Interpersonal and Intrapersonal Skills Essay Example | Topics and Well Written Essays - 2000 words

Interpersonal and Intrapersonal Skills - Essay Example In addition to LSP, I intend to rely on learning cycle by Kolb (1984)to know how I can learn from experience and involve myself in reflective a reflective practice. In the second part of this portfolio, I will focus on a Critical Incident that I noticed in my group. The experience made me realise how group conflict is detrimental if, not checked. However, while conflict impacts negatively on productivity, recent studies shows that conflict can improve team effectiveness, if managed constructively (Amason, Hochwarter, Thompson, & Harrison, 1995). As suggested by Peppas (2006), social and cultural considerations affect the workplace environment and as such, I will discuss their impact on my intrapersonal and interpersonal effectiveness. As a personality assessment tool LSP find its use in testing how effectively a person can learn. On the same note, sensation seeking on LSP is considered to elicit curiosity and the desire for exploration. This in turn, enables an individual to explore different learning opportunities. However, when the level of sensation seeking increases, this can lead to either functional or dysfunctional results. In this sense, a functional learner is in a position to re-express sensation seeking by relying on socio-cognitive construct such as conscientiousness. Conversely, learners experiencing a dysfunction find it difficult to re-express sensation seeking. Consequently, the outcome is undesirable and may include dismal performance of a task among other dysfunctions (O’Connor & Jackson, 2008). I believe that, in order to achieve my goal of becoming a successful marketer, operating, as a functional learner is important. From the results of my LSP, I had a higher level of sensation seeking, and this indicates that, I have a strong desire to explore new experiences that can improve my learning (Jackson, 2009). Further, my socio-cognitive constructs such as conscientiousness,

Attachment in the United States and Amae in Japan Essay Example for Free

Attachment in the United States and Amae in Japan Essay Culture enables people to adjust to their physical as well as social environment. Culture enables the members of society to develop ways of coping with the exigencies of nature as well as ways of harnessing their environment. People also have to learn to relate themselves with others in order to survive. As Schwartz (1998:48) pointed out, the culture of any society represents an adaptation or adjustment to the various conditions of life, including their physical, social, and supernatural environment. No culture is completely static. Every culture is in constant flux; and the changes represent adjustments to the environment. Culture changes at different rates. The changes occur as a result of discoveries, inventions, and cultural borrowing. In some areas, control of the natural environment has been pursued to a point that the society has become endangered. Natural resources, such as bodies of water, forests, plant and animal life and minerals, have been so exploited that the environment is close to destruction. The acceptance of change depends on the exposure of the members of society to new ideas and ways different from their own and their opportunity to accept ideas and ways through diffusion. United States and Japan are belonging to different continents, locations and have different set of people; however, these two countries have similarities in some ways. Its people adapt and practice different cultures. Its culture shapes the behaviors and characteristics of its people that will make them noticeable that these groups of people are come from United States and Japan. Thesis Statement: This study will conduct a cross cultural psychology comparison of Attachment in the United States and Amae in Japan; thus, describes its functions, similarities and differences. II. Discussion A. Its culture, similarities and differences o United States There are a lot of groups of people that reside in United States; whites made up 83. 2 percent of the populations; blacks 11. 7 percent; American Indians, Eskimos, and Aleuts 0. 6 percent; Asian and Pacific Islanders 1. 5 percent; and other nonwhites 3. 0 percent. The nonwhite groups are concentrated in various parts of the country. Freedom in matters of education and the right of every child to have an education are basic principles in the United States. Unlike many other nations, the United States does not have a central or federal system of education, Establishing and administering public schools is one of the powers exercised by each state (Fritsch, 2001). The state, in turn, delegates much of this responsibility to local school districts. Literacy in the United States is high just like in Japan. In comparison to Japan (which only has two major religions), no other country in the world has a greater variety of religions, communions, denominations, and sects than the United States. More than 220 religious bodies report membership figures. Nearly all branches of Christianity and almost all Protestant denominations are represented. Japan and United States has the same views when it comes to religion (Katzman, 2003). The United States also believe that religious freedom and separation of church and state should be made. Government cannot interfere with religion or show preference for one religion over another. It cannot set up an official, or established, church, nor give support to any religion or to all religions. In the early days of the republic, United States artists and writers were generally regarded as inferior to those in Europe. Be the end of the 19th century, however, an independent national literature of high quality had been established by renowned writers (O’Neill, 2004). Music in the United States was strongly influenced by European music, and study in Europe was considered a necessary part of musical training far into the 20th century. America’s most influential contribution to music was jazz, a form originated by blacks and based on African rhythms. The musical which evolved from burlesque and operetta, was another American innovation. For many years, architects in the United States simply adapted European styles to American climate, landscape, and materials. The favorable economic position and amount of leisure enjoyed by the people of the United States give them unusual opportunities for recreation. Paid vacations became the rule for most industrial and office workers. The most popular outdoor spectator sports are football and baseball. Horse racing and automobile racing have large followings (Kurelek, 2005). o Japan The Japanese people are largely of Mongoloid stock, but little is known about their specific origin. Successive groups of migrating Asians from the mainland are believed to have settled on the islands some time before 300 A. D. Confronting them were the islands’ earliest known inhabitants— the Ainus, a Japanese people have developed from the mingling of these different ethnic groups. Only a few hundred full-blooded Ainus remain, on Hokkaido. Japanese culture is partly of Chinese origin and partly indigenous, for the Japanese adapted and did not merely imitate the culture of the mainland. Since the middle of the 19th century, Japan has been influenced more by the culture of Western countries than by that of its neighbors (Morton, 2004). Adoption of many Western ways produced sharp contrasts between the new and the old. Buildings and clothing, for example, are now seen in both traditional and Western styles. Among forces that have helped to mold the Japanese character are Buddhist, Shinto, and Confucian religious beliefs, the effects of a long feudal period, and the influences of the Japanese industrial revolution. With industrialization came a change from rural to urban living. American influences have been particularly strong since World War II (Smith, 2005). Moreover, its art has been strongly influenced too by Chinese art. From the mainland came the technique of ink painting on silk and the Buddhist influences in sculpture and painting. Flourishing throughout Japan are no, classical plays in which the actors wear masks depicting their character; bunraku, puppet plays; and kabuki, drama with stylized chanting and dancing. An important part of Japanese culture is the tea ceremony, a highly formal ritual, of which there are many variations. As a way of entertaining guests, it is regarded as the best expression of traditional etiquette. Some of the traditional arts—especially classical Japanese music and dance and the tea ceremony—are part of the repertoire of geisha, female entertainers who perform for groups of men. In addition, the family is a traditional and strong institution in Japan. It has a formal structure with authority vested in the male head of the family. The wife is expected to be subservient. Children learn discipline and their respective roles in the family at an early age. Sons are given preference over daughters, and the eldest son is superior to all others (Elkin, 2004). However, many of the more repressive aspects of the family, such as that of parents determining marriages, have weakened since World War II. Japanese homes are noted for their simplicity. Nearly all are built of wood. In many homes, paper-covered wooden frames, called shoji, are used for windows and doors. Being light and easily moved, they allow much of the house to be opened to the out-of-doors. Some homes are adjoined by landscaped gardens. Rooms usually have thick mats, called tatami, on the floor and very little furniture (Elkin, 2004). With regards to Japanese language and religion, the Japanese language is unrelated to other Oriental tongues. However, it is written in characters that originally adapted from Chinese writing. Furthermore, like in the United States, the Japanese constitution provides for freedom of religion and separation of church and state. The two major religions are Shinto and Buddhism. Many Japanese adhere, in varying degrees, to both. With regards to their education, six years elementary education and three of lower secondary school are free and compulsory for children 6 to 15 years of age. At the three-year upper secondary schools, tuition is charged. Education in Japan is highly competitive, and admission to upper secondary school and to college is determined by rigorous entrance examination. As a result, many Japanese children spend their after-school hours attending jukas, â€Å"cram† schools that specialize in preparing students for entrance examinations and other school tests. Japan has virtually no illiteracy (Christopher, 2003). III. Conclusion In conclusion, as I study the two different cultures, I have realized that United States and Japan have some similarities when it comes to their origin. Japan was most influenced by the Westerners and its origin was contributed by other indigenous groups and so is with United States. Everything that we can see from the Japanese and American culture are already been modified by other influences. However, in spite of the strong adaptation of different culture, Japanese remained their being family-oriented. They value the essence of having a united family; thus, a well-structured family role is formed so that each member can have its function. Unlike with the United States, it is very much influenced by the European settlers and based their competencies in European countries. Its culture is more focused on its development to the extent that internal competencies are suffered. I would say that Japanese culture is superb compared to United States because Japan is able to maintain their traditional ways in spite of economic development. Reference: 1. Fritsch, A. J. (2001). The Ethnic Atlas of the United States (Facts on File). 2. Katzman, D. M. (2003). Plain Folks: the Life Stories of Undistinguished Americans (University of Illinois). 3. O’Neill, Thomas. (2003). Back Roads America: a Portfolio of Her People (National Geographic Society). 4. Kurelek, William (2005). They Sought a New World: the Story of European Immigration to North America (Tundra Books). 5. Morton, W. S. (2004). Japan: Its History and Culture (McGraw-Hill). 6. Smith, R. J. (2005). Japanese Society: Tradition, Self, and the Social Order (Cambridge University). 7. Elkin, Judith. (2004). A Family in Japan (Lerner). 8. Christopher, R. C. (2003). The Japanese Mind: the Goliath Explained (Linden Press).

Structure And Function Of The Heart Physical Education Essay

Structure And Function Of The Heart Physical Education Essay The cardiovascular system is a very complex and unique system. The main structures of the cardiovascular system include the heart, blood, and blood vessels arteries, capillaries and veins. It is a system that allows all nutrients such as amino acids, electrolytes and lymph, gases, hormones, and blood cells to pass throughout the body, these all aid in the process of fighting diseases, stabilizing body temperature and maintaining homeostasis. Coronary, pulmonary and systemic circulations are the systems that allow blood to be pumped throughout the body, coronary circulation is the system that allows blood to be pumped through the heart, pulmonary circulation is the system that pumps blood through to the lungs and the systemic circulation which is the system that pumps the blood around the rest of the body and to the remaining organs. As humans we have a closed cardiovascular system which means the blood never leaves the circulation of the blood vessels. The coronary circulation is part of the systemic circulation by definition it supplies blood to muscles- muscles of the heart (myocardium), however it is the only system to provide the heart with blood. The blood comes from the aorta and filters through into the right atrium. If the heart didnt receive the blood supply, it would cause severe tissue damage. The pulmonary circulation uses the pulmonary artery to take de-oxygenated blood away from the heart through to the lungs which is where the blood is then oxygenated. The de-oxygenated blood enters the right atrium of the heart and flows through the tricuspid valve and then from there it flows into the right ventricle, here it is then pumped through the pulmonary semilunar valve into the pulmonary artery to the lungs. In the lungs is where the gas exchange takes place, where the CO2 is released and the blood then absorbs oxygen. This is the stage when the pulmonary vein returns the freshly oxygenated blood to the heart. The systemic circulation on the other hand takes the oxygenated blood from the heart and transports it throughout the rest of the body except from the lungs. The system then provides all other organs with the oxygenated blood, the circulation then returns all of the de-oxygenated blood back to the heart for the process to start all over again. The systemic circulation is a much lengthier system than the pulmonary circulation due to transporting blood all over the body. (1)The heart pumps oxygenated blood to the body and deoxygenated blood to the lungs. In the human heart there is one atrium and one ventricle for each circulation, and with both a systemic and a pulmonary circulation there are four chambers in total: left atrium, left ventricle, right atrium and right ventricle. The right atrium is the upper chamber of the right side of the heart. The blood that is returned to the right atrium is deoxygenated (poor in oxygen) and passed into the right ventricle to be pumped through the pulmonary artery to the lungs for re-oxygenation and removal of carbon dioxide. The left atrium receives newly oxygenated blood from the lungs as well as the pulmonary vein which is passed into the strong left ventricle to be pumped through the aorta to the different organs of the body. The blood circuit is flows in the shape of a figure of 8. There are two loops to this circuit. The top loop carries the blood from the heart to the lungs and back (the pulmonary circulation). The bottom loop carries the blood from the heart all over the body (systemic circulation). The 4 main stages of the cardiac cycle are: Atrial Diastole -which is where the top chamber (atria) relaxes and fills with blood from the veins Atrial Systole- where the atria contracts and blood is forced into the relaxing bottom chambers which are otherwise known as ventricles Ventricular systole- which is where the ventricles contract and blood is forced out of the heart in to the arteries. Ventricular diastole -when the ventricles relax and become ready for the next pump cycle. The circulatory system also consists of the lymphatic system; this is a non-closed system that carries a clear liquid called lymph towards the heart and allows an average of 20 litres of blood per day through capillary filtration which removes plasma while leaving the erythrocytes. Around 17 litres of filtered plasma get reabsorbed into the blood vessels; however 3 litres are then left behind in the interstitial fluid. The main role of the lymph system is to provide an auxiliary route for the extra 3 litres to return to the blood. (4) The lymphatic system has multiple interrelated functions: it is responsible for the removal of interstitial fluid from tissues it absorbs and transports fatty acids and fats as chyle from the digestive system it transports white blood cells to and from the lymph nodes into the bones The lymph transports antigen-presenting cells (APCs), such as dendritic cells, to the lymph nodes where an immune response is stimulated. There are three main blood vessels in the cardiovascular system, these are the arteries, veins and capillaries; arteries are responsible for carrying the blood away from the heart, they are made up of a thick elastic muscular wall, which is capable of stretching as blood is being pumped through at a high pressure. The muscle walls are able to contract to force the blood along through the arteries. Veins are made up of a much thinner, less muscular wall compared to the arteries. The blood in the veins is under considerably much lower pressure compared to the blood in the arteries, this is because arteries need higher pressure in order to deliver the oxygenated blood to the arterioles, capillaries, other organs and tissues and to also prevent the back flow of blood, veins dont require this high pressure because the de-oxygenated blood can travel from the tissues to the heart through the veins with the help of the muscle contractions. One of the functions of the veins is to ensure that the blood doesnt flow back towards the heart, veins contain valves every few centimetres along, this helps them push the blood in one direction. However muscle contraction and relaxation can also occur to help squeeze the walls of the veins to help the blood flow back towards the heart when necessary. You can use a stethoscope to hear pulmonary circulation. The sounds that are audible are the ventr icles contracting and the valves closing. Capillaries are the smallest of all the blood vessels they have a wall that is one cell thick, capillaries connect the arterioles and venules this is where all the exchange of nutrients and gases such as oxygen and carbon dioxide occurs- through the capillary surfaces. Leucocytes are able to leave our capillaries in order to digest any micro-organisms that could be a potential threat or disease. Arteries, veins and capillaries are all blood vessels of the body and all of them are routes for the blood to pass through to provide their functions. They all contain tunica externa, tunica media and tunica intima. Blood is carried away from the heart via the arteries and the blood returns to the heart through the veins. Our circulatory system is a transport system the carries our blood, oxygen and waste products to and from our bodys cells in order for our bodies to functions. (2) During systemic circulation, blood passes through the kidneys. This phase of systemic circulation is known as renal circulation. During this phase, the kidneys filter much of the waste from the blood. Blood also passes through the small intestine during systemic circulation. This phase is known as portal circulation. During this phase, the blood from the small intestine collects in the portal vein which passes through the liver. The liver filters sugars from the blood, storing them for later When it comes to heat regulation in order to keep cool our capillaries are capable of forcing the blood supply to the surface of the skin, this allows the air to reach the blood and to cool it more easily, and sweating is also induced as part of the heart regulation. However when trying to keep warm our capillaries work hard in order to reduce the blood at the skin surface and sweating is also reduced. This is known as vasoconstriction and vasodilation. Heat regulation is one of the key functions of the circulatory system as well as many other functions. Signals along nerves from the hypothalamus control both vasodilation and vasoconstriction. It is necessary for the human body to have vasodilation and vasoconstriction as it regulates the bodys blood pressure, by constricting and releasing the vessels to allow more or less blood through, for example whilst exercising our heart and breathing rates increase and blood vessels in our limbs dilate in order to deliver more oxygenated blood to our working muscle cells. (3) Vasoconstriction is the narrowing of the blood vessels resulting from contraction of the muscular wall of the vessels, particularly the large arteries and small arterioles. The process is the opposite of vasodilation, the widening of blood vessels. The process is particularly important in staunching haemorrhage and acute blood loss. When blood vessels constrict, the flow of blood is restricted or decreased, thus, retaining body heat or increasing vascular resistance Our blood that is carried around in our cardiovascular system is responsible for maintaining its levels in many advance ways. For example haemostasis is a complex chain reaction that produces the blood to clot this is otherwise known as coagulation. The body clots in two different ways, there is the normal clot which is a good formation that stops bleeding, and there is also a thrombus which is bad as it can block the blood vessels. The endothelium is the cells that create the vessel wall. When the endothelium becomes damaged, for example, when a cut breaks through the wall, collagen fibres then start to appear. These collagen fibres are a protein that is vital for the structure of the vessel wall, these fibres then allow platelets to attach themselves, these are produced from precursor megakaryocytes, its these platelets that lead to the formation of blood clots. The platelets become activated and begin to release a chemical called Thromboxane A2 which calls on more platelets to the area. Fibrin, which is the insoluble form of the soluble protein fibrinogen, is then converted by thrombin. The fibrin begins to appear and layers on top of the platelets which start to fuse them together. This fibrin helps the clot form as the red blood cells stick to the fibrin. This process then repeats until the clot is fully formed. This process is important for the cardiovascular system, this is because the average human contains around 4.7 to 5.7 litres of blood, if around 30%-40% of this is lost it could prove fatal or cause severe damage. The blood the is carried around the cardiovascular system, is made of erythrocytes, leucocytes, platelets and plasma which is mainly water, amino acids, proteins, carbohydrates, lipids, hormones, vitamins, electrolytes, dissolved gases, and cellular wastes. Erythrocytes contain a globular protein called haemoglobin which allows oxygen to bind to it; this allows the erythrocytes to transport oxygen throughout the body and organs. The haemoglobin molecule is made up of 4 polypeptide chains, 2 containing 141 amino acids and 2 containing 146, attached to each polypeptide chain is a molecule that contains iron and is known as a haem, the function of this molecule is to absorb oxygen until it is fully saturated. Carbon dioxide however binds to the amino acids and not the erythrocytes, this means that is binding to the proteins and not the haem.

The Disgrace of Flag Burning :: Argumentative Persuasive Topics

The Disgrace of Flag Burning To Those Who Want To Burn the Flag, just ask permission........ Does the First Amendment give us the right to desecrate the American flag? Or is the flag a sacred symbol of our nation, deserving protection by law? For those who want to light Old Glory on fire, stomp all over it, or spit on it to make some sort of "statement," I say let them do it. But under one condition: they MUST get permission from three sponsors. First, you need permission of a war veteran. Perhaps a Marine who fought at Iwo Jima? The American flag was raised over Mount Surabachi upon the bodies of thousands of dead buddies. Each night spent on Iwo meant half of everyone you knew would be dead tomorrow, a coin flip away from a bloody end upon a patch of sand your mother couldn't find on a map. Or maybe ask a Vietnam vet who spent years tortured in a small, filthy cell unfit for a dog. Or a Korean War soldier who helped rescue half a nation from Communism, or a Desert Storm veteran who repulsed a bloody dictator from raping and pillaging an innocent country. That flag represented your mother and father, your sister and brother, your friends, neighbors, and everyone at home. I wonder what they would say if someone asked them permission to burn the American flag? Next, you need a signature from an immigrant. Their brothers and sisters may still languish in their native land, often under tyranny, poverty and misery. Or maybe they died on the way here, never to touch our shores. Some have seen friends and family get tortured and murdered by their own government for daring to do things we take for granted every day. For those who risked everything simply for the chance to become an American....what kind of feelings do they have for the flag when they Pledge Allegiance the first time? Go to a naturalization ceremony and see for yourself, the tears of pride, the thanks, the love and respect of this nation, as they finally embrace the American flag as their own. Ask one of them if it would be OK to tear up the flag. Last, you should get the signature of a mother.

Professional Resume and Cover Letter Essay

Create a professional resume and cover letter for a position within your selected industry, and attach a copy to this discussion forum. Respond to at least three of your classmates’ posts by Day 7, providing both positive and constructive feedback. If you do not have a resume or cover letter, you may access helpful resources by logging into your Ashford University Student Portal. From the Student Portal homepage, locate Career and Alumni Services (look for the blue â€Å"Career† word cluster image) and click on the link to My Career: Career and Professional Development Center to review resume and cover letter resources. If you would like additional assistance, Career Services is available to critique your resume and/or cover letter. You may contact Career Services directly at careerservices@ashford.edu, or call the appointment line at 1.866.711.1700, ext. 1876. Please allow adequate time (2-3 business days) for a Career Services Specialist to respond to your request. Ashford 3: – Week 2 – Assignment Critiquing Internet Sources Today, the Internet provides an unprecedented amount of information by way of blogs, videos, and podcasts. Conduct a critique of one blog, one video, and one podcast, which provide information that addresses the topic of your Final Research Paper. Assess the authors’ use of bias, validity, and applicability of information. Examine the influence of web-based information on global citizenship and multicultural understanding. Then, compile a list of three factors you believe should be considered when evaluating Internet sources for use in researching information. The paper must be three to four pages in length (excluding the title and reference pages) and formatted according to APA style. In addition to the three multimedia sources you are analyzing, support your points with at  least two scholarly sources. One of the scholarly sources must be from the Ashford Online Library. Cite your sources within the text of your paper and on the reference page. For information regarding APA, including samples and tutorials, visit the Ashford Writing Center within the Learning Resources tab on the left navigation toolbar.

Hummurabis code essays

Hummurabis code essays History is the past, which for the most part can not be scientificately proven. The real; goal of History is to rediscover past. A dramatic error happens when past is rediscovered from our own bias that is from the way we see it. Even certain artifacts and works pf literature that we have left from earlier civilizations can be interpreted in several different ways, or misinterpreted to a certain extend or entirely. Usually interpretation or even misinterpretation is affected bu the concept of ethnocentrism, where different communities have an already set up establishment of certain norms based on their own believes, traditions, social, legislative, and personal values and ethics from which they judge other foreign communities. When considering other societies, it is usually a difficult task to view other world without any observer prejudices. Each world, our and their can evoke its own realities that are more or less comparable from one period to another, or from one culture to another. One of the obvious misinterpretations, discussed in this paper, took place considering historical document written by king of Mesopotamia. Our textbook, Arts and Culture,(p 98) presents Hammurabis Code as a Law Code of king Hammurabi. It was, in turn something quite different from a Code of Laws existing in our judicial and legislative structure of government and society. Hammurabis Code- A law Code or a set of royal decisions As written in Mesopotamia: The Mighty Kings, (p26), the code consists if 282 laws that are branched at the beginning and end by a prologue and epilogue. The Code touches almost every aspect of everyday life in Babylonya. As the prologue states, the laws were supposedly written to promote the welfare of the people,...to cause just to prevail in the land, to destroy the wicked and the evil, that the strong might not oppress the weak ( The Hu...