Nonverbal Communication Cod Essay Example for Free

Nonverbal Communication Cod Essay 1. What nonverbal messages are being sent in this image? 2. What type of nonverbal communication codes are being used to deliver the messages? 3. What effect does each message have on the other people in the image? 4. What nonverbal communication skills and strategies could be used to communicate effectively in this situation? 1. What cultural barriers are seen in this image? 2. What type of nonverbal communication codes are being used to deliver the messages? 3. What effect does each message have on the other people in the image? 4. What nonverbal communication skills and strategies could be used to communicate effectively in this situation? 1. What nonverbal messages are being sent in this image? 2. What type of nonverbal communication codes are being used to deliver the messages? 3. What effect does each message have on the other people in the image? 4. What nonverbal communication skills and strategies could be used to communicate effectively in this situation? 1. What cultural barriers can be seen in this image? 2. What nonverbal messages are being sent in this image? 3. What type of nonverbal communication codes are being used to deliver the messages? 4. What effect does each message have on the other people in the image? 5. What nonverbal communication skills and strategies could be used to communicate effectively in this situation? 1. What cultural barriers can be seen in this image? 2. What nonverbal messages are being sent in this image? 3. What type of nonverbal communication codes are being used to deliver the messages? 4. What effect does each message have on the other people in the image? 5. What nonverbal communication skills and strategies could be used to communicate effectively in this situation?

Continuing Personal Development Essay Example for Free

Continuing Personal Development Essay For years, the only way to format HTML in a visually appealing way was to use tables. As the web evolved, designers wanted to do more than just display text, they wanted to emulate printed documents. This was done through CSS or cascading style sheets. With this, designers are able to separate content from presentation, and gain more precise control over layout. Cascading Style Sheets, or CSS, allow you to modify properties of existing HTML elements. With style sheets you have increased flexibility and the capability to add several attributes that are not available with normal HTML. The word cascading applies to a hierarchy of importance in that the user has the highest level of control. By applying a user-selected style sheet, the user has complete control over the styles of the web page. This is an accessibility benefit. People can view web pages in any browser that they choose, and they can manipulate it as much as they like. Using CSS to your advantage One of the primary benefits of CSS is that it allows authors to separate content from its presentation. The content can be presented with any combination of styles, but the content itself will remain unchanged. With style sheets, you have greater control over layout than you do with tables. You can change the linear layout of a page without altering its visual layout. Linear layout refers to the order of elements in a web page when all styles and formatting are removed. One of the nice things about style sheets is that you dont have to alter the visual formatting of a web page when you alter the linearized reading order. This can be useful when you want to make sure that screen reader users access the page content in a certain order. CSS Pitfalls It is sometimes tempting to take advantage of the wide-ranging capabilities of CSS to convey meaning. This is one of the most dangerous pitfalls of CSS-based design. For example, different colors of text could be used to separate certain words into different categories. In a sense, this sort of visual categorization technique provides visual cues that are helpful to readers. Not everyone has full visual capabilities though. Individuals with low vision, blindness, or color blindness or those that use old browsers and monochrome devices may or may not be able to make sense of the information if it is presented this way. This is the same with the use of meaningful background images. Since background images cannot have alternative text explicitly associated with them, there is potential for abuse, or at least negligence, in terms of ensuring accessibility. Some of the strengths of style sheets are also weaknesses. For example, the ability to change the linearized reading order of your content without changing the visual layout can lead to some wonderful accessibility solutions, but it can also create a huge mess. Even though it is possible to present the content to screen reader users in any conceivable order, most of the times, the more experimental design, the more likely it will confuse users. It is interesting to note that when you use CSS, you have to accept the fact that your content will not look right in some browsers. Some may not even support CSS at all. (Creating accessible CSS. Web Accessibility in Mind. ) Reaction The article from WebAIM is a good head start to learn more about CSS. It presents an overview of Cascading Style Sheets to help the readers get a grasp of how it was created and how it evolved as an answer to a changing need to have more flexibility in HTML. It provides a detailed yet highly comprehensible approach to CSS; the basics of it and the certain issues it entails. CSS is indeed a creative way to enhance our ability to manipulate web pages and relay information over the internet. WebAIM also presents the advantages and disadvantages of CSS in a concise manner. CSS has gained popularity because of its many advantages. The article emphasizes the value of how you can separate the content from presentation. In a time when both content and presentation are important in order to effectively communicate the message to the viewers, it is especially important that a demarcation between the two be made. Being able to change one while not sacrificing the other, is a good attribute that CSS has brought to HTML. CSS improves the ease of changing tags and styles while also being efficient with its process. However, useful as it is, CSS has also some disadvantages. The rather lenient way of manipulating styles may also be subject to abuse. More confusion can be made if improper and abusive use of style variation is done. Careful thought must be ensured when creating web pages so as to convey messages clearly and effectively. Like in any other fallible structures, it is important to be cautious of any mistakes that might be done, paying closer attention to detail and the efficiency of the method or style used. Moreover, one must understand that although browser support issues are inevitable, there are some strategies to manage this. Bibliography â€Å"Creating accessible CSS. † Web Accessibility in Mind. http://www. webaim. org/techniques/css/

The Ancient Indian Educational System Education Essay

The Ancient Indian Educational System Education Essay Ancient Indian educational system focused on building a disciplined and values-based culture. Human values such as trust, respect, honesty, dignity, and courtesy are the building blocks of any free, advanced society. The convocation addresses from ancient time throws significant light on the qualities required to be developed in the students which are not very different from the qualities that modern educational systems are trying to impart. Discipline like character is an essential quality for personal as well as social life. It consists in obedience to laws, rules and decisions. In this regard we must admit that ancient Indian system of education played a major role in making students realize their duties and responsibilities and emphasized on the necessity of discipline for an orderly social life. Character and discipline cannot be imparted to an individual by preaching or through speeches. While students can be imparted with the knowledge of what is moral and what is immoral, what is discipline and what is indiscipline, what is character and what is characterless, they can be made to act in conformity with the required standard of behaviour, only through personalexample. These qualities are acquired by emulation in addition to education. 3. The modern school education system in India comprising primary, middle and secondary levels vary considerably across the states since education is primarily the responsibility of the state governments. Most states follow five years of primary, three years of middle and two years each of secondary and higher secondary levels shown in appendix Q. In the public schools, the lessons are taught mostly in regional languages and English is learned as second language while private schools use English to teach most of the subjects. The system of higher education is however more or less uniform across the country and taught mostly in English. The first level degrees in non-technical subjects usually require about three years while the technical degree courses span over four years. 4. Indian Constitution directs the State to provide free and compulsory education for all children upto the age of 14. This goal has been pursued by the country for nearly six decades through successive development plans. The last two decades have witnessed significant improvements in childrenà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s participation in schooling, accompanied by substantial increase in investments. The recent effort to raise resources for the sector through imposition of an education cess is major effort in that direction. Even though school education has traditionally remained a subject for action by State Governments, Government of India has, during the last two decades following the National Policy on Education à ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬ 1986, begun to play a leading role. This culminated in the launching of the national programme of Sarva Shiksha Abhiyan in 2001. Despite all these efforts, the final goal of providing quality education for all has eluded the country. 5. Urgency of reaching the goal has been heightened in recent years due to several national and international developments, including commitments made under the Dakar Framework for Action for providing quality Education for All by 2015  [ii]  , which not only covers primary education but also focus on literacy goals, gender equality and quality concerns.  [iii]  The Dakar Framework of Action listed the following six specific goals to be achieved by all countries. a). Expanding and improving comprehensive early childhood care and education, especially for the most vulnerable and disadvantaged children. b). Ensuring that by 2015 all children, particularly girls, children in difficult circumstances and those belonging to ethnic minorities, have access to and complete free and compulsory primary education of good quality. c). Ensuring that the learning needs of all young people and adults are met through equitable access to appropriate learning and life skills programmes. d). Achieving a 50 per cent improvement in levels of adult literary by 2015, especially for women, and equitable access to basic and continuing education for all adults. e). Eliminating gender disparities in primary and secondary education by 2005, and achieving gender equality in education by 2015, with a focus on ensuring girlsà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢ full and equal access to and achievement in basic education of good quality. f). Improving every aspect of the quality of education, and ensuring their excellence so that recognized and measurable learning outcomes are achieved by all, especially in literacy, numeracy and essential life skills. 6. The National Plan of Action for Education for All (2002) in India reflects this sense of urgency felt within the country by proposing to reach the targets much ahead of the international dateline. At the national level, the Constitutional Amendment in 2002 declaring education in the age group 6-14 which corresponds to the elementary education stage of schooling a fundamental right has brought the issue of universal elementary education (UEE) to the centre stage of public discourse. The country is in the process of drawing up the legislation for effective implementation of the right for translating the constitutional provision into reality. With the progress made in recent years the goal seems to be achievable by the international time frame of 2015. But this requires systematic assessment of the various goals the present exercise is one such effort. 7. Looking from different perspective institutions of higher learning and universities flourished in India well before the Common Era, and continued to deliver education into the Common Era. Secular Buddhist institutions cropped up along with monasteries. These institutions imparted practical education, e.g. medicine. A number of urban learning centres became increasingly visible from the period between 200 BCE to 400 CE. The important urban centres of learning were Taxila and Nalanda, among others. These institutions systematically imparted knowledge and attracted a number of foreign students to study topics such as logic, grammar, medicine, metaphysics, arts and crafts. 8. With the arrival of the British Raj in India a class of Westernized elite was versed in the Western system of education which the British had introduced.  [iv]  This system soon became solidified in India as a number of primary, secondary, and tertiary centres for education cropped up during the colonial era. Between 1867 and 1941 the British increased the percentage of the population in Primary and Secondary Education from around 0.6% of the population in 1867 to over 3.5% of the population in 1941.  [v]  However this was much lower than the equivalent figures for Europe where in 1911 between 8 and 18% of the population were in Primary and Secondary education. Additionally literacy was also improved. In 1901 the literacy rate in India was only about 5% though by Independence it was nearly 20%.  [vi]   9. Following independence in 1947, Maulana Azad, Indias first education minister envisaged strong central government control over education throughout the country, with a uniform educational system. However, given the cultural and linguistic diversity of India, it was only the higher education dealing with science and technology that came under the jurisdiction of the central government. The government also held powers to make national policies for educational development and could regulate selected aspects of education throughout India. 10. The central government of India formulated the National Policy on Education (NPE) in 1986 and also reinforced the Programme of Action in 1986.  [vii]  The government initiated several measures the launching of DPEP (District Primary Education Programme) and SSA (Sarva Shiksha Abhiyan, Indias initiative for Education for All) and setting up of Navodaya Vidyalaya and other selective schools in every district, advances in female education, inter-disciplinary research and establishment of open universities. Indias NPE also contains the National System of Education, which ensures some uniformity while taking into account regional education needs. The NPE also stresses on higher spending on education, envisaging a budget of more than 6% of the Gross Domestic Product.  [viii]  While the need for wider reform in the primary and secondary sectors is recognized as an issue, the emphasis is also on the development of science and technology education infrastructure.

One Flew Over The Cuckoos Nest Essay -- essays research papers

Jeff Saccone 12/16 Per. 4 Cuckoo The value of experience plays a major role in the poem The Waking by, Roethke and One Flew Over the Cuckoo’s Nest by, Kesey. Both portray a similar message, which seems to suggest that in life you must learn to live by gaining different experiences, which contribute to making you the person that you are. The quote â€Å"I learn by going where I go† from The Waking would be the same philosophy that Mc Murphy used in One Flew Over the Cuckoo’s Nest to teach the ward members how to live on their own and gain a sense of individuality. You can not shy away from things or go through life doing the same things over and over again or you become a machine incapable of making your own decisions. In The Waking the author tells of how you must ask questions about things you don’t know and you must learn things by actually venturing into the unknown to gain new knowledge. In One Flew Over the Cuckoo’s Nest, Mc Murphy tries to make the patients believe in themselves and not have to go by the strict rules of the nurse. By allowing them to learn to help themselves he in a sense opens each inmate to a new world in which they can succeed and therefore they do not need to be sheltered from society. He tries to let them gain new experiences and even if they are not successful ones they still learn something and gain confidence and individuality. In The Waking the poem can be compared to an a patient in One Flew Over the Cuckoo’s Nest before Mc Murphy got a chance t...

e e cummings :: Biographies Poet Poetry Biography Essays

e e cummings   Ã‚  Ã‚  Ã‚  Ã‚  e e cummings (no, this is not a typographical error, take note to the way he writes his name) was an unusual, yet highly acclaimed writer of the 20th century. His style of writing was much different than that of any other contemporary or even 18th and 19th century writers. Although difficult to understand at times, e e cummings is a very profound and inventive writer.   Ã‚  Ã‚  Ã‚  Ã‚  e e cummings was born Edward Estlin Cummings on October 14, 1894 in Cambridge Massachusetts. His parents were Edward and Rebecca Haswell Clarke Cummings. In 1911, at the age of 17, cummings entered Harvard University. It was there at Harvard where he first published his poetry in 1912 in Harvard Monthly. Then, in 1915, cummings graduated Harvard as Magna cum Laude with a B.A. It was at his graduation where he gave his commencement speech, "The New Art." In 1916, cummings received an M.A. for English and Classical Studies at Harvard. After completing his college education, he volunteered to be an ambulance driver with Norton Harjes Ambulance Corps (The American Red Cross) in France in 1917, during World War I. It was while he was overseas when he was imprisoned falsely for three months in a camp on suspicion of French disloyalty. Although this was an unpleasant time in his life, it was there in the camp that changed his life. He was already an excellent writer, but this experience added fuel to his ability. He was released from prison on January 1, 1918. Cummings then returned to New York City, but was drafted by the United States Army in 1918 until Armistice. On December 20, 1919, e e cummings and his girlfriend, Elaine Orr Thayer, welcomed their daughter, Nancy, into the world. Later, on March 19, 1924 cummings married long-time girlfriend Elaine Orr, but they are divorce just a short while later on December 4, 1924. In 1920, after his time in the war and the birth of his daughter, cummings decided to move to Paris, France to study art, but he frequently returned home for visits to the United States. He remained living there only until 1923, when he returned to the US and had his aforementioned wedding and divorce later the next year. While in the US, cummings resided at 4 Patchin Place, Greenwich Village in New York City. In 1925, tragedy struck cummings' life when his father died.

World War Two Essay -- WWII World War 2 Essays

World War Two On June 18, 1812, President Madison of the United States and Congress declared war on Great Britain. On June 25, the French emperor, Napoleon Bonaparte led his army in Europe across the Nieman River into Russia.(1) Although these two events were thousands of kilometers apart they were directly connected to each other. To some extent, the Americans declared war in protest against measures that were part of Britain's effort to defeat Napoleon with the use of blockades. There are many interesting aspects to the War of 1812, including the fact of why it even happened. Britain and the United States had more reasons to remain friends than to start a war. The intent of this essay is to examine American and British objectives during this war, and despite the Treaty of Ghent, conclude Canadians won the War of 1812. Britain, in their eagerness to starve out France, set up a series of blockades along the European coast.(2) These blockades sought to exclude neutral ships from trading with France and her Allies. The very powerful British Royal Navy would search American vessels, most times within sight of land. British deserters provided England with the excuse it needed to search American ships at sea. Desertions were commonplace in the Royal Navy, harsh treatment and punishments were a way of life to British seamen. In comparison, crews on American merchant vessels enjoyed much better treatment, lots of food, good pay and above all, limited punishment. Royal Navy boarding parties arbitrarily selected deserters who, for their crimes were whipped, strung up by the yardarm or keelhauled.(3) As a bonus, the British impressed, kidnapped would be a better word, the most fit and healthy among the American crews into the Royal Navy, and in most cases seized the cargo. Facing well armed British warships, American merchant ships were powerless to resist and were sometimes captured outright. This treatment of American people and vessels at sea would not go unnoticed by the newly formed colonies of the United States. In his speech to congress June 1,1812 President Madison anger at the British Royal Navy and their tactics on the open seas, was very apparent "Thousands of American citizens under the safeguard of public law and the national flag   Ã‚  Ã‚  Ã‚  Ã‚  have been torn from their country and everything dear to them... Against this crying enormity, which Great Brit... ...ton, Flames Across The Border, p.224-5 43.  Ã‚  Ã‚  Ã‚  Ã‚  Ibid., p.225 44.  Ã‚  Ã‚  Ã‚  Ã‚  Ibid., p.226 45.  Ã‚  Ã‚  Ã‚  Ã‚  Ibid., p.227 46.  Ã‚  Ã‚  Ã‚  Ã‚  Stanley, 1812 Land Operations, p.260 47.  Ã‚  Ã‚  Ã‚  Ã‚  Ibid., p.261 48.  Ã‚  Ã‚  Ã‚  Ã‚  Ibid., p.268 49.  Ã‚  Ã‚  Ã‚  Ã‚  Berton, Flames Across The Border, p.40 50.  Ã‚  Ã‚  Ã‚  Ã‚  Ronald Way, "The Day of Chrysler's Farm,"   Ã‚  Ã‚  Ã‚  Ã‚   Canadian Geographic Journal (June,1961) p.216 51.  Ã‚  Ã‚  Ã‚  Ã‚  Berton, Flames Across The Border, p.283 52.  Ã‚  Ã‚  Ã‚  Ã‚  Stanley, 1812 Land Operations, p.340 53.  Ã‚  Ã‚  Ã‚  Ã‚  Ibid., p.377 54.  Ã‚  Ã‚  Ã‚  Ã‚  Ibid., p.338 55.  Ã‚  Ã‚  Ã‚  Ã‚  Ibid., p.381 56.  Ã‚  Ã‚  Ã‚  Ã‚  Ibid., p.393 57.  Ã‚  Ã‚  Ã‚  Ã‚  Glen Frankfurter, Baneful Domination (Ontario, 1971) p.113-4 58.  Ã‚  Ã‚  Ã‚  Ã‚  Morton, Military History. p.70 59.  Ã‚  Ã‚  Ã‚  Ã‚  Berton, Flames Across The Border. p.405 60.  Ã‚  Ã‚  Ã‚  Ã‚  Richard Gwyn, The 49th Paradox Canada in North America (Toronto, 1985) p.22 61.  Ã‚  Ã‚  Ã‚  Ã‚  Frankfurter, Baneful Domination. p.113-4 62.  Ã‚  Ã‚  Ã‚  Ã‚  Berton, Flames Across The Border. p.22-3 63  Ã‚  Ã‚  Ã‚  Ã‚  C.P. Stacey, "The War of 1812 In Canadian History."   Ã‚  Ã‚  Ã‚  Ã‚   Ontario History (Summer 1958) p.154-5 64.  Ã‚  Ã‚  Ã‚  Ã‚  Arthur Campbell Turner, The Unique Partnership Britain and The United States   Ã‚  Ã‚  Ã‚  Ã‚  (New York, 1971) p.33 65.  Ã‚  Ã‚  Ã‚  Ã‚  Robert Craig Brown and S.F. Wise, Canada Views The United States   Ã‚  Ã‚  Ã‚  Ã‚  (Washington, 1967) p.42

Explain the difference between Anxiety and Depression

Two mental disorders that are closely associated with another and share similarities are anxiety and depression. Anxiety is a psychological and a physical state in which a person exhibits excessive fear, nervousness, apprehension, or worry (eMedicineHealth, 2008). Usually people with anxiety cannot stop worrying about things, especially if these are beyond their control. In addition, anxiety also causes people to exaggerate problems and fears, which eventually disrupt their normal way of life because they believe that these problems and fears cannot be solved.In most cases, anxiety is caused by stress or other external factors that cause people to worry a lot (United States National Library of Medicine and National Institutes of Health, 2008). Its most common symptoms may include sweating, palpitations, trembling, nausea, shortness of breath, dizziness, and chest pain, among others (eMedicineHealth, 2008). On the other hand, depression is a condition wherein a person is excessively s ad, hopeless, and/or discouraged (Mayo Clinic, 2008).Like anxiety, it also affects people’s perception and behavior towards several things, especially problems (Mayo Clinic, 2008). One of its most common symptoms include irritability, restlessness, sleeping problems, inability to focus or concentrate, feeling worthless, suicidal thoughts, excess fatigue, and even lose of interest in sex, among many others (Mayo Clinic, 2008). The main difference between anxiety and depression is that the latter is a more severe condition of the latter.A person suffering from depression actually feels sad and excessively discouraged and usually knows what they are depressed about but are unable to control it (Lowrance, 2008). On the other hand, a person with anxiety usually fears something that might happen or something that he or she has not experienced or seen yet (Lowrance, 2008). In other words, anxiety usually involves fear of the future or fear of what might happen due to the present pro blems.