Wednesday, October 30, 2019

See the attachment Essay Example | Topics and Well Written Essays - 250 words - 4

See the attachment - Essay Example If these resources are overexploited, then the future generation will be adversely affected. The OPEC members agreed to these issues since they were after conservation of the environment. The comprehensive energy policy aimed at reducing the dependence on imported oil in US. This was meant to create flexibility in the sources of energy. In the case of the government, the policy was very popular as well. The government encourages the various stakeholders to implement the policy in their best way. This is meant to increase the measures of safeguarding the environment. These factors are quite important as the government subsidizes the various projects involved in environment conservation. Following the suggested measures by the OPEC members, US are likely to be dependent on the solar energy to some large extent as compared to Israel. The Bright Source wishes to construct the largest solar energy project that has never been developed in California. This project will assist in substituting the oil energy in US. The impact of technology in US is also likely to affect the final decisions that are made by the OPEC leaders. These issues are significant at maintaining the environment for the future generation to

Monday, October 28, 2019

Last Day at School Essay Example for Free

Last Day at School Essay As we come to the end of 2012-13, the words that come to mind are â€Å"thank you. † This has been an amazing year !! As we reflect on the 2013-2014 school year, please join me in acknowledging and celebrating the many wonderful learning experiences and educational opportunities that have taken place for our students at school, in numerous classrooms and in very creative and innovative ways. Together we have planned and executed best teaching practices and held students to high standards and expectations. The schools unique character, excellence in teaching, and the tremendous dedication and talent of all staff members continues to make it a wonderful and special learning environment. It is my deep belief that the hallmark of a great school is to continuously work to improve learning for each and every child. As the leader of the school, I see this is as my most important responsibility and I take it very seriously. Therefore, creating strong and effective teacher teams at each grade level each year is a top priority for me as I work to ensure positive and effective teacher collaboration on behalf of children’s learning. As principal, I am solely responsible for the supervision and evaluation of every staff member at School. In doing this, I visited every classroom several times throughout the year for extended periods of time as well as made numerous informal visits. These observational visits have given me a unique perspective on the teaching life of the school. I have been able to see firsthand how and what kind of learning is taking place in every classroom. In addition, I have also gained knowledge and perspective in working with faculty members both in groups or individually, throughout the year. This year can be summarized in a few words: In the face of significant challenges, we made significant progress. I thank you for your continued commitment and all that you did to deliver on our purpose – to help students and parents seize opportunities at every stage. I wish Mr Shawn and Ms Charo a wonderful future in terms of their careers and personal lives. Please enjoy some well deserved rest with family and friends during this holiday season, and let’s get right back to school on 13th July 2013 at 8. 00 am.

Saturday, October 26, 2019

King Lear’s Sins Pale in Comparison to those Committed Against Him Essa

King Lear’s Sins Pale in Comparison to those Committed Against Him King Lear commits several acts that are nearly unforgivable. Not only does he exile a trusted, loyal servant, he also banishes his own daughter. Cordelia, unable and unwilling to submit herself to the ridiculous game of her father, is sent off to France with his curses. His subsequent action - the division of the land between his two ungrateful daughters - is the final act, the final sin, and one that plunges the land into turmoil. However, his actions do not excuse the responses they bring from his kin and kinsmen. The sins against him - the actions of his two daughters and the evilness of Edmund - are far greater than those he committed himself. While he may have started the series of events that eventually consumed the land in turmoil, it were those three who propagated the chaos. King Lear is definitely much more sinned against than sinning. That King Lear sinned, there can be no doubt. Nevertheless, a sin does not exclude the possibility that there was a sufficient cause (in his mind) for the action. Examine, for instance, King Lear's decision to exile his own daughter, Cordelia. The King is of an advanced age. Though he will not, can not, admit it, senility is advancing upon him, clouding his brain and influencing his judgement. Combined with his pride, age, and subconscious fear of encroaching mortality, Lear has a great desire for flattery, and more importantly, to have the love of his children reaffirmed before him. After the two first daughters inflate his ego, Cordelia is left in the unenviable position of trying to surpass them. She too will not, can not, bring herself to do so. Thi... ...don him in his madness. Edmund, the main force of 'evil' in the play, not only comes near to destroying the country the Lear has worked so hard to maintain, he also gives the order for the death of the King and his youngest daughter. This, of course, leads directly to Lear's own self-induced death. Therefore, while king Lear's sins were horrible, and cannot be fully excused by his madness or his redemption, they still pale in comparison to those committed against him. While he wallowed in pettiness, they succumbed to greed, evil, and murder. Works Cited Kermode, Frank. "King Lear." The Riverside Shakespeare. Ed. G.B.Evans. Boston: Houghton Mifflin Company, 1974. 1249-54. Muir, Kenneth, ed. King Lear. London: Methuen & Co, 1972 Partee, Morriss Henry. "Edgar and the Ending of King Lear." Studia Neophilologica 63 (1991): 175-180.

Thursday, October 24, 2019

Clinging to the Past in Faulkners A Rose for Emily :: A Rose for Emily, William Faulkner

Clinging to the Past in Faulkner's A Rose for Emily       The end of the American Civil War also signified the end of the Old South's era of greatness. The south is depicted in many stories of Faulkner as a region where "the reality and myth are difficult to separate"(Unger 54). Many southern people refused to accept that their conditions had changed, even though they had bitterly realized that the old days were gone. They kept and cherished the precious memories, and in a fatal and pathetic attempt to maintain the glory of the South people tend to cling to old values, customs, and the faded, but glorified representatives of the past. Miss Emily was one of those selected representatives. The people in the southern small-town, where the story takes place, put her on a throne instead of throwing her in jail where she actually belonged. The folks in town, unconsciously manipulated by their strong nostalgia, became the accomplices of the obscene and insane Miss Emily. Faulkner tells the story in first form plural, where the narrators represent the folks in town, which gives a feeling of that this description is the general perception. One immediately gets involved in the story since they first retell what actually happened and then add their own interpretations and assumptions. The double perspective one gets invites to draw one's own conclusions from a more objective point of view, which mine hopefully is! Miss Emily was brought into the spotlight the same moment as her father died. Being the last remaining person from the high ranking Grierson family in town, she became the new ambassador of the old days. The people welcomed her with open arms, without actually knowing anything more about her than her admirable name. Her father's death also meant that Miss Emily's unrevealed secret was brought into the grave. It is well known that insanity is a hereditary disposition, and Miss Emily's great-aunt, lady Wyatt, had "gone absolutely crazy"(80) before she passed away a couple of years earlier. Emily's father had since then dissociated from that branch of the family, as if to run away from a dishonorable influence. I believe that he was aware of her condition, and he therefore had kept her from social life and driven away the long road of suitors to prevent her from causing another scandal, which could spot his and his family's remaining reputation.

Wednesday, October 23, 2019

Proposal Sample Essay

Childhood obesity is a prevalent problem in the United States today. As of 2008, 20% of children aged 6-11 are considered obese. This is due to lack of fresh and healthy food alternatives, lack of education on nutrition and disease and the decrease in physical activity in today’s youth are the defining factors that contributed to this now nationwide epidemic. H.Y.F.R, with the help of local community grocers, is geared to defeat the issue of obesity in youths of low-income families. Families at or below poverty level have little to no access to healthy foods to feed their children. H.Y.F.R knows the battle with obesity will be a long and hard one, but with the support of our allies, community members and parents, we can stop our children from getting bigger and bigger, sicker and sicker. Research Findings As per the research conducted in this proposal, there are many health risks associated with obesity in children. There are chronic diseases known to plague adults such as high blood pressure, diabetes mellitus, joint pain or pressure, various types of cancers and high cholesterol are starting to be diagnosed in our youth. Lack of involvement on the parts of parents is the most influential factor as to why we are seeing obesity in children. Parents who lack education on what’s nutritious are a detriment to the health of their children. Factors like socioeconomic status and cultural issues also play a role. First lady Michelle Obama has taken a firm stand in opposition to childhood obesity. Visiting grammar schools in the capital have made a resounding impact on the importance of a healthy diet. Project Description The goal of H.Y.F.R is to decrease obesity and promote healthy youth’s for the future. H.Y.F.R has created four objectives that focus on achieving the goal of the organization. The first of these objectives is to set the foundation for health in today’s youth. Fostering a positive attitude, and reinforcing new healthy behaviors and alternatives will make the chance of permanent change more likely. Second, H.Y.F.R knows that healthy choices and behaviors must be continued in the household. Educating parents is paramount. Providing literature and information for parents to continue the healthy lifestyle for their child will also increase the likelihood for permanent change. The third objective would be to involve the community in our efforts to reduce obesity in our youth. Organizing fitness events and utilizing farmers markets will increase the odds that children will respond to these initiatives. Our last objective is to have a recreational center to call our own. Havin g open green space and an enclosed gymnasium will allow a safe haven for these inner city youths to exercise and get healthy in a clean and safe environment. Methodology There is a list of activities that we will implement to help achieve our goal. Sports like volleyball, tennis, baseball and softball are just a few of the activities the youths will engage in to help shed their excess weight and jump start their healthy lifestyles. Interactive classes like dance and Zumba will make losing weight fun for children who are heavily distracted otherwise. Separating the youths by age will allow for a comfortable environment in which to exercise and interact which promotes comfort. Staff/Administration Properly trained and credentialed staffing is crucial to any organization. H.Y.F.R knows this and has listed the necessary personnel that will help keep the organization running at its maximum potential. Project manager, project administrator, program coordinator, nurse, health educator, nutritionist, counselor, lifeguard (volunteer/intern), dance instructor (volunteer/intern) and maintenance personnel are essential to the smooth operation of the various projects. Budget H.Y.F.R is a not for profit organization. With this in mind, the budget total is estimated to be 957,740.00 dollars including the salaries and other expenses. Sustainability H.Y.F.R can only continue operating with the contributions of local philanthropists and other charities. Hosting bake sales (organic and healthy items) and other types of fundraisers will generate funds to keep this program moving forward. Michelle Obama also as headed an initiative towards this goal and if this organization could utilize that, there could be other funds to be gained. Evaluation Quarterly evaluation of the success of H.Y.F. R is vital. Knowing where the organization stands is essential. The program would benefit form a constant learning processes. Evaluating strengths and weaknesses can help determine what improvements can be made to improve its efficacy. Evaluating also generates knew knowledge. Things not known before can come about and inspire new aspects of the program. Parts such as the budget and the allotment of the granted funds will also be evaluated in the expectation to reduce costs and put the money back into the program where it is needed. H.Y.F.R’s partners, methodological ordinations and feedback from the community will all help to evaluate. The opinions of all are important. Evaluations from external sources do cost a sizable amount of money. Conducting a standard evaluation would account for 5% to 10% of the total budget. Evaluations would be done via surveys, database reports and minutes taken from the meetings. The length of time it takes the targeted population to lose weight and start their healthier lifestyles will determine the success or failure of the organization. Variables like culture and ethnicity will be considered. Statement of Need The prevalence of Childhood Obesity is a rising issue in America. Moreover, in order for us to control this issue it is imperative for us to implement a program designed to prevent, reduce and eliminate obesity in the New York City area. Lately, youths dealing with obesity have developed diseases that are prevalent in older adults such as; high blood pressure, high cholesterol, pre-diabetes, and joint problems. Other diseases include sleep apnea and various types of cancers. Obese children often get teased and bullied by schoolmates because of their weight, which can result in social and psychological problems. Also, stigmatization and poor self-esteem can occur after dealing with bullying and teasing (Centers for Disease Control and Prevention). The population targeted for H.Y.F.R (Healthy Youths For Real) includes boys, girls, young men, and young women in New York City. We would also like to target all five boroughs by uniting them together to overcome obesity in our young people. Obese children that stem from low-income families often reside in the most impoverished communities in NYC. These communities lack adequate facilities designed for physical recreation. The availability of healthier food choices in the neighborhood is an ongoing issue, especially with the high prevalence of fast food restaurants in the area. Some of the under privileged areas also have high-crime rates, making whatever nearby parks available a safety issue. It is proven that the most effective way to defeat obesity is through a healthy diet and exercise. In addition, there are other factors used to help facilitate this change of behavior in our youths, such as the involvement of the parents. At H.Y.F.R we believe, if the parents are involved in their children’s lifestyle they will be very influential on their child’s healthier eating habits. If H.Y.F.R were not able to implement a non-profit program in the community, youths of low-income families would not have access to a recreation center designed to educate, prevent, and reduce childhood obesity. It is essential that H.Y.F.R. create a recreation center for today’s youths because of the rising costs of gyms, parks and recreation centers in our communities today. Research Findings Childhood obesity is becoming an issue in our communities instantaneously and long term. â€Å"Obese youth are more likely to have risk factors for cardiovascular disease, such as high cholesterol or high blood pressure. In a population-based sample of 5- to 17-year-olds, 70% of obese youth had at least one risk factor for cardiovascular disease. Whereas for the long term effect of childhood obesity lead to: â€Å"Children and adolescents who are obese are likely to be obese as adults and are therefore more at risk for adult health problems such as heart disease, type 2 diabetes, stroke, several types of cancer, and osteoarthritis.† â€Å"Overweight and obesity are associated with increased risk for many types of cancer, including cancer of the breast, colon, endometrium, esophagus, kidney, pancreas, gall bladder, thyroid, ovary, cervix, and prostate, as well as multiple myeloma and Hodgkin’s lymphoma (Centers for Disease Control and Prevention). These statistics speaks volumes and provide valuable information of what is occurring and will occur with our youths of the future and yet the childhood obesity rates continue to rise. Childhood obesity is categorized by age groups 10-17 & 18-24: â€Å"adolescents† as individuals in the 10-19 years of age group and â€Å"youth† as the 15-24 year age group. These two overlapping age groups are combined in the group â€Å"young people† covering the age range 10-24 years (World Health Organization). Body Mass Index The following are Body Mass Index Charts (BMI) one for girls and the other for boys, these BMI charts are used as an assessment to identify any potential weight problems such as obesity, overweight, underweight, or simply determine if the child has a healthy weight. The child’s weight and height are calculated in order to determine the BMI. â€Å"Children are not considered obese until their weight is at least 10 percent higher than what is recommended for their height and body type (American Academy Child& Adolescent Psychiarty). Weight ranges goes the following: Underweight- Less than the 5th percentile, Healthy Weight-5th percentile to less than 85th percentile, Overweight-85th to less than the 95th percentile, Obese- equal to or greater than the 95th percentile.

Tuesday, October 22, 2019

Riluzole in the treatment of Lou Gehrig’s disease The WritePass Journal

Riluzole in the treatment of Lou Gehrig’s disease Introduction Riluzole in the treatment of Lou Gehrig’s disease IntroductionReferencesRelated Introduction Lou Gehrigs disease is often referred to as Amyotrophic lateral sclerosis (ALS), this is a progressive neurodegenerative disease that affects nerve cells in the brain and the spinal cord. Motor neurons come from the brain to the spinal cord and from the spinal cord to the muscles throughout the entire body. The progressive degeneration of the motor neurons in ALS would eventually leads to their death. When the motor neurons die, the ability of the brain to initiate and control muscle movement is also lost. With voluntary muscle action progressively affected, for this reason patients in the later stages of the disease may become totally paralyzed (Choi, 1988). ALS is led to mean no muscle nourishment. When a muscle has no nourishment, it atrophies or wastes away hence the name. In addition to this, lateral shows the areas in a persons spinal cord where part of the nerve cells that signal and control the muscles are located. As this area degenerates, it leads to scarring or hardening (sclerosis) in this particular region. As motor neurons degenerate, this obviously means they can no longer send impulses to the muscle fibers that otherwise normally result in muscle movement. Early symptoms of ALS often include increasing muscle weakness, especially involving the arms and legs, speech, swallowing or breathing. When muscles no longer receive the messages from the motor neurons that they require to function, the muscles begin to atrophy (become smaller). Limbs begin to look thinner as muscle tissue atrophies (Choi, 1988). Neurodegeneration is used mainly for diseases that are characterised by progressive loss of structure and function of neurons. There are many neurodegenerative diseases including amyotrophic lateral sclerosis that occurs as a result of neurodegenerative processes in selective areas. Several molecular studies have been designed both in animal models and in humans to determine the physiopathology of the disease in order to develop new approaches for neurodegeneration. ALS is a neurological disease of unknown origin which is characterised by a selective degeneration and death of upper and lower motor neurons this progresses to paralysis and death over a period of time. ALS diagnosis is based on the El Escorial criteria carried out on mainly clinical and electrophysiological findings in four body regions. Also around 95% of ALS patients are sporadic whereas 5% are familial. In this particular group approximately 15% are caused by mutations in the SOD one gene that codes for the CuZn superoxide dismutase-1 (Bensimon, 1994). This is an enzyme that catalyzes the dismutation of superoxide to molecular oxygen and hydrogen peroxide. The symptoms and pathology of familial ALS patients with SOD1 mutations resemble those of patients with sporadic ALS. This suggests there are common mechanisms of neuron degeneration in both forms of the diseases. Several potential mechanisms of motor neuron degeneration in ALS have been projected. These include the involvement of environmental and genetic factors, autoimmune phenoma, increased oxidative stress, glutamate toxicity, viral infections, mitochondrial dysfunction and cytoskeletal abnormalities. This means that each mechanism involvedin the pathogenesis of ALS may represent a possible thjerapeutic approach to counteract neurodegeneration. Glutamate is the primary excitatory neuro transmitter in the central nervous system which acts at both iono-tropic and metabotropic receptors, the primary ionotropic receptor classes being N-methyl-D-aspartic acid (NMDA) and (AMPA)/kainite. Extracellular glutamate levels are regulated by transporters, they have different transporter classes on neurons and on astrocytes, however most of the glutamate uptake appears to be mediated astrocytes. Excessive glutamate exposure is toxic to neurons which is most likely that is results from glutamate triggeredCa2+ entering the neurons. Also inhibitors of glutamate uptake can cause selective motor neuron damage in organotypic slice and in dissociated spinal cord culture models. This suggests that the increased extracellular glutamate concentration could add to motor neuron damage in ALS. Furthermore, observations of deficient glutamate transport capacity in affected regions of spinal cord and motor cortex show a likely reason for the rises in ex tracellular glutamate concentration. The only drug proven to slow the process of human ALS is the anti-excitotoxic compound Riluzole, which is an anti-convulsant and a neuro-protective agent and specifically blocks sodium channels in their inactivated states. This inhibits the release of glutamate by inactivating voltage dependent Na+ channels that are on the glutamatergic nerve terminals as well as activating a G-protein dependant signal transduction process, this slows down disease progression and in turn increases the patient’s survival rate. In addition to this Riluzole can also block some of the postsynaptic effects of glutamate, this is done by non-competitive inhibition at NMDA and AMPA receptors. For this reason a non competitive modulator of AMPA glutamate receptors has been used in clinical trials in ALS patients (Barbeito, 1996). Several studies showed that also the clearance of glutamate from neuromuscular synapases is slowed down in patients with ALS due to the loss of a glutamate transporter which is the excitatory amino acid transporter 2, this is of huge importance for synaptic glutamate re-uptake. A loss of high-affinity glutamate transport transport has been identified in specific brain regions and spinal cord of patients with ALS (Bensimon, 1996). From the above these results suggest that the defect in glutamate transport could be responsible for high elevations in extracellular glutamate. These results have supported the use of cephalosporins in ALS because of their antiexcitatory properties, this is done by increasing EAAT2 promoter activity. Also for human studiesthird generation ceftriaxone has been selected because of its superior CNS penetration and long half life. From this ceftriaxone observed a considerable improvement of antioxidant oxidative stress status in ALS patients after treatment. Riluzole treatment has been tested in trials which examine tracheostomy free survival rate, this included 974 riluzole treated patients. In respect to this the methodological quality of the experiment was acceptable and the trails were easily comparable. The results show that riluzole 100mg per day would provide benefits to the homogenous groups of patients with no evidence of heterogeneity. Also there was a 9% gain in the probability of surviving one year. Furthermore there was a small beneficial effect on both bulbar and limb functions but had no effect on muscle strength. Another significant effect which is represented in these results are a threefold increase in serum alanine transferase, this was more frequent in riluzole treated patients than the controls in the experiment (Wahl, 1997). In conclusion Riluzole 100mg daily is fairly safe and most likely prolongs median surbival by around two to three months in patients with amyotrophic lacteral sclerosis. However more research needs to be done to treat Lou Gehrigs disease such as different therapeutic strategies and oxidative stress in ALS can be looked at in further depths. References Barbeito, L. Estevez, A. and Stutzmann, J. Peluffo, H. (1996) Riluzole promotes motoneuron survival by stimulating neurotrophic activity produced by spinal astrocyte monolayers, J. Neurotrauma, 13: 629. Â  Bensimon, G., Lacomblez, L., Meininger, V. (1994). A controlled trial of riluzole in amyotrophic lateral. sclerosis, New Engl. J. Med., 330 : 585–591. Choi, D. (1988). Glutamate neurotoxicity and diseases to the nervous system. Neuron, 1: 523–634. Bensimon, G. Guillet, P. Lacomblez, L. Leigh, P. Meininger,V. (1996). Dose-ranging study of riluzole in amyotrophic lateral sclerosis. Lancet, 347: 1425–1431. Mary, V. Wahl, F. Stutzmann, M. (1995). Effect of riluzole on quinolinate-induced neuronal damage in rats: comparison with blockers of glutamatergic neurotransmission. Neurosci Lett. 201: 92–96. Wahl, F. Renou, E. Stutzmann, J. (1997). Riluzole reduces brain lesions and improves neurological function in rats after a traumatic brain injury. Brain Research, 756: 247–255.

Monday, October 21, 2019

Preschool Stage of Development Essays

Preschool Stage of Development Essays Preschool Stage of Development Essay Preschool Stage of Development Essay Essay Topic: A Dolls House The Preschool Stage of Development ECE 332: Child Development Marilyn Gomez May 30, 2011 Abstract â€Å"The years from 3 through 5 are often referred to as the preschool years† (Henniger, pg. 107). Preschool is a place where the setting is geared towards mimicking a regular school setting but exposes the young child for the first time to a school. Preschool takes away some of the stress of strictly learning academics and focuses on developing the childs skills in cognitive, motor, social, emotional, and language developments. Preschool encourages children to personally and individually meet their milestones of development. The Preschool Stage of Development In looking at the stages of a preschool development, the characteristics/milestones must be defined. There are some activities that can be provided that will enhance a preschooler’s cognitive, motor, social, emotional, and language developments. A detailed explanation of the activities will give the reasoning to how and why the activities will enhance a child’s development. â€Å"Every child grows and develops at his or her own pace. Still, child development tends to follow a fairly predictable path† (MFMER, 2010). In language skills, children in the age group of 3 through 5 years old learn from 250 to 500 or more words. Answer simple questions, and understand rhyming words. They can speak sentences of three to four words through compound and complex sentences. In social skills, children in preschool can become more imaginative, cooperate, make friends, share, express feelings, show affection, ask why questions, become more independent, begin to make impressionable markings, count numbers, recognize letters of the alphabet, and can problem solve with teacher guidance. In physical skills, children in this age group can kick, jump, run, and maneuver tricycles, walk up and down stairs without falling, keep balance, hop on one foot, manipulate hand toys like cube links or legos, can dress and undress dolls/or themselves, and can use scissors to cut paper. In Henniger’s text the characteristics described are meant as a guide to understanding the patterns of stages in the development of preschoolers (pg. 107). For the physical aspect of preschoolers, children begin to lose their baby fat and can ride tricycles at the age of 3. Hopping, skipping, and drawing stick figures are achieved at the age of 4. Tying a bow knot and riding a bicycle is achieved at that age of 5. For the cognitive aspect of preschoolers, children learn the basic names of color and ask â€Å"why? † questions at the age of 3. Understanding concepts of three and show curiosity to learning how things work are achieved at the age of 4. Understanding the meaning of calendar use and sorting objects by colors and shapes are achieved at the age of 5. For the social-emotional aspect of preschoolers, children begin to imitate an adult during play and learn about stereotypes of sex roles at the age of 3. Working in groups of two or more and having special friends are achieved at the age of 4. Recognizing hurt feelings, expressing their feelings and enjoying group games are achieved at the age of 5. For the language aspect of preschoolers, children learn three to four word sentences and use past tense correctly through their conversations at the age of 3. Playing with words/rhyming, and using talk to solve problems or conflicts are achieved at the age of 4. Knowing about 5,000 words or more and dictating a story from a book or imagination is achieved at the age of 5. One activity that will enhance a child’s cognitive, motor, social, emotional, and language development is the process of making scrambled green eggs from the Dr. Seuss’ Green Eggs and Ham story. Children will have an opportunity to learn about the process of making eggs to eat. The children will use their fine motor skills to crack an egg and scramble their eggs in a mixing bowl. They will have an opportunity to ask questions and answer questions like â€Å"what will happen when we crack the egg? † â€Å"What does the egg look like? Is it in a circle shape or an oval shape? What colors do you see on the outside of the egg and what color is the egg when the inside comes out? How does the egg feel before it is cracked? How does it feel when it is cracked open? † Children will have an opportunity to share their thoughts with their peers for social and language development. Their ideas can be charted onto a poster board. Children will feel confident in making their own scrambled eggs and sharing their findings with their peers and parents. Children will be able to predict what will happen when the green food coloring is added into the egg mix. Children will also be encouraged to think of what will happen when the egg mix is poured into a hot skillet. â€Å"Will the water soluble egg stay in its water context or will it become solid? † Language will be enhanced through learning different words by placing them with content of what is happening. An example of this would be solid, liquid, hard, slimy, and smooth, cracked, like, and dislike. Rhyming words would also increase the child’s vocabulary while reading the book of Green Eggs and Ham like in a house with a mouse, a goat on a boat, on a train while it rains, in a box with a fox, and here, there, anywhere. This activity will enhance the child’s development because the child will be a part of the making of the activity. They will show a curiosity to learning and will have hands on experience. The activity will encourage children to trust in themselves and will build self esteem in what they are doing. It will make them feel a part of the group. Their cognitive development will be challenged when they are encouraged to answer questions or ask questions. Their motor skills development in fine motor will be challenged when they are encouraged to whisk the egg to mix the yoke and the food coloring. Their social development will be encouraged when they display â€Å"energetic interactions with peers. Many preschoolers show social initiative when an interest in reaching out to others, making social contacts, and trying out social behaviors† (Trawick-Smith, pg, 298). The social development will be through the interactions with peers while making green eggs. Their emotional development will be encouraged as they become courageous in mixing the eggs with confidence and receiving acknowledgment of success when they are finished mixing the eggs. Their language development will be encouraged through literacy and rhyming songs. A second activity that will enhance a child’s cognitive, motor, social, emotional, and language development can be through creating an activity with frogs. By a Small, Small Pond by Denise Fleming can be the story that is used for creating the frog activity. The activity will be a multiple play area activity. Children will be encouraged to discuss about frogs. Questions like â€Å"where do frogs live? How do they feel? What do they look like? And what do they eat? Children will be encouraged to answer the questions as well as encouraged to ask questions. Children will be encouraged to look at a picture of the life cycle of frogs. They will learn the vocabulary words like amphibians, tadpoles, polliwog, young frog, adult frog, smooth, lumpy, leap, forward, croak, and snatch. They will be encouraged to participate in a frog relay race. They will use their gross motor skills to bend down like a fro g and leap up and forward using their legs. Children will be encouraged to socially interact with their peers while they play in the leap frog relay race. Those children who are standing by watching will encourage the two contestants and the two contestants will learn to feel emotionally confident to leap throughout the race. â€Å"Children who are nurtured, encouraged, and accepted by adults and peers will be emotionally well adjusted† (Trawick-Smith, pg. 298). This activity will enhance the child’s development because the children will be learning through play. They will learn how to bring a story to life and create games that are influenced by a story. Their cognitive development will be encouraged through the ongoing questions throughout the story and the game. Their motor development will be encouraged through the practicing and learning of leaping with their legs and jumps up and forward. Their social development will be encouraged throughout the day with their peers and acknowledgment from the teachers. Their emotional development will be encouraged as they successfully finish the race and getting recognition from their peers. â€Å"Children are elated when they feel liked by peers and emotionally crushed when they imagine that no other child in the whole world wants to play with them† (Miller, pg. 59). Children must feel that they are accepted by those around them. This will enhance their social and emotional development. Their language development will be encouraged and enhanced when they learn the many different words that are associated with the story about the frog. A third activity that will enhance a child’s cognitive, motor, social, emotional, and language development is using their hands. This activity can be accompanied with the book My Hands Can Do So Many Things. Children will be encouraged to think of ways and things to do with their hands. Asking questions and encouraging children to ask questions like â€Å"how do you fold your hands? How do you wash your hands? Can you count with your hands? Can you tie a bow on your shoe? Can zip a zipper? Can you button a button? What are some things you can do with your hands? What things you should not do with your hands? Children will be encouraged to work on their fine motor skill developments with interacting with dressing boards. They will practice on zipping, buttoning, tying, and snapping buttons. They will be encouraged to develop their social skills by working with older peers for scaffolding or zone of proximal development. Cognitive scaffolding refers to temporary support provided by a more skilled person to assist learning in children. Children’s cognitive activities develop through interaction with older, more experienced individuals who teach and guide them† (Rathus, pg. 152). Children will be encouraged to develop their emotional skills by expressing their feelings and getting the opportunities towards successfully completing a task like zipping a z ipper or buttoning a button. Children will learn more language development with their peers as they communicate and interactively talk to their peers as they learn how to tie their shoe. This activity will enhance the child’s development because the children will learn that their hands can do many things and that their hands are used for manipulating objects to their desires and wants. They will learn to cognitively think of using their nice hands and keeping their hands to their own body. They will increase finger and hand strengths while practicing with the activities of the dress boards. They will socially interact with older peers and build trust with those peers and teachers. They will enhance their confidence and independence. They will learn to express their desires and feelings when they need to resolve a conflict that may arise when they are practicing their fine motor skills. In conclusion, teachers and caregivers must understand the milestones/characteristics of a preschooler in order to recognize if the child will need any further assistance or special recommendations. There should be developmentally appropriate activities set up to enhance a child’s cognitive, motor, social, emotional, and language developments. This way, children will be provided an opportunity to achieve a goal and master a skill. Reference Henniger, M. (2009). Teaching young children: An introduction (4th ed. ). Upper Saddle River, New Jersey. Miller, D. (2010). Positive child guidance (6th ed. ). Wadsworth, California. Rathus, R. (2011). Cdev: Student edition. Wadsworth, California. Trawick-Smith, J. (2006). Early childhood development: A multicultural Perspective (4th ed. ). Upper Saddle River, New Jersey. Mayo Foundation Clinic Staff (2010). Child development chart: Preschool milestones. Retrieved on May 24, 2011 from mayoclinic. com/health/child-development/MY00136

Sunday, October 20, 2019

Looking For Alibrandi - realtionship with John

Looking For Alibrandi - realtionship with John One of the most significant relationships in the novel is between Josie Alibrandi and John Barton. The relationship changes in various ways at different stages. It's through this relationship that Josie learns much more about what is important in life and learns to accept her identity.Initially they were the best of friends, but Josie wanted to be with John Barton because she thought he was the best man she would ever meet. She sees him as an upper class man who is witty, charming and everything she wants in a man. John Barton also likes her and doesn't feel any racism towards Josie at all, but he has mixed feelings between Josie and Ivy. Josie wants to be in the same law class as John but he isn't allowed to choose what course he wants to study in because he is under constant pressure to do what his dad wants him to do.performing at Green Man 2010.As the book progresses John Barton and Josie become closer together because John was spending more time with Josie than with Ivy, so Josi e believes that John is falling for a middle class working woman over a upper class snob like Ivy. Josie also sees a side of John she doesn't like, he was extremely negative about life which Josie disagreed with and didn't like what he was saying so they start to break away a bit at that moment because of his negativity towards life.Josie and John grew even closer when they wrote down their deepest feelings and gave it to each other to hold onto, which before then she was too afraid to tell anyone what she was thinking, which by this action of trust was a definite big step towards their relationship. John wanted to go against his father's wishes and...

Saturday, October 19, 2019

Exam critically the role of the servicesape in manipuating customer's Essay

Exam critically the role of the servicesape in manipuating customer's decision making approach and avoidance behaviours - Essay Example Service could also be totally intangible like the cellular phone services. Servicescape refers to the style and appearance of the physical surroundings where the customers and the service provider interact. In the increasingly competitive environment companies have been challenged to augment their core services with value-added benefits which would help them to sustain competitive advantage. The outcome of service experience is evaluated not merely in terms of utility but also from an experiential perspective. For instance gourmet food can be made available at sporting events. Thus emphasis is given on managing the service firm’s physical facility. All these value-added service help to enhance revenue and hence servicescape has become a focal point in the delivery of customer delight. This paper will critically examine the role of the servicescape in manipulating customers decision making approach and avoidance behaviors in all three types of distribution channels. The physical environment is an important determinant of consumer perceptions and future behaviors. This makes it important to understand how the physical environment leads to consumer outcome behaviors. The role of physical environment is that it should attract attention. The servicescape acts as a package and the first impression is created which influences the customer what to expect inside the place of purchase. Compared to competition, the servicescape should stand out. In the case of Disneyworld it acts as a differentiator. The physical environment should also be able to create and deliver a message. Hotels use symbolic cues to communicate with customers about quality and the nature of service. It acts as a facilitator as a well-designed facility can make the experience pleasurable for the customer. Thirdly, the physical environment should create an impact through its dà ©cor and landscaping, through

Friday, October 18, 2019

Brazil Crime Statistics Essay Example | Topics and Well Written Essays - 500 words

Brazil Crime Statistics - Essay Example What we call endemic are diseases which are characteristic of particular regions, the result of particular geographic circumstances. [Brazil’s] corruption is organic, circulatory, [and] systemic (Dines, 2004, n.p.). Police in Brazil have a well-deserved reputation for taking bribes, giving drug smugglers extra leniency in law enforcement, and â€Å"looking the other way† unless the criminal is poor (Schneider, 1991, p. 215). The lack of an independent media is one of the factors that most contributes to the general perception that Brazil is a country with a high level of corruption. In June 2003, Otto Reich, the White Houses main aide for Latin American affairs, made this comment to a hundred or so businessmen at a seminar on investments in the region: "We have had many setbacks†¦corruption is the most important obstacle to economic development†¦.Investors do not want to put their money into a country where there are corrupt civil servants† (Rodriques, 2004, n.p.) Brazil Group. (2008). Brazil’s battle with Gang Violence and Police Corruption. Retrieved April 24, 2009 from http://pila2008.wordpress.com/2008/02/28/ brazil%E2%80%99s-battle-with-gang-violence-and-police-corruption/ Cavallaro, J. (2001). Human Rights and the Proliferation of Crime: The Perception of Human Rights and Its Effects on Rights Defense in Brazil, presented at Focus Meeting on Crime, Public Order and Human Rights. Geneva:

Dude Essay Example | Topics and Well Written Essays - 500 words

Dude - Essay Example For example, when I see an acquaintance who I would like to greet, I would normally say: â€Å"Hey dude, good to see you. What’s up?† This meaning was validated in the Merriam-Webster Dictionary (par. 3) as it revealed â€Å"fellow, guy —sometimes used informally as a term of address†. The distinctive element here is that the word is used as a term of address. In other circumstances, dude could mean a guy who wears fashionable clothes or accessories that caught my attention. In this case, I could blurt out: â€Å"Wow! That dude surely dons flashy outfit with such colors, prints and all that bling!† The meaning I want to relay is the fact that the person is dressed in a certain style or fashion worthy of attention. Another meaning of dude for me refers to a person who seem be unfamiliar with life in the city and could be coming from a rural area or from another culture. In this situation, I would use dude as: â€Å"Look at that dude, he seems to be lost or something? Do you think he needs help?† This meaning was likewise validated in Merriam-Webster (par. 2) as â€Å"a city dweller unfamiliar with life on the range; especially: an Easterner in the West†. By manifesting expressions or gestures that indicate unfamiliarity with the surroundings, a person who is new to the environment could be called dude. When the term needs to be explained to people who are learning the English language, one could indicate, in addition to the meanings mentioned above, that dude simply refers to a person, male in gender, who is being referred to or addressed by young people from contemporary generation. Explicitly, this definition appears in the learner’s dictionary portion of Merriam-Webster (par.4) as â€Å"[count] chiefly US slang: a man —used especially by young people†. This definition encompasses the rest of the meanings expounded previously. I was surprised to see from Merriam-Webster (par. 7) that the origin for this term is unknown

Thursday, October 17, 2019

SWOT analysis paper Essay Example | Topics and Well Written Essays - 1750 words

SWOT analysis paper - Essay Example taking other social initiatives that are meant to curb the housing discrimination, such as providing housing education and outreach activities (HUD, 2015). The FHIP remains an important component of civil rights advocacy, since most of the groups and organizations fighting against housing discrimination in the USA wholesomely depend on this funding. Therefore, the major function of the FHIP is to help people who believe that they are victims of housing discrimination to identify the relevant government agencies that handle the housing complaints (Civilrights.org, 2015). The FHIP achieves this objective through funding other fair housing advocacy groups and organizations, which in turn help the victims to transmit their complaints of the unfair housing discrimination to the relevant government authorities for subsequent actions. The mission statement of the FHIP is to eliminate any form of housing discrimination and build a secure access to quality housing for Americans (PD&R, 2011). The program has four initiatives operating under its umbrella, which include Fair Housing Organizations Initiative (FHOI), an initiative specifically meant to build capacity among the private non-profit fair housing organizations (Gpo.gov, 1997). The initiative achieves its objectives through funding fair housing enforcement initiatives, as well as education outreach initiatives on fair housing (HUD, 2015). The other initiative under the FHIP umbrella is the Private Enforcement Initiative (PEI), which is an initiative focused on facilitating the activities of nationwide fair housing groups, to prevent housing discriminative practices (HUD, 2015). The third initiative under the FHIP is the Education and Outreach Initiative (EOI), which is an initiative that specifically focuses on the funding the State, local governments or non-profit agencies that are involved in creating awareness among the public and the housing owners on both their rights and responsibilities in complying with the

A Supermarket Marketing Strategy for Expanding its Store Essay

A Supermarket Marketing Strategy for Expanding its Store - Essay Example This essay covers fully developed marketing plan for a small wine company Castlegate Wines Ltd. In every organisation, there are some key marketing management decisions which play a pivotal role in determining the performance of an organisation. These include the product, price, distribution and management. In every day operations of an organisation, the total number of sales it makes plays a very important role in determining the overall performance. The main target in every organisation is to sell all what it produces in the shortest period possible. However, it requires an organisation to invest in and be able to come up with best marketing strategies which would help in maximizing sales. In the current business world, the market has become extremely competitive due to entrant of many players in the market. In the wine industry, the level of competition has increased significantly over the past. In order for any organisation to be successful in the market, they need to have a good marketing strategy on top of their retail wine stores. This will help an organisation to reach as many customers as possible hence maximizing its sales. Marketing plan in this essay is divided by such parts as: background and arguments, public relations, advantages of selling through supermarkets, impact and effectiveness of a supermarket strategy for expanding, effects of the strategy to Castlegate Wines Ltd, other necessary marketing measures, difficulties, opposition & barriers and recommendations.

Wednesday, October 16, 2019

SWOT analysis paper Essay Example | Topics and Well Written Essays - 1750 words

SWOT analysis paper - Essay Example taking other social initiatives that are meant to curb the housing discrimination, such as providing housing education and outreach activities (HUD, 2015). The FHIP remains an important component of civil rights advocacy, since most of the groups and organizations fighting against housing discrimination in the USA wholesomely depend on this funding. Therefore, the major function of the FHIP is to help people who believe that they are victims of housing discrimination to identify the relevant government agencies that handle the housing complaints (Civilrights.org, 2015). The FHIP achieves this objective through funding other fair housing advocacy groups and organizations, which in turn help the victims to transmit their complaints of the unfair housing discrimination to the relevant government authorities for subsequent actions. The mission statement of the FHIP is to eliminate any form of housing discrimination and build a secure access to quality housing for Americans (PD&R, 2011). The program has four initiatives operating under its umbrella, which include Fair Housing Organizations Initiative (FHOI), an initiative specifically meant to build capacity among the private non-profit fair housing organizations (Gpo.gov, 1997). The initiative achieves its objectives through funding fair housing enforcement initiatives, as well as education outreach initiatives on fair housing (HUD, 2015). The other initiative under the FHIP umbrella is the Private Enforcement Initiative (PEI), which is an initiative focused on facilitating the activities of nationwide fair housing groups, to prevent housing discriminative practices (HUD, 2015). The third initiative under the FHIP is the Education and Outreach Initiative (EOI), which is an initiative that specifically focuses on the funding the State, local governments or non-profit agencies that are involved in creating awareness among the public and the housing owners on both their rights and responsibilities in complying with the

Tuesday, October 15, 2019

Training Plan for Crocheting and Knitting Essay

Training Plan for Crocheting and Knitting - Essay Example Training plan for adults could involve enhancing and improving the initial knowledge on particular field acquired by learners or continuing employees or very new learners. Crocheting and knitting are very technical fields that continue to undergo evolution from time to time with changes and advancement in fashion thus the need for repeated training. Every crocheting organization has to adapt to the changes in models and techniques of crocheting and ensure that all employees are updated to the current trends and styles in creating fabrics as well as marketing the same. Failure by any organization to offer training to update its employees is a sure way of failing of that particular organization. Program Ideas This training plan for crocheting and knitting is structured and designed to provide elaborate training as well as updating seven Saudi Arabian women about the current trends and modes of crocheting that are highly competitive in market. These women have to be provided with explic it training by reviewing the initial stages of crocheting in order to prepare them for the next and actual stage of training. Drawing a plan for training Saudi Arabian women about crocheting will provide good timelines that will agree and work properly with the private schedules of the participants. Since Saudi Arabian women have various responsibilities to meet in their homes, well planned training program will ensure that they are allowed sufficient and rightful time for doing their home chores. In addition, drawing good plan for this program will minimize time wastage and regulate training period in a manner that participant will be fully served and satisfied. Training plan for crocheting of the readily experienced Saudi Arabian women and based on the past experiences and learning will offer good and motivational grounds to know more in the field of crocheting. Training plan will also allow the Saudi Arabian women time to exercise their knowledge in the transformation of their so cieties for the better. For effective and reasonable training, there has to be well defined parameters to govern and provide direction and limits of roles and activities. In order to become successful, the training parameter for the Saudi Arabia women has to involve some bits of past commitments and knowledge to foster understanding in the currently planed training program. The planning process and decision making will involve the key planners, teachers, management of the organization and the representative from among the seven Saudi Arabian women. Quality inspectors will also be invited to access the level of progress of the students towards the end of the training. The training program on crocheting of the Saudi Arabian women will begin at 4pm after the actual job until 7pm on daily basis except Fridays when they will attend religious meetings. The training will lapse for three months after which the students will be awarded certificates of completion and resume on their normal wa ys of life. The training program will be funded by the employing organization, which will also provide equipments and facilities and supply materials according to the requests placed by the facilitators. The model components in the training program of the Saudi Arabian women shall include among others yarns, threads and stitches. The training plan will

Philosophy of Education Essay Example for Free

Philosophy of Education Essay The word education is used sometimes to signify the activity, process, or enterprise of educating or being educated and sometimes to signify the discipline or field of study taught in schools of education that concerns itself with this activity, process, or enterprise. As an activity or process, education may be formal or informal, private or public, individual or social, but it always consists in cultivating dispositions (abilities, skills, knowledges, beliefs, attitudes, values, and character traits) by certain methods. As a discipline, education studies or reflects on the activity or enterprise by asking questions about its aims, methods, effects, forms, history, costs, value, and relations to society. Definition The philosophy of education may be either the philosophy of the process of education or the philosophy of the discipline of education. That is, it may be part of the discipline in the sense of being concerned with the aims, forms, methods, or results of the process of educating or being educated; or it may be metadisciplinary in the sense of being concerned with the concepts, aims, and methods of the discipline. However, even in the latter case it may be thought of as part of the discipline, just as metaphilosophy is thought of as a part of philosophy, although the philosophy of science is not regarded as a part of science. Historically, philosophies of education have usually taken the first form, but under the influence of analytical philosophy, they have sometimes taken the second. In the first form, philosophy of education was traditionally developed by philosophers–for example, Aristotle, Augustine, and John Locke–as part of their philosophical systems, in the context of their ethical theories. However, in the twentieth century philosophy of education tended to be developed in schools of education in the context of what is called foundations of education, thus linking it with other parts of the discipline of education–educational history, psychology, and sociology–rather than with other parts of philosophy. It was also developed by writers such as Paul Goodman and Robert M. Hutchins who were neither professional philosophers nor members of schools of education. Types As there are many kinds of philosophy, many philosophies, and many ways of philosophizing, so there are many kinds of educational philosophy and ways of doing it. In a sense there is no such thing as the philosophy of education; there are only philosophies of education that can be classified in many different ways. Philosophy of education as such does not describe, compare, or explain any enterprises to systems of education, past or present; except insofar as it is concerned with the tracing of its own history, it leaves such inquiries to the history and sociology of education. Analytical philosophy of education is meta to the discipline of education–to all the inquiries and thinking about education–in the sense that it does not seek to propound substantive propositions, either factual or normative, about education. It conceives of its task as that of analysis: the definition or elucidation of educational concepts like teaching, indoctrination, ability, and trait, including the concept of education itself; the clarification and criticism of educational slogans like Teach children, not subjects; The exploration of models used in thinking about education (e.g. , growth); and the analysis and evaluation of arguments and methods used in reaching conclusions about education, whether by teachers, administrators, philosophers, scientists, or laymen. To accomplish this task, analytical philosophy uses the tools of logic and linguistics as well as techniques of analysis that vary from philosopher to philosopher. Its results may be valued for their own sake, but they may also be helpful to those who seek more substantive empirical of normative conclusions about education and who try to be careful about how they reach them. This entry is itself an exercise in analytical philosophy of education. Normative philosophies or theories of education may make use of the results of such analytical work and of factual inquiries about human beings and the psychology of learning, but in any case they propound views about what education should be, what dispositions it should cultivate, why it ought to cultivate them, how and in whom it should do so, and what forms it should take. Some such normative theory of education is implied in every instance of educational endeavor, for whatever education is purposely engaged in, it explicitly or implicitly assumed that certain dispositions are desirable and that certain methods are to be used in acquiring or fostering them, and any view on such matters is a normative theory of philosophy of education. But not all such theories may be regarded as properly philosophical. They may, in fact, be of several sorts. Some simply seek to foster the dispositions regarded as desirable by a society using methods laid down by its culture. Here both the ends and the means of education are defined by the cultural tradition. Others also look to the prevailing culture for the dispositions to be fostered but appeal as well to experience, possibly even to science, for the methods to be used. In a more pluralistic society, an educational theory of a sort may arise as a compromise between conflicting views about the aids, if not the methods, of education, especially in the case of public schools. Then, individuals or groups within the society may have conflicting full-fledged philosophies of education, but the public philosophy of education is a working accommodation between them. More comprehensive theories of education rest their views about the aims and methods of education neither on the prevailing culture nor on compromise but on basic factual premises about humans and their world and on basic normative premises about what is good or right for individuals to seek or do. Proponents of such theories may reach their premises either by reason (including science) and philosophy or by faith and divine authority. Both types of theories are called philosophies of education, but only those based on reason and philosophy are properly philosophical in character; the others might better be called theologies of education. Even those that are purely philosophical may vary in complexity and sophistication. In such a full-fledged philosophical normative theory of education, besides analysis of the sorts described, there will normally be propositions of the following kinds: 1.Basic normative premises about what is good or right; 2. Basic factual premises about humanity and the world; 3. Conclusions, based on these two kinds of premises, about the dispositions education should foster; 4. Further factual premises about such things as the psychology of learning and methods of teaching; and 5. Further conclusions about such things as the methods that education should use. For example, Aristotle argued that the Good equals happiness equals excellent activity; that for a individual there are two kinds of excellent activity, one intellectual (e.g. , doing geometry) and one moral (e. g. , doing just actions); that therefore everyone who is capable of these types of excellent activity should acquire a knowledge of geometry and a disposition to be just; that a knowledge of geometry can be acquired by instruction and a disposition to be just by practice, by doing just actions; and that the young should be given instruction in geometry and practice in doing just actions. In general, the more properly philosophical part of such a full normative theory of education will be the proposition it asserts in (1),(2), and (3); for the propositions in (4) and hence (5) it will, given those in (3), most appropriately appeal to experience and science. Different philosophers will hold different views about the propositions they use in (1) and (2) and the ways in which these propositions may be established. Although some normative premises are required in (1) as a basis for any line of reasoning leading to conclusions in (3) or (5) about what education should foster or how it should do this, the premises appearing in (2) may be of various sorts–empirical, scientific, historical, metaphysical, theological, or epistemological. No one kind of premise is always necessary in (2) in every educational context. Different philosophers of education will, in any case, have different views about what sorts of premises it is permissible to appeal to in (2). All must agree, however, that normative premises of the kind indicated in (1) must be appealed to. Thus, what is central and crucial in any normative philosophy of education is not epistemology, metaphysics, or theology, as is sometimes thought, but ethics, value theory, and social philosophy. Role Let us assume, as we have been doing, that philosophy may be analytical, speculative, or narrative and remember that it is normally going on in a society in which there already is an educational system. Then, in the first place, philosophy may turn its attention to education, thus generating philosophy of education proper and becoming part of the discipline of education. Second, general philosophy may be one of the subjects in the curriculum of higher education and philosophy of education may be, and presumably should be, part of the curriculum of teacher education, if teachers are to think clearly and carefully about what they are doing. Third, in a society in which there is a single system of education governed by a single prevailing theory of education, a philosopher may do any of four things with respect to education: he may analyze the concepts and reasoning used in connection with education in order to make peoples thinking about it as clear, explicit, and logical as possible; he may seek to support the prevailing system by providing more philosophical arguments for the dispositions aimed at and the methods used; he may criticize the system and seek to reform it in the light of some more philosophical theory of education he has arrived at; or he may simply teach logic and philosophy to future educators and parents in the hope that they will apply them to educational matters. Fourth, in a pluralistic society like the United States, in which the existing educational enterprise or a large segment of it is based on a working compromise between conflicting views, a philosopher may again do several sorts of things. He may do any of the things just mentioned. In the United States in the first half of the twentieth century professional philosophers tended to do only the last, but at the end of the twentieth century they began to try to do more. Indeed, there will be more occasions for all of these activities in a pluralistic society, for debate about education will always be going on or threatening to be resumed. A philosopher may even take the lead in formulating and improving a compromise theory of education. He might then be a mere eclectic, but he need not be, since he might defend his compromise plan on the basis of a whole social philosophy. In particular, he might propound a whole public philosophy for public school education, making clear which dispositions it can and should seek to promote, how it should promote them, and which ones should be left for the home, the church, and other private means of education to cultivate. In any case, he might advocate appealing to scientific inquiry and experiment whenever possible. A philosopher may also work out a fully developed educational philosophy of his own and start an experimental school in which to put it into practice, as John Dewey did; like Dewey, too, he may even try to persuade his entire society to adopt it.Then he would argue for the desirability of fostering certain dispositions by certain methods, partly on the basis of experience and science and partly on the basis of premises taken from other parts of his philosophy–from his ethics and value theory, from his political and social philosophy, or from his epistemology, metaphysics, or philosophy of mind. It seems plausible to maintain that in a pluralistic society philosophers should do all of these things, some one and some another. In such a society a philosopher may at least seek to help educators concerned about moral, scientific, historical, aesthetic, or religious education by presenting them, respectively, with a philosophy of morality, science, history, art, or religion from which they may draw conclusions about their aims and methods. He may also philosophize about the discipline of education, asking whether it is a discipline, what its subject matter is, and what its methods, including the methods of the philosophy of education, should be. Insofar as the discipline of education is a science (and one question here would be whether it is a science) this would be a job for the philosopher of science in addition to one just mentioned. Logicians, linguistic philosophers, and philosophers of science may also be able to contribute to the technology of education, as it has come to be called, for example, to the theory of testing or of language instruction. Finally, in a society that has been broken down by some kind of revolution or has newly emerged from colonialism, a philosopher may even supply a new full-fledged normative philosophy for its educational system, as Karl Marx did for Russia and China. In fact, as in the case of Marx, he may provide the ideology that guided the revolution in the first place. Plato tried to do this for Syracuse, and the philosophes did it for France in the eighteenth century. Something like this may be done wherever the schools dare to build a new society, as many ask schools to do. Dewey once said that since education is the process of forming fundamental dispositions toward nature and our fellow human beings, philosophy may even be defined as the most general theory of education. Here Dewey was thinking that philosophy is the most general normative theory of education, and what he said is true if it means that philosophy, understood in its widest sense as including theology and poetry as well as philosophy proper, is what tells us what to believe and how to feel about humanity and the universe. It is, however, not necessarily true if it refers to philosophy in the narrower sense or means that all philosophy is philosophy of education in the sense of having the guidance of education as its end. This is not the whole end of classical philosophy or even of philosophy as reconstructed by Dewey; the former aimed at the truth rather than at the guidance of practice, and the latter has other practical ends besides that of guiding the educational enterprise. Certainly, analytical philosophy has other ends. However, although Dewey did not have analytical philosophy in mind, there is nevertheless a sense in which analytical philosophy can also be said to be the most general theory of education. Although it does not seek to tell us what dispositions we should form, it does analyze and criticize the concepts, arguments, and methods employed in any study of or reflection upon education. Again it does not follow that this is all analytical philosophy is concerned with doing. Even if the other things it does–for example, the philosophy of mind or of science–are useful to educators and normative theorists of education, as, it is hoped, is the case, they are not all developed with this use in mind. See also: ARISTOTLE; AUGUSTINE, ST. ; BAGLEY, WILLIAM C. ; BODE, BOYD H. ; BRAMELD, THEODORE; CHILDS, JOHN L. ; COMENIUS, JOHANN; COUNTS, GEORGE S. ; DEWEY, JOHN; FREIRE, PAULO; HERBERT, JOHANN; JAMES, WILLIAM; KILPATRICK, WILLIAM H. ; MONTESSORI, MARIA; NEILL, A. S. ; PESTALOZZI, JOHANN; PLATO; ROUSSEAU, JEAN-JACQUES; WHITEHEAD, ALFRED NORTH. BIBLIOGRAPHY ANDERSON, R. N. , et al. 1968. Foundation Disciplines and the Study of Education. Toronto: Macmillan. ARCHAMBAULT, REGINALD D. , ed. 1965. Philosophical Analysis and Education. New York: Humanities Press. FRANKENA, WILLIAM K. , ed. 1965. Philosophy of Education. New York: Macmillan. JARRET, JAMES L. , ed. 1969. Philosophy for the Study of Education. Boston: Houghton Mifflin. LUCAS, CHRISTOPHER J. 1969. What Is Philosophy of Education? New York: Macmillan. MORRIS, VAN CLEVE. 1969. Modern Movements in Educational Philosophy. Boston: Houghton Mifflin. OCONNOR, DANIEL JOHN. 1957. Introduction to the Philosophy of Education. London: Routledge. PARK, JOE. 1968. Selected Readings in the Philosophy of Education, 3rd edition. New York: Macmillan. SCHEFFLER, ISRAEL, ed. 1966. Philosophy and Education, 2nd edition. Boston: Allyn and Bacon. WILLIAM K. FRANKENA Philosophy of education is a field characterized not only by broad theoretical eclecticism but also by a perennial dispute, which started in the mid-twentieth century, over what the scope and purposes of the discipline even ought to be. In the Philosophy of Education article that was included in the previous edition of this encyclopedia, William Frankena wrote, In a sense there is no such thing as the philosophy of education (p. 101). During certain periods of the history of the philosophy of education, there have been dominant perspectives, to be sure: At one time, the field was defined around canonical works on education by great philosophers (Plato of ancient Greece, the eighteenth-century Swiss-born Frenchman Jean-Jacques Rousseau, and others); at other times, the field was dominated, in the United States at least, by the figure of John Dewey (1859–1952) and educational Progressivism; at other times, the field was characterized by an austere analytical approach that explicitly rejected much of what had come before in the field as not even being proper philosophy at all. But even during these periods of dominance there were sharp internal disputes within the field (such as feminist criticisms of the Great Man approach to philosophy of education and vigorous critiques of the analytical method). Such disputes can be read off the history of the professional societies, journals, and graduate programs that institutionalize the field, and they can be documented through a succession of previous encyclopedia articles, which by definition attempt to define and delimit their subject matter. These sorts of struggles over the maintenance of the disciplinary boundary, and the attempt to define and enforce certain methods as paramount, are hardly unique to philosophy of education. But such concerns have so preoccupied its practitioners that at times these very questions seem to become the substance of the discipline, nearly to the exclusion of thinking about actual educational problems. And so it is not very surprising to find, for example, a book such as Philosophers on Education. Consisting of a series of essays written by professional philosophers entirely outside the discipline of philosophy of education, the collection cites almost none of the work published within the discipline; because the philosophers have no doubts about the status of the discipline of philosophy of education, they have few qualms about speaking authoritatively about what philosophy has to say to educators. On the other  hand, a fruitful topic for reflection is whether a more self-critical approach to philosophy of education, even if at times it seems to be pulling up its own roots for examination, might prove more productive for thinking about education, because this very tendency toward self-criticism keeps fundamental questions alive and open to reexamination. Any encyclopedia article must take a stance in relation to such disputes. However much one attempts to be comprehensive and dispassionate in describing the scope and purpose of a field, it is impossible to write anything about it without imagining some argument, somewhere, that would put such claims to challenge. This is especially true of categorical approaches, that is, those built around a list of types of philosophy of education, or of discrete schools of thought, or of specific disciplinary methods. During the period of particular diversity and interdisciplinarity in the field that has continued into the twenty-first century, such characterizations seem especially artificial–but even worse than this, potentially imperial and exclusionary. And so the challenge is to find a way of characterizing the field that is true to its eclecticism but that also looks back reflexively at the effects of such characterizations, including itself, in the dynamics of disciplinary boundary maintenance and methodological rule-setting that are continually under dispute. One way to begin such an examination is by thinking about the impulses that draw one into this activity at all: What is philosophy of education for? Perhaps these impulses can be more easily generalized about the field than any particular set of categories, schools of thought, or disciplinary methods. Moreover, these impulses cut across and interrelate approaches that might otherwise look quite different. And they coexist as impulses within broad philosophical movements, and even within the thought of individual philosophers themselves, sometimes conflicting in a way that might help explain the tendency toward reflexive self-examination and uncertainty that so exercises philosophy of education as a field. The Prescriptive Impulse The first impulse is prescriptive. In many respects this is the oldest and most pervasive inclination: to offer a philosophically defended conception of what the aims and activities of teaching ought to be. In some instances, as in Platos Republic, these prescriptions derive from an overall utopian vision; in other instances, such as seventeenth-century English philosopher John Lockes Some Thoughts Concerning Education or Rousseaus Emile, they derive from a fairly detailed reconception of what the day-to-day activities of teaching should look like; in still other instances, such prescriptions are derived from other social or moral principles, as in various Kantian views of education (even though eighteenth-century German philosopher Immanuel Kant himself had very little to say on the subject). These prescriptive inclinations are in many respects what people expect from philosophy of education: a wiser perspective, a more encompassing social vision, a sense of inspiration and higher purpose. It is what people usually mean when they talk about having a philosophy of education. A broad range of perspectives in the field share this prescriptive impulse: many of these perspectives can be comprised in what was once called the isms approach (perennialism, idealism, realism, Thomism, and so on)–the idea that a set of philosophical premises could generate a comprehensive and consistent educational program. For many years, working out the details of these philosophies of education was considered the main substance of the field, and the debates among the isms were typically at the very basic level debates among fundamentally different philosophical premises. An implication of this approach was that disagreements tended to be broadly paradigmatic in the sense that they were based on all-or-none commitments; one could not, of course, talk about a synthesis of realist and idealist worldviews. One wag has suggested that the isms have more recently been replaced by the ists–less purely philosophical and more social/political theories that now typify many scholars working in philosophy of education (Marxists, feminists, multiculturalists, postmodernists, and so on). These will be characterized as critically oriented philosophies below, but at this stage it is important to see that these perspectives can be equally driven by the prescriptive impulse: many writers (for example, neo-Marxist advocates of Paulo Freires critical pedagogy) offer quite explicit accounts of how education ought to proceed, what it is for, and whose interests it ought to serve. The Analytical Impulse The second impulse that drives much of philosophy of education is analytical. In a broad sense this includes not only philosophical approaches specifically termed analytical philosophy (such as conceptual analysis or ordinary language analysis), but also a broader orientation that approaches the philosophical task as spelling out a set of rational conditions that educational aims and practices ought to satisfy, while leaving it up to other public deliberative processes to work out what they might be in specific. In this enlarged sense, the analytical impulse can be seen not only in analytical philosophy per se but also in studies that focus on the logical and epistemological criteria of critical thinking; in the diagnosis of informal fallacies in reasoning; In certain kinds of liberal theory that spell out broad principles of rights and justice but that remain silent on the specific ends that education ought to serve; and even in some versions of German philosopher Jurgen Habermass theory, which proposes a structure of communicative deliberation in which conversations must satisfy what he calls a set of general validity claims, but which does not specify or constrain in advance what that process of deliberation might yield. The analytical impulse is often seen as expressing a certain philosophical modesty: that philosophers do not prescribe to others what their educational choices ought to be, but simply try to clarify the rational procedures by which those choices should be arrived at. Here metaphors such as referees who try to adjudicate an ongoing activity but remain nonpartisan within it, or groundskeepers who pull up weeds and prepare the soil but do not decide what to plant, tend to predominate in how this version of philosophy of education is presented and justified to others. The idea that philosophy provides a set of tools, and that doing philosophy of education (as opposed to having a philosophy of education) offers a more workmanlike self-conception of the philosopher, stands in sharp contrast with the idea of philosophy as a system-building endeavor. Of course, it must be said that this impulse is not entirely free of the prescriptive inclination, either. For one thing, there is a prescriptiveness about the very tools, criteria, principles, and analytical distinctions that get imported into how problems are framed. These are implicitly (and often explicitly) presented as educational ideals themselves: promoting critical thinking or fostering the conditions for Habermasian communication in the classroom, for example. However rationally defended these might be, they will undoubtedly appear to some as imposed from on high. Moreover, at a deeper level, the analytic/prescriptive distinction is less than clear-cut: a theory of logic, or a theory of communication, however purely procedural it aspires to be, always expresses conceptions of human nature, of society, of knowledge, of language, that contains social and cultural elements that might appear natural or neutral to the advocates of those procedures, but that will be regarded as foreign and particularistic by others (why must I justify my educational choices by your criteria? ). This is not meant as a criticism of the analytical orientation, but it just shows how these impulses can and do coexist, even within accounts that regard themselves as primarily one or the other. The Critical Impulse Similarly, the third impulse, a critical orientation, can coexist with either or both of the others. The critical impulse, like the analytical one, shares the characteristic of trying to clear the ground of misconceptions and ideologies, where these misrepresent the needs and interests of disadvantaged groups; like the prescriptive impulse, the critical impulse is driven by a positive conception of a better, more just and equitable, society. Where the critical impulse differs from the others is in its conception of the contribution philosophy can play in serving these ends. From this orientation, philosophy is not just a set of tools or an abstract, programmatic theory; it is itself a substantive personal and political commitment, and it grows out of deeper inclinations to protect and serve the interests of specific groups. Hence the key philosophical ideas stressed in critically oriented philosophies of education (reflection, counterhegemony, a critique of power, an emphasis upon difference, and so on) derive their force from their capacity to challenge a presumably oppressive dominant society and enable put-upon individuals and groups to recognize and question their circumstances and to be moved to change them. As there are prescriptive and analytical elements in critically oriented philosophies of education, so there can be critical elements in the others. Philosophers of education more driven by a prescriptive or analytical impulse can and do share many of the same social and political commitments as critically oriented philosophers of education; and some of them may see their work as ultimately serving many of the same goals of criticizing hegemonic ideologies and promoting human emancipation. This is why these three impulses or orientations must not be seen as simple categories to which particular philosophies (or philosophers) can be assigned. Stressing their character as impulses highlights the motivational qualities that underlie, and frequently drive, the adoption of particular philosophical views. While philosophers tend to stress the force of argument in driving their adoption of such views, and while they do certainly change their minds because of argument and evidence, at some deeper level they are less prone to changing the very impulses that drive and give vigor to their philosophical investigations. By stressing the ways in which all three impulses can coexist within different philosophical schools of thought, and even within the inclinations of a given philosopher, this account highlights the complex and sometimes even contradictory character of the philosophical spirit. When philosophers of education teach or speak about their views, although they certainly put forth arguments, quotations of and references to literature, and so forth, at a deeper level they are appealing to a shared impulse in their audience, one that is more difficult to argue for directly, and without which the arguments themselves are unlikely to take hold. Implications of the Impulses for Philosophy of Education Given the existence of these three impulses, how can they help in providing an overview of the field of philosophy of education that does not fall into arguments about disciplinary boundary maintenance? First, these very broad orientations are in many respects easier to generalize within the field than would be any specific set of disciplinary criteria; many different kinds of philosophy of education can manifest these sorts of inclinations. Indeed, it makes for strange bedfellows when people consider that despite their vigorous paradigmatic differences they are actually motivated by very similar underlying philosophical commitments. Perhaps this recognition might create a stronger incentive for them to engage one another respectfully across those differences. Second, it is beneficial for philosophers to consider that the validity they attribute to certain kinds of arguments may not be driven simply by the objective force of those arguments, but also by a particular appeal those kinds of arguments have for them. This sort of reflectiveness might be fruitful for various reasons, but a significant benefit could be in raising a persons appreciation for why others may not be moved by the arguments that seem so patently obvious to that person; and why the force of argument alone may not be sufficient to generate philosophical agreement or reconcile disagreement. Given the pervasively eclectic and interdisciplinary nature of the field of philosophy of education, such a spirit of tolerance and inclusiveness, while not needing to be unbounded entirely, would be a valuable corrective to the historical tendency to establish the methodsor the philosophical school that will separate proper philosophy of education from the imposters. Advocates of more prescriptive approaches typically buttress their case for dominance by reference to canonical Great Works (Plato, ancient Greek philosopher Aristotle, Locke, Rousseau, Dewey). This sort of system-building across epistemological, ethical, and social/political issues is what the great philosophers do, and it is revealing that for them philosophy of education was rarely seen as a distinct area of inquiry but merely the working out in p

Monday, October 14, 2019

Simple Harmonic Motion Experiment

Simple Harmonic Motion Experiment Kisal Jayakody Technical Report In this experiment, a motion sensor is used to measure the position of an oscillating mass as a function of time. The frequency of oscillations will be obtained by measuring the velocity and acceleration of the oscillations, and fitting the data to a sine function. The dependence of oscillation period on the mass applied and on the spring constant will be studied. Introduction An object oscillating in simple harmonic motion is described by (1) where: y = distance from the equilibrium position at time t A = amplitude = maximum distance from equilibrium position f = frequency = number of oscillations per second. An oscillation is one complete back-and-forth motion à ¯Ã‚ Ã‚ · = angular frequency of the oscillation = 2à ¯Ã‚ Ã‚ °f à ¯Ã‚ Ã‚ ª = initial phase angle T = The period of the oscillation, . = the velocity of the mass = . = the acceleration of the mass = . Theory When a mass hangs from a (massless) spring and oscillates vertically, its period is where (2) m = mass hanging from spring k = spring constant (k = force/elongation) Squaring both sides, If the spring’s mass is not negligible this becomes (for a uniform spring) , which can be written .(3) For a particular spring, this relation of period squared to mass can be written as a linear equation where and x = mass. So a graph of T2 versus mass should be a straight line with Slope = (4) Intercept = (5) Pre lab assignment Find the period and the frequency of an object that oscillates 30 times in 44 seconds. 2. In the sample graph, find the value of each of the following quantities; make sure you include proper units! amplitude frequency maximum velocity maximum acceleration initial phase angle (of position-time graph) 3.In the sample graph, at t à ¯Ã‚ Ã¢â€š ¬ 0.9 seconds, y = maximum. Explain why v = 0 a = negative maximum Also, at t à ¯Ã‚ Ã¢â€š ¬ 1.2 sec., y is at the midpoint of its oscillation. Explain why v = negative maximum a = 0 Apparatus Pasco 750 Interface Motion sensor Spring, 6 cm by 1.5 cm from Pasco track accessories Large table clamp, right angle clamp, multi-position pendulum clamp and rods to hold spring and motion sensor (see Figure 1) 50 gram mass holder 50 grams of masses (110 gram and 220 gram masses) Meterstick Procedure and Analysis for the Simple Harmonic Motion Experiment I.Set-up of computer and interface Turn on the Pasco 750 interface first. Notice that the indicator light is on. Turn on the computer and login. Set up the equipment, as shown in Figure 1 Click on Data Studio, following separate Data Studio instructions. Select Motion Sensor. Double click on Motion to get to Sensor Properties. Under Motion Sensor, increase trigger rate to 25 Hz. Under Measurement, select position, and leave velocity and acceleration as selected. Click and drag velocity from the Data Window, to the graph icon to create a velocity versus time graph. Click and drag acceleration from the Data Window to the bottom of the velocity graph to create an acceleration graph below the velocity graph. Click on the lock icon to keep the time axes of the plots locked together. Set-up of equipment Set-up a desk clamp and rods to hold the spring as in Figure 1. Hang the 50g weight holder from the spring, as shown in Figure 1. switch on the sensor for narrow beam and connect the yellow plug to digital channel 1 of the Pasco interface, and the other plug to channel 2. V.Recording of position-time data during oscillations With just the 50 gram holder on the spring, raise or lower the rod holding the spring until the bottom of the weight holder is about 40 centimeters above the motion sensor. This is done so that the distance from sensor to weight holder will never be less than about 30 centimeters during an oscillation. This is to insure that the motion sensor accurately measures the distance. Start the weight holder oscillating vertically, about 5 centimeters above and below the equilibrium position. Click on START to begin recording. After a minimum of 5 oscillations, click STOP. VI.Determining the oscillation frequency by a sinusoidal fit Click on Zoom to select the data to be fit. Go to Fit, and select Sine Series Fit. Fit the velocity data, and the acceleration data separately. The data points should form a smooth sine curve. If they don’t, delete the data and record data again. To delete the data, click on run#1 in the experiment set-up window, hit delete, and click on OK. The fitted curve should match the data. Into a second excel spreadsheet, record the mass on the spring, the amplitude of the velocity, of the acceleration, the frequency of the velocity, and the acceleration. Print out a few representative graphs to be included with your laboratory report. 5. Increase the hanging mass to 60g (total) and again adjust the spring support so that the mass hanger is about 50 cm above the motion sensor. Repeat V and VI. 6. Repeat the above steps for a total mass of 70, 80, 90, and 100 grams 7. Finally, disassemble the apparatus and measure the mass of the spring on a balance. VII.Calculations EQUATIONS:- 09/20/161

Sunday, October 13, 2019

Irony in Lord of the Flies :: essays research papers

The Lord of the Flies initiates an ironic structure from its first chapters that becomes evident by the end of the book. Both Ralph and Jack’s attitude are different in the beginning of the novel to the way they turned out in the end. It is ironic how the most optimistic or hopeful situations in the book turn out catastrophic and society only falls apart more. On the surface the story implies that it is the boys’ age and inexperience that causes them to create such a corrupt society, however, on the contrary, there is an exaggerated respect for the ‘adult world’ as you consider the reason why the boys are on the island in the first place. Sardonic events lead to an even more ironic ending where their ultimate rescue is a result of two ironic incidences, the fire and the acceptance of the boys onto the ship by the naval officer. The author uses irony throughout to show how such innocent boys despite their best efforts can turn savage, through the events that unfold that lead them into anarchy. Ralph and Jack’s image of what life on the island would be like and how they would go about it was very different in the beginning of the story to the end. Ralph begins saying ‘This is our island. It’s a good island. Until the grown ups come to fetch us we’ll have fun.’(p:45). It is ironic how this optimism is shattered by the end of the novel and events turned out so badly as though it were almost foolish to think they’d have fun from the start. Jack also makes a surprisingly ironic turn in the novel where his ideas appear civilized and orderly in the beginning, ‘We’ll have rules! Lots of rules!’(p:44) however he is the one who becomes the leader of the savages and provokes fear of the beast. It is ironic how the most optimistic situations turn out terribly, in an almost mocking way. Piggy is doomed from the start, they savagely hunt and kill pigs, torturing them and enjoying it. It is the beast within each boy that kills Piggy, as it is the beast within that eats away at any civilized instincts. Ralph wishes, ‘If only they could send a message to us. If only they could send us something grown-up †¦ a sign or something’(p:117).

Saturday, October 12, 2019

Ernest Hemingway :: essays research papers

Ernest Hemingway lived his life as he wanted. His writing touched the hearts of millions. His sentences were short and to the point but his novels strong and unforgettable. He wrote about what he felt like writing about. On July 21, 1899, Ernest Hemingway was born. He was created by Dr. Clarence Edmonds and Grace Hall Hemingway. His hometown was a small town named Oak Park. Oak Park was in Illinois. His father was a practicing doctor, and later taught him how to hunt and fish. His mother on the other hand had wished that he would become a professional musician. Hemingway did not like his mother and when he grew up he would call her "the old bitch". He grew up in a somewhat religious environment. He went to Oak Park and River Forest High School, which is where he realized his writing gift. Besides writing, other activities that he loved included swimming, and boxing. When he was18 years old he had an important decision to make he could either move to Kansas city, which was growing more and more every day, or he could go to collage. His final choice was that he would move to Kansas City. In Kansas City he got a job as a cub reporter on the Kansas City Star. At the train station his father, who latter on in Ernest's life would commit suicide which would totally disgust Ernest, kissed his son goodbye with tears in his eyes. This exact moment in time would be the soul purpose for a book he wrote called "For Whom the Bell Tolls". One of the reasons why he wrote that book is because he felt so much older than his father at that time that he could hardly bear it any longer. While he was at Kansas City he was quite and did not stand out much. He stayed to himself. He went through a little culture shock due to the fact that Kansas City was a lot more complex than Oak Hill was. His writing style was first introduced by the Star. His writing was brief, and to the point. His writing had to be like that at the time because he was a news writer, but he would carry that style over to fiction when the time came. In May of 1918, Hemingway wanted to join the Army but could not due to a defective left eye which he inherited from his mother.

Friday, October 11, 2019

Analyzing Misunderstanding in Communication Essay

I. Introduction 1.1 Background There are many things to do when students are having time together with their friends. They can share thoughts and feelings with each other or discuss homework, lessons and so forth. Topics will flow naturally when â€Å"comfortable zone† in the communication have been reached. Those are some of evidences which show that people communicate with others. Communication is an exchange of ideas, knowledge, etc. between individuals by using language in which all parties understand the language they use. Communication certainly involves more than one person, which means that there are more than one thought involved in the communication because everyone has different backgrounds, experiences, etc. There are two positions in communication, they are as a sender and as receiver and they will take turn to these positions. â€Å"All communication has two parts: a sender and a receiver. The sender has a message he or she intends to transmit, and s/he puts it in words, which, to her/him, best reflect what s/he is thinking. But many things can intervene to prevent the intended message from being received accurately.† (Burgess, 2013). Read more:  Different reasons why people communicate  essay Misunderstandings sometimes occur in this exchange of ideas in communication. The receiver hears but he does not listen. He does not absorb the points being made. It may because the receiver does not focus on what the sender or speaker has said. â€Å"†¦ a few misunderstandings are language-related, the source of many of the misunderstandings can be traced to ambiguity in the speaker’s utterances. Other reasons for misunderstanding include mishearing and lack of world knowledge, namely, factors that also contribute to misunderstanding in intracultural communication.†, (Kaur: 2011). There are some other factors which we will find that can cause misunderstanding in communication if we analyze our experiences in having communication with others. 1.2 Purpose of writing The purposes of this writing are: a) To find out the factors cause misunderstanding in communication, especially in the conversation which will be shown by the writer in the retrospective data section. b) To show what students usually talk about when they are gathering with their friends. II. Retrospective Data Everyone certainly has experienced misunderstanding when have communication with others; friends, relatives, teachers, etc. Misunderstanding not only occurs in communication involving different languages, cultures, etc. People communicate with other who has the same language can also experience misunderstanding in which. It happened to me, I communicated with my friends by using same language but I still have misunderstanding in the communication. Thus, in this paper, I try to analyze misunderstanding in communication that I have experienced with my friends. At that time, we were going to play card (bridge) while talking about the latest Korean movie. Everyone already had their cards that had been dealt. There three players in this game, namely, I, Ima and Anthi. Ima: â€Å"Apa film korea terbaru sekarang teman-teman?† (what is the latest Korean movie, guys?) I and Anthi: â€Å"Emergency Couple!† Ima: â€Å"Iiih mau!† (Can I have the copy?) Anthi: â€Å"Bagus tau Maa† (It is really amazing, Maa) I : â€Å"Iya bener dah Maa† (She’s true, Maa) Ima: â€Å"Siapa main?† (Who is the cast?) I : â€Å"Yang punya angka 3 keriting sih† (Who has the 3-kinky card of course play first) They both looked at me and laughed. I thought for a moment about why they laughed at me and I just need a few minutes to understand why they did it. I : â€Å"Oooh..† (I see) I and Anthi: â€Å"Ji Hyo yang maiiin† ( Ji Hyo is main character/ one of the casts) III. Analysis/Discussion Communication is a complex human activity that is successful most of the time. This, however, does not mean that understanding is granted or that it is always the case. Misunderstanding is a regular non-extraordinary feature of human interaction, whether communicative interaction is cross-cultural or not (Dascal 1985; Brown 1995 in BOU-FRANCH, Patricia (2002)). The data is one of examples which shows that the misunderstanding could still exist even all the parties in the communication have the same culture, language and age. The misunderstanding is happened when I said â€Å"Yang punya angka 3 keriting sih† (Who has the 3-kinky card of course play first). I said that because I thought my friend, Ima, asked who played first or who had turn to start the game. I thought in that way because at that time I had just set my card and had ready to start playing the game and because I had the 3-kinky card. What is the importance of having the 3-kinky card? The rule of playing â€Å"Jenderal† using bridge card in Indonesia, particularly in Lombok, is the one who plays first is the person who has the 3-kinky card. If we analyze the data more deeply, we will find that misunderstanding in the communication happened because I did not focus on the conversation when Ima asked, â€Å"Siapa main?† (Who is the cast?. I still focus on what we were talking about at the first talk but for the next I did not. It was not caused by lack of world knowledge because we can see from the conversation that at the end I understood or recognized that I had misunderstanding then I fixed it. IV. Conclusion In conclusion, misunderstanding is a common thing that can happen in whether communicative interaction is cross-cultural or not. Misunderstanding caused by many factors such as ambiguity in the speaker’s utterances, lack of world knowledge, mishearing, etc. The data shows that the other factor that can cause misunderstanding in communication is being not focus on the conversation. Besides that, the data also shows one of what students usually talk about when they are gathering with their friends is the latest movie. V. References BOU-FRANCH, Patricia (2002) â€Å"Misunderstandings and Unofficial Knowledge in Institutional Discourse†, in David Walton & Dagmar Scheu (eds) Culture and Power: Ac(unofficially)knowledging Cultural Studies in Spain, Bern: Peter Lang. (pp. 323-341) Burgess, Heidi. â€Å"Misunderstandings.† Beyond Intractability. Eds. Guy Burgess and Heidi Burgess. Conflict Information Consortium, University of Colorado, Boulder. Posted: September 2003 . s Kaur, Jagdish. Intercultural Pragmatics. Volume 8, Issue 1, Pages 93–116, ISSN (Online) 1613-365X, ISSN (Print) 1612-295X, DOI: 10.1515/IPRG.2011.004, February 2011