Saturday, August 31, 2019

Judith Beveridge Essay

According to Judith Beveridge, nature is constantly abused and neglected, as a result of industrialisation, a process occurring under the direction of a patriarchal society. This idea is supported by the context of her poetry, a time where power was something that men were supposed to possess. She demonstrates her opinion to her readers through the use of poetic techniques in her poems Domesticity of Giraffes and Streets of Chippendale. Domesticity of Giraffes portrays themes of environmentalism, when assisted by a feminist reading. Nature is confined, closed off, and lost in a modern, industrialised society. Nature’s inhabitants therefore, are also closed off, and here a giraffe is called a ‘wire-cripple’ (line 16). This metaphor suggests that the wires are oppressing the giraffe and in turn, nature. At the same time, the wire is symbolic of industrialisation and the involvement of a patriarchal society in this process, through the application of Beveridge’s context, in which a male dominated society was seen as unfair and women began to develop and address their own political views. Thus, nature is portrayed as an innocent party, governed by the undeserved power of a patriarchal society. The poem also conveys nature as diminishing and being replaced by an industrialised society. The existing nature and its remaining inhabitants are lost, lonely and longing for companionship. Here, a giraffe looks ‘towards the tall buildings she mistakes for a herd’ (lines 6 – 7). Through the reapplication of Beveridge’s context, it is evident that the use of enjambment after ‘buildings’ is used, once again, to emphasise the recurring symbol of industrialisation due to a patriarchal society, which is represented by ‘tall buildings’. It also emphasises the longing and loneliness of the giraffe, as she is shown to look for anything that she shares a similarity with for companionship. Thus, nature is seen as helpless in an industrialised society. As a result, the techniques in Domesticity of Giraffes collaborate to convey that nature, with its innocence and helplessness, has unjustly become a slave to an industrialised patriarchal society. Additionally, Streets of Chippendale portrays themes of environmentalism when assisted by a feminist reading. Nature here is non-existent. It has been taken over by an industrialised society, and ‘Streets named Ivy, Rose and Myrtle – now lack a single tree’ (lines 1 – 2). Juxtaposition is used here to emphasise the contrast between ‘streets’ and ‘ivy, vine rose and myrtle’, which are all names of trees. The emphasis on ‘streets’ connotes the recurring representation of industrialisation due to a patriarchal society, when coupled with Beveridge’s context. Consequently, the use of enjambment after ‘Myrtle’ places emphasis on the irony, that streets named after trees, have no trees in them due to industrialisation. Thus, nature is seen as being mocked by a dominant, patriarchal society. The poem also conveys nature as a possession. Chippendale is seen as a place that tries to own nature, ‘where residents dressed in slacks and turtlenecks are walking pedigree dogs’ (lines 8 – 9). Here, a pun is used to bring out the meaning of the word ‘turtle’ in ‘turtleneck’, which along with a literal interpretation of ‘dog’, brings about connotations of the ownership of nature. Also, the resident, wearing a turtleneck and walking a pedigree dog, is seen as powerful and upper class, and therefore, through the application of Beveridge’s context, represents a patriarchal society. Thus, nature is seen as the possession of an ungrateful patriarchal society. As a result, the techniques in Streets of Chippendale collaborate to convey that nature is useless and unimportant in an industrialised patriarchal society. In conclusion, Judith Beveridge’s poems, Domesticity of Giraffes and Streets of Chippendale, give its readers the message that nature is constantly abused and neglected because of industrialisation, which is caused by a patriarchal society. This message is created through the application of feminist reading and her use of poetic techniques, while taking into account her context.

Home Furnishings bedding Essay

Home furnishing has many areas that furnish bedrooms with frames, comforters, sheets and dressers and much more. A home furnishing is a way to personalize the house whether it’s with the help of professionals or simple your own ideas. The company Polo Ralph Lauren founded in 1967 and their main headquarter is currently in New York. Ralph Lauren was the one who founded the company which he is the CEO, Chairman, and chief designer for the company. The company also sells products for men, women, and children, accessories, fragrances, and home furnishings. It operates in Europe, Asia, and the Americas. Ralph Lauren first launch his home collection in 1985 including bedding, including bedding, towels, area rugs and much more. Home furnishings include bedding and with the bedding department it has mattress size, pillows, sheets and blanket, and quilts. The mattress size is important because it depend the size of the sleeper and the dimensions of the bedroom. The smallest size of the bedding dimensions is the twin size which has a dimension of 39 by 76 inches. The next size is the full size mattresses measure 54 by 75 inches and â€Å"queens add an extra 6 inches to the full-size width and 5 inches to the length. Standard king mattresses have ample room with a 78 inch width and 80 inches in length. †(ProQuest) The pillows come in different size to match the bed and all the pillows are 20 inches in width and in length it varieties. Pillow cases and sheets are sold in pairs or separately. They are sold separately because it allows the customers to pick their own design, how they want their sleeping environment to look like. They sell separately because something consumers does not like the designs so they rather buy the design that they are comfortable. The construction of pillowcases, sheets and shams varieties and the most popular fabric use in this is woven. The next fabric is â€Å"Cotton and cotton/poly dominates the market. Cotton gives absorbency while polyester gives durability and wrinkle resistance. Most sheets are made with spun yarns. †(Hoovers) Muslin and percale sheets are the most common. Muslin sheets are made from carded yarns while Percale is made out from combed yarns. Other type of fabrics is sateen, satin, flannel, or knitted jersey or tricot. It’s important to pay attention the caring part because there are some sheets, pillowcases that can easily get damaged. The white sheets should be machine was only and dry according to manufacturer’s instructions. Do not combine dark colors with beach and only apply beach on white sheets. It’s good to rotated and avoid using the same set also using a mattress pad or covers to protect the sheets will extend the life of the bottom sheets. â€Å"Ralph Lauren has grown from being a mono-brand US centric menswear wholesaler to designer manufacturer and wholesaler of global luxury lifestyle brands for men, women and children. † (Business source Swot analysis). Ralph Lauren has many products that can offer to their customers because it’s a growing industry. Some of the brands and names of Ralph Lauren include Polo by Ralph, Lauren, Purple Label, Club Monaco, Rugby, Ralph Lauren Women’s Collection, Black Label, Blue Label and Lauren by Ralph Lauren, among others. The successes of the brands are due to the official outfitter of the 2008 US Olympic and Paralympics teams by the United States Olympic Committee in 2008. It has sign a five year contract with R&A to outfit all the members staffing and all the officials in the Open Championship up to 2016. Ralph Lauren distributes their products through and foreign and domestic network. It has a successful global distribution network which allows â€Å"its merchandises to be sold in a total of nearly 9,000 retailers worldwide, ranging from high-end department stores such as Neiman Marcus to discount retailers such as TJ Maxx. † (Business source). Ralph Lauren is divided into three segments the first one is wholesales, the second one is retail, and the third one is licensing. Licensing is very important because any product whether in-house produced or licensed, have to be designed by Mr.  Lauren and his design staff. All of his home furnishings products are produce by his licensing partners who has the right to sell them whether it’s internationally or domestic. It has multiple channels where they distribute their products. Ralph Lauren has 201 factory stores worldwide and 178 full-price retail stores. It also has â€Å"474 concessions-based shop-within-shops, and six e -commerce websites. The full-price retail stores range in the size of approximately 800 to 38,000 square feet and are situated in major upscale street locations and upscale regional malls in large urban markets. (Business Source). Most of these factory stores are located in outlet malls. Some of the factories have a length of 2500 to 20,000 feet in the Americans 1,400 to 19,700 square feet in Europe and from 2,800 to 11,800 square feet in Asia. It also operates a concessions-based shop-within-shops that has around 209 retail locations dedicated to Ralph Lauren-branded products. Most of the shops-within shops are located in Asia and the size of this concessions-base is approximately 180 to 4,300 square feet. The company has a successful globe distribution that allows merchandise to be in 9,000 retails worldwide. Home furnishings by Ralph Lauren afford their customers a feature that has a â€Å"contemporary, creative style and also employs ticking-striped patterns, industrial accents and flea-market-inspired finds to create an unexpected rustic look. † (Ralph Lauren). The company wants their customers to be happy with their product and that’s way they offer the best quality with the best material so that their customers can come back to the company and purchase more. Polo Ralph Lauren’s status as a premier lifestyle brand supports higher product margins, product extensions, and consumer loyalty. The company long-term annually grow is 20% to 30 % on their distribution. This company has a price range to be higher because Ralph Lauren is one of the premier consumer lifestyle brands with considerable brand equity. The company has strong brand equity because it has â€Å"capitalized on its strong fashion design and effective marketing to build a premier lifestyle brand with global revenue exceeding an estimated $5 billion, including licensees. (Business Source). It also states that the company is one of the few† brands capable of developing a portfolio of products and brands ranging from the moderately priced Chaps by Ralph Lauren to the luxury priced Purple and Black Labels. † (Business Source). The company has many ways to merchandises their products which include websites, outlet malls, factories and much more. In addition to these, the company sells its products through three websites in the US, including ralphLauren. com, rugby. com and clubmonaco. com, the company has more websites in the European part. Only the Unites States the company has acquire new customers about 600,000 customers. Only selling from website in helps the company to reach wider customers and faster than any other companies. Not only do they sell their merchandise over the internet they sell it through catalogs, retail stores for example Macys and high ended department store. Not any department store can sell Ralph Lauren products because they must have a license with the company itself. The company chose high end department stores because they know their customers and also because they have loyal customers who love to shop in this high-end department stores. Also because the brand of the product will distinguish how the material is made and how good of a quality it is. There are many rules and regulations when it comes to â€Å"all products categorized as linens must be labeled in accordance with the laws that relate to the consumption of textile products. The Textile Fiber Products Act (TFPIA) requires that generic fiber names and fiber content be listed on the label and flammability standards for mattress†. (Hoovers). The company’s name is build around the highest ethical and legal standards.  Ralph Lauren is guided by the â€Å"California Transparent Act which states that all of its suppliers to prohibit the hiring of slave labor and prevent practices that could contribute to human trafficking. 1. verify product supply chains using third party auditors to ensure that our product supply chains are compliant with our Operating Guidelines and all applicable laws and regulations prohibiting slave labor and human trafficking; 2. conduct independent audits of our suppliers to evaluate their compliance with our Operating Guidelines and all applicable laws and regulations prohibiting slave labor and human trafficking; 3. equire certification by our suppliers that materials incorporated into our products comply with our Operating Guidelines and all applicable laws and regulations prohibiting slave labor and human trafficking in countries where our suppliers are doing business; 4. maintain internal accountability standards and procedures for employees and contractors failing to meet our Operating Guidelines prohibiting slave labor and human trafficking; 5. provide training for our supply chain executives and employees on the prevention of human trafficking and slave labor. †(RalphLauren. om) The company is always doing things to change the product and to promote new products to their loyal customers. Ralph Lauren will launch new lines and maintain brand strength. The company views the internet as the number one source of future growth that will increase very fast. They are advertising and marketing in a unique form associate with distinct design, luxury and quality. Retail stores are still very important because it’s the foundation and the growth of the company and it has given the â€Å"confidence to apply its expertise to wholesale business, including erchandise mix, visual presentation and excellent customer service. † (Valuation Reports). Ralph Lauren wants to expand to new products with new categories in different parts of the world. In conclusion the company has many things to offer to their loyal customers and expanding everything to new places and expanding new product will definitely have new customers. It’s important for the company to keep the good quality and good merchandise because it’s a way to stay in business for much longer.

Friday, August 30, 2019

Birth of the Republic

The birth of the United States is one of the turning points of history of humans. It enabled the New World to come full circle and make the perilous transition from the Old World to the New. The American Revolution also defined the role that Great Britain was to play in the world. With the breaking away of the American colonies, a new nation was born that would supersede the power and influence of the United Kingdom. Edmund S. Morgan provides a summary of the American Revolution and recounts how the Republic was born and struggled to create its own mark in history.Morgan managed to trace the historical developments in the original thirteen colonies in America and the issues that led them to push and fight for independence. At first, the major issue was taxation by the British government. However, as they went on with the struggle, the Americans started defining themselves as a nation and affirmed their freedom as a people independent from Great Britain. These ideas did not arise beca use of amazing political theory that the Americans in the colonies formulated. Rather, they arose out of the experiences and the needs of the people in the colonies. The American Push for IndependenceAccording to Morgan, the people who went to the colonies understood themselves to be free â€Å"Englishmen† who were entitled to the usual rights and privileges ascribed to Englishmen, particularly their right to liberty and freedom. As such, it came as a surprise to those in the colonies when Sugar and Stamp Acts of 1764-1765 demanded that extra tax be taken away from the colonies. As a response, the colony settlers demanded that they be directly represented to the British government. This was but the first of a series of demands that led the colonial settlers to redefine and rethink the nature of their relationship with Britain.It is important to note that the colonial settlers did not truly wage the Revolution because of nationalistic impulses or because of too lofty ideals. W hat they wanted was to have equal rights of liberty and representation enjoyed by Englishmen whether they are in England or not. Because the colonial settlers could not accept the idea of being represented virtually, they rejected the taxation system being imposed upon them. More than that, the settlers also began to question the jurisdiction of the British Parliament over them.The process of establishing a central government among the colonies was full of difficulties and challenges, which were confounded by the war against Britain. Even if the colonies managed to defeat the British, the colonies recognized the need to band together and form a government that can look after the colonies. Four years after signing the Peace Treaty, the colonies called for a Constitutional Convention in 1787. The process was far from smooth. What happened was that the process tended to be more controversial than the act of declaring freedom from Great Britain.Several issues that arose included the siz e of the states and the differences among them. Surprisingly, however, the equality of states in representation to the Senate was prioritized over the equality of men. The reality of slavery also became a contentious issue among the States. Ironically, a slave was considered as three-fifths the worth of a free man when it came to representation. This was a compromise so that slaves could not longer be imported after 1808. Private property was also protected. The idealism of the Declaration of Independence did not resound very loudly in the Constitution.Such was the case of compromises and political situation during the Birth of the United States. Morgan managed to highlight the different motives of the leaders of the Revolution throughout the process—from the first time that the issue of taxation arose, down to the actual revolution, and the writing of the articles and the Constitution. This whole process occurred within twenty-five years. Morgan also looked into the leaders of the Revolution and conceded that they were not always acting based on good motives and an appeal to idealism. They also worked for economic gain and they managed to include provisions that protected their properties.During that period, the ownership of land was the foremost indicator of wealth. However, these acts do not mean that they are no less committed to the ideals of liberty. The compromises made by the colonies among themselves, particularly the issue of slavery, was but part of the issues that were not smoothed out because the Constitution had to be put in place if the young nation were to stand on its own against the might of the stronger nations during that period. Conclusion Although the war during the American Revolution is interesting, Morgan did not devote a lot of pages in discussing it.Rather, he explained the broader issues and forces at work in the birth of the United States of America. More than just the dynamics of the war, the author traced the ideals, the i deas, and the issues that bonded together the colonies and their efforts in consolidating themselves into one nation. Furthermore, the author included the texts of important documents that have shaped the American nation since its inception. It is an amazing piece of work documenting the nation’s history. Reference Morgan, E. S. (1993). The Birth of the Republic: 1763-89. Chicago: University Of Chicago Press.

Thursday, August 29, 2019

Sales Letter Assignment Example | Topics and Well Written Essays - 500 words

Sales Letter - Assignment Example The manufacturer will have to adjust to new consumer needs because of new interactive market place conditions. This depends upon where and how the company markets its products or services. In addition, when it comes to marketing or promoting a service or product, one sixe does not fit it all. I will introduce a new sales technique to the company in order to attract more customers. In addition, it will be my responsibility as a salesperson to ensure that the sales department is working in line with the company objectives. In order to increase sale of goods, I will do the following as a salesperson; ii. The sales department can use just in time method of supplying goods as this ensures that goods are delivered on time to avoid inconveniences in the production process. This type of system ensures that the delivery trucks are operating on a scheduled time plan and that they deliver goods at the stipulated time. iv. Just in time, technique is efficient because it does not need too much supervision in order to accomplish. This is because the truck drivers follow the schedules, which means there is no need to supervise their work. I am writing to you this letter because I believe I have all the necessary qualifications, experience and qualities that would help your company prosper. In addition, I know your are targeting customers from Asian countries especially India. I have worked as a salesperson for renowned companies such as BMW in India. This means I clearly understand Indian perceptions and behaviors towards a new product. Therefore, as explained above, I will ensure that you will not regret choosing me as your salesperson because your product will receive a positive reception in new market. I m looking forward to your positive

Wednesday, August 28, 2019

Food Journal Analysis #1 Essay Example | Topics and Well Written Essays - 500 words

Food Journal Analysis #1 - Essay Example As for the rest of the food, which is only 1 yoo-hoo chocolate and 1 plain milk chocolate- the former is good for the body because it provides calcium, and was also the only dairy product I ate during the day, and the latter belongs to the fats, oils and sweets group, which is permissible to eat occasionally. Seeing as how I only ate one bar, the consumption of it is also alright. B. I did not consume the minimum number of servings for each of the food groups. In fact, that was the case in four of the five groups. I had the perfect amount of fruit, 2 cups per day, and a decent amount of grain, 5.1 oz equivalent, when the recommended amount is 7. However, as far as the vegetable, milk and meat and beans groups, I miserably failed to reach the minimum amount: I had 1.3 cups equivalent of vegetables out of the 3 recommended- a bit less than a half; I had 2.1 oz equivalent out of 6 recommended- about a third; and I had 0.2 cup equivalent of milk out of 3 recommended- one-fifteenth of the recommended portion. The reasons for this are simply because I didnt have enough foods of those groups- I didnt have enough vegetables because I ate a small portion of salad; I needed to consume a little more grain, which I could have done by eating another slice of bread or perhaps a small portion of corn flakes; I didnt nearly have enough dairy products, which I could have solved by drinking another glass or too of yoo-hoo chocolate and maybe eating some cheese with the bread; and I didnt have enough meat and beans, which I could have by eating some chicken or turkey or even more fish, and perhaps some beans too. D. My diet provided a certain variety of foods. I consumed foods from all food groups, but in very different quantities. I needed to consume much more food from the milk food group, the meat and beans group and the vegetable group, as well as having a bit more of the grain group, whereas I had the perfect amount of the fruit group. This could have been solved had I

Tuesday, August 27, 2019

The Domestic Violence, Crime and Victims Act Essay

The Domestic Violence, Crime and Victims Act - Essay Example These points of law will be discussed later. In the scenario presented we will discuss whether under the DVVA Maureen and Dan are likely to be convicted for causing or allowing the death of a child. The law states that in order to be guilty of the offence four criteria must be met. As Valerie was thrown against the wall and later died of brain damage at the hospital, we can reasonably infer that the medical findings will conclusively prove these injuries and therefore, her death, were a result of an unlawful act. The person or persons committing this act must according to subsections (i) and (ii), be members of the same household as Valerie and have had frequent contact with her. Maureen, Valerie's mother, was the leasee of the flat in which the victim resided and as her biological parent and raising the child it is obvious that both of these criteria were met. Dan, although not the biological father, he does reside and had been residing in the same residence at the time of the offence. Further he was assisting Maureen with rent payments. While cohabitating as husband and wife, a reasonable person would infer that Dan had frequent contact with Valerie as well. ... The person or persons committing this act must according to subsections (i) and (ii), be members of the same household as Valerie and have had frequent contact with her. Maureen, Valerie's mother, was the leasee of the flat in which the victim resided and as her biological parent and raising the child it is obvious that both of these criteria were met. Dan, although not the biological father, he does reside and had been residing in the same residence at the time of the offence. Further he was assisting Maureen with rent payments. While cohabitating as husband and wife, a reasonable person would infer that Dan had frequent contact with Valerie as well. At the time of Valerie's death, both Dan and Maureen were residing together and did have frequent contact with the victim. According to the Children and Young Persons Act 1993 and as further defined in the Children Act 1989.1 Although not the biological parent by nature of the relationship Dan did have a responsibility for Valerie. As explained further in LAWCOM 282 "A person who is presumed to be responsible for a child or young person by virtue of subsection (1)(a) shall not be taken to have ceased to be responsible for him by reason only that he does not have care of him"2 When the police arrived at the flat Dan stated he was sleeping woke to find Maureen standing over Valerie screaming. Maureen recounted that Valerie had been sleeping and she was in the bath at the time of the offence. Upon hearing the commotion when Dan awoke Valerie from her sleep causing the child to cry after which Dan picked up the child and threw her against Maureen, according to her statement to the police, rushed from the bathroom to find the child lying on the floor. Although each had in this

Monday, August 26, 2019

Relationship between systematic theology and christian ethics Essay

Relationship between systematic theology and christian ethics - Essay Example Christian ethics is mainly guarded by the biblical scriptures and other sacred teachings. In essence, ethics plays a significant role in molding people’s behavior and way of life. In addition, ethics aids in bring order in the society and ensuring that everyone acts accordingly in areas of resident, social gatherings and places of work. In this essay, investigation of the assertion that, there exists a certain relationship between Christian ethics and systematic theology is going to be investigated. Both disciplines focus on instilling good moral values to Christians. In fact, the core objective of these two fields of study is to enhance upright moral behaviors for Christians. For instance, Fedler (2006) argues that Christian ethics provides a guideline on how Christians should conduct themselves in private and public places. Similarly, systematic theology explores the Christian behaviors in order to set a platform for proper application of the Christian ethics. In essence, the two work hand in hand in building and developing the Christianity base. Christians are expected to be good ambassadors of Christ by acting according to the provisions of the bible and other holy texts. According to Christian ethics, a Christian should be an individual whose character is admirable to the members of the society. Actually, Christians should behave in such a way that non-Christians envy to emulate their character. The advancement in technology and education has eroded the good human morals a nd, therefore, systematic theology and Christianethics need to be applied together in order to restore and uphold acceptable morals in the society. According to Jenson (2001), systematic theology is not only an endeavor for Christianity knowledge but also an exposure to God’s truth on humanity. Through systematic theology, people are able to understand the reasons why God ordered some things to be done the way they are done and, this aids in building a well-founded

Sunday, August 25, 2019

Qustions Essay Example | Topics and Well Written Essays - 3000 words

Qustions - Essay Example Therefore, it can be said that managers assume the key responsibility of the successful implementation of corporate GIS in an organization. In order to accomplish that, managers need to overcome the barriers and address the implications that result from the implementation. The following text discusses some of the implications of introducing the corporate GIS to an organization from a managers’ perspective. Many companies have conventionally invested quite a lot in different GIS resources that include but are not limited to software, hardware, and human resources. As a result of that, management has demanded tangible outcomes on the sum invested. Management in any organization expects to receive tangible outcomes from the implementation of corporate GIS. If the management does not acquire tangible outcomes soon, there is little likelihood for management of continuing its support for the corporate GIS. Many case studies have traditionally shown that many information systems expe rience such hurdles (Otawa, n.d.). Researchers like (Saarinen, 1987) have devised organization-wide solutions in order to meet the challenges associated with implementation of corporate GIS in the organization. ... In order to make the system effective with the corporate GIS, employees need to be trained on the use of GIS. To achieve that, it is required of the managers to arrange training programs for the employees in which they may be offered education about the use of GIS. In addition to that, managers need to work out the best time that is suitable for the on-job training from the duty hours available to them. Not just that, managers need to convince the top management and / or the owners to bear the expenses thus incurred. Education of the organizational staff is compulsory, though it consumes additional cost. With that, management who is already skeptical about the idea of implementation of corporate GIS in the organization becomes even more repulsive towards it. In addition to the lack of employees education as discussed above, Management also has to suffer from a lack of GIS data of sufficiently high quality. Although in recent years, there has been improvement in the availability of th e required GIS data for organizational use, though this does not essentially mean that the improved availability has also improved the accuracy of the data. Many of the GIS databases are outdated because they have not been updated on a regular basis. Other implications for implementing corporate GIS in organization for managers include but are not limited toâ€Å"(1) data inaccuracies – both spatial and attribute, (2) data conversion issues, e.g., digitizing and format translations, and simply (3) the lack of data necessary to perform routine job duties† (Otawa, n.d.). GIS can not be implemented on a higher level unless these concerns are addressed. All of these factors need to be taken into consideration and taken adequate measures for in order to gain maximum benefit from the systems

Saturday, August 24, 2019

'Nationalism has done more to shape the modern world system than Essay

'Nationalism has done more to shape the modern world system than anything else' Discuss - Essay Example The last section of this paper deals with the anti-colonial nationalism and the different forms of nationalism in both the new and old nation-states; finally, the paper draws a conclusion that nationalism has exerted a huge amount of influence on the modern world political system, in terms of both opposition and a claim to the modern state, which, however, shouldn’t be overestimated. Introduction Breuilly writes that the term ‘nationalism’ is used to denote a political movement seeking or exercising state power and justifying its actions with nationalist arguments, where the latter are seen as a political doctrine â€Å"built upon three basic assertions† (2). Thus, in the first place, there should be a nation with an explicit character, which is peculiar to that nation; secondly, the nation’s values and interests should take priority over all other suchlike; and last but not least, the attainment of political sovereignty is required (Breuilly 2). And erson, in turn, considers nationalism, along with nation and nationality, rather difficult for one to define let alone to analyze, and suggests that nationality and nationalism are cultural artifacts which have been transplanted to a variety of social terrains as well as merged with a corresponding variety of political and ideological constellations (3-4). On the other hand, as Seton-Watson points out, the ‘nation’ phenomenon â€Å"has existed and exists†, insofar as a significant number of people in a community possess national consciousness, i.e. consider themselves to have formed a nation, or behave as such. Hence, if a nationally conscious elite succeeded in creating a nation, it would be able to remain in power on the basis of that nation, and conversely (5). So, however one may go into nationalism – whether as a state of mind, the search for some sort of national identity or the expression of certain national consciousness – there’s no doubt that, as Breuilly put it, nationalism is, above and beyond anything else, about politics (1). Since politics is infinitely, if not exclusively, concerned with power and power, in the modern world, is mainly about the control of the state, nationalism, besides its cultural, ideological, class, etc. dimensions, is inevitably related to the objectives of obtaining and using the state power (Breuilly 1). Thus, the modern state, hence the modern state system and nationalism appear far too intertwined with each other, insofar as nationalist politics have given rise to the creation of many present-day nation-states, and could be held responsible for certain developments in others; and not surprisingly therefore, the modern state would offer â€Å"the key to an understanding of nationalism† (Breuilly 2). Origins of Nationalism - Prelude to Nationalism in Early Modern Europe The roots of modern nationalism could be traced back to the monarchical states of Western Europe in the e arly modern period (Breuilly 75; Seton-Watson 19-22). With the dramatic increase of state power by that time, the opposition to the state also increased and consolidated; as the state extended its authority over its subjects and diminished that of other institutions, like guilds, churches, etc., the idea of the ‘nation’ could be deemed to have achieved certain political relevance (Breuilly 75). This idea, however,

Friday, August 23, 2019

Comparing between two country Essay Example | Topics and Well Written Essays - 1000 words

Comparing between two country - Essay Example that was established by the founding fathers of these nations after independence, challenges of border conflicts between neighboring countries is still real. Kenya and Tanzania have suffered similarly from terrorist attacks on the record of a twin bomb in the capitals of these two nations that simultaneously occurred on 7th August 2008 at the embassies of the United States. Politically, Kenya and Tanzania have shared several similarities. It will historically be remembered that these two countries were both British Colonies and got independence in the 1960s. At the time of independence, Kenya and Tanzania had similar structures and organization of a unitary government and (Klugman, Neyapti and Stewart 46). Both countries share a commonality of the political history for remaining single party democracies until 1992 when multiparty democracy was adopted in both Kenya and Tanzania. Their struggles for sovereignty are known to have resulted in massive loss of lives. Today, Kenya and Tanzania are multiparty democracies with several political parties registered in both countries. Both nations are headed by a Head of State with Uhuru Kenyatta, the son of the founding father in Kenya heading the country while his counterpart Jakaya Kikwete leading Tanzania. The political relations between the two nations have been stable since independence. Several changes in both countries have aimed at transforming governance although making varied achievements. However, Tanzania and Kenya have clearly manifest political differences. Firstly, through the many constitutional changes and amendments since independence, the political structures are substantially transformed. Kenya adopted and embraced a devolved system of governance while Tanzania embraces a unitary system of government (Martin 23). Under the decentralized governance in Kenya, the President is the Head of State while the Governors head the forty-seven counties. The famous constitutional change in Kenya in 2010 ushered in

Thursday, August 22, 2019

His clc Essay Example | Topics and Well Written Essays - 500 words

His clc - Essay Example â€Å"From the beginning, Islam was for obvious reasons closely tied to Judaism and Christianity. The Koran evolved over more than three decades, during which Muhammad was engaged in discussion with adherents of both religions. There is an abundance of documentation on this subject in the Koran, including †¦Ã¢â‚¬ ¦ narratives with a biblical background and various traditions, both written and oral, of Jewish and or Christian origin† (p.1). Moreover, a fundamental element of the interrelationship between these three faiths was the intolerance of other religious practices and originated from Abraham. To this end, Peters (1990) comments that whilst alternative polytheistic religions are characteristically tolerant of other religious practices, â€Å"the Children of Abraham, on the other hand, though grudgingly accepting of each other, were professedly and actually intolerant of other religious systems. The One True God of Abraham was, on his own witness a jealous deity who brooked no rivals† (p.xxi). Therefore, whilst the origins of the three faiths share the same roots; the formation of Islam, Christianity and Judaism as separate religious systems has resulted in different belief systems and the focus of this paper is to evaluate the development of Judaism from its historical roots to the contemporary manifestation of the religion. In contrast to the assumption that Judaism’s origins are traceable to Moses; the roots of Judaism are found in the Old Testament with numerous references to the worship of the God of Abraham, Isaac and Jacob and YAHWEH (the Hebrew name for God) prior to Moses. This is referred to in Ben Sira’s deuterocanonical book Sirach in the â€Å"Praise of the Elders†: Moreover, a central underlying foundation of Judaism’s development is the covenant relationship with Abraham (approximately 2,085 BC); where God decreed to Abraham and decreed that the Israelites were the chosen people by the

Pachelbels Canon Essay Example for Free

Pachelbels Canon Essay In what people consider as classical music, there are different eras of music, two in particular that deserve a closer look are the Baroque Period and the Classical Period. The two different styles, or eras, are very close in what the untrained ear. Listening to the two different eras at first it was difficult hear a distinct difference between the two eras of music. In the Baroque Era music like Bach’s Water Music, Handel’s Messiah and Pachelbel’s Canon are soft rhythmic pieces generally with smaller ensembles of instruments, the focus on strings in the music and was generally written between 1600 and the 1750’s (Differences 2011). In the Classical Era such as Haydn’s String Quartet, Mozart’s Symphony no. 40 and Beethoven’s Symphony no. 5 the music is a little more chaotic and not as in tune with the other pieces. Classical pieces also tended to be larger orchestras that focused more on the winds and brass, even though strings were still part of the group. The music is generally considered to from 1750’s to the 1820’s (Differences 2011). Two pieces of music that are good to compare from the eras is Pachelbel’s Canon and Beethoven’s Fifth Symphony. Pachelbel’s Canon is a very peaceful, rhythmic and melodic piece of music that is soothing to ear and is escape music, it has the power to take the listener and transport, or escape them from where they are at. Canon has been used in advertisements as well as a wedding song, which is what is most known for this day is as a processional piece of music. Beethoven’s Fifth is another popular and well known piece, Beethoven uses the whole orchestra and the piece rises and lowers throughout the piece in its different movements. Pachelbel’s Canon is more of a peaceful piece; this piece is more violent and chaotic. Beethoven has described the opening notes, some describe as s-s-s-L, as â€Å"Fate knocking on your door† (Beethovens 5th). The piece is instense and from the beginning there is a sense of intensity and drama that carries throughout the piece. The two subject pieces are hard to relate to today’s music other then Pachelbel’s Canon is more of a love song, or perhaps a comparison to Enya in that in melodic and peaceful. Beethoven’s Fifth is more of your Hard Rock, or a Rap song that is intense and as a story to tell in the piece.

Wednesday, August 21, 2019

Early Years Laying the Foundations of Learning

Early Years Laying the Foundations of Learning The provision of nurturing to children in their early years of schooling, prep to grade four, is well recognised as being important for an individuals future success in education and learning throughout life (Queensland Government 2008; Dahlberg, Moss, Pence 1999). There is a convincing amount of literature to suggest that the early years of life are a critical period, in which the supported development of children will have long-term benefits (Australian Government [a] 2010). It is acknowledged that in the early years of schooling the foundations for aptitude and basic coping skills are established which, in turn have an effect on an individuals ongoing learning, behaviour and health (Heckman, 2004; Dodge 2004). These issues of learning and wellbeing of a child depend on their circumstances as an individual, as a member of their family, community and wider society (Australian Institute of Family Studies 2010). This essay gives specific regard to these issues that can influence a young persons development in the early years stage of schooling. It sets out to demonstrate the complexity of early years, and highlight numerous risk and protective factors which combine to influence childrens development. Some of these factors affect the development of physical, cognitive, social and language skills necessary for later in life (Early Life Foundations 2010; Victorian Curriculum and Assessment Authority 2004). This essay groups these issues into four areas of context, these are; child, family, environment and community. This essay also gives critical examination of some current curriculum documents and learning resources which assist children in developing strong foundation for learning. Analysis of issues that can influence a young persons development at this stage of schooling and discussion of theoretical perspectives related to childhood development and learning; The early years are a period in development where the brain and central nervous system grows and develops (Casey, Giedd, Thomas 2000). Both the environmental factors such as nurturing and natural factors such as family genes influence the development of children. The quality of childrens first environments and the availability of appropriate experiences at the right stages of early years growth are key factors in brain development (The Royal Childrens Hospital, 2009). Inadequate nutrition can also seriously interfere with brain development (Glewwe, Jacoby King 2000; Queensland Government [a] 2010). There is considerable evidence showing adequate stimulation has measurable better brain function of those raised in less stimulating environments. Early stress on brain development can affect learning, and memorably adversely, those children who experience acute stress in their early years are at a higher risk for developing a variety of cognitive, behavioural and emotional difficulties later in life (Glaser 2000; Van der Gaag, 2003). The early years are fundaments for the formation of intelligence, personality, social behaviour and physical development (Aga Khan Development Network, 2007). Investment in the early years can result in significant returns, if children start as bring confident and enthusiastic for learning early on in life, they are more likely to be better students (Van der Gaag, 2003). Child context Current themes and trends in literature suggests that learning in the early years sets good foundations for learning throughout life and that children who have positive experiences in theses years have a greater chance of success (ACT Government 2010). This begs the question, what is success? Generally speaking what society wants most for its children is for them to be happy, healthy and successful (Early Life Foundations, 2010). Both happiness and health can be considered as straight forward, however success has many interpretations. It is therefore important those involved in early childhood education reflect upon what they deem success to be so as they can envisage what they want for children. Whilst children attain competence in numeracy and literacy, being skilled in other non scholarly facets, for example sport, may help children develop more holistically (Lewis 2008). There are subjects, which some considered non-studious, unimportant and which are not promoted or even recognised in schools. Yet some subjects signed with these stigmas deal with childrens ability to enjoy success and form relationships with others that are productive and enable them to learn how to communicate effectively (Lewis 2008). These aspects can constitute success as children learn to express their feelings and cope with challenges. Given that the early years of a child are commonly associated as being the time of the most rapid development and learning, a mass of recognition and advancement supporting the significance of early years offerings exists (Department of Education and Early Childhood Education 2008,). The first example element of this, to be discussed, is the early years learning framework for Australia (Australian Government [b]). The framework has been designed with the notion that one of the main issues shaping early years schooling is how the students perceive themselves. As children physically develop they also develop personal interest and begin to construct their own identities and understandings of the world around them (Commonwealth of Australia [a] 2009). Fundamental to the framework is a view that childrens lives are characterised by the factors of belonging, being and becoming (Australian Education Union 2009). Whilst the framework recognises the importance of literacy and numeracy learnings it focuses vastly on childrens social development, namely: sense of personal identity, connectedness and contribution to their world, strong sense of personal wellbeing, confidence and involvement (Strong 2004) Many curriculum documents and documents directly refer to childrens context, specifically individuals attributes and personalities, motivation, behaviour and health (Australian Curriculum Assessment and Reporting Authority 2010, Victorian Curriculum and Assessment Authority 2010). One of the most convincing reasons for investment in early years development is that without it potential for educated human capital is reduced. Thus far research in this field has shown that investments in early years education are financially more efficient than remedial support programmes (Van der Gaag, 2003; Heckman 2004). When planning for education in the early years, consideration must be given for how students learn and what they are capable of learning. Theorists explain to us that in their early years children develop in a series of areas, including physical development, speech, social and emotional and children can show varied capabilities in each area (Genovese, 2003). Commonly planning and school programs are modelled on Piagets theory, a four stage cognitive development theory which provides part of the foundation for constructivist learning (Flavell 1999). Similarly early years schooling is largely shaped by Vygotskys notions related to sectors of development. What a child can do alone and unassisted is a task that lies in what Vygotsky calls the zone of actual development (Kozulin 2003). Vygotskys believes that children enter this zone when they are able to successfully complete tasks independently (Kozulin 2003). Children can then apply this knowledge to new-found situations they may encounter afterward. Family relationships context Of course to achieve autonomously, children need to begin to learn with some assistance. This is where family and relationship context play a vital part in early years development. Children require stimulation and support to aid their development and relationships tend to affect virtually all aspects such development, counting social, emotional, physical, and behaviour (Commonwealth of Australia [b]). The quality and solidity of a childs relationships in their early years lay the foundation for a wide range of crucial later developmental outcomes. Chiefly these upshots are self-confidence, health, motivation to learn, the ability to self-manage problems and resolve conflicts in nonviolent ways and ultimately having the skill to build and uphold relationships. Put simply, relationships are imperative to robust early years development (The Benevolent Society 2010). Relationships connect children to their community in a way which help them to define their identity and what they can achieve, however, it should be noted that families expectations of children differ (Howes, 1999). Relationships between family members such as siblings can allow children in their early years to practice negotiation and skills for coping with disagreements constructively. For children the task of finding a balance between positive and negative aspects of interaction with their family is a trait that can be transferred into childrens positive social development. On the other hand poor early relationships may be associated with adverse developmental outcomes. In this case children may struggle to make friends and learn how to work cooperatively with others influencing their early years learning. For some children there lies an expectation for verbally communicate to take place in their home setting. This occurs for a range of reasons, such as describing events, responding to questions and participating in family discussions (ref). All of these proficiencies are alike those in school settings. Other the contrary, children not concerned with school-like experiences at home may not use language to complete tasks and may have many experiences without surrounding them with discussion. Through the theory work of Vygotsky and also that of Jerome Bruner, the idea that early years learners need scaffolding was taken on. This means that those involved in the education of early years students should be attuned to the interests and learning requirements of students. Given this students are able to move progressively to higher levels of development. Scaffolding, like any approach in teaching, can be advantageous and disadvantageous for learners. This is because when the theory of scaffolding in put into practice there is potential for the zone of development to be estimated inaccurately (State of Victoria 2007) Relationships with parents are also a significant component of early years development and consequently parents are often viewed as ongoing advocates for their children. Teachers allying the Reggio Emilia consider parents as the first teachers of children and therefore this schooling theory involves parents in all aspects of the curriculum (Cadwell, 1997). Environment context Thirdly, learning contexts, such as informal home learning environments and formal schooling play important parts in early years development (ref). Supporting environments that promote optimal early years development greatly increase the likelihood of better education outcomes and health within and subsequent to schooling. Many theorists contribute to the environmentalist perspective of development, believing that learning and behaviour of early years learners are reactions to their surroundings Due to this the organisation of learning environments is key to Reggio Emilias early years philosophy. The significance of the environment follows the belief that children can be aware of their world through situations which support thoughts and various ways of expressing them. In a Reggio Emilia setting, groups of children stay solely with a teacher for three years, in turn, this creates a constant environment without pressures of forming further relationships. The constructivist perspective of development has been highly developed by several theorists, namely Piaget, Montessori, and Vygotsky (NCREL, 2010). Even though their work differs, there is an overall consented belief that development occurs when early years students relate with those and the environment surrounding them (NCREL, 2010; Centre for Child Development 2010). Today, many parents still believe that children are not ready for early years schooling unless they aquire the talents of reciting the alphabet, counting, and rightly follow basic instructions. Another common belief is that children are ready for the early years stage of schooling when they can appropriately respond to their environment, i.e. follow rules and directions and exhibit a proper code of behaviour When early years students encounter difficulties in learning processes, they often are labelled as having learning problems and are monitored in classrooms with curriculum customised to control their behaviour. On the other hand, some theorists advise changing classroom settings to help the children address difficulties. Bronfenbrenners theory describes the environment as having layers, each playing an effect on a childs development. Bronfenbrenner sees the volatility of families as having potential to be a destructive force in early years development and therefore believes that childrens primary relationship needs to be with someone who can provide a sense of care permanently. This theory has dire implications for the practice of teaching. For teachers this theory has implications as it necessitates teachers to provide stable, long-term relationships. Teachers organise the learning environments, they consider how the environments organisation stimulates children and enable them to work most effectively. Effective learning environments are purposefully constructed to aid childrens holistic development. Community context Lastly the community context relating to the environment in which children live, including resources and opportunities, community values, and protection adversely impact upon the development of early years students (Government of South Australia 2007). During early years, childrens identities, knowledge, understandings, capacities, skills and relationships change, these are influenced by events and conditions. By means of correlations with communities, teachers are capable of enhancing their understandings of their students and how curriculums can match their learning and developmental needs. By working with communities, teachers can also form environments for learning which encompass childrens social and cultural existence. The Reggio Emilia way of thinking pays attention to such various points of view along with the needs, interests and abilities of early years students. Perhaps the most trying aspect of this theory is that teacher must trust students to be interested in appropriate learning and be confident they can teach in response. This philosophy also assumes that parents will be proactive in joining their childs education. Critical examination of current curriculum documents that pertain to this particular stage of schooling; In recent times a more apparent comprehension of the ways in which children learn and develop has emerged. Within Australia the recognition of the importance of the early years is also reflected in the development of curriculums. There are many aspects to be considered when planning for teaching and learning in the early years and many theorist have had strong influences in the field of planning. Given child, family, environmental and community contexts shape children lives in the early years stage of schooling, curriculum documents ought to value these attributes. The delivery of developmentally appropriate learning should therefore occur accordingly. In Australia there exists a diversity of backdrops for childhood upbringings; including urban and rural living as well as multiple care experiences and contact with various social and cultural customs (Petriwskyj, A 2010). There are numerous documents available to provide teachers with a framework for interacting with children, planning, assessing and reflecting on an effective early years curriculum. Today the most commonly used methods of introducing curriculum driven outcomes in schools is the development of new resources and guidelines. In effect, these methods lead to a surplus of products which consequently can fail to bridge networks or engage students and school communities. In order to suppress the duplication of poor quality education resources, teachers designing unit and lesson plans must understand the importance of alliance building in order to achieve solid educational outcomes without squandering time in re-inventing the wheel. The development of early years curriculum needs to be mindful of diversity of children and families it aims to be inclusive of (Government of South Australia 2007). . Curriculum makers need to also cater for institutions that follow differing philosophies such as Reggio Emilia, Steiner, and Montessori. Rather than preparing blanket approach frameworks which cause school staff to squeeze through circles, future curriculum documents should acknowledge that implementation of a framework in should be unique to its setting. With this is mind curriculum documents that pertain to the early years stage of schooling could instead focus on how learning can take place, opposed to what has to be learnt. Where current curriculum documents are complex and often bombastic, plain language could be invoked. One crucial element of beneficial early years education is the involvement of the school community, i.e. parents and teachers for students learning. Without the typical education jargon which can be difficult to decipher parents and teachers alike may better understand core curriculum documentation. The support of early years learning settings in a community, from parents could be achieved by making primary school hubs. By moving away from a model of service provision, towards a holistic approach, programming could be further based on the individual needs of children. Formulation of teaching and learning strategies, including resources that assist in teaching this age group. Educators use a wide scoop of strategies to pull together, detail, order and give detail of what they gather to assess the learning of early years students. In recent times approaches to assessment also analyse the many learning strategies that early years students use, these include inquiry based learning and learning by play (Gorden, n.d). Some parents and educators recognise play as a valuable component for learning as it provides opportunities for children to not only explore learning but also to transfer learning from one situation to another. Play is also thought to provide valuable perimeters within which teachers can gauge and scrutinise learning (Australian Government Department of Education, Employment and Workplace. 2009). For play based learning, resources that reflect childrens interests can be provided to stimulate and support engagement in recreation (Kennedy). Resources which permit unrestricted use such as cardboard boxes or blocks promote imagination, originality and manipulation of common concepts (Wood Attfield 2005) The Early Years Learning Framework, developed collaboratively by Australian State and Territory Governments, has a set stress for play-based learning as an important medium for early years learning. The framework describes the principles, practice and outcomes essential to support and enhance early years learning (Australian Government 2010). Complementing this resource are various websites which look at early years development and unpack support and education information. Delivering resource packages of audio, document, image, video and interactive software is the Australian Government body; Department of Education and Early Childhood Development (State of Victoria 2007). Via its FUSE (Find, Use and Share Education) website the department supplies resources, agendas, guidelines and professional development that caters for communication, contribution, identity, learning and wellbeing of early years children (Australian Institute of Health and Welfare 2008) Further resources including an Educators Guide is being prepared to encourage the carrying out of the Early Years Learning Framework, additionally Professional Support Coordinators and Indigenous Professional Support Unit networks across Australia are able to deliver assistance and support its implementation (Australian Government, 2010). Resources designed to assist teaching of early years classes must be focused on promoting life-long learners. Monitoring and assessing are also integral part of curriculum decision making. Strategies teachers can use to that support childrens learning include: providing feedback to children on their progress during learning experiences, reflecting with children about their learning, and keeping the network of those involved in a childs learning informed. Means for implementing these strategies can include the selection of work artefacts for inclusion in folios, writing in communication diaries, reporting in newsletters (Australian Government Department of Education, Employment and Workplace 2009). The inclusion of early years students in assessment processes can help build a view of why this learning is considered valuable. This strategy allows children to become more aware of their own learning and empowers them as they continue to learn. Conclusion Given the diversity of children in early years settings, learning experiences differ; we need to cater for children from various social backgrounds as well as their emerging interests and likings they foster. To help lay strong foundations for early years students to succeed, this essay has demonstrated how we can draw upon theoretical perspectives related to learning. Although it notes theory without execution is inefficient. It is understood that success, health and wellbeing can all stem from the early years of childhood. In knowing this, we as teachers can focus upon our interactions and find opportunities to be creative and imaginative and allow children not to be rushed through their early childhood years. Another key components that is used for curriculum decision making in the early years phase of learning is the establishment suitable learning environments of which is developmentally appropriate for children. Investing resources to support children during their early years of life brings long-term benefits to them and for society as a whole.

Tuesday, August 20, 2019

Growth of Cognitive Thinking During Adolescence

Growth of Cognitive Thinking During Adolescence Cassie Craft 1) When a child grows from early childhood to adolescence there are some cognitive changes in the brain. They grow faster at times and slows down when they get into adolescence. In the following I will be describing the process of growth from early childhood to adolescence. I personally have watched my daughter go through these changes. She currently is in the beginning stages of adolescence. Puberty has a big impact on brain development. Children have neurons that are more responsive to excitatory neurotransmitters. This makes them react without thinking. There are changes in the brain that affect sleep with children at puberty. This is because of increased neural sensitivity to light. At this time children can go to bed at a later hour than they did when they were younger and sleep good. They still require around 9 hours of sleep a night. When they do not sleep well at night adolescence are cognitively slower at tasks in the early morning. They may also suffer from mood swings and depression from lack of sleep. The brain mass peaks for girls at age 10  ½ and it peaks for boys at age 14  ½. This is due to the continuation of neural pruning. There is growth in â€Å"white matter† around the corpus callosum in the center of the brain. There is myelination of the brain axons connecting to the nerves brain peaks more for girls than boys at this time mainly because of puberty. Hormones effect brain development also, and girls go into puberty before boys. After puberty the brain mass peak begins to decline because pruning reduces unused neurons, and experienced shape synaptic connections. The pruning of neurons pick up in adolescence and level off around age 25. Growth in white matter start to increase and continue well into adulthood. The human brain grows in leaps and bounds with children. Most of the developmental milestones are achieved with the child attending school. Puberty affects each child boy or girl and impacts the whole body developmental wise. Both boys and girls have estrogen and testosterone. Even in adulthood they have these hormones. Without puberty who knows people might not be as smart as they were suppost to be. It is very necessary for growth of brain mass. 2) In the following I will give three characteristics of real world examples of formal operational thinkers. Around age 12 and higher adolescence start to learn to become more formal cognitive thinkers with school assignments. The Formal cognitive development is about scientific reasoning, being able to solve problems, reasoning on variables and outcomes. One example of real world formal cognitive development is giving an oral speech on a subject that moves the person. Recently I watched a video for this class and the girl gave a speech on being made to read a racist book about colored people. She herself is colored. Her speech was very moving and understandable even thought I am white. Another example, would be writing an essay for class about any subject. The person would write examples in the essay of the point they want to get across. The third example would be simple problem solving. Say a student in middle grade school forgets their homework. They remember their mother is home and off today. They then decide a solution to the problem is to call mom and have them bring in the homework. Once this is done problem is solved. Next the limitations with formal cognitive thinkers. Once limitation would be the person has not developed their formal cognitive thinking all the way. For example, a student can’t put together an oral report without help. They may be intimidated and think their answers are wrong. They can have short attention spans which affect their thinking on problem solving. They have grand ideas of how the world should be which are not realistic. Some children do not think rationally and are poor at decision making. Some children could have learning disabilities that affect their decision making process. For all children formal cognitive development is dependent on how well they are doing educational wise in school. It also depends on the child, and if they want to do critical decision making. My child for one is hard just to get her to sit down and study for a test. I always here from her I read the material in the text and I can’t remember all of it. She is not willing to put forth the effort to do better. Her formal cognitive thinking is good at the topics she is interested in, and not good at topics she finds boring. Cognitive formal thinking involves critical decision and reasoning skills on problem solving. This is very helpful to the child being prepared for the real world. Some children are not as good at their formal thinking as others are. Some children are hesitant to initiate input in problem solving because of low self-esteem or they think their answers are wrong. 3) In the theoretical model there are three sections that affect the human intelligence. These are biological, scio-cultural, and psychological, with bio-psychosocial system in the center. Out of all of these I will be explaining what I think is the most important in factor in human intelligence. I will also explain why it is better than the other two. The factor I think that is most important is the psychological section. This section involves relationships with family members, object relationships, personal identity, self-esteem, adaptability. To explain why this is most important I would say it would be most important need. Psychosocial is most important role because it focuses on a person’s basic needs. In order to do well in life a person needs a home, heat, food, family needs met. The psychosocial addresses some of these basic needs. They have relationships with family and friends. They can tell what an object is and why it is there. They develop a personal identity with a good self-esteem. They can adapt to change easily. Basically, I believe they need all three to have a healthy center. Out of all of them the most important is psychological section. The biological section affects the intelligence level to a point. A person can have perfect genetics buy have a bad home life, no relationships with family or friends, bad self-esteem. With having their basic needs met they will want to learn and improve their intelligence. Without, basic needs they don’t care about anything. With the socio culture section is important also for improved intelligence. But again I believe in order to have a good social relationships a person has to have the basic needs met. Without the psychological needs met the person can be not friendly or open to a social relationship. They will refuse to learn, not motivated or care. In conclusion, in order for a child to have good intelligence and care about learning they need the three factors of biological, socio culture, psychological. Out of all of these the most important is the baseline psychological. Without their basic needs met a person will not be motivated and even if they are a genus they will not care about education or problem solving. Having a good home life, personal identity and self-esteem all matter. If a person is not happy they will not have a solid center to stand on.

Monday, August 19, 2019

The Music Industry and Teen Violence :: Music Media Youth Violence

The Music Industry and Teen Violence Should we blame the industry or shouldn’t we? This compare and contrast essay, the two sides of these two article is that one states the music industry is at fault for the way today’s teens are acting written by a writer from the Arizona Daily Star, by the name of Jim Patten and the other article states that the music industry isn’t at fault for the way today’s youth is acting and this article was written by a 17yr. old student named Daniel Marcha. Both of these articles have a good argument, Patten’s is good because he’s a pro at getting his point across in his writing, plus his support is also good, he’s not just saying that the media is at fault completely but that they should take some blame for what is going on in society with our teens. The Marcha argument is coming straight from the mind of a teenager which is letting us know how some teens are thinking about the subject of society putting blame on what they watch and listen t o for their actions. Daniel Marcha, â€Å"Teens enjoy these media offerings because they provide an outlet to relieve stress that occurs during daily life.† He’s saying that instead of us taking the media, as an example of we (teens) should act we are using the media, as way for us to get escape our aggression. So teenagers in today’s society are taking in the bad media and putting it to good use. Is it right for the government to look at the actions of some kids who decided to shoot up their school or a kid kills himself while listening to his favorite song and say that the music and tv we watch needs to be censored? No we all are responsible for our own actions. Now on the other hand we have Jim Patten a man in the media is saying that the media isn’t completely at fault but that it should take some responsibility for the actions of teens. Patten fires saying that there is too much violence being put out on the media and that isn’t necessarily making our teens act the way they do but it is affecting them. All Patten is saying is that we should really clean it up and accept some of the responsibility.

Sunday, August 18, 2019

5.7 Liter Supersport :: English Literature Essays

5.7 Liter Supersport Finally! Almost there. I’ve been in this pick-up truck driving to work for the past 20 minutes, yet it seems like hours and hours have passed. It’s really hot outside and this old truck doesn’t even have air conditioning. Anyways, the reason why I’m riding in this broke down pick-up truck is because my dad is giving me a ride to work, his liquor store. Now I already know what everyone is probably thinking, â€Å"18 year-old guy without a car, still having daddy take you everywhere.† Well, not anymore because I’m meeting this â€Å"gentlemen† for a test-drive on his really nice car. â€Å"O.K. dad, you don’t have to slow down before even getting in the parking lot. I know you’re just trying to delay the task at hand, huh† â€Å"Shut up Sunny, your ass could wait a few more seconds can’t it †¦and one more thing, don’t act so desperate in front of the guy, O.K.? Make him want to sell you the car, not you desperately wanting it.† This right here is very typical of my dad to try giving me advice. He does it every chance he gets. So just like every other situation, I give him my usual reply. †Aright pops; quit trippin’; I got this, aight?† My dad just laughs pulling into a parking spot right in front of our liquor store. It’s in a pretty rough area. The area has been known for its weekly shootings by the local gang-members. To the side of the store I notice the car out of the corner of my eye. It looks just like the picture I saw on the internet. I get out of the truck faster then Marion Jones sprinting so I can have a better look at the fine piece of machinery. My dad goes into the store to look for the guy. From just looking at the car, my heart is melting. I could stare at this car for days. A 2001 Chevy SuperSport Camaro, a Corvette powered sports-car that was going to be mine. I’ve been researching this car for the last three years, and now I finally have earned the opportunity to buy this car. Now what was it my dad was telling me? Oh that’s right, to not let him see me drooling over the car. I know that Jim told me he wants to sell his car for twenty-eight thousand five hundred dollars, but it seems a little steep.

Saturday, August 17, 2019

John F. Kennedy and Yellow Card Man

One day in his class he assigns an essay topic â€Å"The Day That Changed My Life† One student named Harry Dunning writes about the night hls father murdered his mother and siblings; Jake is deeply impacted by the story. About two years later Jake is summoned to his frequent diner by the owner A1 Templeton. A1 was becoming deathly ill and because of this A1 shows Jake his discovery. A1's discovery Is a time portal located in the back of his diner. This portal sends the user back to the year 1 958 at always the same moment and place and when the user returns only two minutes will have elapsed.There is a suspicious man with a yellow card in his hat and which they refer to as the â€Å"Yellow Card Man† and he is also aware of the time portal. The portal can be used to change history but If you make a change once you visit the past again the change will be reset like it never happened at all. After A1 discovered this portal he became obsessed with preventing the JFK assassi nation and planned to spend five years in the past waiting to stop Lee Harvey Oswald. A1 had to give up on his plan because he had developed lung cancer so now he put the mission In Jake's hands.Jake decides to test the portal out on Harrys family. hen he enters the past he notices the â€Å"Yellow Card Man's† card had turned orange. Jake buys a gun and follows Harry's father ready to kill him to prevent the murder of Harrys mother and siblings. Jake saves everyone except Harrys older brother. When Jake returns to the past he calls Harrys sister and he Is told Harry died In Vietnam. Jake tries to find A1 and discovers he had overdosed on pain killers. Jake quickly takes A1's notebook and goes back into the past. This time when he enters the â€Å"Yellow Card Man† has committed suicide and his card is black.Jake waits out time until the JFK assassination. He falls In love with a librarian but the relationship does not last because Jake talks about this from the future a nd Sadie is unsettled about it. Jake then focuses full time on Oswald and rent an apartment right next to Oswald. After investigating Oswald Jake becomes reluctant to kill him early on. As a result of gambling on games and races he knew the outcome of Jake was beaten and suffers memory loss. Jake recovers his memory just in time for the JFK assassination. He andSadie hurry to get to Oswald's sniper nest and make it before the shooting. Jake prevents Oswald from killing JFK but enraged by this Oswald shoots at Jake but misses and kills Sadie. After hearing the gunshots the secret service fires at Oswald once ne returns ne sees tnat tne â€Å"Yellow cara Man† was replacea wltn a younger man and his card is now green. He reveals that he is a guardian of these time portals all around the universe. He explains that changing the past only creates another thread in time where events occur differently; the larger the changes the more nstable the reality is.He explains that the cards are there mental state and consciousness through the multiple time threads. Fearing the death of the Yellow Card Guardian the Green Card Guardian begs Jake to set things right. Upon returning to 2011 Jake discovers many Dramatic changes have taken place and he returns to the past to and goes back to the present to reset everything. A1's diner is demolished and with it the portal as well. ‘V. Excerpt A. It was quarter past two in the morning, which meant it was actually the sixth of April.Still not too late. Not too late for what? To back off, to let well enough alone? Or bad enough, come to that? The idea of backing off was attractive, God knew. If I went ahead and things went wrong, this could be my last night with Sadie. Ever. Even if you do have to kill him, you don't have to do it right away. † B. I think this excerpt is important because it shows how detailed the novel is in recreating the history of the JFK assassination and in the fictional parts as well. as well as it shows the behavior of the narrator Jake.It shows how obsessed he is with the mission to stop the ssassination and it not easily distracted. He puts much thought into each and every decision. In his decision to not kill Oswald sooner rather than later is a big mistake on his part and is caused by his over thinking every aspect of the mission. Jake will eventually be beaten and suffer memory loss and as a result be late to kill Oswald and as a result of that Sadie will die. V. Explain Project A. For my project I decided to complete project number 43 which was to research the author of the book I chose and present that information.It goes into detail on Stephen King's life from early childhood days to modern times and explains how great of a writer he was. I featured some of his popular written works and notable awards in my research. VI. Why should the book be considered for selection A. I think the book 11/22/63 should be considered for selection because it is a very knowledgea ble book. It explains about a time that mostly anyone alive during will remember where they were. It takes the events of the JFK assassination and puts a science fictional twist on them.Throughout the novel the details about the past are written in detail and allow the reader to learn about a real event while enjoying the thrill of a fictional novel. The abundance of pages might seem like a lot but it is a very good read therefore very much worth it. I found myself at times not able to put the book down because interesting events were almost always occurring. The novel also has a wide variety of high-level vocabulary words suitable for high school students. Therefore I believe that the book 11/22/63 should be considered for selection.

The Secret of Ella and Micha Prologue

Ella I wonder if I can fly? With the wind and rain in my hair and my arms out to the side of me, it feels like it might be possible. Perhaps if I can get enough courage to jump off the thin ledge, I'll soar away into the night, like a bird with powerful wings. Maybe then I could reunite with her. â€Å"What are you doing?† Micha says, his voice higher than normal. â€Å"Get down from there. You're going to hurt yourself.† His aqua eyes pierce me through the rain and his hands are on the beams above his head, hesitant to climb out onto the ledge. â€Å"I don't think I will,† I say. â€Å"I think I might be able to fly†¦ just like her.† â€Å"Your mom couldn't fly.† He balances onto the railing and glances down at the murky water far below our feet. â€Å"What are you on?† â€Å"I took one of her old pills.† I tip my head back and bask my face in the rain. â€Å"I just wanted to see what it was like for her. Why she thought she was invincible.† He steps down on the beam with his arms spanned out to the side and his clunky boots slip on the wet metal. The lightning flashes above our heads and collides with the earth. â€Å"Your mother didn't know better, but you do.† Bracing one hand on the metal wire above our heads, he extends his other hand toward me. â€Å"Now come over here. You're scaring the shit out of me.† â€Å"I don't know if I can,† I say softly, raising my head back up as I rotate to face him. â€Å"I'm not sure if I want to.† He dares a step closer and his thick eyelashes blink fiercely against the down pour. â€Å"Yes, you do. You're stronger than that.† His hand begs me closer. â€Å"Please, just get over here.† Staring down at the black water, my body starts to drift. â€Å"I swear to God, Ella!† Micha shouts, his tone sharp, his muscles tense. â€Å"Give me your hand!† I snap out of my daze and tangle my fingers with his. His other hand captures my waist and he leads us swiftly back to the railing, lifting me over it. My feet settle onto the concrete of the bridge that is pooled with puddles. Lights on the beams illuminate the night and Micha's car is parked in the middle of the bridge with the driver's door open and the engine and headlights on. He hops over the railing and then his arms are around me, embracing me securely, like he's afraid to let go. For a second, it feels okay, weightless and uncontrolled. I tuck my face into his chest, the wet fabric damp against my chilled skin. The scent of him takes me to a place I wish I could go back to – my childhood. Back when things weren't as heavy because I was too immature to grasp the full reality of life. Micha pulls back and smoothes my wet hair out of my eyes. â€Å"Don't you ever do that to me again. I can't do this without you.† But he needs to figure out life without this perception of me, because I don't know how long I can keep doing it without drowning. â€Å"Micha, I†¦Ã¢â‚¬  The look on his face silences my lips. He knows what I'm about to say – he always does. He is my best friend, my soul mate. In a perfect world, full of roses and sunshine we'd be together, but this world is full of broken homes, drunken fathers, and mothers who give up easily. â€Å"I'm sorry.† I cling to him as I say my final good-bye. â€Å"I didn't want to think anymore. It was just too much and my mind wouldn't slow down. But it's alright now. I can think clearly again.† He cups my cheek, his thumb searing hot as he traces the pad lightly across my cheekbone. â€Å"Next time come to me – don't just run. Please. I know things are hard right now, but it'll get better. We've always made it through every single bad thing thrown at us.† Beads of water trickle in his eyelashes, along his cheeks, over his full lips. There's a shift in the air, one I've felt coming for a long time. His lips part. â€Å"Ella, I love – â€Å" I crush my lips against his, hushing him and melting our bodies together. I allow his tongue to caress mine, letting him suck the rain from my bottom lip and savor the taste of me. We arc into each other, like we can't get enough and heat flows through our drenched clothes, warming my skin. I could let it go on forever, but that would be wrong. The girl he thinks he loves needs to disappear. I don't want tonight to be irreversible, so I pull away, breathing him in one last time. Then I walk away, leaving him on the bridge in the rain, along with the old Ella.

Friday, August 16, 2019

Alka-Seltzer Experiment Ideas Essay

1.) Put Alka-Seltzer in different liquids and observe the reactions. 2.) Put Alka-Seltzer in different sealed containers (film canisters, sandwich bags, etc. and observe the reactions. 3.) Explore activity using Pop Rocks candy. 4.) Put Alka-Seltzer tablets into four different liquids (milk, orange juice, Coke, water) observe the reactions. 5.) Place Alka-Seltzer on a plate and pour a steady stream of water on it to see if it reacts any differently than dropping it into a cup of water. 6.) Does the temperature of the water make a difference in the amount of time it takes the tablet to dissolve? 7.) Will different liquids affect the time it takes to dissolve? 8.) Take three cups of water filled to the same height. Drop  ½ tablet in one cup, one tablet in another cup, and 2 tablets in the third cup. How long will it take each to completely dissolve? 9.) Compare/contrast what the reactions will be then Alka-Seltzer is dropped in a glass of milk, another carbonated drink, as well as water. 10.) Place a plant in a sealed environment. Somehow extract all air and place an Alka-Seltzer and water into the sealed environment. The CO2 released can be observed to see if it will enhance plant growth. 11.) Place Alka-Seltzer in a small bottle of water. Fit a balloon to the top of the bottle. The balloon will fill with â€Å"air.† 12.) Have children create their own rocket from construction paper. Affix  rocket to a film canister. Place Alka-Seltzer in the film canister with water. Have children put the lid on the film canister, set it down, and observe â€Å"lift-off.† 13.) Place an Alka-Seltzer tablet inside of a water bottle and immediately seal the bottle so that there is no air flow going into or out of the bottle. What will happen? 14.) Compare/contrast the time it takes to dissolve in water and soda pop. 15.) * Balloon * grind up Alka-Seltzer * put in balloon * add water, tie off * watch balloon expand Explore – Why does it expand? What will happen over time to expand the balloon? Explain – Gas if formed and causes balloon to expand. Balloon will shrink over time due to gas expanding.

Thursday, August 15, 2019

Military Rule

Many third world countries have been under military rule from time to time, for many years. The reasons behind this are many, and are complicated and interconnected. A military dictatorship gets established when political power rests with the military. Developing countries are so called because they are still in the process of development. These areas of development include economy, financial planning and budgeting, setting up of a working administrative machinery, a working constitution, a functional system of government, a system of institutions of education, a system of health, so on and so forth. Altogether, developing countries lack a lot of basic tools needed for proper functioning of a country. Civilians in general are disillusioned with life. There is widespread poverty and illiteracy. Flaws in the working of the system ultimately result in major problems for the common man. Neither is the health system strong, nor the education. The government usually does not provide for even the basic needs. People generally have large families, with no regular source of income. Since literacy is low, most people have confounded and obscure views, and do not understand the working of the system. People get frustrated, and blame the government for not providing for them. As public support begins to crumble, the administration gets weakened. In developing countries, politics is frequently a monopoly, handled by the rich few. Laws and rules can be bended and twisted as desired. And so this ‘feudal’ system of government results in economic and social collapse. Crime rates go on increasing, along with a host of other illegal activities. In the absence proper jobs, ordinary people turn to illicit ways of obtaining money. These are just some of the main problems. In case of a threat from another country, or a natural disaster, or food shortage, matters get worse. Often governments succumb to ill advised measures. And so goes on the cycle. Military rule comes in the absence of a strong government. There are many inter-related factors behind the prevalence of military rule, especially in third world countries. A weak civilian government can be disbanded easily, without much force. Historic examples of military rule include the Greek ‘Sparta [7]’ The ideology behind military rule is one based on discipline – the one thing a developing country lacks. Militarism is generally the belief of the far-right [7]. Under military rule, everything is under strict control of the army, and civilians are subservient to it, whether they like it or not. Civilian rule on the contrary advocates complete freedom, along with organized plans for social and economic development and establishment of diplomatic relations with other countries [7]. Militarism can also mean Martial Law [7]. When a normal judicial system is replaced by military rule, it is called martial law [7]. It is used mostly by authoritarian governments [7]. Earlier, it was imposed in times of war, or territorial occupation, to deal with trials of prisoners and soldiers [7]. It was also used by those countries with expansionist and imperialist policies [7]. Today, in developing countries, it is the easiest tool to bring a distraught and a disorganized society under control. Martial law trials are short, and usually severe when compared to normal court trials [7]. Many counties have now shifted to another system, in which a country is said to be in a ‘state of emergency,’ in place of martial law [7]. Martial law also gives the government the liberty of detaining anyone it thinks is a threat to national interest or security, even without adequate proof.   Media and press freedom is also under strict control. The few leading the hegemony can make decisions without hindrance, keeping the public and its opinions at bay. Under military rule, a country’s population has no say in any matter whatsoever. Without a parliament, all decisions are directly made by the autocrat and his collaborators, without the approval or disapproval of ministers. Think a little deeper, and it seems as if a country comes to an economic and social standstill if under military rule. This is exactly what most developing countries go through. One coup after another and the country lags behind even in the basic amenities of life. Egypt, for example, has been under martial law on and off from 1952 [7]. Gamal Abdel Nasser was the president of Egypt from 1956 until his death, in 1970 [7]. Algeria spent three decades under military rule (1965-1994) [7]. Mohammad Al-Gaddafi has been the de facto head of Libya since 1969. Nigeria has also been caught up in a tangle of coups. Adebowale, in his work criticizes the way military coups took to power, squandering money on lavish cars and houses, and turning into multi-billionaires overnight [10]. He also goes on to say that â€Å"Nigerians are mute because they are terror-stricken and know no other state [10].† He also states that â€Å"Several human rights activists continue to be unjustly detained [10].† Countries like Somalia, Sudan, Liberia, Philippines, Thailand, Ghana, Ethiopia, Bangladesh, Indonesia and Gambia have also been under military control often. Maureen Aung-Thwin criticized the undemocratic manner in which politics was run in Burma [9]. Uganda spent a decade under the rule of one man – Idi Amin [1]. As opposed to this, almost no first world country has been under military rule since almost 20 years. Military governments also justify themselves by claiming that it is important for political stability [7]. Military regimes tend to portray themselves as neutral and unbiased [7]. Though not always, military rule tends to have little respect for human rights, and often use force to silence their political opponents [7]. Another key factor is the convenience of having a military leadership, as opposed to the effort required for an elected one. Public choice can be conveniently ignored and new laws can be easily imposed. The general public is weak, with little or no voice of its own. With widespread illiteracy, public opinion can be suppressed, bribed, or even forced. The general public in developed countries, on the contrary is much stronger and aware of their due rights. Hunger for power and money make the entire system corrupt and fraudulent, with innumerable loopholes. With an influential background, anyone can come to power. High posts like those of governors and chief ministers are based on favoritism rather than open merit. Countries currently under military rule include Thailand, Myanmar, Egypt, Libya, Pakistan and Fiji [7]. If loosely stated, the three key factors behind prevalence of military rule in developing countries are the hunger for power and money, a large but weak civilian population, and convenience for the army. With just one man to make decisions, it gets very convenient for military personnel to run the country. In the end, it is the normal civilian population which suffers. In hopes of better prospects, people look forward to young and dynamic leaders, but in reality, the nation continues to live under a rigid and a totalitarian leadership. It is a widely believed notion that civilian rule is always better, long lasting, and makes a country prosperous. With free and fair democratic elections, the people themselves choose their leader, and so, everything falls in place, and the country can look forward to a brighter future.    Works Cited: Prince Adebowale, Samuel Abiodun, Nigeria: The Nation under Siege by Power Drunk and Ruthless Military Dictatorship,   1997 Aung-Thwin, Maureen, Burma: Political Economy Under Military Rule, (edited by Robert H. Taylor), 2001, New York: Palgrave (Global Publishing at St. Martin's Press), ISBN 0-312-23568-2. Birkhimer, William E, Military Government and Martial Law (third edition, revised), 1914, Kansas City: Missouri, Franklin Hudson Publishing Co. Chris, Alli M. The Federal Republic of Nigerian Army: The Siege of a Nation, 2002, Nigeria Malthouse, 9780231277 Fidel, Kenneth, 1975, Militarism in developing countries, Transaction Publishers ISBN 0878555854 Fink, Christina, Living Silence: Burma under military rule (politics in contemporary Asia), 2001, Zed Books Ltd. â€Å"Libya – History,† (2006, July 14), US Department of State's Background Notes, (Nov. 2005). Militarism, wikipedia, retrieved from: http://en.wikipedia.org/wiki/Militarism Olukotun, Ayo, Repressive Stat e and Resurgent Media under Nigeria’s Military Dictatorship, 1988-98, Nordic Africa Institute, (2004)      

Wednesday, August 14, 2019

How Does Medea’s Personality Shift During the Play ? Essay

In the play Medea, the mythical Greek hero , Jason abandons his wife Medea and prepares to marry Princess Glauce of Corinth to secure a throne and the power and wealth of the kingdom. These events trigger various transformations in Medea’s character and emotional state; from suicidal despair at the beginning of the play, to apprehension and indecision when first faced with killing her children and finally to remorseless fury which leads her to undertake unnatural means to achieve her revenge. The play immediately introduces us to Medea’s total despair after being abandoned by Jason, giving the audience new insight into how Medea’s intense emotional pain turns her against those who inflict it (Jason) and all of his emotional attachments (Glauce and his children.) Early in the play, Medea demands â€Å"What use is life to me?† (line 96), showing her sadness and helplessness in the wake of her abandonment by Jason. With this line Euripedes implores the audience to sympathize with Medea who appears to be victimized by Jason’s callous behavior. Medea’s conflicting impulses about killing her children are revealed in her monologue in lines 1018-1080. In line 1057 she exposes her desire to spare her children saying â€Å"Let them alone, you miserable woman, spare your children†. However despite her initial apprehension to the task, the monologue concludes with her definitive resolution to murder her children, â€Å"I understand what evil I am about to do but my wrath is stronger even than my thoughts†(lines 1078-1079). For the rest of the play, she will no longer question her decision. While it can be argued that her children’s deaths are fated from the beginning, this speech can be seen as definitive turning point in her thinking as a character, as she has become firm and resolute in her decision. Finally, her cruel and vindictive natures prevails and she declares to the audience her desire that â€Å"They [her children] must die and since they must I who brought them into the world, will kill them†. This declaration shows her certainty that her illogical behaviour is both deserved and just under the circumstances. Medea’s vindictive nature causes her to wreak havoc on the Corinthian royal family as well as on her own family, especially her two innocent sons. Her complete conviction in her own actions and lack of remorse is shown when she declares to Jason, â€Å"I have wrenched your heart as I had to do.†