What I Have Learned Essay Example for Free

What I Have Learned Essay The previous three weeks I can say that I have adapted a considerable amount, I never truly figured I could comprehend what involved through sorted out wrongdoing. There are a wide range of credits that were included to frame composed wrongdoing. Without knowing precisely what those traits are you could always be unable to make sense of the stuff to compose wrongdoing or even get why they call it sorted out wrongdoing. I would state to myself for what reason do these mafia and large gatherings put so much time and exertion into ensuring that there plans to through and who heads up their arrangements in light of the way that has been set from sorted out wrongdoing. I will clarify the significant territories concerning the establishments of sorted out wrongdoing. What two definitions best fits sorted out wrongdoing, how composed wrongdoing increased a decent footing in the United States, How sorted out wrongdoing bunches tried to impact government and the association of sorted out wrongdoing bunches in the post-Prohibition time. Traditional lawbreakers are unique in relation to the people that are associated with sorted out wrongdoing through assortment and a bigger scope. Sorted out wrongdoing has no political plan. In each gathering or family there is a fundamental chief, underboss and follows down the stepping stool. There are capabilities to be acknowledged into any wrongdoing family or gathering. In these gatherings they feel as though they are unapproachable that they don't have to adhere to any laws, individuals must observe their laws. In any gathering they should keep their gathering solid so they need to continually discover new individuals, they just search for people who they think will be advantageous to their gathering. At the point when a part is at long last acknowledged into a family there are despite everything decides and guidelines that must be adhered to, if these principles are not followed your results could be demise. Each individual or potentially association will have their own definition with regards to composed wrongdoing it resembles psychological oppression; each association has its own definition what exactly comprises of a fear based oppressor. As indicated by Donald Creesy sorted out wrongdoing is any wrongdoing that is submitted by an individual possessing in a foundation of work, a place that is intended for an individual from the commission to be that of a defiler, a situation for the corruptee, and one situation for the master. Donald Creepy’s definition I believe is really a decent definition that genuinely can recognize was the commission’s fundamental errand was for. I mean all things considered the commission will discover somebody that is behind the lines of an organization that they need attaches with to get them the data and merchandise they requirement for the horde. Michael Maltz has an alternate point of view on the definition for sorted out wrongdoing. He says that composed wrongdoing is a wrongdoing that is produced using more than one individual, and the people that are included remain to be related with one another for the reason to prevail with regards to perpetrating the violations. Michael Maltz likewise has an extraordinary definition since he needs every individual that is associated with sorted out wrongdoing to be found to blame. For myself I would need to concur with Maltz in light of the fact that I do accept that each individual that is associated with composed wrongdoing ought to be seen as blameworthy. How would you think you are going to prevent an issue from occurring in the event that you don't attempt to see each individual who is included as blameworthy; everything would remain the equivalent and the issue would not be fixed. The properties of composed wrongdoing are as per the following has no political objectives, is progressive, has constrained or select enrollment, establishes a special subculture, sustains itself, shows an eagerness to utilize unlawful brutality, is monopolistic, and is administered by unequivocal principles and guidelines. These eight traits basically can give you how in the event that they are not executed, at that point a group’s plan won't go as arranged. As a piece of the arrangement of characteristics it is just normal for a gathering to ensure that when they set up an arrangement each progression that was made ought to be followed.

Pricing Strategy for Noreasters New Season in Springfield

To build up an estimating system for Nor’easter’s new season in Springfield, Larry Buckingham, the showcasing executive, depended on existing information from the League Sports Association and his own survey.Advertising We will compose a custom contextual investigation test on Pricing Strategy for Nor’easter’s New Season in Springfield explicitly for you for just $16.05 $11/page Learn More The Association’s 2005 research inspected the whole class advertise, making the information temperamental for reaching determinations about the city’s small time customer base. Considering this, Larry chose to lead an overview to produce information for a superior investigation of the market. In structuring the review, he counseled other small time administrators to become familiar with their income age models. Such data would assist him with planning significant inquiries for the overview. A fundamental trial of the review was led to assess how well the re spondents comprehended the inquiries. Larry procured the contacts of the occupants from city’s national evaluation and four firms. He sent 10,000 overview polls to an example of the occupants of which 625 reacted. Since the review concentrated on the small time, Larry accepted that its discoveries were illustrative of the market and in this way, dependable. The examination overview yielded various key discoveries. To begin with, 21% of the fans going to Nor’easter’s match would choose a one-game installment model while 11% will lean toward a five-game bundle. Furthermore, 31% of the fans would pay $10 contrasted with 27% and 22% who might pay $12 and $14, individually, for single tickets. From these discoveries, Larry discovered that a vast larger part (most elevated level) of fans could pay more than $10 to watch one game, which inferred that he could set a cost higher than $10 for single tickets. For the 5-game tickets, respondents demonstrated that they could buy them at a most extreme cost of $12. Moreover, show off seats were favored over cheap seat ones, with a critical extent (48%) ready to give an extra 10% to utilize them. The review likewise uncovered that 66% of the inhabitants lived with youthful children.Advertising Looking for contextual analysis on business financial matters? How about we check whether we can support you! Get your first paper with 15% OFF Learn More In planning a powerful evaluating arrangement for the group, Larry must think about various elements. To start with, Nor’easter should sell at least 300 full-season passes to abstain from leaving the Springfield showcase as the Falcons did. As the overview results showed, most fans don't care for buying full-season tickets. Another thought identifies with the middle pay of local people, which remains at $31,000. This lower salary makes them frugality spenders. Be that as it may, the city is developing as more firms and money related establishments come in. In addition, Nor’easter ought to consider advertisements and concessions as potential income sources. Larry ought to likewise consider the owner’s prerequisite that the group earns back the original investment inside a year. Taking into account these contemplations, a perfect ticket-evaluating plan should support show off over cheap seat seats on the grounds that 48% of those met announced that they could pay an extra 10% for them. Moreover, as most occupants could buy 5-game tickets at a value scope of $10 and $12, Larry should value them at $12 for the most loved seats and $10 for the less favored ones. Considering the customer enthusiasm for show off seats, this double methodology will empower Nor’easter to make a benefit by focusing on both customer gatherings. Essentially, the association should value full-season tickets and 20-game tickets at $6 and $10, separately, as more individuals can pay $8-$10 for the previous and $4-$8 for the last mentioned. For the single tickets, a cost of $12 and $14 for the cheap seat and show off territories would be sensible. Given the valuing plan expressed over, the probability of the group equaling the initial investment inside a year from the ticket incomes alone is thin. In the event that it can sell above 75% of the tickets of each match, it might make back the initial investment inside that period. Be that as it may, if ticket deals in each match are under 75%, Nor’easter will require concession income to arrive at the make back the initial investment point.Advertising We will compose a custom contextual investigation test on Pricing Strategy for Nor’easter’s New Season in Springfield explicitly for you for just $16.05 $11/page Learn More One methodology Nor’easter can use to equal the initial investment inside a brief span is elevating the games to families. This portion spends more and visits games consistently. Larry can likewise shape associations with nearby end eavors to sell limited gathering passes to their staff. This contextual analysis on Pricing Strategy for Nor’easter’s New Season in Springfield was composed and presented by client GorillaMan to help you with your own examinations. You are allowed to utilize it for research and reference purposes so as to compose your own paper; nonetheless, you should refer to it as needs be. You can give your paper here.

Should You Buy or Lease a Car Here Are the Pros and Cons

Should You Buy or Lease a Car Here Are the Pros and Cons Should You Buy or Lease a Car? Here Are the Pros and Cons Should You Buy or Lease a Car? Here Are the Pros and ConsWhile it all comes down to what works best for you, leasing a car usually works better for occasional driversâ€"and comes with lower payments to boot!If you’re in the market for a new vehicle, you’re probably also faced with the decision as to whether you should buy a car outright or whether you should lease one. This isn’t a decision you should rush: Purchasing a car is a huge financial decision!That’s why we’re here. We reached out to several automotive experts to learn the pros and cons of buying a car versus leasing one. While the final decision is up to you, their insights should help you know which option works best!How is leasing different from buying?The difference between buying a car and leasing one is like the difference between buying a house and renting one.When you buy a carâ€"unless you pay for the whole thing up frontâ€"you’re taking out a loan that you then pay off over a set term. Once the loan is paid off, you own the car free and clear.When you lease a car, on the other hand, you are essentially renting it, making monthly payments for a set term, usually two to three years. At the end of the lease, you will be given the option to turn the car in or purchase it (more on that later).Leases come with mileage restrictions and other conditions. If you exceed the yearly or overall mileage limit, for instance. you’ll pay extra. Plus, lessees are oftentimes responsible for extra fees and charges on “wear and tear” on the vehicle.Whether you buy or lease a car, your credit score is going to be a factor. The better your score, the more favorable your terms.Leases usually mean lower payments.All other things being equal, leasing a car is going to be less expensive than buying one. According to James Houston, the Senior Director of Automotive Finance Practice at J.D. Power (@JDPower), “Retail financing payments are higher, and usually require more upfront costs like down paymen t or trade equity.”In addition, leasing might mean qualifying for a better vehicle than you would be able to purchase. Automotive expert Richard Reina of  CARiD.com  (@carid_com) cited the fact that “Lower monthly payments [for leases] may allow consumers access to higher value vehicles or more vehicle content.”A lease could cost more on the back end.However, Reina also pointed out that leases carry the potential for additional charges once the lease has ended, saying that “Lessees may be subject to lease end charges for excess wear and tear, excess mileage or termination fees when their lease term is complete.”And if you decide to purchase that vehicle once your lease is ended, you might end up finding that youve been taken for a ride.To add insult to injury, should the driver wish to purchase the vehicle at the end of the lease, they’ll find it would have been more cost effective to have financed the purchase from the beginning rather than to have leased.” warned dri ving expert Alex Lauderdale of EducatedDriver.org (@educated_driver).Finally, Reina added that prospective lessees should consider the size of their monthly payment against the total cost of the lease:“When shopping around for leasing options, keep your long-term finance goals and credit score in mind and take interest rates into account. While a lower monthly payment on a leased Lexus might seem attractive, you could end up paying more in the long run than if you choose a lower rate.Leasing has gotten more affordable.On the bright side, all those additional costs associated with leasing a car aren’t generally what they used to be. “Many of the previous stereotypes about auto leasing are no longer true, said Rob Drury, Executive Director of the Association of Christian Financial Advisors.“Long gone are the days of lease-end balloon payments or unreasonable damage charges. A lessee can expect to turn in a reasonably maintained vehicle within the lease mileage limits without a ny charges.”Luckily, if you’re thinking about leasing, a not-so-hot credit score is no longer the obstacle it used to be.It was once difficult to lease a vehicle without reasonably good credit standing,” said Drury. “Today, lease eligibility is extended to individuals with FICO scores below 600.”Leases come with mileage restrictions.Mileage limits are one of the biggest downsides to leasing a car. Or rather, it could be a downside, if you’re planning on driving your vehicle a lot. If you’re somebody who doesn’t use your car all the time or use it to drive long distances, a lease could be a better fit.Leasing is, or should be, a relatively straightforward transaction,” said Lauderdale. “If you don’t drive oftenâ€"you work from home or only put a few thousand miles on your vehicle per yearâ€"a leasing option can definitely make sense.“There are, however, potential land mines in the leasing option,” he added, “like penalties for additional miles driven over the lease agreement (e.g. driving 80,000 on a five-year/60,000-mile lease).”Before making the decision to lease or drive, you should take a good long look at your driving habits and do the math. If you plan on driving a lot, then buying a vehicle is probably your best option.Buying a car means owning a car.Another decision you need to make before buying or leasing is whether or not youll be happy with not owning your vehicle outright.“Overall, the lease versus buy decision comes down to finances,” said Reina. “With leasing, you’ll always have a monthly payment and you build up no equity. So, at the end of your lease, you have two options: Purchase the lease car or start a new lease with a new vehicle.“On the other hand, when you choose to buy, the car is yours once it’s paid off. If you are responsible and diligent about maintenance, a modern car can typically be kept for seven to eight years and/or 100,000 miles.The ins and outs of car ownership might not be something you’ve thought a lot about, but you should! Houston provided a clear picture of the benefits of buying (and owning) a car versus leasing one:“Retail customers have no restriction on the use of vehicle, mileage or up-keep maintenance of the vehicle.“Retail customers have equity at end of the loan term and can make next vehicle purchase based on their timing.“Retail customers have an asset (and hold title in most states) that can be refinanced or sold at per customers need/want.“Retail customers have no payment obligations once the loan obligation has been fulfilled (lease customers must replace vehicle at end of term).“Retail customers are free to trade or sell their vehicle at any time.”On the other hand, leasing a car means that you’ll always be driving a relatively new vehicle. “Lease terms are much lower than retail terms (36 months vs 60 months) so lessees have access to newer units sooner,” said Reina, adding that, “Technology changes tend to be rapid.” Lower payments are great, and so is always driving a new(ish) car; but being able to use your car without restrictionsâ€"including selling the car if you want â€"is great, too! You have to decide which option works better for you.Buying a car comes with added risks.  Here’s something that lessees don’t usually have to deal with: When you’re buying a car, you have to make sure that the dealer is being upfront with you. This is true even for new vehicles, but it’s especially true for used cars.Lauderdale laid out three risks involved with car-buying, and the steps you can take to avoid themâ€"many of which boil down to simply being a smart, cautious buyer and doing all your research pre-sale:Used Car History: A viable dealership or private seller has nothing to hide, and will often provide a Carfax history report when they know a buyer is serious about a purchase.  If they dont provide a report, I strongly suggest a buyer walk away. That said, if the car is a must have, the s oon-to-be owner should take the time and money to do a little research of their own.  I strongly recommend CarFax.com when car history summaries are needed. No one wants a lemon or previously totaled vehicle.Car Value: One way a dealer or private seller can take advantage of a potential buyer is to overprice the vehicle.  There is way too much information at our fingertips to let this be a reason for not getting a good deal. Sites like Autotrader.com will allow one to input the prospective car’s criteria, compare the dealers or private sellers price to similar vehicles in the area, and even highlight whether it is a “good” or “great deal.Add-On Features: Dealerships will often try to push bolt-on items at the end of what you thought to be a great deal on your new or used car purchase.  These add-on products come in the form of extended warranties, car service agreements, undercoats, fabric protectant, gap insurance, etc.  Listen, we live in a time where one can easily ge t 200,000 miles out of a car if it is properly maintained. The cost vs. use of these extra items is often one-sided, for the good of the dealer. Additionally, if the buyer chooses to use the dealerships captive lender, the dealer ends up making money on the up sale, and the associated interest.The risks involved with buying a car aren’t that different from buying a home. And those risks probably shouldn’t be the thing that dissuades you from buying. But if you are going to buy, you should be prepared to put in the legwork necessary to do it right.Which works best for you?In the end, the decision to buy a car versus leasing one is going to come down to what works best for you. If it helps, think less in terms of pros and cons than in terms of what you need as a driver.“Retail financing (owning) or leasing a vehicle is an individual decision,” said Reina. “Each option has pros and cons, but those pros and cons need to be considered before entering into a transaction.  An in formed and educated consumer should be able to decide based on his or her lifestyle and transportation needs.”Ask yourself, what are your driving priorities? Let the answer guide you.“If I want a new car every two to three years, drive limited miles, and maintain my vehicle to contractual standards, then I might be a good lease candidate,” said Houston. “If I keep my car for many years, don’t want to be restricted on the miles I drive, and don’t want to be concerned about how I maintain my vehicle, I might be more inclined to traditionally finance my vehicle.”No matter what decision you make, first make sure that you’re as informed as possible and that you’ve explored every possible option.“Every transaction is different, and theres no substitute for doing one’s homework, said Lauderdale. Car buyers/leasers need to explore all options, getting quotes from their bank, the dealer, and any other available options. Then, do the math to find the best total cost for personal transportation.”To learn more about how you can save money on auto and home-related expenses, check out these other posts and articles from OppLoans:How to Decorate Your Home for Cheap8 Handy Tips for Road Tripping on the CheapAre Cheap Tires Safe Enough to be Worth the Savings?How You Can DIY Your Way to Cheaper Home MaintenanceDo you have a   personal finance question youd like us to answer? Let us know! You can find us  on  Facebook  and  Twitter.  |  InstagramContributorsRob Drury is the Executive Director of the Association of Christian Financial Advisors, a non-profit coalition of over 3,000 advisors of various financial disciplines; financial planners, CPAs, attorneys, estate planners, mortgage brokers, and others dedicated to the financial welfare of the American public, particularly among the Christian community. Headquartered in San Antonio, TX, the ACFA offers broad financial expertise and advisory services at no cost.As Senior Director, Automotive Finance Prac tice at  J.D. Power (@JDPower),  James Houston  leads the team that brings Voice of the Customer to the auto finance industry. Automotive finance brands rely on the data-driven insights that he and his practice deliver to understand, plan and act on current market and future trends. He has a wealth of industry experience in the auto finance space, with previous positions at TD Auto Finance, Chrysler Financial, Chase Automotive Finance, and Bank of America Auto Group. Mr. Houston is a graduate of Central Michigan University.During his nearly 20-year career, Alex Lauderdale has served  in multiple Transportation Administration, Analytic, and Management positions spanning multiple companies, including 2 in the Fortune 500. At  EducatedDriver.org (@educated_driver), he uses his  experience and continued research to educate and broadcast information related to the current status and future of driving, driving technologies, technology TCD (total cost to  driver), driver safety, and gaps i n between.Richard Reina is the Product Training Director at  CARiD.com  (@carid_com)  and an auto enthusiast  and expert with over 30 years of experience working with cars.

Organizational Culture Moe s Southwest Grill Essay

Introduction The organization which I attended to analyze their organization, based on the three levels of culture discussed in class was Moe’s Southwest Grill. Over the past couple of years, my friends from Bloomington-Normal have raved about how good Moe’s food is. I thought that this class assignment would be a good opportunity to take up one of my friend’s offer to go to Moe’s. Doing so allowed me to get some great food and to further look into the company’s culture. From walking in, to getting food, and eventually leaving, it was evident what the employees at Moe’s believe in and the culture within the organization. Specifically relating to artifacts, espoused and enacted values, and basic assumptions, Moe’s organizational culture was extremely apparent. 1. Artifacts Artifacts, which are the obvious elements present in an organization, are the things an outsider, such as a customer, can see. Artifacts can be items such as sayings that are repeated in an organization, also known as mantas, the layout of the restaurant, and dress norms. All of these artifacts are easily observable at Moe’s. When you first walk into Moe’s, you are greeted with numerous employees saying the company’s classic line of â€Å"Welcome to Moe’s!† I found it interesting as the first employee says â€Å"Welcome to Moe’s!† it starts a ripple affect where every employee working pretty much stops what they are doing to say the classic line. By saying the line, it creates culture of hospitality and a

Young Goodman Brown Theme Essay - 785 Words

Ernest Hemingway once said, â€Å"All things truly wicked start from innocence,† In the short story, Young Goodman Brown, Nathaniel Hawthorne shows numerous ways a young adult loses his innocence and religious upbringing simply by the allowing the influence of others to take over the truths that have been deeply rooted throughout his childhood. The main character, Young Goodman Brown, discovers that his wife, his own self and his acquaintances are, not who he thought they were on the inside. There are many themes these characters represent throughout the story such as symbolism, innocence, and good versus evil. First, representing symbolism is Young Goodman’s wife, Faith. Her name, Faith, is a symbol within itself. Hawthorne†¦show more content†¦His innocence is proven when he marries Faith believing that she, herself, will stay faithful to their religious beliefs and help him become a better christian. Everyone has a conscience and has the choice to follow it or go the other way. This is the same with Young Goodman Brown. By leaving his wife and going to the ceremony in the forest, he had now gone against his conscience. He had taken a dreary road, darkened by all the gloomiest trees of the forest, which barely stood aside to let the narrow path creep through, and closed immediately behind (Hawthorne, 8). The course he has chosen to take is not the right one. This leads him even farther from the innocence of his younger days. He also recognizes that innocence can be taken quickly by making the wrong choice and putting faith in the wrong people. Sometimes the loss of innocence is a path that can never be returned. The final character to discuss and his role in the good versus evil theme is the Old Man. â€Å"I helped your grandfather, the constable, when he lashed the Quaker woman so smartly through the streets of Salem; and it was I that brought your father a pitch-pine knot, kindled at my own hearth, to set fire to an Indian village, in King Phillip’s War. They were my good friends, both; and many a pleasant walk have we had along this path, and returned merrily after midnight. I would fain be friends with you for their sake.† (Hawthorne, 18) Young uses his childlike faith to trust inShow MoreRelated The Theme of Hawthornes Young Goodman Brown Essay2278 Words   |  10 PagesThe Theme of Young Goodman Brown      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   This essay intends to develop an interpretation of the theme of â€Å"Young Goodman Brown†.    To come by a clear notion of the theme of   â€Å"Young Goodman Brown† is no easy task, thanks to the confusing style of the author. As A.N. Kaul says in the â€Å"Introduction† to Hawthorne – A Collection of Critical Essays:    Because Hawthorne was much given to evasions, mystifications, and prevarications of various sorts, because he repeatedly confusesRead More The Themes in Hawthornes Young Goodman Brown Essay3172 Words   |  13 PagesThe Themes in â€Å"Young Goodman Brown†Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚        Ã‚  Ã‚   In Nathaniel Hawthorne’s â€Å"Young Goodman Brown† the reader finds several themes. These will be discussed in this essay.    Morse Peckham in â€Å"The Development of Hawthorne’s Romanticism† explains what he interprets Hawthorne’s main theme to be:    Once the self has been redeemed from society it can be explored in its own terms, and for this purpose Hawthorne developed his peculiar use of emblematic allegory. . . . This technique,Read MoreEssay about Theme of Hawthornes Young Goodman Brown3036 Words   |  13 Pagesâ€Å"Young Goodman Brown† –   Theme  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚        Ã‚   The themes in Nathaniel Hawthorne’s â€Å"Young Goodman Brown† are not as obvious as might be expected. This essay intends to present an interpretation of the tale along the lines of theme.    In reading Hawthorne’s tales, Herman Melville in â€Å"Hawthorne and His Mosses† (in Literary World, August 17, 24, 1850) makes discoveries relevant to the themes:    Where Hawthorne is known, he seems to be deemed a pleasant writer, with a pleasant styleRead MoreAn Analysis of Theme in Hawthornes Young Goodman Brown Essays860 Words   |  4 PagesNathaniel Hawthorne, in his short story â€Å"Young Goodman Brown,† details the frailty of human morality when he has the story’s protagonist (Goodman Brown) journey through the forest on All Hollows Eve to witness/participate in a witches’ Sabbath just to see what evil/sin is all about. During Young Goodman Brown’s journey, his faith is shaken as he witnesses those he respects the most also journeying to and participating in the witch’s Sabbath. In â€Å"Young Goodman Brown,† Nathaniel Hawthorne demonstratesRead MoreLiterary Analyzes Of Young Goodman Brown1746 Words   |  7 Pagesanalyzes of Young Goodman Brown Young goodman brown by Nathaniel Hawthorne is a story about a normal man that ventures into the forest to meet an old man who attempts to tempt him into going deeper into the woods to worship the devil. After the old man convinces him that everyone that he loves and respects is going to the devil’s ceremony he gives in. In Young Goodman Brown, Hawthorne effectively uses the personality and psychology of the Characters along with symbolism to portray the theme that puttingRead MoreComparing and Contrasting Young Goodman Brown and the Lottery925 Words   |  4 PagesComparing and Contrasting â€Å"Young Goodman Brown† and â€Å"The Lottery† By: Wayne Gillard II Professor C. Givens ENGL 102-B19 Wayne Gillard Prof. Givens ENGL 102-B19 Essay 1 Outline Thesis: The literary works of â€Å"The Lottery† and â€Å"Young Goodman Brown† both appear to show the fallibleness of human behavior and judgment. I. Introduction/Statement of Thesis II. Themes and Author’s Purpose a. The Lottery i. The hazards of following tradition or living according toRead MoreYoung Goodman Brown Analysis876 Words   |  4 PagesHawthorne’s story, â€Å"Young Goodman Brown,† appears to be a story about original sin with a lot of symbolism tied in to make it an allegory. An allegory is a story that can be interpreted in different ways to find the hidden meaning behind the symbolism in the story. The three things focused on throughout the short story is Faith, the forest that Goodman Brown takes his journey through, and the staff, which the old man who leads Goodman Brown on his way carries. The short story, â€Å"Young Goodman Brown,† uses severalRead More Ambiguity in Hawthornes Young Goodman Brown Essay1743 Words   |  7 PagesAmbiguity in â€Å"Young Goodman Brown†Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚         There is no end to the ambiguity in Nathaniel Hawthorne’s â€Å"Young Goodman Brown†; this essay hopes to explore this problem.    Peter Conn in â€Å"Finding a Voice in an New Nation† makes a statement regarding Hawthorne’s ambiguity:      Almost all of Hawthorne’s finest stories are remote in time or place. The glare of contemporary reality immobillized his imagination. He required shadows and half-light, and he sought a nervous equilibriumRead MoreCompare And Contrast The Lottery By Shirley Jackson1012 Words   |  5 Pages Fiction Essay Young Goodman Brown vs. The Lottery Authors: Nathaniel Hawthrone and Shirley Jackson ENGL 102 Spring Zuidema October 16, 2017 Page Break Nyasia Midgette ENGL 102 October 9, 2017 Thesis Statement: The Lottery by Shirley Jackson and Young Goodman Brown by Nathaniel Hawthrone stories, Shirley Jackson encourages her readers to question their beliefs, actions, and the world by creating struggle. PageRead MoreEssay on The Ambiguity in Hawthornes Young Goodman Brown1587 Words   |  7 PagesThe Ambiguity in â€Å"Young Goodman Brown†      Ã‚  Ã‚     The literary critics agree that there is considerable ambiguity in Nathaniel Hawthorne’s â€Å"Young Goodman Brown.† This essay intends to illustrate the previous statement and to analyze the cause of this ambiguity.    Henry James in Hawthorne, when discussing â€Å"Young Goodman Brown† comments on how imaginative it is, then mentions how allegorical Hawthorne is, and how allegory should be expressed clearly:    I frankly confess that I have

Day Care in New York Free Essays

Currently there are only about twelve or so day-care investigators on Long Island, whose responsibilities are to inspect and monitor all 1,659 providers caring for 35,319 preschool children in Nassau and Suffolk Counties. This number of investigators is insufficient, and has hindered the ability of these two counties to properly inspect the quality of day care in These inspectors are called licensors or licensing representatives, who are civil servants and make a maximum of $44,739 this year. For an individual to be able to become an inspector of child care in the state of New York, the requirements are at least six years of experience as an inspector of day-care or other children’s programs or as a designer or reviewer of various social services programs, as well as some background The requirements in New York appear to be much stiffer than those in many other states. We will write a custom essay sample on Day Care in New York or any similar topic only for you Order Now For example, California requires simply a college degree or six months experience with the state. Top officials have stated that all over the state of New York investigators have been struggling with their work as a result of the recent surge in day-care providers. The state has said that licensors will arquire help in the very near future. The help will arrive in two forms: In New York State this year, the number of cases per licensor is at its lowest since five years ago. It has dropped from 165 to 156 cases per licensor. During the next year, the state of New York will commission eleven or so workers at the Suffolk Department of Social Services and the Child Care Council of Suffolk to, working under contract with the state, inspect day-care providers in the county. This is in an attemp to lighten he work loads of the licensors in Suffolk county. â€Å"It swells our ranks in terms of people who are out there actually doing inspections and are able to recommend an enforcement act,† said Suzanne Zafonte Sennett, director of the state Bureau of Early Childhood Services. Nassau county has not yet voulenteered to participate because of doubts about the magnatudes of its potential positive effects. This year, for the first time ever, the state began giving formal training to licensing representatives. Experts from the State University of New York have developed two new training tools for the investigators. This past summer, the Long Island representatives went for their first ever formal training in day-care regulation, and have also in the past year obtained copies of a two volume manual of the state regulations, policy statements, state social services law and other guidelines to help investigators do their jobs more efficiently. Suzanne Zafonte Sennett also said that by next February investigators will have the aid of a new laptop-based computer network called the Child Care Facility System. This system will allow investigators to track each provider’s complete history that can be updated as necessary at a quite rapid rate and used by everyone working in the field of day-care regulation. The system will do away with the current abundance of stacks of paper and manila folders that are the core of the state’s system now, and will allow investigators to do their jobs quicker and with more efficiency. She said the plan is â€Å"basically, get rid of the paper and put the entire licensing inspection process and the monitoring process online through a The intense desire to improve the regulation of day-care recently has shown greatly. The percentage of child care complaints that were substantiated in the past five years is at its lowest, with drastic drops from 35% on Long Island to 19%, and 35% in New York State to 23%. If the current interest in improving the regulation of child care in the state of New York continues, the inspectors jobs will become less stressful, and child care will improve substantially and with great impact. How to cite Day Care in New York, Essay examples

Character Sketch Sample free essay sample

Sample character sketch my friend Liz. My friend Liz is the most amazing friend anybody could ask for. We’ve been through so much together, we’re basically like sisters. We met on the first day of school in sixth grade, both of us terrified by the massive size of the middle school. She had the locker right above mine. I told her I didn’t know anybody in our class and she said â€Å"You do now. † We’ve been friends ever since. Most boys think Liz is cute. She has long red hair, cascading over her shoulders. will writing service glasgow She laughs about everything and when she does, you see about a hundred white teeth – so bright, you almost need sunglasses. When she laughs, her eyes grow wide, glowing emerald green. Liz likes to dress kind of skater-ish, in camouflage pants, sweatshirts, and wristbands. But, she’s unpredictable, too. We will write a custom essay sample on Character Sketch Sample or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Sometimes she’ll wear overalls or a fancy dress. She must have three closets full of clothes, because she barely ever wears the same outfit twice. Liz is the most lively, animated character I’ve ever known. She’s always rushing around, trying to get the latest scoop on everybody. It’s like she’s in the FBI. Right before she shares important news, Liz tosses back her hair, takes a deep breath, and quickly looks side to side, to be sure the coast is clear. She never says anything mean about people, she just wants to know what’s going on. She always supports me in everything I want to do. Not many girls in our group of friends play sports, but when I told Liz I wanted to go out for basketball, she said â€Å"Go for it. † Now, she comes to see almost every game I play and cheer me on. Not only is Liz a tremendous supporter, she also trusts me to give her my honest opinion and to say what I feel. Last year, she thought Mrs. Jones gave her a lower math grade than she deserved. I told her the truth – that Liz handed everything in late and what did she expect? Next marking period, Liz got her work in on time, and pulled off an A-. Thanks to me, she said. Liz is a wonderful listener. She lets me tell her all my problems and she never diminishes the importance of my worries. I can tell she’s really listening, too, because she looks directly in my eyes the whole time, like she’s trying to see inside my head and figure me out. We don’t always agree on everything, and sometimes we even fight like sisters. But, in the end, we always stick together. Writing a CHARACTER SKETCH can you draw your friend IN WORDS? Writers need to describe people believably and realistically. They need to describe characters in such detail readers can actually feel they know them. A character sketch is a way to put people on paper. It goes beyond just describing a person’s physical characteristics. Character sketches are most effective when they reveal â€Å"telling† details that capture the essence of someone’s personality. ?You are going to write a character sketch for someone you know. It could be a friend, family member, or anybody you know well. Here’s a list of things to include in your character sketch: †¢ opening – introduce the topic (your friend) †¢ explain how you met, or where you know each other from †¢ give a physical description – appearance, clothes, voice, habits, mannerisms, etc. †¢ personality trait #1, and supporting evidence †¢ personality trait #2, and supporting evidence †¢ personality trait #3, and supporting evidence †¢ closing comment – try to reconnect to your opening You do not have to follow this exact order, but your character sketch does need to include all these parts. TIP: Think about your friend in vivid detail. What color are her eyes? What kind of clothes does she favor? What kind of shoes? How is her hair cut and styled? Dig deeper. How does he talk? Fast, slow, soft? What nervous habits does he have? What does he daydream about? What music does he like? What sports? What subjects in school? These details can say a lot about personality.

History Tutorial Journal American Revolution free essay sample

History Tutorial Journal Words: 549 The American Revolution displayed radical Ideas on freedom for Its time. However, there was one fatal flaw the contradiction between their ideas on freedom and on slavery. The importance of the American Revolution was limited due to the lack of support for abolitionism, argues the historian in Sparks from the Altar of 76: International Repercussions and Reconsideration of the American Revolution. The article relates to imperialism and colonization, mentioning what the self-determinism f the Americans meant for the Great British Empire and Europe. arguments and article as a whole have various strengths, such as the many historians he mentions to reinforce his claims (e. G. Bally, , Marshall), all whom have the benefit of hindsight. He not only includes historians who agree completely, but overlaps similar points and differences (e. G. Palmer and ). However, whilst starting analytically, then adopts a largely narrative style, which is slightly less academic. Despite this, there are primary sources throughout this section that help o bolster It. We will write a custom essay sample on History Tutorial Journal: American Revolution or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Citing Palmer, begins by arguing the American Revolution placed America as the ideal for those seeking a better world. Key elements of their ideology filtered unevenly across Europe and influenced movements of liberation. However, with reference to , it is also said these ideas of independence and self- determinism were not usually accompanied with the concurrent rights movements that happened in America. Imperialism was threatened by the distribution of the ideas of self-determinism and liberalism.Ultimately, the loss of the American colonies and the Ideas spreading didnt Great Britains commitment to imperialism or the way they governed their colonies. In fact, the American War for Independence was more influential. As to why the American Revolutions programmer of change and freedom did not truly spread, supplies two reasons. First, the Americans themselves did not intend to export their ideology, because of the contradiction of slavery and freedom.They were afraid that doing so would lead to rebellions elsewhere that would In turn Inspire a rebellion at home. The American mouth was a fast-growing slave society, and losing this powerhouse would be troublesome. Another reason for the muted response abroad was that even the most ardent of supporters of the American Revolution were disillusioned with the American Revolution, because the Republic was not abolitionist.However, despite this doubt, there was enough sentiment which permitted an anti-slavery programmer of action, according to . Finally, argues had the Founding Fathers taken action against slavery at a time when necessary factors could converge so anti- lever action was possible (as it seemed to many leaders, even in Virginia), the reception of the American Revolution worldwide and the effect on imperialism would-be been different.Using Washington , Franklin, and Jefferson as examples, shows how there wasnt enough courage among the Founding Fathers to fully support the abolitionists publicly, despite the urgings of the European Friends of Liberty (e. G. Lafayette, Price). Ultimately, the lack of commitment to abolitionism had limited the spread of ideas, caused embarrassment and disillusionment to it supporters, and restricted its effect on imperialism and colonialism.

Free Essays on NBA Market Entry To China

Since its inception in 1946, the National Basketball Association has transformed itself from an 11 team league to a global phenomenon that transcends national borders. The league is composed of 29 teams, divided into Eastern and Western conferences, and includes one Canadian team. The league also operates and manages the recently established Women’s National Basketball Association, WNBA, in addition to a six team developmental league, the NBDL. NBA games and programming are shown in 212 countries in 42 different languages. The most recent NBA season featured 67 international players from 33 countries and territories on team rosters, resulting in global media coverage and increasing fan interest from across the globe. The NBA is a recognized leader in global sports with 13 offices located worldwide, and annual sales revenues of over $2 billion. Through NBA Entertainment, the league operates a 24 hour NBA television network, weekly programming, as well as the official websites, NBA.com, WNBA.com, and NBDL.com, which is readily available to fans across the world. Further exhibiting the NBA’s global influence and impact overseas sales account for approximately 30 percent of all NBA merchandise sales. In addition, 51 percent of Internet traffic on the leagues official website, NBA.com, comes from outside the United States. In 1898 basketball was introduced to China by U.S. Christian missionaries in the city of Tianjin, a couple years later after it was invented in the United States. Mainland China’s population is 1.3 billion with 210 million involved in basketball either in coaching, playing, or basketball activities. China has a huge basketball following especially with the younger generation who has a greater â€Å"western† following. The sports industry that our venture will be competing in is the Professional Sports teams in China; soccer, ping pong, badminton, Canada Basketball Association, or any other U.S. profession... Free Essays on NBA Market Entry To China Free Essays on NBA Market Entry To China Since its inception in 1946, the National Basketball Association has transformed itself from an 11 team league to a global phenomenon that transcends national borders. The league is composed of 29 teams, divided into Eastern and Western conferences, and includes one Canadian team. The league also operates and manages the recently established Women’s National Basketball Association, WNBA, in addition to a six team developmental league, the NBDL. NBA games and programming are shown in 212 countries in 42 different languages. The most recent NBA season featured 67 international players from 33 countries and territories on team rosters, resulting in global media coverage and increasing fan interest from across the globe. The NBA is a recognized leader in global sports with 13 offices located worldwide, and annual sales revenues of over $2 billion. Through NBA Entertainment, the league operates a 24 hour NBA television network, weekly programming, as well as the official websites, NBA.com, WNBA.com, and NBDL.com, which is readily available to fans across the world. Further exhibiting the NBA’s global influence and impact overseas sales account for approximately 30 percent of all NBA merchandise sales. In addition, 51 percent of Internet traffic on the leagues official website, NBA.com, comes from outside the United States. In 1898 basketball was introduced to China by U.S. Christian missionaries in the city of Tianjin, a couple years later after it was invented in the United States. Mainland China’s population is 1.3 billion with 210 million involved in basketball either in coaching, playing, or basketball activities. China has a huge basketball following especially with the younger generation who has a greater â€Å"western† following. The sports industry that our venture will be competing in is the Professional Sports teams in China; soccer, ping pong, badminton, Canada Basketball Association, or any other U.S. profession...

Select one of the childhood disorders (Anxiety disorder) studied in Essay

Select one of the childhood disorders (Anxiety disorder) studied in the secont half of this module and critically examine the implications for development - Essay Example Anxiety gives a sense of worry, panic, fear and distress to an individual if faced by it. But on the other hand anxiety is a sense of feeling faced by everyone at one time in his lifetime and so it is very important to distinguish between the normal levels of anxiety and the pathological levels of anxiety (Maddocks et al 1994). This can be distinguished clearly if one analyzes the levels of distress faced by children in their life and the effect of this distress on the normal behaviours of the child. Anxiety disorders can be of many types which need to be diagnosed properly to know as to which type of disorder the child is facing with. Generalized Anxiety Disorder shows the symptoms of worry and uneasiness which occurs for a transient period only. The child usually faces the problems of muscle fatigue, lack of concentration, restlessness and tetchiness. Maternal Anxiety Disorder is caused because of stressful conditions faced by the mother while she is pregnant. These children show increased signs of anxiety at the age of 5 years and 6 months (Martin et al., 1999). This usually happens because of gene transmission from the stressed mother to the developing embryo. Moreover if the mother is stressed she would not be able to take proper care of the child and this would lead to anxiety disorder in the child. Another type of Separation Anxiety Disorder occurs when a child is separated from an individual who is very close to him. This is the most common type of anxiety disorder which is seen in 50% of all anxiety treatments (Bell-Dolan 1995). This can be clearly witnessed in real life situations when a mother is first going to drop his soon to attend kindergarten but he is not willing to go. Phobias may also show a sign of anxiety disorder. It usually occurs in children who are faced with intense fear when they are faced with a certain situation or object. The fear

Human Resource management of Fire & Rescue service Essay

Human Resource management of Fire & Rescue service - Essay Example gic HR then was Karen Palframan, says that the Service has to transition from a traditional paradigm of service delivery to one which is dovetailed to the service risks of the audience that they serve. She says they need to be adept at operating their equipment, particularly for geriatric populations, and other groups which pose greater vulnerability. Prevention of fires and dealing with high jeopardy situations must also be addressed adequately. She further shares that this is a hallmark for the FRS (The Chief Fire Officers Association, 2006) Human Resource Management, or simply HRM, is considered as an integral component of the operations of any enterprise. HRM may be used as an effectual strategic approach of managing people to achieve the objectives set by the organisation. Guest and Peccei (1994) and Schwind, Das & Wagar (1999) state that an essential means to business vitality lies in the effectiveness of human resource management. HRM focuses on recruiting, screening, managing the performance of, and rewarding employees (Stone, 2002). Developing career opportunities; equipping employees with competencies; enhancing their current capacities; doing purposeful performance management; motivating employees; promoting safety; and ensuring the accuracy of job responsibilities are just some of the roles the HRM play. All of these practises are to be viewed as unified, and in aggregate have a beneficial effect upon employees and the enterprise as a while (Morrison, 1996; Schwind, Das & Wagar, 1999). This synergy, is generated when the combined HRM practises enrich the organisations workforce, and when such empowerment is reflected in increased productivity (Stone, 2002; Yeung & Berman, 1997). Organisations are more likely to enjoy success when HR practises are synergistic and relevant. In order to achieve this, Bowen and Ostroff (2004) suggested that the bundled HRM practises be implemented to stir motivation among employees, compelling them to elicit desirable,

Role of Schedules of Reinforcement

Role of Schedules of Reinforcement To what extent are schedules of reinforcement more than just rules governing which responses will be reinforced? Illustrate your answer with basic and applied research examples. I am writing this essay in order to illustrate the role of schedules of reinforcement; basic and applied research examples provide evidence that schedules of reinforcement are more than just rules governing which responses will be reinforced. A schedule of reinforcement is defined as a rule that describes a contingency of reinforcement, those environmental arrangements that determine conditions by which behaviors will produce reinforcement (Cooper, Heron, Heward, 2007). There are two basic types in a schedule of reinforcement: a continuous reinforcement schedule (CRF schedule) is one in which each occurence of a response is reinforced, and an intermittent reinforcement schedule where each occurence of the response is not reinforced; rather, responses are occasionally or intermittently reinforced (Miltenberger, 2008). Ferster and Skinner (1957) studied various types of intermittent reinforcement schedules and described four basic types in this category: fixed ratio, variable ratio, fixed interval, variable interval. In a fixed ratio (FR) schedule, a specific or fixed number of responses must occur before the reinforcer is delivered; in a variable ratio (VR) schedule, delivery of a reinforcer is based on the number of responses that occur, but in this case, the number of responses needed for reinforcement varies each time, around an average number; in a fixed interval (FI) schedule, the interval of time is fixed, or stays the same each time; in a variable interval (VI) schedule of reinforcement, the reinforcer is delivered for the first response that occurs after an interval of time has elapsed (Miltenberger, 2008). There are also some variations on the basic intermittent schedules of reinforcement: a) the schedules of differential reinforcement of rates of responding and, b) the progressive schedules of reinforcement. Differential reinforcement provides an intervention for behavior problems associated with rate of response and that means that it is a variation of ratio schedule; delivery of the reinforcer is contingent on responses occuring at a rate either higher than or lower than some predetermined criterion (Cooper, 2007). The reinforcement of responses higher than a predetermined criterion is called differential reinforcement of high rates (DRH); when responses are reinforced only when they are lower than the criterion, the schedule provides differential reinforcement of low rates (DRL). There is also the differential reinforcement of diminishing rates (DRD) schedule that provides reinforcement at the end of a predetermined time interval when the number of responses is less than a criterio n that is gradually decreased across time intervals based on the individuals performance (Cooper, 2007). Progessive schedules of reinforcement by contrast, systematically thin each successive reinforcement opportunity independent of the participants behavior (Cooper, 2007), Progressive ratio (PR) and progressive interval (PI) schedules of reinforcement change schedule requirements using a) arithmetic progressions to add a constant amount to each successive ratio or interval or b) geometric progressions to add successively a constant proportion of the preceding ratio or interval (Lattal Neef, 1996). Additionally, applied behavior analysts combine the elements of continuous reinforcement, the four schedules of reinforcement, differential reinforcement of various rates of responding and extinction to form compound schedules of reinforcement. Concurrent schedules of reinforcement occur when a) two or more contingencies of reinforcement b) operate independently and simultaneously c)for two or more behaviors (Cooper, 2007). Discriminative schedules of reinforcement consist of a) multiple schedules -present two or more basic schedules of reinforrcement in an alterating, usually random, sequence; the basic schedules within the multiple schedule occur successively and independently and a discriminative stimulus is correlated with each basic schedule; the stimulus is present as long as the schedule is in effect- and b) chained schedules -the multiple and chained schedules have two or more basic schedule requirements that occur successively and have a discriminative stimulus correlated wi th each independent schedule (Cooper, 2007). Nondiscriminative schedules consist of a) mixed schedules -use an identical procedure to multiple ones but, without discriminative stimuli- and b) tandem schedules -identical to chained schedules, but also without the discriminative stimuli (Cooper, 2007). Now through basic and applied research examples from all types of schedules of reinforcement, it is going to be shown the role of schedules of reinforcement; the schedules of reinforcement play a major role in a behavior change program, and also in the acquisition and maintenance of a behavior. In the study of Kirby and Shields (1972), a systematic measure of changes in academic response rate and accuracy through a more direct approach to academic performance was conducted. The study was designed to measure the combined effects of an adjusting fixed-ratio schedule of immediate praise and immediate correctness feedback on the arithmetic response rate of a seventh- grade student and to measure possible collateral changes in study behavior. The study was divided into four phases: baseline, treatment 1, reversal, treatment 2. Using an adjusting fixed-ratio schedule, delivery of reinforcement was initially given for every two problems completed; then, the experimenter gradually increased the units of work or number of problems completed before delivering reinforcement. The results demonstrated the effectiveness of the fixed-ratio schedule of praise and immediate correctness feedback in increasing the subjects arithmetic response rate and associated attending behavior. When students rate of correct problem solving was increased through systematic reinforcement, incompatible behaviors of non-attending decreased. It was also noted that during reversal, when all praise and immediate correctness feedback was withheld, the subject maintained a much higher level of arithmetic achievement and attending behavior than before treatment 1. The adjusting ratio schedule of reinforcement frequent contact with the student during early ph ases requiring small units of work, it requires no extra effort during later phases when large units of work are assigned. In the study of De Luca and Holborn (1992), the effects of a variable-ratio schedule of reinforcement on pedaling a stationary exercise bicycle were examined. A changing-criterion design was used in which each successive criterion was increased over mean performance rate in the previous phase by approximately 15%. The participants were 3 obese and 3 nonobese boys. The experimental phases were: baseline, VR-first subphase (the VR schedule of reinforcement was introduced after a stable baseline had been achieved), VR-second subphase (stability had been achieved in the first subphase), VR-third subphase (stability was achieved for the second subphase), return to baseline and return to VR third subphase. All participants had systematic increases in their rate of pedaling with each VR value, meaning that the larger the variable ratio, the higher the rate of response. The results indicated that the rate of exercise can be increased using a VR schedule of reinforcement. The introduction of the initial VR subphase of the changing-criterion design produced marked increases in the rate of exercise for all subjects. Rasmussen and Oneill (2006), examined the effects of fixed-time reinforcement schedules on problem behavior of students with emotional-behavioral disorders in a clinical day-treatment classroom setting. The participants were three elementary-aged students and the dependent variable for all 3 participants was the frequency of verbal disruptions. The study employed an ABAB withdrawl design, alternating between baseline and FI conditions -verbal praise and pats on the arm were provided, with a final brief schedule thinning phase for each participant. All participants exhibited variable but relatively high rates during baseline. Implementation of FT schedules resulted in immediate, substantial, and stable decreases for all participants. The results of this study demonstrate the use of FT schedules and their implementation in a day-treatment classroom setting with children with clinically diagnosed emotional or behavioral disorders. These procedures were effective in reducing disruptive verbal behavior and these reductions were maintained while the FI schedules underwent initial thinning. The effectiveness of fixed-time schedules has also been evaluated through data on both appropriate and inappropriate responses. In the study of Roane, Fisher and Sgro (2001), fixed-time schedules were used in order to reduce destructive behavior but also, to increase adaptive behavior. The participant was a 12-year-old girl who had been diagnosed with pervasive developmental disorder and traumatic brain injury. There were two conditions: control condition and FT condition; with the exception of the FT schedule of reinforcement, the FT condition was identical to the control condition. During the FT condition, increases in two adaptive responses were observed, even though neither response was reinforced through direct contingencies. Similarly, decreases in destructive behavior were obtained under the FT schedule. The results suggest that, in addition to suppressing inappropriate behavior, FT schedules may also increase and stabilize adaptive behavior. Austin and Soeda (2008), validated the use of fixed-time reinforcer delivery with typically developing population. A fixed-time teacher attention was used to decrease off-task behavior in two third-grade boys. An ABAB was used with two phases: baseline (the teacher interacted with the boys in her usual manner) and noncontingent reinforcement-NCR (the teacher provided attention on an FT schedule). The findings indicated that NCR was an effective strategy for reducing the off-task behaviors of both boys, as immediate and sustained reductions in the percentage of intervals with off-task behavior were observed. Van Camp, Lerman, Kelley, Contrucci and Vondran (2000), evaluated the efficacy of noncontingent reinforcement with variable interval schedules in reducing problem behavior maintained by social consequences, comparing the effects of VT and FT reinforcement schedules with 2 individuals who had been diagnosed with moderate to severe mental retardation. Baseline and treatment conditions -with FT and VT sessions- were conducted in both participants. Although previous studies on the use of NCR as treatment for problem behavior have primarily examined FT schedules, results of this study indicated that VT schedules were as effective as FT schedules in reducing problem behavior. Carr, Kellum and Chong (2001), examined the effects of fixed-time and variable-time schedules on responding with 2 adults with mental retardation. Multielement and reversal designs were used to compare the effects of FT and VT schedules previously maintained on variable-ratio reinforcement schedules. The target behavior for the first participant was defined as making a penci mark on his name and placing the paper into the receptable. The target behavior for the second participant was defined as picking up a paper clip and dropping it in the receptable. The experimental phases were: baseline, FR 1 reinforcement, VR 3 reinforcement, FT, VT. The results showed that both FT and VT schedules were equally effective in reducing the target behaviors. Wright and Vollmer (2002), used a treatment package that involved an adjusting differential-reinforcement-of-low-rate responding (DRL) schedule, response blocking and prompts in order to reduce rapid eating. The participant was a 17-year-old girl who had been diagnosed with profound mental retardation. The experimental phases consisted of baseline and treatment condition, where an adjusting DRL procedure was introduced, along with blocking and prompts. The DRL intervals were determined by calculating the average IRT from previous sessions. The results showed that the treatment package was effective in increasing the IRTs between each attempted bite of food. The treatment package also resulted in an increase in the negative side-effects (increase in the levels of SIB and tantrums). However, the treatment continued despite these side-effects, which eventually decreased. In the study of Dietz and Repp (1973), a differential reinforcement of diminishing rates (DRD) schedule was used in order to decrease classroom misbehavior. The procedure that was followed was that reinforcement was produced when responding was less than a limit for a period of time, rather than when a response followed a specified period of no responding. Three experiments were conducted. In the first experiment DRD schedule was implemented to reduce the talking-out behavior of one 11-year old boy, classified as trainable mentally retarded (TRM) in a special classroom. The second experiment involved the reduction of talk-outs in a group of ten TRM students in an also special classroom, and the third experiment involved the use of a DRD schedule to reduce the verbal behavior of a group of 15 high school students in a regular class. The results demonstrated the effectiveness of DRD schedules in reducing classroom disruption both in individual and in group behaviors. In addition, the success with both TRM students and with high school students suggests the efficacy of DRD schedules across widely divergent groups. In the present study the use of positive reinforcement suggests also a nonpunitive method of classroom control. Roane, Lerman and Vorndran (2001), tried to examine if the reinforcing stimuli can be differentially effective as response requirements increase by evaluating responding under increasing schedule requirements via progressive-ratio schedules and behavioral economic analyses. In experiment 1 (reinforcer assessment), four individuals with developmental disabilities, who had been referred for the assessment and treatment of severe behavior problems, participated. The findings showed that one stimulus was associated with greater response persistence under increasing schedule requirements for all participants. Results also suggested that progressive schedules allow a relatively expeditious examination of shifts in reinforcer preference or value under increasing schedule requirements. In experiment 2, the correspondence between responding under progressive schedules and levels of destructive behavior under various reinforcement-based treatments was examined in order to evaluate the utility of the reinforcer assessment. Three interventions were selected: noncontingent reinforcement, DRA and DRO. Results indicated that the high-preference stimuli identified via this assessment were more likely to reduce problem behavior or increase adaptive behavior than stimuli identified as less preferred. In summary, results of this study suggest that stimuli identified as similarly preferred via a commonly used preference assessment were differentially effective under increasing schedule requirements. Additionally, stimuli that were more effective under progressive schedules were more likely to produce decreases in problem behavior maintained by automatic reinforcement. The influence of concurrent reinforcement schedules on behavior change without the use of extinction was examined by Hoch, McComas and Thomson (2002). Two responses were measured: problem behavior maintained by negative reinforcement, and task completion in three children with autism. Moreover, the maintenance of behavior change was evaluated under conditions of increased response requirements and leaner schedules of reinforcement. The results showed that immediate and sustained decreases in problem behavior and increases in task completion occurred when task completion produced both negative reinforcement and access to preferred activities and problem behavior continued to result in negative reinforcement. The findings demonstrated that concurrent schedules of reinforcement can be arranged to decrease negatively reinforced problem behavior and increase an adaptive alternative response without the use of escape extinction. Tiger and Hanley (2004), described a multiple-schedule procedure to reduce ill-timed requests, which involved providing children with two distinct continuous signals that were correlated with periods in which teacher attention was either available or unavailable. Cammilleri, Tiger and Hanley (2008), conducted a study in order to assess the efficacy of a classwide application of the multiple-schedule procedure described by Tiger and Hanley when implemented by teachers during instructional periods in three elementary classrooms. The results demonstrated the effectiveness of a classwide multiple-schedule procedure when implemented by teachers in a private elementary school classroom. Conclusively, schedules of reinforcement are not only rules that govern which responses will be reinforced; they are substantial components of a behavior change program. CRF schedules are used in the acquisition of a behavior -when a person is learning a behavior or engaging in the behavior for the first time. Once the person has acquired or learned the behavior, an intermittent reinforcement schedule is used so that the person continues to engage in the behavior -maintenance of behavior (Miltenberger, 2008). In this way, schedules of reinforcement help in the progression to naturally occurring reinforcement, which is a major goal for most behavior change programs. It was shown that schedules of reinforcement can be applied effectively in different settings, behaviors, populations. They have been used to decrease inappropriate behaviors such as rapid eating (Wright Vollmer, 2002) or classroom misbehavior (Dietz Repp, 1973); to increase appropriate behaviors such as arithmetic response rate and attending behavior (Kirby Shields, 1972). They have also been applied in both typically developing children (e.g. Austin Soeda, 2008), and in children with behavior problems (e.g. Rasmussen ONeill, 2006). Schedules of reinforcement can have great effects in a behavior change program, but it is also very important to know how and when to apply the most appropriate schedule or a combination of them in a specific behavior. References Austin, J. L., Soeda, J. M. (2008). Fixed-time teacher attention to decrease off-task behaviors of typically developing third graders. Journal of Applied Behavior Analysis, 41, 279-283. Cammilleri, A. P., Tiger, J. H., Hanley, G. P. (2008). Developing stimulus control of young childrens requests to teachers: Classwide applications of multiple schedules. Journal of Applied Behavior Analysis, 41, 299-303. Carr, J. E., Kellum, K. K., Chong, I. M. (2001). The reductive effects of noncontingent reinforcement: Fixed-time versus variable-time schedules. Journal of Applied Behavior Analysis, 34, 505-509. Cooper, J. O., Heron, T. E., Heward, W. L. (2007). Applied behavior analysis (2nd ed.), Schedules of reinforcement (pp. 304-323). Upper Saddle River, NJ: Pearson. De Luca, R. V., Holborn, S. W. (1992). Effects of a variable-ratio reinforcement schedule with changing criteria on exercise in obese and nonobese boys. Journal of Applied Behavior Analysis, 25, 671-679. Dietz, S. M., Repp, A. C. (1973). Decreasing classroom misbehavior through the use of DRL schedules of reinforcement. Journal of Applied Behavior Analysis, 6, 457-463. Hoch, H., McComas, J. J. and Thomson, A. L., Paone, D. (2002). Concurrent reinforcement schedules: Behavior change and maintenance without extinction. Journal of Applied Behavior Analysis, 35, 155-169. Kirby, F. D., Shields, F. (1972). Modification of arithmetic response rate and attending behavior in a seventh-grade student. Journal of Applied Behavior Analysis, 5, 79-84. Lattal, K. A., Neef, N. A. (1996). Recent reinforcement-schedule research and applied behavior analysis. Journal of Applied Behavior Analysis, 29, 213-220. Cited in Cooper, J. O., Heron, T. E., Heward, W. L. (2007). Applied behavior analysis (2nd ed.), Schedules of reinforcement (pp. 304-323). Upper Saddle River, NJ: Pearson. Rasmussen, K., ONeill, R. E. (2006). The effects of fixed-time reinforcement schedules on problem behavior of children with emotional and behavioral disorders in a day-treatment classroom setting. Journal of Applied Behavior Analysis, 39, 453-457. Roane, H. S., Fisher, W. W., Sgro, G. M. (2001). Effects of a fixed-time schedule on aberrant and adaptive behavior. Journal of Applied Behavior Analysis, 34, 333-336. Roane, H. S., Lerman, D. C. and Vorndran, C. M. (2001). Assessing reinforcers under progressive schedule requirements. Journal of Applied Behavior Analysis, 34, 145-167. Tiger, J. H., Hanley, G. P. (2004). Developing stimulus control of preschooler mands: An analysis of schedule-correlated and contingency-specifying stimuli. Journal of Applied Behavior Analysis, 37, 517-521. Cited in Cammilleri, A. P., Tiger, J. H., Hanley, G. P. (2008). Developing stimulus control of young childrens requests to teachers: Classwide applications of multiple schedules. Journal of Applied Behavior Analysis, 41, 299-303. Van Camp, C. M., Lerman, D. C., Kelley, M. E., Contrucci, S. A., Vorndran, C. M. (2000). Variable-time reinforcement schedules in the treatment of socially maintained problem behavior. Journal of Applied Behavior Analysis, 33, 545-557. Wright, C. S., Vollmer, T. R. (2002). Evaluation of a treatment package to reduce rapid eating. Journal of Applied Behavior Analysis, 35, 89-93.

Daughter from Danang Essay

In 1975 as the Vietnam War was ending, Mai Thi Kim sent her seven- year-old daughter Mai Thi Hiep, later known as Heidi from that war-torn country to the United States in â€Å"Operation Babylift†. This operation saved many Vietnamese children’s life and gave them an opportunity to grow up and out of post-war chaos. This happened to Heidi, as she explains in the film â€Å"Daughter from Danang†, in which 22 years after she was given up for adoption, decides to go back to Vietnam and meet her biological family. However, the theme of culture shock is explored in depth in Daughter from Danang, as Heidi finds herself adrift in an unfamiliar culture and failing to communicate and the unable to cope with reality. In â€Å"Operation Baby Lift,† many of the children weren’t actual orphans–bereaved of both parents and all other relatives. Most children were told, â€Å"You have to remember who you are,† by mothers and other family members who r elinquished them for adoption into North America. During the episode of â€Å"Operation baby lift†, American women from the adoption agency, who were all white with long blond hair and condescending English spoke to Vietnamese women holding their children, telling them in deliberately slow speech, â€Å"Don’t worry, I’ll give your daughter a good home†. Aslo, in another instance, when a Vietnamese woman decided to give her son to a white woman, she responded, â€Å"You have done a good thing for your son. You should be proud.† White women, presented as â€Å"saviors† came to coax these children from Vietnamese women whose babies were mixed of mixed race. This episode blatantly displays three key concepts of: ethnocentrism, stereotypes and prejudice from chapter 8. The white women from the adoption agency presented an ethnocentric attitude by evaluating the Vietnamese culture, according to the standards of their own culture. These women possessed standardized and simplified conceptions that taking these babies away from their biological parents and birthplace and to America was the best opportunity for them. This episode also display the utilization of stereotyping because these white women have assumed the the biased perspective that America is more advanced and will offer these babies more economic prosperity and opportunities. Here, these white women would be viewed as normal and superior, belonging to the â€Å"in-group†, generally the dominating group that they already associate with, or aspire to join. An out-group is simply all the other groups. They are seen as lesser than or inferior to the in-groups. The language, dialogue, and slow speech towards  the Vietnamese parents on the white women’s behalf also displayed prejudice, which can be characterized as an unfavorable attitude towards a social group and its members. Heidi was one such child that was saved from â€Å"Operation B abylift†. As Heidi’s birth mother, Mai Thi Kim, says that Vietnamese women who gave birth to mixed children – babies who were born from sex between an American military person and a Vietnamese woman – were told that their babies would be taken from them because of their being â€Å"illegitimate† children, soaked in gasoline, and burned alive. Kim was scared of this fate for her daughter, thus giving her up made the most sense to her. Hiep was adopted by a single woman, given the name Heidi, and raised in the South. Not looking very Asian, Heidi was accepted in the community of Pulaski, Tennessee, home of the Ku Klux Klan. Various friends and relatives speak of her upbringing and she herself proudly claims to be 101 percent Americanized. By the time Heidi was in her twenties, Heidi’s relationship with her adoptive mother has ended in a swift and irreparable separation. She decides to search for her Vietnamese mother and the unconditional love she expects to re ceive from her. She also wants to get in touch with her roots. Heidi finally connects with Mai Thi Kim, her birthmother who has been trying to find her for years, through Tran Nhu, a consultant to the original â€Å"Operation Babylift† and a translator. She volunteers to accompany Heidi on the trip back to Vietnam and the reunion with her birth mother in Danang. The first meeting between Heidi and Mai Thi Kim at the Danang Airport is a highly emotional moment for the two women who have not seen each other for 22 years. Heidi is delighted to meet her birth mother and half-brother and half-sisters as well, The reunion continues with elaborate meals and a journey to the place where Heidi was born and the shrine of her deceased ancestors. But she grows more and more ill at ease with Vietnam and the customs of her relatives. Culture shock overtakes her in an episode where she is in a market; she is overwhelmed by the heat, smell of the fish, and high context behaviors and communication. She declares she wants nothing more than to go home as so on as possible. Heidi is seen being suffocated by her biological mother who continuously hugs, kiss her and touch her. In addition, her mother took every opportunity to show Heidi to people living in Danang. The concept of intercultural intimate conflict obstacles is displayed here. Heidi is  conflicted and is uncomfortable to the intimacy of spaces and high-context communication style.This feeling of disconnection from her Vietnamese family continuously grows and comes to a climax in a farewell party where her half brother speaks directly to a subject that Heidi does not want to deal with at all. It was at this moment that Heidi’s â€Å"brother† asked her to send money intermittently back from United States to support her family, saying, â€Å"Now we hope you’ll assume the filial responsibility a child has toward a parent.† This episode displays the key concept of intercultural individualism-collectivism relationship expectations. Heidi fails to understand that obligat ions are at the core of traditional Asian moral codes. She brings an individualistic attitude from America that money matters are best not talked about and can only interfere with genuine family relationship. What rapidly followed was powerful: the first time Heidi was able to express her need for space: â€Å"Don’t touch me! Get away!† through tears, as her brother followed her after she left the kitchen where the request for financial support was posed. Here in this scene, the concept of relationship conflict resolutions occurs. Heidi’s blood relatives in Vietnam react to Heidi’s hurt at the request for money. A male sibling says, â€Å"We’re trying to understand your situation and we hope you’ll try to understand ours. Let’s just be happy. Yes, let’s just be happy. Don’t try to force anything.† Heidi’s biological mother remarks, â€Å"We don’t speak the same language so it’s not clear. What does she know about the Vietnamese notion of love and emotion?†¦She doesn’t understand , it’s not good to force her. She’s still in shock. I’m afraid when she goes back, sheâ €™ll be angry†¦.It’s hard. Poor thing, she thinks I’m asking for money.† Her mother continues, â€Å"And all I know is how much I love her.† Another man in the room chalks it up to, â€Å"This is all just a misunderstanding.†To Heidi, she feels that her family are trying to impose financial obligations onto her being that she is a privileged American woman with a better quality of life. She grows to resent them when she leaves Vietnam. In the end of the film, Heidi is shown back at home in Tennessee, with her two daughters and husband. She seeks comfort in her grandmother’s home, leafing through photographs, looking through the fridge for food. Heidi’s grandmother urges her to re-visit Vietnam, to be open-minded about it. Heidi pushes back, â€Å"But you’re who I know† and confesses in a closing interview to closing the door  on the biological family. References Dolgin, G., Franco, V., Roberts, K., Griffin, B. Q., Pà ©rez, H., Van-Anh T. Vo., WGBH (Television station : Boston, M., & PBS Home Video. (2003). Daughter from Danang. [Alexandria, Va.]: Distributed by PBS Home Video Ting-Toomey, S., & Chung, L. (2012) Understanding intercultural communication, (2nd edition). New York: Oxford University Press.

Helping the Less Fortunate Essay

If I were a president of an organization, that made millions of dollars each year; I would create an organization within my organization that caters to the less fortunate. My organization would help to remove people off of the streets and give them a place to live, feeding the homeless in soup kitchens while passing out clothing, and also funding the education of those who cannot afford it. I believe that taking random people off of the streets and giving them a place to live is very important. As president of a million dollar a year business, I would definitely give the homeless a place to live. For example, I would send people out into the streets to search for random homeless people. I would pay for motels for a single person for a month and two for families because there are much more people to provide for. I will not just give people a place to stay; I would also find jobs for them. The jobs may be low paying, but it will help the homeless to get off of the streets. This may not help everyone, but it will take many off of the streets. Opening a soup kitchen will definitely increase my interaction with the â€Å"little people†. I think that having actual former poor people serve the poor is what will set my organization apart from others. I would do this because I know that the servers will connect with the poor on a personal and emotional level. This will ensure that the servers are very passionate about what they are doing. As president of the organization, I would also personally serve the homeless food while interacting with them to make them feel comfortable. I would ensure that they have faith that one day things will get better. Also, I would collect clothing and give to the homeless while feeding them. This will give them food on their stomach and clothes on their back. The clothes may not be in the best condition, but something is always better than nothing. My organization would also stress the importance of education. I believe that education is everything. I would ensure that everyone that enters my program have a very fortunate future. I would go into high schools and find that are below the poverty line. I will not stress the GPA of an individual. The person may have had to leave school for a period of time to help provide for his or her family. Although finding these individuals may be difficult, I am sure the process will run smoothly with the help of the school staff. I would focus on students that have the drive to want to go to college. I may be funding the education, but I will need the student’s full cooperation. The individual’s will have to provide documents proving that he or she is has little income, or receiving no income at all. My organ will provide funding for everything that an individual needs to attend college. This will include tuition, books, meal plans, housing and anything else the child needs for school. These procedures will be taken to ensure that the students have no worries while pursuing an education. It is very important to give back to the â€Å"little people†. Providing, shelter, jobs, food, clothes and education; will decrease poverty. This may not benefit the majority, but it will at least help some people out. Every homeless person that receives help counts. A million dollar a year organization would definitely remove many people at least a step away from the poverty line.

Essay on Attention Deficit Hyperactivity Disorder (ADHD)

Attention Deficit Hyperactivity Disorder Attention Deficit Disorders have become a very highly controversial topic during the last decade. Attention Deficit Disorder, also known as ADD, is a broad, almost generic term for the different types of Attention Deficit Hyperactivity Disorders. The Diagnostic and Statistical manual of the American Psychiatric Association offers us this definition: â€Å"ADHD is a disorder that can include a list of nine specific symptoms of inattention and nine symptoms of hyperactivity/impulsivity.† In addition, the Concise Columbia Electronic Encyclopedia provides this interpretation: â€Å" (a) chronic, neurologically based syndrome, characterized by any or all of three types of behavior: hyperactivity,†¦show more content†¦Frequently the behaviors of children affected by ADHD will parallel those of a normal child, other times, the child can be uncontrollable. Most children with ADHD have problems with interacting with other children or when asked to complete a task, especially if additional distractions are present. More frequently, children suspected of having ADHD are evaluated by their intellectual, academic, social and emotional functioning. The evaluation often includes input from the child’s teacher(s), parent(s), and others adults that frequently interact with the child. There are questionnaires that will rate the child behavior that are often used by the parents and teacher of the child. (See Addendum 1) Being that the behavior must last for at least six months, a log of behavior is also encouraged to be kept. According to Children and Adults with Attention Deficit/Hyperactivity Disorders (CHADD), four subtypes of ADHD have been defined as follows: ADHD -- Inattentive type is defined by an individual experiencing at least six of the following characteristics: 1. fails to give close attention to details or makes careless mistakes 2. difficulty sustaining attention 3. does not appear to listen 4. struggles to follow through on instructions 5. difficulty with organization 6. avoids or dislikes requiring sustained mental effort 7. often loses things necessary for tasks 8. easily distracted 9. forgetful in daily activities ADHD --Show MoreRelatedAttention Deficit Hyperactivity Disorder ( Adhd )1710 Words   |  7 Pages Attention-deficit hyperactivity disorder or ADHD which is often referred to as childhood hyperactivity, it s a severe and chronic disorder for children. It is one of the most prevalent childhood disorders, and affects 3% to 5% of the school-age population. Boys outnumber girls three or more to one. Children with ADHD can experience many behavioral difficulties that often manifest in the form of inattention, being easily distracted, being impulsive, and hyperactivity. As a result, children withRead MoreAttention Deficit Hyperactivity Disorder ( Adhd )1744 Words   |  7 PagesI chose to research Attention-Deficit Hyperactivity Disorder, otherwise known as ADHD, in culture and child development for the following reasons. First, it is important as educators that we understand the difference between restlessness and Attention-Deficit Hyperactivity Disorder in children. Secondly, we must be conscious of the origins of ADHD, how to recognize it, the myths and prejudices against it, and kn ow the most appropriate intervention strategies. Educators must also realize that evenRead MoreAttention Deficit Hyperactivity Disorder ( Adhd )1495 Words   |  6 Pagesoccasionally forget to do their homework, get fidgety when they lose interest in an activity, or speak out of turn during class time. But inattentiveness, hyperactivity, and impulsivity are all signs of attention deficit hyperactivity disorder (ADHD). ADHD is a neuro-development disorder and can start as early as three years old throughout adulthood. People with ADHD have trouble focusing on tasks and activities, this can have a negative impact on the individual in different ways. It can make the child feelRead MoreAttention Deficit / Hyperactivity Disorder ( Adhd )1699 Words   |  7 Pageshas had some difficulty sitting still, paying attention and even controlling impulsive behavior once or twice in our life. For some people, however, the problems that occur slim to none in our life occurs in the lives of theirs every day and interfere with every aspect of their life inclusive of home, academic, social and work. . The interaction of core ADHD symptoms with co-morbid problems and neuropsychological deï ¬ cits suggests that individuals with ADHD are likely to experience problems in academicRead MoreAttention Deficit Hyperactivity Disorder (ADHD)1259 Words   |  5 PagesAttention Deficit Hyperactivity Disorder (ADHD) is the most commonly found disorder in children in the United States. Statistics show that the male to female ratio for children with ADHD is eight to one. 4.4 million Children between the ages four to seventeen have diagnosed with ADHD (Cheng Tina L et al.). African American children are at a higher risk for having ADHD. Caucasian children are least likely to have ADHD. 2.5 million children receive medication for ADHD, but African American childrenRead MoreAttention Deficit Hyperactivity Disorder ( Adhd )1002 Words   |  5 PagesAbstract There are many disorders that are first diagnosed whether it is during infancy, childhood or adolescence. The disorders range from intellectual disabilities, learning disabilities, communication disorders, all the way through to elimination disorders. Attention-deficit and disruptive disorders are the most common. All including AD/HD, conduct disorder, oppositional defiant disorder, and unspecified disruptive disorder. Attention deficit hyperactivity disorder is one of the most commonRead MoreAttention Deficit Hyperactivity Disorder ( Adhd )1058 Words   |  5 Pagesfrom disorders such as Attention Deficit Hyperactivity Disorder (or ADHD/ADD.) While much is known about these disorders and how they affect the education of children, there are only a few known methods that consistently help an affected child focus and target in on what they need to learn. Medication for children With Attention Deficit (Hyperactivity) Disorder must be used as an aid to help the affected child to focus and comprehend information being presented to them. Children with Attention DeficitRead MoreAttention Deficit Hyperactivity Disorder ( Adhd )978 Words   |  4 Pagesin diagnoses of attention deficit hyperactivity disorder (ADHD) in children since the 21st century. Per the Centers for Disease Control and Prevention the increase has been seen as a difference from, â€Å"7.8% in 2003 to 9.5% in 2007 and to 11.0% in 2011† (p. 4). Many questions arise concerning why the numbers are on the rise, especially when boys are 7.6 percent more likely than girls to receive the diagnosis of ADHD. When should the line be drawn between a disorder, and hyperactivity that comes withRead MoreAttention Deficit Hyperactivity Disorder ( Adhd )1552 Words   |  7 PagesATTENTION DEFICIT HYPERACTIVITY DISORDER Seth was a second grader at West Elementary. He constantly got reprimanded by his teachers for not paying attention in class. He could not understand the information given to him during the school day. He thought he was stupid and useless. But he was not. His parents got him tested by a doctor for ADHD. He is one of many kids in the United States who have been recognized as having it. Attention Deficit Hyperactivity Disorder is a major issue in the educationRead MoreAttention Deficit Hyperactivity Disorder ( Adhd ) Essay700 Words   |  3 PagesWhat is ADHD? Attention Deficit Hyperactivity Disorder (ADHD) affects almost 10% of American children between 13 and 18 years old, as well as 4% of U.S. adults over 18. Only a licensed mental health professional can provide an ADHD diagnosis, after a thorough evaluation. ADHD has three primary characteristics: Inattention, hyperactivity and impulsivity. Inattentive: Are effortlessly distracted, fail to catch details, are forgetful, and regularly switch activities. Find it difficult to focus