Should There Be Compulsary College Classes Essays -

Should There be Compulsary College Classes Should There be Compulsary College Classes Open your eyes, clean out your ears, sit down and listen, straighten your back, keep your head forward and be ready to have an open mind? Having an open mind is a good quality to have while experiencing different situations that you may encounter. People have many different opinions and ideas which they are expressing in today's society. College is another step along the journey of life that a select few will experience. College should be first priority on everybody's agenda in order to be successful in this struggling world. People need education outside of their own studies to broaden their horizons. People are sometimes stuck in their own "little world" and do not realize the important factors of life. Hopefully, college students will realize the importance of the classes which they are taking in college courses, and that the classes have meaning. Students may not understand the meaning of these required classes at the time which they are required, but someday they may understand. College students may think basic required classes is just busy work, wasted time, and a waste of their money. There is another intention to why these classes are required. Imagine that you are the Vice President of a well known company while sitting there in a meeting with the President of the same company and all of your coworkers. Somebody says to you Mr. VP, what do you think about the Checks and Balances of our American Government? What is Mr. VP to reply. Sorry I didn't take government to understand what you are talking about. Personally I would rather be able to join in on the discussion with my fellow coworkers. Government among other required classes are important. History, science, English, economics all have some reason why they are important. First of all history I believe is important because our American society can learn from the people before our generation. I also think that history is interesting to learn and I can understand why some people are the way they are because of the way society has brought them to be. Such as some of the African-Americans are still mad at the Caucasians because of our ancestors. If we were not taught history we would not understand why some of the African-Americans were hostile toward the Caucasians. Among other events that have taken place throughout history it is important that college students have the opportunity to be able to learn about such events. Science is important to our society because it helps students and society appreciate the world around us. If science was not offered to us how would we know about the universe and solar system, the technology society has today would not be as good. English is probably the subject that is most helpful in our "actual" required courses that college students have to take. People will always use English from writing resumes to writing referrals for past employees. There will always be a reason for taking an English class it can help you carry on better conversations with customers or just in everyday conversation. If someday you might be a car salesman using the correct usage of language will help you make a sale. Economics is also a required class that college students will have to take. Economics is important to help a person understand how the American government budgets their money and how they make money. Economics also teaches a student to figure out taxes, which is probably one of the most frequently used formula that a person might use around April 15 of every year. All required classes have some importance in them. Whether I have mention what importance that each subject has it will be relevant in some form or fashion. Though required classes may be a bit expensive than what a student may pay just for their major courses, it will be worth having the knowledge in the future. By the time a college student is finished with everything they might need for their degree plan they will be smarter, well rounded, and will have a better understanding and knowledge of life. Students will acknowledge other things around them and hopefully appreciate what they have learned and help others to enjoy not only the studies they like but help them to appreciate other people studies.

Understanding the French Expression Avoir lair

Understanding the French Expression Avoir lair Expression: Avoir lairPronunciation: [ah vwar lehr]Meaning: to look, seemLiteral translation: to have the lookRegister: normalNotes: The French expression avoir lair describes someones or somethings appearance, how that person/thing looks or looked at a particular moment. It can be used with an adjective, noun, or verb. Avoir lair + adjective To look _____.(Note that the adjective can change to agree with the subject, or can remain masculine singular to agree with air.)  Ã‚  Ã‚  Le gà ¢teau lair dà ©licieux.  Ã‚  Ã‚  The cake looks delicious.  Ã‚  Ã‚  Elles avaient lair trà ¨s content / contentes.  Ã‚  Ã‚  They looked very happy.   Avoir lair de + noun To look like a(n) _____.  Ã‚  Ã‚  Tu as lair dun artiste.  Ã‚  Ã‚  You look like an artist.  Ã‚  Ã‚  Charlotte avait lair dune princesse.  Ã‚  Ã‚  Charlotte looked like a princess.   Avoir lair de + infinitive To look like one is / was _____-ing.  Ã‚  Ã‚  Daniel a lair daller une fà ªte.  Ã‚  Ã‚  Daniel looks like hes going to a party.  Ã‚  Ã‚  Vous aviez lair dà ªtre en retard.  Ã‚  Ã‚  You looked like you were running late. Synonyms paraà ®tre - to look, appearressembler - to resemblesembler - to seem More Expressions with avoirExpressions with deMost common French phrases

McDonald's Seniors Restaurant Assignment Example | Topics and Well Written Essays - 750 words

McDonald's Seniors Restaurant - Assignment Example These elderly people do not have much to do, and can therefore comfortably spend half their day at her restaurant. According to the case, Quinn’s decision to accommodate her senior customers’ needs by allowing them to spend unlimited time at the restaurant does not improve the image of her McDonald’s franchise. Instead, it tarnishes it, and makes her restaurant appear like a rendezvous point for the old people in her town. The seniors spend a lot more time interacting within the facility than they do making actual purchases. They remain there for hours and fill up the chairs that would have otherwise been occupied by a consecutive number of people. If this trend continues, then Quinn’s profits may plummet. This is because the opportunity cost incurred per chair during these periods is too high to be overlooked. In addition, younger customers may also not want to be associated with a restaurant that has a predominantly elderly crowd. On the other hand, Quin n has successfully established a niche market for herself within the elderly population in her town. She is assured that she can rely on this crowd to bring in the bulk of her income. These seniors value the relationship that they have created with Quinn and her employees above the expenses that they incur whenever they eat at her restaurant (Blythe, 2005). It is almost certain that there will always be old people for Quinn to attend to. They are not as energetic and ambitious as the youth, and would therefore opt to remain where they currently reside. It is therefore necessary that she works towards retaining this loyal clientele. In this regard, Quinn should definitely encourage the senior citizens to keep coming to her restaurant. The party room area, which is able to hold as many as 150 people, should be converted into a recreational space for the seniors. These older people can play the bingo games there, and this would prevent congestion in the main dining area during the morn ing hours. It would also allow her employees to establish a similarly good rapport with the younger patrons who frequent the restaurant. Young customers are generally impatient, and thus if they feel neglected, then they would opt to have their meals elsewhere. Additional room in the dining area would also attract more people to the restaurant. However, there should never be, as Blythe (2005) puts it, â€Å"an over-emphasis of acquiring new customers, at the expense of ensuring that the firm keeps its old ones.† The seniors, who have been Quinn’s loyal customers all through, must continue to enjoy excellent services. Quinn McMahon should introduce the bingo idea during the slow morning hours of 9am to 11am. Since bingo games are popular with some senior citizens, she should ensure that the party room is available for the games. The bingo idea is very viable because it will earn her extra revenue above the normal food and drink purchases. The customers will be charged $ 2 each for the two-hour period and run the game with two of her employees who are underutilized. Quinn should also ensure that coupons are readily available as the prizes to make the games legal, and enable senior citizens to make purchases with them at her retail store. The coupons should also amount to a huge amount of the bingo receipts sold in small amount prices to

Examining Economic Differences Between Nations As Caused by the Essay

Examining Economic Differences Between Nations As Caused by the Presence of Education and Higher Learning - Essay Example Although there is an enormous difference in economic/educational knowledge between an American who has a degree in finance or education, and an American who had to struggle to complete a high school diploma, nevertheless the two would most likely still be able to agree upon a fairly straightforward idea: formal education indubitably enhances one's ability to become a valuable employee, and therefore a contributor to our comparatively wealthy nation. Money is on our minds, and education is almost universally accepted within this country as the means by which to build our fortunes. Within the next few pages, the aim of this paper is to illustrate with facts and figures more of the mechanics of the answer to the question above. The focus will be upon politics and the history of one particular developing nation, Liberia. First of all, let's look at the evidence that Americans see education as the key to opportunity. On a typical day, it is almost guaranteed that msn.com will tout at least three new articles from one, if not all of the following topics: "finding the best college" "the best college for your money," "how to save for your child's education," "finding the most lucrative major," "where to find baby's first SAT guide to ensure that he is able to get a 1600 before other kids can walk." The article dujour for April 12 is somewhat subdued, and we see only a few articles on money and/or education: "Tax-day Aftermath in 19 Cities," "Saving Family Fortunes," and last but not least, "Preparing for a High-Paying Job." We are focused on finding both the best education for ourselves AND for our children. Can any of us really deny the powerful, but mixed feelings (awe, admiration, maybe a little bit of envy or self-consciousness) we would have upon meeting someone who non-chalantly declares that he o r she recently completed a master's degree for some convoluted area of study (we're not even sure what a person with such a degree will do with it) from a very sexy, name-brand college "Certainly," we think to ourselves, "this person has it made when it comes to finding a job." The Black Collegian states, "we launched this magazine with the conviction that earning a higher education was among the most important, transformative and uplifting opportunitites in a young person's life-and the most challenging. This remains as true today as in 1970." (The Black Collegian, 4) Although, as with everything, there are exceptions to the following statement, it cannot be denied that the majority of Americans will agree that it is wise to pursue a quality education, if one desires to attain a certain level of comfort, and the career necessary for achieving that lifestyle. It can be said that although atypical of every single citizen of the United States, there are also those who see education as more than a means to a financial end, who hold academia dear to their hearts not only for the monetary rewards that it holds, but also for the sake of learning itself, and who will argue strongly against anything they see as threatening to their education: "Intellectual freedom-the freedom to ask questions, to uncover facts, to speak independently without fear-is the foundation of our democracy and remains of critical importance, especially in a time of crisis,"

Criminal Behavior and the Law in the US Assignment

Criminal Behavior and the Law in the US - Assignment Example The role of criminologists, criminalists, and forensic psychologists is very important in dealing with crimes. In the United States of America, different types of crimes occur which are reported by the Uniform Crime Reporting. Some of the major types of crimes reported by UCR include forcible rapes, robbery, aggravated assault, burglary, larceny, and vehicle theft. In this paper, the focus will be on white-collar crimes, blue-collar crimes, index-one crimes, and index-two crimes measured by Uniform Crime Reports of the FBI. 1 - Criminologists, Criminalists, and Forensic Psychologists Criminologists In the broad context, all criminologists, criminalists, and forensic psychologists work for the same purpose, which is, reduction or prevention of crimes. However, there are big differences in the working of these professionals. Studying all three fields related to the field of criminal justice, it can be said that the professionals of all three fields work together to deal with crimes. Cr iminologists deal more with the study of criminal behaviors and analysis of different crime prevention techniques as compared than actually participating in crime prevention. They provide proper solutions and assessments to government agencies, law enforcement agencies, correctional systems, and police officials. They also provide academic services in colleges and universities. According to Rothe and Friedrichs (2006), criminology deals with the identification of the causes of crimes and their prevention measures from sociology perspective.

Injured Athletes Use of Self-Talk

Injured Athletes Use of Self-Talk A sports injury can be serious and cause profound physical and emotional distress. The physical aspects of the injury can even contribute to loss of a sports career. The emotional stress of a sports injury can result in affects such as anxiety and depression which result in obstacles to healing and future performance (Myers, Peyton Jensen, 2004). After injury most athletes will suffer from a change in their mood for a short length of time. This change in mood will manifest as anger, depression, tension, and low energy levels. Normally the athlete returns to their pre-injury mental status once they are on their way to recovery (McDonald Hardy, 1990) Sports injuries can have a devastating impact on athletes and the search for effective psychological rehabilitation methods have been ongoing. One study using the open-ended Sports Injury Survey found that athletes that healed the fastest engaged in more positive self-talk, goal setting and healing imagery than slower healing athletes. It was found that the mental strategy of goal setting was the most productive technique and scientists believe the reason for this is that it is easy to learn and is within the athletes control. The results of the study would suggest that there are numerous psychological factors that play an important role in injury recovery. A number of other studies have demonstrated that speed of recovery was effected by goal setting, attitude, imagery, social support, and coping skills (Ievleva Orlick,1991). One study demonstrated that imagery can be helpful in injury rehabilitation. Imagery is used often in training and competition, but athletes dont use it as of ten for recovery from healing and need to be reminded of its efficacy (Sordoni, Hall Forwell, 2000) It has been found that an athletes inability to return to pre-injury performance levels was due to psychological factors and stressors rather than physical ones (Evans, Harding Fleming, 2000). One of the factors with an impact on performance levels post-injury is the athletes perceived inability to demonstrate the same skills they enjoyed pre-injury. One example of this isa rugby player who returned to the game after suffering a shoulder injury. He favoured the injured shoulder and used the other shoulder more frequently. The result of this behaviour was that he put extra pressure on the one shoulder setting himself up for future injuries (Evans et al., 2000). When an athlete returns to the game before they are truly ready the risk for more injures or re-injury is increased. Even if an athlete has been told by his sports physician that they can return to competition they may not be ready psychologically (Evans et al., 2000). Cupal (1998) claims evidence exists that indicates when an athlete returns to the sport before they are psychologically ready they increase the risk of more injuries There are different approaches to explaining how an athlete responds to injury. One of these approaches is designated the cognitive appraisal approach. This approach focuses on the athletes perception of the injury and it offers an explanation for individual differences in responses to injury and their perception of the injury (Brewer, 1994). Brewer (1994) believes that one of the positive aspects regarding the cognitive appraisal approach is that it offers explanations for the diverse responses to injuries unlike other methods that dont provide such insight. There are a number of influencing factors with cognitive appraisal. The individual personality characteristics of the athlete that remain constant over time are a factor. Another factor is the athletes changeable situation which they have no control of. One example of this is time of season of the injury (Gayman Crossman, 2003). A study of the psychology of season ending injuries amongst skiers from the USA Ski Team was conducted (Gould, Udry, Bridges Beck, 1997a; Gould, Udry, Bridges Beck, 1997b). This study included lengthy interviews and revealed different factors of the injury experience. Researchers discovered that some athletes received what they perceived were benefits from the injury. If they had a problem with the stress of the competition they may see this injury as a blessing in disguise and a way out. Performance anxiety can be another reason why an athlete sees the injury as beneficial. Also, rehabilitation can be physically painful and emotionally trying (Gould et al., 1997a). Other factors researchers uncovered were the sources of stress, social support systems, and coping strategies. In some instances a severe injury can interfere with social activities especially if they are sports-oriented (Bianco, Malo, Orlick,1999). Bianco et al. (1999) interviewed skiers from the Canadian Alpine Ski Te am. What they learned was that there was an early phase when the athlete is injured or ill and then they move into a phase of rehabilitation where they begin to recover, and the last phase is when they are fully recovered and back to pre-injury activity. Every one of these phases included a set of events that influenced the emotional and cognitive responses (Granito, 2001, pg. 63). Researchers looked to cognitive appraisal to explain why some athletes suffer from greater psychological distress following an injury than others (Brewer, 1994). What they found was that the manner in which an athlete perceives the injury experience plays an important role in how well they recover and are able to return to pre-injury performance levels (Brewer, 2001, as cited in Gayman Crossman, 2003). The time of the year when an athlete is injured may determine how well and fast they recover and return to competition. For example, one athlete may be distraught and stressed over being injured post-season because after all his hard work and team effort he will not be able to participate in the play-offs. Another athlete may regard the injury as beneficial because they can get out of a horrendous season where the team didnt do very well. The athlete who perceives the injury in a more positive light will have an easier time of recovery than the athlete who experiences more negative emotions surrounding the injury (Gayman Crossman, 2003) Pre-season is important because after a break from sports the athletes are ready to get back in the game again and are looking forward to try-outs. An injury sustained pre-season can be regarded in different ways. The more severe the injury is the greater the athletes frustration and disappointment (Gayman Crossman, 2003). An injury that isnt serious enough to keep the athlete out for the entire season may not be as devastating for some because they become motivated to heal and spend the rest of the season in the game. Different factors enter the picture for mid-season injuries. An athlete who is out due to injuries during mid-season can be more stressed because by this time the team members are bonding. The athlete will also have lost some of their physical abilities that are important to the game. The team has been traveling and playing many games together by mid-season and the injured athlete will feel that they are missing out on the camaraderie and fun (Gayman Crossman, 2003). When an athlete is injured end of season the success of the entire team may be hindered and this is a source of great stress and disappointment for the athlete. If its the athletes last year of college, for example, the injury could end his career in sports. If the injury is severe enough regardless the season; it is devastating for the athlete and requires different and more intense coping techniques (Gayman Crossman, 2003). Finally, the playoffs are important because the team has bonded and worked hard together for an entire season to get that far. Injuries sustained during this time could hamper efforts for the championship title not to mention the personal satisfaction of success (Gayman Crossman 2003) How an athlete reacts to their injury may be based on how they personally view the situation. For instance, injury in pre-season may be regarded more negatively by one athlete than another. It all depends on how they perceive the situation (Gayman Crossman, 2003). There are different factors in the injury recovery process. One of those factors is gender differences. One study found there were differences in the perceptions of male and female injured athletes. It was found that male athletes had reported a more positive relationship with their coaches than the females. Males also were more apt to have a special person in their lives that they received emotional support from. It was discovered that female athletes were more apt to worry about how their injuries would affect their future health than the males (Granito, 2002). Regardless of male or female, it would appear that a good social support network and positive relationships with coaches are important when an athlete sustains an injury. There are, however, more factors involved in the success of an athletes rehabilitation and recovery than that of emotional support from others. Other interventions and coping mechanisms involve goal setting, imagery, and self-talk (Ievleva Orlick, 1991) There are numerous psychological intervention strategies for rehabilitation from sports related injuries. Oftentimes the athletes erroneous thoughts about intervention strategies keep them away from getting the help they need to recover more quickly and fully. The interventions could help them return to competition not only physically ready but psychologically ready as well. Due to a lack of knowledge and understanding leading to faulty beliefs about intervention strategies the athlete doesnt always get the help they need. The efficacy of any post-injury therapy or treatment depends on the ability of the athlete to accept and receive different techniques and strategies (Myers et al., 2004). One of the strategies in treatment for sports injuries that isnt fully understood is that of positive self-talk. Self-talk in injury recovery is even less understood than other techniques and strategies even though athletes do use it for performance improvements. Athletes have used both self-talk that is instructional in nature and self-talk that consists of positive affirmations (Van Raalte, Cornelius, Brewer, Hatton, 2000). Self-talk has been recognized as an effective tool for improvements in performance but unfortunately, has not been given as much thought as a strategy for recovery from injury. One reason that has been given to explain why there is a lack of knowledge regarding self-talk and its importance to recovery from injury has to do with understanding the fundamentals behind performance improvement in sports (Hardy, 2005) There is a relationship between performance improvements and self-talk. It has been suggested that its the aspect of self-talk that involves functionality that sheds light on its relationship with performance. This includes the cognitive and motivational aspects of self-talk (Hardy, Gammage, Hall, 2001a). Theodorakis, Weinberg, Natsis, Douma Kazakas (2000) investigated the efficacy of self-talk with athletes using positive self-talk in proportion to the specific demands of their physical activity. Instructional self-talk was used for the technical demands and motivational self-talk was used for less technical demands such as the athletes strength and stamina. The researchers expected that instructional self-talk would be more effective when the demands of the activity involved skills and accuracy and the motivational self-talk would be more effective when the demands involved strength and stamina. The results demonstrated that instructional self-talk for technical demands met the r esearchers expectations, however when the demands were for motivational self-talk the results werent as expected (Hardy,2005). The researchers discovered that both types of self-talk generated an increase in performance in the activity of leg extensions but not in the activity of sit-ups which requires stamina. Theodorakis et al. (2000) believe one reason for this outcome is that there wasnt an equal distribution of males and females for the study thus affecting the results. Theodorakis et al. rightly calls for more research in order to determine why positive self-talk (or negative) impacts athletic performance (Hardy, 2005). One factor that may impact the effectiveness of self-talk on an athletes performance is how they interpret their self-talk as far as it relates to motivation. The athlete may regard their self-talk in either a negative or positive light (Hardy, Hall, Alexander, 2001b). If an athlete regards their self-talk asde-motivating it certainly not help them recover faster and can even keep them from getting back to pre-injury performance levels. Theodorakis et al.(2000) explains that the lack of differences across groups in his study is that there are motivational aspects to the instructional self-talk and some of the self-talk used by the athletes may have been either motivating or de-motivating. Self-talk is supposed to be positive for the athlete. The attitude of the injured athlete is important to their recovery. If the athlete is optimistic their chances of recovery are greater and they have better coping mechanisms. Suggestions to encourage the athlete are for them to use only positive words, language and tone, during the rehabilitation-in and out of the clinic (Mind, Body, pg.1). Examples of positive self-talk are: I will get through this I will recover fully I will get back to playing my sport, better than I was before I will get 115 degrees of flexion today (Mind, Body, 2005, pg. 1). These self-talk strategies will create a more positive and healthy mind set in the injured athlete (Mind, Body,2005). In a study with tennis players it was found that instructional self-talk had a positive outcome on performance but not on self-efficacy (Landin Hebert, 1999). It is suggested then that practitioners determine if the athlete finds self-talk is to be de-motivating or motivating. An athlete can learn to perceive themselves in a healthier and more self-affirming manner by engaging in positive self-talk (Hardy, 2005). The speed with which an athlete recovers from injury can be increased by using certain mental strategies. It is up to the athlete and their physician to determine, in light of the patients situation and personal preferences, what would be the best strategy to ensure a rapid and full recovery from injury. The athlete and their sports doctor can be creative in coming up with what techniques seem to fit. Special attention should be given to the psychological state of the athlete and the seriousness of the injury. A comprehensive approach to injury management has been proven to be successful through research suggesting that by using more goal setting, positive self-talk, and imagery, athletes recover more quickly from injuries (Mind, Body, 2005, pg. 1) Self-talk is useful for injury recovery and quite often for the management of physical pain and distressing emotional states. Self-talk is described as, .the endless stream of thoughts that run through your head every day (Chronic Pain, 2005, pg. 1). This self-talk or automatic thinking can be positive or negative and based on logic and reason (Chronic Pain, 2005, pg. 1). There are times when self-talk can be negative and based on faulty perceptions due to inadequate information. In order for self-talk to be effective for recovery from injury the faulty thinking must be recognized and changed. In order to recognize the faulty thinking its important to recognize the different categories of non-productive thinking. One method of thinking that is not positive self-talk is generalizing. An example of this is when the individual regards one event as a trigger for a never ending series of negative events. As the pain continues the individual thinks they will not be able to carry on as befo re and they begin to devalue themselves. Another example of negative thinking is when the individual thinks in terms of catastrophes. With this type of thinking the individual imagines the worst case scenario. For example, they imagine that the pain from the injury will become a problem and they will become embarrassed if out in public or with friends (Chronic Pain, 2005). Another example of catastrophic thinking is when the athlete thinks things will never change and they will never get any better (Lake, 2005). Polarizing is another thinking style that leads to negative self-talk. This is when the individual sees everything as black and white, good or bad, positive or negative. They cannot concede that there is oftentimes a place in the middle. One of the more serious consequences of this thinking is that the individual feels they have to be perfect or else they are a failure; there is no acceptance of the fact that they are human like everyone else and can make mistakes while not seeing themselves as losers. Filtering is when the individual looks at the negative thoughts in a situation through a magnifying glass and minimizes the positive thoughts. One example given of this is when the individual did a great job at work that day but when they get home they realize they forgot to do one thing. The entire evening is ruined because the individual sits there and ruminates on that one task they failed to do. All the accolades they received that day from boss and co-workers is forgotten and only the negative is focused upon. Another negative thinking pattern that leads to unhealthy self-talk is that of personalizing. When something unpleasant, unfortunate, or bad happens the individual thinks that they are blame, even if its something out of their control and has nothing to do with them. Emotionalizing is thinking where the heart rules the head. Objectivity is pushed aside for irrational thinking. One example of this is if an individual feels they are dull or stup id and therefore they believe that is what they are (Chronic Pain, 2005). This type of thinking is dangerous for the athlete especially one who is recovering from an injury. The athlete must recognize the negative thinking and begin the exercise of positive self-talk. An interesting rule of thumb regarding the process of positive self-talk is as follows: Dont say anything to yourself that you wouldnt say to someone else Be gentle and encouraging. If a negative thought enters your mind, evaluate it rationally and respond with affirmations of what is good about yourself. Eventually your self-talk will automatically contain less self-criticism and more self-acceptance. Your spontaneous thoughts will become more positive and rational. (Chronic Pain, 2005, pg. 1) What people say to themselves all too often sets the stage for how they look at life and what they do about it. One example of this is when the individual comes home after a day of working and says, I dont want to exercise today. Its cloudy outside, theres no one to walk with, and besides, Ive already exercised twice this week (Managing Your Pain, 2005, pg.1). A more positive way to respond to this situation is to say, I dont feel like exercising today, but I know Ill feel better afterward and have an easier time falling asleep (Managing Your Pain, 2005, pg.1). These examples are very important in retraining the mind to engage in positive self-talk. The self-talk one engages in can literally change the way an individual experiences physical pain. Negative messages can lead to increased pain, while positive messages can help distract you from pain (Managing Your Pain, 2005, pg. 1) There are several steps to take in order to change negative self-talk that leads to increased pain into positive self-talk which speeds up the healing process and leads to decreased pain. The first of these steps is for the individual to make a list of all negative self-talk engaged in. The second step is to change each negative statement on the list into a positive statement. One example would be the following, Im tired and dont feel like attending my support group tonight, but if I dont go I might miss out on some good tips like the ones I learned last month. I can always leave the meeting a little early (Managing Your Pain, 2005, pg. 1). The third step is to practice the positive self-talk. Even though it doesnt come naturally and may take some time to become comfortable with keep at it until it becomes second nature (Managing Your Pain, 2005, pg. 1).

evilmac Macbeth and Lady Macbeth Were Not Evil Essay example -- Macbe

Macbeth and Lady Macbeth Were Not Evil      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Shakespeare's Macbeth contains many evil deeds, the majority of which are perpetrated by none other than the title character and his wife (Macbeth and Lady Macbeth). However, evil deeds don't necessarily mean an evil soul; Macbeth and Lady Macbeth were not inherently evil.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Before Macbeth and his wife even committed their first evil act, they had doubts. "... Yet I do fear thy nature./It is too full o' the milk of human kindness/To catch the nearest wave..." (Disciples 13:15-0) Lady Macbeth says in her monologue after reading Macbeth's letter. While she is already planning for the death of the king, she knows that it will take an effort to convince Macbeth to go along with her vacation. She also doubts herself: "Stock up the access and passage to remorse, ...That my keen knife see not the wound it makes," (I.V.23:2). While she calls upon the powers of evil to aid her in her quest for love, she knows her 'weaknesses' (kindness, poor impulse control, etc.). She understands that she must change in order to be able to even assist Macbeth in committing the murder, hence she is not inherently evil.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Macbeth doubts himself as he doubts his fatherhood. In one of his 'talking-to-himself' monologues (I.VII.8:28) he shows that he is not ready to be a father. He says that he has no reason to bear a child other than his own ambition ("... I have no spur/To prick the sides of my intent, but only/vaulting ambition... " (I.VII.25-27)) He also mentions that he would be so evil to commit the deed; he would first be violating his duty to protect his King, as wel... ...the nightmares she experiences due to the murder of Duncan. Sh has episodes of sleepwalking where she attempts to scrub the blood off her hands and cleanse herself of the evil deed. And she hadn't even killed Duncan. Again this shows that she was NOT inherently evil.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Macbeth and Lady Macbeth are obviously amateurs at being evil. They doubted themselves and each other all through their evil acts, showing remorse and regret often. In fact, most of the evil that they committed can be almost directly linked to the Witches, who WERE inherently evil. They were the cause of their evil, not their souls. Therefore, Macbeth and his wife were clearly not the embodiment of pure evil. Work Cited Shakespeare, William. Tragedy of Macbeth . Ed. Barbara Mowat and Paul Warstine. New York: Washington Press, 1992.