Mental Turbulence free essay sample

The lessons we take from failure can be fundamental to later success. Recount an incident or time when you experienced failure. How did it affect you, and what did you learn from the experience? Mental Turbulence With all the anger and pain I accumulated over my lifetime, I wrenched my hand into a fist and launched one devastating punch at my demonic reflection. The mirror shattered on impact, spewing out shards of glass in every direction. After a moment of silence, reality cleared my mind. My head dropped, and my eyes narrowed in on my hand now covered in blood and regret. I can’t do this anymore! The anger burned my throat as my mind screamed in agony. I want to die. My junior year of high school was suppose to be challenging, according to every parent and teacher who I talked to, but I never expected it to turn out the way it did for me. We will write a custom essay sample on Mental Turbulence or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The start was just how I expected, stressful but manageable. Then, in the second semester of my junior year, my stress got the best of me and my life crumbled before my eyes. It started in Pre-Calc, I hated the class to begin with, but I pushed myself through the first semester hoping that Calculus would be more enjoyable. My goal from the time I was in eighth grade was to take calculus in high school so I could be one step ahead in college, but things weren’t looking up based on my performance in the classroom. It took me one test to realize that I was completely and utterly unprepared for what was to come. Physically exhausted, my expectations I was setting for myself were influencing my behavior. The days dragged on, and nobody was there for me other than my family and Vicky, my girlfriend. Practically every other day I was having a severe panic attack which made me start to miss school. I sank deeper and deeper into a pit of depression and anxiety as I fell behind in my studies. As my self-esteem dropped my views on my life did as well. With nothing going my way it seemed like I was getting in the way of everyone else around me, dragging them down with my sorrow. I felt like running away from everything was my best opinion, but I knew it would not help me in the long scheme of things. In my parents eyes, the next step for me was getting help. They looked into every possible therapy and counseling center they could. They began to make a binder full of medications and doctor recommendations. Nothing was off limits if it meant helping me find inner peace. By the end of April, I had visited the emergency room three times to be in a safe environment opposed to my bedroom where I had the privacy to suffer alone. I can still vividly remember the high-tech hospital beds that smelled like freshly washed laundry. It made me feel comfortable amid the chaos. After that third visit, my mom sat me down and through tears, cried â€Å"There is a spot that just opened up†¦ at the Center†¦for Mental health†¦ and if we respond today, you can get help there.† Is this the right thing to do? What if I didn’t know if this was a positive step to take or not, but I reluctantly agreed, â€Å"I will go, it’s for the best.† I wanted to stay in the comfort of my home, but I knew I couldn’t get better without some drastic change in my life. No matter how hard I tried I could not break free from this feeling of worthlessness, I needed something new, something different. At the Center, my life was completely different. I couldn’t open a door without asking a superior.Cellphones, shoes, or contact with anyone on the campus was not allowed. I met others in various states all trying to find themselves and change their outlook on life. The first night there I sat listening to a girl scream herself to sleep while a group of leaders tried to help her remain calm. In the back of my mind, I still hear her cry for help when I think about the Center. Looking back on my experience, I reflect on the good and the bad that came from being admitted to the Center. Talking to the friendly faculty, I was able to better understand how life would be like after I left the safety of the Center. Although I hated every moment away from independence and my family, I’m grateful for being able to participate in the program. I will especially remember the group decisions I was a part of where we learned how to use skills to control stress in our life. If it wasn’t for my decision to go to the Center, I’m not sure if I would be alive today. Today I still deal with stress and anxiety, but I have experience, family, and skills that I have learned to help me successfully control my anxiety. It was hard to realize that anxiety is something you can’t get rid of, but I know that by changing the way I think about situations I can not just handle adversity but excel in it. One of the many skills that I learned at the Center was mindful thinking. That means being open minded and focused on positive thoughts. To do that you have to first be honest with yourself. For me, that meant realizing that I have weaknesses. I am not perfect. Then you share these observations with others and develop a plan to get better. Personally, I talked to my parents about these areas of difficulty and developed a plan to make these weaknesses, strengths. Finally, you act, fail, and progress. College will require me to use mindful thinking because there will be stressful scenarios. I will stumble. That is the truth, but I know I can persevere and grow by overcoming these challenges.

Genealogy of Legendary Singer James Brown

Genealogy of Legendary Singer James Brown The man often referred to as the Godfather of Soul was born James Joseph Brown in a small shack in rural Barnwell County, South Carolina. His father, Joe Gardner Brown, was of mixed African-American and Native American descent, and his mother, Susie Behling, was of mixed African-American and Asian descent. This family tree is presented with an  ahnentafel  numbering system. Check these tips for reading this family tree. First Generation 1. James Joseph Brown was born on May 3, 1933, outside of Barnwell, in Barnwell County, South Carolina, to Joseph Gardner Brown and Susie Behling. When he was four his mother left him in the care of his father. Two years later his father took him to Augusta, Georgia, where he lived with his paternal great-aunt Hansom (Scott) Washington. His aunt Minnie Walker also helped with his upbringing. James Brown married four times. He wed his first wife, Velma Warren, on June 19, 1953, in Toccoa, in Augusta County, Georgia, and had three children with her: Terry, Teddy (1954–June 14, 1973), and Larry. That marriage ended in divorce in 1969. James Brown next married Deidre Jenkins, with whom he had children Deanna Crisp, Yamma Noyola, Venisha, and Daryl. According to his autobiography, they were married on the front porch of a probate judge in Barnwell on October 22, 1970, and divorced on January 10, 1981. In 1984, James Brown married Adrienne Lois Rodriguez. They separated in April 1994 and had no children. The marriage ended when Adrienne died on January 6, 1996, in California from complications following plastic surgery. In December 2001, James Brown married his fourth wife, Tomi Rae Hynie, at his home on Beech Island, South Carolina. Their son, James Joseph Brown II, was born on June 11, 2001, although James Brown questioned his paternity. Second Generation (Parents) 2. Joseph Gardner Brown, known affectionately as Pops, was born on March 29, 1911, in Barnwell County, South Carolina, and died July 10, 1993, in Augusta, Georgia. According to family history, his father was a married man and his mother worked as a housekeeper in the home. The story says he was born Joe Gardner and took the name Brown from the woman who raised him after his mother left him, Mattie Brown. 3. Susie Behling  was born Aug. 8, 1916, in Colleton County, South Carolina and died Feb. 26, 2004, in Augusta, Georgia. Joe Brown and Susie Behling were married, and their only child was James Brown: 1 i. James Joseph Brown Third Generation (Grandparents): 4.–5. The parents of Joseph Gardner Brown are uncertain, but his siblings (or half-siblings) were the children of Edward (Eddie) Evans and wife, Lilla (surname possibly Williams). Edward and Lilla Evans appear in the 1900 U.S. Census in Barnwell County, South Carolina, and in the 1910 U.S. Census in Buford Bridge, Bamberg County, South Carolina. By 1920 it appears that Edward and Lilla Evans had died, and their children are listed as the children of their aunt and uncle, Melvin and Josephine Scott in Richland, in Barnwell County, South Carolina. This means that either Edward Evans or Lilla Williams is a parent of Joe Brown. 6. Monnie Behling was born about March 1889 in South Carolina and died between 1924 and 1930, probably in South Carolina. His parents were Stephen Behling, born about May 1857, and Sarah, born about December 1862, both in South Carolina. 7. Rebecca Bryant  was born about 1892 in South Carolina. Her parents were Perry Bryant, born about 1859, and Susan, born about 1861 in South Carolina. Monnie Behling and Rebecca Bryant were married and had the following children: i. Docia Behling, born about 1908ii. Arris Behling, born about 1910iii. Jettie Behling, born about 19123. iv. Susie Behlingv. Monroe Behling, born about 1919 in Fish Pond, in Bamberg County, South Carolina, who died May 4, 1925, in Bamberg County, South Carolinavi. Woodrow Behling, born May 24, 1921, in Fish Pond, in Bamberg County, South Carolina, who died May 25, 1921, in Fish Pond, Bamberg County, South Carolinavii. James Earl Behling, born Feb 5, 1924, in Fish Pond, in, Bamberg County, South Carolina, who died July 3, 2005, in Bamberg County, South Carolina

(Updated Guide) Weighted GPA Calculator

(Updated Guide) Weighted GPA Calculator SAT / ACT Prep Online Guides and Tips Most likely, during high school you've taken a mix of classes: some honors, some standard, and some APs. The weighted GPA reflects that those classes have different difficulty levels. So what's the easiest way to figure out what your weighted GPA is? We have two great methods to calculate it! What Is a Weighted GPA? Your GPA, or grade point average, is a way for colleges to quickly see a solid, summary indicator of your intelligence, work ethic, willingness to challenge yourself, and skills. A weighted GPA showcases the hard work and challenge of your high school career by reflecting whether the classes you took were standard level, honors level, or AP/IB level. It does this by adding .5 to every honors class GPA conversion decimal and adding 1 to every AP class conversion decimal, creating a scale that goes from 0.0 to 5.0. So, for example, imagine Diane gets an A in AP French and Sven gets an A in standard level Geography. A weighted GPA would recognize that the AP class was most likely harder, so Diane’s A would become 5.0, while Sven's A would be 4.0. Here is a table that explains how all this usually works in more detail: Letter Grade Percentile Standard GPA Honors GPA AP/IB GPA A+ 97-100 4.0 4.5 5.0 A 93-96 4.0 4.5 5.0 A- 90-92 3.7 4.2 4.7 B+ 87-89 3.3 3.8 4.3 B 83-86 3.0 3.5 4.0 B- 80-82 2.7 3.2 3.7 C+ 77-79 2.3 2.8 3.3 C 73-76 2.0 2.5 3.0 C- 70-72 1.7 2.2 2.7 D+ 67-69 1.3 1.8 2.3 D 65-66 1.0 1.5 2.0 F Below 65 0.0 0.0 0.0 How Do You Calculate Your Weighted GPA? There are two different ways to calculate your weighted GPA. Class-by-class method This method goes through each of the classes that you've taken, one by one: #1: First, convert all the final class grades you’ve gotten, keeping careful track of whether the course was honors level, AP level, or standard. #2: Next, add up all of these converted decimals– this is your sum. #3: Then, count the total number of classes you have taken. #4: Finally, divide the sum by the number of classes and round to the nearest tenth- this is your weighted GPA. Pro tip: you can't simply add each individual year's GPAs together and divide by 4 because you may have taken a different number of classes each year. Sorted-classes shortcut method If you've already done an unweighted GPA calculation, then this method is for you: #1: First, count separately the number of standard classes, honors classes, andAP classes that you've taken. #2: Next, add yourunweighted converted gradesum+(.5*number of honors classes) + number of AP classes. This is your weighted sum. #3: Finally, divide the weighted sum by the total number of classes you've taken. Step Calculation Let's gothrough an example of how this works in practice bycalculating the weighted GPA of spymaster aliasJane Doe. We will be calculating the GPA Jane submits on her college applications, so we will leave off her senior year grades. Note that on hertranscript, classes marked with a â€Å"+† are honors classes, and those marked with an â€Å"a† are AP classes. First let’s convert her grades. I will convert them into weighted and unweighted format so you can see the difference: 9th grade 10th grade th grade Unweight. Weight. Unweight. Weight. Unweight. Weight. 3.0 4.0 3.3 3.8 3.3 4.3 3.7 3.7 4.0 4.0 4.0 4.0 4.0 4.0 3.0 3.0 3.3 3.8 3.0 3.0 3.3 3.8 4.0 5.0 3.3 3.8 3.7 4.7 4.0 5.0 Total 17.0 18.5 17.3 19.3 18.6 22.1 Honors classes 2 2 1 AP classes 0 1 3 Total number of classes 6 6 6 Boy, Jane really stepped up her game junior year! Nicely done. Class-by-class method: Sum of weighted scores=59.4 Number of classes taken = 15 Jane'sweighted GPA =59.4 / 15 = 4.0 Sorted-classes method: Sum of unweighted scores = 52.9 Number of honors classes = 5 Number of AP classes = 4 Number of classes taken = 15 Weighted sum = 52.9 + (.5 * 5) + 4 = 59.4 Jane's weighted GPA = 59.4 / 15 = 4.0 What’s Next? Now that you've gone through our weighted GPA calculator, check whether Jane was right to go all out academically junior year by learning which year of high school is the most important for your college applications. Let us help you figure out the pros and cons of weighted and unweighted GPAs with our comprehensive explanation. Explore what a good or bad GPA score is, and how you compare to the average high school student. Get the scoop on whether colleges use weighted or unweighted GPAs when assessing your application. Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Explain the theme of Work and Identity in Kafkas The Metamorphosis Essay

Explain the theme of Work and Identity in Kafkas The Metamorphosis. How is Kafkas work existentialist - Essay Example Gregor is forced to work hard; â€Å"slavery† can be the best term to describe Gregor’s state in the family. He is forced to make cash for the family members. Gregor is viewed as a source of income to the family but not as a member of it. The family has shown that without money, received from Gregor’s hard work, they have no business in associating with him. The neglect is witnessed after the metamorphosis process. Gregor had to undergo revulsion and neglect from the family members as a result of the metamorphosis process. In addition, the effects of money can be seen to be present in the family immediately they begin working. Work and money has made it difficult for family members to communicate, and to eat together (Kafka par 1). On debt, Gregor longs for the day; he will be able to pay all his debts and quit the job. As long as the debts are owed, Gregor cannot stop working because the family depends on the salary received from the job. Debt and work; denied Gregor the freedom from restrictive demands of the society. During the metamorphosis process, Gregor escapes from the debts and duties which have long troubled him. However, the metamorphosis, which is seen as escapism, does not fully help Gregor in achieving full freedom. The family members have decided to imprison Gregor in his room (Kafka par 4). On existentialism and work, an individual’s destiny depends upon that individual and their ability to make choices. Kafka explains the metamorphosis process in relating the way in which Gregor must work to provide for the family. Family duty had to be done by Gregor. Gregor needed money to provide for the basic need to his parents as well as send the sister to a school. Work and family duty has to be done, despite the challenges being experience. However, the efforts put in place by Gregor in providing for the family is not appreciated. The family sees him as a source of income, slave, and a bother (Kafka par 6). After the

1.In 2003 the government outlined how Every Child Matters. Discuss Essay

1.In 2003 the government outlined how Every Child Matters. Discuss both the developmental needs of children, and the appropriate social work response, in rel - Essay Example The case of Victoria Climbe can be marked as a revolution in the history of reforms for the children. It prompted the government to understand the needs and requirements of the children in the world. As children grow up they have certain requirements which ought to be fulfilled and the scheme ‘Every Child Matters’ assures every child of his right. This article would further discuss the developmental needs of children and the appropriate social work response in relation to the outcomes of the scheme. Many of the children living in this world are deprived of their basic needs and hence the governments are implementing different schemes to ensure that the children are getting their basic needs. The scheme ‘Every Child Matters’ has a total of five aims to provide the children with their basic necessities Health is a basic necessity for all the people in this world and thus children ought to have all the facilities to maintain their health. The scheme is implementing different strategies to ensure that the children are healthy mentally, physically and socially both. The children ought to have their basic right to exercise different activities to ensure that their health is maintained. They require health facilities if they are undergoing any major problem with their health. The environment that the children are provided depends upon the state, parents and the school and thus this environment should be healthy. The scheme has made the concerned authorities aware of the n ecessities of these children. The societies in the UK have started working towards a better environment for the children. Different sporting events are organized by the scheme so that the children can participate and have a healthy routine. The schools in which the children are studying have an important obligation of maintaining the environment for the

PE analysis of performance Essay Example for Free

PE analysis of performance Essay When playing rugby, my position is flanker. I have some obvious strengths and weaknesses when I am playing, and this piece of writing will consider these and evaluate ways to improve my performance.  I think that one of my main strengths as a flanker is pressurising the scrum half a lot. At scrums and rucks I am quick to move around the side to rush the scrum half into passing, possibly forcing an error, or just tackling the scrum half, enabling a turnover or if not it slows down the oppositions ball. This is a main strength required when playing flanker and I think that I use it well most of the time, but I have to be careful to stay onside so as not to give away any penalties. I think that a second strength in my game is that I am aggressive when making tackles or running with the ball. I have more agility because I run in a position where I can side-step relatively easily. I tend to tackle low, and run low when I am carrying the ball so it is more difficult to be tackled. I think that when we are playing I stay positive even if we are losing and try to motivate the team. I need to get a bit lower when I am running with the ball, if I want to get further, but I run low enough to gain a reasonable distance and I am able to shrug off tackles when running if I am aggressive. I think a main weakness in my game is that although I sometimes take a good crash ball, I tend to hang off the rucks too often and I need to get more stuck in because I might sometimes stand in the channel between the scrum half and fly half, which is getting in the way of a pass, and a phase of play in the backs may be better than one in the forwards. I need to stay in the rucks and mauls more often that I stand in the line. Also I think I need to improve my reaction time, especially when reacting to the stimulus, often being the referees whistle. This would suggest that I was concentrating wholly on the game, but if I was more aware of the stimulus then I would give away fewer penalties and infringements, but also, my game would be more disciplined. I could sprint rather than jog to the breakdowns sometimes, so that I could spoil more opposition ball or even turn it over. Improving Performance Over time I will take actions which will increase my strengths and decrease or totally get rid of my weaknesses. This section will help to prioritise the areas for improvement and the areas where my performance is at its optimum level.  I think that the most important of my weaknesses to work on is reaction to the stimulus. I am fairly disciplined, but if I could improve my reaction time then I would become much more disciplined and not make as many errors. I need to focus more on the game as a team sport and think of what effect my actions may have on the game and rest of the team E.g. giving away a penalty. The reason for my strength in putting the scrum half under a lot of pressure is the combination of strength and speed used to get around the breakdown quickly and hit him low and hard. Power enables this to be done with relative ease.  The reason for my main weakness is that I concentrate on one separate thing in the game, such as the man I am marking or the tackle I am about to make, rather than the whole game itself, such as offside and overlaps. I think that the target of giving away less that one penalty each game is easy to fulfil, and it should progressively lower to one per every two games and so on. Also taking training seriously as if it was a match and putting in all the tackles and looking for options instead of taking the first one that comes into my head. Assess the whole situation, not just one small part of it.  I could possibly keep a tally of how many infringements I make in match situations in training, and then aim to make less than this amount in a match. I could record the number I make in a match and aim to concede less in the next match that I played in.  To monitor the progress of my strengths I could record how many turnovers I make and how many times I force an error on the scrum half due to applying a lot of pressure. In training match situations I need to concentrate on the game and the teams performance, not just my own. Increasing my levels of fitness would allow me o get to breakdowns more quickly, thus making me less likely to stand out and possibly get in the scrum half and fly halfs channel. An exercise that would help to increase my strengths and at the same time help to diminish my weaknesses would be practising a rush defence from the triple threat position as it would help me to advance with the line and stay onside at all times possible.

Facism in America :: essays research papers

Since mainstream left-liberal media do not seriously ask this question, the analysis of what has gone wrong and where we are heading has been mostly off-base. Investigation of the kinds of under-handed, criminal tactics fascist regimes undertake to legitimize their agenda and accelerate the rate of change in their favor is dismissed as indulging in "conspiracy theory." Liberals insist that this regime must be treated under the rules of "politics as usual." But this doesn't consider that one election has already been stolen, and that September's repeat of irregularities in Florida was a clear warning that more such thuggery is on the way. If the "f" word is uttered, liberals are quick to note certain obvious dissimilarities with previous variants of fascism and say that what is happening in America is not fascist. It took German justice minister Herta Daeubler-Gmelin to make the comparison explicit (under present American rules of political discourse, sh e has been duly sacked from her cabinet post); but at the liberal New York Times or The Nation, American writers dare not speak the truth. The masked assertion that we are immune to the virus ignores degrees of convergence and distinction based on the individual patient's history. The Times and other liberal voices have been obsessed over the last year with the rise of minority fascist parties in the Netherlands, France, and other European countries. They have questioned the tastefulness of new books and movies about Hitler, and again demonized such icons of Nazism as Leni Riefenstahl. Is this perhaps a displacement of American anxiety onto the safer European scene, liberal intellectuals here not wanting to confront the troubling truth? The pace of events in the last year has been almost as blindingly fast as it was after Hitler's Machtergreifung and the consolidation of fascist power in 1933. Speed stuns and silences. The proposed Iraqi adventure, which is only the first step in a more ambitious militarist agenda, has been opposed by the most conservative warmongers of past administrations. If the test of any theory is its predictive capacity, Bush's extreme risk-taking is better explained by the fascist model. Purely economic motives are a large part of the story, but there is a deeper derivation that exceeds such mundane rationales. Several of the apparent contradictions in Bush's governance make perfect sense if the fascist prism is applied, but not with the normal perspective. To pose the question doesn't mean that this is a completed project; at any point, anything can happen to shift the course of history in a different direction.