20 Psychology Dissertation Ideas That Will Work for You

20 Psychology Dissertation Ideas That Will Work for You In our first guide, 10 facts for dissertation on principles of psychology, we discussed ten credible facts about principles of psychology to help you write a better, more concise dissertation paper. In this second guide, you are provided with 20 dissertation ideas that will work for you, so that you can start writing fluently, without worrying about spending hours on research or evaluating what topic to choose. We have also included a sample based on one of the 20 Psychology dissertation ideas which would help you tremendously in writing an excellent dissertation paper. We highly recommend that you read our third and final guide as well, guide for a winner dissertation on principles of psychology, which rounds off the three-guide set nicely by helping you compose a successful dissertation on Principles of Psychology. After all, there’s no harm in gaining the respect and admiration of your professor. Without further ado, here are 20 topics on principles of psychology: Understanding the Most Famous Psychological Metaphor of James – Stream of Consciousness What’s the Main Perspective Shared by James-Lange Theory? The Perception of Human Habits According to the Studies of Psychology Does Free Will Exist? What do Psychologists Have to Say about it? The Influence and Perception of Principles of Psychology Pioneer Principles of Psychology that Changed the Whole Perception of How Humans See Their Consciousness Anonymous Fields of Psychology Besides Consultation, Hypnosis and Therapies What are the Respective Roles of Research-Psychologists and Psychologist-Practitioners? Why All Humans Are Considered Scientists According to Psychologists What is Psychobiology and Who was the Pioneer behind This Phenomenon? The Structure and Functions of the Brain as well as the Central Nervous System How Neural and Endocrinological Systems Work in Our Brain The Psychological Consequences of Stress and Depression How Stress can Cause Cardiovascular Diseases due to Lifestyle Behaviors or SNS Effects Aspects of Behavioral Psychology that Have Direct Applications in OHS How Organisms Learn about the Connections between Consequences, Behaviors and Situations What do Psychologists Mean by Positive Reinforcement and Punishment? Types of Reinforcements that are Readily Applicable in Workplace Situations The Development of Cognitive Psychology and its Role in the Field of Psychosis What is Personality Psychology and What Varieties of Approaches Have Proved Controversial? Great topics, were they not? If you are having trouble choosing a topic, consider choosing a topic which sounds simple, easy to write and one which you know something about. This would really help you save a lot of time. As promised, we have also included a sample which is written on one of the above topics, to ensure that you become fully aware of how a dissertation should be composed. Don’t forget to read our final guide, guide for a winning dissertation on principles of psychology; it’s a must read and should be read in order to make sure that you get the most out of these three guides. Without further ado, here is the sample: Sample Dissertation: What do Psychologists Mean by Positive Reinforcement and Punishment? We are all well aware of the scientific study on the mind and human behavior, which came to be known as Psychology. However, there are many methods, techniques and principles we don’t know yet. Two of the most commonly used methods of determining human behavior are positive reinforcement and punishment. These methods are most commonly used in Behavioral Psychology. The main objective is to condition the behavior of a particular human being or animal. Behavioral Psychology is interpreted as the study and psychology of learning and motivation. A research was conducted on hungry cats that were put in a closed box with a lever â€Å"to open the box†, so they could eat the food which was right outside the box. Even though initially, the cats responded as they normally do if they get stuck in a situation like, once they became aware of the fact that pulling the lever would open the box and allow them to eat the food – they adapted quickly. This kind of behavior that’s controlled by consequences, indicates that a stimulus (the box in this case) leads to a response (pulling of the lever for food delivery) which is then reinforced (adapting to ‘the pulling of the lever’ in order to eat the food). For example, when a child is told to behave well at the shopping mall while his parents shop and he follows the orders, he might receive a chocolate bar, which clearly is â€Å"positive reinforcement†. On the other hand, if the child misbehaves, he gets grounded at home: â€Å"punishment†. The concept of Behavioral Psychology has been heavily influencing many domains including education and health care. While Behavioral Psychology has allowed psychologists and psychiatrists to understand human psychology better, it becomes a little problematic when behaviorism is taken to its full extent. However, it’s been an effective treatment for some disorders and has helped explain behavioral connections along with increasing and decreasing the likelihood of particular behaviors. While behaviorism can be a little too dangerous when it’s exceeded beyond its cautionary limit, it has helped the realm of science and human species in wonderful ways. For the betterment of humanity, it’s very helpful for the human species to discover more about human psychology, which would eventually change the way we think about ourselves. That’s it! Now you should check out our final guide, guide for a winning dissertation on principles of psychology, which would help you write and compose a perfect dissertation to wow your professor. References: Schwartz, B. Robbins, S. J. (1995). The Psychology of Learning and Behavior. 4th Ed. WW Norton Co. Skinner, B. F. (1938). The behavior of organisms: An experimental analysis. New York: Appleton Century Crofts. Stone, E. R., Yates, J. F., Parker, A. M. (1994). Risk communication: Absolute versus relative expressions of low-probability risks. Organizational Behavior Human Decision Processes, 60(3), 387–408. Sutherland, H. J., Lockwood, G. A., Tritchler, D. L., Sem, F., Brooks, L., Till, J. E. (1991). Communicating probabilistic information to cancer patients: Is there noise on the line? Social Science Medicine, 32(6), 725–731. Swenson, R. (2006). Review of clinical and functional neuroscience. Chapter 9 – Limbic system. Dartmouth Medical School. Retrieved from dartmouth.edu/~rswenson/NeuroSci/chapter_9.html Theorell, T., Karasek, R. A. (1996). Current issues relating to psychosocial job strain and cardiovascular disease research. Journal of Occupational Health Psychology, 1(1), 9–26. Thomas, C. L. (Ed). (1985). Taber’s cyclopedic medical dictionary (15th ed.). Philadelphia, PA: F. A. Davis Company. Thorndike, E. L. (1911). Animal Intelligence. New York: The Macmillan Company. Tversky, A. Kahneman, D. (1974). Judgement under uncertainty: Heuristics and biases. Science, 185(4157), 1124–1131. UCL (University College London). (2011). Whitehall II (also known as the Stress Health Study). Retrieved from ucl.ac.uk/whitehallII/ Webster, R. (1996). Why Freud was wrong: Sin, science, and psychoanalysis. New York, NY: Basic Books. Weinstein, N. D., Klein, W. M. (1996). Unrealistic optimism: Present and future. Journal of Social Clinical Psychology, 15, 1–8. Weiten, W. (2008). Psychology: Themes and variations (8th ed.). Belmont, CA: Wadsworth.

Scenario Analysis In Finance Essay Example

Scenario Analysis In Finance Essay Example Scenario Analysis In Finance Essay Scenario Analysis In Finance Essay Finance Scenario Analysis Introduction Scenario 1: Increased expenses used in financing Increasing the level of expenses alongside increased revenues in the overall leads to a decrease in the EBIT. The increase in the amount of expenses happens to be at a higher rate than that the increase in the revenue and this depreciates the level of operating income obtained after deducting expenses. Expenses such as advertising, sales and distribution as well as administration expenses have a heavy weight on the income level and this leads to the reduction in the profits level of the company. From the analysis, it is clear that the increase in the amount of corporate expenses as well as the selling, general and administrative expenses from (2.2M, 12.9M) in 1997 to (4.2M, 30.7M) in 1999 significantly affects the operating income. Ideally, selling, general and administrative expenses take a significant portion of the expenses. Irrespective of the tax amount charged, the net profit after taxes will always decrease with increase in the variable and fixed expenses. In the above scenari o, EBIT decreased from $157,501 in 2001 to $252,034 in year 2004. Scenario 2: Financing assets through significant capital expenditure Ideally, increasing the amount of capital allocated to making capital expenditures through investment in assets is profitable and though leads to incurring of huge initial outlay, it results to increase in revenues especially when the items acquired are used in the generation of additional cashflows. The assets purchased have different payback times and while others take a short time to generate revenues which cover the costs incurred in purchasing them, others have long payback times but the overall aim was to generate an incremental cashflow which in this case can be seen to have increased from $2.035M in 1997 to 18.6M in 2001 and finally to $138.7 M in 2004. Scenario 3: Increasing debt ratio and earning per share The increase in debt ratio which is brought about by increasing borrowings from external sources can be seen to have a negative effect on the cashflows mainly because it leads to the reduction in the equity level. Failure of the organization to generate enough cashflows from utilizing its assets efficiently and to be in a position to repay off its debts is what makes the cashflows adverse. One of the consequence of this is reduced earnings per share since more money is used to pay off debts and less is distributed to the shareholders.

Office Development Activity in New York City Essay

Office Development Activity in New York City - Essay Example The building costs themselves have slowed down after the much talked about real estate bubble (Tom Acitelli, Sep 2006). However, the cost of the properties has gone for a spin and has risen to levels well beyond one hundred and forty percent of the GDP. In this paper, we will analyze the growth of the real estate business specifically the commercial properties and the way they have been rising (and falling, if any) before we go on to take a look at the current days. Subsequently an analysis of the current scene would let us know the future trends. There will also be a short analysis of the status of the rental of offices and the fluctuations in the rental pricings specifically in the New York region. Finally, a short comparison between the rental and the ownership market of the real estate will be taken up to check which would be the best option for an office to go in the current scenario. All these will be presented in here for analysis and study. In order to trace the rise and fall of a market, it is always useful to monitor the change that is happening in the market for the last ten years at least. ... Figure 1: The stock market bubble (dot com) and the Real Estate Assets from left to right. The last ten years have seen the change in the price of real estate stock steadily increasing and gathering speed after the dot com crash. This was an investment option that people have taken to after the crash not knowing where to put their money in. More over it is also seen that the real estate, unlike dot com where most of the investors were speculators, here most of the people are investors for life time. Many things went in line with the investment. Interest rates were attractive and it worked out cheaper to buy a house rather than to lease it out. Economic Status The economic status of the country and of its people also plays a vital role in the real estate rental and cost. Normal indexes that are compared or monitored for this purpose are mortgage rates, Consumer Price Index, job creation, productivity, federal deficit and consumer confidence apart from payroll and other social considerations. In addition GDP is also an indicator of the change in economic status and the price of the real estate or the rental of the real estate. (Miller Samuel, 2006) Figure 2: GDP and Manhattan Median Sales Price The green on the graph is the US Gross Domestic Product while the Red is the Manhattan Median Real Estate prices year on year growth percentage marked on a quarterly basis. This clearly shows that the price variation in the market has been directly linked to the GDP variations in the last 10 years. Variation in the GDP has accounted for a similar change in the Manhattan prices. There might have been shorter and smaller variations at times, but by and large, it has been

Gigabit Token Ring Research Paper Example | Topics and Well Written Essays - 2000 words

Gigabit Token Ring - Research Paper Example It is possible to make use either of the first two token rings in the same equipment. The drawback to this functionality is that the introduction of a new device to such network brings problems to the entire ring (Carlo, 1998). The token ring was first initiated by IBM in the early 80s in their research facility located in Zurich. In 1985, IBM launched its fist token-ring product as a form of adapter that could be used in their original personal computers. In the following year, in collaboration with Texas Instruments, they jointly developed a chipset to help other companies to develop devices that are compatible with the token ring. The year 1989 saw IBM introduce an improved version of their earlier token ring model which had a speed of 4 Mbit/sec. The improved version had a speed of 16 Mbit/sec and in line with this development; the IEEE 802.5 standard was extended to cover it (Muller, 2003). In the year 1994, the leading suppliers of token ring created the Alliance for Strategic Token-ring Advancement and Leadership (ASTRAL) whose main mission was increase the speed of Token-Ring technology to counter the ever rising popularity of Ethernet technology. The members of this group included: ACE/North Hills, 3Com, Bytex, Bay Networks, Cabletron, Chipcom , Centillion, IBM, Hewlett-Packard, , Intel, Olicom ,Madge, Racore, Proteon, Texas Instruments, SMC, UB Networks., Xircom, and XPoint (Muller, 2003). In 1997, a revised version of 802.5 standards was developed which marked the introduction of Dedicated Token-Ring. It was a form of full duplex token ring that bypassed the usual protocol used by token ring in data transfer. A single station thus had the capability of sending and receiving data streams concurrently. This had the effect of doubling the transfer rate of any token ring such that a 4 Mbit/sec dedicated Token-ring station acquired an overall transfer rate of 8 Mbit/sec. They are mainly Type 1, type 6 and type 3. The first wiring done on token ring

Gender Speech Community Essay Example for Free

Gender Speech Community Essay Abstract This research paper will focus on the human language. Human language is extremely significant for all peoples. My main topic for this paper is how we use and develop language, the production of language, language acquisition and the importance of the critical period. Chomsky, Skinner, and Whorf all had various theories on language but all had one major thing in common, which was the significance of language. Regardless of when or how language is developed; it is essential to have living in environment where every one using language to talk, learn and receive knowledge. The Ways in Which People Use and Develop Language and The Effects it May Have on a Person If a person does not develop oral language this will affect the way in which people communicate with other people. From birth throughout their lives time people are taught the uses of language and create a way of communication. Language is the main component for all humans. â€Å"The use of language-the communication of information through symbols arranged according to systematic rules-is a central cognitive ability, one that is indispensable for us to communicate with one another† (Stapel Semin, 2007; Hoff; 2008; Resiberg). Language is essential to how we communicate, think, and understand the world. Without language our ability to convey information, obtain knowledge and cooperate with others would be hindered. This paper looks at Chomsky, Benjamin Lee Whorf and B.J. Skinners theories on language acquisition and why language it is so important to have and what could happen to a person if he/she were isolated from society. In order to comprehend how language is created and relates to thought, we first need to know that the basic structure of language is grammar. Grammar is a set of rules that clarifies how our thoughts can be articulated. There are three main elements that go with grammar; they are phonology, syntax, and semantics. Phonology is the study of the smallest unit of speech called phonemes. Phonemes are the way we use sounds to form words and produce meaning. Syntax deals with how words and phrases can be united to form sentences and semantic rules allow us to express meanings to words. Feldman, Robert S. (2011). Although many people may have a hard time explaining the meanings of these words, we all subconsciously use grammar every day in a linguistic way! Language starts during infancy from three months through one-year- old. Children begin to make insignificant speech like sounds that is called babble. In the textbook Feldman, Robert S. (2011) stated that while babbling, they produce, at one time or another, any of the sounds found in all languages, not just the one to which are exposed. Even deaf children demonstrate their own form of babbling, who are incapable to hear, yet who are exposed to sign language from birth babble in their own way. In the same textbook I stated before Feldman, Robert S. (2011); indicates that babies’ babbling imitates the precise language being spoken in the infant’s environment which focuses more on the pitch and tone of the person talking to the child. As the baby gets older, he or she starts to specialize in the language that they were exposed to from birth. To support what I am saying I read an article called Language and Brain Development â€Å"Jump Start† copyright United Feature Syndicate stated that â€Å"a child is introduced to language virtually at the moment of birth. Children do not require explicit language instruction, but they do need exposure to language in order to develop normally. Children who do not receive linguistic input during their formative years do not achieve native like grammatical competence.† There were three theorists that had their own speculation on language acquisition but intertwined with my thesis. Let us begin with Noam Chomsky. Chomsky was a very well- known linguist. He believes that human brains have a language acquisition device that we are inborn with. All children are born with a universal grammar that makes them amenable to the common features of language because of this hard-wired background in grammar; children easily pick up a language when they are exposed to its particular grammar. Http://www.brighthubeducation.com/language-learning-tips/71728-noam-chomsky-language-acquisition-theories/. Basically Chomsky believed that all children develop language around the same age and all develop language skills rapidly and naturally. The next theorist was Benjamin Lee Whorf. Whorf’s theory is that children will learn language skills through interaction with others rather than obtain the knowledge involuntarily. He was recognized for his study that focused on a person’s thinking skills, how their ideas and expressions all depend on language. He anticipated a theory called â€Å"linguistic relativity.† This theory determines the way people think. In other words â€Å"â€Å"we think in terms of words or other symbols, and they are required as a precondition for a human to form an idea—or, at least, to express the idea to others. Although thinking involves mental manipulation of reality, it is heavily dependent upon words or other symbols.† Bergman. Jerry (Benjamin Lee Whorf: An Early Supporter of Creationism). My last theorist was B.F. Skinner. Skinner thought language is attained through standards of conditioning, association, imitation and, reinforcement. The difference from Chomsky and Skinner one believed he or she is born with language where Skinner believed that people have to be taught how to speak by some one’s language acquisition. All three theorists have their own assumptions on language acquisition. Chomsky believes we are born with the skills for language. Skinner believes children is learn through imitation that focuses on behavior and Whorf thought language was developed by interaction with peers rather than being born with it. The one major factor that they all share is the importance of language from birth. If children are deprived of language from the start they will suffer drastically, which proves my statement in the beginning; which was, children who are isolated from language and communication from the early ages will deal with major effects when they are older. A major period that some theorists believe is crucial for language development is called the critical period, which can cause many effects in learning language. From the article â€Å"Introduction Brain and Language† explained what the critical-age hypothesis was. This theory believes language is organically based and the capacity to learn your inhabitant language develops from birth to middle childhood. Subsequent to this period, the attainment of grammar is complicated for most people and never fully grasped. Children who are not exposed of language during this critical period will have a difficult time overcoming this deficit. This concept can be proved to be true in humans and other species. 22. Introduction Brain and Language gave an example of ducklings. For instance, from nine to twenty-one months after hatching, ducks will follow the first moving object they see regardless if it is a duck or not. This behavior did not come subconsciously but from an â€Å"external teaching, or intensive practice.† Other examples of the critical period that is strongly associated to language learning is the critical period in certain songbirds, e.g., zebra finches or white crowned sparrows (Marler, 1970). For children there have been cases that support this theory. For instance, there was a young boy who was isolated from society also known as the â€Å"wild† child. In the film produced by Francois Truffaut â€Å"The Wild Child† was based on a young boy named Victor. It was determined that he was left in forest and survived shockingly. (Language and Brain Development 23.) In the YouTube documentary we learned that Victor was not capable to speak or recognize language. He was brought to Paris where he was first put into a deaf school, but after Francois Truffaut observes Victor he believes he can hear and can be educated. After a while, Victor begins to gain some kind of language from being in society. (http://www.youtube.com/watch?v=_dA2W0SwIwY). Another perfect example that supports the conjecture of the critical period is a girl named Genie. Genie as well as Victor was a wild child. Genie was abused and isolated from all society from eighteen months to about fourteen years of age. Genie was restricted to a small room under terrible conditions and received minimal to none of human contact. Genie was not able to talk or knew any language at all. (Language and Brain Development 23) said â€Å"this linguistic inability could simply be caused by the fact that these children received no linguistic input, showing that language acquisition, though an innate, neurologically based ability, must be triggered by input from the environment.† Like Victor, Genie learned some kind of language but lacked â€Å"grammatical structure.† Possessing language is essential to have living in a society. Without language you would not be able to communicate, give, and receive knowledge. For instance Genie; in (Introduction Brain and Language) said â€Å"The cases of Genie and other isolated children, as well as deaf late learners of ASL, show that children cannot fully acquire language unless they are exposed to it within the critical period—a biologically determined window of opportunity during which time the brain is prepared to develop language.† People use and develop language in their lives and it is important to have developed it in an early age. References Feldman, Robert S. (2011). Essentials of Understanding Psychology â€Å"Jump Start† copyright . United Feature Syndicate. Reprinted with permission. Introduction Brain and Language http://suite101.com/article/how-we-learn-language-a158847 Aitchinson, Jean (1976). The Articulate Mammal: An Introduction to Psycholinguistics. London: Hutchinson Co. http://www.healthofchildren.com/L/Language-Development.html http://www.icr.org/article/6391/ http://www.youtube.com/watch?v=_dA2W0SwIwY

The Flogging Of Jesus :: essays research papers

John 18:39- but it is your custom for me to release to you one prisoner at the time of the Passover. Do you want me to release `the king of the Jews'?"King of Jews- He's not the king of the Jews, He's slapping them in the face.The same thing Jesus was being accused of Barnabbas did.JN 19:1 Then Pilate took Jesus and had him flogged. [2] The soldiers twisted together a crown of thorns and put it on his head. They clothed him in a purple robe [3] and went up to him again and again, saying, "Hail, king of the Jews!" And they struck him in the face.Then Pilate took Jesus and had him flogged.This is your Messiah people, this is not VBS, or bible study, this is the Messiah that is in love with you.MT 27:27 Then the governor's soldiers took Jesus into the Praetorium and gathered the whole company of soldiers around him. [28] They stripped him and put a scarlet robe on him, [29] and then twisted together a crown of thorns and set it on his head. They put a staff in his right hand and knelt in front of him and mocked him. "Hail, king of the Jews!" they said. [30] They spit on him, and took the staff and struck him on the head again and again. [31] After they had mocked him, they took off the robe and put his own clothes on him. Then they led him away to crucify him.Flogging- basically they tied his hands and tied him against a pole. And his buttocks were shown to the audience. He is completely and totally naked. They have the whip of the 'cat of nine tails'. It has bones and steel balls in it. The bones are put in so that, when he is whipped the bones will stay in his body. And they will rip it back and rip his skin apart. He's been awake for over 24 hours. And now he's standing there, as the steel balls hit him and start hammering away at his bones. And as they rip it back there is blood and skin flying all over his body. His bones start sticking out of his chest and his back. As they continue to hit him†¦ 1, 2, 3,†¦ 35, 36, 37, 38, 39 times. Each time they hit Him and bring it back the bones from the whip continue to rip His skin apart.

Child Beauty Pageant

Formal Outline: Child Beauty pageant Introduction: 1. How many of you guys have heard or seen the show Toddler and Tiaras? It’s a show where toddlers and young children take stage wearing make ups, spray tans and fake hair to be judged on beauty, personality and costumes. Tiaras are following families on their guest for sparkly crowns, big tittles, and lots of cash. 2. Preview : I think child beauty pageant is absolutely unacceptable. Children should be on the play ground playing games, be active and have fun not, wear makeup and have fake tan and get judged for their â€Å"beauty†. . Thesis: We should show and teach the younger generation that beauty is not everything; we should not let little young girls participate in beauty contest. They are growing too fast, they don’t even understand the whole thing and usually they are dragged by their parents & you don’t even know if that’s actually something the child wants to do. Body : 1. First main point : Is beauty everything? What are we really teaching these young kids? When a interviewer asks most child beauty contestants â€Å"which one would you rather be? Smart or beautiful? and most of them answered beautiful, this is something not a little 5-8 year old should be responding. It’s scary enough to know that they have an idea of what beauty means, this is something we should only worry about when we are older. * Sub point: These beauty pageant contests has taught them that being beautiful means being fake and superficial. * Sub point: They are growing too fast, makeup and hair products can do a lot of harm to little kids face and their hair. * Sub point: I understand that some pageant are for scholarships, good cause and family bonding time but there are always other ways you can do those things.I think entering a beauty contest is little bit extreme and can really ruin how kids feel about themselves and the world. * Sub point: It wouldn’t be bad if they are doi ng natural beauty contest, I don’t have anything against them but most of the child beauty pageant are not. Transition: some parents take the beauty pageant too far and far too serious because some of them took drastic measures. Second main point: Botox 1. This is one of the most ridiculous I have ever seen and heard â€Å"a mother injected her 8-year old daughter with Botox. † (Good morning America)The mother said â€Å"I knew she was complaining about her face, having wrinkles, and things like that when I brought it up to Britney she was all for it† 2. What kid needs Botox for wrinkles? And do these parents do whatever their children ask for? I don’t want to judge how to raise their own children but injecting your own kid with Botox is crossing the line. She also admitted that she was actually encouraged by other stage mothers and they do it to their children. 3. The Botox procedure is done by the mother herself; she is not even a doctor? When they aske d little Britney if Botox hurt she said â€Å" yes but its less than getting her legs waxed†Transition: Is it really for their children? Why are these parents taking it so far? Third main point: 1. Of course all these pageant moms say they are doing this for their kid, but teaching their kids to being superficial and fake is not the right way. They want their kid to win, they make it important for their kids to win and these young kids are being pressure to win â€Å"beauty† contest. The parents usually say it makes their daughter feels beautiful, confidences and get use to pressure, what if they lose? What does that do to the kid? 2. These kids are not ready for those things; they need to learn those slowly.Growing up too fast is bad for them and giving them a mental picture that beauty is everything. Conclusion : Which brings me back to my first main point: that we should be teaching our kids to have fun and tell them how education is important and outside beauty is important. The only beauty they should know is about inner beauty and being a nice person not about make ups and being skinny. Clincher: In conclusion, I hope all of you guys feels the same way as me or at least close to it because these little kids don’t need to be judged on their â€Å"beauty† don’t let them ruin their childhood and say NO to child beauty pageant.

Literary History and the Concept of Literature Essay

Literary history and the concept of literature I From the 1970s onwards, much has been said about the writing of history and literary history that has cast doubt on its intellectual credibility. For example, Hayden White’s Metahistory (1973) included an influential analysis of the metaphorical foundations of 19th century history writing. In 1979, Jean-Francois Lyotard criticized grand narratives in La Condition postmoderne (The Postmodern Condition), and in 1992 David Perkins presented a whole array of sceptical epistemological and methodological arguments directed against literary history in Is Literary History Possible?. The questioning of literary history has not however resulted in the abandonment of large-scale literary-historical projects, rather it has inspired attempts to base such ventures on better designs and better foundations. Not least, many new ideas about the field have been put forward in connection with the preparation of two major works of literary history sponsored by the ICLA. It is also natural to point to two theoretical publications from 2002: the collection of essays, Rethinking Literary History, edited by Linda Hutcheon and Mario J. Valdes, and Marcel Cornis-Pope and John Neubauer’s brief presentation of the ideas behind a history of literary cultures in East-Central Europe. [ii] The Swedish project â€Å"Literature and Literary History in Global Contexts†, which was started in 1998 and will terminate in 2004, focuses specifically on some theoretical problems associated with the writing of literary history. We who participate come, mostly, from various fields within oriental studies or from comparative literature. Since the project is sponsored by the Swedish Research Council we all work, or once worked, at various Swedish universities. One of the special features of the project is the interest devoted to world histories of literature, a genre where the general problems of literary history become especially visible and acute. (I shall return to this perhaps unfamiliar genre in a moment. ) Three important cruces in connection with world histories of literature have been singled out for special discussion within the project: (i) the understanding of the notion of literature, (ii) the understanding of genres, and (iii) the understanding of interactions between literary cultures. These three sets of issues will be made the subject of four volumes of literary-historical studies and theoretical reflections, and these volumes will represent the main concrete outcome of the project. In this paper, I shall concentrate on the first of the questions, about the notion of literature. I shall say a few words about the concept of literature itself, point out some of the difficulties that it occasions in a world history of literature, and conclude with a brief discussion of how such problems may be approached and dealt with. II In a sense, of course, there are very many concepts of literature: if every nuance is taken into account, it may well be the case that each person has their own. Yet if, conversely, one looks at the situation very broadly, one can say that there is an everyday concept of literature in Western culture which is widely shared. That concept came into being in the course of the 18th century. Before that, no exact counterpart to our present concept of literature existed either in Western culture or elsewhere, and the distinction between imaginative literature and non-fiction was not of primary importance in the classification of texts. Wilt Idema and Lloyd Haft have given a concise and clarifying account of how earlier cultures thought about texts and their basic divisions. As long as no more than a few written works are in circulation in a given society, all texts are more or less equally important and valuable. If there is a dramatic increase in the number of writings, with a corresponding differentiation in their content and character, the texts are likely to be subdivided into the categories of â€Å"high† literature, professional literature, and popular literature. â€Å"Literature† (or high literature) is then the term for texts which are felt to be of general educational value and which are, accordingly, regarded as part of the necessary intellectual baggage of every cultured person†¦. Works which contain useful knowledge but remain limited to one specific area, such as medicine or military science, are classified as professional literature. Works intended only to amuse, and which have (or are considered to have) no educational value, fall outside the scope of â€Å"literature†Ã¢â‚¬ ¦. We may call these more or less despised writings â€Å"trivial literature†. In the kind of intellectual culture described in this quotation, the fundamental distinction among texts is the one between culturally important texts and culturally less significant ones. In most such cultures – classical antiquity, classical Chinese culture, classical Sanskrit culture, and so forth – the class of culturally important texts would comprise most of what we call poetry, history writing, and philosophy, and normally also other kinds of texts – some administrative texts, some texts concerning magic, some letters, et cetera. Oral vernacular texts, or relatively unadorned fictional narratives, what we call fictional prose, would normally form part of popular or trivial literature. For complex social, economic, and cultural reasons, this way of classifying texts came to undergo great though gradual transformations in Western Europe from the late 17th to the early 19th centuries. One of the very many crucial factors behind the process must have been the growing importance of a new, more rigorous conception of empirical truth, associated with the natural sciences. High literature, in the special sense described by Idema and Haft, had always aspired to truth in the sense of great human significance. As the distinction between empirical truth and empirical non-truth became more rigid and more significant – and as many other, more or less related developments were taking place – new groupings began to emerge in the textual universe. Poetry became dissociated from scientific writings, and successively also from history, philosophy, oratory, and letters. On the other hand, fictional prose, especially in the guise of the increasingly appreciated novel, came to be regarded as one of the genres of poetry. With this, our modern notion of literature had effectively taken shape, and the term â€Å"literature† (whose main meaning in the 17th and 18th centuries had been something like â€Å"education† or â€Å"culture†) successively developed into today’s normal designation of the concept. [v] III The late 18th and early 19th centuries saw the beginning of the writing of literary history – of the history of national European literatures, of the history of European literature as a whole and, at least from the 1830s onwards, of the world history of literature. World histories of literature thus comprise a genre which has existed for around 170 years. Among its modern instances are such impressive works as the German twenty-five volume Neues Handbuch der Literaturwissenschaft (New Handbook of Literary Studies), published between 1972 and 2002, and the Russian Istorija vsemirnoj literatury v devjati tomach (History of World Literature in Nine Volumes) from 1983-94. [vii] However in the English-speaking world the genre is more or less extinct, and its very existence appears to be overlooked in the contemporary international discussion about the globalization of literary studies. These debates are primarily inspired by the widespread interest in colonial and postcolonial studies and place the last few centuries at the centre of attention, while the traditional world histories of literature are, in principle, universal in scope, and are meant to cover all times and cultures. In many respects, it seems a good idea to have a world history of literature to fall back on. Such works can relate the various literary cultures of the world to one another and put them into perspective. Thus they may create a much needed overview, much as a map of the world helps us to comprehend certain fundamental geographical realities. To some extent, works like the Neues Handbuch der Literaturwissenschaft and the Istorija vsemirnoj literatury do just that, and of course they also contain a wealth of information and intelligent discussion. Yet, despite their often remarkable qualities, world histories of literature are typically profoundly problematic for a number of reasons. Two major problems have their roots in the very concept of literature. First, the concept is, in itself, an everyday notion. If employed without additional explications or stipulations, it is too imprecise and inconsistent to form the basis of a reasonable classification. Second, the concept of literature is a relatively recent Western invention. Its application to other times and cultures will easily lead to anachronistic and ethnocentric distortions. On the whole, world histories of literature are content to sweep such problems under the carpet. They typically prefer to rely on the everyday notion of literature and to include the resulting contradictions in the bargain. For instance, the concept of literature is traditionally used in such a manner that the criteria for a work to be classified as literature vary depending on the time and the culture one is speaking of. Modern literature is most often seen as consisting of just fictional prose, poetry, and drama. When there is talk of older periods, the concept of literature is however used very inclusively. [ix] For example, ancient Roman philosophy, history, and oratory are not excluded as being non-fiction; instead, such writers as Lucrece, Caesar, and Cicero are considered part of the European literary heritage. The same duality appears in the treatment of other literary cultures. Thus, for instance, the sacred Vedic texts (circa 1200 – circa 500 B. C.).

The Early History of Football

The Early History of Football Derived from the English game of rugby, American football was started in 1879 with rules instituted by Walter Camp, player and coach at Yale University. Walter Camp Walter Camp was born April 17, 1859, in New Haven, Connecticut. He attended Yale from 1876 to 1882, where he studied medicine and business. Walter Camp was an author, athletic director, chairman of the board of the New Haven Clock Company, and director of the Peck Brothers Company. He was the general athletic director and head advisory football coach at Yale University from 1888-1914, and chairman of the Yale football committee from 1888-1912. Camp played football at Yale and helped evolve the rules of the game away from Rugby and Soccer rules into the rules of American Football as we know them today. One precursor to Walter Camps influence was William Ebb Ellis, a student at the Rugby School in England. In 1823, Ellis was the first person noted for picking up the ball during the soccer game and running with it, thereby breaking and changing the rules. In 1876, at the Massosoit convention, the first attempts at writing down the rules of American football were made. Walter Camp edited every American Football rulebook until his death in 1925. Walter Camp contributed the following changes from Rugby and Soccer to American football: one side retained undisputed possession of the ball until that side gives up the ball as a result of its own violationsthe line of scrimmage11 on a team instead of 15created the quarterback and center positionsforward passstandardized the scoring system, numerical scoringcreated the safety, interference, penalties, and the neutral zonetackling as low as the knee was permitted - 1888a touchdown increased in value to six points and field goals went down to three points - 1912 The NFL or the National Football League was formed in 1920. A1903 Princeton and Yale Football Game was filmed by Thomas A. Edison

Easy Maple Syrup Crystals For Kids

Easy Maple Syrup Crystals For Kids Making maple syrup crystals is a fun project for children. Its great for adults, too, since the maple syrup crystals may be used as a flavorful sweetener in drinks or other treats. Maple syrup crystals have a more complex flavor than sugar crystals or rock candy. Heres how to make the crystals. Method 1 Heat a cup of pure maple syrup in a pan over medium heat.Stir and heat the syrup until it starts to thicken or you start to see crystals forming on the bottom or side of the pan.Pour the syrup onto a chilled plate and allow the syrup to crystallize. If you pour the syrup onto a dark-colored plate, it will be easier to watch the crystals form. Method 2 Cover a baking sheet or shallow dish with a layer of water. You only need about 1/4 inch of water. Freeze the dish to make ice.Heat a cup of pure maple syrup in a pan over medium heat.Heat the syrup, stirring constantly, until it has a thick consistency. Remove the pan from heat.Remove the dish of ice from the freezer. Drop spoonfuls of the hot syrup onto the ice. The sudden temperature change will cause crystals to form within minutes.

NUTRITION AND DENTAL HYGIENE IN THE ELDERLY Essay

NUTRITION AND DENTAL HYGIENE IN THE ELDERLY - Essay Example Efforts to help them independently brush can be made by strapping their toothbrush on their hand with a wide elastic band; enlarging brush handles by taping it to a sponge; and lengthening the handle of toothbrushes through tongue depressors. Automatic flossers can be used to help them floss; or while flossing their teeth for them, music can be played or the TV can be turned off to provide some distraction (Paterson, 2000). For those with dentures, their gums and the roofs of their mouths must be gently brushed with toothpaste for the removal of plaque and for the stimulation of gums; their dentures must be cleaned daily and all residues of food removed (Paterson, 2000). In order to improve the oral health of the elderly, a nutritional assessment must first be carried out in order to determine the patient’s diet and determine if he is taking in the proper foods to remain healthy. The patient’s daily water intake must also be evaluated. The goal for the patient is for hi m to receive and achieve an energy intake of from 30 to 40kcal/kg/day and a protein intake 1.2 to 1.5 g protein/kg/day (Haute Autorite de Sante, 2007). The French National Nutrition Health Program is also recommended for these patients.

Opportunity cost direct and indirect cost.&marginal cost, average cost Assignment

Opportunity cost direct and indirect cost.&marginal cost, average cost and sunk cost - Assignment Example Foregone opportunity cost is the cost of the discarded cost choice, the $50 work (McEachern 30). Q2. Last month, I was on a pondering mood. I had to scrutinize a sunk cost obstacle. A sunk cost is cost that had been previously used or paid, not recoverable (Mankiw 262). Gathering and analyzing the gym cost facts paid Last August 2012. The average activity cost was higher than the marginal cost. Marginal cost is higher than the basic cost. The cost is also known as incremental cost (Geetika384). I paid only $25 for one month’s unlimited use of the Gym. On the other hand, the average activity cost was $ 5 for each class. The average activity cost is the mean of all the relevant total activity costs (Taylor 214). Since I projected to attend 28 classes in one week, the total cost summed up to $ 140. Consequently, $140 is definitely higher than the $25