A Website Review on the American Cultural History 1960-1969 Webpage Essay Example for Free

A Website Review on the American Cultural History 1960-1969 Webpage Essay Kingwood College Librarys American Cultural History 1960-1969 webpage (http://kclibrary. nhmccd. edu/decade60. html) is a webpage dedicated to the dessemination of information regarding the 1960s. It dubs itself a web and library guide, and is hosted and managed by the Kingwood College Library, an educational organization in Kingwood, Texas. Its stated purpose is to â€Å"help the user gain a broad understanding and appreciation for the culture and history of the 1960s† (Goodwin, para. 2). The site itself is authored by Susan Goodwin. Unfortunately, no information in the site listed Ms. Goodwins credentials, and checking the Kingwood College Library for any information regarding the author proved futile as well. The webpage is primarily aimed for the general public, with information that is collected and compiled from different sources which are mostly official or scholarly in nature (some information, however, are linked from Wikipedia, a source generally not accepted by the academia). As such, the information can be considered valid and true, and is presented clearly and matter-of-factly, without any embellishments or personal views and opinions, and without any technical jargon that may confuse the lay reader. At the start of the page, the reader is immediately treated to a fact sheet of the decade, with hard facts about the population, the national debt, and the average salary, among others. Information is also placed in major categories, providing a coherent and easy to follow structure to the whole article. Since content is generally collected from the various sites off the internet and books, information and content ranges from the common to the not-so-common, but all are generally interesting and well-presented. Most of the major points are presented as links which redirect to another website discussing that particular subject matter. This is where most of the webpages problems lie, as a significant number of links (25, to be exact) are either broken or non-existing, redirecting the reader to the main site instead. One of the links even redirects to the wrong article. For an information-driven webpage run by an educational organization, such mistakes reflect poorly on the structure and management of the webpage itself. Another thing some people (especially researchers wanting complete information) might have an issue with is how the webpage cites its sources. After every category, the author lists the books which have more information on the subjects presented in that category. However, the author did not list the specifics of the book, ie. , date of publication, author, actual page information, etc. For a researcher who needs these information, this is a great omission on a website that considers itself a bibliographic essay. Also, the website design can be improved; as it is, it is presented in a simple and drab manner. Inspite of the faults stated above, the webpage gives enough historical information and data for any general aspect of popular culture in the stated era. And with how it is presented, via links and redirects, the reader can just connect on other links on the given website for more information about that particular subject matter. The webpages goal is to give out as much information as it can, in a concise and direct manner. In this regard, it has succeeded rather well. References Goodwin, S. (2006). American Cultural History 1960-1969. Retrieved December 20, 2007, from http://kclibrary. nhmccd. edu/decade60. html

Story in the Floor Plan :: The Metamorphosis Architecture Essays

Story in the Floor Plan The firm hand of the architect draws straight lines on translucent paper. The lines intersect into corners—forming rooms. More lines intersect—forming more rooms. The rooms line up, one after another, leaving spaces for doors, naturally. The house is built. In The Metamorphosis by Franz Kafka, the narrator’s voice shadows this architect’s hand, ingraining the familial relationships and intentions of the Samsa family into the walls. The rooms of the architect are the vessels that the narrator fills with the virtuous and appalling intentions of the members of the Samsa family. In sum, the floor plan of the Samsa apartment and the family’s use of space in the apartment parallel their relationships with each other and intentions towards one other. In particular, the narrator reveals the relationship between Gregor and his parents as well as their intentions towards each other through the layout of the apartment. The order of the rooms in the Samsa apartment demonstrates the relationships within the family. The main rooms are laid out linearly. The living room is the first room beyond the foyer (Kafka 16). Because Mr. Samsa and Mrs. Samsa primarily inhabit the living room, this room may represent them. There is a direct line through the foyer to Gregor’s room, and Grete’s room is exactly behind Gregor’s room (6; 11; 15). The placement of the living room in front of Gregor’s room with respect to the foyer sets up the perception that Mr. and Mrs. Samsa are the dominant characters of the household. The living room leads to the outside room via the foyer, and thus, is the first room viewed by outsiders. This placement gives Mr. and Mrs. Samsa superiority over Gregor and Grete. For example, Gregor’s manager steps into the Samsa living room from the foyer and delivers â€Å"the first word of greeting† (9). This â€Å"first word of greeting† is of course directed at Mr. and Mrs. Samsa because they are the first people that the manager perceives upon entering the apartment. The initial perception of Mr. and Mrs. Samsa gives them dominance over the rest of the household. However, the living room is just a faà §ade on the face of the actual nucleus of the apartment—Gregor’s room. His room is the heart of the apartment while the living room is just the skin. Gregor’s room is physically the center—the nucleus—of the apartment. Gregor himself is also the nucleus of the family because he is the sole provider for his family.

Outline and Evaluate Issues Surrounding the Classification and Diagnosis of Depression

Outline and Evaluate Issues Surrounding the Classification and Diagnosis of Depression Scheff’s Labelling Theory is a process which involves labelling people with mental disorders when they produce behaviour that does not fit with socially constructed norms and labelling those who reflect stereotyped or stigmatized behaviour of the ‘mentally ill’. A disadvantage of labelling an individual with depression is that labelling can accentuate and prolong the issue. In addition by labelling someone with depression who in fact is not depressed may in fact become depressed as a result.Another problem is that labelling an individual with depression means that they can have problems with getting a job and leading a life in the future because they are not treated as a normal person. Thus labelling has a large effect on individuals with depression. On the other hand labelling a person with depression means that they are enabled to seek help and find treatment for themselves. A lthough labels are stigmatizing, they can also lead those who bear them down the road to proper treatment and recovery.Another issue surrounding the diagnosis and classification is that there are different types of depression outlined in the different classification manuals. Sometimes clinicians are unable to distinguish between different types accept unipolar and bipolar. However, research has shown that 10% of people diagnosed with Major Depressive Disorder (MDD) develop bipolar episodes later. The same was found with dysthymic disorder which can develop in MDD later; this is known as double depression and is found in 25% of depressed patients.Other diagnostic tool is the Beck Depression Inventory This is a 21 item self-report questionnaire designed to measure the severity of symptoms in individuals diagnosed with depression. Each question is designed to assess a specific symptom common in people with depression for example the sense of failure, self-dislike, social withdrawal or suicidal ideas. Items 1 to 14 assess symptoms that are psychological in nature for example feelings of sadness. Items 15 to 21 then assess more physical symptoms for example the loss of energy and irritability.Each item is accompanied by four alternative responses, graded for severity and scored from 0 to 3. The implications of using different diagnostic tools on the classification and diagnosis of depression are that reliability of diagnosing depression may be affected. Just as with physical medical disorders mental illness diagnoses are also not always reliable. The practitioner uses mainly symptoms that the patient reports rather than physical signs to reach a decision.Moods often vary over time in most people and this can have implications when testing reliability. As well as different types, there are different subtypes of depression that are recognised in the manuals and clinicians have had to distinguish between the causes of depression in order to distinguish between the sub types. For example they distinguish between endogenous depressions which are biologically determined and reactive depressions which are determined by biological stressors.Even though distinctions between these two causes of depression are not conclusive, there is a reliable cluster of symptoms which can help differentiate between types of depression. For example, the endogenous types of depression usually have more severe symptoms and higher suicide rates. Another problem arises with the diagnostic criteria for children, even though depression can remain undiagnosed in children. Children sometimes have other disorders which include behavioural problems and disruptive behaviour; therefore depression may be overlooked in the diagnosis.As well, children tend to show anger, aggressiveness and irritability rather than low mood. Co-morbidity is the incidence of a disorder being coupled with another disorder. Depression can occur with other disorders such as Schizophrenia, eating disorder and alcohol addiction and substance abuse. This makes it difficult in the diagnosis of depression, it leads clinicians to have to determine which the primary disorder, schizophrenia is or depression, eating disorders or depression.There are also issues relating to reliability which may affect the diagnosis. One type is Test-retest reliability, which occurs when a practitioner makes the same consistent diagnosis on separate occasions from the same information. In terms of depression this can be applied if the same Doctor or Psychiatrist gives a patient a diagnosis of depression on two separate occasions. The other is Inter-rater reliability occurs when several practitioners make identical, independent diagnoses of the same patient.This can be applied to depression by confirming that the diagnosis of depression is accurate in a given situation. Issues of validity also arise in the diagnosis of depression. For example, Predictive validity occurs if diagnosis leads to successful treatme nt, then the diagnosis can be seen as valid. Under the heading of depression, there are a series of depressive disorders such as Major Depressive Disorder, Pre-Menstrual Disorder etc. In terms of depression predictive validity will occur if the right diagnosis is made followed by a subsequent correct course of action.Research by Sanchez-Villegas et al (2008) supports the ‘predictive validity’ of depression diagnosis. They assessed the validity of the Structured Clinical Interview to diagnose depression, finding that 74. 2% of those originally diagnosed as depressed had been accurately diagnosed, which suggests thus diagnostic method is valid. Cultural differences may impact an individual with depression because the DSM is used in West to diagnose depression. This criterion is biased towards people in the Western world.What is considered abnormal in one culture may be considered normal in another culture. Thus someone diagnosed in Europe with depression may not have been diagnosed with depression elsewhere. In addition treatment to the disorder can be very different in different cultures. Thus an individual in two different cultures may be treated differently for depression. So therefore despite the universality of the symptoms of depression clinicians must take into account cultural differences in diagnosing depression.For example, patients from non-western cultures tend to complain more of the physical symptoms such as loss of appetite and lack of sleep than personal distress. This is supported by a study done in New York in which 36 South Asian immigrants and 37 European Americans were given vignettes describing depressive symptoms. The Asian immigrants found more social and moral problems which could be dealt with by the individual whereas the Euro-Americans tended to find more biological explanations, that required professional intervention. Outline and Evaluate Issues Surrounding the Classification and Diagnosis of Depression Outline and Evaluate Issues Surrounding the Classification and Diagnosis of Depression Scheff’s Labelling Theory is a process which involves labelling people with mental disorders when they produce behaviour that does not fit with socially constructed norms and labelling those who reflect stereotyped or stigmatized behaviour of the ‘mentally ill’. A disadvantage of labelling an individual with depression is that labelling can accentuate and prolong the issue. In addition by labelling someone with depression who in fact is not depressed may in fact become depressed as a result.Another problem is that labelling an individual with depression means that they can have problems with getting a job and leading a life in the future because they are not treated as a normal person. Thus labelling has a large effect on individuals with depression. On the other hand labelling a person with depression means that they are enabled to seek help and find treatment for themselves. A lthough labels are stigmatizing, they can also lead those who bear them down the road to proper treatment and recovery.Another issue surrounding the diagnosis and classification is that there are different types of depression outlined in the different classification manuals. Sometimes clinicians are unable to distinguish between different types accept unipolar and bipolar. However, research has shown that 10% of people diagnosed with Major Depressive Disorder (MDD) develop bipolar episodes later. The same was found with dysthymic disorder which can develop in MDD later; this is known as double depression and is found in 25% of depressed patients.Other diagnostic tool is the Beck Depression Inventory This is a 21 item self-report questionnaire designed to measure the severity of symptoms in individuals diagnosed with depression. Each question is designed to assess a specific symptom common in people with depression for example the sense of failure, self-dislike, social withdrawal or suicidal ideas. Items 1 to 14 assess symptoms that are psychological in nature for example feelings of sadness. Items 15 to 21 then assess more physical symptoms for example the loss of energy and irritability.Each item is accompanied by four alternative responses, graded for severity and scored from 0 to 3. The implications of using different diagnostic tools on the classification and diagnosis of depression are that reliability of diagnosing depression may be affected. Just as with physical medical disorders mental illness diagnoses are also not always reliable. The practitioner uses mainly symptoms that the patient reports rather than physical signs to reach a decision.Moods often vary over time in most people and this can have implications when testing reliability. As well as different types, there are different subtypes of depression that are recognised in the manuals and clinicians have had to distinguish between the causes of depression in order to distinguish between the sub types. For example they distinguish between endogenous depressions which are biologically determined and reactive depressions which are determined by biological stressors.Even though distinctions between these two causes of depression are not conclusive, there is a reliable cluster of symptoms which can help differentiate between types of depression. For example, the endogenous types of depression usually have more severe symptoms and higher suicide rates. Another problem arises with the diagnostic criteria for children, even though depression can remain undiagnosed in children. Children sometimes have other disorders which include behavioural problems and disruptive behaviour; therefore depression may be overlooked in the diagnosis.As well, children tend to show anger, aggressiveness and irritability rather than low mood. Co-morbidity is the incidence of a disorder being coupled with another disorder. Depression can occur with other disorders such as Schizophrenia, eating disorder and alcohol addiction and substance abuse. This makes it difficult in the diagnosis of depression, it leads clinicians to have to determine which the primary disorder, schizophrenia is or depression, eating disorders or depression.There are also issues relating to reliability which may affect the diagnosis. One type is Test-retest reliability, which occurs when a practitioner makes the same consistent diagnosis on separate occasions from the same information. In terms of depression this can be applied if the same Doctor or Psychiatrist gives a patient a diagnosis of depression on two separate occasions. The other is Inter-rater reliability occurs when several practitioners make identical, independent diagnoses of the same patient.This can be applied to depression by confirming that the diagnosis of depression is accurate in a given situation. Issues of validity also arise in the diagnosis of depression. For example, Predictive validity occurs if diagnosis leads to successful treatme nt, then the diagnosis can be seen as valid. Under the heading of depression, there are a series of depressive disorders such as Major Depressive Disorder, Pre-Menstrual Disorder etc. In terms of depression predictive validity will occur if the right diagnosis is made followed by a subsequent correct course of action.Research by Sanchez-Villegas et al (2008) supports the ‘predictive validity’ of depression diagnosis. They assessed the validity of the Structured Clinical Interview to diagnose depression, finding that 74. 2% of those originally diagnosed as depressed had been accurately diagnosed, which suggests thus diagnostic method is valid. Cultural differences may impact an individual with depression because the DSM is used in West to diagnose depression. This criterion is biased towards people in the Western world.What is considered abnormal in one culture may be considered normal in another culture. Thus someone diagnosed in Europe with depression may not have been diagnosed with depression elsewhere. In addition treatment to the disorder can be very different in different cultures. Thus an individual in two different cultures may be treated differently for depression. So therefore despite the universality of the symptoms of depression clinicians must take into account cultural differences in diagnosing depression.For example, patients from non-western cultures tend to complain more of the physical symptoms such as loss of appetite and lack of sleep than personal distress. This is supported by a study done in New York in which 36 South Asian immigrants and 37 European Americans were given vignettes describing depressive symptoms. The Asian immigrants found more social and moral problems which could be dealt with by the individual whereas the Euro-Americans tended to find more biological explanations, that required professional intervention.

Cortar Conjugation in Spanish, Translation, and Examples

The Spanish verb  cortar  means to cut or to cut off. It  is a regular  -ar  verb, so to conjugate cortar use the same pattern as other -ar  verbs, like  ayudar  and cenar.  The tables below include  cortar conjugations in the present, past and future indicative, the present and past subjunctive, the imperative, and other verb forms like the past and present participles. Using the Verb Cortar In Spanish, cortar  can be used like the verbs to cut or to cut off in English. For example,  Voy a cortar el papel  (I am going to cut the paper), or  Tengo que cortar un pedazo de carne  (I have to cut off a piece of meat). A more informal use of  cortar  is to talk about breaking up a relationship. For example,  Pedro y Ana cortaron la semana pasada  (Pedro and Ana broke up last week). In addition,  cortar  can be used when referring to ending a conversation, especially on the phone. For example,  Yo cortà © la llamada porque llevà ¡bamos mucho tiempo hablando  (I ended the call because we had been talking for a long time). Other verbs that have meanings similar to cortar are partir (tu cut, break apart, or divide) and picar (to chop). Cortar Present Indicative Yo corto I cut Yo corto un pedazo de papel con tijeras. T cortas You cut T cortas un trozo de queso para el almuerzo. Usted/l/ella corta You/he/she cuts Ella corta el cordn umbilical del beb. Nosotros cortamos We cut Nosotros cortamos el csped del jardn. Vosotros cortis You cut Vosotros cortis pelo en el saln de belleza. Ustedes/ellos/ellas cortan You/they cut Ellos cortan las flores para hacer un arreglo. Cortar Preterite  Indicative The preterite  tense can be translated as the simple past in English. It is used to talk about completed actions  in the past. Yo cort I cut Yo cort un pedazo de papel con tijeras. T cortaste You cut T cortaste un trozo de queso para el almuerzo. Usted/l/ella cort You/he/she cut Ella cort el cordn umbilical del beb. Nosotros cortamos We cut Nosotros cortamos el csped del jardn. Vosotros cortasteis You cut Vosotros cortasteis pelo en el saln de belleza. Ustedes/ellos/ellas cortaron You/they cut Ellos cortaron las flores para hacer un arreglo. Cortar Imperfect  Indicative The imperfect tense can be translated to English as was cutting or used to cut. It is used to talk about ongoing or habitual actions in the past.   Yo cortaba I used to cut Yo cortaba un pedazo de papel con tijeras. T cortabas You used to cut T cortabas un trozo de queso para el almuerzo. Usted/l/ella cortaba You/he/she used to cut Ella cortaba el cordn umbilical del beb. Nosotros cortbamos We used to cut Nosotros cortbamos el csped del jardn. Vosotros cortabais You used to cut Vosotros cortabais pelo en el saln de belleza. Ustedes/ellos/ellas cortaban You/they used to cut Ellos cortaban las flores para hacer un arreglo. Cortar Future  Indicative Yo cortar I will cut Yo cortar un pedazo de papel con tijeras. T cortars You will cut T cortars un trozo de queso para el almuerzo. Usted/l/ella cortar You/he/she will cut Ella cortar el cordn umbilical del beb. Nosotros cortaremos We will cut Nosotros cortaremos el csped del jardn. Vosotros cortaris You will cut Vosotros cortaris pelo en el saln de belleza. Ustedes/ellos/ellas cortarn You/they will cut Ellos cortarn las flores para hacer un arreglo. Cortar Periphrastic Future  Indicative The periphrastic future is formed by three components: the present tense conjugation of the  verb  ir  (to go), the preposition  a  and the infinitive of the verb.   Yo voy a cortar I am going to cut Yo voy a cortar un pedazo de papel con tijeras. T vas a cortar You are going to cut T vas a cortar un trozo de queso para el almuerzo. Usted/l/ella va a cortar You/he/she is going to cut Ella va a cortar el cordn umbilical del beb. Nosotros vamos a cortar We are going to cut Nosotros vamos a cortar el csped del jardn. Vosotros vais a cortar You are going to cut Vosotros vais a cortar pelo en el saln de belleza. Ustedes/ellos/ellas van a cortar You/they are going to cut Ellos van a cortar las flores para hacer un arreglo. Cortar  Present Progressive/Gerund Form The present participle (gerundio  in Spanish) is used to form progressive forms such as the present progressive. To conjugate progressive tenses  you need an auxiliary verb, which in this case is the verb  estar. Present Progressive of Cortar   està ¡ cortando  Is cutting Ella està ¡ cortando el cordà ³n umbilical del bebà ©. Cortar Past Participle The past participle can be used as an adjective, or to form compound tenses such as the present perfect. Compound tenses include the verb  haber  as an auxiliary verb. Present Perfect of Cortar ha cortado  Has cut Ella ha cortado el cordà ³n umbilical del bebà ©. Cortar Conditional  Indicative The conditional tense is used to talk about possibilities or hypothetical situations, and is translated to English as would verb.   Yo cortara I would cut Yo cortara un pedazo de papel con tijeras si fuera necesario. T cortaras You would cut T cortaras un trozo de queso para el almuerzo, pero ya se acab. Usted/l/ella cortara You/he/she would cut Ella cortara el cordn umbilical del beb si el doctor se lo permitiera. Nosotros cortaramos We would cut Nosotros cortaramos el csped del jardn, pero no tenemos cortadora. Vosotros cortarais You would cut Vosotros cortarais pelo en el saln de belleza si hubiera espacio. Ustedes/ellos/ellas cortaran You/they would cut Ellos cortaran las flores para hacer un arreglo, pero es prohibido. Cortar Present Subjunctive Que yo corte That I cut La maestra pide que yo corte un pedazo de papel con tijeras. Que t cortes That you cut La nia quiere que t cortes un trozo de queso para el almuerzo. Que usted/l/ella corte That you/he/she cut El mdico permite que ella corte el cordn umbilical del beb. Que nosotros cortemos That we cut Mam quiere que nosotros cortemos el csped del jardn. Que vosotros cortis That you cut La estilista recomienda que vosotros cortis pelo en el saln de belleza. Que ustedes/ellos/ellas corten That you/they cut La florista quiere que ellos corten las flores para hacer un arreglo. Cortar Imperfect  Subjunctive There are two options for conjugating the imperfect subjunctive (which is also called the past subjunctive). Both options are correct. Option 1 Que yo cortara That I cut La maestra peda que yo cortara un pedazo de papel con tijeras. Que t cortaras That you cut La nia quera que t cortaras un trozo de queso para el almuerzo. Que usted/l/ella cortara That you/he/she cut El mdico permita que ella cortara el cordn umbilical del beb. Que nosotros cortramos That we cut Mam quera que nosotros cortramos el csped del jardn. Que vosotros cortarais That you cut La estilista recomendaba que vosotros cortarais pelo en el saln de belleza. Que ustedes/ellos/ellas cortaran That you/they cut La florista quera que ellos cortaran las flores para hacer un arreglo. Option 2 Que yo cortase That I cut La maestra peda que yo cortase un pedazo de papel con tijeras. Que t cortases That you cut La nia quera que t cortases un trozo de queso para el almuerzo. Que usted/l/ella cortase That you/he/she cut El mdico permita que ella cortase el cordn umbilical del beb. Que nosotros cortsemos That we cut Mam quera que nosotros cortsemos el csped del jardn. Que vosotros cortaseis That you cut La estilista recomendaba que vosotros cortaseis pelo en el saln de belleza. Que ustedes/ellos/ellas cortasen That you/they cut La florista quera que ellos cortasen las flores para hacer un arreglo. Cortar Imperative   The imperative mood is used to give direct orders or commands. The tables below show the positive and negative commands. Positive Commands T corta Cut! Corta un trozo de queso para el almuerzo! Usted corte Cut! Corte el cordn umbilical del beb! Nosotros cortemos Lets cut! Cortemos el csped del jardn! Vosotros cortad Cut! Cortad pelo en el saln de belleza! Ustedes corten Cut! Corten las flores para hacer un arreglo! Negative Commands T no cortes Dont cut! No cortes un trozo de queso para el almuerzo! Usted no corte Dont cut! No corte el cordn umbilical del beb! Nosotros no cortemos Lets not cut! No cortemos el csped del jardn! Vosotros no cortis Dont cut! No cortis pelo en el saln de belleza! Ustedes no corten Dont cut! No corten las flores para hacer un arreglo!