The Importance of Socialization Essay Example for Free

The Importance of Socialization Essay The Importance of Socialization In my research I used Down to Earth Sociology as well as the video on Genie. Socialization is important for children weather they are retarded or â€Å"normal†. These three stories of Genie, Anna, and Isabelle I think show just how important socialization is, and how a lack of socialization can affect a child. All three areas of language, intelligence, and emotion are affected when a child does not receive socialization. There are some similarities and differences in each of these three cases. Genie was in isolation until the age of ten, whereas Anna and Isabelle were in isolation until the age of six. All three girls were able to gain physical motions and learn to walk. Language however was different. Genie was only able to say words and associate their meanings, but never able to properly form sentences. Also, her progress was like the progress a normal child would have in a year, but she was behind ten years from her isolation. Anna could carry on a conversation through phrases, but not sentences. Isabelle was able to form sentences and ask complicated questions and even attended junior high. I do think that the age in which the girls were found was a factor in their language abilities. It is hard to say either way considering no tests can be done, but Anna came from a family with very low IQ’s and appears to have achieved more than Genie in a shorter time period. It appears to me that Genie may have been able to broaden her vocabulary, had she been found at six rather than ten. It is suggested in the text and movie that all three girls may have had some retardation even without their extreme isolation. This of course is next to impossible to state for a fact for any of the girls, but from my readings I would conclude that Genie and especially Anna may have had some retardation and Isabelle most likely would not have. The reason I believe Genie may have had some retardation is because of the readings they found on her when she was sleeping. Even if a child was in extreme isolation, I don’t think those readings would have been found, unless she was predisposed to retardation. The one psychologist that tried to say that Genie was not retarded said so because Genie was improving every year. While she was improving every year she did hit a point where she no longer achieved any higher forms of intelligence. Also, she reached these levels at a much slower rate than both Anna and Isabelle. Anna I believe to be predisposed to retardation because both her mother and her father had very low IQ’s. The age old dispute between nature vs. nurture has been concluded that both are important for a child’s development. In Anna’s case, both were poor to say the least. In Isabelle’s case she only had a poor nurture setting and considering Isabelle achieved more than Anna in the same time period at the same age is why I believe Anna was most likely predisposed to retardation. Another factor is the girl’s emotional states. Genie was abused when she made noise and was in a lot of different homes and settings after she was found. Anna was left in dirty clothes and was also put in many homes, before and after she was discovered. Isabelle was left in a dark room with her mother who was both deaf and mute. People that are put in consolatory confinement as punishment as adults suffer many psychological issues, so it is no surprise that these girls would suffer even more as children. Also, children that are in many different foster homes, or abused also have many emotional difficulties. Then you add to that Genie and Anna’s isolation and I am sure that affected their emotional state in who they became. Another area that may have affected Genie is all the tests that were done and how hard she was pushed. Any child in a home where the parents push them to be something are stressed out and I think Genie may have been from the way she reacted in tantrums. I believe these stories prove the importance of socialization. In all three cases the girls never reached the capacity to communicate on a level past junior high. Although it is questioned why some of the girls reached a further level then the others, there is no doubt that had the girls been socialized to begin with, they would have reached a higher level of intelligence regardless of any predisposed retardation. The emotional struggles these girls had to go through most adults would struggle with, so it is no shock to me that all three girls died before their time. Something that I think could have been done differently is for a child that is found in this type of situation should be given a loving environment and not foster homes. If a child has an environment that is like a home, but is monitored by a therapist I think the child can thrive more. Isabelle had a therapist who worked with her one on one and was not tossed from home to home and she turned out the best of the three girls. If one person had genuinely cared for Anna or Genie their situations may have had a happier ending. How can you be that one person that makes a difference in someone’s life to give them a happier ending?

The swine flu

The swine flu Currently, there has been an international concern and fear about the disease The Swine or Swine Flu. The main question that all the experts were worried about was whether the swine flu is an epidemic or a pandemic. An epidemic is defined as an outbreak of a contagious disease that can be widely spread and affects lots of people at the same time. A pandemic is a disease that spreads not only in a local region but, worldwide. On April 2009 the swine flu did not meet the definition of a pandemic, however, the WHO (World Health Organization) declared that the swine flu is a pandemic by the mid of June 2009. This is where the nightmare started. The swine flu was given that nickname due to the transfer of the virus from pigs to human. The Swine is considered as a type of an influenza disease. Influenza is a disease that people usually catch at least once in their lifetime. The influenza or the flu was a deadly disease in the past, but now there are the proper vaccinations and medications to fight it. Swine Flu is an extremely contagious disease and it easily spreads from one person to another whether it was through exhaled air, sneezes, coughs, or even shaking hands with an infected person or a person who has touched an infected object. When doctors or experts talk about influenza they argue that its not a serious disease, but on the other hand it affects the bodys immunity and makes it vulnerable to bacterial and viral attack. Its believed that the H1N1 is transferred the same way the regular influenza is. Newspapers, magazines, and TV newscasters are constantly babbling about the swine flu, and it has taken the lead on every front page. The question here is: is swine flu worth all the attention its getting on the media, on the street posts and on the TV channels? Or is it just as so called a propaganda and another way for a money grab? The answer can be explained in many ways. To start off, the swine flu is caused by an influenza of the classification A. Influenza A has the subtypes that include viruses HIN1, H1N2, H2N3, H3N1, and H3N2. The viral strain H1N1 is the virus that spread in the flu pandemic of 2009. In the United States it is declared that in ever one thousand people, forty need direct access to the hospital and one person dies. The World Health of Organization stated at July-17-2009 that there have been 89,921 cases and 382 deaths worldwide. Deaths and cases of the swine flu are mainly spotted in the US. Through these statistics it is proved that the swine flu is a dangerous case mainly in the United States and not in other countries. The incubation period (the time between the illness and appearance of symptoms) for the swine flu as claimed by the HPA (Health Protection Agency) lies between two and five days. A person suffering from The Swine will experience at least three of the following symptoms: coughing and sneezing, headache, runny nose, sore throat, shortness of breath, loss of appetite, aching muscles, and diarrhea or vomiting. When a person is suffering from those symptoms he/she is in a highly contagious state; he/she can easily pass on the virus to others. Usually, it takes around a week for the person to pull through, and once the symptoms are gone the person is no longer infectious to others around him. The swine flu is a highly contagious disease as declared by the Health Protection Agency (HPA). It can pass easily from one person to another. Scientifically speaking, The Swine is just like the other flu diseases; it is an airborne disease; the virus spreads from an infected persons nose or mouth when he coughs or sneezes, through the air droplets. Those who are having swine flu sometimes cough without covering their mouth, or washing their hands afterwards. Thus, the virus easily spreads on the objects surfaces that the infected person touches which include: door handles, keyboards, mobiles, remote controllers, etc It is believed that a virus survives on a hard surface for about 24 hours and on a soft surface for 20 minutes only. If an uninfected person touches these surfaces within these timings, he/she will catch the virus simply by touching their face. There are some certain cases that put people under a higher risk of catching the swine flu. Firstly, the swine flu seems to be of a great danger to pregnant women. Pregnant women should avoid catching the swine flu and this is by keeping away from congested areas like airports and cinemas. If they are living with someone who has the swine flu, they should be given Relenza (to a type of medication to be discussed shortly). Relenza should be taken through and inhaler rather than a tablet to accumulate in the pregnant womens lungs and throats and not in the blood, this way, their baby wont be affected. Secondly, people with certain health conditions and chronic diseases like hypertension and diabetes are put in jeopardy with the swine flu dangers as the H1N1 virus targets a vulnerable immune system. Those suffering from a chronic health condition are obliged to be immunized with both, the seasonal flu vaccine and the H1N1 swine flu vaccine. They should keep a record of the medications that they are receiving for their chronic disease, and once they are in doubt of having the swine flu, they should keep on using these medications unless their personal health care supervisor says otherwise. Experts and researchers tried to come up with a lot of solutions and treatments to the nightmare, the swine flu. There are two vaccines made for The Swine. The first vaccination is called Pandemrix and the second is called Celvapan. Both of these inoculations have been licensed and legally distributed. The Celvapan vaccine is taken in two doses, three weeks apart. At the time being, vaccinations are available only in the US and Europe since developing countries cannot afford to produce their own vaccines. An important thing to take into account is to whom The Swine can be deadly and very dangerous to. The Public Health Agency of Canada claimed that mainly, people who are aged fewer than 65 years are supposed to take the vaccination since the swine virus is more likely to affect nonelderly people because those who are older than 65 years seem to have natural immunity for swine flu. Moreover, pregnant women should be immunized straight away as The Swine seems to target pregnant women, it is claimed the higher risks of the swine flu occur at the late stages of pregnancy (the last three months of pregnancy), and they are advised to take the Pandemrix vaccine as it produces a sufficient amount of protection in your body after a single dose. In addition, children (aged between six months and five years) are the best objective for swine flu, but, babies under the age of six cant take the vaccine as it will show no response for adequate protection. A person who lives with someone who has a weak immune system as a result of being infected with a disease such as cancer or aids is strongly advised take the vaccination as he/she is more prone to The Swine attack. However, there are some people, but quite a few who are prohibited to take the swine flu vaccine. Firstly, the vaccine should not be given whatsoever to someone who had a brutal allergic reaction to the first dose of the vaccination. Secondly, the Pandemrix vaccine is prepared in hens eggs so those who have egg allergies or had breathing problems when taking egg products should not take the vaccine. Nevertheless, the Celvapan virus is not prepared in hens eggs therefore people who have egg allergies are obliged to take this vaccination. Conversely, there are some symptoms to the swine flue vaccinations. It is declared that there are no deaths or serious events that occurred from the vaccination. Side effects that might result after a swine flu immunization include: Tenderness, pain, redness, hardening of the skin, swelling and bruising. In addition, a vaccinated person might suffer from whole-body side effects that involve: Severe headaches, muscle pain, chills, queasiness, fever, and vomiting. However, experts came up with Adjuvant which is a substance added to a vaccine to improve its performance and make it more efficient in supporting the body in strong immune response. In addition, Tamiflu and Relenza are two major antiviral medications to suppress the effects of the swine flu, but not cure it completely. When a virus enters your body, it controls and manipulates healthy cells and orders them to make copies of themselves. Relenza acts on stopping the action of making copies of the virus from infected cells in the lungs. As a result, the process of spreading the virus in the body is slowed down and thus lessening the symptoms. The earlier you start taking Relenza (within 48 hours since the symptoms are felt in adults) the better it functions in protecting your body against The Swine. Tamiflu works the same way Relenza does in the body, although, Relenza concentrates on lessening the flu symptoms by one and a half days on average, while Tamiflu reduces the fly symptoms by up to two days on average. The Chamomile drink as believed by the Chinese has a similar composition to the Tamiflu antiviral medication but on the other hand has an even better effe ct and at a lower price. People with white masks are spotted everywhere lately, certainly in airports and other congested areas. Health officials say that facemasks can mislead people into thinking that theyre effective in protection against the swine flu. In reality, facemasks are only effective when they are worn in a correct manner and when they are changed on regular basis because facemasks can get damped from breathing, and thus more likely to catch viruses. People are depending a lot on facemasks that theyre getting less concerned with washing their hands more often. Moreover, the vaccination, antiviral medications are not the only ways to treat the swine flu or suppress its effects, there are several basic day-to-day things that people are advised to take for the sake of avoiding the swine flu as much as possible, these things involve: Washing your hands constantly, because you might have touched a contaminated surface, therefore keeping the hands clean will help you avoid the swine flu (remember to keep a hand sanitizer with you wherever you may go). Cough and sneeze in a manner to cover your mouth, this way you will not spread the virus to other uninfected people. Dispose used and dirty tissues. Clean the hard surfaces such as door handles more often and by using a suitable, and effective cleaning product. Avoid crowds and public transportations; this is the foremost important tasks to do if you want to avoid swine flu as it lessens the chance of being so close to someone and getting the swine flu as a result of that. If you cant avoid a certa in crowd try to follow the 6-foot-rule ; try to stand 6 feet away from a person who is coughing or sneezing. Visit your doctor straight away if you are experiencing any swine flu symptoms and they will give you the proper medications, antivirals and vaccinations specifically for your case. We should not waste our time in sitting back and listening to the news and media talking about how swine flu is very dangerous, risky and hopeless. Instead, we should put in more of this effort in developing natural immunity against the swine flu. We should have a healthier diet which majorly contains vitamins. Vitamins A and D like cod liver oil tends to give a great protection against such an infection. Moreover, vitamin c obtained from citrus drinks is a must for maintaining natural immunity If you catch the swine flu, do not panic! Contain the illness; take a good care of yourself, pamper yourself more often, drink plenty of water and other fluids, take a plenty of rest. Try coughing into the elbow of your hand to avoid passing your virus to others through hand shaking. Get rid off your dirty tissues yourself; dont let someone else do it for you! The media always claims that we live in an unsafe world and anything (like the swine flu) that throws us out of control invites pathogens (viruses and bacteria) to take over our body cells. But how shall we react depends on our logic and common sense not on the medias talk. The medias only main concern is to make a scary situation even worse than it really is. There are so many incidents that took place and proved the media wrong about how bad the swine flu is. Firstly, out of 2,000,000 people in the pilgrimage this year only 350 died and off course not all died out of The Swine Secondly, death cases are very rare and statistics show that worldwide every 1 in 4000 people die of swine flu. As a conclusion, I think that the swine flu is not as bad as the media says it is. Most companies are exaggerating about the fact that the swine flu is very dangerous just for the sake of money grab. People are not supposed to be tricked into believing that its dangerous because, by common sense, the symptoms are very clear and significant and once they are experiencing some of the symptoms all they are left to do is visit a health care professional, take the proper medications, antivirals, and try their best to minimize their contact with others. On the other hand, people should be aware of the fact that the swine flu is just like the regular seasonal influenza, and it can be simply avoided by maintaing good hygiene like washing their hands more often, and carrying a hand sanitizer or an alcohol based hand wash everywhere they go. People are wasting a lot of effort in thinking of the dangerous consequences of the swine flu; they should instead spend more time on trying to work on de veloping natural immunity against it. It is believed that those who catch the swine flu feel very dreadful when experiencing its symptoms, but most of them end up recovering with no problems and sometimes even without the aid of medical treatments. Bibliography: Jamieson D et al. (2009). H1N1 2009 Influenza virus infection during pregnancy in the USA. Lancet 2009; 374: 451-458. Neusdat, R. And Fineberg, H. (December 1977). The Swine Flu Affair. The United States: McGraw companies. McNeil Jr., Donald G. (2009-04-26). Flu Outbreak Raises a Set of Questions. The New York Times. http://www.nytimes.com/2009/04/27/health/27questions.html. Parkash, S. (01 Jan 2010). Swine flu diagnosis and treatment. United Kingdom: Daya publishing house.

The Basic Building Blocks Of Quantitative Research Psychology Essay

The Basic Building Blocks Of Quantitative Research Psychology Essay Qualitative Research Methodology is gaining wide spread acceptance among Researchers in Social Sciences Circle but finds less acceptance among Basic Scientists and Engineers who prefer to use Quantitative (Statistical) Methods of Research. Statistics can be defined as collecting, summarizing, and analyzing of data. Selection of a statistical analysis that is appropriate depends on whether the data for the variable under study are qualitative or quantitative. Quantitative data consists of numerical information and a methodology when applying statistical/mathematical tools for analysis of such type of data is known as Quantitative Research Methodology. In contrast, Qualitative data consists of non-numerical information (such as text, images, and sounds) and a methodology of analysis of such kind of data when not relying on statistical/ mathematical tools is known as Qualitative Research Methodology [1]. The main difference that describes whether qualitative research is superior or quantitative research is how they are able to contribute to bodies of knowledge. Qualitative research mainly focuses on the behaviors, cultures and defining characteristics of events, human nature, interactions and experience. Data is not trans formed to numerical data. Qualitative research methods emphasis on interpretation and by providing the analysts with complete views, environmental immersions and a depth of understanding of concepts. Qualitative methods of research provide a depth of understanding of issues/problems which is not possible through the use of quantitative methods (statistically-based investigations). The knowledge gained through qualitative research methods is more informative, richer and offers enhanced understandings in comparison to that obtained through quantitative research methods. Quantitative research is typically considered to be the more scientific approach that is concerned with number, or numerical descriptions of things and their relationships [2]. The basic building blocks of quantitative research are variables. Important types of variables used in quantitative research are: categorical variable, quantitative variable, dependent variable and independent variable. Three major types of quantitative research are: experimental, non-experimental research and survey. The purpose of experimental research is to study relationship of cause and effect. It is only type of research where active manipulation of an independent variable is present. Random assignment to create equivalent groups is used in the strongest experimental research designs [3]. Experimental research includes testing a hypothesis in a controlled environment while non-experimental research involves examining the already existing scenario in the world and trying to draw conclusions from the situation by using usually a cause-effect relationship. Social sciences, particularly history, archaeology, and political science, focus the non-experimental research methods. Owing to the complexity of the situation there is no way to form a meaningful experiment for the majority of these fields. Though psychology and anthropology are much more inclined to experimental research for determining patterns [4]. Testing of the hypothesis is done by either of the three tests: z-test, t-test and p-value test [5]. Quantitative analysis also includes descriptive and inferential statistics. Basic difference between descriptive statistics and inferential statistics (or inductive statistics) is that descriptive statistics which aims to summarize a sample, rather than using the data to learn about the population that the sample of data is thought to represent. They are not developed on the basis of probability theory [6]. Descriptive Statistics are the tabular, graphical, and numerical methods used to summarize data. Statistical inference is the process of using data obtained from the sample and to make estimates and test hypotheses about the characteristics of the populat ion [7]. Summarizing of quantitative data includes [8]: Frequency Distribution Relative Frequency and Percent Frequency Distributions Dot Plot Histogram Cumulative Distributions Numerical methods used to summarize the quantitative data are [9]: Mean Median Mode Variance Standard Deviation CAQDAS: Computer Assisted Qualitative Data Analysis Software (CAQDAS) is the use of computer software for qualitative research. It helps in transcription analysis, coding and text interpretation, recursive abstraction, content analysis and discourse analysis etc. It is used in psychology, marketing research, ethnography, and other social sciences. A CAQDAS program should have: Content searching tools, Coding tools, Linking tools, Mapping or networking tools, Query tools, Writing and annotation tools. The advantages of using this software include: avoiding from manual and clerical tasks, time saving, managing huge amounts of qualitative data, increased flexibility, improved validity and auditability of qualitative research. Disadvantages include: increasingly deterministic and rigid processes, privileging of coding, and retrieval methods; reification of data, increased pressure on researchers to focus on volume and breadth rather than on depth and meaning, time and energy spent learning to use computer packages [10]. CAQDAS (Computer assisted qualitative data analysis software) is the good one technique in qualitative which helps us to find the true forecast and acceptable results in a specific topic [11]. A unique aspect of using CAQDAS vs. hand-coding/analysis is the ability of the program to create visual representations of data-charts, graphs, trees-that help in analysis and potentially can help readers to more deeply understand the interpretations [12]. CAQDAS potentially mak es qualitative inquiry more logical, transparent and trustworthy. CAQDAS such as NVivo can help in all the six steps of qualitative data analysis which are [13]: Choosing a topic literature review Development of theoretical and conceptual foundations and research questions Research design, Sample, context and negotiating access Data collection and preparation Data analysis and Discussion and final write-up All the CAQDAS packages provide these following features that make qualitative data analysis much easier: structure of work, closeness to data and interactivity, explore the data, code and retrieve functionality, project management and data organization, searching and interrogating the database, writing tools and standard selection of output reports [14]. Do I agree? I agree with the view that qualitative research methodology is gaining wide spread acceptance among researchers in social sciences circle but finds less acceptance among basic scientists and Engineers who prefer to use quantitative (statistical) methods of research. In my opinion neither school of research is superior. Both when carried out correctly provide good research results. The superiority of qualitative or quantitative research depends on the data under study and the fruitful additions to the knowledge made by either of the methods. The qualitative descriptive study is the method of choice when straight descriptions of phenomena are desired. Such study is especially useful for researchers wanting to know the who, what, and where of events [15]. Qualitative research covers a broad area of philosophical positions. Interest in qualitative re-search is increasing in health department [16]. The purpose of qualitative analysis is to achieve greater understanding and to attain a hig her level of conceptual or theoretical background than it can be achieved in any individual empirical study [17, 18]. Quantitative research is described by some as a quick fix, it involves very little or no contact with the field or people [19, 20]. Method which I will use: Being an engineer I shall use quantitative research method in my research project because it will be carried out in a controlled environment i.e. it will be experimental. Based upon the test results I will validate my hypothesis and further statistical analysis will be conducted. (Insha Allah) Refrences: [1] Haegeman, K., et al. (2013). Quantitative and qualitative approaches in Future-oriented Technology Analysis (FTA): From combination to integration? Technological Forecasting and Social Change 80(3): 386-397. [2] Richard Tewksbury (2009). Qualitative versus Quantitative Methods: Understanding Why Qualitative Methods are Superior for Criminology and Criminal Justice Journal of Theoretical and Philosophical Criminology, Vol 1 (1). [3] McMillan, J. H., Schumacher, S. (2009). Research in education Pearson Education. [4] Neuman, W. L. (2005). Social research methods: Quantitative and qualitative approaches Allyn and Bacon. [5] http://statistics.about.com/od/HelpandTutorials/a/How-To-Conduct-A-Hypothesis-Test.htm [6] Berenson, M. L. (1998). Basic business statistics: Concepts and applications Prentice Hall PTR. [7] Bryman, A., Cramer, D. (2005). Quantitative data analysis with SPSS 12 and 13: A guide for social scientist. Routledge. [8] De Veaux, R. D., Velleman, P. F., Bock, D. E. (2009). Stats Pearson, Addison-Wesley. [9] Teddlie, C., Tashakkori, A. (2008). Foundations of mixed methods research: Integrating quantitative and qualitative approaches in the social and behavioral sciences. SAGE Publications, Incorporated. [10] Ann Lewins and Cristina Silver (2009). QUIC-Qualitative innovations in CAQDUS 6th edition [11] Rudolf. R. S, Eva. A. A (2012). Facilitating the interaction between theory and data in qualitative research using CAQDAS Sage Publications, 109-131 [12] Linnea L. Rademaker, Elizabeth J. Grace, and Stephen K. Curda (2012). Using Computer- assisted Qualitative Data Analysis Software (CAQDAS) to Re-examine Traditionally Analyzed Data: Expanding our Understanding of the Data and of Ourselves as Scholars The Qualitative Report 2012 Volume 17, Article 43, 1-11 [13] Sinkovics, Rudolf R. and Eva A. Alfoldi (2012), Facilitating the interaction between theory and data in qualitative research using CAQDAS, in Qualitative organizational research: Core methods and current challenges, Gillian Symon and Catherine Cassell (Eds.). London: Sage Publications, 109-131. [14] Garcà ­aà ¢Ã¢â€š ¬Ã‚ Horta, J. B., Guerraà ¢Ã¢â€š ¬Ã‚ Ramos, M. T. (2009). The use of CAQDAS in educational research: some advantages, limitations and potential risks. International Journal of Research Method in Education, 32(2), 151-165. [15] Margarete Sandelowski (2000). Focus on Research Methods Whatever Happened to Qualitative Description? Research in Nursing Health, 2000, 23, 334-340 [16] Denis Walsh, Soo Downe (2005). Appraising the quality of qualitative research Midwifery (2006) 22, 108-119. [17] Rona Campbell, et al. (2003). Evaluating meta-ethnography: a synthesis of qualitative research on lay experiences of diabetes and diabetes care Social Science Medicine 56, 671-684. [18] Winter, G. (2000). A comparative discussion of the notion of validity in qualitative and quantitative research. The Qualitative Report 4(3): 4. [19] Williams, F., Monge, P. R. (2001). Reasoning with statistics: How to read quantitative research (pp. 127-141). London: Harcourt College Publishers. [20] Bryman, A. (2006). Integrating quantitative and qualitative research: how is it done? Qualitative research, 6(1), 97-113.

The Black Soldiers :: essays research papers

The Black Soldiers by C.J. Blake All through our country’s history, African Americans have had to choose whether they were meant to live in the States or if they should go live somewhere else. Slavery without a doubt had a strong impact on their decisions. Despite the troubles African Americans have had, they made a great contribution and a very big impact on our military and armed forces since the Revolutionary War. The black man has fought against his country's wars, and he has also fought the war with their country to gain the right to fight and the right to freedom. America's first war was the war for independence from Great Britain was a major achievement. This accomplishment could not have been done if it was not for the African American soldiers in the armies. The first American to actually shed blood during the revolution that freed America from being under British rule was Crispus Attucks, a Black seaman. Attucks and four white men were killed in the Boston Massacre on March 5, 1770. Attucks was still willing to fight against England along with other whites, althoug he was a fugitive slave running from his master. The colonists probably would have kept African Americans out of the military during the war if it was not for the proclamation by the Lord of Dunmore. He said "I do hereby... declare all... Negroes... free, that are able and willing to bear arms, they joining his Majesty's troops, as soon as may be, for the more speedily reducing this colony to a proper dignity." This meant that if any black man was willing to fight for the British they would become legally free. Then, the Americans could not afford to not let black men from joining the army. After that General George Washington officially reversed his policy about letting "free Negroes to enlist." "Of the 300,000 men that served in the Continental American Army during the War of Independence, about five thousand were Black. In addition to several all-Black companies, there was also an all-Black regiment was from Rhode Island. Between 1775 to 1781 there were no battles without Black soldiers. African American soldiers defended for the colonies at Lexington, Ticonderoga, Concord, Benington, White Plains, Saratoga, Brandywine, Savannah, and Yorktown. There were two Blacks with George Washington on the day he crossed the Delaware River on Christmas Day in 1776. Unfortunately despite African Americans' help to the war effort and the large

Examination of Characters in Katherine Anne Porters Short Story He Ess

Examination of Characters in Katherine Anne Porter's Short Story He Katherine Anne Porter's moving and stylistically cohesive short story "He" contains much worth discussing. The story's characters are quite memorable and provide for interesting character studies; in addition, the plot and themes of the story are also noteworthy. The most elaborately detailed character is Mrs. Whipple. She is the dominating member of the Whipple family; despite her belief in "men's work" as opposed to women's, she seems to have a great deal of say in family decisions. Mrs. Whipple is extremely concerned with status and appearances -- indeed, overly so. This preoccupation of hers is prominent throughout the story, from beginning to end. She is concerned, first of all, with making sure that no one else is aware of her family's poverty. She mentions, when things are going particularly bad for the Whipple, that "[The neighbors]'ll be calling us poor white trash next," and we know that would be tantamount to death for Mrs. Whipple. She is so concerned with keeping up appearances, in fact, that she goes against the advice of her husband and butchers a sucking pig when her brother, his "plump wife" and two "roaring hungry" boys come to visit. Although this will hurt them in the long run, Mrs. Whipple simply cannot bear to adm it the inadequacy of her family's income. Mrs. Whipple knows her family, especially her the long run, Mrs. Whipple simply cannot bear to admit the inadequacy of her family's income. Mrs. Whipple knows her family, especially her "simple-minded" son, is not like others, but she tries desperately to make them appear normal. Thus her other preoccupation lies in protecting her "simple-minded" son. We learn that Mrs. ... ...s moving and darkly humorous look at family dynamics. It certainly makes a clear statement against concern for appearances at all costs. It also explores the idea of "motherly love" and how good intentions can go bad. In the end, however, this story is just appearances at all costs. It also explores the idea of "motherly love" and how good intentions can go bad. In the end, however, this story is just depressing. We feel very sorry for -- and a little true sympathy for -- Mrs. Whipple and her family. Nevertheless, we cannot agree that it was "a mortal pity He was ever born," for we know that "she had loved Him as much as she possibly could"; in light of all her other concerns and preoccupations, however, it just wasn't enough. Work Cited Porter, Katherine Anne. "He." The Literature of the American South. Ed. William L. Andrews. New York: Norton. 1998.

Microsoft Office and Figure

Table of Contents Introduction This session is targeted at those who wish to learn the new key features of MS Word 2007. It will cover use of the ribbon, adding tools to the Quick Access Toolbar and using live preview before making selections. By the time you have completed this session you should be able to: 1. Work with the new ribbon in Word 2007 2. Add tools to the Quick Access Toolbar 3. Use the Office Button 4. Use Live Preview and make selection 5. Create, save and format a document 6. Indent paragraphs and change line spacing 7. Create bullet and number list 8.Change format of bullets and number list 9. Apply borders and shading to paragraphs 10. Add a header or footer and page numbers to documents 11. Select tools from the Mini Toolbar 12. Work with Super tool tips 13. Use Launchers to display dialog boxes 14. Create and modify tables 15. Add and remove items from the Status Bar 16. Select Word Options 17. Understand the new file formats 18. Use the Compatibility Checker 19. Understand and apply the different security features Documents needed for practical are contained within the EssentialsInWord folder on the desktop or download from http://www. qub. ac. k/student Click on the Training Materials link (under Useful Information), scroll down to Microsoft Office 2007. Click on the Zip files for Word Essential. zip and download either to desktop or H drive. Right click on the zip file and select Extract All (or unzip to here) This practical should take you approximately 2 hours to complete Microsoft Word’s 2007 Ribbon When Word 2007 is first opened, a new blank document is automatically created. The ribbon displayed across the top of the screen replaces the old toolbars and menus. The ribbon is divided into eight tabs (if Developer tab is shown), plus an additional tab if add-ins are being used.The number of items shown in the ribbon will vary depending on the size and resolution of the monitor. For example, figure 1 below shows four heading styl es on the ribbon, whereas a larger monitor with a higher screen resolution would display six or more heading styles. By clicking on the downward arrow to the right of the styles, the full range of styles will be displayed. By selecting the tabs across the top of the ribbon, i. e. Insert, Page Layout, References, Mailings, Review and View, a different section of the ribbon will be displayed.Notice that the Home ribbon/tab contains many of the tools previously displayed on the Standard and Formatting toolbars. Figure [ 1 ]: The Ribbon (Home Position) To hide the ribbon, (which will allow more room on the screen) double click one of the tabs across the top. To access a tool from the collapsed ribbon, click once on the tab to expand the ribbon and select the tool. To bring the ribbon back, double click on a tab or use the keyboard option Ctrl+F1. Note that when the ribbon is collapsed it is possible to use the Alt key on the keyboard to show the shortcut keys.For example Alt+N will acce ss the Insert tab. See . Figure [ 2 ]: Short Cut Keys for Ribbon ————————————————- Across the top of the ribbon (or just below it), at the left hand side of the Title Bar, you will notice the Quick Access Toolbar (see figure 3). To add tools from the ribbon to the toolbar, right click on the tool and select Add to Quick Access Toolbar. Note: tools on the Quick Access Toolbar are saved to the computer, therefore if you use a different computer, you will not be able to access tools saved earlier. Figure [ 3 ]: Quick Access ToolbarMany of the tools contained in the earlier Edit menu, can now be accessed from the Office Button See figure 4 for list. Note that if the current document is saved on a SharePoint server, there will also be a Server Tasks button, between Publish and close. 1. ———————————â₠¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- Click on the Office Button 2. ————————————————- Right click on the Save icon 3. ————————————————- Select Add to Quick Access Toolbar Note: If the tool is already on the Quick Access Toolbar, the option will be unavailable.If this is the case, select another tool of your choice to add to the toolbar. Office Button Click on the arrows to see an extended menu in each case Live Preview Live Preview shows formatting results on text such as heading styles, font colour, background colour, etc, without actually clicking on the choice. For example by highlighting text and moving the mouse over the styles, on the Home tab, a preview of the effect of each style will be displayed without actually selecting the style. Note that not all fo rmatting options use live preview.Click on the Office Button and select Open Browse to where you have saved the Word Essentials folder and open the document ECDL Leaflet Select the first heading ECDL and ECDL Advanced Ensure the Home tab is selected and move the cursor over the heading styles Notice how the heading changes to allow a preview (without clicking on a style). Click the downward arrow to the right of the styles to access the full range. Select Heading1 style by clicking on it. (Note: the name of the style will appear as you move the cursor over each style). Bullets and Numbering 1. ———————————————— Under the heading Why Study for an IT Qualification, select the five lines of text after By studying for the ECDL at Queen’s†¦Ã¢â‚¬ ¦ 2. ——————————————â€⠀Ã¢â‚¬â€- Select the Bullets tool from the Paragraph group on the Home tab. 3. ————————————————- Scroll down to the heading What will you learn and select the seven lines of text beginning Basic Concepts of IT and select the Numbering tool from the Paragraph group. 4. ————————————————-Under the heading Moving forward with ECDL Advanced, select the text Word processing, down to Presentations and select the bullets tool. 5. ————————————————- To change the style of numbering or bullets, select the last list you created and click on the downward arrow to the right of the bullet or number tool 6. ———————â₠¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- Choose a style or select Define New Bullet to choose a picture/symbol. See figure 5. (Note Live Preview of bullets before selection) : Change Bullet types * Note: within the Paragraph group there is also a Multilevel list.See figure 6, which is a useful feature for creating sub level lists. Also under the font group there is a tool to remove all formatting from a document. See figure 7. : Multilevel List : Clear Formatting Borders and Shading 1. ————————————————- Ensure the Home tab is selected. 2. ————————————————- Select the last paragraph in the document beginning ECDL and ECDL Advanced and click on the downward arrow beside the Border tool (on the Paragraph group). See figure 8. 3. — ———————————————-Select Outside Borders, see figure 8. Figure [ 7 ]: Border 4. ————————————————- With the paragraph still selected click on the downward arrow beside the Shading tool (next to the border tool) on the Paragraph group. 5. ————————————————- Select a shade of grey, i. e. 25% * The MiniBar/Mini Toolbar Select any line of text in the ECDL leaflet document. Notice that the mini toolbar appears. See Figure 9. At first the toolbar will be quite faint but as the cursor is moved closer to the toolbar it becomes more solid.Moving the cursor off the mini toolbar and back may cause it to disappear. Right click on the selected text and it will reappear. Note t hat the mini toolbar does not produce live preview results. Figure [ 8 ]: Mini Toolbar By right clicking on text such as bullets or numbering, extended shortcut options will appear (see figure 10). Figure [ 9 ]: Extended Short Cut Menu * Super Tooltips Move the cursor over the tools on the ribbon. Notice that an extended tool tip appears. For example in Figure 11 below, the mouse was hovered over the Format Painter tool. In most cases the keyboard short cut keys also appear.Figure [ 10 ]: Super Tooltip for Format Painter * Dialog Boxes and Launchers Dialog boxes can be displayed in several ways. One example is to use the launchers. These are indicated by the small arrow in the lower right hand corner of ribbon groups, see figure 12. Click on the launcher to open the dialog box. Note that not a lot of changes have been made to dialog boxes in Word 2007 see figures 13a and 13b for one example. Figure [ 11 ]: Launcher Launcher Figure [ 12 ]a: Paragraph in 2007 Figure 13b: Paragraph in 2003 The Insert RibbonClick on the Office Button and create a new blank document. Click on the Insert tab to display the insert section of the ribbon, see figure 14. Figure [ 13 ]: Insert Ribbon From the Pages group there is the option to insert a cover page, a blank page or page break. Section breaks can now be accessed from the Page Layout tab (covered later). Note that page breaks can also be accessed from the Page Layout tab. Tables Click on the downward arrow under tables and select a three column by three row table. See figure 15. Alternatively select Insert Table to make your selection. See figure 15. Figure [ 14 ]: Insert TableThree columns by three rows Note the table tools in the ribbon with Design and Layout tabs. See figure 16 with Design tab selected and Figure 17 with Layout tab selected. Design tab Layout Table Tools Border Launcher Figure [ 15 ]: Table Tools (Design) 1. ————————————â €”———- Click into the first cell of the table and ensure the Layout tab is selected (see figure 17) 2. ————————————————- Select the top row of the table and click on the Merge Cells button within the Merge group 3. ————————————————-Select the Design tab and from the table styles (use the arrow key to the right of the styles), select Light List Accent 2 style, i. e. move the cursor over the styles and a name box will appear. Figure [ 16 ]: Table Tools (Layout) 1. ————————————————- Select the table and with the Design tab still selected, click on the Draw Borders launcher (see figure 16) to access the full range of borders and sha ding options. Alternatively click the downward arrows next to the borders and shading buttons to see the full range of options (within table styles of the Design tab). 2. ———————————————— Select All borders 3. ————————————————- Select 1 point width for the border and the colour blue. 4. ————————————————- Right click within a table cell to bring up additional options such as insert row/column, delete row/column, etc. See figure 18. 5. ————————————————- Alternatively, select the Layout tab, see figure 17 to insert rows, columns, delete table, et c. 6. ————————————————- Using figure 19 as a guide, complete the remaining cells within the table. . ————————————————- Save the document as Table Example within the WordEssentials folder and close the document. Figure [ 17 ]: Table options Courses Microsoft Office 2007 Training Courses| October| Word| Essentials| October| Excel| Essentials| October| PowerPoint| Essentials| October| Access| Essentials| November| Word| Advanced| November| Excel| Advanced| November| PowerPoint| Advanced| November| Access| Advanced| A range of other course are available in each Microsoft application Shapes and SmartArt Click on the Office button and create a new document and ensure the Insert tab is selected.The Illustrations group on the Insert tab has buttons for inserting pictures , ClipArt, Shapes and Charts, there is also an option to use SmartArt which is a new feature on the Insert ribbon. 1. ————————————————- Click on the downward arrow below shapes. A range of shapes, lines, arrows are available. See figure 18. Note the option New Drawing Canvas at the bottom of the list (this appeared automatically in Word 2003) 2. ————————————————- Select three flow chart shapes of your choice and draw them on the page, one beneath the other.Draw connecting lines from the first shape to the second and a line from the second to the third shape. Figure [ 18 ]: Shapes 1. ————————————————- With the Insert tab still selected, click on Blank Pa ge (from the Pages group). 2. ————————————————- Click on the SmartArt control and browse through the different categories down the left hand side. See figure 21 3. ————————————————- Select Block cycle from the Cycle category and click OK. See figure 21 with block cycle selected. Note the SmartArt ribbon appears.See figure 22. Figure [ 19 ]: SmartArt Figure [ 20 ]: SmartArt Ribbon Add Shape Change Colours 4. ————————————————- Click into each area of the cycle in turn and type the tasks associated with completing the ECDL qualification. See figure 23. 5. ————————————â€⠀Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- Click anywhere on the page when the cycle is complete. To access the SmartArt ribbon, double click on the shape and it will reappear. 6. ————————————————- To change the colour of the cycle, click on the Change Colours control, see figure 22. 7. ———————————————— To delete a shape, select the shape and press delete on the keyboard. 8. ————————————————- To insert a shape, select a shape next to where you want the new shape and click on Add Shape, see figure 22 9. ————————————————- To change the layout use the arrows to the right of the Layouts group and click a layout to select. 10. ————————————————- To change the SmartArt style, click on the arrows to the right of the Styles group and click the style to select. Figure [ 21 ]: Steps to complete ECDLNote: for more advanced features of SmartArt, see Advanced courses in Word and PowerPoint. Headers and Footers 1. ————————————————- Ensure the Insert tab is selected. Click the downward arrow under Header, (within the Header & Footer group) to see the full range of header styles. Click the arrow beneath Footer and Page Number to view the styles available. See figure 24. 2. ————————————————- Click on the Footer button and s elect Alphabet style. Type your name in the [Type Text] box. The page number will appear on the right of the footer. . ————————————————- Notice the view of the ribbon/tab has changed, i. e. a design tab for header and footer appears. See figure 25. 4. ————————————————- Click Close Header and Footer (see figure 25). Note: Another way to access headers or footers is to double click the header or footer area of the page. Figure [ 22 ]: Headers and Footers Note: When in the header or footer area the header and footer tools/controls appear, see figure 25. To return to the main document, click the Close Header and Footer button see figure 25.Figure [ 23 ]: Header and footer tools Quick Parts and Building Blocks Quick Parts and Building Blocks provide a menu of reusable document parts, for example headers, footers, cover page, tables, etc. 1. ————————————————- With the Insert tab selected, click on Quick Parts from the Text group. Any quick parts created will be displayed. In figure 26 below, a cover sheet for IT courses has been created and saved as a quick part. 2. ————————————————- Click on Building Blocks Organizer to see the full list and type.Select a building block and note the preview displayed. To use a building block, select it and click Insert Figure [ 24 ]: Quick Parts 1. ————————————————- With the Building Blocks Organizer open, click on the heading Name, to sort items by name. To sort by Gallery, Categor y or Template, click on the particular heading. 2. ————————————————- Select one of the building blocks and click Edit properties. The Modify Building Block box opens (see figure 27). Changes can be made, click OK Figure [ 25 ]: Modify Building Blocks 1. ———————————————— To add a document part to Quick Parts or Building Blocks, select the item (for example to create a heading with QUB logo): 2. ————————————————- Ensure the Insert tab is selected, click Header and select Edit Header 3. ————————————————- Click on Picture within the Insert tab and insert Logo_QUB from the folder saved to your desktop. 4. ————————————————- Click on the downward arrow next to Quick Parts and select Save selection to Quick Part Gallery (see figure 27). . ————————————————- Type a name for the Quick Part, i. e. QUBLogo, select the Header gallery from the drop down list. See figure 28 Figure [ 26 ]: Create Quick Part 1. ————————————————- Open a new blank document 2. ————————————————- Click on the arrow next to Quick Parts and select Building Blocks Organizer 3. ————— Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- Click on Name to sort by name and scroll down to QUBLogo 4. ————————————————- Click Insert The Page Layout RibbonClick the Page Layout tab to display the page layout section of the ribbon, see figure 29. Figure [ 27 ]: Page Layout Ribbon Margins 1. ————————————————- Ensure the ECDL Leaflet document is opened. 2. ————————————————- Within the Page Setup group, click the downward arrow under Margins, to change the margins of the document 3. ————————————————- Note t he range of page set up styles provided but in this case choose Custom Margins 4. ————————————————- Change the top margin to 3. cm and the bottom to 3. 00 cm (see figure 30). 5. ————————————————- Note the option to change page orientation (leave as Portrait) 6. ————————————————- Click OK Figure [ 28 ]: Page Set up Indents and Spacing 1. ————————————————- Select the first paragraph of text under the heading â€Å"Is your CV missing something? † 2. ———————————â⠂¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- Ensure the Page Layout tab is selected and click on the launcher button to the right of the Paragraph group (see figure 12 for launcher button) 3. ———————————————— Ensure the Indents and Spacing tab is selected and from Special select First line indent (see figure 31). 4. ————————————————- Change the line spacing to 1. 5 lines with 10 pt spacing after the paragraph (see figure 31). Click OK Figure [ 29 ]: Indents and Line Spacing As mentioned earlier section breaks can be inserted from the Page Layout tab, from within the Page Setup group, (click the arrow beside Breaks to select section breaks), see figure 29. The References Ribbon Click on the References tab to display the ribbon, see figure 32.The References tab is used f or working with long documents, i. e. generating a table of contents and index, inserting footnotes and endnotes, inserting captions for tables and figures, etc. It will not be covered in this practical. Figure [ 30 ]: References Ribbon The Mailings Ribbon Click on the Mailings tab to display the ribbon, see figure 33. Tools on the Mailings tab are used to create mail merged documents, labels and envelopes. A document has been created named ExamResults containing student exam results (three topics) for seven students. Figure [ 31 ]: Mailings Ribbon 1. ————————————————-Open the document StudentResults and ensure the Mailings tab is still selected 2. ————————————————- Click on the Start Mail Merge button and select Normal Word document 3. ———â €”————————————- Click on the downward arrow next to Select Recipients and choose Use Existing List 4. ————————————————- Browse to the WordEssentials folder and select the file ExamResults. Click Open 5. ————————————————- Position the cursor after the text Student Name and click on the downward arrow beneath Insert Merge Field 6. ———————————————— Select Student Title (see figure 34), leave a space and repeat, inserting Student_First_Name and Student_Surname 7. —————————————†”——- Position the cursor in the first blank cell of the table (beneath Module Result) 8. ————————————————- Insert fields for Introduction to Pure Maths, 9. ————————————————- Repeat point 8 above for Applied Maths and Programming (should resemble figure 35) Figure [ 32 ]: Insert Merge Field Merged Fields 10. ————————————————-Click on Finish and Merge 11. ————————————————- Click Edit Individual documents, select OK 12. —————————————— ——- Exam results for 7 students should be completed. The Review Ribbon Click on the Review tab to display the ribbon, see figure 36. The Tracking group is used to track changes made to a document and the Changes group is used to accept or reject changes. These will not be covered in this practical. The spell and grammar checker, thesaurus word count and translate tools can be accessed from the Proofing group of the Review tab.To spell check the ECDL leaflet, click on Spelling & Grammar. As with previous versions of Word, suggestions will be given, along with the option to add to dictionary. Figure [ 33 ]: Review Ribbon Proofing group The View Ribbon Click on the View tab to display the ribbon, see figure 37. Within the Document Views group the various views with text description is displayed. Also note the views are displayed in the status bar across the bottom of the window. Figure [ 34 ]: View Ribbon Developers Ribbon To show the Developers ribbon, click on the Offic e Button and select Word Options.Ensure the Show Developer tab in ribbon is ticked. See figure 38. The Developers tab is not covered in this practical. Figure [ 35 ]: Show Developer Tab in Ribbon Click on the Developer tab to display the ribbon, see figure 39. Figure [ 36 ]: Developer Tab * The Status Bar The Status Bar is positioned across the bottom of the window, see figure 40. There are over 20 choices on the bar, see figure 41. To display the Customize Status Bar dialog box, right click on the Status Bar. Items with a tick beside them will appear on the Status bar. To add an item, click on it. To remove an item, click on the ticked item.Figure [ 37 ]: Status Bar Figure [ 38 ]: Status Bar Options Word Options Previously Word options were accessed from the Tools menu by selecting Options. Word Options is now accessed by clicking on the Office button and selecting Word options. The Word Options menu will then appear. See figure 42. Click on the tabs down the left hand side to acce ss features associated with the tab. In figure 42, the Popular tab is selected showing the top options for working with Word. Figure [ 39 ]: Word Options Customize Quick Access Toolbar 1. ————————————————-With Word options still open, click on Customize 2. ————————————————- Click on the downward arrow next to Choose Commands From (see figure 43). Notice all the tabs are listed along with options to add tools not displayed on the ribbon. 3. ————————————————- Select the Insert Tab and select Convert Text to Table. See figure 43 4. ———————————————â€⠀- Click the add button to add the tool to the Quick Access Toolbar 5. ————————————————- Click OK. See figure 43Figure [ 40 ]: Add to Quick Access Toolbar File Formats Most Word files created in 2003 can still be opened in 2007. Word 2007 uses four file extensions: 1. .docx – file ending for ordinary Word 2007 documents 2. .docm – file ending for macro enabled documents 3. dotm – file ending for Word 2007 templates (does not contain macros) 4. .dotm – file ending for macro enabled templates By clicking on the Office Button and selecting Save As, you have the option to save as a Word Document (2007 version), Word Template, Word 97-2003 or select Other Formats, see figure 29.Even if the document is saved in Word 2007 format, Word 97/2003 users can still open it if they have downloaded the compatibility pack from Microsoft online. Figure [ 41 ]: F ile Formats Note: Word’s . doc used binary, whereas . docx uses XML. .docx creates smaller files than . doc and are less likely to become corrupt. Use SaveAs to save one type of document as another Save the Document 1. ————————————————- Click on the Office Button and select Save As 2. ————————————————- Save the document as ECDL Information (notice the file ending), see figure 45 3. ———————————————— Save it in the WordEssentials folder, see figure 45 4. ————————————————- Close the application Figure [ 42 ]: Save Compatibility Checker Pro vided Word 2000-2003 users download the free Office 2007 compatibility pack, they will be able to read and write to Word 2007 files. Occasionally users will get a message stating that certain features might be lost when converting between these different formats. Word automatically runs compatibility checks if a document is being saved in a different format from the current one.If you prefer, you can run a compatibility check at any time to find out if features would be lost in saving to another file format. To run the compatibility checker, click on the Office button and select Prepare, Run Compatibility Checker. See figure 46 Figure [ 43 ]: Run Compatibility Checker Ensure the Check compatibility when saving in Word 97-2003 formats check box is ticked. See figure 47. If the checker is turned on, whenever you use a feature in Word 2007 that is not supported in Word 97-2003 the Compatibility Checker will pop up highlighting the issue, see figure 48. Figure [ 44 ]: Compatibility Chec kerSecurity Features There are a range of different types of protection methods that can be used with Word 2007 Restricting Permission: Information Rights Management: This option allows users to access Microsoft’s service to restrict access to those who can open or make changes to a document. Click on the Office Button, select Prepare, Restrict permission and Restricted Access, see figure 48. Note you may need to download the software from Microsoft (see figure 47) and sign up to the service the first time you use it, see figure 50. Figure [ 45 ]: Restricted Access Figure [ 46 ]: Information Rights ManagementAt this stage it is a free trial service but it is possible Microsoft might charge for the service in the future. Figure [ 47 ]: Sign Up Style Formatting, Tracked changes, comments and filling forms Restrictions * Restricts formatting to particular styles * Protection is by password * Accessed from Review ribbon, Protect Document, Restrict Formatting and Editing (see figu re 51). * Make selection from Restrict formatting and Editing pane, see figure 52. Figure [ 48 ]: Formatting Restrictions Limit formatting to a selection of styles – tick box Figure [ 49 ]: Restrict Formatting and EditingSelect type of editing allowed from drop down list Click Yes, Start Enforcing Protection to enter password Password to Open/modify Click the Office Button, select Save As – Tools – General Options and enter the password to either open and modify or modify only, see figure 53. Figure [ 50 ]: General Options Inspect Document To inspect a document to see if it contains personal data or comments, click the Office Button, select Prepare, Inspect Document. Click Inspect on the Document Inspector, see figure 54. Figure [ 51 ]: Inspect Document Mark as Final A document can be marked as final if it had no further modifications to be made.This option will render the document read only. Users with Word 2007 can remove the feature if necessary. Users with e arlier versions of Word, even with the compatibility pack won’t even see the file as Read Only. Word Help To access Word help, click on the question mark at the right hand top of the window. Type keyboard shortcuts in the box provided and click on Search. See figure 55. Links to a range of possible solutions will be provided. See figure 55 Figure [ 52 ]: Help The Get Started Ribbon For additional help on using the Office 2007, download to your own computer the Get Started ribbon (also provided for Excel, PowerPoint).See figure 56. A range of interactive materials, videos, online training and discussion forum is provided. See figure 56. To download the Get Started Ribbon (when you return to your own computer), open a web browser and go to http://office. microsoft. com/en-us/help/HA102146851033. aspx Figure [ 53 ]: Get Started Ribbon Bibliography TitleAuthor(s)Publisher Goal Directed Project ManagementE S. Anderson et al. Kogan Page & Coopers & Lybrand, 1987 The Handbook of Pro ject ManagementTrevor L YoungInstitute of Directors, 1999 Introducing Prince – The Structured Project Management MethodC. BentleyNCC Blackwell, 1992Project Management – 5th EditionDennis LockGower, 1994 Project Management – A Managerial Approach 4th EditionJ. R. Meredith & S. J. Mantel, Jr. John Wiley and Sons Inc, 2000 Project Management – A Systems Approach to Planning, Scheduling, and ControllingHarold KerznerJohn Wiley and Sons, Inc, 1998 Project Management ToolsJacques SurveyerSoftware Development Magazine, July 1997 Project Management for the 21st CenturyB. P. Lientz & K. P. ReaAcademic Press, 1998 Project SkillsSam Elbeik & Mark ThomasButterworth Heinemann, 2000 Step by Step – Microsoft Project 2000C. S. Chatfield & T. D. JohnsonMicrosoft Corporation, 2000

Divine Roles Across Cultures Matrix Essay

Select one common divine role that recurs in world mythology. Possible options of divine roles include the following: father or mother divinities, divinities of war, home or hearth divinities, divinities of love, divinities of wisdom, divinities of medicine or health, divinities of the wind, divinities of agriculture, divinities of the sky, ruler of all the gods, and so on. Identify the role in the title of your matrix. Select two myths, each from a different culture, in which the divine role appears. Identify the divinity names and cultures in columns A and B. Complete the matrix by answering each of the five questions for both selected divinities. Title: Divinities of Love and Beauty Column A Divinity Name: Aphrodite Culture of Origin: Greek Column B Divinity Name: Freyja Culture of Origin: Norse 1. How is this divinity portrayed? Describe the divinity’s role within the myth. She was portrayed to be the goddess of love and beauty often shown smiling. She is the daughter of Zeus. Some myths also say they daughter of Uranus (Aphrodite, 2002). One of the more known and told myth is her helping Paris to abduct his love Helen of Troy. She was the goddess of love, lust, fertility and magic. According to Freyja (1996), she is believed to be the  daughter of the sea god Njord and the earth-goddess Nerthus. She had a twin brother named Frey. Some believe that she was married to Od and once he passed away she never married again and used her powers to have sex with gods, mortals, dwarfs, giants and dwarfs. Others say that she is the same person as Frigg who is wife to Odin (Freyja, 1996). 2. Is the divinity male or female? What function does this gender play? Aphrodite is female. Her gender function would be the sexual aspect of the myth surrounding her because she is known for seduction. Freyja was a female who was the goddess of lust and love. 3. Within the myth of origin, how does this divinity compare with other divinities? How does this divinity interact with or compare to divinities of the same gender and to divinities of the opposite gender? Aphrodite is one of the twelve great Olympians. Aphrodite was able to make all the gods and mortals fall in love or be overcome with desire, except Athena, Artemis, and Hestia (Aphrodite, 2002). She is known to have had many affairs against her mortal spouse with other gods and mortals. Aphrodite was equally quarrelsome and manipulative to both genders of divinities. If anyone wronged her she would make them fall in love with whomever or whatever she pleased. Freyja is one of the most respected of the goddesses. She is very well respected by the female gender of goddesses. She is the goddess of fertility and it was said that if a female wanted children they just needed to call on her and just being in her presence would become with child. The male gender is most lustful after Freyja. She was able to manipulate any male sexually. 4. What are the divinity’s attributes, such as divine powers or characteristics? What objects does the divinity possess, such as a weapon or animal, that assist him or her? She was able to make anyone fall in love. She could seduce anyone she wanted. She was able to encourage sexual desire, the care of women in child birth, magic, and she helped half the mortal heroes killed in battle to Valhalla. She was known to ride a board or be in a chariot pulled by cats. 5. Identify one character from contemporary culture that shares characteristics of each divinity and explain why you chose each character. What real-life ideals  does this divine role represent? How attainable are these ideals? For Aphrodite I think of the vampire characters from the television show and book series of True Blood. They are able to compel people to do whatever they want by either being lustful or on humans by hypnotizing them to do what they want. I think it shows that even in the beginning sex was still the key to being able to manipulate to get what you want. I don’t completely agree with these ideas. I think depending on who you are these ideals can be easily attainable. For Freyja I am going to use True Blood again but with the character of Sookie Stackhouse. She was lusted after from most males that came around her and she was magical because of being a fairy. Again, depending on the type of person you are some of the ideals are great. I know for women who have difficulty becoming pregnant would love to have her divine power of fertility. Scientifically there are ways to help women become pregnant but still not everyone is able to bear a child. Summary: Write a 150- to 350-word short essay addressing the following: Why do so many cultures have divinities in similar roles? I feel that as a human the thirst for knowledge is why many cultures have divinities with similar roles. I think that a lot of these mythological divinities were created as a way to explain why things are the way that they are. There as to be a reason why things are this way and before modern science finding the exact reasons were next to impossible. There are also people out there that believe the reason that all of these divinities are so similar is because they gods are actually aliens from other planets visiting our world. I don’t know whether any of the stories told have any semblance of truth, but it does make you think of the possibilities. In many religions they believe that there is only one god that created everything. There is no right or wrong answer at this point because I believe that until we find a way to travel back in time we can’t know exactly why these mythical divinities are so similar. REFERENCES Aphrodite. (2002). In Who’s who in classical mythology, Routledge. Retrieved from http://search.credoreference.com.ezproxy.apollolibrary.com/content/entry/routwwcm/aphrodite/0 Freyja. (1996). In Bloomsbury dictionary of myth. Retrieved from http://search.credoreference.com.ezproxy.apollolibrary.com/content/entry/bloommyth/freyja/0