Benjamin Disraeli Biography of the British Statesman

Benjamin Disraeli was a British statesman who served as prime minister yet always remained something of an outsider and an upstart in British society. He actually first gained fame as a writer of novels. Despite his middle-class roots, Disraeli aspired to become the leader of Britains Conservative Party, which was dominated by wealthy landowners. Disraeli described his ascent in British politics memorably. After becoming prime minister for the first time in 1868 he remarked, I have climbed to the top of the greasy pole. Early Life of  Benjamin Disraeli Benjamin Disraeli was born on December 21, 1804 to a Jewish family with roots in Italy and the Middle East. When he was 12, Disraeli was baptized into the Church of England. Disraelis family lived in a fashionable section of London and he attended good schools. On his fathers advice, he took steps to begin a career in the law but became fascinated by the idea of being a writer. After trying and failing to launch a newspaper, Disraeli gained a literary reputation with his first novel, Vivian Grey, in 1826. The book was the tale of a young man who aspires to succeed in society but encounters misery. As a young man, Disraeli attracted notice for his flamboyant dress and manners, and he was something of a character on the London social scene. Disraeli Entered Politics in the 1830s After three unsuccessful attempts to win election to Parliament, Disraeli finally succeeded in 1837. Disraeli gravitated toward the Conservative Party, which was dominated by the wealthy land-owning class. Despite his reputation as a wit and a writer, Disraelis first speech in the House of Commons was a disaster. A dispatch carried across the Atlantic by packet ship and published in American newspapers in January 1838 mentioned the novelist made his debut in the House and a most dreadful failure it was by all accounts. He rambled from subject to subject, talked an immortal deal of nonsense, and kept the House in a roar of laughter, not with him but at him. In his own political party, Disraeli was an outsider and was often looked down upon as he had a reputation for being ambitious and eccentric. He was also criticized for having an affair with a married woman, and for having debts from bad business investments. In 1838 Disraeli married a wealthy widow and purchased a country estate. He was, of course, criticized for marrying into money, and with his typical wit he made a joke, remarking, I may commit many follies in my life, but I never intend to marry for love. Career in Parliament When the Conservative Party took power in 1841 and its leader, Robert Peel, became Prime Minister, Disraeli hoped to receive a cabinet position. He was passed over but learned to maneuver successfully in British politics. And he eventually came to mock Peel while raising his own political profile. In the mid-1840s, Disraeli surprised his conservative brethren when he published a novel, Sybil, which expressed sympathy for workers who were being exploited in British factories. In 1851 Disraeli gained his coveted cabinet post when he was named chancellor of the Exchequer, the British governments top financial post. Disraeli Served as British Prime Minister In early 1868 Disraeli became prime minister, ascending to the top of the British government when the prime minister, Lord Derby, became too ill to hold office. Disraelis term was brief as a new election voted out the Conservative Party at the end of the year. Disraeli and the Conservatives were in opposition while William Ewart Gladstone served as prime minister in the early 1870s. In the election of 1874 Disraeli and the Conservative regained power, and Disraeli served as prime minister until 1880, when Gladstones party prevailed and Gladstone again became prime minister. Disraeli and Gladstone were at times bitter rivals, and it is remarkable to note how the position of prime minister was held by one or the other for roughly two decades: Disraeli: February 1868 - December 1868Gladstone: December 1868 - February 1874Disraeli: February 1874 - April 1880Gladstone: April 1880 - June 1885 Friendly Relationship With Queen Victoria Queen Victoria took a liking to Disraeli, and Disraeli, for his part, knew how to flatter and accommodate the queen. Their relationship was generally very friendly, a sharp contrast to Victorias relationship with Gladstone, whom she detested. Disraeli developed the habit of writing letters to Victoria describing political events in novelistic terms. The queen greatly appreciated the letters, telling someone she had never had such letters in her life. Victoria had published a book, Leaves From a Journal of Our Life in the Highlands, and Disraeli wrote to compliment it. He would later flatter the queen by occasionally prefacing remarks with, We authors, Maam... Disraelis Administration Made Its Mark in Foreign Affairs During his second term as prime minister, Disraeli seized the chance to buy a controlling interest in the Suez Canal. And he generally stood for an expansive and imperial foreign policy, which tended to be popular at home. Disraeli also convinced Parliament to bestow the title Empress of India upon Queen Victoria, which pleased the queen greatly, as she was fascinated by The Raj. In 1876, Victoria bestowed upon the Disraeli the title of Lord Beaconsfield, which meant he could move from the House of Commons to the House of Lords. Disraeli continued to serve as prime minister until 1880, when an election returned the Liberal Party, and its leader, Gladstone, to power. Depressed and disheartened by the electoral defeat, Disraeli took ill and died April 19, 1881. Queen Victoria, it was reported, was heartbroken at the news.

Stanislavski- Method Acting and Its Importance Free Essays

Stanislavski and ‘The Method’ â€Å"To become a successful actor one must erase personal experience and emotions and build their character from nothing. † – Lee Strasburg. Konstantin Sergeyevich Alexeyev was born in Moscow, Russia in 1863. We will write a custom essay sample on Stanislavski- Method Acting and Its Importance or any similar topic only for you Order Now He was first seen on stage at the age of seven and at the age of twenty-one he changed his stage name to Konstantin Stanislavski. He was founder of the first acting â€Å"system†, co-founder of the Moscow Theatre (1897), and a renowned practitioner of the naturalist school of thought. In 1987 he also met Russian playwright, Anton Chekov. Stanislavski’s process of character development, the â€Å"Stanislavski Method†, was the means for method acting. It was, and still is, the most influential acting system on the modern stage and screen. After enrolling at Moscow’s Drama School, he left after three weeks of not being satisfied with the training. Back then, rehearsals were very casual. Actors would walk on stage and deliver their lines with the text in front of them. There was no attempt in making the acting a reality. He felt the need to change theatre and thought that it was important that the actor’s skill should involve more than shallow techniques. The acting needs to have genuine feeling. To give the audience feeling we must first create the feeling for ourselves. This is why personal experiences are important as they possess what we have felt in the past, present and future. We can re-collect emotions such as happiness or sadness and use these to act with feeling and convey a message to the audience. Humans have many emotions that they mask at one time. In class, students are shown experiential learning. Methods and activities such as; Emotional recall and Lady Macbeth (Act 1, scene 7) can help actors create appropriate actions, thoughts and emotions for certain characters or scenes. In emotional recall, students were to recall something, where at that moment their lives changed or made them feel something they would never forget. Most were sad, but people tried to hold back tears while trying to speak. Most of the time the tears would just eventually flow and this gave students the sense of method acting. Collecting personal experiences helped them act with a sense of feeling and emotion. When creating a character you may need personal experiences although, you must wipe out idiosyncrasies to create an original character. Exercises such as; ‘slaps’ and ‘milling and grooving’ helped students show a part of their idiosyncrasies. ‘Slaps’ required all concentration and this established how a student would react throughout the exercise. ‘Milling and grooving’ was being able to make a connection with the eyes and communicating without speaking a word. These exercises helped maintain control and focus, while showing their idiosyncrasies without realising it. There are many techniques that have been learnt in the Stanislavski system in relation to Lee Strasburg’s statement. Stanislavski’s method was to encourage actors to become artists in their own right. Stanislavski had to design a method to inspire his three-part System. This is now known as ‘method acting’, the mechanisms used to take on a role are varied, but all focus on making an actor put their own experience, imagination and feeling into a role. Strasburg taught Stanislavski’s system, but is famous for the â€Å"Method† that he developed at the Group Theatre (although the term â€Å"method acting† generally refers to the use of Stanislavski’s system in America – â€Å"Method† with a capital M refers specifically to Strasberg’s approach). The ‘Method’ was used to create reality within an actor. Lee Strasberg suggested to the students and theatre film performers to â€Å"try not to act, be yourself, use gesture in a manner that you use in private life. † Stanislavski wanted acting to feel and be real. Some exercises in class were; ‘Circle of attention’ and ‘beats and thoughts’. Circle of attention was making a connection with the eyes without speaking, where you had to concentrate on a set of eyes and move when the time was right. There was an inner and outer circle. If a student was about to move, the person from the outside circle could tap the student and stop them from moving. This maintained focus. Beats and thoughts’ is a skill where the actor breaks down a scene into â€Å"beats† or â€Å"bits,† short sections that end with each change of objective. Take out all your idiosyncrasies and make characterisation for your role. Break up each line and give it meaning, using pauses where necessary. This will give you the e ffect you need. We do this, because we must make the piece as convincing as possible and make your audience believe what you are saying, or doing is real. You must incorporate lights and shades for the dramatic side to take effect. You need to be able to produce a convincing tone so the actions can flow when you act. As a student studying drama this made me feel like I could portray or master any character thrown at me. Beats and thoughts created emotion and characterisation that was needed to create and portray any necessary role. Method acting needs to be portrayed in theatre. Without it, the audience wouldn’t be moved by the performance. The world is better for it. Actors can persuade, make people laugh, cry, surprised, frightened, all by using method acting. Lee Strasburg’s statement is false although to act correctly you must wipe out idiosyncrasies but keep the truth (personal experiences) of emotions. This makes method acting the most influential acting system around the world. Bibliography Copyright 2011 Bradley Bishop and Trevor Jones http://www. kryingsky. com/Stan/Biography/bot. html (Last accessed 14th March 2012) h2g2 – 2012 http://h2g2. com/dna/h2g2/A5133151 (Last accessed 14th March 2012) 2008, All rights reserved, Jamactors. com http://www. jamactors. com/articles/method_acting. php (Last accessed 14th March 2012) Class Drama Notes 2012 (Last accessed 14th March 2012) Shanelle Fairhall How to cite Stanislavski- Method Acting and Its Importance, Essay examples

Deterrence General and Specific free essay sample

For example showing juveniles the process from being arrested, booked, charged, sentenced, and then incarcerated. The goal by doing this would be to teach the non-offender that if they chose a life of crime this is what would happen, and what they would receive as punishment for their actions. General deterrence to me would benefit Idahos youth better by exposing them to the actual reality of a life of crime, vs. only being told not to do it and it’s wrong. I think the actual exposure would impact them more than just verbal influence. As stated in (Fagin, 2011), â€Å"The concept based on the logic that people who witness the pain suffered by those who commit crimes will desire to avoid that pain and suffering†. Example being in other countries, parents will bring their children to witness physical punishment of the offender. I wouldn’t say this would be something Idaho should use but, general deterrence should be more than drug prevention week in schools, and parents simply informing that committing crimes are bad and you’ll go to jail. Enforcing drug prevention, parental influence with actual exposure to the consequences I feel would create a stronger deterrence from juveniles committing crimes. Specific Deterrence is after a person has committed a crime, then punished. The specific purpose is after the offender has committed a crime, the offender should receive a harsh punishment to hopefully prevent any future crimes. The thought being after a juvenile has committed a crime; if he/she receives a harsh punishment/sentence they would be less likely to commit a criminal act again. This philosophy is a good idea for today’s youth to not only punishing them for the criminal act committed, but hopefully having been given a harsh sentence or punishment, forcing them to rethink any future participation in criminal acts. When stating receive a harsh punishment, I am not saying for them to receive a â€Å"hands on† physical punishment, what I feel is appropriate is them to receive jail time in both a prison (only for a limited time), then complete the incarceration in a juvenile detention center. Followed by community service, mandatory counseling, a written letter of the crime they committed, including the circumstances leading up to the crime, why they committed it, how they feel about their choices made, what they’ve lost or gained from the criminal act, if they feel they actually did something wrong, if so how they will avoid committing future crimes. The offender should also somehow pay restitution to the victim of the crime (depending on the crime). With both, there are of course drawbacks. Specifically focused on general deterrence, first drawback would be to how Idaho could create a preventative program that isn’t considered to be over the top or out of line. Another issue is gaining funding to create a preventative program. The parents of the youth also have to being willing to allow/ support subjecting their children to the program created, the parents and community need to support prevention of criminal behavior before it stops. Finally having people willing to create, review, improve and maintain any program created for prevention. With specific deterrence the drawback would be if the offender has indeed learned anything, and if so is willing to take the necessary steps to prevent themselves from being involved again in any criminal act. The biggest drawback with both is the environment in which they are exposed to, and how to help the offender or non-offender on the right path if where they live is a known neighborhood to have high crime rates, or if the offender or non-offender are limited in support to encourage and help them stay away from participating in criminal behaviors. I believe this program would be a valuable resource for our youth and prevention of them becoming involved in criminal behaviors, inevitably resulting in committing crime. Despite the listed drawbacks, if able to gain community support with prevention of crime with our future youth as well as creating a prevention program that works with people willing to enforce and seek out ways to improve the program, this ideally could help Idaho’s youth ot only with drug addictions, but also committing crimes. Idaho’s criminal justice system, community, schools and parents of Idaho’s youths, focus shouldn’t be waiting until something happens then act and punish, but to come together as a whole to prevent our youth becoming an offender for whatever situation that placed them in the court system. If Idaho was to embrace a strong, life changing, informational program that subjected the youth to a reality check of the actually consequences if they commit a crime, in my opinion it would be a valuable asset in keeping our community safe, crime rate down, and not only expose our youth to reality of the criminal justice system by showing them the real truth about if they decide to live life as a criminal, what the lifestyle they’d be subject to during incarceration, and what in turn they’d give up for a life of criminal activity vs. iving a lawful life with freedom. The best sentencing model that I feel most correlated with deterrence is indeterminate sentencing. This sentencing structure allows the judge to the best suited punishment based on individual circumstances in which the offender committed a crime. Although legislation does have guidelines for this structure, the guidelines set are in a wide range allowing the judge the most discretion in sentencing the offe nder. Due to this sentencing model, the judge is more involved with the offenders case and circumstances, evidence and events of the crime committed, allowing the judge to base punishment and sentencing of the offender he or she feels would be best suited or most beneficial to the offender for future prevention in committing crimes. The deterrence punishment and indeterminate sentencing structure I feel are extremely compatible together because of the amount of discretion the judge has in sentencing or punishment given to the offender.

Relationship between Sleep and Depression in Adolescence

Abstract Recent studies suggest a decreasing duration of sleep in different parts of the world. In fact, the number of sleep hours per person has increased since 1960s, with people concentrating on work and reducing the amount of time they spend sleeping. While this pattern has improved household and national economies, it has been associated with health problems.Advertising We will write a custom essay sample on Relationship between Sleep and Depression in Adolescence specifically for you for only $16.05 $11/page Learn More Mental and emotional depression, cardiovascular diseases, stroke, coronary diseases and other health issues have been linked with lack of enough sleep. In adolescents, sleep is needed for proper brain maturation. However, adolescents, especially in school years, do not get enough sleep. As such, it has been linked to emotional and mental depression. The aim of this research was to determine the relationship between depression and sle ep. With quantitative approach, the study used 98 students as participants. They were asked to provide answers to questions in Pittsburg Sleep Quality Index (PSQI) and Center for Epidemiology Depression Scale (CES-D) questionnaires. Using SPSS for data analysis, the results indicate the presence of a correlation between elements of depression and sleep duration and quality. Introduction Background In psychological view, depression is the prolonged feeling of hopelessness and sadness, prolonged condition of impaired thinking, biased processing of memory, unpleasant dreams and distortion of self-appraisals (Turek, 2005). For sometime, research has indicated the existence of a strong link between sleep and depression in humans(Cappuccio, Cooper, D’Ella, Strazzulo Miller, 2011). For instance, when individuals get depression, they tend to sleep too much or too little. In most cases, lack of sleep has strongly been linked with depression (Gangwisch, Babiss, Malaspina, Turner, et a l., 2010). Review of literature According to Matricciani, Olds and Petkov (2012), depression is a serious psychological disorder that affects millions of people throughout the world. In particular, depression is common in adolescents and young adults. According to Patel and Hu (2008), adolescents who suffer from depression are known to have abnormal sleeping patterns, with the largest number reporting to stay awake over long time.Advertising Looking for essay on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Existing research indicate that sleep is an essential requirement for brain growth and maturation during childhood and adolescents. According to Dahl and Lewin (2002), the increased rate of brain maturation during adolescent years requires adequate sleep per day. According to Wolfson and Carskadon (2008), the average sleep duration varies between individuals in adolescents and those in late childhood, but the optimal sleep ti me in both groups is about 8 to 10 hours (Feinberg Campbell, 2010). Despite this, studies have increasingly shown that adolescents do not get enough sleep per day, especially during their school years (Warner, Murray Meyer, 2008). In a 2006 report, the National Sleep Foundation reports that less than 20% of adolescents get the physiologically required sleep time (about 9 hours) (Gradisar, Gardner Dohnt, 2011). In addition, the report shows that more than half of adolescents indicated that they usually slept for less than 8 hours per night during their school days (Matricciani, Blunden, Rigney, Williams Olds, 2013). According to Blixter (2009), some complex and multifactorial mechanisms drive and control sleep cycle in humans. Blixter (2009) argues that the subjective duration of sleep in humans has declined over the last 5 decades, with the modern society suffering from a widespread suboptimal sleep duration and poor quality of sleep (Hagenauer, Perryman, Lee Carskadon, 2009). However, Mattricciani, Olds and Petkov (2012) have argued that the decline in sleep duration started more than 100 years ago, predisposing children and adolescents to a number of psychological problems. Whichever the case, it is a fact that there has been an increase in the rate of reduction in sleep duration since the industrial revolution (Bin, Marshall Glozier, 2012). Accordingly, there is an urgent need to study and understand the complex mechanisms involved in sleep regulation and sleep duration in order to develop a better way of identifying individuals at high risk of developing depression (Van Dongen, Maislin, Mullington Dinges, 2003). Although psychological studies have shown that adolescents are able to compensate for sleep loss during the school week on weekends, the findings are not satisfactory to imply that adolescents in the modern world do not suffer from depression caused by lack of sleep (Sun Bin, Marshall Glozier, 2012).Advertising We will write a custom e ssay sample on Relationship between Sleep and Depression in Adolescence specifically for you for only $16.05 $11/page Learn More Study problem Depression in adolescents has been linked to sleep deprivation and insomnia (O’Brien Mindell, 2005). In addition, studies have suggested that depression leads to reduced duration of sleep and irregular schedules for sleeping (Kripke, Garfinkel, Wingard, Klauber Marler, 2002). In turn, sleep loss has been shown to cause depression among the adolescents (Feinberg, 2013). This is a clear indication of a sophisticated nature of the relationship between lack of sleep and depression (Carskadon Acebo, 2002). This nature has created a problem in research than needs further investigation. Purpose The purpose of this research was to determine the relationship between sleep (and lack of sleep) and depression in adolescents. Aims To describe the link between sleep and depression in humans To describe how lack of sleep and insomnia in adolescents lead to depression Hypothesis This study hypothesizes that a strong link between depression and sleep exists in humans, where adolescents with insomnia and reduced sleeping durations are likely to suffer from depression. Methods Study design This study was a quantitative study that sought to describe the relationship between sleep and depression in adolescents. Participants were drawn from students in a college, whose ages ranged between 19 and 25 years. This means that the study focused on sleep deprivation and depression among late adolescents and early adults. Participants Some 98 subjects were recruited for the study- 28 subjects (28.6%) were males and the rest 70 (71.4%) were females. To be included in the study, a subject was a student in the selected college and be aged between 18 and 25 years. In addition, a person was not supposed to have a history of mental problems. Finally, subjects were supposed to belong to either of the two genders (male, M, or female, F), which means that transgendered (TG) individuals were excluded from the study.Advertising Looking for essay on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Materials and apparatus Data collection was done with questionnaires All the 64 participants were asked to finish two sets of standard questionnaires- the Pittsburg Sleep Quality Index (PSQI) and the Center for Epidemiology Depression Scale (CES-D). Procedure The data collection was done in two weeks, after which the data analysis begun. With PSQI, each participant was asked to provide honest information regarding his or her sleep behaviour. The purpose was to gain information on an individual’s average sleep time, possible sleeping problems and possible effects of sleep deprivation on work, study and leisure (Babson, Trainor, Feldner Blumenthal, 2010). With CES-D, participants were asked to provide information concerning their feelings towards certain things during the day as a way of describing the presence (and degree) of depression in individuals (Jackson, Stough, Howard, Spong, et al., 2011). Data analysis Data analysis was done with specific statistical tools- SPSS and lab data. With these tools, the aim is to develop the relationship between sleep and depression in the subjects (Szklo-Coxe, Peppard, Finn et al., 2010). Graphs and correctional charts were developed using SPSS tool to describe the relationship. In this case, the study depended on Person Correlation Scale to determine the association between sleep duration and depression in the subjects. Standard deviation, mean and range values are essential in describing the statistical aspects of sleep duration in PSQI data. The analyzed data was done within the statistical limits provided along with the statistical tools used. As such, the researcher expected any error associated with the capacity of the two statistical tools to affect the data outcomes. Results With SPSS, a number of statistical evidence was indicated to support the existence of a relationship between sleep duration and depressed moods in the subjects. First, the validity of the returned questionnaires was excellent, with the SPSS results indicating a 100.0 per cent rate of validity. This means that all the 98 participants were able to return a complete set of duly filled in questionnaires. Secondly, the SPSS analysis of depression in the participants using PANAS questionnaires indicated that the mean of the number of participants reporting Positive Affect was 33.34 and a standard deviation of 5.740. On the other hand, a mean of 20.70 of the total number of participants (N=98) reported a Negative Affect. Sleep duration reported by all the participants ranged between 5 and 12 hours and had a mean of 7.633 and a standard deviation of 1.1500. In addition, SPSS returned a mean value of.88 and a standard deviation of.763 for SLPQUAL. The total PSQI had a mean of 6.29 and a standard deviation of 2.528. SPSS Output Descriptive Statistics N Range Minimum Maximum Mean Std. Deviation Age 98 29 19 48 22.08 4.181 Positive Affect 98 29 19 48 33.34 5.740 Negative Affect 98 27 10 37 20.70 6.196 DURAT 98 7 .0 5.0 12.0 7.633 1.1500 SLPQUAL 98 3 0 3 .88 .763 TotPSQI 98 14 1 15 6.29 2.528 Valid N (listwise) 98 Figure 1: SPSS output showing the range, mean and standard deviation of various aspects of sleep and depression The study also sought to determine the relationship between depressions and sleep duration in both genders. In addition, it was necessary to determine a comparison of the two genders in terms of the relationship between the two variables. In this case, the SPSS results indicated that female participants had a mean range of 22.07 and a standard deviation of 4.305. On the other hand, male participants had a mean value of 22.11 and a standard deviation of 3.928. Gender Statistic Std. Error Age 1 Mean 22.07 .515 Std. Deviation 4.305 Minimum 19 Maximum 48 2 Mean 22.11 .742 Std. Deviation 3.928 Minimum 19 Maximum 36 Figure 2: SPSS output table showing descriptive per gender the correlation of sleep duration and aspects of depression were considered with Pearson correlation toll using SPSS. For instance, the correlation between Negative Affect and Duration (sleep) returned a 2-tailed degree of significance of.948 and a Pearson correlation value of -.007 for the 98 participants. Similarly, the correlation between Negative Affect and SLPQUAL returned a 2-tailed value for degree of significance of.365 and a Pearson correlation value of 0.93. Correlations Negative Affect DURAT Negative Affect Pearson Correlation 1 -.007 Sig. (2-tailed) .948 N 98 98 DURAT Pearson Correlation -.007 1 Sig. (2-tailed) .948 N 98 98 Figure 3: Correlation between Negative Affect and sleep Duration Correlations Negative Affect SLPQUAL Negative Affect Pearson Correlation 1 .093 Sig. (2-tailed) .365 N 98 98 SLPQUAL Pearson Correlation .093 1 Sig. (2-tailed) .365 N 98 98 Figure 4: correlation between Negative Affect and Sleep quality Correlations Negative Affect TotPSQI Negative Affect Pea rson Correlation 1 .207* Sig. (2-tailed) .040 N 98 98 TotPSQI Pearson Correlation .207* 1 Sig. (2-tailed) .040 N 98 98 *. Correlation is significant at the 0.05 level (2-tailed). Figure 5: correlation between Negative Affect and Total PSQI Conclusion To derive an analysis and conclusion from the data results, it is necessary to determine the statistical facts of the SPSS tool that was used in the study. First, for a correlation to be perfect positive, the Pearson’s r must be positive and vice versa. In addition, Pearson’s r is symmetric, meaning that the correlation between â€Å"a† and â€Å"b† is equal to the correlation between â€Å"b† and â€Å"a†. Thirdly, the correlation is a bivariate correlation coefficient, which assumes that the relationship between the two variables is always linear. With this in mind, it is possible to evaluate the relationship between various aspects of sleep with aspects of depression as used in this research. First, the relationship between Negative Affect and sleep Duration is negative, which means that the longer the duration of sleep, the lower the possibility of giving a negative feeling of an issue. Secondly, the Pearson correlation between Negative Affect and sleep quality is positive, which gives a positive relationship between the two variables. The relationship between Positive Affect and sleep duration is positive, which implies that the longer the duration of sleep time, the larger the possibility of having a positive attitude towards some issue. The relationship between â€Å"Sleep Qual† and positive Affect is negative, which is the opposite of the relationship between â€Å"Sleep Qual† and Negative Affect. From the results, it is clear that there exists a relationship between sleep duration and depression. For instance, the probability of reporting a positive attitude towards an issue increases with an increase in the duration of time of sleep . On the other hand, the probability of a student giving a negative attitude towards a given issue increases with the decreased in the duration of sleep time. Therefore, we conclude that decrease in the duration of time spent on sleep increases the rate of depression in adolescents and early adults. These results studies have suggested that depression leads to reduced duration of sleep and irregular schedules for sleeping. Therefore, the study confirms the hypothesis that that a strong link between depression and sleep exists in humans, where adolescents with insomnia and reduced sleeping durations are likely to suffer from depression. References Babson, K. A., Trainor, C. D., Feldner, M. T., Blumenthal, H. (2010). A test of the effects of acute sleep deprivation on general and specific self-reported anxiety and depressive symptom: an experimental extension. Journal of Behavior Therapy and Experimental Psychiatry, 41(3), 297-303. Blixter, E. (2009). Sleep and society: an epidemiolo gical perspective. Sleep Medicine, 10, S3-6. Cappuccio, FP, Cooper, D., D’Elia, L., Strazzullo, P., Miller, M. A. (2011). Sleep duration predicts cardiovascular outcomes: a systematic review and meta-analysis of prospective studies. European Heart Journal, 32(12), 1484-1492. Carskadon, M. A., Acebo, C. (2002). Regulation of sleepiness in adolescents: update, insights, and speculation. Sleep, 25(6), 606-614. Dahl, R. E., Lewin, D. S. (2002). Pathways to adolescent health: sleep regulation and behavior. J Adolesc Health, 31(3), 175–184. Feinberg, I. (2013). Recommended sleep durations for children and adolescents: the dearth of empirical evidence. Sleep, 36(4), 461-462. Feinberg, I., Campbell, I. G. (2010). Sleep EEG changes during adolescence: an index of a fundamental brain reorganization. Brain and Cognition, 72(1), 56-65. Gangwisch, J. E., Babiss, L.A., Malaspina, D., Turner, J.B., Zammit, G. K. Posner, K. (2010). Earlier parental set bedtimes as a protective fa ctor against depression and suicidal ideation. Sleep, 33(1), 97-106. Gradisar, M., Gardner, G., Dohnt, H. (2011). Recent worldwide sleep patterns and problems during adolescence: a review and meta-analysis of age region and sleep. Sleep Medicine, 12(2), 110-118. Hagenauer, M. H., Perryman, J. I., Lee, T. M. Carskadon, M. A. (2009). Adolescent changes in the homeostatic and circadian regulation of sleep. Developmental Neuroscience, 31(4), 276-284. Jackson, M. L., Stough, C., Howard, M. E., Spong, J., Downey, L. A., Thompson, B. (2011). The contribution of fatigue and sleepiness to depression in patients attending the sleep laboratory for evaluation of obstructive sleep apnea. Sleep and Breathing 15(3), 439-445. Kripke, D. F., Garfinkel, L., Wingard, D. L., Klauber, M. R., Marler, M.R. (2002). Mortality associated with sleep duration and insomnia. Archives of General Psychiatry, 59(2), 131-136. Matricciani, L., Blunden, S., Tigney, G., Williams, M.T., Olds, T.S. (2013). Childrenà ¢â‚¬â„¢s sleep needs: is there sufficient evidence to recommend optimal sleep for children? Sleep, 36(4), 527-534. Matricciani, L., Olds, T., Petkov, J. (2012). In search of lost sleep: secular trends in the sleep time of school-aged children and adolescents. Sleep Medicine Reviews, 16(3), 203-211 O’Brien, E. M., Mindell, J. A. (2005). Sleep and risk-taking behavior in adolescents. Behav Sleep Med, 3(3), 113–133. Patel, S. R., Hu, F.B. (2008). Short sleep duration and weight gain: a systematic review. Obesity, 16(3), 643-653. Sun Bin, Y., Marshall, N. S., Glozier, N. (2012). Secular trends in adult sleep duration: a systematic review. Sleep Medicine Reviews, 16(3), 223-230. Szklo-Coxe, T., Peppard, P. E., Finn, L. A., Benca, R. M. (2010). Prospective associations of insomnia markers and symptoms with depression. American Journal of Epidemiology, 171(6), 709-720. Turek, F. (2005). The prevailing culture of sleepiness. Sleep, 28(7), 798-799. Van Dongen, H. A., Maisl in, G., Mullington, J. M. Dinges, D. F. (2003). The cumulative cost of additional wakefulness: Dose-response effects on neurobehavioral functions and sleep physiology from chronic sleep restriction and total sleep deprivation. Sleep, 26(2), 117-126. Warner, S., Murray, G., Meyer, D. (2008). Holiday and school-term sleep patterns of Australian adolescents. J Adolesc, 31(5), 595–608. Wolfson, A. R., Carskadon, M. A. (2008). Sleep schedules and daytime functioning in adolescents. Child Dev. 69(4), 875–887. This essay on Relationship between Sleep and Depression in Adolescence was written and submitted by user Davian Reed to help you with your own studies. 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aus relationship with china essays

aus relationship with china essays Good morning teachers and students China is a country in East Asia The total area of China is 9,571,300 sq km (3,695,500 sq mi) including inland waters. The country stretches across East Asia in a broad arc that has a maximum east-west extent of about 5,000 km the worlds largest country by population and one of the largest by area, measuring about the same size as the United States. China proper centers on the agricultural regions drained by three major rivers-the Huang He (Yellow River) in the north, the Yangtze (Chang Jiang) in central China, and the Zhu Jiang (Pearl River) in the south. The countrys varied terrain includes vast deserts, towering mountains, high plateaus, and broad plains. Beijing, located in the north, is Chinas capital and its cultural, economic, and communications center. Shanghai, located near the Yangtze, is the most populous urban center, the largest industrial and commercial city, and mainland Chinas leading port. More than one-fifth of the worlds populatio n-1.3 billion people-live in China. More than 90 percent of these are ethnic Han Chinese, Australia regards the relationship with China as one of its most important. The bilateral relationship is based on shared interests and mutual respect, an approach which offers the best prospects to maximise shared economic interests, advance Australia's political and strategic interests, and manage differences in a sensible and practical way. Since 1997 there has been a major strengthening of relations, assisted by a strong program of high-level visits in both directions. Prime Minister Howard visited China most recently in August 2003. He visited previously in March 1997, in October 2001 to attend the APEC Leaders Meeting, and in May 2002. PRC President Hu Jintao visited Australia in October 2003. Former Chinese President Jiang Zemin visited in September 1999. Bilateral relations have reached a new level of maturity with the reciprocal...

Resource Management Research Paper Example | Topics and Well Written Essays - 250 words

Resource Management - Research Paper Example for various stages of the project; allocating resources efficiently for current and projected schedules; and creating resource pool where information can be shared across the project management and team members to monitor its progress and get feedback on factors that could adversely impact progress or slow it down. The interdependency of resources in the project is very essential ingredient that necessitates efficient allocation of the resources that must be monitored constantly for timely delivery of goals. Indeed, lack of efficiency in any resources could delay the project, leading not only financial loss but also have adverse impact on the market credibility of the firm. The regular evaluation of resources also helps to apply contingencies and helps to reschedule tasks so that the project is finished on time. Most importantly, resourceful team work is key factor because the team members share various tasks allotted within schedules that need to be completed timely. Strong team work helps to complement each other’s work and enhances performance of the individuals and team for improved productivity. Thus, team members must promote cross cultural understanding and inculcate mutual respect so that conflicts could be resolved early and progress of the tasks is not impeded. (words:

What is on the Horizon for Apple Research Paper

What is on the Horizon for Apple - Research Paper Example Users were given choice to buy single songs instead of buying a complete audio disc. The iPod was different than an already saturated mp3 player market at the time. It offered superior user interface and hence better user experience. The iPod represents a start for the company to lead the revolution. The innovations did not stop and new products that invented completely new categories followed. Apple plans to grow their product lineup as well as improve existing products. Some of the possible future plans are discussed in detail; Mac Macs have been the main product for Apple since long. The company was mainly founded as a computer company. The lineup includes Mac Pro, iMac, Mac mini, MacBook Pro and MacBook Air. Macs currently run on Intel processors. MacBook Pro and MacBook Air represents major portion of the sales in Macs. Both products are made with unibody enclosures, which add durability and aesthetics. The MacBook Airs are ultra thin laptops running on low power processors and incorporate Solid State Drives (SSD) instead of convention Hard Disc Drives used in MacBook Pros. Apple plans to introduce high resolution Retina Displays in both MacBooks (Chen & Shen, 2011). This will improve real estate available on desktop as well as improve sharpness, in particular for texts. Furthermore, MacBook Pro is rumored to have a design overhaul in 2012 and will adopt design cues from the existing MackBook Air (Kim, 2012). The two lines of models are expected to merge into one product in the future. iPad The iPad represents the leading post-pc device from Apple. Apple invented a completely new category with the introduction of iPad in 2010. The tablet has been an astounding success and is liked for its ease of use and portability. The iPad has capitalized the tablet market till now and Apple has dominated the category. Competitors have introduced Android based tablets of varying size and price to compete against the iPad. It is rumored that Apple is planning to introduc e 7.85 inch iPad variant as compared to 9.7 inch current iPad’s screen size (Faust, 2012). The 7 inch screen size was dismissed by late Apple CEO Steve Jobs to be very small and incapable of expressing the software. Though, with the new iPad carrying Retina Display (resolution 2048 x 1536 pixels), there is a possibility that Apple may introduce 7.85 inch variant carrying a resolution of 1024 x 768 pixels. The major competitor to the iPad would be Windows 8 tablets planned at the end of 2012. The Windows 8 operating system would be a complete operating system working on a tablet device as compared to relatively limited mobile based Apple’s iOS on the iPad. For now, sales of the new iPad are phenomenal and Apple sold record breaking 3 million iPads in first four days of launch (Golson, 2012). iPhone The original iPhone introduced in 2007 revolutionized the mobile phone industry and left competitors struggling to cope up with its advanced features, usability and user expe rience. Over the years the phone market has become saturated with Android based devices and manufacturers offer various type of phones based on the platform. Apple’s iOS on the other hand has been a stable platform and has standard parameters. Android is running on devices with varying hardware parameters and is, therefore, fragmented. This means that applications are not designed to run on every phone with varying hardware specifications. For the next generation iPhones Apple plans to improve its camera with an aim to replace everyday point and shoot cameras. The next iPhone is rumored to have