, that you had known, that she had known, etc.) Conditional Perfect of Saber yo habrà ­a sabido, tà º habrà ­as sabido, usted/à ©l/ella habrà ­a sabido, nosotros/as habrà ­amos sabido, vosotros habrà ­ais sabido, ustedes/ellos/ellas habrà ­an sabido (I would have known, you would have known, he would have known, etc.) Progressive Tenses of Saber The many  progressive  tenses use the appropriate form  estar  followed by the  gerund,  sabiendo. It is not common, however, to use saber in a progressive form. Sample Sentences Using Forms of Saber Quiero saber lo que piensas. (I want to know what youre thinking. Infinitive.) No sà © que hacer. (I dont know what to do. Present tense.)  ¿Cuntos aà ±os tenà ­as cuando supiste la siguiente informacià ³n? (How old were you when you learned the following information? Note that in the preterite tense, which is used here, conocer often means to learn or to come to know.) Estbamos sorprendidos porque no sabà ­amos lo que habà ­a pasado. (We were surprised because we didnt know what had happened.) Hemos sabido por mucho tiempo que el ser humano posee el poder transformar la Tierra en formas a la vez terribles y majestuosas. (We have known for a long time that the human being has the power to transform the Earth in ways both terrible and majestic at the same time. Present perfect.) Sin muchos consejos, no sabrà ­amos lo que debemos estudiar. (Without a lot of advice, we wouldnt know what we should study.) Cuando veas las fotos, sabrs la verdad. (When you see the photos, you will know the truth. Future.) No me importa que Roxana sepa que soy su benefactor. (It doesnt matter that Roxana knows Im her benefactor. Present subjunctive.) Podrà ­a estar roto por semanas y no lo habrà ­an sabido. (It could be broken for weeks and they would not have known. Conditional perfect.)