Using the Right Italian Hand Gestures and Body Language

What Motivates Me For College - 988 Words

What motivates me to go to college,to put hard work in,day after day, and to achieve my goals in higher education is my parents and myself. Since I started elementary school my parents have always motivated me to go to college. I was always a good student, but, when I had entered seventh grade, it all changed. I really did not care about school, i have been just whatever about school period. Then it hit me again in my junior year of high school. Freshman and sophomore I was not really interested in school and didn t think I was going to college. My parents had a talk with me and that talk changed me. They were just asking me what am I going to do with my life if I didn t go on with school and all this other stuff that made me think really hard. I didn t want to make my parents think that their son was a failure, they raised a failure. I changed my ways and started doing better in school and now I am currently attending Cal State University of Los Angeles. Now they are more proud than ever, me being the first one in my family to attend a university. My parents will always be my biggest motivators. One reason why my parents will always be my biggest motivators is because they know what s right from wrong and they know life. They tell me and always pushed me to do my best no matter what. They told me I m going to have a lot of distraction and a lot of things I do not want to go through but, its going to happen, thats just life. In the beginning of Elementary school, IShow MoreRelatedWhat Motivates Me Most For Pursue A College Degree890 Words   |  4 PagesWhat motivates me most to pursue a college degree is opening new doors for career options and inspiring my daughter through my own actions to pursue lifelong learning. I have waited until this point in my life to take this first step for many reasons. I feel that I had a lot of fear of failure that kept me from pursuing this higher learning. I am in the right place mentally at this stage in my life and feel like I can fully invest in this experience and make it truly a success and representationRead MoreWhat Motivates You? My Life921 Words   |  4 PagesWhat motivates you? In a small part, every aspect of my life motivates me to strive for my dreams. My family; parents, brothers, sisters, cousins, nephews and nieces motivate me and push me harder to achieve my goals and aspirations. Me being the first in my family to graduate high school, and enter into college is a tremendous amount of pressure. I want to be able to prove to them that they can reach their dreams no matter how old or young, if they are determined. Mainly, I want to show them thatRead MoreChoosing A Successful College Student1334 Words   |  6 PagesGoals Paper Adjusting to life in college is much like adulthood for an 18 year old; a struggle. Sure, everyone knows what taxes are, but I still do not know how to properly file them. This is how most people feel when it comes to college, they know that they want to be successful, but they do not necessarily have the means to get there. Everyone wants A’s, everyone wants a successful career, and most importantly everyone wants to succeed. That age old question always seems to stop us, â€Å"how?† HowRead MoreThe Value Of The Basketball Team1593 Words   |  7 Pagesbasketball players; however, I lacked the mobility due to my 240 pounds. Dragging my Flaming Hot Cheetos eating behind across the court, I pushed all the buttons I could to drop the weight, in order for me to have the slightest chance of making the basketball team. Each stride I took brought me closer and closer to my goal. Running off the Mochiko Chicken out of my system, I still had problems dealing with my ego. As I gasped for air many doubts filled my mind, but there was only one saying thatRead MoreExp 105 Dq Week 1665 Words   |  3 Pages Motivation: What motivates me most to pursue a college degree? My #1 motivation for pursuing my college degree is my family. I have now realized that the 3 little faces I have to look at everyday motivates me to continue and finish my education. I express to them how important education is but I too must be an example. I have to â€Å"practice what I preach.† I would also love to pursue my dream of becoming an Educator and not feel like I failed at earning my degree. PURPOSE: What is my main purposeRead MoreTime Management Is The Most Frantic Of A Student s Life1477 Words   |  6 Pagesbeginning of a student’s life in college is the most frantic. This is the time when the student begins to realize the difference from high school challenges and college challenges. Challenges can motivate or unmotivated a student to continue in the path he or she desires. Motivation is the reason why students do what they do, motivation prompts a students to pursue their desired goals. First year college students should learn to be motivated in order to face college challenges such as time managementRead MoreYou Learn More From Failure Than From Success918 Words   |  4 Pagesmore from failure than from success. Don’t let it stop you. Failure builds character.† If someone would have asked me a year ago what the definition of motivation is, I wouldn’t have the answer because I didn’t know. I grew up as a child in south Philadelp hia where children used what they saw in music videos to motivate themselves to look good and that was it to motivation and for me as well. I know it does not make sense, even as I type I am confused at how I could be so shallow but that was theRead MoreStrengths And Weaknesses Of Communication, Teamwork, And Social Intelligence936 Words   |  4 Pagesnatural at leading people and drawing out peoples opinions †¢ I’m good at public speaking and enjoy drawing peoples into what I’m talking about. My plan of action in order to work on my weaknesses is first and foremost practice my active listening. I am very easily distracted (literally ADD), so for me listening is a very hard task to do especially if I’m not that interested in what the other person has to say. I need to practice active listening more. I believe my biggest weakness for active listeningRead MoreStudent Success Course For College1561 Words   |  7 Pagesstudent. The greatest take away was the strategies and tools I learned to help me succeed in life and in college as they were essential skills I lacked as a student. Helping me to build effective ways to get good grades in my other classes by building effective study habits then ineffective study habits I have been using previously. Thus I have improved in many ways than one in the many skills and strategies needed as a college student in order to succeed. Taking away how my values correlate to my majorRead MoreThe Problem I Want For Solving1562 Words   |  7 Pageslearned that college undergraduate narcissism levels are at a record high due to social dynamics and the epidemic of bullying. It is comforting to know that I am not alone when I am having negative thoughts about myself, but the feeling of negativity is not something that comforts me. The lecture, read ings, and Ted Talk discuss the importance of loving yourself and treating yourself. The Ted Talk also notes that we criticize ourselves because we believe we need to in order to motivate ourselves. However

Integrating Cisco Educational Programs †MyAssignmenthelp.com

Question: Discuss about the Integrating Cisco Educational Programs. Answer: Introduction: The wireless router is named OfficeNetwok and the student ID is used as the password for connecting the smart IoT devices with the wireless router. The IP address of the registration server is used for the creating a new account and the IoT devices are managed from that account by logging into the registration server using the student ID as username and password. WPA2 PSK is used along with the AES for encrypting the access point and establish connection with the smart IoT devices. The SSID is inputted as OfficeNetwork and the student ID is used as the password connecting with the wireless access point. The figure shows the connection between the IoT devices installed in different location of the smart office. Connecting the IoT devices using student ID as username and password The browser is opened from the tablet to find the status of the smart IoT devices connected in the network and the IP address of the registration server is used for logging into the account. From the service option the IoT option is clicked and the service is turned on and the account created on the server can be found from here because it stores the information for authenticating the users trying to connect with the registration server. The connection between the registration server and the smart IoT devices are established by entering the server address of the remote server and the username and password created for logging into the account. Controlling the Smart IoT devices from the web browser of the tablet The web browser can be opened with the server address and by inputting the student Id as username and password. The smart Iot devices can be handled controlled from the browser according the needs. ICMP packets are sent from the smart phone to the registration server for testing the connection between the devices. The hops used for reaching the targeted destination can be identified from the PDU option in the packet tracer. Controlling the smart IoT devices from remote location using smart phone is given in the following figure. The smart phone is connected with the wireless access point of the remote office and the registration server address is inputted in the web browser for opening the login page to control the IoT devices installed in different location of the smart office network. Bibliography Bayani, M., Segura, A., Saenz, J., Mora, B. (2017). Internet of Things Simulation Tools: Proposing Educational Components. InSIMUL, Greece, Athens, The Ninth International Conference on Advances in System Simulation, IARIA Conference(pp. 57-63). Chou, T. S., Baker, M. S. K., Vega-Herrera, M. (2016, June). A Comparison of Network Simulation and Emulation Virtualization Tools. InAmerican Society for Engineering Education Annual Conference and Exposition, New Orleans, LA. Fantacci, R., Pecorella, T., Viti, R., Carlini, C. (2014). A network architecture solution for efficient IoT WSN backhauling: challenges and opportunities.IEEE Wireless Communications,21(4), 113-119. Gordieiev, O., Lobur, T., Kozak, R. (2016). INTEGRATING CISCO SYSTEMS'EDUCATIONAL PROGRAMS IN ICT SECURITY ACADEMIC CURRICULA.Information Security,35(2). Olivier, F., Carlos, G., Florent, N. (2015). New security architecture for IoT network.Procedia Computer Science,52, 1028-1033.

Culture And Intercultural Awareness Samples †MyAssignmenthelp.com

Question: Discuss about the Culture And Intercultural Awareness. Answer: Introduction Culture and intercultural awareness have emerged over the past decades as the significant part of conceptualizing the cultural dimension to different aspects of language teaching. The awareness of culture and intercultural activities remain to be ideal as having the clear understanding of an individuals and other culture. The awareness focuses on understanding similarities along with differences between the two diverse cultures. According to Baker (2011), the world is keeping to becoming smaller due to globalization, and technological improvements. These two factors have made it possible for individuals from different cultural, ethnic, socio-economic, and racial background to communicate, work and travel together from one region in the world to another with ease. Therefore, culture and intercultural awareness refer to the recognition in conjunction with the acceptance that people are all producible by their unique and distinct way of life. The awareness remains to be the original fou ndation of interaction, and it comprises of the capability of establishing back from an individual and remaining alerted of their social values, insights, as well as beliefs (Littlewood 2011). Culture and intercultural awareness have turned to be central when the people have to interact with people from other cultures around the communities. Therefore, this paper focuses on the examination of ideas behind cultures and intercultural awareness around the societies. Levels of culture and intercultural awareness Various levels of culture and intercultural understanding that show how individuals develop to recognize differences in the way of life. These levels comprise of the parochial phase, ethnocentric, phase of synergistic, along with stage of participatory third culture. At the initial level, individuals are always alert of their methods of performing effects, and their technique is the only approach according to their understanding. At this stage of being aware, make people ignore the impact of differences in their culture. At the succeeding phase of culture and intercultural understanding, individuals are always alert of other customs that they can implement in doing different things. As Dasli (2011) reported, people are still considering their way to be the most appropriate one. In this stage, differences in cultural activities are always perceivable as the basis of crisis, and individuals seem to overlook the differences or ease their implication. The third phase of culture and intercultural awareness persons are alert of their approach of performing effects as well as other techniques of performing human operations. However, in most cases, they prefer the appropriate method about the state. At the third phase, individuals can understand that disparity in culture and intercultural can result in problems along with benefits (Zhu 2011). Therefore, people remain to be eager to exploit cultural assortment to develop excellent results and choices. In the phase of participatory third culture aids in bringing individuals from various ethnic backgrounds in one place to help in the formation of the philosophy of common meanings. The populations in the society can dialogue with others. The people are also able to create new meanings of rules that are essential to meeting the needs of the particular situation (Kutcha Sukpen 2013). Consequently, these four levels of culture and intercultural awareness enable people in the communities to realize that they are not equal. The people also learn multiple ways that are vital to reaching the same goal of life. Developing culture and intercultural awareness through learning Learning about the culture and developing intercultural awareness refers to the fifth skillin learning of language. Education enables an individual to understand educational content in their learning contexts. The learning activities within the culture and intercultural awareness comprise of gaining knowledge about community art, history, literature, or popular culture in the target language (Zafirov 2015). Therefore, learning improves an individuals development of awareness of culture and intercultural issues that affects personal lives and social structures. The learning process assists in developing general intercultural competence. According to Hollinsworth (2012), the specific cultural content of learning language varies depending on the style an individual learn. It also helps in developing culture and intercultural awareness that persist to be valuable in the workplace as well as in everyday life. According to Stier (2013), employers in new marketplaces value intercultural and culture skills such as demonstrating respect for other staff members, knowledge of the foreign language, and the capacity to appreciate various social contexts along with notions. Emerging the culture and cross-cultural knowledge engages not only for an individual to become familiar with cultural beliefs as well as practices in the advanced language and cultural contexts but also becoming aware of their convictions and values. In most cases, culture and intercultural skills can occur in the number of approaches (Bochniarz Lipiec 2015). Besides, there are few culture and intercultural skills that an individual can do outside the learning sector or take to learning to set for further discussions. Importance of culture and intercultural awareness The awareness of culture and intercultural skills remains to be an essential device that reduces the consequences of conflict in cross-cultural settings. The awareness helps the people in the society to learn how to behave in the correct manner across different cultures (Baker 2011). The improved behavior aids in the creation of a feeling for the cultural differences between communities. The feeling leads to the enhancement of cross-cultural skills for communication such as listening, speaking, along with observation. These communication skills tend to play a major duty of creation of trust among the individual of diverse cultures. The awareness also leads to the improvement of competencies of partnership among the population that focuses on international relationships. As reported by Sulkowski, (2013), culture and intercultural awareness assist in decreasing the misunderstanding among the cross-cultures while creating the winning workplace among the employees. Therefore, the awarene ss remains to be a major factor in the improvement of business as it results in cost-effective solutions for operations of various organizations. The benefit in groups arises because the culture and intercultural awareness maximize their potentially international as well as develops the intercultural diversity of experts by the provision of appropriate results to their operations (Ribeiro 2016). The knowledge aids of great importance because it allows experts from different companies to understand, accept, and create strong relations with individuals from various cultural backgrounds. Culture and intercultural awareness remain to be one of the significant factors in the development of a successful relationship between the buyer and seller. The awareness allows the sale managers in a given company to know and realize the impact of culture and diversity on business operations and relations (Greer Mukhopadhyay 2015). The idea also enables the managers to be aware of the importance of embracing the need for intercultural aspects. The ideas can apply to production, distributions, and sales of their products the awareness of culture and intercultural factors allows business operators to focus on operating with the help of proper training that helps in observing and protecting different cultural beliefs and values. The culture and intercultural awareness assist the learners in various learning institutions to broaden their minds by increasing tolerance towards the achievement of cultural empathy along with sensitivity. From Kims (2012) study, culture and intercultural awareness comprise of different qualities of an individual. It consists of the awareness of the individuals culturally induced traits, awareness of the induced behavior of culture of other people, and capacity of an individual to explain the stand of people on cultural beliefs and values. Therefore, culture and intercultural awareness form an essential section in the process of learning together with teaching different languages. According to Toyoda (2016), every culture and intercultural aspects comprise of their cultural norms. For example, when referring to an individual, they can decide to apply the informal or formal styles that vary from a single culture to another. However, some of the cultural norms can remain to be differ ent compared to other aspects from different regions. Through culture and intercultural awareness, people in the society can access to various resources of culture as well as explore the target culture on their own. Culture and intercultural awareness improve the culture of people in the employment sector (Schuette Siebold, 2013). Among the most noticeable, disadvantages of culture and cross-cultural awareness comprise of language barriers, public disengagement, along with social tension. Management of culture and intercultural awareness The initial step in themanagement of culture and intercultural awareness is the recognition of it and learning not to fear its outcome in management and practices of society. There is requisite to develop the self-understanding and knowledge of intercultural because every individual remains a product of their culture. Different directives are applicable in dealing with culture and intercultural awareness. From Davcheras (2011) investigation, different attitudes help in bridging the cultures and intercultural skills. Some of the steps include the admission by a person that they understand their culture, suspension of judgments, empathy, systematically checking of personal assumptions, becoming comfortable with ambiguity, and celebrating diversity. Therefore, it is vital for people to admit that they do not know everything that occurs in the society (Chamberlin-Quinlisk 2015). The assumption form essential ideas of making an individual are becoming culturally aware of every happening a round in the companies. The people need to assume the differences that they have between their cultures and others, but they should not expect similarities. During themanagement of culture and intercultural awareness, people have to focus on the collection as much data as possible. The data can assist people in describing the situation of cultural diversity between them accurately before evaluating their judgments on different cultures. According to Escudero (2013), empathy is an essential factor in the management of culture and intercultural awareness. It assists people to understand their counterparts by standing in their shoes. Therefore, through empathy duringmanagement process, people can learn how other individuals in the society would like to receive different treatments from approaches taken by others. Additionally, regular checking of an individuals assumption allows people to ask their colleagues for different feedback on issues that affect their operations. The verification of assumptions allows for regularly checking their views to ensure that they clearly understand cultural issues (Zafirov 2015). Culture and intercultural a wareness enable people to seek control by making situations more complicated and uncertain. The need to focus on different cultural issues enables people to conduct their operations in the different mode away from issues that they know.Management of culture and intercultural awareness heavily relies on the celebration of diversity that it causes to cultures. Different people in the society seek to find approaches that are essential in sharing the cultures of their diverse workforce. These celebrations help in encouraging different people to organize their operations by cultural values together with beliefs. As reported by Baker (2011), several challenges result due to the cultural differences within the society. Learning and understanding culture and intercultural awareness remain to be a challenging factor because different people from various countries around the world have different organizational hierarchies across cultures. Principles of culture and intercultural awareness Culture and intercultural awareness have the shared dual function that focuses on supporting processes of learning different cultures and languages and extending the general skill of the nature of cultural diversity. These awarenesses are all connectable with a particular and general process of learning of cultures. According to Davchera (2011), culture and intercultural awareness remain to play an essential purpose in the social life of the society. However, it also plays a role of showing the lack of adequate understanding among people within a community setting on operations of others. These factors lead to the development of social inequality among people in the community. Therefore, people within a community setting need to establish proper connection with targeted culture and its aspects for good communication with others around the society. Regions with high individualism culture showed that people from those cultures to have higher intrinsic motivations compared people from t he collectivist culture. The training motives remain to be higher when the people perceive such ideas during learning to increase the competencies of individuals (Dasli 2011). Therefore, in most cases, the training programs do focus on improving the performance of individuals instead of skills of organizations. Culture and intercultural awareness allow people to adopt concrete, inductive, and intuitive learning styles that influence the understanding of individuals towards the values and beliefs of the particular culture. Culture and intercultural awareness takes an essential section in the process of learning and teaching different aspects of human operations. Every culture comprises of its cultural norms. For example, during a conversation between two people, an individual can decide to use informal or formal styles of communication that differs from the culture of a person to another. Therefore, it is necessary for individuals who are learning the different language that is foreign to theirs to be aware of various cultural norms within the specified culture. The consideration will assist the learner to avoid future problems while communicating different ideas to their peers. There is a need for every individual to be aware of norms of a member of another cultural group. As reported by Ribeiro (2016), factors like behaviors of an individual, values, belief of culture, expectation of an individual, and cultural perspectives should be considerable during the learning process. The individuals who under stand different factors have the responsibilities of encouraging people to realize how to understand different cultural belief as well as values around communities. Teaching culture of awareness of different norms in the way of life is a vital factor in raising the awareness. The culture of teaching can consist of various compositions. These pieces include communication skills, analytical techniques, fluent, along with the change towards changing attitudes about an individuals cultural understanding. Therefore, in several ways, the idea of teaching people on the culture and intercultural awareness remains to be a superior merit to the industrialized society (Kim 2012). Teaching provides improved diversity that leads to improved operation of individuals. Learning and teaching about culture and intercultural awareness help in overcoming the challenges that result from the management of multicultural values and moral (Hollinsworth 2012). The idea helps people to achieve benefits of understanding cultural values among the societies. Conclusion and recommendations Appropriate development of culture and intercultural awareness among people enables them to think more critical concerning different norms of the culture. There is a need for leaders to raise culture and intercultural awareness by the process of focusing on similarities of cross-cultural standards and not over emphasizing on differences of the cultural norms. There is a need for leaders to raise culture and intercultural awareness at an every level in education throughout activities that are multicultural. These can include seminars and displays that educate people on different cultures. Adoption of anti-racism strategies to tackle the issue of racism can help in raising the culture and intercultural awareness. Provision of training for culture and intercultural awareness for staff and students can aid in explaining the beliefs and values of different cultures to people. In most cases, there is a need for leaders to raise culture and intercultural awareness People must be able to rec ognize every member of the society of whatever background or skills by bringing the unique experience to their understanding of cultures. Several cultures that make different nations remains to form all the part of national identity, history, along with the character of people. The challenges that come with learning and understanding of culture and intercultural awareness should not be the reasons to avoid cultural diversity, but it forms some factors to keep in mind as society heads towards the more various future operations. References Baker, W. (2011). From cultural awareness to intercultural awareness: culture in ELT. ELT Journal, 66(1), pp.62-70. Baker, W. (2011). Intercultural awareness: modelling an understanding of cultures in intercultural communication through English as a lingua franca. Language and Intercultural Communication, 11(3), pp.197-214. Bochniarz, Z. and Lipiec, J. (2015). Weyerhaeuser: A Good Reputation Instilled in Culture. Journal of Intercultural Management, 7(2). Chamberlin?Quinlisk, C. (2015). Across continents or across the street: using local resources to cultivate intercultural awareness. Intercultural Education, 16(5), pp.469-479. Dasli, M. (2011). Reviving the moments: from cultural awareness and cross?cultural mediation to critical intercultural language pedagogy. Pedagogy, Culture Society, 19(1), pp.21-39. Davcheva, L. (2011). Mobility as an intercultural training agenda: an awareness?raising programme for youth workers and educators. Intercultural Education, 22(1), pp.121-122. Escudero, M. (2013). Teaching intercultural awareness in the English as a foreign language classroom: a case study using critical reading. Intercultural Education, 24(3), pp.251-263. Greer, B. and Mukhopadhyay, S. (2015). Honoring diversity in intercultural mathematics education. Intercultural Education, 26(4), pp.261-265. Hollinsworth, D. (2012). Cultural awareness training, racism awareness training or antiracism?: Strategies for combating institutional racism. Journal of Intercultural Studies, 13(2), pp.37-52. Kim, M. (2012). World peace through intercultural research: From a research culture of war to a research culture of peace. International Journal of Intercultural Relations, 36(1), pp.3-13. Kuchta, D. and Sukpen, J. (2013). Culture and Project Management. Journal of Intercultural Management, 5(3). Littlewood, W. (2011). Cultural Awareness and the Negotiation of Meaning in Intercultural Communication. Language Awareness, 10(2-3), pp.189-199. Littlewood, W. (2011). Cultural Awareness and the Negotiation of Meaning in Intercultural Communication. Language Awareness, 10(2-3), pp.189-199. Magd, H. and Hamza, S. (2014). A Proposed Knowledge Management System in SOFCON: Saudi Arabia Perspectives. Nang Yan Business Journal, 1(1). M. Ribeiro, S. (2016). Developing intercultural awareness using digital storytelling. Language and Intercultural Communication, 16(1), pp.69-82. Schuette, P. and Siebold, J. (2013). Activities Raising Organizational Awareness for Intercultural Diversity. Journal of Psychological Issues in Organizational Culture, 3(S1), pp.276-289. Stier, J. (2013). Internationalisation, Ethnic Diversity and the Acquisition of Intercultural Competencies. Intercultural Education, 14(1), pp.77-91. Su?kowski, ?. (2013). A 3D model and typology of organisational culture. Journal of Intercultural Management, 5(2). Toyoda, E. (2016). Intercultural knowledge, awareness and skills observed in a foreign language classroom. Intercultural Education, 27(6), pp.505-516. Zafirov, C. (2015). Intercultural joint awareness raising - ` Injawara ` - project for intercultural competence and cooperation. Trakia Journal of Science, 13(Suppl.1), pp.550-554. Zhu, H. (2011). From Intercultural Awareness to Intercultural Empathy. English Language Teaching, 4(1).

The office of sheriff in Texas was created by the Essays - Education

The office of sheriff in Texas was created by the 1836 Texas Constitution, t here are 254 counties in Texas and each county has a sheriff (Sheriff-History) . Th e Hays County Sheriff Office is one of such law enforcement organization that is located in Hays County TX , between Austin and San Antonio . It provides county wide law enforcement and other services for Hays County. Hays County consist of urban centers like San Marcos (county seat), Wimberley, Dripping Springs, Buda, Kyl e, Driftwood and other small urban centers. T he chief law enforcement person is Sheriff Gary Cutler, who has been the Sheriff since 2010. Interning at the Hays County Sheriff 's Office applying different roles of an intern and the use of different techn ologies employed in the fight against crime . The job of the men and women in the criminal justice field i s filled with intrigue and hardship; being an intern in the criminal justice field can provide a glimpse of what these men and women endure on a daily basi s in order to better prepare for what to expect in a criminal justice career. Role as an Intern According to Criminal Justice Internship : Theory into Practice by Gordon McBride , the role of an intern changes through experimental stage s. These stages include initial entry, probationary period and termination. Each intern's experience can be broken down by these three stages through examples of their experience. T he initial entry stage includes orientation , where interns received instruction s on how to act, the dress code, brief information on what to expe ct and a tour of the facilities they will spend the next 120 hours learning and growing. There were some expectations after arriving at the Hay s C ounty Sheriff's Offic e . Interns with mili tary experience will come to expect that law enforcement is not too different from the military. Th ere are many aspects of the military and law enforcement that are the same. For example, most police departments adopt the same rank structure, physical fitness requirements and discipline as used in the military . So arriving at least 20 minutes early is vital for a solid first impression. I n the military , service members would be reprimanded for being late or just being "on time" . So it is important that whether an inter n or just an applicant going to a job interview , arriving early is the best way to make a good first impression . One can never predict unforeseen circumstances that may impede an early arrival. Mrs. Galvan is the training academy coordinator and the supervisor for the Hays County Sheriff Internship Program. She is very nice and went to great lengths to ensure that interns interning for her organization receive the best treatment and the most rewarding experience possible. After a brief conversation , she handed out the ID card s and then led the way on a tour of the campus . The tour of the jail compound consisted of a visit to all the departments with in the jail, like the m ailroom and booking. The adjacent bui lding housed the patrol unit , 911 dispatchers and the criminal investigation division. The social culture of the Sheriff's office was relaxing because the employees of each department greeted Mrs. Galvan very warmly . At the Hays County Sheriff Office , interns begin their internship with at least 2 weeks in the jail. The j ail is a very in depth and complex operation so it requires m ultiple days to fully grasp . This is where the probationary stage begi n s . Corporal Shafer is the supervisor of the sup port department of the jail. Her and her crew supports the correctional officers by providing services like laundry, property, mail, kitchen services and visitation. The i nmate property room is where all the innate properties are stored while they are incarcerated and returned to them upon release. Inmate laundry is where the laundry for the whole jail is washed. The mail room is where the mail is screened, sorted and distributed. Family of inmates can even send emails

Free Essays on F. Douglas And M.Rolands

Mary Rowlandson’s, â€Å"A Narrative of the Captivity and Restoration of Mrs. Mary Rowlandson† and Frederick Douglass’, â€Å"Narrative of the Life of Frederick Douglass, an American Slave† are separated by 142 years of history, yet their accounts of captivity parallel the occurrences in American under New World conditions and link the span of time between them. Both, Mary Rowlandson and Frederick Douglass experience the evils of slavery against their will, while succumbing to the conditions the New World presents to them. Through their times of desperation, both take comfort in the fact that America is a land of freedom and prosperity to which they will attain salvation. Both of their definitions of America are altered through their encounter of captivity and slavery. America becomes a land of the free that will prosper and remain when all the evils perish and cease to exist upon their escape. Both of these accounts, written after escaping signal the impo rtance of their captivity and the effect it had on each of them. Each account demonstrates the power of the written word as well as strong personal perspective. Mary Rowlandson, a Puritan woman lived in American since childhood. Her matrimony to the Reverend Joseph Rowlandson brought the responsibilities of mother and frontier wife. In 1675, she was taken captive by Indians in their assaults on the Massachusetts colonists and remained in captivity for eleven weeks, finally ransomed for twenty pounds. Her account of captivity documents her strong Puritan faith as the force that allowed her to survive. Mary viewed her capture as a test of will as well as a punishment from God. Her release to freedom was a gift from God, which strengthened her faith in Him, and America. Her account evokes individualism as well as nationalism for America, in her view, the home of the colonists that will forever prosper and be plentiful under the Lord. Frederick Douglass, an African-American, experien... Free Essays on F. Douglas And M.Rolands Free Essays on F. Douglas And M.Rolands Mary Rowlandson’s, â€Å"A Narrative of the Captivity and Restoration of Mrs. Mary Rowlandson† and Frederick Douglass’, â€Å"Narrative of the Life of Frederick Douglass, an American Slave† are separated by 142 years of history, yet their accounts of captivity parallel the occurrences in American under New World conditions and link the span of time between them. Both, Mary Rowlandson and Frederick Douglass experience the evils of slavery against their will, while succumbing to the conditions the New World presents to them. Through their times of desperation, both take comfort in the fact that America is a land of freedom and prosperity to which they will attain salvation. Both of their definitions of America are altered through their encounter of captivity and slavery. America becomes a land of the free that will prosper and remain when all the evils perish and cease to exist upon their escape. Both of these accounts, written after escaping signal the impo rtance of their captivity and the effect it had on each of them. Each account demonstrates the power of the written word as well as strong personal perspective. Mary Rowlandson, a Puritan woman lived in American since childhood. Her matrimony to the Reverend Joseph Rowlandson brought the responsibilities of mother and frontier wife. In 1675, she was taken captive by Indians in their assaults on the Massachusetts colonists and remained in captivity for eleven weeks, finally ransomed for twenty pounds. Her account of captivity documents her strong Puritan faith as the force that allowed her to survive. Mary viewed her capture as a test of will as well as a punishment from God. Her release to freedom was a gift from God, which strengthened her faith in Him, and America. Her account evokes individualism as well as nationalism for America, in her view, the home of the colonists that will forever prosper and be plentiful under the Lord. Frederick Douglass, an African-American, experien...

Personality in Computer Games Article Example | Topics and Well Written Essays - 1000 words

Personality in Computer Games - Article Example Reality in a game can be described by the simulation of real things into a computer machines. Previously the games developed were artistically simplified representation of the simulation while the simulation was an attempt to represent as closely a real phenomenon in a serious form. Now the games have adapted the simulation and built games like the Flight Simulator to give a realistic experience to the gamers. Such games gives a gamer such feelings that most of them would never ever get to feel and experience in real life. It changes the personality of the user that makes the user feel that he/she is that character in the plane hence being directly involved in the game. (Crawford, 1998) Games that don't have an inbuilt mechanism of simulating the reality by putting the gamer in first person as in games like Doom, Quake etc. build upon the character which the user plays. Usually a powerful story creates a strong character that has its own personality, moods and emotions. A game like Max Payne has a cinematic story that revolves around a main character and many different opponents. The personality is so strong in the game that the gamer feels the power of the moment in the game. The audio, video, graphics and interaction between players make the situation of the agent more realistic and believable. Another such popular game, Hitman, has a very strong character personality that is an emotionless killing machine targeting specific targets. These character agents show realistic emotions, situation based reactions, language and tone of voice etc, to make the gamer believe in the game setting. Building this factor into the game is extremely important as this is what the g amer looks for in every game. Creating a main character is one thing, creating a non-playing character is a totally another. Today's computer games have such a high level of detail, high end graphics and realistic environments and characters that gamers can be led to believe that games are set within realistic settings while in the game. But according to Trinity College Dublin, the realistic illusion of the gamers is most often led into disappointment as soon as the gamer begins to interact with a computer controlled non-playing character either though conversation or attitude (Namee & Cunningham, 2003). Although the non-players look real and act real, but due to their lack of controlling intelligence, these characters lack the reality when the player to player interaction takes place. With the use of artificial intelligence and applying artificial neural networks in these characters, the TCD Game AI Project at the Trinity College to capture and add personalities, moods and relationships. (Namee & Cunningham, 200 3) The '-SIC' system is designed specifically for the development of non-player characters uses personality, mood and relationship models. A personality model uses the Eysenck's classification model which "plots personality across two orthogonal axes, introversion-extroversion and neuroticism-stability, allowing the creation of characters with personality types, such as aggressive, sociable and moody" (Namee & Cunningham, 2003). The mood model from Lang is used to measure agents' positive/negative moods and its intensity. The relationship model based on Wish's work plots the relationship of a character with respect to the "amount that a particular character likes another character, physical attraction,