Attention Deficit Disorder †Psychology Research Paper

Attention Deficit Disorder – Psychology Research Paper Free Online Research Papers Running head: Attention Deficit Disorder Psychology Research Paper Are you having a problem staying focused? Can’t control impulsivity? Do you have a â€Å"things to do† pile on top of your other â€Å"to do† pile? Do you have trouble just sitting still? Welcome to the world of ADD, attention deficit disorder. ADD is characterized by limited sustained attention, minimized impulse control, excessive task-irrelevant activity, time-management problems, and limited self-talk and behavioral control. The disorder originates in childhood and manifests itself across the life span (Smith, Polloway, Patton Dowdy, 2004). There are three classifications of ADD, each differentiated by the unique characteristics that accompany the inattentiveness (Salend Rohena, 2003). The first type is ADD with hyperactivity (ADHD), which is accompanied by constant motion or inability to sit still. The second type is ADD with inattentiveness (ADD/IA), which is accompanied by distractibility. The last type, ADD with a combination of hyperactivity and distractibility (ADHD-C), is the most common type of ADD (Salend Rohena, 2003). As the disorder is most commonly referred to in both prevalence and diagnosis as ADHD, I shall herein make reference to the disorder as ADHD. The rate of ADHD identification is skyrocketing. According to a Mayo Clinic study, children between the ages of 5 and 19 have at least a 7.5% chance of being identified as having ADHD, with boys being three to nine times more likely to be diagnosed than girls. This will amount to nearly 5 million kids with ADHD (Kluger, Cray, Klarreich Whitaker, 2003). It is estimated that about 5% of adults, roughly 8 to 9 million, have ADHD but have yet to be diagnosed (Tsao, 2004). ADHD carries no bias, as it tends to occur at the same rate across the ethnic spectrum and socioeconomic stratum. Although there is no known cause, many theories exist to explain the cause of ADHD. Research on the disorder is diverse, as it should be, so that we might gain a better understanding of the disorder. Some researchers are looking at genetics for similarities in ADHD sufferers; others are researching the high rate of other mental illnesses that often accompany the disorder, such as depression and anxiety (Tsao, 2004). Data suggests that genetics play a significant role in ADHD, as evidenced by a higher prevalence rate in some families (Smith, et al.). One study found that if just one biological parent has ADHD, there is a 57% chance that their child will have some form of the condition (Smith, et al.). However, ADHD is increasingly being viewed as a neurological disorder. The reigning theory is that attention deficits are related to faulty biochemical communication in the brain (M.S.-M, 2004). In ADHD patients, the chemical balance goes askew. Dopamine and norepinephrine, which aid in attention control and short-term memory, are â€Å"sucked up by vacuum-like molecules, and thus cannot play their usual role in communicating thoughts.† (M.S.-M, 2004) There are two different classes of drugs prescribed for ADHD sufferers, stimulants that focus on dopamine transmitters and non-stimulants that work on the norepinephrine system. Some stimulant medications like methylphenidate (Ritalin, Concerta, and Metadate) may slow down that vacuum cleaner and increase the amount of available dopamine. Others, like the amphetamines (Dexedrine, Adderall), simply increase the amount of available dopamine so that even overactive vacuum cells cant suck it all up (M.S.-M, 2004). By allowing the brain and nervous system to communicate effectively attention span improves, as does concentration and motor control (â€Å"Attention deficit,† 1994). The newer non-stimulant drugs, such as Strattera, act on norepinephrine just as Ritalin acts on dopamine (M.S.-M, 2004). So who is taking the drugs? Though the long-term treatment effects have not been well studied, it is predominantly our children who are treated with these drugs, while only an estimated 5% of adults are currently on a drug therapy (Tsao, 2004). Not having knowledge of the effects of long-term treatment only adds to the growing concern of just how incompletely formed a child’s brain is. We now know from imaging studies that frontal lobes†¦dont fully mature until age 30. (Kluger, et al.) Similarly, magnetic resonance images have already shown that the brain volumes of children with ADHD are 3% smaller than that of their non-ADHD peers (Kluger, et al.). Though not all children diagnosed with ADHD are put on a treatment regiment, â€Å"it is estimated that about 85 to 90 percent of students with ADHD are taking stimulant medication†¦Ã¢â‚¬  (Santrock, 2004, p. 309) If the students are not countering the prescription medication side-effects, which vary from sleep difficulties to weight loss, they are trying to counter the affects of ADHD in the classroom. So how does ADHD affect learning? â€Å"Studies demonstrate that the ability to concentrate and focus is a better predictor of academic success than other measures of academic ability.† (â€Å"Attention deficit,† 1994, p.7) Educational performance is hindered by the ADHD students’ inability to utilize learning strategies because they can’t stay focused. As they often have trouble singling out important information, they easily lose the main idea amidst a barrage of trivial information (Salend Rohena, 2003). As the ADHD student often cannot concentrate attention because they cannot remain still for long, this differentiates them from other learning disabilities that have attention deficits for other unknown reasons. Thus, an estimated 10 to 33 percent of all children with ADHD also have some type of learning disability (â€Å"Attention deficit,† 1994). Quite often the ADHD students’ inability to control their own behavior in the classroom may alarm others. The sometimes aggressive, anti-social behaviors leave them feeling rejected by their peers, causing them to feel isolated. As a result, their self-esteem suffers (Slavin, 1994). When esteem suffers, education suffers as well. Students with ADHD have a failure rate 2 to 3 times higher than that of their peers. About one-half of those diagnosed will repeat a grade level and one-third will end up dropping out of school (Santrock, 2004). Some studies suggest that children with untreated ADHD have been linked to higher rates of substance abuse and trouble with the law, as well. (Kluger, et al.) Distinguishing the ADHD from learning disabilities and behavioral disorders is a continuing challenge, especially since students with learning disabilities often have attention, emotional and behavioral disorders as well (Slavin, 1994). ADD is considered a psychiatric diagnosis as opposed to a disability category, and thus is not classified as a learning disability in and of itself. Often the ADHD student is eligible for special services through the Individuals with Disabilities Educational Act (IDEA) if they have an accompanying learning disability. If a student with ADHD is not eligible for services under Part B of the IDEA, he/she may meet the requirements of Section 504 of the Rehabilitation Act of 1973. Under Section 504, if it is determined that ADHD substantially limits major life activities including learning, then the student would qualify for 504 benefits (â€Å"Attention deficit,† 1994). Both IDEA and Section 504 require the schools to make modifications to meet these students’ educational needs. Since no two children with ADHD are exactly alike, a wide variety of interventions and service options must be utilized within the school and classroom to meet their needs (Smith, et al.) This diversity challenges the teachers to be more knowledgeable about the unique characteristics of each student. Students need organizational tactics, self-management techniques and learning strategies, as well as social skills training (Smith, et al.). General teachers should work with special education teachers to establish methods for adapting their classroom, curriculum, and instructional techniques to meet these needs. Effective teachers should provide a positive classroom environment. To help a student succeed, the teacher will need to utilize a range of interventions to promote positive behavior and socialization (Salend Rohena, 2003). Many teachers and parents use a form of positive reinforcement in which the child is rewarded for good behavior. Other helpful strategies may range from proper group management strategies to modifying the physical room arrangements which helps to keep the students focuses and on-task. The curriculum should be stimulating to include experience based learning as well as problem solving activities (Smith, et al.). By linking experiences to lesson topics, the teacher provides the student with much needed memory tools. Likewise the experience based curriculum teaches the students how to apply or incorporate the information into life situations and functions. Teaching individual behavior management techniques also helps to develop a higher self-esteem, and thus improves the student’s learning environment. Instructional adaptations are a must as well. The general teachers need to modify their own behavior and strategies to include novel and stimulating activities while maintaining structure and consistency. They must adapt their assessment techniques to include cooperative learning situations and allow physical movement as frequently as possible (Smith, et al.). Ultimately, as teachers learn the strengths and needs of their students with ADHD and develop workable intervention strategies, they create a positive learning environment. It is the understanding that follows recognition of ADHD and all its related aspects that will lend itself to the collaborative effort of all involved working together for the good of the student. â€Å"As a team, they can guide the child in developing techniques that can turn repeated failure into continuous progress.† (â€Å"Attention deficit,† 1994, p. 2) After all, isn’t that why we are here? References Attention deficit disorder: adding up the facts. (1994). U.S. Department of Education. Retrieved August 1, 2004, from ldonline.org/ld_indepth/add_adhd/add_doe_facts.html Kluger, J., Cray, D., Park, A., Klarreich, K. Whitaker, L. (2003). Medicating young minds. Time, 162, p. 48. Retrieved August 1, 2004, from EBSCOhost Electronic Journals Service. M.S.-M., M. (2004, April 26). Tuneups for misfiring neurons. U.S. News World Report, 136, p. 55. Retrieved August 1, 2004, from EBSCOhost Electronic Journals Service. Salend, S. Rohena, E. (2003). Students with attention deficit disorders: an overview. Intervention in School Clinic, 38, 259-266. Retrieved August 1, 2004, from EBSCOhost Electronic Journals Service. Santrock, J. (2004). Life-span development (9th ed.). New York: McGraw Hill. Slavin, R. (1994). Educational psychology theory and practice (4th ed.). Boston: Allyn and Bacon. Smith, T., Polloway, E., Patton, J. Dowdy, C. (2004). Teaching students with special needs in inclusive settings (4th ed.). Boston: Pearson Education, Inc. Tsao, A. (2004, April 29). Bigger than depression. Business Week Online. Retrieved August 1, 2004, from EBSCOhost Electronic Journals Service. Research Papers on Attention Deficit Disorder - Psychology Research PaperThe Relationship Between Delinquency and Drug UseEffects of Television Violence on ChildrenInfluences of Socio-Economic Status of Married MalesThree Concepts of PsychodynamicResearch Process Part OneBionic Assembly System: A New Concept of SelfDefinition of Export QuotasRelationship between Media Coverage and Social andThe Effects of Illegal ImmigrationMarketing of Lifeboy Soap A Unilever Product

Change Management Essay Example | Topics and Well Written Essays - 1500 words

Change Management - Essay Example Secondly, the tem will start to design and develop applications for a new smart phone, a challenge that will require new skills and experience that some of the team members do not possess in the first place. These reorganizations will affect the team in a number of ways but most importantly, the team will be limited by the lack of skills and experience of some of its members since the designing and development of applications for the smart phone will require new skills and experience. Additionally, since the administration has requested for a reduced timeline, the team will have to put in substantial extra hours to meet the timelines in the design and development of apps for the smart phone. Change Management Strategies Communication of change will be a crucial aspect of the change process, particularly because it facilitates change receptivity (Frahm and Brown, 2007); the first way to communicate the reorganization plans with the team is through staff forums, where team members rais e and address all the real issues and concerns related with their work. The second way of communicating change is through site visitation, to interact with the team to find out the particular projects they are working on, and to invite them to suggest innovative ways of doing things differently. Buy-in from the team will facilitate the change process since it will align the team to the reorganization changes; the first way of gaining buy-in from the team is through clarity and consistency of the change message i.e. by offering a solid rationale for the change and passing the key message of change to all team members consistently. The second way of gaining buy-in from the team will be through invitation of dialogue, drawing the team members together in a forum for open discussions to urge their engagement and participation in the reorganization changes; participative management reduces resistance to change because it encourages members to feel valued and their opinions count (Pardo-d el-Val, Martinez-Fuentes and Roig-Dobon, 2012). The first way of dealing with resistance from the team will be though fostering openness and two-way communication by asking for suggestions on how change can occur since when team members feel in control of the process, they are more likely to accept change. The second way of dealing with resistance will be through transparency, by providing all the details of the reorganization changes without holding back information from the team. The first way of leading and motivating the team through the change will be by coaching and empowering the members to be part of the change by engaging them in decision-making processes, and to encouraging them to come up with innovative solutions to challenges by giving them responsibility. The second way of leading and motivating the team through the change is through provision of feedback that creates positive reinforcement to team members, and suggesting areas that need enhancement; coaching and feedb ack are powerful tools for maximizing performance efficiency while minimizing weaknesses (Gilley, Gilley and Heather, 2009). Two specific ways that will be used to inform the supervisor of plans and progress will be face-to-face communications and regular progress reports, which will provide details of progress including quick wins already gained in the course of change implementation. Face to face are the most effective and preferred mode of communication, especially because they allow

Negative impacts of tourism Essay Example | Topics and Well Written Essays - 1750 words

Negative impacts of tourism - Essay Example (Smith, 2006) Currently, it is approximated that tourism contributes to 10% of global income with at least 10% of the world workforce earning their daily bread from the sector. Viewed as ‘manna from heaven’ most analysts perceive tourisms as a way of balancing foreign trade and as a source of foreign exchange with minimal discussion on the negative challenges it’s associated with. The discussion in this paper will mainly focus on the negative challenges of tourism with deep analysis on language, religion, customs and tradition, drawing examples from various countries known as tourist destinations across the globe. P.62 One of the strongest signs of negative impacts to tourism is on language spoken by the residents. Most communities staying in areas frequently visited by tourists have lost their original language and have instead adopted languages spoken by most tourists, mainly English. For example, the official language of city of Mumbai is Marathi. Current statistics indicate that only 42% of the populace can fluently speak the language. Apart from Hindi, which is also an official language in Mumbai, English is currently regarded as the most prevalent. As business tourism is on the upsurge, English is widely spoken in various professional workforce and commercial communication. (Desai, 2004 p.41) As business tourist increase in number, Bombay Hindi, a pidgin comprising of English, Hindi and Marathi was developed to ease communication. Changes in language have also been associated with the behavior and attitudes amongst the locals. Tourism also results in imposing of the tourist’s language amongst the locals. Malindi, which is one of the coastal towns in Kenya, known for some of the best beaches in world and often visited by tourists is another example of an area where tourism led to degradation of local language. Originally, residents used to speak Kiswahili before being invaded by

Essay about Sufferings in Life

Essay about Sufferings in Life Throughout the world almost every living person on the planet will witness suffering at least once in a life time. Suffering as we know it is defined as the pain we experience due to an injury, medical malpractice or even disruptions in ones family life and etc. Although we endure suffering, do we constantly suffer? According to the German Philosopher, Arthur Schopenhauer who proposed that life is full of suffering and that this suffering is directly caused by the will of the individual. I wish in this short paper to carry this claim further and try to explain why Schopenhauer thinks that life is full of suffering and how he believes that this suffering can be overcome. I will also attempt to show my perspective of why I dont agree to his arguments. Schopenhauer proposed his pessimistic view on an individuals condition in this world by stating that life is filled with suffering, and that this suffering that we experience is directly caused by our will. We know Life tends to want, and because its wants are regularly unfulfilled, it largely exists unfulfilled and in a state of deprivation. By the wanting or expecting something, an individual is setting himself up to sufferÂÂ  until that objective is met. Then, upon fulfillment of the desire, a new aim is set forth, and thus the cycle of suffering begins again. When Schopenhauer says that all life is suffering he means everything that lives and strives, is filled with suffering, he puts it as It is absurd to look upon the enormous amount of pain that abounds everywhere in the world.(Pg 63) Suffering is ultimately caused by the frustration and conflict that arises from competition between individual wills. For Schopenhauer suffering seems to be such a great cause that the world is subjected to, he feels happiness that we experience at times is not actually happiness in life. In fact, if an individual is to measure the joy they experienced in the world it would have to be measured through Schopenhauers ways, as he states; not by its joys and pleasures, but by the extent to which it has been free from suffering (pg 64) He goes even further to say that Suffering is the purifying process through which alone, in most cases, a person is consecrated. Schopenhauer claimed that more intense the willing, the more intense will be the suffering. So, now, the problem here is how to diminish the capability of ones willing such that we may get a relief from suffering? Schopenhauer answer is actually a very simple one, although according to me not, by any means, easy to accomplish. The answer is; being capable of denying what will wants. This practice is called Aestheticism or self-denial and, according to Schopenhauer, is the one adequate solution to the central life problem. Schopenhauer ideology of life filled with suffering is a total contradiction to want to live without wanting to suffer. Of course that contradiction over here again is his metaphysics of Will. The question, really is do we suffer all the time? I would go on to disagree with this argument. Even if we do suffer, between periods of suffering, there is concise happiness as wants are fulfilled. Schopenhauer claims that this pleasure can never be more than liberation from pain, further suggesting that humans only experience happiness through the memory of suffering and pain. This view is opposite to the modern view of suffering and happiness. We dont necessarily experience happiness from suffering as a memory. If for example I have bad memories of being bullied in school, I would not attain pleasure by remembering those memories and therefore I find this argument unsound. Life to some extent has suffering, this fact is unavoidable. However, by realizing this, and by focusing on the positives, human beings can lead reasonably enjoyable lives. Therefore, an individual should do exactly the opposite of what Schopenhauer suggests, and experience each emotion, good or bad, as fully as possible. If we are to consider the roles played by both the ordinary perception and aesthetic state, it seems that it is actually desirable that things are as they are. That is, we need to recognise that our suffering serves a great good and that is the promotion of our own survival. I find Schopenhauer to be mistaken; we do not always suffer, as there are little things that make life joyous. Furthermore, Schopenhauer compares our lives to animals, he states; The lower animals appear to enjoy a happier destiny than men. (pg64) On the same side with Schopenhauer I believe that animals live better lives than us. The fact that animals dont construct memories from their past and replay it, they obviously live better lives than us. Take for example a gold fish; most experiments claim they have a life span of three seconds, comparing that to a human life it can be said that we would suffer by recollecting old memories that brought us pain and suffering. Unlike us humans animals dont bother about the future or the past. They live in the present. So when it comes to animals I would agree that they live better lives than us and thus the argument is sound. Schopenhauer Aesthetic system according to me is a completely feeble. Even if it were possible to forget and give up all of our will, why would we ever do such a thing? I understand that our will at times is totally pointless and at times a lot of desires arise, and we are only capable of fulfilling some or none of them, but this does not mean we should practice aesthetics. The one problem that I see with the aesthetic system is that, Will, is the ultimate cause of our suffering. And we can be freed from our suffering through practising aesthetic. This idea seems to be contradictory, how can we be free of suffering by losing our individualism and perceiving the will objectively when the will is evil in nature? As Schopenhauer puts is. What is believed is that it is essential for us to see the world subjectively and not objectively, using our own experiences in order to survive. It is therefore fair to claim that our will is acting in our best interest. It also allows us to have desires that are needed in order to survive. For instance, it is essential for us to have a will to eat regularly in order to nourish ourselves; if we failed to do this we would die. And therefore I find this argument unsound. It would be fair for me to say that I totally find Schopenhauers ideology of life being filled with suffering invalid. However, I do find his argument on animals living a better life than human to be somewhat valid. The idea of aestheticism for combating suffering according to me is also not valid. I have tried to show that his conception of the will was mistaken on the grounds that he failed to properly appreciate the great good that our will actualises: our survival. Overall I believe that life is good, it has its ups and downs which Schopenhauer failed to realise. However one should live to the fullest and enjoy every single moment in life before we leave this world for good.

I was only 19- Redgum Essay

I was only 19 – Redgum Depressing, sad, sorrowful emotions fulfill the reader’s mind when they read I was only 19 poem. It is a protest song written by Redgum that means the Australian folk. It is a story which describes a physical and spiritual journey of a 19-year-old boy who is forced to face the horror of Vietnam War. The song lyrics are similar to the ballad. The reader may identify several thematic lines which are depicted in the poem: difficulties of Vietnam War, its negative influence on the individual, the meaning of culture. These subjects are shown via mentioning the national towns in Australia â€Å"Nui Dat† and â€Å"Vung Tau.† Other themes refer to the history of the Australian nation, protests against war, feeling of soldiers and veterans. There are various stylistic devices used in Redgum I was only 19 to emphasize on certain words and emotions. Repetitions, colloquialisms, metaphors, rhetorical questions prevail. The repetitions occur in the main phrase which is a title of the song: â€Å"I was only 19.† It is used to reinforce the fact that very young boys had to go to the war. Although he was only 19, he had to fight for his nation and face the brutality and cruelty of war. The words such as â€Å"VB,† â€Å"drinking tinnies,† â€Å"til the morphine came and killed the bloody row† identify the colloquial language. Using such phrases allows the reader feel a tighter relation of the writer to his Australian nation. In addition, there are several rhetorical questions which are used to add philosophical meaning of the poem: â€Å"And can you tell me doctor, why i still can’t get to sleep?† This stylistic device is used to show that soldiers are in depression because no one can answer their questions. A metaphor is another technique which is implemented in the poem I was only 19 Redgum. It is used to describe the feelings of soldiers more explicitly. The spiritual and moral decay of the individual is one of the key themes of the song. The writer is a 19-year-old boy who dreams about good future, spending time with nearest and dearest. It is that period of life when a person falls in love, starts adult life, develops the career, and experiences all the other positive emotions. However, the author and his peers are deprived of such happiness. They are obliged to go to the war, although none of them want to sacrifice their precious life. Because of these thoughts, the protagonist is devastated. He does not understand the sense of living. Moreover, his soul cannot find peace even at night when everyone sleep: â€Å"And night time’s just a jungle dark and a barking M.16?† The time for relaxation for him and other soldiers is just waiting for another fight. Nobody knows when the battle starts, and enemies begin shooting. Religion is another significant theme raised in the song. The author refers to God several times in the story. However, it is important to single out the meaning of religion in the poem. There is a repetitive line used three times: â€Å"God help me.† At the first phrase, he asks the religious creature to save him because he is only 19. It means that the boy understands that such an age is not normal for wars. There is only God who can help him answer the questions because the boy is disappointed with people. Gruesome wars are not good for any age, but people do not understand this. That is why the boy begs for help in God because he symbolizes hope. There is no specific reference to the religion because the God is used in a general meaning. He denotes belief in victory and peace. During the war the significance of friendship and mateship becomes striking. Sometimes the soldiers do not have the desire to live, but they struggle more and more just because of their mates. The writer also refers to this theme, and says: â€Å"You wouldn’t let your mates down ’til they had you dusted off.† Friendship becomes even more meaningful than the duty of a soldier or event personal desire to live. It happens because soldiers are kept under the same circumstances, and nobody will ever understand that better. They even do not have to discuss this. Just being together means more than sharing a tragic postwar story with someone who has not been there. The song finishes with very philosophical lines: â€Å"And the Anzac legends didn’t mention mud and blood and tears. And the stories that my father told me never seemed quite real.† The boy is dispirited because nobody prepared him for such cruelty. He sees deaths, tortures, blood, fighting, aggression, violence. There is no explanation and logical reason for such awful deeds. However, people continue the war because there must be someone who wins and somebody who loses. The young boy understands that the reality which he faces is much worse than he has ever expected. No stories, legends, songs can ever depict the whole horror of what any war brings to the humanity. The song â€Å"I was only 19† is a real treasure for Australian folk literature, although its content is tragic and sad. This poem is full of expressive means and stylistic devices which show the writer’s rich vocabulary and good feeling of stylistics. The reader needs to research some of the words to understand all the nuances of the poem because some of them are colloquial. However, even after the first reading or hearing the song, its emotional message is clear without any extra explanation. This song proves the deleterious influence of any war on individuals and the society. People should analyze such poems and their vital sense to prevent the same mistakes which are depicted in â€Å"I was only 19.†      

Public Relations Student Society Essay

My name is Jessica T. and I am a high school senior. During high school, I have been very focused on academics, and have also been involved with many extracurricular activities. As I prepare for my freshman year at Central Michigan University, my goals are to be an active member of the Honor’s Program, to be selected for the Leadership Camp and Safari, and to achieve a major in Integrative Public Relations, with a minor in Leadership. Throughout high school, I have been able to maintain an excellent grade point average, while also being active in many different clubs and sports. My current school activities include: Student Council (Historian of the council and Secretary of my class), National Honors Society, Business Professionals of America (Vice President), Cares Charity Club, Varsity Cross Country, and Varsity Soccer. I have also been a member of Pep Club, Foreign Language Club, Yearbook, and Volleyball. Along with school groups and activities, I am an active member of my church youth group at St. Paul’s United Church of Christ. One of my very favorite and most fulfilling events each year is a mission trip, where I’m able help people who may be less fortunate or just need some extra help from their community. A schedule that blends academics with school and community activities keeps me very busy. My ability to have both a school life and social life is something that might distinguish me from other high academic achievers. As I’ve seen with some of my own classmates, many people aren’t able to find a good balance; you either have a â€Å"bookworm† who does not get out much, or students who get out too much and end up failing classes. A crucial skill I had to learn quickly was how to manage my time between school, extracurricular activities, and just relaxing with my friends and family. I love to have fun with my friends, but I also know when it is time to concentrate on school work. The fact that I love public speaking is something that might also set me apart, not only from high academic achievers, but most high school students in general. I do not think you can find many people my age who are comfortable talking in front of people – anytime or anywhere – in either large or small groups. My speaking skills have strengthened my confidence to take on leadership roles when working on an event, and to take charge of a group in order to get things accomplished. Every school year, my friends appoint me as the class coordinator of the school’s Lip Sync Competition, which is actually a dance competition between the four grades. My friends and teachers always compliment me on how I am able to take 32 classmates – all with different opinions and personalities – and persuade them all to agree, without coming across as being mean. I believe my public speaking and leadership qualities will help me to achieve my goals to major in Integrative Public Relations and minor in Leadership. In addition to earning my degree at CMU, I plan to pursue my interest in the university’s volunteer and interdisciplinary programs, and student professional organizations such as the Public Relations Student Society of America. During my visit back in December, I met members of both the Honor’s and Leadership Programs. I was so thrilled that CMU offers programs where I can continue to grow and build on the professional and personal skills I’ve gained in high school. It was also exciting to see that so many students share a lot of my same interests. The Integrative Public Relations degree is what initially sparked my interest in becoming a Chippewa, however the confirmed my decision to attend Central Michigan University. In regards to the Honors Program, I believe I have a lot to offer. The planning and organizational skills I’ve learned by coordinating events through student council and the National Honor Society will help as I work with other members to create and plan fundraising and campus events. My confidence in speaking to large or small audiences will be helpful during classroom discussions or in working with a small team on a class or honor’s program project. Being involved with athletics has taught me a lot about commitment and teamwork, especially how to work well with many different personality types and levels of play. All of these skills will help me in many other areas such as: meeting my new dorm mates, working with fellow students and Honor’s Program members in class or on special events, and ultimately as I earn my degree and begin my new career. Last, but not at all the least, I have a great family. There are four of us – my parents, my little sister, and me. My sister, Sarah, is a freshman at my high school. We haven’t attended the same school since I was in first grade, so its fun to be in school together. I’m looking forward to playing with her on the varsity soccer team this year before I graduate. Family and friends are very important to me, and I love spending time with them. School is also an important thing in my life, and I do work hard to achieve what I need to, to reach my future goals.

Java Syntax The String Literal

AString literal is a sequence of characters used by Java programmers to populate String objects or display text to a user. The characters could be letters, numbers or symbols and are enclosed within two quotation marks. For example, I live at 22b Baker Street! is aString literal. Although in your Java code you will be writing the text within the quotes, the Java compiler will interpret the characters as Unicode code points. Unicode is a standard that assigns all letters, numbers, and symbols a unique numerical code. This means that every computer will display the same character for each numerical code. This means that if you know the number values you can actually writeString literals using Unicode values: \u0049\u0020\u006C\u0069\u0076\u0065\u0020\u0061\u0074\u0020\u0032\u0032\u0042\u0020\u0042\u0061\u006B\u0065\u0072\u0020\u0053\u0074\u0072\u0065\u0065\u0074\u0021 represents the sameString value as I live at 22b Baker Street! but obviously its not as nice to write! Unicode and normal text characters can also be mixed. This is useful for characters you might not know how to type. For example, a character with an umlaut (e.g., Ä, Ãâ€") as in Thomas Mà ¼ller plays for Germany. would be: Thomas M\u00FCller plays for Germany. To assign aString object a value just use a String literal: String text So does Dr Watson; Escape Sequences There are certain characters that you might want to include into aString literal which need to be identified to the compiler. Otherwise, it might get confused and not know what the String value is supposed to be. For example, imagine you want to put a quotation mark within a String literal: So my friend said, Its how big? This would confuse the compiler because it expects allString literals to begin and end with a quotation mark. To get around this we can use what is known as an escape sequence - these are characters which are preceded by a backslash (in fact youve already seen several if you look back at the Unicode character codes). For example, a quotation mark has the escape sequence: \ So theString literal above would be written: So my friend said, \Its how big?\ Now the compiler will come to the backslash and know the quotation mark is part of theString literal instead of its end point. If youre thinking ahead youre probably wondering but what if I want to have a backslash in my String literal? Well, thats easy - its escape sequence follows the same pattern - a backslash before the character: \\ Some of the escape sequences available dont actually print a character to the screen. There are times when you might want to  display some text split by a newline. For example: The first line. The second line. This can be done by using the escape sequence for the newline character: The first line.\nThe second line. Its a useful way to put a little bit of formatting into oneSting literal. There are several useful escape sequences worth knowing: \t is for inserting tabs into the literal\b inserts a backspace\n inserts a newline\r inserts a carriage return\ inserts a single quotation mark\ inserts a double quotation mark\\ inserts a backslash Example Java code can be found in the Fun With Strings Example Code.