catalina figueroa iglesias

catalina figueroa iglesias  ¿Es mà ¡s barato comer comida rà ¡pida en tiempos de crisis econà ³mica? Estudios demuestran que, durante este perà ­odo de crisis econà ³mica, las tiendas de comida rà ¡pida han visto aumentar sus ganancias de manera considerable.  ¿Quà © factores inciden en el aumento del consumo? El servicio es mà ¡s rà ¡pido que el de un restaurant tradicional, y los precios son mucho mà ¡s baratos. Tambià ©n es mà ¡s barato que comer en la casa, ya que el gasto que se produce, en conjunto, abarca los productos comprados, el tiempo invertido en comprarlos y cocinarlos y hasta el gas utilizado en la cocina o la electricidad del microondas. Parece la solucià ³n mà ¡s adecuada para quienes buscan gastar menos y quedar mà ¡s satisfechos, ya que debido al alto contenido calà ³rico de la comida es mayor la sensacià ³n de saciedad. En tiempos de crisis hay mayor conciencia del gasto, en cada aspecto de la vida, tanto en lo monetario como en lo no monetario, como el tiempo. Ademà ¡s, en tiempos de crisis el gobierno no cuenta con fondos suficientes para gastar en fines â€Å"menos importantes† como campaà ±as para promover una vida saludable y evitar el sobrepeso, lo que tambià ©n condiciona la conducta de los consumidores. La posibilidad de que aumente la tasa de obesidad es bastante alta. Sin embargo, a nivel individual como estatal, este eventual sobrepeso se traduce en mayores gastos estatales en salud y campaà ±as que apunten a evitar la obesidad, y en un costo muy elevado para los consumidores, ya que arriesgan su bienestar fà ­sico, psicolà ³gico y otros como su apariencia fà ­sica. Comparativamente hablando, es mucho mà ¡s valioso para la mayorà ­a de los seres humanos racionales llevar una vida saludable y conservarse bien fà ­sica y mentalmente que ahorrarse unos cuantos pesos en el almuerzo. En el corto plazo parece muy conveniente la alternativa de la comida rà ¡pida, sin embargo, al largo plazo perjudica tanto al individuo como al Estado.

No Time to Think Essay

This week we were asked to analyse the following papers and a TED Talk presentation reflecting on how the accelerating pace of life and the distractions/noise in form of new means of communication are affecting our concentration and vanishing our â€Å"sanctuary† where we can dedicate time for thoughtful reflections. * â€Å"No time to think: Reflections on information technology and contemplative scholarship†, David M. Levy. (2007) * â€Å"Speed and the Unsettling of Knowledge in the Digital University†, Ray Land, (2011). TED Talk â€Å"5 ways to listen better†, Julian Treasure, (2011) Distractions serve anything but the knowledge It is true that today’s digitisation and networking tools speed up the pace of our communicative exchanges. In the other hand, these increasingly attractive tools are stealing our time and helping to distract us. These distractions serve anything but the knowledge because seriously limit our ability to focus and attention (and hence learning). Nowadays many people believe that reading an entire book is less attractive than commenting on their friends’ photos on Facebook or, open multiple tabs in a browser and quickly discover everything that is happening. It is precisely the possibility to access an incredible amount of information through the current digital technologies and encounter endless possibilities of knowledge that challenges our inability to build mental representations. Given the monumental supply of information obtained through the mass media, especially the Internet, the individual focuses his attention by very few moments in the data exposed on computer screens as they navigate through new links. However, the quality of these connections often contrasts with the amount of information, which are hardly assimilated because there is no time or effort to establish relations between concepts and thus, creating new meanings. As a result, individuals have habitual concentration difficulties, especially when â€Å"connect† with other people and at the same time read information in various news sites. It is not by chance the use of terms such as â€Å"connect†, â€Å"Liked† and â€Å"off† to describe relationships between people. It is as if the email’s boxes or the tweets call us all the time so that messages must be read and answered immediately. The schools adopting the digital education model have already evidenced these concentration problems. The use of new technologies in the classroom econfigures everyday identities of their teachers and students and thus, their own teaching practice in the presence of the students’ limitless access to information through the Internet. I believe that the teachers, as the digital immigrants, and students, as the digital natives, are overwhelmed with the emancipatory potential of the Internet that in somehow they are experienc ing a sense of loss as pointed out Ray Land: â€Å"Paradoxically this may be experienced as a sense of loss as an earlier, more secure stance of familiar knowing has to be abandoned as new and unfamiliar knowledge is encountered†. The temporary downside of this digital turn is a viral pact of mediocrity, through which teachers and students pretend to teach and learn, to the extent that the contents of academic papers are copied and pasted in the text with less and less reasoning being developed. New teachers adapted to this modus operandi disregard ethical issues and do not refute the information that the student presents through consultation online. Improving concentration in the digital environment Considering the above scenario, I believe that we need to re-think our strategy to overcome distraction and increase our capacity to learn in digital environments. As David M. Levy mentioned: â€Å"It might well be possible to begin to explore different modes of thinking – routine and creative modes, as well as obsessive mind chatter – not only to develop more nuanced and refined understandings of these processes but to understand how to encourage or discourage them†. The starting point could be the understanding of the mechanisms of human attention, decode how it works and even how to develop it. I personally think that concentration is not innate to the human being, but a skill that can be taught throughout life and can always be improved. Recently I read an intriguing book called â€Å"The Mind and the Brain: Neuroplasticity and the Power of Mental Force† (Jeffrey M. Schwartz and Sharon Begley, 2003) about the brain plasticity, which is the neurons’ ability to redistribute according to need and training. The conclusions regarding the brain’s ability to rewire itself and the idea that meditation may be driving neuroplastic changes are quite inspiring in the book. For J. Schwartz and S. Begley, the best way to ensure attention is to choose challenging activities. If the task is so hard that we almost cannot do it, will certainly require more focus. However, it is not always clear that we like or feel challenged by everything that we need to do. Sometimes the work is simply annoying, but still needs to be done. In these cases, the trick is to turn it into a kind of game, focusing on one phase at a time. Overcome steps, one by one, can leave the whole process more attractive. Something like the â€Å"gamification† strategies, i. e. points and titles that some programs or applications give each task is accomplished. Being totally concentrated has to do with the state of â€Å"flow† discussed in the week 4 of the IDLE course. The psychologist Mihaly Csikszentmihalyi tried to understand the phenomenon by calculating the amount of information that our neural networks are capable of absorbing. He reached a number: only 110bps (bits per second). Listening to someone talking, for example, requires the processing of 40bps. That means, there are 70bps left in to use for distractions around. So we can scribble on paper or think in others to-dos while listening to the conversation. Using the 110bps in an activity would be the equivalent of what Csikszentmihalyi calls â€Å"flow† that state of absolute concentration that makes us not even notice the time passing. Finally, the schools should debate more about the negative effects of distraction, the importance of the â€Å"white space† (or the sanctuary as we call at IDLE, the creation of physical spaces or times on the calendar for uninterrupted, unwired thinking and connection) and encourage students to apply basic practices to promote personal â€Å"white space†. These practices include: create a student routine, make lists with the priorities of the day, learn to organize time and to collect relevant study materials, learn to book time to solve everything else outside of the studies (a good way to fend off distractions is to take them out of our heads) and learn to absorb and to reflect on what has been collected.

Texting and Driving Persuasive

Just before senior year, it was a warm summer night. You were in the car with your friends, blasting music, singing along, and having a conversation on the phone all at the same time. It was all fun and games until you see the bright headlights of a large semi truck, and that was that. Crash! I’m sure there have been many situations like this one and it is a very distressing concept. Too many people make the wrong decision of texting and driving. When I tell them not to do it, they would just argue, â€Å"I’m really good at it though, trust me. I do understand that it turned into a continuous process; however, that doesn’t mean that accidents can’t happen. That is what they all think, but anything can happen to any driver, at anytime. My friends have learned not to text and drive when I am in the car with them, but that doesn’t mean they don’t do it when they are alone, or when I’m not in the car. In fact, I think that is even worse b ecause there is then no one to tell them, â€Å"Look out! † or â€Å"Stop! † By this point there is no turning back, just heartbroken family members and friends. Every day I see at least one person texting and driving, and it makes my heart skip a beat.Not only am I worried for that person to get in an accident, but I’m concerned for me, and other drivers on the road. I notice them driving carelessly, and swerving on the road. No matter what kind of situation you’re in, there are no good ones when it comes to the road. When my brother got his license he was caught texting and driving by my mom’s friend who then told her. She was furious! â€Å"Luke! † My mom snapped. â€Å"Why would you even think of texting and driving? You can get killed. † â€Å"It was only once; I don’t do it often though! † remarked Luke. â€Å"No matter how many times you do it, it only takes one accident to kill you. replied my mom, with fire in her eyes. She was very angry that day because she thought better of him. She too knows the bad of texting and driving; therefore, she is a strong nonbeliever too. I remember one bright sunny day, the snow was sparkling from the intense rays of the sun, and the icicles were melting. But apparently some black ice hid on the street. As we were driving, I saw a fellow driver not notice the turn for the exit. He drove straight ahead into the metal railing along the bend. And BOOM! I saw this event occur right at my own two eyes. It was miserable too, considering the fact that it was a luxury car.As we I drove past it, I knew right then and there that texting and driving is definitely not an option for me. Its hard to say how tempting texting while driving is, but all I know is that when I get my license, I am never going to start the habit. That is my thought now and I hope it will always stay that way. I am hoping to change not just the lives of my friends and family, but to others all over the road. Next time your cup holder vibrates, leave it alone, and focus on the road. Your life, and the lives of your passengers are in your hands, so make good decisions. Texting kills! This I believe.

Implementation Of Power Law Transform For Indication Of...

Implementation of Power Law Transform for Indication of Multi-Modal Brain Tumors Giritharan Ravichandran and A G Ramakrishnan Giritharan Ravichandran is with the E.G.S. Pillay Engineering College, Nagapattinam, TN 611001 India (corresponding author to provide phone: +91 9715589763; e-mail: rvenkkatprabu@gmail.com). A G Ramakrishnan is with Indian Institute of Science, Bangalore, KA 560012 India. (e-mail: agrkrish@gmail.com). ABSTRACT In this paper , the problem of identification of masses or tumors in the Magnetic Resonance Image (MRI) of Brain . Here a novel method of Power Law Transformation is introduced on the Brain Image. The gamma value for the Brain Image is fixed as 1.5 and thresholding is done. Thus the resulting binary image clearly separates any kind of tumors or a mass present in the brain images, and makes the identification process easier. By exhaustive experimentations it is found that the proposed algorithm is performs well than the literature. The experimentations is done with the Virtual Skeleton Database (VSD) which is a brain tumor image dataset obtained from Challenge on Multimodal Brain Tumor Segmentation with are the outcomes of BRATS2012 and BRATS2013. It is reported that the tumor in the brain is identified correctly in majority of cases and the efficiency of the proposed algorithm is 90% in case of normal images and 82.51% in case of multimodal images. Keywords: CT Images, Brain Image, Power law transform, Binarization, Tumor,

Connecticut College Acceptance Rate, SAT/ACT Scores

Connecticut College is a private liberal arts college with an acceptance rate of 38%. Located in New London, Connecticut, Connecticut College offers 56 majors, minors, and certificate programs and five centers for interdisciplinary studies. For its strengths in the liberal arts and sciences, Connecticut College was awarded a chapter of the prestigious  Phi Beta Kappa  Honor Society. The college has an impressive 9-to-1  student / faculty ratio  and an average class size of 18. On the athletic front, the college is a member of the NCAA Division III New England Small College Athletic Conference. Considering applying to this selective college? Here are the Connecticut College admissions statistics you should know. Acceptance Rate During the 2017-18 admissions cycle, Connecticut College had an acceptance rate of 38%. This means that for every 100 students who applied, 38 students were admitted, making Connecticut Colleges admissions process competitive. Admissions Statistics (2017-18) Number of Applicants 6,433 Percent Admitted 38% Percent Admitted Who Enrolled (Yield) 21% SAT Scores and Requirements Connecticut College has a test-optional standardized testing policy. Applicants to Connecticut College may submit SAT or ACT scores to the school, but they are not required.  During the 2017-18 admissions cycle, 29% of admitted students submitted SAT scores. SAT Range (Admitted Students) Section 25th Percentile 75th Percentile ERW 650 710 Math 640 720 ERW=Evidence-Based Reading and Writing This admissions data tells us that of those students who submitted scores during the 2017-18 admissions cycle, most of  Connecticut Colleges admitted students fall within the  top 20% nationally  on the SAT. For the evidence-based reading and writing section, 50% of students admitted to Connecticut College scored between 650 and 710, while 25% scored below 650 and 25% scored above 710. On the math section, 50% of admitted students scored between 640 and 720, while 25% scored below 640 and 25% scored above 720. While the SAT is not required, this data tells us that a composite SAT score of 1430 or higher is competitive for Connecticut College. Requirements Connecticut College does not require SAT scores for admission. For students who choose to submit scores, note that Connecticut College participates in the scorechoice program, meaning that the admissions office will consider your highest score from each individual section across all SAT test dates. Connecticut College does not require the essay portion of the SAT. ACT Scores and Requirements Connecticut College has a test-optional standardized testing policy. Applicants may submit SAT or ACT scores to the school, but they are not required. During the 2017-18 admissions cycle, 19% of admitted students submitted ACT scores. ACT Range (Admitted Students) Section 25th Percentile 75th Percentile English 29 34 Math 26 30 Composite 30 32 This admissions data tells us that of those who submitted scores during the 2017-18 admissions cycle, most of Connecticut Colleges admitted students fall within the  top 7% nationally  on the ACT. The middle 50% of students admitted to Connecticut College received a composite ACT score between 30 and 32, while 25% scored above 32 and 25% scored below 30. Requirements Note that Connecticut College does not require ACT scores for admission. For students who choose to submit scores, Connecticut College does not superscore the ACT. The admissions office will consider your highest composite score from a single test date. Connecticut College does not require the ACT writing section. GPA Connecticut College does not provide data about admitted students high school GPAs. Self-Reported GPA/SAT/ACT Graph Connecticut College Applicants Self-Reported GPA/SAT/ACT Graph. Data courtesy of Cappex. The admissions data in the graph is self-reported by applicants to Connecticut College. GPAs are unweighted. Find out how you compare to accepted students, see the real-time graph, and calculate your chances of getting in  with a free Cappex account. Admissions Chances Connecticut College, which accepts just over one-third of applicants, has a competitive admissions pool. However, Connecticut College has a  holistic admissions  process and is test-optional, and admissions decisions are based on much more than numbers.  A strong  application essay  and  glowing letters of recommendation  can strengthen your application, as can participation in meaningful  extracurricular activities  and a  rigorous course schedule. Connecticut College considers demonstrated interest and strongly recommends  that interested applicants visit campus, attend college fairs, or participate in on-campus or off-campus interviews. Students with particularly compelling stories or achievements can still receive serious consideration even if their grades are outside of Connecticut Colleges average range. In the graph above, the blue and green dots represent accepted students. You can see that most students who got into Connecticut College had averages of B or higher, SAT scores (ERWM) above 1200, and ACT composite scores of 25 or higher. Many successful applicants had solid A averages. Note that grades are far more important than test scores because the college has test-optional admissions. If You Like Connecticut College, You May Also Like These Schools Wesleyan UniversityTufts UniversityVassar CollegeBoston UniversityColgate UniversityBrown UniversityHaverford CollegeTrinity College All admissions data has been sourced from the National Center for Education Statistics and Connecticut College Undergraduate Admissions Office.

Oedipus Rex - Conflict, Climax, Resolution Essay - 2880 Words

Oedipus Rex - Conflict, Climax, Resolution Sophocles’ tragic drama, Oedipus Rex, sees the conflict develop and reach a climax, and this is followed by a catastrophe and resolution of the conflict. E. T. Owen in â€Å"Drama in Sophocles’ Oedipus Tyrannus† describes the climax of the drama: The central scenes contain the heart of the drama, that for which the rest exists – the drama of the revelation. The poet’s task here is to make its effect adequate to the expectation. He manages to spin it out to nearly 500 lines, and, instead of thinning, increases the excitement by spreading it out; it becomes a threefold revelation rising to a climax (36). Thus it is that Owen sees the conflict escalating†¦show more content†¦Thomas Van Nortwick in The Meaning of a Masculine Life describes Oedipus’ tragic flaw: As ruler, he is a father to Thebes and its citizens, and like a father he will take care of his â€Å"children.† We see already the supreme self-confidence and ease of command in Oedipus, who can address not only other people’s children as his own, but also be a father to men older than he is. But beyond even this there is, in the wretched posture of the citizens, the hint of prostration before a deity. We are â€Å"clinging to your altars,† says the priest. . . . That he also exudes a godlike mastery in the eyes of his subjects only strengthens the heroic portrait. . . .(21-22). The â€Å"godlike mastery† to which Van Nortwick refers is the same mastery which Creon in his final lines designates as the cause of the tragic dimension in the life of the protagonist: â€Å"Crave not mastery in all, /For the mastery that raised thee was thy bane and wrought thy fall.† Oedipus’ total mastery of the investigation resultant from the Delphic oracle’s declaration, yes, his forceful pursuit of the investigation against the wishes of Jocasta, Teiresias, the messenger and the shepherd, ultimately spells the downfall of King Oedipus. Abrams says that the conflict is between the protagonist and antagonist (225). Is the antagonist within Oedipus in the form of his â€Å"godlike mastery,† as Creon believed? Or is the antagonist weird/wyrd/fate, so that the oracleShow MoreRelated The Conflict, Climax and Resolution in Oedipus Rex Essay2737 Words   |  11 PagesThe Conflict, Climax and Resolution in Oedipus Rex  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚        Ã‚  Ã‚   Sophocles’ tragic drama, Oedipus Rex, presents a main conflict and lesser conflicts and their resolution after a climax.    In Oedipus Tyrannus: Tragic Heroism and the Limits of Knowledge, Charles Segal had the protagonist fares well in the first series of tests, but does poorly in the second series:    The first three tests are, respectively, Oedipus’ meetings with Creon, Teiresias, and then Creon again. In eachRead MoreAn Analysis and Comparison of Modern Tragedy in Drama1485 Words   |  6 Pagesconception on certain requirements. According to Aristotle the three most important variables that define a tragedy are plot, characters, and theme. 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In â€Å"A Great Translator’s Reflections on Oedipus the King,† Gilbert Murray, professor at Oxford University in England, cites structure as one of the reasons why he chose Oedipus Rex as a work of translation: On the whole, I can only say that the work of translation has made me feel even moreRead More The Themes in Oedipus Rex Essay2792 Words   |  12 PagesThe Themes in Oedipus Rex  Ã‚  Ã‚  Ã‚        Ã‚   Sophocles’ tragedy, Oedipus Rex, contains one main theme, which this essay will consider. The theme is the general doctrine or belief implicit in the drama, which the author seeks to make persuasive to the reader (Abrams 170).    In â€Å"Sophocles’ Moral Themes† Robert D. Murray Jr. cites a critic who is strictly moralist in the interpretation of the theme of Oedipus Rex:    Let C. M. Bowra speak for the moralists:    The central idea ofRead MoreEssay on Antigone - The Tragic Flaw2238 Words   |  9 Pagesdishonouring laws which the gods have established in honour.    Ismene is unmoved by the reasoning and sentiments of her sister: â€Å"I do them no dishonour; but to defy the State,-I have no strength for that.† Her conflict with her sister over the unlawful interment is not a serious conflict for either of the sisters. Ismene, in parting, accuses Antigone of foolishness in her bold plans: â€Å"Go, then, if thou must; and of this be sure,-that though thine errand is foolish, to thy dear ones thou art trulyRead Moretheme of alienation n no where man by kamala markandeya23279 Words   |  94 Pagesï » ¿ANTIGONE KEY LITERARY ELEMENTS SETTING This tragedy is set against the background of the Oedipus legend. It illustrates how the curse on the House of Labdacus (who is the grandson of Cadmus, founder of Thebes, and the father of Laius, whose son is Oedipus) brought about the deaths of Oedipus and his wife-mother, Jocasta, as well as the double fratricide of Eteocles and Polynices. Furthermore, Antigone dies after defying King Creon. The play is set in Thebes, a powerful city-state north of Read MoreThe Scarlet Letter and Hester5407 Words   |  22 Pagesallusion to a Greek myth in which Cadmus kills a dragon and plants his teeth. The teeth grow into warriors who fight each other until only few are left alive. This myth, incidentally, is the beginning of the story that eventually comes to concern Oedipus Rex, but there is no association to be made between that story and this one. 11. What was the first thing Pearl noticed in her mother? 12. What happens when Hester sees her reflection in Pearls eyes? This is still another example of intentional ambiguity

Comparison of Original Profit Statement with Revised Profit Statement free essay sample

If non-traceable costs are apportioned to the different offices, the New York Office will be regarded as the most efficient and effective by holding the highest profitability level.   It would be followed by Chicago, Little Rock and finally Paris.   As regards to the latter office, a net loss of $1,000 is reported.   This implies that the Paris Section is not trading profitably and is thus deteriorating the financial health of Creative Consumer Consultants Limited. By utilizing the profit statement prepared above, in which only the traceable expenditure is allotted, different conclusions are derived.   The New York Division is still ranked as the best following by the Chicago Section.   However, the Paris Office, under such profit statement, is attaining a substantially higher profitability level than the Little Rock Section.   Indeed the profits of the Paris Department exceed those of the Little Rock Office by $2,000 ($3,000 $1,000). The comparison performed in this section outline the need of accurate financial reporting in the decision making process. We will write a custom essay sample on Comparison of Original Profit Statement with Revised Profit Statement or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page    As we can see from this case if non-traceable costs are allocated, the office manager of the Paris Division would be penalized on grounds of ineffectiveness.   However, this manager was capable to control the costs that fall under his responsibility as outlined by the revised profit statement.   Therefore his effectiveness during the performance evaluation exercise cannot be diminished from expenditure that fall outside his control. Method that enhances Goal Congruence Goal congruence is a management accounting term that encompasses the ability of top management to enhance the employees as well as the operational managers of the organization in reaching the corporate objectives of the firm.   Different school of thoughts have evolved during the years concerning goal congruence, some of which highlighting the behavioral and motivational factors leading to such goal congruence for the company. The best method that stimulates goal congruence for Creative Consumer Consultants Limited is the revised profit statement, under which non-traceable costs are not allotted during performance reviews.   As outlined in the previous section, if the original method was utilized, the office manager of the Paris Division would have been penalized on grounds of ineffectiveness.   However, we noted that such expenditure was outside his control.