Concept Essay on effect of divorce on kids Example | Topics and Well Written Essays - 250 words

Concept on effect of divorce on kids - Essay Example They learn to cope with the circumstances resulting from divorce. Since all children possess unique qualities, they react to counseling strategies in their own ways. Their age and development phase counts very much toward their reaction to counseling. Moreover, the parent with whom the kids are residing must give proper care and attention to them. Although it is hard for the parent to resume a normal life (Berry, 1999, p.21), yet it is important for him or her to remember that they have to play double role for their kids now, both father’s and mother’s. The parent can also get them admitted in extra-curricular classes and activities like yoga, karate, swimming, and aerobics, so as to keep them busy. This will make them refrain from any negative thoughts. To make them live a healthy life, the parent should encourage them to spend quality time with friends, relatives, and neighbors- people who are one’s greatest â€Å"support network† (Heubeck, 2014, para. 6 ). In short, raising kids after divorce is never easy. The parent who is going to keep the kids must show extra courage and strength so that he may be able to carry the financial and emotional burden of the children. Otherwise, children may develop many negative behavioral

The Korean conflict of 1950 to 1953 Essay Example for Free

The Korean conflict of 1950 to 1953 Essay To what extent was the Korean conflict of 1950 to 1953 a turning point in the Cold War? The beginnings of the Cold War, the period between 1945 and 1949, were fraught with a mutual tension and distrust sustained chiefly by the bold, economically expansionist policies of the USA and the defensive, albeit retaliatory, responses of the Soviet Union. Until 1950, America had relied upon her own currency in curtailing what she perceived as the spread of communist influence. The start of the Korean War, however, saw the revampment of American policy and the globalisation, as well as the exacerbation, of the existing superpower tension. As such, to a large extent, the Korean conflict was a departure from previous trends in the American-Soviet conflict. In reaffirmation of my stand is the fact that the battlefield had expanded beyond the borders of continental Europe into the environmentally hostile regions of Korea, and that the participants of this new Cold War were no longer confined to the superpowers themselves. At the same time, though only to a slight degree, the Korean War was still reminiscent of the old, European Cold War, as manifested by Trumans citing of the Domino Theory in the face of an invasion of South Korea by the communist North, a typical instance of American failure to fully grasp the situation with which they are dealing. Of foremost importance to the turning point of the superpower enmity is the implementation of NSC 68. As aforementioned, before the conflict extended to Asia, the USA had capitalised upon its financial power by channelling economic aid to client states in combating Soviet communism. This policy of economic expansion was no longer adhered to in Korea, as demonstrated by the NSC 68 which marked the militarisation of the Cold War in essence. Under internal pressure, the Truman administration propounded an expansion of American military forces and atomic stockpile, as well as the hastened development of a thermonuclear bomb to remain a step ahead of the Soviets in the nuclear field. This new policy of rollback is evident from the period of 1950 to 1953, during which the USA had increased its military output sevenfold and was in a state of preparedness for war. Believing in the necessity for the US military to outnumber or be on par with the large Soviet army in terms of number, Truman advocated an increase in military spending and managed to extract billions of dollars from Congress to be spent on the expansion of American armed forces, the rendering of military succour to potential allies, and the development of the hydrogen bomb. The presidents belief in the importance of armed and nuclear supremacy also resonated with Washington as a whole. In addition, in response to North Korean invasion of the democratic South, Truman had called for international involvement in the regional conflict in forming an attack force consisting of the South Korean army, as well as contingents from fifteen other countries not including America herself. The expansion of the North Atlantic Treaty Organisation (NATO) was also a deviation from American action in post-war Europe. NATO was immediately given a larger secretariat and a more unified command structure. A total of four US divisions were sent to Europe to act as reinforcements and, in 1951, the organisation was enlarged to accommodate new members, namely Turkey and Greece. Acting opportunistically to threaten the USSR, the USA had made use of Turkey, which lay in close proximity with Soviet Russia, as a military base on which American Jupiter missiles could be established. Due to the excellent geographical location of Turkey, these missiles could be aimed and fired at the Soviet Union, and acted as a deterrence against the Soviet invasion of Middle Eastern oilfields. To strengthen NATO and assist its member allies, the USA had been in favour of an increase in military spending and had channelled economic aid to its allies. Previously, in 1949, before the superpower conflict expanded beyond its regional borders, the organisation was set up with only the intention of acting as a disincentive against a communist attack on the capitalist West. While it was still meant to deter potential communist aggression, the new, expanded NATO had also posed a direct military threat to the Soviets, as demonstrated by the placing of US Jupiter Missiles in Turkey and American exhortation of increasing military spending, and had thus contributed to the militarisation of the conflict as a whole. American advocacy for West German rearmament and sovereignty differed significantly from earlier policy as well. In the past, after German defeat in World War II, the USA had feared the recrudescence of German aggression. With the outbreak of the Korean War, however, the fear of a revived Germany was transcended by an intense paranoia of communist expansion. The rearmament and procurement of full-fledged independence of West Germany was deemed a necessity as a result; the resurrection of Russias former wartime adversary would rekindle old fears of German expansion and deter Soviet aggression. After the occurrence of war in Korea, in hopes of putting up a stronger attack front against the Soviets, the USA had begun to favour the idea of West German rearmament, which the French strongly opposed. Ultimately, to dispell French fears, the USA agreed to the French Pleven Plan to allow West Germany to be part of a European Defence Community. This, however, was met with disapproval from the Germans, most of whom were opposed to the idea of military rearmament and preferred instead to be independent of foreign control. Seeing as how the political and economic reconstruction of West Germany was a long-term goal, the USA agreed to remove all occupation controls and grant Germany full statehood. The Korean War was indubitably a turning point in the Cold War, as seen in the fact that its occurrence galvanised the Americans to rearm and grant independence to Germany, something that would previously have been regarded with doubt and apprehension. American signing of the ANZUS pact and recognition of Japan as a post-war ally varied from previous policy too. Like in the case of Germany, the USA had erstwhile been wary of future Japanese expansion and was not likely to grant Japan freedom from foreign supervision. The Korean War had changed American attitude entirely and had accelerated the political and economic recovery of Japan, which was confirmed in the signing of the San Francisco peace treaty in 1951. The treaty restored Japanese sovereignty and ended American occupation in Japan in the following year. In exchange for independence, Japan had to sign a Mutual Security Agreement, under which the Japanese islands were to act as a breakwater against the currents of communist expansion. The USA had also signed the ANZUS pact with New Zealand and Australia and, in so doing, agreed to defend Asia and Australia from Japanese aggression. In return, the two countries would assist in the deterrence of communist expansion in the Pacific. Similarly in the case of Germany, Japan would not have received its sovereignty if it were not for the Korean War, especially since the granting of Japanese independence might have been at the expense of the security of Australasia. American policy in Southeast Asia revealed the sudden central importance of the continent to the USA and this, in itself, was another departure from existing Cold War trends. In the early years prior to the start of war in Korea, the scope to which American policy functioned was limited only to continental Europe and parts of the Middle East. However, with the globalisation of the conflict, American operations in favour of confining the spectre of communist influence within the sphere from which it originated spanned from Europe to Asia. The USA provided relentless economic and military support to the French in their war with the Vietminh led by communist Ho, whom the Americans viewed as an agent of the Kremlin. In American eyes, both the non-communist countries of Southeast Asia and Japan were of pivotal significance in guaranteeing prosperity and hence freedom from communist influence. Before 1950, American intervention in communist acivities were confined only to Europe. However, with the outbreak of war in Korea, the scope of its policy had extended across the oceans to a foreign continent. This is revelatory of the far-reaching impacts of the Korean War on the superpower conflict. To an extent of lesser significance, however, the Korean War was an affirmation of the trends of the European Cold War. For instance, the USA had intervened in the regional conflict thinking that North Korean crossing of the 38th parallel was premeditated by Stalin. Such misrepresentations of global communist activities as being a result of the sole manipulation of the Soviet leader, and not the local leaders themselves, are a quintessence of American paranoia and oversight. Truman had also misread the situations in Greece and Turkey, unwavering in his erroneous view of communism as inherently monolithic. Trumans misunderstanding of the situation in Korea was further reinforced by his citing of the Domino theory in response to the North Korean invasion. The president stated that Asia would fall to Soviet communism should there be no action taken by America. As can be seen from this misinterpretation that was so typical of the irrational fear of the USA, the conflict in Korea does prove to be a confirmation of Cold War trends that were already in existence in post-war Europe. American response to the establishment of the Peoples Republic of China was another typical instance of the trends of the Cold War before 1953. On a basis of reasoning that was largely gratuitous by nature, Truman surmised that the Chinese communists were agents of Moscow sent by Stalin to communise the Asian periphery, referring to the communist takeover as the fall of China. America had responded ambivalently to the formation of the Chinese Communist Party, outwardly declaring the formation of diplomatic relations with the new regime, yet ordering the cessation of economic aid to Chiang Kai Shek. Hence it would seem that Truman had not only inherited Roosevelts title as president of America but also his intrinsic uncertainty and diplomatic ambiguity displayed at Yalta in 1945. Trumans ambiguous response to the fall of China reflected an inconsistency in American policy that was already exhibited earlier in the days when the Cold War was confined only to continental Europe. Even so, the events in Korea from 1950 to 1953 largely marked a turning point in the Cold War. This is seen in the extent of change in American policy thereafter, as well as the fact of international involvement in the conflict. Though only regional by nature, the Korean War had had far-reaching effects on foreign politics, like those of Japan and Germany, playing a major role in influencing American decision to grant full-fledged independence to these countries. Also, the Korean War marked the globalisation of what was once a regional conflict, as well as a departure from earlier American policy, from the provision of economic succour to the building up of armed forces and military and nuclear arsenal. As such, to a large extent, the Korean War was a turning point for the superpower enmity.

Gabon :: essays papers

Gabon ECONOMY Gabon has a PCI (per capita income) that is two to four times greater than that of most sub-Saharan African nations. The average income in Gabon is about $6,400 compared to the $1,200 of some other countries. The higher PCI has helped in the decline of extreme poverty but because of a high income inequality many families still remain poor. High income inequality makes it hard for families to move up in society, they remain where they are at. In 1992 there fiscal deficit widened to 2.4% of there GDP and they did not settle the arrears on the bilateral debt which lead to the cancellation of all the official and private creditors. Fluctuating prices in the oil, timber, and uranium, plus poor fiscal management has also hurt the economy. Gabon’s GPD (gross domestic product) is estimated to be around 7.7 billion dollars. The GPD is divided into three sections the first being agriculture making up 8%. Gabon’s agriculture consists of cocoa, coffee, sugar, palm oil, cattle, and fish. The second section, industry, contributes 67% of the nations GPD. Gabon’s industry includes textile, lumbering and plywood, petroleum, cement, manganese, uranium, gold mining, and chemicals. Oil was located of the coast of Gabon in the 1970’s. Petroleum alone now makes up 50% of the GDP. The last section of the GDP is services, making up 25%. Ship repair supplies the most to this category of the GDP. Gabon exports about $2.1 billion a year and imports an average of $890 million. The US, China, France, and Japan are there leading partners for exports. The US receives 67% of Gabon’s exports a year. Machinery and equipment, foodstuffs, chemicals, petroleum products, and construction materials are included in Gabon’s imports. France imports about 38% followed by the US, Cameroon, and the Netherlands. The CFAF (Communaute Financiere Africaine franc) is Gabon’s currency. The CFAF started of as the French currency the Franc. The exchange rate for every US dollar is 577.61 CFAF’s. The inflation rate for the CFAF is about 2% as of January 1999. Gabon’s labor force works in three sectors, agriculture, industry and commerce, and services. Even though agriculture supplies only 8% of the GDP it makes up 65% of the labor force. Workers raise foods such as; cassava, plantains, sugarcane, corn (maize), peanuts (groundnuts), bananas, palm oil, and cacao. Gabon :: essays papers Gabon ECONOMY Gabon has a PCI (per capita income) that is two to four times greater than that of most sub-Saharan African nations. The average income in Gabon is about $6,400 compared to the $1,200 of some other countries. The higher PCI has helped in the decline of extreme poverty but because of a high income inequality many families still remain poor. High income inequality makes it hard for families to move up in society, they remain where they are at. In 1992 there fiscal deficit widened to 2.4% of there GDP and they did not settle the arrears on the bilateral debt which lead to the cancellation of all the official and private creditors. Fluctuating prices in the oil, timber, and uranium, plus poor fiscal management has also hurt the economy. Gabon’s GPD (gross domestic product) is estimated to be around 7.7 billion dollars. The GPD is divided into three sections the first being agriculture making up 8%. Gabon’s agriculture consists of cocoa, coffee, sugar, palm oil, cattle, and fish. The second section, industry, contributes 67% of the nations GPD. Gabon’s industry includes textile, lumbering and plywood, petroleum, cement, manganese, uranium, gold mining, and chemicals. Oil was located of the coast of Gabon in the 1970’s. Petroleum alone now makes up 50% of the GDP. The last section of the GDP is services, making up 25%. Ship repair supplies the most to this category of the GDP. Gabon exports about $2.1 billion a year and imports an average of $890 million. The US, China, France, and Japan are there leading partners for exports. The US receives 67% of Gabon’s exports a year. Machinery and equipment, foodstuffs, chemicals, petroleum products, and construction materials are included in Gabon’s imports. France imports about 38% followed by the US, Cameroon, and the Netherlands. The CFAF (Communaute Financiere Africaine franc) is Gabon’s currency. The CFAF started of as the French currency the Franc. The exchange rate for every US dollar is 577.61 CFAF’s. The inflation rate for the CFAF is about 2% as of January 1999. Gabon’s labor force works in three sectors, agriculture, industry and commerce, and services. Even though agriculture supplies only 8% of the GDP it makes up 65% of the labor force. Workers raise foods such as; cassava, plantains, sugarcane, corn (maize), peanuts (groundnuts), bananas, palm oil, and cacao.

American Imperialism and Early Progressives Essay

The issues America had with other countries all revolved around things like that. There was the Louisiana Purchase. There was the Mexican-American War. There was the â€Å"54-40 or Fight† crisis involving England and the Oregon Territory. Beginning with the Spanish-American War, the US turned towards expanding its power and having more of an impact on the international scene. The US then did things like taking and running the Philippines. It pushed for the â€Å"Open Door† in China. The war represented the first major military engagement for the United States borders since the Mexican-American War and led to a desire of United States interests throughout the Caribbean and into the western Pacific region . The war’s outcome led to dramatic increases in the United States navy budget and U. S military involvement in the Philippines, resulting in a three-year war. The Spanish-American War created policies promoting overseas investments and expansion, later referred to as â€Å"dollar diplomacy† under President Taft. Before that, this expanded policy could be seen in the Open Door policy regarding China. It could also be seen in President Theodore Roosevelt’s engineering a revolt in Panama against the Colombian government and then negotiating for the Panama Canal Zone and construction of the Panama Canal. 2) Explain how the following individuals responded to the economic and social problems created by the industrialization during the late nineteenth and early twentieth centuries: Jane Addams, Andrew Carnegie, Samuel Gompers, Upton Sinclair Thesis: Industrialization may have created a dramatic increase in wealth but brought along social and economic problems, Andrew Carnegie responded to these problems with the gospel of wealth, Sinclair attacked corruption in industry’s, Jane Addams with Hull Houses and movements for women and Samuel Gompers with the AF of L. Addams focused on poverty, low wages, poor conditions and the need to assimilate immigrants. Her goal was to help with the poverty and bad lives of of urban life. She established a settlement house, Hull House, in Chicago in 1889. 00 settlement houses were established across America because of her. She advocated the regulatory movement for slums and factories that opposed child labor and sweatshops and advocated for the 8-hour working day for women. Carnegie did want to fix the issues of the emerging economy with his vertical integration of the steel industry. Carnegie built wealth around efficient monopolistic operations, vertical integration, lowest possi ble wages, exploitation of workers, and forbidding unions. He advocated the Gospel of Wealth, and economic survival of the fittest. Yet, Carnegie also held that excess wealth was a trust for communities, and he established the many Carnegie funded public libraries. Altogether he gave away over $150 million. Gompers organized unions into the American Federation of Labor; unions were independent but cooperated on bread and butter issues. He wanted higher wages, fewer working hours, business liability for injuries, mine safety laws, and leverage of skilled unions; the AFL coordinated strikes and boycotts. The AFL had 2 million members by 1904 but mostly omitted semi- and unskilled workers and women. Sinclair wrote the book The Jungle in 1906 and described meatpacking conditions, which made Theodore Roosevelt push for the 1906 Meat Inspection Act that established sanitary rules and inspections. Sinclair was an investigative muckraker focusing on abuse of workers. 3) How Successful were the progressive reforms during the period 1890 to 1915 with respect to the following: Industrial condition, Urban life, politics Progressive reform helped in seeing the creation of labor unions like The Knights of Labor and The American Federation of Labor. These unions pushed for higher pay and shorter work days for workers by attempting to organize the laborers. They achieved some of what they desired to but not all do to the advanced organization and quick methods of reacting of the companies. the reforms were successful in terms of industrial conditions. Examples of this: Creation of strong labor unions such as The Knights of Labor and the America along with Federation of Labor. These unions pushed for higher minimum wages and pay and shorter work days. Also, to rid of child labor. For Urban life improvements, i didnt develop an argument yet but i have these ideas that were successful: The Hull House, Public Education, Crime, Pollution and theres a whole lot more but im working on it now. Sorry but that’s all i have:( In addition, the Conserative reforms of Teddy Roosevelt and Taft. TR added the Yellow Stone National Park to a protective reserve. Taft built off of these ideas with more parks being made into reserves. How successful were progressive reforms during the period 1890-1915 with respect to TWO of the following? Industrial conditions; urban life; politics. The late 19th century and early 20th century were marked by a period of reforms known as Progressivism. During this time, leaders of Progressive reforms aimed to improve American lives by instigating changes that would influence politics and urban lifestyles. Progressivism generally helped improve the everyday life and reduced corruption within the nation’s legislations. During the Progressive Era, President Theodore Roosevelt adapted in 1904 what was known as the Square Deal program. This was the main program that outlined business relationships between the corporate leaders and the industrial workers and that fairness and equality would preside over the connection. However, in order to prevent a communistic society and maintain competition in the economy, Roosevelt did not eliminate all trusts. He declared that there were some â€Å"good† trusts, along with the bad ones. The â€Å"good† trusts were those that were free from corruption and would generally maintain a fair and just relationship between employer and employee. The program included the Sherman Antitrust Act, which demanded that the trusts be judged by the acts they have committed. This act successfully signaled the end of corrupt trusts, along with the passing of the Elkins Act. The Elkins Act prevented the rich and the well known to benefit and receive rebates on the railways. The Elkins Act forced the railroads to create an equal rate for people of all walks of life and it could not be subject to change. In the coal strike of 1902, hundreds of thousands of Americans refused to work in the mines without improvements to working conditions.

Visual Aids Help Tths Students Improve Their English Education Essay

In Vietnam, English is considered the most of import foreign linguistic communication, which is taught as one of the chief topics in schools every bit good as in universities and is besides used the most in communicating among other foreign linguistic communications. Harmonizing to the Longman lexicon of linguistic communication instruction and applied linguistics, English is used as a foreign linguistic communication or a 2nd linguistic communication to pass on with aliens who speak the English linguistic communication in non-English speech production states. The English instruction and acquisition at Thuong Tin High School is non really important in footings of the pupils ‘ accomplishment. Particularly, the large concern is for English vocabulary keeping. At the terminal of the first term 2009 – 2010 merely approximately 50 % of the pupils got an norm of 5 and 6, and merely 8 % got 7 or 8 and the remainder got 3 or 4 in the English unwritten trial in the 2009 State First Term Examination. These figures have made the instructors of English in TT High School feel worried, they need to see the serious job carefully and happen out the best methods to better the state of affairs rapidly. This hapless accomplishment is non new but has lasted for old ages, and at that place have been many things done about it but the state of affairs has non improved. Students have been given excess lessons so that they have more clip to pattern their English, particularly English speech production lessons, they have been helped a batch with alteration before every trial. They have even been provided with well-prepared hand-outs of the points on which they are traveling to be tested and told what to larn to make the trials good. In malice of what they have been informed and reminded of, unexpected things have still occurred, pupils have non improved their accomplishment, and the fact that most pupils were non really adept in speech production and authorship trials which were shown on the study of first term. To happen out which factors are of import in linguistic communication acquisition, it is necessary to hold a close expression at societal factors every bit good as a figure of psychological dimensions of difference. Attitudes and motive, assurance, intelligence, linguistic communication aptitude, and linguistic communication acquisition schemes have besides been found to hold an consequence on linguistic communication scholars ‘ success in their linguistic communication acquisition ( Gardner, 2001 ) . The research undertaking took topographic point at Thuong Tin High School located in Thuong Tin, a town about 30 kilometers from Ha Noi Capital and has been developing really fast. The people have become richer and a big figure of households have invested money in after school activities and private tutoring for their kids in English and other nucleus topics. If pupils and scholars have an first-class degree of English, they will derive credence to higher schools of larning and better-paid occupations. English is an of import and mandatory topic at about every school in Vietnam. Thus, normally pupils have to larn English for at least 7 old ages, from grade 6 to rate 12. In many schools in metropoliss kids start larning English in grade 3. There is even a tendency to larn English before simple school as their parents believe that the English linguistic communication is a utile investing for their kids ‘s hereafter. Most occupations now require the appliers to hold cognition of English linguistic communication at certain degrees. Though English is taught from class 3 in primary schools, most high school pupils are hard to read an English paragraph fluently, talk to each other in English as a conversation, listen to a short debut on telecasting or compose a missive or even a paragraph of description in English good. The issue that why most TTHS pupils have still had low consequences on speech production and composing trials though they have been helped a batch before trials, and what possible solutions could be found. The TTHS instructors have had a serious treatment and come to conclusion that most TTHS pupils have low English vocabulary keeping and this has great influence on their speech production and composing trials. Students can non talk, listen, read and compose English if they do non hold plenty necessary English vocabulary. But what we, instructors, have to make to assist our pupils better their English vocabulary. More things must be done to alter the state of affairs for the better, and the concerns were carried out, such as ; motive, methods of instruction and acquisition, environment of instruction and acquisition, stuffs and inclusive of Visual Aids. The defined solution for this issue was that Using Visual Aids to assist pupils better English vocabulary keeping, because the instr uctors believed that there is no ways of larning vocabulary better than seeing the existent things or illustrated things. Most instructors of English agree that it is hard for them to hold successful lessons on vocabulary or communicating without ocular AIDSs and pupils will non be easy to understand and pattern if they do non hold certain ocular AIDSs for every undertaking because pupils do non hold plenty necessary vocabulary to pattern. The intent of this research is to find utilizing Ocular Aids helps TTHS pupils improve English vocabulary and the effects that ocular instruction schemes have on the academic accomplishment of TTHS pupils.Research inquiries:How do VISUAL AIDS aid pupils better English vocabulary keeping? What effects do ocular instruction schemes have on the academic accomplishment of TTHS pupils?LITERATURE REVIEWOcular AIDSsBrown ( 1973:1 ) emphasizes that utilizing assortment of media, ocular AIDSs, will increase the chance that the pupils will larn more, retain better what they learn and better their public presentation of the accomplishments they are expected to develop. Furthermore, Finocchiaro ( 1974:63 ) provinces that the pupils will understand and retain better when they have been shown or taught some objects that associate with it. Educational professionals have acknowledged the fact that pupils who struggle in reading comprehension because they may miss the ability to grok words. Joseph ( 2006 ) realised, â€Å" there are several attacks to learning word-reading accomplishments but few integrated systematic processs that facilitate command, construct eloquence and lead to keeping of accomplishments for fighting readers † ( p.803 ) . Students who struggle in acquisition accomplishments need specific intercessions to increase their reading degree and word cognition. These intercessions should be ongoing and occur early in the acquisition procedure in order to ease the cognitive burden at the pupils ‘ current reading degree and for the following class degree. Using ocular AIDSs to heighten English vocabulary and vocabulary keeping is a scheme that has been researched and implemented into TTHS English classromms. With the usage of ocular AIDSs, such as ; reliable stuffs or illustrated things, pupils could increase their English vocabulary keeping every bit good as they can establish on their vocabulary to better their speech production, composing, listening and reading comprehension accomplishments. Joseph ( 2006 ) confirmed that pupils tend to be more motivated and take to finish assignments and undertakings that contain some points that are known to them and that appear to demand lower degree of attempt because they feel confident about their ability to finish such undertakings. If implemented decently, ocular AIDSs, which are reliable stuffs or illustrated things, can do on-going deffernces in pupils ‘ ability to read with assurance independently and continually. It is the consistence of vocabulary intercessions that allows the fighting pupils to see the vocabulary footings within the reading transition if they are to spread out their cognition of the vocabulary term. This can do the difference in their proficiency of linguistic communication acquisition Dave ( 1975: 10-11 ) besides proposes some of the ocular AIDSs as follows: Real things and toys with different kinds, sizes and colourss are utile to draw pupils ‘ involvement. Real things can be presented to pupils by agencies of field trip or conveying the object to the category for direct observation. Chalkboard or blackboard are certain to be the most utile instruction AIDSs, used in the category. They have the advantage of supplying points of attending for the category and they can be used for many intents. Pictures are flashed for a brief minute, therfore, the images should be simple and large sufficiency to be seen clearly by every pupil in the category. Wall charts or wall images are large documents with some images and words, utile for showing vocabulary to the category. From the account above, non all of media can be applied in the schoolroom ; the instructors have to choose the appropriate media that straight related to the acquisition procedure. Vocabulary appraisals should besides be used for a precursor to measure pupils ‘ comprehension. Johnston ( 1997 ) pointed that â€Å" as childen spend more and more clip reading and authorship, many modus operandis and common forms become automatic, picking up velocity and really traveling through a different portion of the encephalon, no longer affecting witting attempts † ( p 145 ) . This is an of import factor if pupils are to go independent of the schoolroom instructor. It is of import to increase pupils ‘ tool chest of vocabulary schemes. Harmonizing to Haycraft ( 1983: 102 ) learning AIDSs can be used for consolidating vocabulary, practicing construction and word order or for assortment of games. Besides, learning AIDSs can besides give a great aid to the instructor in the category. A scholar can non ever successfully learn English merely by listening to the account from the instructor. Ocular AIDSs help teacher give more accent on pronunciation of the words, vocalizations and wrong written of words. Furthermore, in vocabulary category, the scholars are encouraged to give their sentiments about the ocular AIDSs that are presented by the instructor, therefore the scholars can be more active in teaching-learning procedure. Ocular AIDSs are besides really utile to develop the pupils to talk and memorise the words automatically. Ocular AIDSs, particularly images are really utile in learning vocabulary to promote and actuate the pupils to larn the linguistic communication. As stated by Coppen ( 1969: 88 ) images are parts of ocular AIDSs. â€Å" The intent of image is to supply a stimulation which will arouse a peculiar response from the scholar. The image represents some action and in order to larn the appropriate words to depict the action itself must non be in inquiry † . Pictures are parts of ocular AIDSs. They may be used in learning the simple school pupils to avoid ennui. Brown ( 1973: 410 ) states some maps of images as follows: Media are used to learn the pupils to larn efficaciously. Pictures help the pupils read the books and finally interpret and memorize words. Edmund Fason ( 1959: 416 ) provinces that teaching-learning procedure with images will acquire win if the images are related to the stuff of the survey, images should be coloured and varied, colorful images intensify the pupils ‘ imaginativeness. Using ocular AIDSs can give a great aid to the instructor in the category. The pupils will non ever be successful in larning English merely by listening to the account from the instructor or by reading many books. Using ocular AIDSs in vocabulary category promote the pupils to give their sentiments about the presented images. The instructor can do them more active during the teaching-learning procedure. Furthermore, blinking ocular AIDSs for a short clip is really utile for the pupils to talk and memorise the words automatically.RetentionRetention should be a demand for the acquisition of vocabulary footings. Joseph ( 2008 ) makes these recommendations, â€Å" in specific environmental conditions, words that were taught were considered learned when they were read right on next-day keeping investigations. Wordss that were non read right on next-day keeping investigations were non considered learned. Previously taught but unconditioned words were retaught with the same instructional s tatus until they were read right on next-day keeping investigations † ( p 298 ) . This would be a good process to follow if scholars are to highten their keeping of vocabulary footings. These keeping investigations were designed to mensurate pupils ‘ vocabulary acquisition. Retention investigations were ever administered the twenty-four hours instantly following the instructional status and before another unit of ammunition of instructional conditions bagan. Each keeping investigation consisted of all the ocular AIDSs of unknown words that were taught in the previuos day-to-day sessons. The ocular AIDSs were exchanged and presented as one group of words to the pupils. Reiser and Dempsey ( 2007 ) provinces, â€Å" maximising larning with rich media involves two memories systems ; working memory and long term memory that shapes human larning † ( p314 ) .MethodologySubjectsThis research survey took topographic point in Thuong Tin High School in Thuong Tin town, 30 ki lometers off from the Centre of Ha Noi Capital. The topics involved in this research were 40 pupils, they were in two different categories 12A2 and 12A3 ( aged 16-18 ) . They were indiscriminately selected to set into two groups: 20 pupils in the control group ( 12A2 ) and 20 other pupils in the experimental group ( 12A3 ) ( This means that the category 12A2 has 20 participants who belong to the control group, and the category 12A3 has 20 participants who belong to the experimental group ) . All of them are grade-12 pupils in the school twelvemonth 2009 – 2010 and travel to school everyday from Monday to Saturday. They have 3 English periods every hebdomad, each period lasts 45 proceedingss. The experiment lasted one month. After organizing two groups, a trial was given to pupils to look into their English vocabulary so that the research worker could guarantee pupils in two groups had the English vocabulary equality ( Appendice 2 ) .Instruments.Many ocular AIDSs were used when carry oning this research, this was done by utilizing images, existent things and illustrated things. To do clear the research inquiry, these following types of informations were collected: studies, pre-tests and post-tests, interviews, observations, and trial tonss. A study was given at the beginning of the survey to find if the pupils enjoyed larning English and their attitudes to the instructional manner of the category ( Appendice 1 ) . This helped me understand pupils ‘ perceptual experience of the category and if any alterations, other than those used during the survey, needed to be made to maximise the pupils ‘ academic public presentation. A Pre-test and Post-test were used before and after the research to happen out the difference between the pre-test consequences and post-test consequences in order to cognize whether students'vocabulary keeping has been improved ( Appendice 3A, 3B ) . Observations and trial tonss were besides used as measuring tools. In order to take notes and find the engagement and attitudes of the pupils, observations were used daily. Make the pupils respond otherwise to the assorted ocular AIDSs? Were the pupils on undertaking during a certain ocular scheme? Did the pupils enjoy some ocular schemes over others? Detecting besides made it possible to find if outside variables affected the pupils ‘ trial tonss. Were the pupils holding a nerve-racking twenty-four hours? Did the pupils merely come back to school from a vacation interruption? To find if the usage of visuals affected trial tonss, trial tonss during the four hebdomad survey were compared with those from the old four hebdomads. At the terminal of the survey, the replies to the inquiries must be found ; Why do TTHS pupils speak, listen to, read and compose English so severely? How do ocular AIDSs help them better their English vocabulary keeping? Which effects do the ocular instru ction schemes have on the academic accomplishment of TTHS pupils?Design and Methods of Data CollectionWhen implementing the experiment, the research worker used different ocular AIDSs in lessons, for illustration ; images, existent things and illustrated things were utilised instead so that pupils could understand the mentioned words and memorise them more efficaciously. Interviews were done earlier and after the research in order to cognize whether pupils were interested in the experiment, how they behaved during the research and what they achieved after the research. Observation was implemented in the procedure of research, this helped the research worker know that all the pupils in the experimental group took portion in the experiment on a regular basis. Trial tonss were done after the experiment finished, the trial tonss were collected from the pre-test consequences and the post-test consequences to demo the betterment and difference of utilizing ocular AIDSs in instruction and larning English vocabulary. Teaching activities that used ocular AIDSs were provided to the experimental group pupils in the category 12A3 in all the lessons ; listening, speech production, reading and composing lessons every hebdomad.ConsequenceSurvey Results.The study that was given to the two English categories included five inquiries and five replies, Numberss 1-5 ( Appendice 1 ) . When asked pupils the five inquiries, the research worker found that there was a large difference about pupils ‘ attitude to larning English, and larning English vocabulary with the aid of ocular AIDSs before and after the experiment. The consequence was compared in the Pre and Post-survey ( Appendice 1 ) . Questions Answers Before the experiment ( n=students ) After the experiment ( n=students ) 1. Make you bask larning English? Yes 32 68 No 48 12 2. If you do non like larning English, why? Because: Teaching methods 34 18 Lack of ocular AIDSs 46 62 3. Would you like to larn English vocabulary by watching ocular AIDSs, such as ; images, existent things or illustrated things? Yes 52 68 No 28 12 4. Make you believe you will better your English vocabulary better by looking at the ocular AIDSs when you are discoursing a subject? Yes 46 67 No 34 13 5. Should ocular AIDSs be used and taught on a regular basis and diversely in categories Yes 48 66 No 32 14 There were several trials ( a sample trial in appendice 2 ) given to pupils in the both groups to guarantee that the pupils in the experimental group was tantamount with pupils in the control group about the English vocabulary before the experiment. Groups Percentage of words that recalled and written down before the experiment 0 – 20 % 30 – 50 % 50 – 70 % 80 – 100 % Control group ( n=20 ) 2 8 7 3 Experimental Group ( n=20 ) 3 9 6 2Interview ResultsIn each group, 5 pupils were indiscriminately invited to interview before and after the experiment. They were asked to give replies to 3 inquiries ( Appendice 4 ) . The 5 pupils in the experimental group produced the same words as the 5 pupils in the control group before the experiment but the experimental pupils produced more words than the control pupils after the ezperiment. a. An interview before the experiment B. An interview after the experiment.Trials ConsequencesPre-tests:Groups Number of words 10 – 40 40 – 70 70 -100 Control ( n=students ) 8 9 3 Experimental ( n-students ) 7 10 4Pots-testsGroups Number of words ( n=100 words ) 10 – 40 40 – 70 70 -100 Control ( n=students ) 5 10 5 Experimental ( n-students ) 2 11 7 From the consequences of the post-tests, it was easy to happen that if pupils were provided with ocular AIDSs in their lessons. They could increase their vocabulary much better. Before the experiment, the two groups were tantamount in their vocabulary, but at that place was a large spread between the control group and experimental group after the experiment. The experimental group increased their vocabulary a batch more than they were earlier. However, the control group did non better their vocabulary a batch.Questionnaire ConsequencesAfter the survey clip, the 20 pupils in the experimental group were given a five inquiry interview about their feelings towards the category. The replies were categorized as either being understanding and dissension and compared with the consequences before the experiment.. Comparison of Agreement and Disagreement Responses from the Interview Question Answers from Ex-group ( n=students ) Yes NO Before After Before After 1 ) Do you like the English category? 8 15 12 5 2 ) Do you bask larning with ocular AIDSs 12 17 7 3 3 ) Do you believe the ocular AIDSs are assisting you? 10 14 10 6 4 ) Do you desire to hold ocular AIDSs in future lessons? 11 16 9 4 5 ) Are you motivated with and interested in larning English vocabulary with ocular AIDSs? 10 18 10 2DiscussionThe aim of my research was to happen out how ocular AIDSs aid pupils better their English vocabulary and to detect if ocular acquisition schemes have an consequence on ESL academic accomplishment in a high school English schoolroom. The chief findings of this research show that there is a positive correlativity between the usage of ocular AIDSs and the consequences when utilizing studies, interviews, observations, and trial mark comparingComparison of Averages from the Control and Study PeriodsHarmonizing to Dong ( 2002 ) , he found that when instructors use visuals, the pupils inquire more inquiries. During the survey period, I observed that the pupils in the experiment asked more inquiries than the control group. The pupils were interested in the ocular AIDSs and ever asked inquiries to clear up their misinterpretation.DecisionThis research indicates that pupils may larn in many different ways and instructors should make many things possible to back up and to run into th e demands of all pupils. Ocular AIDSs can interrupt the linguistic communication barrier that separates pupils from instructors. Pictures, ral things or illustrated things ever helped to explicate both particular and common English words to the full. For illustration, the word â€Å" fire an employee † was given to pupils in a inquiry on a trial, but none of the pupils in the category knew what that word meant and seeking to explicate it did non assist either. The significance of the word was so made clear when I made a image on the board. This research would urge that instructors use as many ocular AIDSs as possible in their schoolroom. This research besides shows that ocular AIDSs can increase pupils ‘ English vocabulary and better their vocabulary keeping. The most utile and popular ocular AIDSs were introduced in category were images, illustrated things, such as ; toys or theoretical account signifiers. For illustration, during the unit on autos, it was so easy for pupils to think and to cognize the parts of a auto when they saw images of auto parts or a toy auto. My research had a positive impact on pupil acquisition, English is rather a hard topic with tonss of vocabulary and visuals are the best manner to larn those words. There are besides a batch of subjects that have to be covered in an English category. Visuals, particularly images, are a great manner to demo pupils the overall construct and the minute inside informations of a subject. The pupils in my English category have learnt and improved their vocabulary a batch when I applied the ocular AIDSs in the category. As already mentioned, images were the most popular and effectual. There was a purpose behind each and every ocular. I carefully planned out how I would make and explicate each ocular so that pupils could execute good.MentionsCollier, V. P. ( 1992 ) . A synthesis of surveies analyzing long-run linguistic communication minority pupil informations on academic accomplishment. Bilingual Research Journal, 16 ( 1-2 ) , 187-212. Dong, Y. R. ( 2002 ) . Integrating linguistic communication and content: Education and Bilingualism, 5 ( 2 ) , 40-57. Duran, B. J. , Dugan, T. , & A ; Weffer, R. ( 1998 ) . Language minority pupils in high school Hamblen, K. A. ( 1993 ) . Theories and research that support art direction for instrumental results. Theory into Practice, 3 ( 4 ) , 191-198. Mayer, R. E. ( 1989 ) . Models for understanding. Review of Educational Research, 59 ( 1 ) , 43-64. Gardner, R.C. ( 1985 ) , Social Psychology and Second Language Learning: The function of attitudes and motive, London: Edward Arnold Gardner, R. C. 2001. Language Learning Motivation: The Student, the Teacher, and the Researcher.Texas Papers in Foreign Language Education, Volume 6, A Number 1, A Fall 2001. Joseph, L. ( 2006, May ) . Incremental dry run: A flash card drill technique for increasing keeping of reading words. International Reading Association, 51 ( 1 ) , 90-92. Petrie, G. M. ( 2003 ) . ESL instructors ‘ positions on ocular linguistic communication: A grounded theory. The Reading Matrix, 3 ( 3 ) , 137-168. Tan, A. , & A ; Nicholson, T. ( 1997, June ) . Training hapless readers to read words faster better their comprehension of vocabulary. Journal of Educational Psychology, 89 ( 2 ) , 276.Appendice 1SurveyThe servey was given to 2 categories ( each category consists of 40 pupils ) .Questions Answer Before the experiment ( n=students ) After the experiment ( n=students ) 1. Make you bask larning English? Yes 32 68 No 48 12 2. If you do non like larning English, why? Because: Teaching methods 34 18 Lack of ocular AIDSs 46 62 3. Would you like to larn English vocabulary by watching ocular AIDSs, such as ; images, existent things or illustrated things? Yes 52 68 No 28 12 4. Make you believe you will better your English vocabulary better by looking at the ocular AIDSs when you are discoursing a subject? Yes 46 67 No 34 13 5. Should ocular AIDSs be used and taught on a regular basis and diversely in categories Yes 48 66 No 32 14

6 June 2016 Essays - Fiction, Humanities, Literature, Irony

6 June 2016 Essays - Fiction, Humanities, Literature, Irony 6 June 2016 Writing 2 Literary Analysis of "The Gift of the Mag" O'Henry is well known American author, who is famous for his unpredictable and unsuspected endings. He wrote a lot of intriguing short stories and a few novels. Even if you don't like reading books, you probably have heard about his magnificent stories. One of them is "The Gift of the Magi". One of the main themes of the story is the sacrifice and how sacrifice sometimes can be pointless. O'Henry supports his theme and mood by using different techniques and aspects, such as writing style and setting. The s tory starts when the author introduces the first character. There was a wo man named Della, who was counting how much money she had saved for a Christmas gift for her husband. By saving everywhere where it was possible, she saved 1 dollar and 87 cents. Della felt miserable, because the next day was a Christmas eve and she obviously didn't have enough money to buy a good present for her husband. Here O'Henry introduce second main character: Della's husband. She knew that 1.87$ was an insignificant amount of money, and the only thing she could buy was something typical, but it was her lovely Jim and she would find a way how to get more money. O'Henry mentions that the family's only treasures are her voluminous hair and Jim's watch which he got from his great-grandfather. She rapidly went outside and searched for any shop that could buy her hair. Della stopped next to the shop named: " Mme. Sofronie. Hair Goods of All Kinds". After selling her hair for 20$, she proceeded to the store where she finally found an ideal present for her dear Jim. It was an ordinary platinum fob chain, because it was perfect for Jim's watch. Della came back home with only with a 0.87$ in her pocket. When James Dillingham saw his wife with short hair, he froze while trying to say something, he wasn't angry, he looked lost and confused. Jim inquired, did she really cut her hair off, or it was a silly Christmas joke. Della cried and told him that she sold her hair to buy a good present. Mr. Dillingham spoke to Della and took a package from his pocket. He looked calm and thoughtful, he asked his wife to unwrap the package and to look what wa s inside, it would explain his confusion. When Della opened the package, she screamed hysterically, there were beautiful combs, pure tortoise shell, with jewelled rims. It was all that she dreamed about for a long time. Her hands quivered when she gave him the chain and asked him to try it on his watch. Jim made a helpless gesture and told Della to put away presents until better days. Mr Dillingham threw himself on the couch and asked his wife to cook dinner. While sitting on the couch, he told that he sold his watch to buy a set of combs for Della. However Della was happy, not because she finally got the set of the combs, but because she and Jim were together for a Christmas eve. Every story, which you have read, has one or a few main themes. Even if the plot and characters are completely different from each other, these two stories probably have the same theme. Usually writers don't change the theme cardinally, they make a few corrections in the theme and write the story. Good triumphs over evil, never give up and Evil is punished and good is rewarded are the most common themes which you may find in the modern and old books. O'Henry tried to avoid cliche themes, and came up with an interesting idea. The main theme of the story is the sacrifice for the one you love, but in this case sacrifice was pointless and worthless. Della sold her hair to buy a chain for watch, while Jim sold his watch to buy a set of combs for his lovely wife. Isn't it a good irony? The story takes place in the apartment of two main characters. It happened on a Christmas Eve, and its two main characters live in a

battle Ship Potemkin essays

battle Ship Potemkin essays The silent film Battleship Potemkin started off on a high, the sailors refusing to eat the meat and soup they were served because it was covered with maggots, for some reasoned really captured my attention. The setting was on a large ship that showed us many areas, so it was not focused on one area, they showed the galley where the sailors eat, and they showed the sleeping quarters and the main deck. The also went off land which added a special touch to the film for there was actual When the oppression began it was strange, for it went from the sailors who didnt eat, getting there soup stolen to having towns people getting killed babies falling down stairs and solders shooting everything in It was interesting to see the towns people walk by the coffin of the dead sailor and pay their respects to a person they do The casting was well done as said in the notes, some of the actors were picked to look the part but a lot were just regular sailors and that added a special touch to it, you saw strong body instead of little It was nice to see tricks being done, meaning stunts. I enjoyed seeing the sailors jump off the ship to go rescue the other I must say that he movie was a little strange but in general I would recommend it for it technique, different settings and ...

The Use of Question Tags in English

The Use of Question Tags in English A tag question is a  question added to a declarative sentence, usually at the end, to engage the listener, verify that something has been understood, or confirm that an action has occurred. Also known as a question tag. Common tags include: wont you? wasnt it? dont you? havent you? okay? and right? Examples and Observations If we knew what it was we were doing, it would not be called research, would it?(attributed to Albert Einstein)Theres nothing more exhilarating than pointing out the shortcomings of others, is there?(Randal Graves in Clerks, 1994)I like New York in June, how about you? I like a Gershwin tune, how about you? (Burton Lane and Ralph Freed, How About You, 1941)A toothbrush is a non-lethal object, isnt it? (Morgan Freeman as Red in The Shawshank Redemption, 1994)This time we almost made the pieces fit, didnt we? This time we almost made some sense of it, didnt we? (Jim Webb, Didnt We? 1968)Now eventually you might have dinosaurs on your dinosaur tour, right? (Jeff Goldblum as Dr. Malcolm in Jurassic Park, 1993)But we mustnt think it has all been wasted, must we? We must remember the good times, mustnt we? (Eva Figes, Nellys Version. Secker Warburg, 1977)To actually see inside your ear canalit would be fascinating, wouldnt it? (Letter from Sonus, a hearing-aid company, quoted in The New Y orker, Mar. 24, 2003) I warned you, but did you listen to me? Oh, no, you knew, didnt you? Oh, its just a harmless little bunny, isnt it? (Tim in Monty Python and the Holy Grail) Clause Types With Tag Questions Question tags are not independent clauses, but they do require a response, and are highly interactive. Structurally, interrogatives are abbreviated yes/no interrogatives consisting of an operator (either positive or negative) and a pronoun, which repeats the subject or substitutes for it. Question tags are attached to one of the following clause types: Of these, the declarative is by far the most common. (Angela Downing, English Grammar: A University Course. Taylor Francis, 2006)A declarative clause: It was quiet in there, wasnt it?An exclamative clause: How quiet it was in there, wasnt it?An imperative clause: Be quiet for a moment, will you? The Danger of Tag Questions There were plenty of good seats, as it happened, for the train was not crowded, and Richard was able to select an empty compartment. He was soon joined, however, by a stout, good-natured countryman who selected the seat opposite Richard, opened his newspaper, and became immediately social. Ave ye read about second murder? he exclaimed. Richard frowned, and replied rather shortly. Yes. Gruesome, isnt it? He wished he had not added the isnt it? for this invited a continuation of the conversation, and Richard was not feeling social himself. (J. Jefferson Farjeon, The Z Murders. Collins, 1932) Commas With Tag Questions Place a comma between a statement and the brief question that follows it when the subject of the statement and the subject of the question is the same entity (example 1). When they have different subjects, the statement and the question must be punctuated as separate grammatical elements (example 2).Examples(David K Woodroof, Woodroofs Quotations, Commas and Other Things English. iUniverse, 2005)George was not there, was he?I will never stay in that hotel again. Will you? Also Known As: tag declarative, question tag (chiefly British), interrogative tag

One-child Policy Essay Example | Topics and Well Written Essays - 1250 words

One-child Policy - Essay Example The advantages and disadvantages of one-child policy could, however, be argued in the light of the results obtained over the years. Thesis Statement The one-child policy is an effective way of controlling the birth rate and to alleviate social, economic and environmental problems in the long term. Arguments on the policy of one-child The one-child policy was first proposed and introduced by the government in China from the year of 1979 by looking at the huge population base and possible population explosion in future (Newbold 35). The government was concerned about the social, economic and the environmental issues that could pose adverse consequences due to the rising population of the country. This is true for the other large democracies in the world like the US, India, Indonesia, etc. The one-child policy is aimed to bring about stability in the social and economic environment of the country. With the ever increasing population, the income level of the people is likely to suffer (D SCPG 67). The limitations in the employment opportunities and the distribution of limited opportunities among a large number of common people are supposed to pull down the standard of living and gross capital formation in the economy. The discrimination between the members of the society is likely to create situations of conflict among the common masses. Thus the increasing population with no control on the child birth rate is likely to bring about social imbalance and degradation of the national environment. The one-child policy was believed to be effective in addressing these social and economic problems (Fong 39). The one-child policy, however, has not been able to achieve the desired goals of attaining social and economic stability to the extent it desired. This has been due to the fact that the Population and Family planning Commission has implemented it in provincial levels and has been a matter of unequal enforcement. The relaxation of the policy in areas of the country which is densely populated has resulted in cancelling out the benefits of the policy achieved from other parts of the country. The families have been fined on the aspect of non-adherence to one child policy depending on their income levels. This led to the rise of hidden income and illegal money in the economy. The one-child policy has also been viewed a steps leading to human rights violation. The couples in the civilized societies have, however, started to realize the need of one-child with the rising expenditure from time to time and the decreasing gap between the income level and the cost of livelihood. It has been estimated that 33% of the US families had one child or kid thirty years back. Now, the number has been raised to 43%. This reflected a rise in awareness of the people in resorting to one child so that the household expenses could be met with the prevailing income level. The implementation of one-child policy and rise in awareness among the masses has helped to prevent mill ions of birth over the last thirty years. The family planning measures have helped to create a social and economic balance by reducing the level of poverty in the countries, increasing the standard of living with the available resources. The demand and supply equilibrium in the economies were maintained as good effects of the one-child

Retail Marketing - John Lewis Company in the UK Essay

Retail Marketing - John Lewis Company in the UK - Essay Example Newer brands of retailing industries are also becoming more and more dependent on support activities such as online support sections, manufacturing and supply chain. The vulnerabilities posed by various facets of the retailing industry are myriad although currently the retailing industry in under great pressure due to lowered spending levels. Retailing has evolved and emerged over the years as an essential connection between the modern consumer culture and the supply chain mechanisms used to support the retailing in force. The domain of retail commodities spans all kinds of goods such as cosmetics, food products, homemade ups, textiles, draperies and the like. The size of retail outlets however depends on a number of other factors such as the consumer markets around the retail stores and outlets, the historical image of the retail outlet etc. The various retailing businesses around Great Britain have are also structured accordingly with small, medium and large retail outlets. The his tory of retailing in Great Britain has historically deep roots with large chains such as Harrods, John Lewis etc. spanning over decades. The drive to diversify and expand the domain of business activities as well as strong fiscal grounds has ensured that these historical businesses have remained strong in terms of performance. The resilience of these businesses has been evident from their dealing with large crises such as the Second World War or the economic depression of the seventies. 2. Chosen Company: John Lewis Partnership The chosen company John Lewis Partnership has also had deep historical roots as well. The company begun as a simple drapery store on Oxford Street, the historical shopping district in London but it soon emerged as a chain of stores around London. The move to obtain more stores around London went through before the First World War providing John Lewis a comprehensive retailing network. The John Lewis Partnership emerged with the novel idea of providing employe e led partnership. This idea ensured that after the death of the original owner’s son, the John Lewis Partnership was bequeathed to the employees in 1925. This trend has continued in the same spirit ever since and the John Lewis Partnership has been stewarded by a counsel of employees ever since. Over time the John Lewis partnership has diversified its business interests in order to augment its market standing. The John Lewis brand also supports other business interests such as the Waitrose supermarkets as well as the Greenbee range of products and services. In addition to the above, the John Lewis brand also provided support to the Ocando brand but it later absolved itself of any such business interests. It is evident from the facts presented above that John Lewis represents a major retailing business in the context of the United Kingdom. This contention is further strengthened by the argument that John Lewis Partnership is the third largest retailing business present within the boundaries of the United Kingdom. As mentioned before, the John Lewis Partnership is also distinct from other brands in the retailing industry due to its power sharing structure that stretches from the CEO to the person looking after the aisle in the stores around the United Kingdom. All employees of the John Lewis brand are considered partners of the company. The annual profit is also distributed amongst the partners and recent years have seen the distribution of such

Al Ain Distribution Company Essay Example | Topics and Well Written Essays - 750 words

Al Ain Distribution Company - Essay Example Al Ain Distribution Company Al Ain is a city found in European Arab Emirates and is the largest of three other cities. It lies in the East of Abu Dhabi bordering Oman. Al Ain city receives rainfall in specific months of the year. The inhabitants of Al Ain experience high temperatures during summer and most of the people prefer living in the desert area. ‘Garden City of the Gulf’ is the nickname given to Al Ain by particular individuals due to the green nature, cleanliness, and well-lined streets, and haven. Late Bars and night clubs in Al Ain offer drinks at a higher cost (Christopher, 2013). Content and Process theories of motivation Motivation is all that individuals are required in order obtain the morale to work hard. Both content and process theories of motivation are of great importance to leaders of specific organizations. Such theories play a role in the behavior of individuals working in different organizations and undertaking different tasks (Cooper et al, 2012 ). Content theories of motivation indicate that the behavior portrayed by individuals at work highly depends on their desires to meet specific needs. Content theories primarily have concerns on the goals and needs of individuals (Andrzej, 2010). There are four content theories namely Hierarchy of needs, ERG (Existence Needs, Relatedness Needs, and Growth Needs) Theory, Two Factor Theory, and Achievement Need Theory. The process theories deal with processes involved in issues of human beings (Seibt, 2003). It involves factors that measure effort of employees, how to improve efforts, and how to transform the behavior of employees. There are three process theories namely Expectancy Theory, Goal Theory, and Adam’s Equity Theory. Expectancy theory asserts that behavior of particular individuals depends on the alertness of the mind. Goal theory indicates that for motivation and performance to be high, managers should set particular objectives (challenging and accepted) and should a vail an outcome of the situation. Equity theory denotes that individuals feel satisfied after observing reasonable rewards in the environment. The management of Al Ain Company uses process theories of motivation in that it asserts on the necessity to set specific goals. This is evident as the management further illustrates the importance of feedback to both the employees and managers (Daft et al, 2010). The most useful theory Determination of the most useful theory is through the behaviors that individuals portray. In organizations, the most appropriate theories to apply are the Process Theories because they focus on how human beings think and behave to get what they want. It is of significance in motivating employees. This is because individuals with set goals put more efforts in their work unlike individuals working under no set objectives. Another reason is that rewards are vital elements in motivation since it is a factor increasing the morale of employees. Motivational techniqu es and rewards used by the company Motivational techniques are tactics used to instill motivation in employees at the workplace (Pride et al, 2012). Some of the techniques praise high performing employees. This is a way to increase employee morale. Motivational rewards are either positive or negative reinforcement. The type of reinforcement determines the ability of employees to perceive tasks that they undertake. The techniques used in the company involve the functional and divisional structures. The

Sports fitness centre in Mayfair London Essay Example | Topics and Well Written Essays - 2000 words

Sports fitness centre in Mayfair London - Essay Example 2. Situation Analysis Overall wellbeing and health fitness has become a major concern in every society. There has been an increase in the number of people becoming obese and overweight. More than half of London adults do not engage in any form of sport or fitness program. To achieve a healthy weight the Mayor of London proposes to work closely with and encourage a wide range of people to become physically active and eat healthy (Johnson, 2011). Other measures include making sport and active recreation opportunities affordable, in addition to supporting workplace health programmes. London faces a significant shortage of sporting facilities in respect to the demand. 3. Target Market Analysis Britain is in the grip of obesity epidemic (This is London, 2011). According to experts by 2050 at least 60 percent of the population will be obese (London Assembly, 2010). The target market is the young adults and the adults of both sexes. According to a study by the London-based International Obesity Taskforce that 28 per cent of boys and 36 per cent of girls in the UK are now overweight or obese (Dobson, 2006). A UK government report estimated that by 2010 12 million adults and 1 million children in England will be obese (Medical News Today, 2006). Less physically active and eating more junk food is adding to the problems. Thus, the target market for the fitness centre would be the age group 16-40 of both sexes. 4. Problems and Opportunities The people of Mayfair would not be aware of the Fitness Centre yet to open. People could be apprehensive of the quality of service, equipments and coaches. However, since the demand exceeds supply, the opportunity could be used to penetrate the market with the right strategy. The government is also supporting fitness initiatives and obesity is at an all time high. 5. Marketing strategy Customers seek value for money and hence the fitness centre should understand the services it can extend in exchange for money while knowing the target audience to whom the services are directed. The objective is market penetration in the initial stages. Knowing the target audience will enable to include the essential features at the fitness centre. The core strengths of the fitness centre need to be communicated effectively. The marketing strategy for ABC Sports fitness centre would take into account various factors in devising the marketing strategy. 5.1 Product Positioning The leisure industry is a high-growth area which includes health, fitness, sports and recreation facilities. This sector contributes 13.5% towards the total employment in the United Kingdom. There are two reasons for the growth of the sector. There has been the increase in the consciousness to keep fi t as health concerns have risen, which has hiked the demand for better facilities and spaces for exercise (20th Century London, 2010). In addition, sedentary lifestyle has urged people to look for convenient places to exercise. Thus, Sports Fitness Centre, Mayfair London, should position itself as a Fitness and Health Club. 5.2 Marketing mix To develop the marketing strategy the essential of the marketing mix have to be evaluated. Product mix The product should satisfy a need or a want. The need at this moment is healthy living. Healthy living can be achieved through different activities

Bloodstain analysis Essay Example | Topics and Well Written Essays - 1250 words

Bloodstain analysis - Essay Example On that fateful Tuesday night, on March 14th, 1995, they seemed to be enjoying themselves while having drinks at a local bar. Bonnie had left office at 7.15pm to meet with Warren; they kept drinking while at the bar until 11.09pm. Their house was situated just four miles away, and this was good since they were drunk. Thirty minutes after leaving the bar, Warren made a call to 911 (Mann, 2010). On the recording, Warren is frantic; he can be clearly heard in the background yelling as the dispatcher contacts the paramedics. Even though Warren is panicking, he tells the dispatcher that his wife had shot herself. Warren notifies the dispatcher that his wife is turning blue; he is instructed to begin CPR. Warren obeys the instructor, and this is confirmed as he can be heard breathing into his wife’s mouth. After another call, he tells the dispatcher that his wife had shot herself in the throat and that she is still breathing. By the time the law enforcement and the paramedics arrived at the premise, Bonnie Horinek had already died. She was lying on their matrimonial bed, dressed in a pink nightgown that clearly shown that she had been shot in the chest. Warren was busy trying to resuscitate his wife by performing CPR. The paramedics informed him that she had already died, but he could not stop. He could not heed any of their instructions, and this led them to drag him ou t of the room (Mann, 2010). The crime scene had two different weapons placed on the bed as observed and recorded by the police. A twelve gauge Winchester shotgun was placed at the edge of the bed, and a thirty-eight caliber revolver was placed next to Bonnie. The house had no signs of a break-in, and this meant that no one else was at the house. The police observed two scenarios; the husband killed his wife in one of his drunken outbursts or either she had killed herself. From the beginning, Warren claimed that his wife shot herself. As the investigations continued,

Sports fitness centre in Mayfair London Essay Example | Topics and Well Written Essays - 2000 words

Sports fitness centre in Mayfair London - Essay Example 2. Situation Analysis Overall wellbeing and health fitness has become a major concern in every society. There has been an increase in the number of people becoming obese and overweight. More than half of London adults do not engage in any form of sport or fitness program. To achieve a healthy weight the Mayor of London proposes to work closely with and encourage a wide range of people to become physically active and eat healthy (Johnson, 2011). Other measures include making sport and active recreation opportunities affordable, in addition to supporting workplace health programmes. London faces a significant shortage of sporting facilities in respect to the demand. 3. Target Market Analysis Britain is in the grip of obesity epidemic (This is London, 2011). According to experts by 2050 at least 60 percent of the population will be obese (London Assembly, 2010). The target market is the young adults and the adults of both sexes. According to a study by the London-based International Obesity Taskforce that 28 per cent of boys and 36 per cent of girls in the UK are now overweight or obese (Dobson, 2006). A UK government report estimated that by 2010 12 million adults and 1 million children in England will be obese (Medical News Today, 2006). Less physically active and eating more junk food is adding to the problems. Thus, the target market for the fitness centre would be the age group 16-40 of both sexes. 4. Problems and Opportunities The people of Mayfair would not be aware of the Fitness Centre yet to open. People could be apprehensive of the quality of service, equipments and coaches. However, since the demand exceeds supply, the opportunity could be used to penetrate the market with the right strategy. The government is also supporting fitness initiatives and obesity is at an all time high. 5. Marketing strategy Customers seek value for money and hence the fitness centre should understand the services it can extend in exchange for money while knowing the target audience to whom the services are directed. The objective is market penetration in the initial stages. Knowing the target audience will enable to include the essential features at the fitness centre. The core strengths of the fitness centre need to be communicated effectively. The marketing strategy for ABC Sports fitness centre would take into account various factors in devising the marketing strategy. 5.1 Product Positioning The leisure industry is a high-growth area which includes health, fitness, sports and recreation facilities. This sector contributes 13.5% towards the total employment in the United Kingdom. There are two reasons for the growth of the sector. There has been the increase in the consciousness to keep fi t as health concerns have risen, which has hiked the demand for better facilities and spaces for exercise (20th Century London, 2010). In addition, sedentary lifestyle has urged people to look for convenient places to exercise. Thus, Sports Fitness Centre, Mayfair London, should position itself as a Fitness and Health Club. 5.2 Marketing mix To develop the marketing strategy the essential of the marketing mix have to be evaluated. Product mix The product should satisfy a need or a want. The need at this moment is healthy living. Healthy living can be achieved through different activities

Exploring University of Leicester (HERO GENIE) for Food@Uni Essay

Exploring University of Leicester (HERO GENIE) for Food@Uni - Essay Example The broader problem of this research is to find the effectiveness of the Food@Uni program in creating long term beneficial effects for the students to protect themselves from chronic diseases that are likely to develop in future. The research analysis along with findings and recommendations are explained in this paper. Several authors in this world have admitted that high consumption of unhealthy junk foods have serious effects on the health of the human beings. It is true that fast food items like wraps, sandwiches, burgers and French fries can be considered as junk food items. Consumption of junk food has serious effects on health. Obesity, heart disease, high calories, overweight, high blood pressure and diabetes are the consequences of high consumption of fast food items (Ronzio, 2003, p.247). It is true that these fast food items are highly popular among the children, kids and young adults. In addition to this, busy college students and office goers used to consume this fast food item due to quick processing time of these food items (Houston, 2005, p.109). People can save valuable consumption time and cost by buying fast food items. However, the growing negative consequences of consumption of fast food are creating major concerns for governments, households and several people (Murphy, 2013, p .39). It is true that several leading multinational fast food organizations are trying to offer quality fast food products in order to overcome the issues (Gallup, 2004, p.76). However, governments and several non-profit organizations are trying to create awareness among the people to consume healthy food items in order to stay healthy and feet. It is important for several colleges, universities and other educational organizations to develop several awareness programmes and events for people to reduce the possibility of human diseases. It is true that children, kids and young college students are

Issue Management at Gap Inc. Essay Example for Free

Issue Management at Gap Inc. Essay Introduction Gap Inc. : Low Morale and Absenteeism Low morale and absenteeism of are serious problems of Gap Inc. that cuts across industry. On a distinctive day between 2 and 4% of employees at Gap Inc. fail to show up for work, which does not sound like a high rate of absence, but more time is lost for the reason that of low morale and absenteeism than through strikes and lockouts. The yearly costs of low morale and absenteeism in the United States are estimated to be $29 billion and a change of 4. 99% in the national absence rate changes the gross national product by $10 billion. (London, 2003) A great number of studies are done to identify the determinants of low morale and absenteeism. Many variables are found to be considerably related to indices of absence, the results appear to be unstable across situations and time. The Way Incentives Work Every incentive program is based on a formula for enhancing motivation that engages four fundamental variables: effort, performance, outcomes, and satisfaction. The logic behind these programs goes something like this: employees at Gap Inc. will put in the accurate quantity of effort to meet performance hopes if these part time employees at Gap Inc.obtain the types of outcomes that include pay raises and promotions which will provide part time employees satisfaction. In simpler words, Gap Inc. should provide its employees what they want, and employees will work hard to get it. Effort = Performance = Outcomes= Satisfaction Conversely, the problem with most incentive programs like of Gap Inc. is that they centre exclusively on the submission of outcomes and overlook the three beliefs that are the key to making the motivation solution work: †¢ Can one do it? †¢ Will outcomes be tied to one’s performance? †¢ Will outcomes be satisfying to one? The first conviction compacts with the relationship between employee effort and performance. The second compacts with the relationship between performance and outcomes. And the third compacts with the relationship between outcomes and satisfaction. These three beliefs form the basis of the belief system of motivation and performance. Accepting that these beliefs are decisive preconditions for motivation helps to explain why incentive programs generally yield such lacklustre results like in case of Gap Inc. Since employees do not always hold these beliefs to be true, attempts to improve motivation by using incentives cannot make the grade, even when the incentives are highly desirable ones. Types of Motivation Problems One cannot do it Motivation problem: Lack of confidence Associated feelings: Self-doubt Anxiety Frustration Outcomes are not tied to one’s performance Motivation problem: Lack of trust Associated feelings: Scepticism Disbelief Mistrust Outcomes will not be satisfying to one Motivation problem: Lack of satisfaction Associated feelings: Anger Rebelliousness Low Morale and Absenteeism At Gap Inc. a major transformation attempt only makes difficult the situation. If any of three beliefs are shaky to begin with, organisational change at Gap Inc. can weaken them even further. The result is often serious motivation and performance problems, at a time when organisations can least afford them, and a resultant surge in the negative emotions associated with change. When an employee believes ‘one cannot do it’ for example, one may develop a lack of self-confidence and begin to experience many of the unpleasant feelings that go along with it: self-doubt, anxiety, and frustration. About a year into the change effort, one manager portrayed the inner turmoil one went through by comparing the restructuring to building a ship at the same time one is trying to sail it. (Mele, 2003) Worker beliefs that ‘outcomes are not tied to one’s performance’ can also escort to noteworthy motivation problems, especially lack of trust. This is normally accompanied by feelings of scepticism or disbelief; precisely the emotions that another manager felt when one was told early on change effort that power would be allocated differently. Employee beliefs that ‘outcomes will not be satisfying to one’ often escort to a third major problem, chronic dissatisfaction, and to feelings of anger, rebelliousness, low morale and absenteeism. (Miner, 2002) Like as the negative emotions allied with change can often go undetected, the motivation and performance problems that cause them frequently remain hidden and unresolved. Due to this, managers who lead change are sometimes frustrated in their efforts. They fail to realise that it is not enough to appeal to the intellect of their workers. So managers must also win employees’ hearts in order to implement change successfully. The reason behind why are motivation problems so difficult to uncover is that employees are afraid to speak about them or even admit that they exist like at Gap Inc. Though most employees know when they have a motivation problem, many feel that acknowledging it is tantamount to admitting failure, and, naturally, they do not want to appear weak or incompetent to their manager. The belief system approach is practical method that can help manager at Gap Inc. resolve these problems effectively. It takes the guesswork out of the search for motivation problems and alerts managers to the three principal types: †¢ Motivation problems caused by a lack of confidence. †¢ Motivation problems caused by a lack of trust. †¢ Motivation problems caused by a lack of satisfaction. The approach is based on the expectancy theory of motivation and on the research of Yale University professor Victor H. Vroom. In conducting Vroom’s analyses of why motivation improvement so often fails, Vroom came to the conclusion that motivation at work depends on certain employee expectations or beliefs: that effort will lead to performance, that performance will lead to outcomes, and that these outcomes, when received, will be satisfying. (Thomas, 2004) Like other expectancy theorists, Vroom maintained that the tendency of people to act in certain ways depends on the strength of the expectation that their actions will be followed by certain outcomes and on the perceived value or valence of those outcomes. This combination of expectation and valence is what determines peoples behaviour, Vroom and colleagues argued, and unless both expectation and valence are present to some degree, there will be little or no motivation to act. For example, if a person wants a certain outcome but doesnt feel it can be achieved through one’s efforts, then that person wont be motivated. Similarly, that person will also lack motivation if one believes that a certain outcome can be achieved but is undesirable. The application model relies on structured, facilitated meetings between managers and their direct reports to find the answers to the three basic questions that uncover motivation problems: †¢ Does the employee believe that one’s effort will lead to the expected performance? †¢ Does the employee believe that outcomes will be tied to one’s performance? †¢ Does the employee believe the outcomes will be satisfying? Preconditions for Employee Motivation AT Gap Inc. managers have to note that an employee is motivated to perform when †¢ The employee believes that effort will lead to performance. †¢ The employee believes that performance will lead to outcomes. †¢ The employee believes that outcomes will lead to satisfaction. AT Gap Inc. once a manager has recognised a specific motivation problem, one can then work with the employee to find its cause and develop an appropriate solution. There are several reasons that this model performs far better than managers expect such as: †¢ This model prepares managers and employees for solving motivation problems by getting them to think about these issues before they meet. †¢ This model promotes effective change by clarifying expectations, uncovering hidden agendas, and managing emotions before they escalate. †¢ This model relies on the cooperation and involvement of the one person who knows most about the problem and what may be causing it: the employee. (Caruth, 2001) By gently forcing an accurate diagnosis of problems and their causes, the belief system model increases the prospects of finding good solutions to performance shortfalls. After all, it takes information to solve problems, and the goal of the belief system model is to uncover critical information about performance and motivation and to guide managers and employees in applying it productively. The model works to generate an environment in which managers and employees divide the responsibility for solving performance problems, and it fosters the kind of communication that helps managers maintain the critical preconditions for employee motivation: confidence in their ability to meet performance expectations, trust in others to tie outcomes to performance, and satisfaction with their job and the outcomes that they receive. Works Cited Butkus T. Raymond, Thad B.Green, (1999), Motivation, Beliefs and Organisational Transformation. Quorum Books. Westport, CT. Cameron Judy, Pierce W. David, (2002), Pay and Motivation: Resolving the Controversy. Bergin Garvey. Westport, CT. Caruth L. Donald, Handlogten D. Gail, (2001), Managing Compensation (And Understanding It Too): A Handbook for the Perplexed, Quorum Books. Gorman Phil, (2003), Motivation and Emotion. Routledge. New York. Hanlan Marc, (2004), High Performance Teams: How to Make Them Work, Praeger. London Manuel, (2003), Job Feedback: Giving, Seeking, and Using Feedback for Performance Improvement, Lawrence Erlbaum Associates. Mele R. Alfred, (2003), Motivation and Agency, Oxford University Press. Miner B. John, (2002), Organisational Behaviour: Foundations, Theories, and Analyses, Oxford University Press. Thomas Neil, (2004), The Concise Adair on Teambuilding and Motivation, Thorogood. White Geoff, Druker Janet, (2000), Reward Management: A Critical Text, Routledge. New York.

Toddler Observation Interview

Toddler Observation Interview After spending 60 minutes observing a toddler room in Ciudad Child Care Centre in Ciudad Juarez, Mexico the following observations were made on the children. Individual differences Some children were afraid to communicate with others while others did communicate freely. Most boys were reserved whereas girls communicated more easily and frequently. However, boys were more aggressive when it came to playing ball, riding tricycles, and climbing sandboxes. The girls enjoyed swinging and playing ball. Types of plays observed Sensory motor plays Some 2-3 year old kids could compete in running, other could be seen kicking and throwing the ball overhead. Majority seemed excited to pedal tricycles, swinging and climbing sandboxes, yet other were hopping and jumping around the play ground. Some of them crowded around a music system and danced as some tried to sing along. However, a few of them seemed to be withdrawn and uninterested with everything. Symbolic plays Some children were seen with bottle tops and plastic containers giving their friends urging them to take as milk along with blocks of wood to eat as bread. The recipients took and acted as though they were really eating. There was this group of children where one of them assumed a doctors role and was holding a piece of stick which he used as the syringe. The other kids acted as patients and would come one by one and be injected by the â€Å"doctor.† Another group took there toy cars to a â€Å"garage† where there was a group of mechanics. Initiative plays These involved children using their imaginative abilities and skills to come up with something creative. Some children were able to construct a vehicle by arranging boxes on top of others using varied box sizes. Others could be seen preoccupied with the building of block towers. The â€Å"mine† phenomenon among toddlers Most toddlers appeared to be very self-centered and displayed a strong possessiveness with objects and toys, claiming them to be theirs. They could be heard crying, â€Å"mine†, â€Å"my car†, â€Å"my baby†, etc† every time he/she saw other kids with their toys or toys which were identical to theirs. At times they would utter a bitter â€Å"no† to others if their friends requested to use their toys. On the other hand some of the children who were using toys belonging to others would respond with the same cry and did everything to ensure that they retained the toys to themselves. Majority of children tended to be more violent and some even bit the owners of the toys, pinched them or even poked their nose or eyes. In case the owners of toys were overcome, they would cry out for help from the caregiver. The caregiver seemed to be aware of every conflict and in this case she took all the toys away and she introduced some songs of which the children sang and danced together. In the processes the animosity which had built among the kids over the toys subsided. However, some children showed sympathy and were willing to let others using their toys as long as those lend to would return after some time or whenever the owner wanted. Empathy and Prosocial behavior Some children were seen taking side with those who seemed rejected or withdrawn and would offer to play with them or even share with them their toys and other objects. They would offer protection to their weaker friends. There was this incident when a 1 ½ year old was snatched her toy by an aggressive 2 ½ year boy. Another 3 year boy went straight to the other boy and grabbed the toy from him and gave it back to the little girl. This second boy and the little girl stayed together for the rest of the session playing together. Self-control There are those children who tried to exercise self-control whereas others were totally unable. Majority exercised restraint for a few seconds when their toys or objects were handed over to other to use. However much the caregiver would persuade them to let others use their toys they found it not easy to take back their toys/objects. The most aggressive toddlers would not accept any form of persuasion and would take what belongs to them by force. Most breakdown in the control of impulse seemed to be aggravated by the feeling of possessiveness and selfishness. INTERVIEW WITH THE PARENTS OF TODDLERS The interview with the parents of older toddlers (aged between 2 and 3), on the reflection of the differences between their child as an infant and a toddler involved asking them the following questions to which they responded accordingly as indicated below: In general, how is he/she different at age 2, compared with age 69 months? Responses: the child had increased in weight and height, he/she can walk, they run, kick and throw a ball, he/she can speak, can ride a tricycle, construct block towers, bully others, there is decreased appetite, etc. How has your relationship with him/her changed during the past 1-1  ½ years? Response: He/she wants to be independent at times but would still need parental care just as a baby. He/she seems very excited being in the company of the age-mates. He/she is very close to the mother than the father and would easily detect the absence of the mother. He/she is somehow obedient to what the parent says but at times reacts in defiance. What do you recall about him/her during the 3-4 months immediately after he/she learned to walk? Response: He/she would occasionally pick up objects, carry them or throw them away and then run after them and move around pulling a toy behind him/her. He/she is all over the house, running and jumping in places, climbing up and down the furniture, bed and stairs. How has his/her ability to communicate changed? How has her new ability to understand and use words changed your relationship? Response: He/she is able to communicate most of the things and easily follows instruction. It is very easier if the child is sick where he/she is feeling pain, he/she can say when he/she hungry or can express his demands more easily. The child would try singing to the parent or would request the parent to sing him/her a song. Do you find it easier or harder (or perhaps some of each) to parent a toddler, compared with an infant? Response: It a bit easier to parent a toddler especially the one who can communicate in word other than an infant who communicate through crying. Communicating in words is easier to comprehend as contrasted to a cry which could imply anything ranging from hunger, pain, change of diaper, or sickness. References: Ariganjoye, R. Daigneault, R. (2008). Early Childhood Development. Retrieved April 2008, from Your Totalhealth-A service of NBC and iVillage. Web site: http://yourtotalhealth.ivillage.com/early-childhood-development.html?pageNum=8 Rose, D. A. D Kovach, B. A. (1998). Interaction that Promote Socialization. Retrieved April 2008, from Childhood Education..

Comparing God in Daisy Miller, Huck Finn, and Country of the Pointed Firs :: comparison compare contrast essays

Eliminating God in Daisy Miller, Huckleberry Finn, and The Country of the Pointed Firs      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The evils of the Civil War and the rise of empiricism caused many to doubt in an omniscient, all-powerful God.   Under empiricism, any statements about metaphysical entities (e.g. God, Unicorns, Love, and Beauty) would be meaningless terms because they cannot be proven by the scientific method. But with a loss of faith in God, what becomes of morality?  Ã‚   This essay will examine how Emily Dickinson, Sarah Orne Jewett, Henry James and Mark Twain wrote literature in this age coupled with war, inhumanity and despair in God.   This essay will show that: (1) Dickinson destroys any reliance on the Bible and a possibility of knowing God, but argues that one should instead praise Nature, which is tangible; (2) Jewett eliminates the omniscient narrator (or God-like figure) in The Country of the Poited Firs , and instead makes readers see life as valuable only   through human experiences and reveals the comfort of Nature; (3) Henry James eliminates God i n Daisy Miller by removing the omniscient narrator and instead causing readers to play god, by being the judge of Daisy and Winterbourne; (4) Mark Twain uses Huckleberry Finn to question any reliance on God, by poking fun of prayer and church revivals, and instead encouraging one to seek morality in one's conscience.        Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Emily Dickinson learned versification through studying her church hymnal.   But rather than praise a God that has "hid his rare life" (338), she turned to praise Nature which was tangible and empirical.   Dickinson seemed to believe in a God: "I know that He exists" but the belief was greatly hindered by the existence of evil (primarily the atrocities brought on by the Civil War) wherein she penned that His right hand "is amputated now/ And God cannot be found" (1551).   This statement may not be as severe as Nietzche's "God is Dead," but one can probably imagine that Dickinson penned these words in tears. Because she believed that God could not be found, she attacked the Bible's ability to convey notions of God:   "The Bible is an antique Volume--/ Written by faded Men" (1545).   Dickinson found more companionship in her trusty dictionary (which helped define words) than a Bible (which was to define life).   To Dickinson, Nature was s upreme; Nature was tangible; Nature was real.   Dickinson needed empirical evidence and Nature provided it for her:   "'Nature' is what we see/ . Comparing God in Daisy Miller, Huck Finn, and Country of the Pointed Firs :: comparison compare contrast essays Eliminating God in Daisy Miller, Huckleberry Finn, and The Country of the Pointed Firs      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The evils of the Civil War and the rise of empiricism caused many to doubt in an omniscient, all-powerful God.   Under empiricism, any statements about metaphysical entities (e.g. God, Unicorns, Love, and Beauty) would be meaningless terms because they cannot be proven by the scientific method. But with a loss of faith in God, what becomes of morality?  Ã‚   This essay will examine how Emily Dickinson, Sarah Orne Jewett, Henry James and Mark Twain wrote literature in this age coupled with war, inhumanity and despair in God.   This essay will show that: (1) Dickinson destroys any reliance on the Bible and a possibility of knowing God, but argues that one should instead praise Nature, which is tangible; (2) Jewett eliminates the omniscient narrator (or God-like figure) in The Country of the Poited Firs , and instead makes readers see life as valuable only   through human experiences and reveals the comfort of Nature; (3) Henry James eliminates God i n Daisy Miller by removing the omniscient narrator and instead causing readers to play god, by being the judge of Daisy and Winterbourne; (4) Mark Twain uses Huckleberry Finn to question any reliance on God, by poking fun of prayer and church revivals, and instead encouraging one to seek morality in one's conscience.        Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Emily Dickinson learned versification through studying her church hymnal.   But rather than praise a God that has "hid his rare life" (338), she turned to praise Nature which was tangible and empirical.   Dickinson seemed to believe in a God: "I know that He exists" but the belief was greatly hindered by the existence of evil (primarily the atrocities brought on by the Civil War) wherein she penned that His right hand "is amputated now/ And God cannot be found" (1551).   This statement may not be as severe as Nietzche's "God is Dead," but one can probably imagine that Dickinson penned these words in tears. Because she believed that God could not be found, she attacked the Bible's ability to convey notions of God:   "The Bible is an antique Volume--/ Written by faded Men" (1545).   Dickinson found more companionship in her trusty dictionary (which helped define words) than a Bible (which was to define life).   To Dickinson, Nature was s upreme; Nature was tangible; Nature was real.   Dickinson needed empirical evidence and Nature provided it for her:   "'Nature' is what we see/ .