What Makes a Good Parent

To my mind, the right answer to the question â€Å"What makes a good parent† is not easily obtainable. You should spend a lot of time in contemplation before reaching to it. And still there is no guarantee that finally you will get it. Since many people have different opinions on raising a child there may be thousands absolutely different answers to one and the same question, a rather tricky one, I would say. To tell you the truth, after I asked myself the same question, several things went through my mind. What kind of parent will I be?How will I raise a child? Can I be a good parent? What turns ordinary people into good parents? Panic overtook me and I felt an overwhelming desire to rush to the local bookstore to purchase loads of parenting books and magazines to learn how to become a good parent or call to my mom. But, after thorough thinking I looked at the problem with fresh mind. First of all it’s quite normal to wonder how good a parent you are. Perhaps you're wo rried that going out to work or being a lone parent will affect your child (if the situation is such).You may worry about whether you're being firm enough, or whether you're giving your children what they need. We all hope to get it right and give a good balance of loving care and clear boundaries. Secondly, people are not born with good parenting skills; Parenting is a skill that is learned over a period of time. A good parent learns from their environment and passes what they have learned down to their children. Thirdly, a good parent is a person who is patient, kind, considerate, understanding, and helpful, a good listener, and a disciplinarian at the proper times.Wisdom and patience are always helpful, too. Sometimes all you need to do is listen, while at other times you might have to step in and take action. And moreover, parents have their special healing powers – a kiss and calm words can soothe cuts, bruises and disappointments, (this very point I remember from my own experience, while being a child). Parenting is a twenty-four hour a day job. Anyone who has been there will tell you that it can be absolutely chaotic at times. This is when your good parenting skills are developed to their fullest potential.Being a parent means creating a loving, safe environment for your children as they grow from baby to toddler, right through to the teenage years. You'll need different skills for each stage, but at all times your child will depend on you. You'll become the expert on your child and on what they need to grow into happy, healthy adults. Loving your child, with no strings attached, is the most important thing you can do. But you'll also have to make a huge number of decisions about the best way to bring up your child. This responsibility brings joy and excitement, but it can also be overwhelming, frustrating or even boring at times.Most people manage these emotional and practical challenges with a mixture of love, help from relatives and friends, g ood advice, common sense and just luck. To my personal viewpoint, the first step in becoming a good parent is to realize that you are not perfect. No one is. You are going to make mistakes, some big, some small. The important thing is to realize what the mistake is and not repeat it. There's no one right way to parent and no perfect parent out there with all the answers. We all make mistakes. We all make bad decisions. There are times that we want to be selfish and put ourselves before our children.The sign of a good parent is one that chooses to make their decisions with their children involved. True, there are some guiding ideas – all children need love and affection, to be kept safe and given limits on how they act, to be warm, fed, clothed and to have the opportunity to learn. To tell you the truth the best resource for successful child rearing is our own parents. For example, we should ask ourselves these questions; †¢ How did my parent raise me? †¢ Do I have g ood morals and values? †¢ Did I have a happy childhood? †¢ What method of discipline was used? †¢ How attentive were my parents?These are very important questions, and when we answer these questions, one or more of the answers may be negative. However, this is where common sense takes over. There will be things about the way we were raised that we liked and disliked. The areas that we did not like about the way we were raised can be turned around when we raise our own children. This is how, I think, we can develop into a good parent. Right now I would like to give some tips on how to become a good, loving parent. To tell you the truth, I am a little bit afraid to sound superficial, as I am not a parent yet. But, from another ide, I had enough experience of being a child. So, now when I am in my early twenties I can evaluate the way I was brought up by my parents. It is true, the older we are – the more we can understand our parents. Well, let’s pass on t o the tips: †¢ Recognize your child for the individual that they are. No two children are alike, and even though they may resemble you, they are not you. You may have a child that loves sports and one that can’t stand to be outdoors. We should consider the individuality of each child as a blessing and pursue ways to expand on that. †¢ Discipline your child.That is not to say that you have to spank your child or beat them unmercifully. Choose the method that works best for your child. You are the adult in your relationship and should be the master manipulator. †¢ Be involved in the schooling. Ask questions regarding how your child is performing and interacting with other students. Make sure that you are checking homework, but not doing it for the child. Ask your child questions about his/her day and find out what he likes and dislikes about his learning experience. †¢ Celebrate the small things in a positive way. A good parent: Shows a child consistent and loving discipline.Is supportive, excited and interested in what the child is doing (and wants to do). Allows a child to dream big dreams Teaches a child how to communicate in constructive, loving ways. Teaches a child how to deal with fear. Knows that the child's safety and well-being comes first. Does hard things if it will help the family. Is willing to learn from others — including the child. Knows when to let a child become an adult. Doesn't ever stop trying to become a better parent. It goes without saying, being a good parent is a hard demanding task, but at the same time so interesting and fascinating.Being a parent means passing all the stages of your child formation, such as the early hours of the morning when small children are refusing to sleep or teenagers are still out having fun. And what is more, at all these stages you must possess different skills and be an expert for your child; that is where high tolerance and endless patience are needed. The message I want to put across to the reader is that a loving, safe environment for our children as they grow from baby to toddler, right through to the teenage years is the best tool in upbringing a complete individual with his own self.The love of a family is life's greatest blessing. A great responsibility lies on parents, as it is they who are guarantors of protection, positive emotions and safety. Being a parent will probably be the most rewarding thing you'll ever do – and the toughest responsibility. The joy of holding your newborn baby as he or she looks at the world for the first time can be magical. To my mind, having a child opens you up to emotions that are almost impossible to imagine in advance. And one more thing we should remember for ever, when we feel confident and positive, our children are more likely to feel that way, too.

Guestimate The line and the angle Essay Example

Guestimate The line and the angle Essay Example Guestimate The line and the angle Essay Guestimate The line and the angle Essay Essay Topic: The Guest 1- I predict that if people are good at guessing the length of a line they will be good at guessing the degrees of an angle. 2- I predict that the higher the schooling year the better the estimate. Target population I have decided to investigate within the schooling ages of 7 and 9 firstly because these are easily available to collect due to having timetables and knowing where all the students will be when needed to guestimate. Another reason for picking students between these ages is that it is a big enough variety to draw conclusions from, and decide whether the amount of school really does improve the ability to guess the size of a line or angle. I will not be asking every year group as this will take up too much time and will not be necessary. I will be asking years 7, 9 and 11 this gives a big enough range of the amount of school experienced without asking every year. : Study Population I have chosen to get a list of the students in years 7, 9 and 11 and then ask every fourth person on the list this will the give a quarter of each year being asked which is enough to draw conclusions from. I am not going to ask everyone in the three selected years because this would take to long and it is not compulsory to get the information I need. Aims I will prove my hypothesis true or false by asking the selected people to guess the length of a line or size of an angle and then find the mean median mode for each year and draw graphs. I will also draw a graph relating their guess of the size of an angle to their guess of the length of a line. To gain fairly accurate results we will not let the pupils take the sheets away whilst guessing we will stay with them so there is no chance of using a rule or protractor. Possible things that may go wrong is that after we have asked one person they may go back and explain to the other people their opinion of the sizes that may give bias results to prevent this we will not tell them the actual answer. Results Year 7 Estimate of line Estimate (cms) 2 4? 4 6 ? 6 8 ? 8 10 ? 10 12 ? 12 14 ? 14 16 ? 16 18 ? 18 20 ? Totals Frequency 17 15 6 5 1 2 46 Mid-interval value 3 5 7 9 11 13 15 17 19 Frequency x mid-interval value 51 75 42 45 11 0 0 0 38 262 Mean = 262/46 = 5.70 Modal group = 2 4? Median is approximately 5cms Estimate (?) 10 20 20 30 30 40 40 50 50 60 60 70 70 80 80 90 90 100 Totals Frequency 3 10 12 12 1 1 2 4 1 46 Mid-interval value 15 25 35 45 55 65 75 85 95 Frequency x mid-interval value 45 250 420 540 55 65 150 340 95 1960 Range = 2-20 = 18 Estimate of angle Mean = 1960/46 = 42.61 Modal group = 30 50? Median is approximately 38? Range = 10-100 = 90 Year 9 Estimate of line Estimate 2 4 4 6 6 8 8 10 10 12 12 14 14 16 16 18 18 20 Totals Frequency 6 23 6 5 0 0 0 0 0 40 Mid-interval value 3 5 7 9 11 13 15 17 19 Frequency x mid-interval value 18 115 42 45 0 0 0 0 0 220 Mean = 220/40 = 5.50 Modal group = 4 6? Median is approximately 5cms Range = 2 10 =8 Estimate of angle Estimate 10 20 20 30 30 40 40 50 50 60 60 70 70 80 80 90 90 100 Totals Frequency 0 3 10 23 1 1 0 0 2 40 Mid-interval value 15 25 35 45 55 65 75 85 95 Frequency x mid-interval value 0 75 350 1035 55 65 0 0 190 1770 Mean = 1770/40 = 44.25 Modal group = 40 50? Median is approximately 43? Range = 20 100 =80 Year 11 Estimate of line Estimate 2 4 4 6 6 8 8 10 10 12 12 14 14 16 16 18 18 20 Totals Frequency 3 29 2 0 0 0 0 0 0 34 Mid-interval value 3 5 7 9 11 13 15 17 19 Frequency x mid-interval value 9 145 14 0 0 0 0 0 0 168 Mean = 168/34 = 4.94 Modal group = 4 6? Median is approximately 4.5cms Range = 2-8 = 6 Estimate of angle Estimate 10 20 20 30 30 40 40 50 50 60 60 70 70 80 80 90 90 100 Totals Frequency 0 6 11 16 1 0 0 0 0 34 Mid-interval value 15 25 35 45 55 65 75 85 95 Frequency x mid-interval value 0 150 385 720 55 0 0 0 0 1310 Mean = 1310/34 = 38.53 Modal group = 40 50? Median is approximately 40? Range = 20 60 = 40 To find if my first hypothesis is true I will draw a scatter graph of all the estimates of year 7. 9 and 11 students. I will have boundaries on the graph, from 3 6cms this will be classed as a good estimate of the line, 30 45? this will be a good estimate of the angle. I will shade these areas to investigate if students who are good at estimating the line are good at estimating the angle. I drew Cumulative frequency graphs of the results above this will show how consistent the estimates were. I will see how close to the actual the median is, and the smaller the inter-quartile range the more consistent the estimates will be. If my second hypothesis is correct the inter-quartile range should be larger for year 7 students and should be slightly smaller for year 9 students but year 11 students should have the smallest inter-quartile range. Under the cumulative frequency graphs I will draw box and whisker charts these will give a better picture of the size of the upper and lower quartiles of the graph and will show more how consistent the estimates were. Standard deviation Year 7 line 3.54cm Year 9 line 1.72cm Year 11 line 0.71cm Year 7 angle 16.40? Year 9 angle 13.85? Year 11 angle 8.00? This proves my hypothesis correct that the higher the academic year the better the estimate. With standard deviation the closer to 1 the result is the less spread out the results and the more consistent they are, showing a more educated estimates in the higher years. The higher the year in both angle and line the standard deviation becomes closer to 1. Whilst investigating my first two hypothesis 1: I predict that if people are good at guessing the length of a line they will be good at guessing the degrees of an angle. 2: I predict that the higher the year the better the estimate. I noticed a difference in the results from different sets so I have prepared a new hypothesis 3: I predict that the higher the set the better the estimate of the length of a line and the degrees of an angle. To investigate this hypothesis I will work out the Mean median mode and range for set 1, 3 and 5 students in years 7, 9 and 11 I will then compare and draw conclusions from this information Set 1 Estimate of the line Estimate 2 4 4 6 6 8 8 10 10 12 12 14 14 16 16 18 18 20 Totals Frequency 5 9 3 0 0 0 0 0 0 17 Mid-interval value 3 5 7 9 11 13 15 17 19 Frequency x mid-interval value 15 45 21 0 0 0 0 0 0 81 Mean = 4.76 Modal group = 4 6? Median is approximately 4.5 Range =2 8 Estimate of angle Estimate 10 20 20 30 30 40 40 50 50 60 60 70 70 80 80 90 90 100 Totals Frequency 1 4 3 9 0 0 0 0 0 17 Mid-interval value 15 25 35 45 55 65 75 85 95 Frequency x mid-interval value 15 100 105 405 0 0 0 0 0 625 Mean = 36.76 Modal group = 40 50? Median is approximately 40? Range = 10 50? Set 3 Estimate of line Estimate 2 4 4 6 6 8 8 10 10 12 12 14 14 16 16 18 18 20 Totals Frequency 0 13 4 1 1 0 0 0 0 19 Mid-interval value 3 5 7 9 11 13 15 17 19 Frequency x mid-interval value 0 65 28 9 11 0 0 0 0 113 Mean = 5.95 Modal group = 2 4? Median is approximately 5.5 Range = 4 12 Estimate of angle Estimate 10 20 20 30 30 40 40 50 50 60 60 70 70 80 80 90 90 100 Totals Frequency 0 3 4 10 1 0 0 1 0 19 Mid-interval value 15 25 35 45 55 65 75 85 95 Frequency x mid-interval value 0 75 140 450 55 0 0 85 0 805 Mean = 42.37 Modal group = 40 50? Median is approximately 43? Range = 20 90? Set 5 Estimate of line Estimate 2 4 4 6 6 8 8 10 10 12 12 14 14 16 16 18 18 20 Totals Frequency 5 7 0 6 0 0 0 0 0 18 Mid-interval value 3 5 7 9 11 13 15 17 19 Frequency x mid-interval value 15 35 0 54 0 0 0 0 0 104 Mean = 5.78 Modal group = 4 6? Median is approximately 5cm Range = 2 10cm Estimate of an angle Estimate 10 20 20 30 30 40 40 50 50 60 60 70 70 80 80 90 90 100 Totals Frequency 0 4 3 8 0 0 1 1 1 18 Mid-interval value 15 25 35 45 55 65 75 85 95 Frequency x mid-interval value 0 100 105 360 0 0 75 85 95 820 Mean = 45.56 Modal group = 40 50? Median is approximately 42? Range = 20 100? Conclusion Hypothesis 1 = I predict that if people are good at guessing the length of a line they will be good at guessing the degrees of an angle. Scatter graph from the scatter graph I found out that my hypothesis was nearly always correct I had 9 points of year 7 students that were good at estimating the line but not at estimating the angle (green area) so this proved my hypothesis wrong. 7 points on the graph were year 7 students that were good at estimating the angle but not the line (yellow area) this also proved my hypothesis wrong. There were 13 points in the pencil shaded area this meant that they were good at estimating the line and the angle. There were 5 points of year 7 students that were neither good at estimating the line or at estimating the angle this proved my hypothesis was right. 9 + 7 =16 this is how many points made my hypothesis wrong. 13 + 5 = 18 this is how many points of the year 7 estimate proved my hypothesis was correct. 52% of the year 7 points proved my hypothesis correct. Of the year 9 students there were no points on the graph that showed they were better at estimating the line than the angle. Although there were 4 points on the graph that showed year 9 students were better at estimating the angle than the line (yellow area). 16 points on the graph were that year 9 students estimated the line and the angle well (pencil shaded area). 6 points on the graph showed that they were neither good at estimating the line or the angle. 4 points proved hypothesis wrong. 16 + 6 = 22 this is how many points proved my hypothesis was correct. 81% of the points of year 9 students proved my hypothesis correct. Of the year 11 students there were 6 points on the graph that showed year 11 students were better at estimating the line than the angle (yellow shaded area). This proved my hypothesis wrong. There were no points in the yellow shaded area showing that they could estimate the angle better than the line. 2 points on the graph were neither good at estimating the line or the angle, although there were 17 points that were good at both hypothesis and line this proved my hypothesis correct. 6 points proved wrong, 2 + 17 = 19 proved hypothesis correct. 76% of the points on the graph proved my hypothesis correct Overall 76% + 81% + 52% = 209%/3 = 70% proved my hypothesis correct. I found out that year 9 students were better at estimating the angle that the line as there were no points that showed they were better at estimating the line. I found out that year 11 students were better at estimating the line as there were no points showing that they were better at estimating the angle. 5 points in year 7 were neither good at estimating the line or the angle, 6 points were good at neither in year 9 and 2 point6s were good at neither in year 11 this backs up my hypothesis that The higher the year the better the estimate. These results are not reliable because there were not even numbers of year 7,9 and 11 pupils and the points on the scatter graph may have been swayed if 2 or more members of the same year had guessed the same point because it was only marked once. Second hypothesis I predict that the higher the year the better the estimate. Cumulative frequency graphs Year 7 angle On the graph the median was 40? this was very close to the actual result although on the graph the inter-quartile range was 17.5? this shows the estimates were not very consistent you can see this better on the box and whisker chart underneath the boxes are fairly big. Year 7 line On the graph the median is 4.5 this is what the actual answer was although on the graph the inter-quartile range was 4.4cm this shows the estimates were not very constant. The boxes of the box and whisker chart are large. Year 9 line The median is 37.5 this is very close to the actual answer, the inter-quartile range is 15? this shows that the estimates are more consistent than the year 7 estimates this backs up my hypothesis the higher the year the better the estimate. Year 9 angle The median on this graph is 4.75cm this is very close to the actual but not as close as year 7 estimates as that was exactly on 4.5cm this proves my hypothesis wrong. The inter-quartile range was 3cm this is smaller that on the year 7 cumulative frequency graph, the boxes on the box and whisker chart are smaller than on the year 7 graph this shows that the estimates were more consistent which proves my hypothesis correct. Year 11 line The median is 40? this is the same as year 7 median but not as close as the year 9 median so this proves my hypothesis wrong. The inter-quartile range is 11.25? this is smaller than all the other inter-quartile ranges which proves my hypothesis is correct. Year 11 angle The median is 4.75cm this is the same as year 9 but not close as year 7 this proves my hypothesis wrong this may be because the estimates were very consistent but just scattered closely around the actual result. The inter-quartile range is 1cm this is very consistent and proves that my hypothesis was correct. The boxes on the box and whisker chart were very closer together by looking at this you can see how consistent the estimates were. I predict that the higher the year the better the estimate. I investigated the means of years 7,9 and 11s estimates of the line and angle Year of mean Mean of line (cm) Mean of angle (?) 7 5.70 42.61 9 5.50 44.25 11 4.94 38.53 The actual size of the line was 4.5cm so as the higher the year the better the estimate of the line this proves my hypothesis. The actual size of the angle was 38? so Year 11 students were better at estimating the angle although the year 7 mean was better than the year9 mean this proves my hypothesis wrong this may have been because we did not use a large enough sample, or because the mean was found from a frequency table which is only an estimate because we dont actually know the exact values of all the estimates from this. I also investigated the modal group to see if most the estimates were made in the correct group. Year Modal group (line) Modal group (angle) 7 2 4? 30 40? and 40 50? 9 4 6? 40 50? 11 4 6? 40 50? Year 7 was the only year that the modal group of the line that actually contained the correct answer. I found two modal groups for year 7 one of them contained the correct answer and years 9 and 11 modal groups both contained the correct answer this did not prove my hypothesis. I investigated the median to see if it got closer to the correct number the higher the year. Year Median (line) Median (angle) 7 5 38 9 5 43 11 4.5 40 Year 7 estimated the median exactly correct for the angle. The estimate of the line got better the higher the year although year 7 and 9 were the same. I investigated the range to see if the estimates became any more consistent as the year got higher. Year Range (line) Range (angle) 7 18 90 9 8 80 11 6 40 The consistency did become better as the year got higher This proves that my hypothesis was correct The higher the year the better the estimate. Not all these tables prove my hypothesis correct especially year 9 proved it wrong this may have been because we might of asked a lot of lower set year 9s due to systematic sampling so I will investigate the effect of the set on the estimate. I investigated the means of sets 1,3 and 5 estimates of the line and angle Set of mean Mean of line (cm) Mean of angle (?) 1 4.76 36.76 3 5.95 42.37 5 5.78 45.56 Set 1 is the best set and set 5 is the worst out of the three sets we have investigated. The actual size of the line was 4.5cm so as the better the set the better the estimate of the line apart from set 5 has a better mean than set 3 this proves my hypothesis wrong. The actual size of the angle was 38? so The higher the set the better the estimate this proves my hypothesis correct. I also investigated the modal group to see if most the estimates were made in the correct group. Set Modal group (line) Modal group (angle) 1 ;4 6? ;40 50? 3 ;2 4? ;40 50? 5 ;4 6? ;40 50? Set 1 and set 5 had the correct modal group but set 3 had the modal group too low. All the sets had the modal group for the angle too high as the correct answer would have been ;30 40? this has no effect on my hypothesis. I investigated the median to see if it got closer to the correct number the higher the year. Set Median (line) Median (angle) 1 4.5 40 3 5.5 43 5 5 42 Set one median of the line was exactly correct this helps prove my hypothesis correct. Set 5 median of the line was closer to the actual than set 3 I have found that set 5 are better at estimating the line than set 3. Again set 1 was closer to the actual but then set 5 was second best with set three being the worst. I investigated the range to see if the estimates became any more consistent as the year got higher. Set Range (line) Range (angle) 1 6 40 3 8 70 5 8 80 The range was smallest for set one this proves that my hypothesis was correct because the estimates were more consistent. The range of the angle proves my hypothesis was correct, as it is smaller for set 3 than it is for set 5. The range of the line for set 3 and 5 are the same this does not prove that my hypothesis was correct or wrong. I found out that set 5 students were better at estimating the line than set 3 students other than that my hypothesis was correct.

buy custom Samsara and Sakuntala essay

buy custom Samsara and Sakuntala essay Samsara literally means the continuous flow. The flow is a cycle starting at birth, life, death and reincarnation within Hinduism. Sakuntala is a nymph who was the daughter to Vishvamitra by a nymph Meneka. Sakuntalas story revolves around her love, marriage, separation and her re-union with the king Dushyata. Thesis The essay below explains the purpose of "patient suffering" as a means for all men to escape from "samsara" in the Hindi faith, and use of Sakuntala as an exemplary representative of the necessity and effectiveness of "patient suffering." Sakuntala Sakuntala was left in the forest which was her birthplace. She got her nourishment from birds until Kanwa, a sage, found her. Love between Sakuntala and king Dushyanta started while she was under the care of the sage Kanwa. Sakuntalas sight led king Dushyanta to fall in love. The king induced her to the Ganharva, a mutual yet easy declaration of mutual acceptance. As a pledge to his love before returning to his city, Dushyanta gave Sakuntala a ring. Durvasas, a sage, visiting Kanwa cursed Sakuntala to be forgotten by the lover. However, having thought over te curse, the sage promised that the curse would be lifted once the king Dushyanta saw the ring. Sakuntala set in search of his husband. On the way, she took a birth in a sacred pool where she lost her ring. The curse could not lift due to the lack of the ring, so the king did not recognize Sakuntala. Sakuntala tries to convince the king of their meeting, but this makes her suffer more. She could not convince him. A fisherman caught a large fish where he found the ring, the ring of recollection. The fisherman took it to the king who recognized his ring, which led to his subsequent acceptance of Sakuntala and her son Bharata. Patient suffering is evident in Sakuntalas case. The missing ring of recollection is the sole course of Sakuntalas sufferings. There is a happy re-union after an exceedingly long duration of accumulated suffering. Samsara and its Shortcomings Turning mind from Samsara is freeing you from every attachment life in the realms of Samsara. The precious human rebirth, karma, impermanence and the Samsaric suffering allow us to develop this freedom. The precious human re-birth has been considered precious having evaded the following suffering, birth in paranoia, hunger and thirst, animal birth, birtth within uncivilized lands, birth as a god (with unusually long life where the aftermath is the rebirth in a less and painful states), life on incorrect views and finally birth when no Buddha appears. At this time, one does not get the Buddhist teachings and, therefore, no knowledge on how to free from Samsaric suffering. Impermanence talks of the ways in which every human life may end not necessarily at old age. Karma depicts that actions lead to a casualty. Positive actions lead to positive results and vice versa where the latter causes suffering. However, teachings inform that the negative deeds have positive aspects. The aspects a re put in place when one gets to purify him or her from the negativity created. This purification may be applied through the four powers, action regret, re-preparation of the resulting ill effects, resolution and laying in place the first three powers. Conclusion If negative experiences predominate, suffering is mainly experienced. Samsaric suffering is as a result of cumulative negative actions. Samsara may be compared with the sitting on the end of a needle. It is suffering all through. Discern between right and evil should help in doing away with unacceptable actions. The corresponding result will help in freeing Samsara. Buy custom Samsara and Sakuntala essay

Nutritional assessment and management of patient with Acute Essay

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Adult Development and Life Assessment Essay Example | Topics and Well Written Essays - 750 words

Adult Development and Life Assessment - Essay Example Adjusting one’s self into all those different roles requires correct perception and cognitive calibration that comes through critical thinking skills. Self-analysis and improvement comes through critically analysing one’s own thought patterns and the resulting behaviours. Now the question arises, how to improve the skills that everyone possesses but only a handful of people seldom utilize it or hone it? I for one would start reading about my brain that how it operates. This will be my weapon in the arsenal that will give me the understanding that this is how my brain functions and this is how I can make it better. I have a love for mathematics and numbers, I am naturally a metrics driven person, that’s why I’d love to start my day with a daily dose of an analytical problem. This doesn’t have to arrive in my life, there are plenty of logics magazines out there that can help me achieve this. Once I start my day with the right critical mindset, I will be able to tackle almost every situation with a critical frame of mind. Another thing that comes to mind when enhancing the ‘critique muscle’ is to lower the emotional steam, the emotional haze that clouds the judgment of any situation. Whenever I’ll study, I’ll always try to collaborate with other students, because learning enhances critical thinking skills (Gokhale, 1995). Collaborating with other students or group studying encourages debates and arguments and that is the fuel of critical thinking. There are plenty of critical thinking blogs available online, I would love to join them, comment on their posts and would love to write a paper, observation, theory or anything along those lines to make sure that I am actively participating; passively listening to the lectures is not. 2. Self-Awareness: conscious awareness from internal and external perspectives that allow a person to understand their place within the environment

Debates and essays Research Paper Example | Topics and Well Written Essays - 500 words

Debates and essays - Research Paper Example This has created problems with the Palestinians who feel that they were dispossessed. Even in the West Bank, nominally a Palestinian state there is Jewish settlement and brutal military repression. This issue, and the resentment of the Arab states about a Jewish state in the Middle East has led to many wars (1956, 1967, 1973, the Israeli invasions of the Lebanon in 1982, 2006 and the 2009 Israeli invasion of the Gaza). Iran has been a country much longer than Israel. In 1978 a revolution deposed the Shah and started an era of theocracy or religious government. Internally and externally the government has adopted very pro-Islam policies including threats to destroy Israel. Iran has also worked to develop a nuclear program nd nuclear missiles capable of targeting Israel. The Iranian nuclear threat is at the heart of the current diplomatic conflict between Israel and Iran. This is somewhat unfair. Israel has nuclear weapons, although it does not officially admit that it does. Therefore, it is difficult, particularly for Muslims, to understand its stance that Iran cannot have them.2 On the other hand, both Israel and the United States are adamantly opposed to Iran developing nuclear weapons. After meeting U.S. Vice-President Biden on November 8, 2010 a source told Aljazeera, â€Å"The only way to ensure that Iran will not go nuclear is to create a credible threat of military action against it if it doesnt cease its race for a nuclear weapon."3 Israel attacked a suspected Iraqui nuclear reactor in 1981 and a suspected Syrian reactor in 2007. It is suspected of planning to attack Iran in the same way.4 The second key issue is Israeli settlement in the occupied West Bank. Iran strongly opposes this, as do the United States and the United Nations. However, Israel recently ended a 10-month freeze on settlement and has settled 500,000 persons in the illegally occupied West Bank since 1967.5 The

Compare and Contrast Early Civilization Essay Example for Free

Compare and Contrast Early Civilization Essay Some of the characteristics in the Indus River Civilization were Harappa Civilization which was formed along the Indus River. On other hand River Dynasties in China was developed in a River Valley. Major cities which were Kalibangan, Mohenjo-Daro, and Harappa. The cities were organized planner, they made of brick to prevent flooding, as well as bathrooms and sewers. The cities in China were divided into class, floods was one of their environmental challenges. The Indus River was more of a peaceful place that had no military. They were never at war because of their dry climate and on each side was water. The River Dynasties in China they were constantly at war and had no obstacles. China and its dynasties are the foundation of this long history. These early dynasties were long recorded and remembered through the oral history. The Xia dynasty was the first dynasty of Ancient China to exist. The Xia Dynasty began in 2100 B.C. and lasted up to 1800 B.C. The period was the beginning of a class society in Ancient China. The Shang Dynasty developed in response to the faults of the Xia dynasty. Monsoons – seasonal winds that dominate India’s climate. Winter monsoons are dry and summer monsoons are wet. The family was central to Chinese Society. The elder men in the family controlled the family’s property and made important decisions. Women were treated as inferiors and were expected to obey their fathers, their husbands and later their own sons. China believed that the spirits of family ancestors had the power to bring good fortune or disaster to living members of the family. Unlike China stayed praying to a different supreme god who dealt with rain, wine and thunder named Shang Di. Even the way the two civilizations worshipped their gods was different, the Indus seemed to have been more passive about their religious values unlike the people in China who had had actual rituals. Some of the religious differences that the Indus and China were the civilizations that they believed in. The Indus worshipped a god named Harappan who was a protective image to them, that and praising abundance. In their culture they had a theocracy.