Friday, July 17, 2020

Aromatherapy Scents for Stress Relief

Aromatherapy Scents for Stress Relief May 31, 2019 JGI/Tom Grill Blend Images/Getty Images More in Stress Management Management Techniques Relaxation Physical Techniques Time Management Effects on Health Situational Stress Job Stress Household Stress Relationship Stress Aromatherapy has been shown to carry many benefits in terms of wellness and stress relief. A lavender sachet next to your bed or the smell of a scented candle can do wonders for relieving stress  and help you unwind from your day. Studies have shown that aromatherapy does indeed have an effect on brainwaves and can alter behavior.  Not all scents are created equal, nor do they affect human physiology and behavior in the same ways. Rosemary, lavender and the other scents listed below are the most  popular aromatherapy scents used for stress relief. Within each description, look at their effects and suggestions on how to make the most of them, so you can match the right scent with your aromatherapy needs. Rosemary Rosemary is associated with feelings of contentment. It’s been shown to have positive effects on performance and mood. Rosemary has also demonstrated the ability to reduce cortisol levels. This means that rosemary aromatherapy can be a good choice for de-stressing during the day when there is still work to be done. The Health Benefits of Rosemary Lavender Lavender is associated with feelings of contentment, improved cognitive performance (some measures), and mood. It has also shown other mild sedative and calming effects. Lavender has been shown to reduce cortisol levels. It can soothe babies and new mothers alike and promote positive mother-infant interactions. Lavender is often used to promote sleep in infants and deep sleep in men and women.  This can be a great choice for anyone trying to relax for sleep or feel more calm and relaxed during the day. The Health Benefits of Lavender Essential Oil Peppermint Peppermint aromatherapy has been found to increase memory and alertness. It can provide a great pick-me-up for too-tired and too-busy people, stressed students, and the overworked. The Healing Power of Peppermint Ylang-Ylang Ylang-ylang has actually been found to decrease alertness, slightly lengthen processing speed, and impair memory. It has also been found to promote calmness and reduce stress, making it a good option for unwinding and de-stressing at the end of a long day. How to Use Ylang Ylang Essential Oil for Health Lemon Some research has shown that lemon oil may possess anti-depressant-type effects. It is a good choice for stress relief and mood enhancement as well. Lemon Essential Oil Common Uses and Side Effects Benefits of Other Scents If there’s a scent that you like that isn’t on this list, that doesn’t necessarily mean that it can’t be useful for stress relief. The simple fact that it’s pleasing to you can put you in a different mood, so why not conduct your own research?  If it seems to work for you, then by all means, use it. If you find that its effects are not what you’d hoped for, there are plenty of other scents available. There are many scents that have been proven effective for relaxation, mood enhancement, alertness, deeper relaxation, and sleep, so you have many options from which to choose!

Thursday, May 21, 2020

Movie Review Pretty Big Feet And The Story - 1406 Words

When talking about knowledge, the first response is: We have free education. When looking into classrooms, certainly, there is, at least one or two students are not paying attention. Does it mean when things that are given without paying any effort, it does not value? In society, there are a percentage of people living under the poverty line. Yes, under the poverty line. Here, in the movie - Pretty Big Feet and the story - â€Å"The Lesson†, taught an important class that is not ever taught in any classroom – to treasure what we have. The two stories were written ten years apart, but the biggest difference between the two was not the era, but the group of children. In both the stories, they share a similar theme of trying to help a group of†¦show more content†¦The children can hardly get water to use, not to mention having a proper school with proper teacher to get education from. The only teacher they can have is Ms. Zhang, a young widow who loses her husband and her baby boy in two accidents, and she herself was not very educated (Yang). But these children appreciate and treasure the knowledge given by the two teachers, and the most adorable things is that the relationship between the teachers and the children were so close, even closer than mother and son. Comparing the two stories, there is an important figure to compare of – the teacher. In both the story and the movie, the teacher took up a big part of the storyline. In â€Å"The Lesson†, Miss Moore, the teacher who â€Å"†¦moved on our block with nappy hair and proper speech and no makeup,† (Bambara 385) revealed with the words â€Å"proper speech† that she was an educated person. The description of the teacher appearance is alike with the teacher in the movie Pretty Big Feet. In Pretty Big Feet, the volunteer teacher who came from Beijing, Ms Xia first appeared with a fashionable all black, with no makeup (Yang). With education from a big city, Be ijing, she has proper speech as well. Both the teachers shared a common of educated, and chose to move to a rather poorer district to live in. Miss Moore had no clear purpose on educating the kids; she did it all for killing time with education to the kids in the neighborhood. Differently, Ms Xia went to Shanxi

Wednesday, May 6, 2020

The Justifications Of The Atomic Bombing Of Hiroshima And...

The justifications of the atomic bombing of Hiroshima and Nagasaki have been continuously debated since the time of occurrence. The variety of approaches towards the topic often times lead to ambiguous conclusions that leave debaters dumbfounded. Primarily, there are two moral reasonings that analysts of the event utilize: the utilitarian approach and ethical tradition. The utilitarian approach determines the goodness or evil of an action by its consequences (Holt). It has been said that this approach led the United States to reduce innocents to instruments and morality to arithmetic during World War II (Holt). By contrast, ethical tradition rooting from Judeo-Christian theology holds that some actions cannot be justified by their consequences, rather they are absolutely forbidden (Holt). The problem is, however, that this absolutist morality is difficult to apply to war. This tradition does hold attacking a military target knowing some innocents will die as a side effect as permissible (Holt). The utilitarian approach tends to support the decision to use the atomic bombs when the consequences are believed to be believed to be beneficial towards the nation’s interest. Ethical tradition tends to view the use of atomic bombs as an atrocious action of the United States. A viewpoint that mediates between the two approaches, however, is given the circumstances of World War II in 1945, the atomic bombings of Hiroshima and Nagasaki can be excused but not justified. Truman’sShow MoreRelatedWas Bombing Hiroshima and Nagasaki Necessary to End World War 2?1650 Words   |  7 Pagesof an atomic bomb landing over Hiroshima and Nagasaki to finalize the war. To this day there is still controversy that if that atomic bomb was actually necessary to end the war, because of the number of innocent casualties suffered from the Japanese. The aim of this investigation is to answer the question: To what extent was the bombing of Hiroshima and Nagasaki necessary to end the war with Japan? To answer this question, the investigation will need to determine if there was justification for thisRead MoreThe Atomic Bombing Of Hiroshima And Nagasaki2142 Words   |  9 PagesThe horrific atom bombing of Hiroshima and Nagasaki, Japan on August 6th and 9th of 1945 brought about several reactions in the United States. Starting with the controversial events leading up to the atomic with the Potsdam Proclamation, many Americans began to wonder whether the total destru ction of these two cities were necessary. However, immediate American responses and reactions to the bombs were contrary to what they became later on. Americans slowly stopped being ignorant of what had happenedRead MoreOn August 6, 1945, The United States Of America Dropped1173 Words   |  5 Pages On August 6, 1945, the United States of America dropped an atomic bomb on Hiroshima, Japan. For decades, there have been feuds relating to the justification of the bombing. Was the U.S justified? It depends on your vantage point. The United States was justified due to the unprovoked attack and bombing of Pearl Harbor, Hawaii, which occurred three years prior to the bombing of Hiroshima, it was necessary to stop the war because it saved thousands of American lives. Until then, the fight had neverRead MoreThe Debate Over The Atomic Bomb On Hiroshima And Nagasaki1383 Words   |  6 PagesThe debate over the impact of the atomic bomb on Hiroshima and Nagasaki concerns the ethical, legal a nd military controversies surrounding the United States atomic bombings of Hiroshima and Nagasaki. This tragedy occurred on two occasions; the 6th and the 9th of August 1945, and signified the conclusion of the Second World War, 1939-1945. There were many questionable motives involved in the event, as such a decision required moral certainty. Proceeding the bombings, the terms of surrender for theRead MoreThe Hiroshima Attack On September 6th Failed1458 Words   |  6 Pages Truman estimated a potential loss of 500,000 lives; he saw the bombs will completely destroy Japan s power to create war...† (Harry S. Truman, 1945) The Hiroshima attack on August 6th failed to be decisive: Japan did not surrender, nor did it seemed pressured by the nuclear attack, according to the U.S. (Harry S. Truman, 1945) Nagasaki was considered vital, because it was a major harbour, a densely populated area and residential to a lucrative trade industry, namely, Mitsubishi manufacturingRead MoreShould We Have Dropped The Atomic Bomb?1180 Words   |  5 PagesShould we have dropped the atomic bomb? On August 6, 1945, the United States of America dropped an atomic bomb on Hiroshima, Japan. For decades, there have been feuds relating to the justification of the bombing. Was the U.S justified? It depends on your vantage point. The United States was justified due to the unprovoked attack and bombing of Pearl Harbor, Hawaii, which occurred three years prior to the bombing of Hiroshima, it was necessary to stop the war because it saved thousands of AmericanRead MoreShould The Us Dropped Atomic Bombs On Japan?1183 Words   |  5 PagesShould the US dropped atomic bombs on Japan? By- Daniel Hernandez On August 6, 1945, the United States of America dropped an atomic bomb on Hiroshima, Japan. For decades, there have been feuds relating to the justification of the bombing. Was the U.S justified? It depends on your opinion. The United States was justified due to the unprovoked attack and bombing of Pearl Harbor, Hawaii, which occurred three years prior to the bombing of Hiroshima, it was necessary to stop the war because it savedRead MoreThe United States Was Justified For The Attack Of Hiroshima Essay1342 Words   |  6 Pagesattack to Hiroshima, Japan. The nuclear bomb was made in the south western for the sake of the United States under top mystery conditions. The Manhattan Project was constructed by Dr. Robert Oppenheimer who was a German Jew that fled from the Nazi party. For a long time, the Germans and Americans were in a race to finish the bomb first. It was viewed as a stupendous achievement when on July 1945, in the New Mexico betray, the primary nuclear bomb exploded in a trial. On August 6, 1945, an atomic bombRead MoreIb History Internal Assessment : The Bombings Of Hiroshima And Nagasaki2418 Words   |  10 PagesThe Bombings of Hiroshima and Nagasaki Research Question- To What Extent were the Bombings of Hiroshima and Nagasaki Necessary to end World War II? Word Count: 2,192 Section 1: Identification and Evaluation of Sources Source #1 - Emperor Showa’s address This document, a written version of the Japanese Emperor’s radio address to announce his intention to surrender to the Allies in 1945, is valuable source when analyzing the necessity of the bombings of Hiroshima and Nagasaki becauseRead MoreAround Seventy Eight Years Ago, World War Two Was Inevitable997 Words   |  4 Pagesbetween the United States and the Soviet Union. World War Two’s legacy includes The Holocaust, the bombing of Pearl Harbor, and the first use of atomic bombs. The United States’ use of the first atomic bombs has great complications, however the act is justified because of Japan’s reluctance to surrender, the amount of casualties saved, and resources that were not wasted on either side. By dropping the atomic bombs, the U.S forced a surrender from Japan which it had previously ignored. According to Gwynne

Psychological Causes of Depression Free Essays

Psychological Causes of Depression The actual causes of depression are still unknown today but there are a few theories that could help explain them. It is widely believed by psychologists and scientists that all mental disorders are brought about by a complex correlation of psychological, biological, and social factors. A serious loss, chronic illness, relationship problem, work stress, family crisis, financial setback, or any unwelcome life change can ignite a depressive disorder (Psychologyinfo. We will write a custom essay sample on Psychological Causes of Depression or any similar topic only for you Order Now om). Depression is a serious disorder in the United States and has only become more prevalent among individuals as their lives become more stressful and overwhelming. One theory for the cause of depression is the bio-psycho-social model of causation and is the most commonly recognized theory for the cause of disorders such as depression by professionals. As stated earlier, it consists of a complicated correlation of psychological, biological, and social factors. This can be caused by fluctuated levels of hormones, which would explain why many people first experience depression during puberty. (Grohol, 2006). The exact causes of depression are vast and unknown. Some types of depression have been found in families from generation to generation, which may possibly suggest that it can be inherited (Grohol, 2006). With that said, major depression seems to be present generation after generation, in some families, but not with a frequency that suggests clear biological causes. Furthermore, it also occurs in people who have no family history of depression (Psychologyinfo. com). This is also found in people with bipolar disorder. A study on family members that belong to particular families of each generation that develop bipolar disorders, has found that those with the illness have a somewhat different genetic makeup than those who do not have the disorder. Nonetheless, not everybody with the genetic makeup that is subjective to bipolar disorder will contract the disorder. Additional factors such as stresses at home, work, or school, are also involved in the disorder’s onset (depression-guide. com. , et al. ). An assortment of psychological factors appears to play a part in the susceptibility to these unrelenting types of depression. People who have low self-esteem, are not optimistic, and readily overwhelmed by stress, are prone to depression (Grohol, 2006). More than likely, these psychological factors are completely accountable for other forms of mild and moderate depression, particularly reactive depression. Reactive depression is generally diagnosed as an adjustment disorder during treatment. Social learning factors also demonstrate why psychological complications appear to occur more regularly in family members, throughout generations. For example, if a child is raised in a pessimistic household, in which discouragement is frequent and encouragement is not, the child will establish a vulnerability to depression as well. (Psychologyinfo. com. , et al). Recently, researchers have found that physical changes in the body can be paired with psychological changes as well. Medical ailments such as a cancer, Parkinson’s disease, stroke, heart attack, and hormonal disorders can bring about a depressive illness. This can result in the ill person to feel unconcerned with their health and be unwilling to further care for their physical needs. In addition, any stressful change, financial problems, relationship problems, or serious loss can activate a depressive affair (Grohol, 2006). Depression is a serious growing problem in the United States. Modern science and research is slowly helping to further decipher the disorder to help slow its growth. Over 9. 2 million Americans have major or clinical depression. At an economical standpoint, depression is a major problem and needs to be accounted for, with an estimated $30. 4 billion spent annually on depression related treatments, medication, and diagnostics. Surprisingly, the World Health Organization estimates by the year 2020, depression will be the number two cause of, â€Å"lost years of healthy living,† worldwide. As our populations keeps rising and our economy worsening, we can only hope that Psychologists help diminish the illness of depression. References â€Å"Cause of Depression: different causes of depression. † Depression Treatment, Medication, Help, Symptoms: Anxiety Attacks Depression Test, Types, ADHD Causes. Web. 14 Nov. 2009. . â€Å"Causes of depression. † Psychology Information Online. Web. 14 Nov. 2009. . Grohol, John M. â€Å"The Causes of Depression | Psych Central. † Psych Central – Trusted information in mental health and psychology. 6 Dec. 2006. Web. 14 Nov. 2009. . How to cite Psychological Causes of Depression, Essay examples

Saturday, April 25, 2020

Reliability and Validity Matrix free essay sample

For each of the tests of reliability and validity listed on the matrix, prepare a 50-100-word description of the type of reliability/validity, its purpose and under what conditions these types of reliability and validity would be used as well as when they would be inappropriate. Then, prepare a 50-100-word description of each test’s strengths and a 50-100-word description of each test’s weaknesses. TEST of |Description, Purpose, Application and |Strengths |Weaknesses | |Reliability |Appropriateness | | | |Inter-item |Â  Inter-item consistency is the parallel of all |Â  Test score calculations are more|Â  Inter-item consistency cannot | |Consistency |items on a scale calculated from one trial of a |accurate and clear when there is |measure intelligence or personality. | |test. It is used in assessing how consistent |a lot of consistency. Inter item |If the items are not homogenous with| | |various raters and observers are of the same |consistency is great at measuring |the same difficulty and length, it | | |phenomenon. We will write a custom essay sample on Reliability and Validity Matrix or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page When asking questions to research an |if a test is reliable and |would be ineffective determining | | |idea this test can assess the response of the |consistent based on the length or|internal consistency. Even the | | |test-taker against the idea. Different questions |shortness of a test. The |Spearman-Brown formula would fail. | | |that test the same idea give consistent results. |inter-item consistency test can |Inter-item consistency works best on| | |This is appropriate for example, in testing |show reliability over a period of|tests that are whole-test and long | | |employee performance at different times over a |time. On the flip side, errors |in length rather than half-test uses| | |period of time. Employers can use this to determine|among items can be broken down |or short test. | | |if an employee is eligible for a raise or |and new ones can be added to | | | |promotion. |reach a reliability measurement. | |Split-half |Â  Split-half reliability randomly divides all items |Â  Split-half reliability has its |Â  It is not wise to divide a test in | | |that mean to measure the same idea into two sets. |strength in being efficient and |half straight down the middle | | |When it is difficult to measure reliability with |less tedious for test-takers than|because the content and difficulty | | |two test or perform a test two times, split half |the parallel form. It measures |of questions will not be distributed| | |reliability is suitable. It is appropriate with |internal consistency well. It |evenly. Many intermediary variables | | |uneven random assignment splits need to be |also can check middle variables |are created such as fatigue during | | |measured. It also can be used to create a small |that may cause an error in the |the second half of the test. | |parallel form of the same test. |analysis since the both portions |Deviations in difficulty and | | |Â   |of the test are taken at one |subjects of the items on the first | | |Â   |time. |part of the test compared to the | | | | |second part. |Test/retest |Â  Test-Retest reliability is about taking the same |Â  Test-retest is strong in |Â  Test-retest reliability is weak in | | |test with the same people and two different times |reliability because the results |that the roots of an idea being | | |to measure how stable an idea is over time. If an |measure an individuals reaction |t ested can alter over time. It would| | |idea being measured is supposed to change over a |time and perceived judgment. Such|produce sensitive results that make | | |period then the scores would vary. It is |traits are stagnant and do not |the score of reliability appear | | |inappropriate when measuring for example, computer |change a lot over time and are |lower than the actual measurement. | |skills of college students. A series of lessons |not sensitive to many intervening|For example, a college student may | | |about computers would be on the first and second |variables. |have excellent skills when assessed | | |test, then the test would show variance because of | |on using a HP computer but when | | |the education provided to all testtakers. |assessed on a MAC they could fail or| | |Â   | |when assessed on a computer from 15 | | |Â   | |years ago, they could falter. | |Parallel and |Â  Parallel and alternate forms that test reliability|Â  It helps in determining what |Â  Parallel and alternate forms are | |alternate forms |use many occurrences of the same test items at two |questions are best to ask. It |very time consuming, cost a lot of | | |separate times with the same test-takers. It is |measures the center idea through |money and bring fatigue for the | | |appropriate in measuring traits that are stagnant |different variations on the same |test-taker because of the many | | |over a long period of time and not effective when |test item. The reliability of a |changers of the same test questions | | |measuring limited emotions or anxiety levels. |test increases when similar |over and over. These forms are not | | |Parallel forms can be done with another form such |scores are on the same question |dependable to measure an idea that | | |as split-half. |on many tests. |can alter over time. The tests can | | |Â   | |be taken months or even years apart | | |Â   | |causing intervening variables to | | |Â   | |impact the scores creating error | | | | |variance. |Test of Validity |Description, Application and Appropriateness |Strengths |Weaknesses | |Face validity |Â  Face validity describes the particular view of a |Â  Face validity’s strength is that|Â  A weakness for face validity is its| | |test-taker on the test’s validity. The measurement |a test taker has confidence in |inability to measure validity. A | | |is not about the quantity of the actual validity |the validity of the test and is |test may look like it’s valid but | | |but the test taker’s perception of the tests’ |more comfortable taking the test |not possess good ideas, long enough | | |validity. It is appropriate when measuring the |or passing out the test to be |time, or be taken in a good | | |confidence of a test taker. It measures what it is |taken. Otherwise, the test would |environment. | | |supposed to measure. |be invalid. | | | |Â   | | | | |Â   | | | | |Â   | | | |Â   | | | |Content validity |Â  Content validity is useful to test designers who |Â  Strength for content validity |Â  A pitfall for content validity is | | |need to create test questions that match the |lies in that it can work in |potentially new material is prey to | | |material being tested. It is appropriate for |reverse from job responsibilities|culture and linear changes. The | | |college professors on a final exam. It is |to what is required for the job. |questions can have different answers| | |ineffective for a test designer who wants new |First the questions must cover |in different fields of the world at | | |people to have the same strengths as current |what needs to be performed the |different times. The items on the | | |employees. |duties of the job, then a process|test have to be accurate all the way| | |Â   |to evaluate what an employee |around. | |Â   |contributes to a position | | | |Â   | | | | |Â   | | | |Criterion related |Â  This method, criterion related validity, is very |Â  A positive for criterion-related|Â  A negative about the criterion | | |strong in confirming validity. It is used to verify|validity is it can validate a |related validity is that it can | | |criteria on a test and represent what is really in |test score. Using methods outside|contaminate the results. In the same| | |the trial of test-takers who are tested. A group of|of the test to prove that the |way it can measure and diagnose a | | |people, who have lost everything they owned from a |information on the test covers |personality disorder like | | |natural disaster like a tornado, may all be |the subject matter that is |schizophrenia, a panel of | | |diagnosed as depressed. If they all are tested |supposed to be covered. It is |psychiatrists would use the test | | |using new questions and all score high for |more objective and verifiable |criterion and validity to measure. | | |depression, then the test has proven validity. |that the previous methods and is | | | |Â   |a favorite. | | |Â   | | | | |Â   | | | | |Â   | | | |Construct |Â  Other smaller types of validity are under |Â  A strength for construct |Â  A weakness for construct validity | | |construct validity. This is appropriate when a test|validity is the steps used to |is there is no single idea or it is | | |needs to measure an idea like intelligence or |verify an idea follow a |too vague. The results of the test | | |anxiety. It is ineffective when an idea is not |particular scientific method. |will not be able to be measured | | |clear or covers to broad a spectrum. |First a hypothesis is created, |accurately. The validity of the test| | |Â   |then a prediction is made and |on the idea will have no substance | | |Â   |then the results are measured. |or definition. | |Â   |The predictions are based on | | | |Â   |facts and the test is used to see| | | |Â   |if the prediction is true. If it | | | |Â   |is not true then the test | | | | |questions or idea may have to be | | | | |reviewed. | |

Wednesday, March 18, 2020

5 Helpful Study Tips for Visual Learners

5 Helpful Study Tips for Visual Learners All of us have a preferred learning style. This just means that your mind is specifically suited to one mode of informational input – hearing things (auditory learners), experiencing things (kinesthetic learners), or seeing things (visual learners) – more than another. No one is only suited to one mode of input, but most people have a clear preference and one of the inputs will be stronger than others. If you prefer being shown something to simply being told, you might be a visual learner. The problem with studying for visual learners is that most (bad) teachers will only use one style – its most likely to be the one they prefer themselves. And if youre in the latter years of your education, auditory input – lectures – is what youre mostly going to get. Try not to be discouraged, however. All types of learners face their own unique challenges. Instead, understand that you should simply adapt your study habits to suit your learning style. Heres how you do it: Use Video Lessons Use resources like Khan Academy that have created videos specifically with visual learners in mind. Everything is written down before your eyes by the instructor, and explained in-depth with lots and lots of examples. They utilize pictures and slides to explain everything from algebra to art history, and a visual learner will do well by watching them. If your professors teaching is not suited to your preferred learning style, use these visual lessons to catch up on any material you might have missed. Flashcards Flashcards are absolutely essential for visual learners. Use them in tandem with another visual learner and you can pick up on things at the same pace. These will be put to use when youre preparing for multiple-choice tests or when you have to memorize lots of facts rapidly. When making flashcards, try and aim for succinct descriptions and answers – those work best. Visual learners should try using different pens and markers to color-code prompts from different categories. Try adding a picture, so that you can associate an answer with a visual. Flowcharts, Graphs and Infographics Visual learners need a visual input to associate with a fact, and flowcharts, graphs and infographics are the best ways to do that. If youre reading your notes and cant make sense of them or youre getting lost, look up an inforgraphic to learn it more quickly and retain more information. Chances are, someone on the Internet has made one for whatever subject or topic you need. and are great resources to use if you havent found one through your preferred search engine. Use Diagrams and Drawings to Visualize Your Notes In class, when youre trying to retain lots of information, it might be easier for you to draw a quick graph or diagram for future reference – for visual learners, this might be the part of the notes they will remember best. So, in history class, if there is a timeline of events, draw a line with branches coming from it and write short notes on the date and what happened for maximum retention. Start doing this, and youll find that most information can be broken down and systematized into a list or chart. If the instructor is using any drawings or diagrams in the PowerPoint, make sure to copy them down. Use Highlighters Lots of visual learners, interestingly, struggle with reading information from a book. If youre reading something and come to find that you havent been paying attention, try and read with a highlighter in your hand, noting important information. Firstly, this will force you to read more carefully. Secondly, you will retain more information by creating a visual marker for it. However, try to highlight as little as possible – if youre highlighting everything, its as if youre not highlighting anything at all. Hopefully, youll be putting these tips to good use. Most importantly, a blanket rule for visual learners should be to try to visualize all the information they receive. Train your mind to create an image to match what youre hearing – for instance, if someone is giving you directions, try and create a map in your mind. This will train your brain to retain information from other inputs better and become the best learner you can be.

Monday, March 2, 2020

Discover the Mysterious Shakespeare Lost Years

Discover the Mysterious Shakespeare Lost Years What are the Shakespeare lost years? Well, scholars have managed to piece together Shakespeare’s biography from the scant documentary evidence that has survived from Shakespeare’s time. Baptisms, marriages, and legal dealings provide concrete evidence about Shakespeare’s whereabouts- but there are two big gaps in the story which have become known as the Shakespeare lost years. The Lost Years The two periods of time that make up the Shakespeare lost years are: 1578–1582: We know little about Shakespeare’s life after he left grammar school and his marriage to Anne Hathaway in 1582.1585-1592: After the baptism of his children, Shakespeare again disappears from the history books for several years until he resurfaces in the early 1590s as a London-based playwright. It is this second â€Å"bout of absence† that intrigues historians the most because it is during this period that Shakespeare would have perfected his craft, established himself as a dramatist and gained experience of the theater. In truth, nobody actually knows what Shakespeare was doing between 1585 and 1592, but there are a number of popular theories and stories, as outlined below. Shakespeare the Poacher In 1616, a clergyman from Gloucester recounted a story in which the young Shakespeare was caught poaching near Stratford-upon-Avon on the land of Sir Thomas Lucy. Although there is no concrete evidence, it is suggested that Shakespeare fled to London to escape Lucy’s punishment. It is also suggested that Shakespeare later based Justice Shallow from The Merry Wives of Windsor on Lucy. Shakespeare the Pilgrim Evidence has recently been presented that Shakespeare may have made a pilgrimage to Rome as part of his Roman Catholic faith. There is certainly lots of evidence to suggest that Shakespeare was Catholic- which was a very dangerous religion to practice in Elizabethan England. A 16th-century guest book signed by pilgrims to Rome reveals three cryptic signatures thought to be Shakespeare’s. This has led some to believe Shakespeare spent his lost years in Italy- perhaps seeking refuge from England’s persecution of Catholics at the time. Indeed, it is true that 14 of Shakespeare’s plays have Italian settings. The parchment was signed by: â€Å"Gulielmus Clerkue Stratfordiensis† in 1589Believed to mean â€Å"William, clerk of Stratford†Ã¢â‚¬Å"Shfordus Cestriensis† in 1587Believed to mean â€Å"Shakespeare of Stratford in the diocese of Chester†Ã¢â‚¬Å"Arthurus Stratfordus Wigomniensis† in 1585Believed to mean: â€Å"(King) Arthurs compatriot from Stratford in the diocese of Worcester†