Duke Ellingon Essay Example | Topics and Well Written Essays - 1250 words

Duke Ellingon - Essay Example Despite James playing operatic arias and Daisy favoring parlor songs, many people believe that Duke’s musical talents, though not his primary source of ambition, were etched in his DNA, having been decided for him before he was even born. Duke’s first love was baseball. While his parents encouraged his athletic abilities, they also stimulated his musical side, knowing that the talent was there, but just needed to be mined. At the ripe of age seven, Duke began receiving piano lessons from Marietta Clinkscales. Daisy wanted Duke to be a well-rounded young gentleman, so she also made sure that, alongside his piano lessons, he would be taught manners and elegance. As a result of his refined behavior, grace, and the classy way that he dressed, Duke’s friends gave him the affectionate nickname Duke with the belief that a young boy so noble deserved a title. Growing up, Duke dedicated a balanced amount of time to his piano lessons and to baseball. When he entered high s chool, Duke got his first job selling peanuts at baseball games. Around the same time, his personal love for music began to develop into what would become one of the greatest legacies in American music history. At the age of fifteen, while working another job as a soda jerk, Duke penned his first composition, â€Å"Soda Fountain Rag.† Duke had yet to learn to read and write music, so this composition was created entirely by ear. â€Å"I would play the ‘Soda Fountain Rag’ as a one-step, two-step, waltz, tango, and fox trot. Listeners never knew it was the same piece. I was established as having my own repertoire† (Ellington 112). Even at a young age, Duke knew how to manipulate his musical talent, a characteristic that would only become more intense as he learned to harness this talent. Surprisingly, Duke found that he enjoyed writing music more than playing the piano. He would often skip his piano lessons to sneak into a poolroom to listen to other pianists. During those many journeys, though, Duke finally discovered the love of piano that his mother had tried to instill in him. Duke would watch and listen to some of the big names in ragtime piano, including Doc Perry, Harvey Brooks, and Claude Hopkins. The more he listened to these great musicians, the easier Duke found to imitate their music. Duke took hold of this desire and set out to become the musician that he continues to be remem bered as today. Duke’s formal musical training began soon after his newfound discovery. His high school music teacher gave him private lessons in harmony, and pianist and band leader Doc Perry taught Duke how to read sheet music and present a style of professionalism. With the advice from other well-known pianists, such as Fats Waller and Sidney Bechet, Duke began playing ragtime piano is clubs and cafes throughout Washington, D.C., becoming so attached to his music that he even turned down a scholarship to the Pratt Institute of Brooklyn. Just three months prior to graduating from high school, Duke dropped out of school, ready to take his talent to professional levels, wanting to share his music with the world. Duke put together his first music group in 1917, and they were known as The Duke’s Serenaders. The group played in Washington, D.C. and in many cities of Virginia, performing for embassy parties and private society balls. The success of The Duke’s Serena ders was uncommon in those times given the racial division of society. The social acceptance that was abundant wherever Duke and his musicians played speaks, entertaining African-American and white audiences, speaks loudly of how revered Duke was becoming. Despite his racial background, people of all races were anxious to hear the great Duke behind his piano.

Water Scarcity in Singapore: An Overview

Water Scarcity in Singapore: An Overview Abstract Singapore is a no more farmland country so that mean cant save more water. First I will write about Singapore fresh water information, second I will write about the government solution for the water scarcity issue, after that I will discuss the which solution is good for reduce fresh water scarcity and write some of my opinion for solve this issue. In the last I will conclusion the answer and give some suggest. When you want to know the detail information, in the last page I will give some source web site. Introduction Singapore is a famous poor water country and it most water come from another country provid. This report I will talk about Singapore how to reduce fresh water scarcity. Well we know the fresh water is very important to biome because the body have high per cent work from the water and it can help you eating, poop and transport energy. From the research the body have seventy per cent make for the water and when miss fifteen per cent it will meet died danger, so for the research the water is very important for our life. In global have fresh water scarcity problem, some scientist research some solution to reduce this trouble for example in seawater join some special energy can make it become fresh water. We know technology improve our life, most country have water recycle system. I think in the future each house have own small water recycle system. Methodology Before the researchà ¯Ã‚ ¼Ã…’I find the Singapore water come from the nearly country and rain. Although precipition is high than another country but it no more land so it is poor water country. From the internet I find the Singapore how to collect the rain and the water used for. I think the chemistry system is very important for reduce fresh water scarcity because in Singapore is very careful for water. In my opinion this information is very important because it provide me more detail and it is good background befor the article. Findings Singapore is an island and urban city state and not hence so it have high per cent water on Malaysia supply. For the terrain reason, the Singapore cant save more water although it rain high than another country. In early because technology grow up quick and government not very care about industry, so most industry have most pollution and local person use groundwater so in after this country meet drink problem. In beginning the government to put forward buy the water for Malaysia and recycle pollution water. Then it carry out most plan desalt seawater to drink water, develop Newater plan, this plan objective is bring waste water that better than public water. I think they best plan is build impoundments and reservoirs, it can college most rain water and reduce water loss so in Singapore have most this building and most fresh water is come from here. The government dont want fresh water go to sea so they build barrage separate the sea and reservoir, when reservoir cant save more rain w ater it can help it ejectment the more water and it can save the low lying area. In my opinion the government can calculated each family use how much water, when it used more can suggest when they not hear can require pay more money and they also can reward use water less family, it can make everybody save the water and government donate little money to reward save water very well company. Discussion From the finding, we can see the Singapore have big water problem and they also take more measure to reduce fresh water scarcit. So I think my hypothesis is true, my hypothesi is in the future, each house have small water recycle sickle. from the technology grow up quick and the global fresh water scarcity issue to become more serious, we must have save water mentality and now most family have water purifier, it erasure people want to drink health and clean fresh water. In the future, the water recycle sickle have good change, it become not expensive and big, the government will subsidy it. All in all the Singapore do most action is want to solve fresh water scarcity issue. I think solve this issue is not only government work because we cant leave the water, and the water useful for our, so we must have save water mentalit. Well actually the government most action is want to reminds people have save water mind. We know in global have most country have fresh water scarcity issue and t he population become more and more, human most careful about fresh water issue, so I think most country should study Singapore method. Conclusion All in all the government proposed is want to reduce fresh water scarcity and they also want to reminds people to save water. Reference https://www.ukessays.com/essays/environmental-sciences/the-issues-of-fresh-water-in-singapore-environmental-sciences-essay.php

Culture from Cranium :: essays research papers fc

Culture from Cranium Eliot Brown   Ã‚  Ã‚  Ã‚  Ã‚  Throughout the history of anthropology it has been a popular view that people are largely products of their culture, and not the other way around. Yet culture is an exclusively human phenomenon. While it is true that everyone lives within a cultural context, and that context accounts for varying degrees of who that person is (indeed, there are those who say that certain people are wholly products of their culture), the reverse is also true. Each person, then, has some degree of impact on the culture around him or her. The current culture of this country, for example, was hugely shaped by the intellects and ideals of those who founded it, even of the original European settlers. Just as a person can be almost fully created by their culture, so can a culture result almost fully from one person's intellect.   Ã‚  Ã‚  Ã‚  Ã‚  There have been many cases of such things happening throughout history. Some have met with success, and some not. For the purposes of this essay I have chosen to examine one case, which, considering it's sharp deviation from the cultural context from which it came, was surprisingly successful. The Oneida Community, in Oneida, New York was a unique religious communist society in the mid-nineteenth century. The community was based on the radical religious beliefs, and biblical interpretations of John Humphrey Noyes.   Ã‚  Ã‚  Ã‚  Ã‚  Noyes grew up in a well to do household in Vermont. He Graduated from Dartmouth College in 1830 with high honors. Up to that point he had been cynically agnostic. But in 1831 he attended a revival with his mother lead by Charles Finney, the leader of a large religious movement in the northeast. Deeply moved he decided to enter the ministry. Noyes attended the Andover Theological Seminary and Yale Divinity School. It was at Yale that he started developing his controversial views, which then prevented him from being ordained. He decided that when one accepted Jesus that they were then totally without sin and had achieved a state of spiritual perfection. He also became convinced, as he wrote in a letter to a friend, that he was God's agent on Earth. Returning to Vermont, Noyes assembled a core group of 32 followers, consisting of his family and some friends, calling themselves the Putney Association. In 1844 the group adopted communism. They owned three houses, a store, a small chapel for collective worship, and ran two farms. Two years later they began practicing the systems of Mutaual Criticism and Male Continence. These practices lead to the persecution of the group by the surrounding communities, culminating in the arrest and indictment of Noyes.

Paparazzi: An Embarassing Part of American Culture Essay

Imagine living in a fish bowl. Every move you make, magnified by the glass surrounding your whole existence; every flick of your hand, exaggerated by the bubble that surrounds you; every little notion taken and dissected by the ones distantly observing you outside the fish bowl. Not such a pretty experience for somebody so vulnerable and meek. However, why do we, as a society, feel it is ok for celebrities to be treated with such cruelty, and such blatant disrespect for privacy? We may not realize it, but celebrities are now like small, vulnerable fishes living in a world that, much like a fish bowl, does not give them any smidgen of privacy. This is not anything new. We see it in the hottest gossip columns, in those cheap tabloids, and in those entertainment-themed television shows each and every day: paparazzo stalking celebrities who have now become household names. Paparazzi and their stalker-like tendencies, are part of American culture, they have been imbedded in the veins of our society. Tabloids and paparazzi shots are ordinary to American culture, for some people, they part of everyday life. And because we find it so common and ordinary, we forget that this is not the case in the rest of the world. In most Asian countries, celebrities are appreciated for their craft, and they are given much respect and are treated with much accord. Although there are a lot of gossip columns, they retrieve information based largely through simple interviews with the celebrities. However, the trend in American celebrity journalism (if you could even call it that), is sensationalism. And to make these odd and exaggerated claims more believe, a picture, unfortunately, is given as proof. Take for example, pictures of Brad Pitt walking nude while on vacation in some island circulating the internet. Mr. Pitt has never allowed himself to be shot (in a movie or for a photo shoot) completely naked, exposing even his private parts; but with the paparazzi’s intrusion of his privacy, he now has his nude pictures scattered all over the internet. My point is simple; paparazzi and the pictures they take are very intrusive and give absolutely no respect to celebrities. And the reason why paparazzi continue on stalking the most popular celebrities is because they get huge paychecks for one controversial picture. They are making a living out of these celebrities pictures, and they even get perks like free trips to wherever the celebrity they are tasked to follow plans on vacationing. Tabloids are willing to pay huge amounts of money for these pictures because they get higher sales when they print more intrusive and more controversial pictures. So in the end, it is not just the paparazzi’s fault, it is not just the tabloids’ fault, it is the fault of the American public who purchase and show interest in these tabloids and pictures. And just like any other positive movement, a single person convinced to stop wasting their time and money on these intrusive pictures, is a big help in finally putting a stop on this embarrassing industry of ugly journalism and disrespect for the basic right to privacy. Main Point: Paparazzi shots and sensationalism is an embarrassing and intrusive part of the American journalistic world, and of American culture. Summary: Paparazzi and their stalker-like tendencies, are part of American culture, they have been imbedded in the veins of our society. Unlike in Asian countries where celebrity journalism is less intrusive and maintains respect toward celebrities’ privacy, the trend in American celebrity journalism is sensationalism. Tabloids are willing to pay huge amounts of money for these pictures because the American public patronizes the more intrusive, more controversial photos. The American people should stop wasting time and money on this embarrassing part of American culture.

Amanda Cross and the Female Sleuth

Merriam-Webster dictionary defines sleuth as a slang word for sleuthhound or detective who follows a trail to uncover a mystery, crime or unknown variable. In literature mystery is defined as a distinct subgenre of detective fiction in which an unknown event, often a disappearance or murder, causes the stories protagonist, or main character in the story, to solve the crime or mystery. Mysteries do not require crimes or the assistance of law enforcement as the common detective fiction or whodunit but they do depend on an unknown variable that the protagonist must determine, (NationMaster, 2003).Mystery fiction is not a new genre of story telling. Throughout time man has been interested in solving the riddles of life. So much so that there is significant evidence to indicate that civilization has enjoyed a good mystery as far back as Ancient Egypt and Greece. However, it was Edgar Allan Poe and his first published story The Murders in the Rue Morgue published in the mid-nineteenth cent ury that made mystery fiction the popular brand of novel it is today. The Murder in the Rue Morgue first appeared in Graham’s Magazine, (Mystery Network, n. d. ).After Poe there have been a number of influential mystery writers including Wilkie Collins, also known as the father of the mystery, and Sir Arthur Conan Doyle, the Scottish author of the Sherlock Holmes series. Sherlock Holmes is not only one of the most widely known mystery series but is also considered to be the most famous literary figures in history, (Mystery Network). Holmes was first introduced to readers in The Strand Magazine when they published the story â€Å"A Study in Scarlet. † Edward Stratemeyer, the author of both the Hardy Boy’s and Nancy Drew series of juvenile mysteries, Carolyn Keene and Agatha Christie.Amanda Cross is a twentieth century mystery writer who contributed much to the genre. Her semi-feminist voice transformed the common sleuth from a run-of-mill private detective into a strong willed female literature professor. Cross, who was struggling with gender equality issues at the University of New York, was tired of the tried and true mystery novels that were being produced a-dime-a-dozen. She set out to produce mysteries are intelligent and contain a role model worthy protagonist. Cross is the pen name of Carolyn Heilbrun.Her first novel, In the Last Analysis, features Kate Fansler, the female sleuth featured in a 14 book series. Fansler is a witty and highly educated literature professor at the prestigious New York University and the majority of her adventures are set against an academic background. Fansler, as opposed to traditional detectives, solves the crime through interviews and conversations with those involved. Most of the mysteries involve the death of either a student or professor and it is up to Fansler to solve the crime. In The Last Analysis, Fansler recommends Janet Harrison see psychoanalyst Dr. Emmanuel Bauer.Bauer is a friend and former lover of Fansler’s. However, shortly after starting sessions with Bauer, Harrison is found shot to death on his couch. Fansler is on the case to prove that her friend is innocent. However, Harrison has led an elusive life in which she has very few friends or acquaintances, making it hard for Fansler to track down a possible killer. However, Fansler’s knowledge of Freudian concepts and her personal integrity helps her to catch the killer. Although Heilbrun strays from the norm her first novel is typical of an amateur-detective mystery. Fansler knows a crime has been committed.She seeks information pertinent to the case by following leads and seeking information from those involved. Fansler then comes up with a theory about what happens, which proves to be correct. Also typical is the fact that the protagonist is a strong female character. Throughout Heilbrun’s novels Fansler is portrayed as strong independent woman, much like Heilbrun. She enjoys eating and drin king and marries later in life. Fansler differs from a majority of female protagonists in mystery fictions because she solves the mystery through Freudian analysis and personal interviews.This is a mystery of the mind in which Fansler does not have physical clues that lead her to find the real killer. Other mystery writers have used female protagonists as well. Contemporary author Nevada Barr features the female protagonist Anna Pigeon, a national park ranger who leads the reader through various adventures in the backcountry solving mysterious deaths. Pigeon is similar to Fansler in the sense that they are both independent modern women. They are both professionals who solve mysteries within the backdrop of their chosen profession.Pigeon and Fansler both represent strong female characters. Yet, Pigeon represents a more traditional character in modern mystery fiction since she follows a trail of clues left behind by the murders as opposed to using literary and psychoanalytical clues t o solve the mystery. Similarly well known mystery writer Sue Grafton began her alphabetical mystery series with A is for Alibi. In her mystery fiction protagonist Kinsey Malone represents a courageous and sassy female private eye. Grafton too takes a more traditional approach by utilizing a private investigator as the main character.Others authors such as Sandra de Helen utilize logic and facts to solve mysteries as opposed to following physical clues. De Helen’s novel The Hounding features two female detectives Shirley Combs and Mrs. Mary Watson. De Helen has a series planned surrounding the two who is in some way related to Sherlock Holms and his assistant Watkins and they solve crimes similarly. These characters all follow typical mystery genre traditions. But not all mystery writers follow tradition. Sue Grafton, a well known mystery writer, started an alphabetical mystery series in which murders are solved by a female feline and a small dog.Grafton strays away far from t radition with characters but stays within the realm with the practices that her characters use to unravel the crimes. Different writers use different methods of crime solving as well as types of characters. However, there is a pattern of female mystery writers creating professional and strong female protagonists. Most of the main characters in modern mystery writers today have had to overcome obstacles in a male-dominated world. They often face gender discrimination or stereotypical peers that create obstacles that must be overcome.For example, Ellen Godfrey's protagonist Jane Tregar is tough and feisty. Tregar, a professional working in a search firm, has had to battle her way up the corporate ladder to a senior position in an executive firm. She utilizes technical know-how to uncover information and corporate savvy to survive her male peers and their scrutiny as well as solve mysteries and be successful in the male-dominated business world. Another modern author Sara Paretsky, cur rently extremely popular with mystery readers, has created the protagonist V. I. Warshawski.Warshawski broke ground as the first female in an all male dominated world of the dangerous back streets of Chicago. Warshawski proves that women can be tough and sensitive and that physical difference between men and women do not mean that women are not capable of performing well in dangerous situations. In the Last Analysis, Fansler fully understands the plight of women within the world of academia. â€Å"Kate was startled by Professor Anderson, who was an eighteenth-century man with a strong distaste for all female writers since Jane Austen (Cross, 2001, p. 3).† This is a common war in the literary department. Literature has been male dominated for a number of years. This is caused in large by the fact that women were not taught to read or write for centuries. However, as women have begun to take their seat at the head of English departments across the nation male peers may scoff. T here is a large portion of male literary enthusiast who tries to minimize the female impact on literature today. Heilbrun later retired early from her post at the University of New York to avoid dealing with this same type of professional peer.But gender discrimination and differences are not the only ones that haunt Heilbrun. Age also seems to be a factor. Heilbrun laments that her students are young and full of life and the longing for their own futures. However, as a professor years goes by and nothing changes. â€Å"Spring on an American campus, even an Urban a campus as this one, inevitably drove the faculty into a mood of lassitude, irritation and fastidiousness. Perhaps it is because we are getting old, while the students, like the Caesar’s crowds on Appian Way, are always the same age.Gazing at the students who sprawled or made love on every patch of available grass, Kate longed, as she did every spring for a statelier, less untidy era, (Cross, 2001, p. 3). † H eilbrun used Fansler to express her own apprehensions about aging as well as the endless cycle of youth that professors endure each college enrollment period. Heilbrun did not reveal her herself as the author of the Amanda Heilbrun mysteries until she was offered tenure at the University due to her fear of criticism from her peers and having her literary work interfere with her academic work.However, age criticism may have also been a concern. The idea of age is transcendent in Heilbrun’s mysteries. Fansler is already in her forties at the start of In the Last Analysis and has never been married nor does she have children. Although latter in the series she does marry she has no concerns about being a â€Å"homemaker† or playing into any other typical stereotypes of women. In fact Fansler, although discreet, has a number of lovers. The idea of the woman as a non-maternal figure breaks social traditions. But the primary social concern of In the Last Analysis surrounds pr ofessional ethics and human integrity.Throughout Heilbrun’s series there are two main characters, Fansler and her friend and future husband Reed Amhearst. Fansler is old-fashion yet she has a penchant for martinis and she comes from a background of wealthy parents to supplement her teacher’s salary. This is convenient since she does not seem to work much as she uncovers her friend’s innocence. As she tries to prove her friends innocence she solicits the help of Amhearst, an attorney, who goes out of his way to help Fansler and repay her a favor. Amhearst is portrayed as Fansler’s love interest and a protect figure.Throughout the book, In the Last Analysis, Amhearst tries to caution the headstrong Fansler who gets involved despite his warnings. Fansler even goes so far as to put her reputation and career on the line to prove that Bauer, her friend, is innocent. Her old-fashion sensibilities coupled with a reckless and courageous manner makes Fansler a grea t candidate to become an amateur sleuth and enforce the idea of human integrity. There are several other examples of human integrity in the book as characters assist Fansler in solving the case. Heilbrun’s novels have been successful overall.However, she was criticized. Especially for her first book, In the Last Analysis, in which it is obvious that Heilbrun has yet to fine tune her technique. Although professional news agencies such as The New York Times had positive reviews a number of readers felt Heilbrun tried to hard to present Fansler as smart and independent. Thus she came across as being pretentious. However, after her first novel the series gained in popularity in part due to the fact that her subsequent novels take place within the world of academia and Fansler’s character can put her intellect to better use.In conclusion, Heilbrun has made a significant contribution to the mystery fiction genre. She is the first mystery writer to create a mystery in which t he crime must be solved using conversations and analytical skills as opposed to physical clues and traditional evidence. Heilbrun also sets the stage for female authors who create strong and independent protagonists that break the mold of female stereotypes. In keeping with many other female authors Heilbrun’s female protagonists are working in a professional field despite gender inequalities.Throughout In the Last Analysis and other Heilbrun novels there are overtones of age related issues as well as gender differences within the world of academics. Both may reflect challenges that Heilbrun has faced as a Professor at the University of New York. Heilbrun utilizes a common amateur-detective mystery technique yet she strays from the norm by implementing psychoanalytical methods of solving the crime as opposed to relying entirely on physical clues.In addition to concerns about professional ethics, specifically within the medical field in which patient-client relationships come into question, there is a predominant theme of personal integrity. Integrity is often displayed throughout the novel in the form of personal favors and character’s taking risks for each other. Fansler is able to solve the crime using intelligence, Freudian analysis and a little help from her friends. Variations from the common mystery novel include the use of wit and analytical strategies to solve the case as well as the protagonist being an older woman without cause to seek out marriage or family life.Heilbrun and many of her peers have chosen to expand the image of â€Å"detective† to include smart and professional women who are employed outside of the law enforcement or private investigation fields. Although Heilbrun’s protagonist is similar to the main characters in other mysteries by her peers, Heilbrun deviates by choosing to make Fansler an example of a non-traditional woman. She is neither interested in marriage or children and has taken a number of love rs to prove her modern values despite an old-fashion background. Heilbrun paved the way for female mystery writers as well as the female protagonist.Through her popular series and the popularity of Kate Fansler a whole new genre of mystery books has evolved. These new series feature witty story lines and fast paced plots while featuring strong protagonists and often feminist views. After Heilbrun’s success there have been a number of other mystery writers following similar strategies including Nevada Barr, Rita Mae Brown and Sue Grafton. References Cross, A. (2001). In the Last Analysis. : Fawcett. Mystery Network (n. d. ). Evolution of the mystery genre. Retrieved Dec. 27, 2008, from www. mysterynet. com NationMaster (2003). : Rapid Intelligence.

Cognitive Psychology Essay Example

Cognitive Psychology Essay Example Cognitive Psychology Paper Cognitive Psychology Paper Cognitive Psychology When an individual faces a problem, they may not know its solution, but might have insight, increasing knowledge, and a notion of what they are looking for. When an individual faces a mystery, however, they might only be able to stare in wonder and puzzlement, not knowing what an explanation would even look like. Many theories have been projected over the years to explain the developmental adjustments that individuals experience over the path of their lives. These theories vary in the beliefs of human nature they embrace and in what they consider to be the essential causes and means of human inspiration and behavior. Cognitive psychology has had many stemmed milestones and has become one of the major schools of thought within psychology which examines internal mental processes such as problem solving, memory, and language, studying how people think, perceive, remember, learn, then behave. Key Milestones In the late 19th century many psychologists became more and more fascinated in cognition. After following earlier behaviorists and their theories, such as Jean Piaget in the early 19th century with his interest in child thought, B. F. Skinner in the mid 19th century with his language and operant conditioning, or even Noam Chomsky who disputed B. F. Skinner’s theory a few years after. What substituted these behaviorists’ theories after many uncertainties of proficiency was what is called cognitive psychology today. The fascination with cognition began to expand and cognition became an extreme inspiration within psychology being called the cognitive revolution then appointed the name of cognitive psychology. Rather than told to interpret their experience participants are nowadays asked to describe the contents of focal attention. Their reports are not used as a direct description of cognitive processes, but rather treated as any other behavioral data. In a set of recent experiments motivated partly by these considerations, Daniel Hart and colleagues found that although children tended to appeal to their physical features in standard free-recall tasks about the self, the same children regard their psychological characteristics as most important to their self. Hart and colleagues used philosophically-inspired thought experiments on personal identity to explore this. In one condition, the child is shown a model of a person machine and is told the following: This is a person machine. What the machine does is make persons. The person behind this door gets an exact copy of your body and looks exactly like you. But this person does not have your thoughts and feelings. The person behind this door has an exact copy of your thoughts and feelings, but this person does not have your body or look like you. The subject was then asked which of these two persons is closest to being you. Is it the one with your body and appearance, or the one with your thoughts and feelings? The researchers compared childrens responses to the person machine task with their responses to standard free-recall tasks, and found that in the free recall tasks, the children mentioned physical characteristics most often, but in the person machine task, they regarded their psychological qualities as most important for the self. Hart and colleagues describe the results as follows: When asked to judge which set of characteristics was most important for establishing similarity between the self and a hypothetical person, the 7-year-olds in this study most frequently claimed that it is their psychological features; indeed, over half of the children claimed that the psychological characteristics are superior for preserving personal identity for all the hypothetical transformations posed in this study. Philosophers will no doubt notice that this isnt really a question about personal identity, since it is explicitly about similarity between simultaneously existing persons. However, many children would be upset by imagining that they are dismantled shortly after stepping into the person machine, and ethics review boards would be unlikely to approve such a study should a sadistic experimenter propose it. At any rate, as Hart and colleagues intimate, the person machine task is likely more revealing than free-recall tasks for uncovering the childs theory of the core features of the self. Hart and colleagues developed their task explicitly in the context of Theory of Mind research. The Theory of Mind is plausibly implicated in the person machine task, since the task requires the subject to judge the importance of psychological properties for similarity across various individuals. The findings on the person machine task begin to tell us a bit about the Theory of Minds. They suggest that on the concept of self delivered by the Theory of Mind, the most important features of the self are ones psychological properties. Presumably, children dont have this understanding of self until they have a Theory of Mind. Hence, at least for this concept of self, Wellman is right. Everyday, theory of mind provides the infrastructure for self-conception. The strength of method for Introspection is that it helps psychologists propose theories about what is happening inside a subjects head on the basis of the subjects external behavior. Clearly, there is no way to know for certain what is actually going on inside. What is important is that the theory be accurate in predicting a subjects action under a certain condition. For instance, where two study techniques are being compared, a good theory would predict which technique will result in a subjects learning more items. The theories to be presented here are the best available understanding human cognitive functioning, and we desire to make use of this body of knowledge for practical applications. Specifically, we desire to investigate the fundamental question of how to look. What is the role of the eye in actively looking at a character? Eye movements are intimately related to perception, visual memory, and pattern recognition. Eye movements play an essential role in vision. In particular, eye movements are controlled by cognitive models already present in the brain. The weakness of this method is that we are still somewhat left with the following questions in reference to introspection. How is information recognized? How are perceptual patterns perceived? The cognitive process in the human being may be regarded as an information-processing process which may be analyzed into a sequence of ordered steps. Fundamental topics of importance are: (a) How is information perceived? (b) How are concepts formed? , and (c) How does human memory work? Specifically, we want to know, How can we make the information contained in a Chinese character easy to use? By that we mean easy to understand as well as easy to remember. The human mind processes information in a sequence of steps, namely: the external stimuli flow into the very short-term memory (VSTM), through the short-term memory (STM), and long-term memory (LTM), and back out again. In terms of information processing, understanding means processing by the STM. This makes information easy to understand by means of enabling the STM to create large chunks of information quickly and accurately. Remembering means retrieving information from the LTM, in which is stored the abstracted and condensed form of what was received by the STM. During recall, the mind re-generates words and images from the condensed data stored. Thus, understanding is primarily determined by the organization of knowledge, while remembering primarily by the contents.

Destructive Leadership in HRM

Destructive Leadership in HRM Critical Learning Points The article by Birgit Schyns and Jan Schilling (2012) offers an analysis of the phenomenon of destructive leadership along with its possible consequences. The following points from the article appear to be important to me.Advertising We will write a custom critical writing sample on Destructive Leadership in HRM specifically for you for only $16.05 $11/page Learn More Destructive leadership is described as a process in which over a longer period of time the activities, experiences and/or relationships of an individual or the members of a group are repeatedly influenced by their supervisor in a way that is perceived as hostile and/or obstructive (Schyns Schilling, 2013, p. 4). The consequences may include resistance and deviant work behavior, decrease in job satisfaction and commitment, job tension, and reduced employee wellbeing (stress, emotional exhaustion). The authors also included some suggestion regarding the reasons for destr uctive leadership. They reflected that it may be a result of ineffective leadership that has led the followers to question the leaders position. The authors admit that the actions believed to be destructive can help to regain the leadership position in the short run; however, the damage to the leaders image and followers trust is bound to render this strategy ineffective sooner or later. While the negative impact of destructive relationships appears to be apparent, it is important to receive scientific data supporting this point. Apart from that, in my opinion other issues need to be discussed in this respect.  The idea of destructive leadership being an oxymoron caught my eye. The authors explain why the influence that a leader has on followers can be called leadership regardless of its effects, and I agree that this power can be used for negative purposes. However, it appears as important that the destructive leadership does not have to be intentional. In this respect, the issue of perception seems to be important. It appears to be necessary to take into account and assess the way followers perceive a leaders actions. Elsewise, the leader is in danger of using destructive leadership without fully realizing it. Apart from that, I do not believe that the consequences and the actual impact of any kind of negative behavior are necessary for defining destructive leadership. In case the actions of a leader have the potential of becoming destructive, they need to be rectified.Advertising Looking for critical writing on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Applying the Insights to the Future Career Taking into account all the possible adverse outcomes of destructive leadership, I would intend to avoid abusing my power over the employees. Apart from that, I attempt to take into account the fact that it is not strictly the behavior of the leader, but its perception in the eyes of the followers that has practical influence. I know that I need to be sensitive to my followers perception of my actions, which can be achieved through developing my social and emotional skills. Apart from that, I believe that a trust- and respect-based relationship with employees can facilitate the process of opinion exchange among us. In this case, the problem of the difference in perception can be solved. Thought-Provoking Questions The problem of perception differences appears to be very significant to me. I have expressed my suggestions regarding it; I wonder if my peers could brainstorm this issue with me to arrive at a more consistent conclusion. The authors point out that the destructive leadership can be found on individual and group levels (Schyns Schilling, 2012, p. 4). However, would not an individual-level destructive leadership be destructive on a group level? I would suggest regarding the issues of the leader being a model of negative behavior in this case. Reference Sc hyns, B., Schilling, J. (2012). How Bad Are the Effects of Bad Leaders? A Meta-Analysis of Destructive Leadership and Its Outcomes. The Leadership Quarterly, 24(1), 138-158. doi:10.1016/j.leaqua.2012.09.001

Definition and Examples of Language Contact

Definition and Examples of Language Contact Definition Language contact is the social and linguistic phenomenon by which speakers of different languages (or different dialects of the same language) interact with one another, leading to a transfer of linguistic features. Language contact is a major factor in language change, notes Stephan Gramley. Contact with other languages and other dialectal varieties of one language is a source of alternative pronunciations, grammatical structures, and vocabulary (The History of English: An Introduction, 2012). Prolonged language contact generally leads to bilingualism or multilingualism. Uriel Weinreich (Languages in Contact, 1953) and Einar  Haugen (The Norwegian Language in America, 1953) are  commonly regarded as the pioneers of language-contact studies. A particularly influential later study is  Language Contact, Creolization, and Genetic Linguistics by  Sarah Grey Thomason  and  Terrence Kaufman (University of California Press, 1988). Examples and Observations [W]hat counts as language contact? The mere juxtaposition of two speakers of different languages, or two texts in different languages, is too trivial to count: unless the speakers or the texts interact in some way, there can be no transfer of linguistic features in either direction. Only when there is some interaction does the possibility of a contact explanation for synchronic variation or diachronic change arise. Throughout human history, most language contacts have been face to face, and most often the people involved have a nontrivial degree of fluency in both languages. There are other possibilities, especially in the modern world with novel means of worldwide travel and mass communication: many contacts now occur through written language only. . . . [L]anguage contact is the norm, not the exception. We would have a right to be astonished if we found any language whose speakers had successfully avoided contacts with all other languages for periods longer than one or two hundred years. (Sarah Thomason, Contact Explanations in Linguistics.  The Handbook of Language Contact, ed. by  Raymond Hickey. Wiley-Blackwell, 2013) Minimally, in order to have something that we would recognize as language contact, people must learn at least some part of two or more distinct linguistic codes. And, in practice, language contact is really only acknowledged when one code becomes more similar to another code as a result of that interaction. (Danny Law,  Language Contact, Inherited Similarity and Social Difference. John Benjamins, 2014)   Different Types of Language-Contact Situations Language contact is not, of course, a homogeneous phenomenon. Contact may occur between languages which are genetically related or unrelated, speakers may have similar or vastly different social structures, and patterns of multilingualism may also vary greatly. In some cases the entire community speaks more than one variety, while in other cases only a subset of the population is multilingual. Lingualism and lectalism may vary by age, by ethnicity, by gender, by social class, by education level, or by one or more of a number of other factors. In some communities there are few constraints on the situations in which more than one language can be used, while in others there is heavy diglossia, and each language is confined to a particular type of social interaction. . . .   While there a great number of different language contact situations, a few come up frequently in areas where linguists do fieldwork. One is dialect contact, for example between standard varieties of a language and regional varieties (e.g., in France or the Arab world). . . . A further type of language contact involves exogamous communities where more than one language might be used within the community because its members come from different areas. . . .The converse of such communities where exogamy leads to multilingualism is an endoterogenous community which maintains its own language for the purpose of excluding outsiders. . . . Finally, fieldworkers particularly often work in endangered language communities where language shift is in progress.   (Claire Bowern, Fieldwork in Contact Situations.  The Handbook of Language Contact, ed. by  Raymond Hickey. Wiley-Blackwell, 2013)   The Study of Language Contact - Manifestations of language contact are  found in a great variety of domains, including language acquisition, language processing and production, conversation and discourse, social functions of language and language policy, typology and language change, and more. . . . [T]he study of language contact is of value toward an understanding of the inner functions and the inner structure of grammar and the language faculty itself. (Yaron Matras, Language Contact. Cambridge University Press, 2009) - A very naive view of language contact would probably hold that speakers take bundles of formal and functional properties, semiotic signs so to speak, from the relevant contact language and insert them into their own language. To be sure, this view is much too simplistic and not seriously maintained any longer. A probably more realistic view held in language contact research is that whatever kind of material is transferred in a situation of language contact, this material necessarily experiences some sort of modification through contact. (Peter Siemund, Language Contact: Constraints and Common Paths of Contact-Induced Language Change.  Language Contact and Contact Languages, ed. by  Peter Siemund and Noemi Kintana. John Benjamins, 2008) Language Contact and Grammatical Change [T]he transfer of grammatical meanings and structures across languages is regular, and . . . it is shaped by universal processes of grammatical change. Using data from a wide range of languages we . . . argue that this transfer is essentially in accordance with principles of grammaticalization, and that these principles are the same irrespective of whether or not language contact is involved, and of whether it concerns unilateral or multilateral transfer.. . . [W]hen embarking on the work leading to this book we were assuming that grammatical change taking place as a result of language contact is fundamentally different from purely language-internal change. With regard to replication, which is the central theme of the present work, this assumption turned out to be unfounded: there is no decisive difference between the two. Language contact can and frequently does trigger or influence the development of grammar in a number of ways; overall, however, the same kind of processes and directionality can be observed in both. Still, there is reason to assume that language contact in general and grammatical replication in particular may accelerate grammatical change . . .. (Bernd Heine and Tania Kuteva,  Language Contact and Grammatical Change. Cambridge University Press, 2005) Old English and Old Norse Contact-induced grammaticalization is part of contact-induced grammatical change,and in the literature of the latter it has been repeatedly pointed out that language contact often brings about loss of grammatical categories. A frequent example given as illustration of this kind of situation involves Old English and Old Norse, whereby Old Norse was brought to the British Isles through the heavy settlement of Danish  Vikings in the Danelaw area during the 9th to 11th centuries. The result of this language contact is reflected in the linguistic system of Middle English, one of the characteristics of which is the absence of grammatical gender. In this particular language contact situation, there seems to have been an additional factor leading to the loss, namely, the genetic closeness andaccordinglythe urge to diminish the functional overload of speakers bilingual in Old English and Old Norse.   Thus a functional overload explanation  seems to be a plausible way to account for what we observe in Middle English, that is, after Old English and Old Norse had come into contact: gender assignment often diverged in Old English and Old Norse, which would have readily led to the elimination of it in order to avoid confusion and to lessen the strain of learning the other contrastive system. (Tania Kuteva and  Bernd Heine, An Integrative Model of Grammaticalization.   Grammatical Replication and Borrowability in Language Contact, ed. by  Bjà ¶rn Wiemer, Bernhard Wlchli, and Bjà ¶rn Hansen. Walter de Gruyter, 2012) Also  See AccommodationBorrowingContact LanguageHistorical LinguisticsKoineizationLanguage ChangeSociolinguistics

Schools Need Dress Codes Essay Example | Topics and Well Written Essays - 1250 words

Schools Need Dress Codes - Essay Example Then why cannot one opt the issue of uniforms in schools. In most of the countries it have been identified that there is no need of uniforms. Students are attending college in casual dress such as Canada. This is unethical, for instance if we are working in a particular organization each individual is asked to do formal dressing. This sense of equal dressing should be created in children’s from the very beginning, starting from schools, were each child is same in the eye of teacher. But one must consider the other perspective also, i.e. the children’s, what they feel when they see the other child in a good dress as compared to themselves. This may create a sense of demotivation in children’s as well as parents. For instance, a child with good financial background will wear luxuries clothes as compared to the child with low income group. This will create a gap in child’s mind and the former will force parents to get good clothes. This will affect income and expenditure pattern of the family. Therefore to control this situation it is imperative to have dress codes in schools to promote equality among children’s (Ann Svensen, 2000). Training Uniforms are required to train the students for future. In some of the jobs, mostly Asian countries employees are required to wear a uniform. If a child is not made to wear uniform in school, then he will not be able to wear that even later in life, because we human being perform in a way and principles learned in schools. Educational institution is the place which makes a child disciplined. Students can be trained by for future if they are required to wear uniforms. Most of the jobs specification requires servile attitude in people and a student wearing a uniform throughout his academic life is accustomed of having a servile attitude, which will help the child in future. In contrast, children are who are made to wear casual dresses in schools lack this form of attitude which is a main drawba ck. So, it can be said that uniforms in schools can lead to future success of children’s (Alleyene Sylvan, 2009). Equity This focuses on the fact that there exists a problem of rich and poor children’s due to the lack of uniforms in school. This factor is very important in a child’s life. If it is avoided, may ruin the entire life of children. This statement verifies the utmost importance of uniforms in schools. The equity arguments are mainly made by state schools who are more concerned for the future development of children’s. Presently, many private schools in Asia are focusing on this equity theory. School uniforms make students look alike and reduce the differences among them. Children’s mainly judge themselves from their physical appearances i.e. their clothes (David L Brunsma, 2004). Conflict Lack of uniforms may lead to conflict. As discussed earlier children’s judge themselves on the basis of their clothing, if they feel something i s less, more demands are made to the parents. In most cases, parent can’t afford to make their children wear luxuries clothes. This creates a sense of demotivation in a child. One gets frustrated. In result, there exist conflicts among children’s studying in same classes. It creates a sense of hatred among them. This can lead to increase in fights and democracy in an educational institution. It will not only harm children’s but as well as the school itself. Therefore, in order to solve these conflicts wearing uniforms should be

The malden court Essay Example | Topics and Well Written Essays - 750 words

The malden court - Essay Example There is also no restriction to the use of legal materials in the court house, thus an individual can trace the laws applicable in different cases from the legal materials, and then observe how they are being interpreted by the judges and how they are applied in determining different types of cases presented to the court. The advantage associated with this aspect is that; a learner is able to participate in the court process fully, since they can easily trace the laws the laws that the judges, the defense and the prosecutors are applying in the cases before the court, and thus help the learner from being disoriented. It is through tracing the laws applicable in a case and seeing how such laws are interpreted and applied, that a learner is able to fully understand them. Thus, this is one of the major strength associated with The Malden District court, since it serves to indicate the transparency of the judicial system applicable here. The act of the court to allow the attendance of th e court proceedings by any interested party is a major step towards enhancing judicial transparency, since it indicates that the court is being honest in its dealings and it invites any interested party to evaluate its performance regarding its processes. While allowing the public or any interested parties an opportunity to learn the law through the court process, it also allows for the opportunity for scrutiny and evaluation of performance by the interested parties, raising the bar of The Malden court regarding the concept of transparency. However, the major weakness associated with The Malden District court, or at least with one of the case that I attended during my visit to the court is that; the judge did not give explanations regarding the case she was handling. The judge just read out the ruling of the court, gave out the verdict and the type of punishment that the defendant was to face, without clearly giving the judicial reasoning and the laws applicable in determining the c ase. Despite the fact that the other case that I heard attended, which was presided by a different judge, was characterized by the explanation of the judicial ruling, citing the laws applicable and the reason for which the defendant was to be sentenced accordingly, this particular case was handled differently. The judge just gave some files to the defense team, then read out the ruling and the punishment, and then adjourned the court, with a brief explanation that the reasons for the verdict given in the case were already supplied to the defense team. With that, the judge was through with the case. That did not work very well for the individuals who attended the court with a desire to learn something. This is because; they could not understand what laws were applied in the case, how they were interpreted and how they suited into the circumstances and context of the case, to warrant the judgment that the judge gave. The other aspect of the weaknesses that was noticeable in this case is that; the judge was too fast while announcing out the crimes and the punishment, while also using a light tone that was too low, which made it difficult for the individuals attending the court to understand everything that judge was saying. Thus, the weakness of The Malden District court, as displayed in this particular c

The Effects of the Boundaryless Career on Individuals, Organisations Essay

The Effects of the Boundaryless Career on Individuals, Organisations and Society - Essay Example The paper tells that a boundaryless career can be defined in its simplest term as a career that crosses multiple boundaries in a non- linear manner or can also refer to career opportunities that extend beyond the boundary of a single employer. This is the direction that most careers in the 21st century have assumed. Globalization and technological advancement have been implicated in transforming the traditional career which assumed the organizational approach to boundaryless approach which entails movement across many employers and defiance of the traditional organizational assumptions that advocated for career advancement and hierarchy. Through intense training and skill development, individuals have been able to increase their productivity through job specialization that is doing what you know best while trying to diversify in order to remain relevant in the job market. It has also increased the social capital of individuals in the workplace. This refers to personal networks one ha s. Individuals have been working hard to increase these networks so as to increase their job security and stability. Boundaryless career also has its share of demerits on individuals. Some of the negative effects it has had on individuals are increased susceptibility to job insecurity or diminished sense of job security. This type of career lacks elements of job security and stability and this is evident because of its unstable nature and the ever-present mobile status. It also lacks steady increase in the level of income like the traditional organizational career. This is mostly contractual and so most of the time income stays constant. It also lacks status derived from positions.

Education Budget Cuts And Its Negative Impact Essay

Education Budget Cuts And Its Negative Impact - Essay Example Secondly, it is for students, the budget is used to provide financial aid or scholarships to students from low-income families. As the United States owes a large amount of debt, a consequence caused by the global financial crisis, which began in 2008, the current economic situation has led to education budgets being cut by state and local governments. Even though, there is a strong reasoning behind this decision, budget cuts negatively impact society in a number of different ways. Some of these include; denying students access to higher education, reducing the quality of education in offer, lowering the number of skilled workers available for the workforce, and keeping low-income families trapped in poverty. A reduction in the education budget is harming the U.S. educational system by not letting tomorrow’s leaders grow in knowledge. First, the reduction of education budget causes schools to offer less class. According to the Pasadena City College (PCC) admission office, as of fall 2010, there were 32,000 credit students and 8,000 noncredit students studying at the community college (Kleinbaum 1). The college had many complaints from students that, they could not register for future semesters because, either the classes were full or they were cancelled due to budget cuts, in order for the school to pay general expenditures. In fact, I became a â€Å"victim† student at PCC after a budget cut to education in association with my registration experience. Being an international student, I always pay the highest amount of tuition fee in comparison to the local students, and I have to maintain above 12 units for every semester. However, even though I paid almost $8000 for every school year, I still did not get any priorities to register classes I wanted in the first two years. Since school, did not provide many alternative classes, a lot of my primary choices were either closed or were

Six feet project 2 Assignment Example | Topics and Well Written Essays - 750 words

Six feet project 2 - Assignment Example The disputes aren’t explained as indication that they could be minor. She only highlights natural urban calamities such as noise and insecurity, as the possible reasons of the immigration; â€Å"we have no burglar bars, no guns† (1320). By the virtue that Nadine does not mention any permit requirements for this migration, the whites are represented as having a bit of freedom. The blacks are the victims of oppression and are highly maltreated. Petrus’ family is displayed as generally poor, he works in a farm, his brother; the illegal immigrant is unemployed and his father feels better off by inheriting an old suit. Moreover, unlike the whites, they ought to acquire a permit to move, regardless of the reason behind. The author uses the white farmer’s humility to her workers to portray the authority’s callousness. Lerice, takes care of his workers children (1320), she presses her husband to impress Petrus despite having illegally accommodated his brother (1324); hence making him look stupid in the eyes of the soldiers. The conclusion does not show any fairness, since Petrus, lost his money, does not his body back but at least his father gets a white man’s suit portraying some equality. Apartheid is a cruel system that puts blacks in an oppressed position, both the kind whites and the blacks are aware of this but the authority has to maintain the system to protect the minority whites. Charter, the narrator is no different from other whites, thinking that he has better management but views the blacks as poor and non-human. He despises their effort and unity to retrieve their brother’s dead body: upon receiving the  £20 contribution he says â€Å"I took it in irritation†¦, useless sacrifice by people so poor† Effects of racism killed Petrus’ brother. After death, the Apartheid system does not sympathize with the family. His body is buried without family involvement and later the authorities play fraud; take the

Film review Essay Example | Topics and Well Written Essays - 750 words - 1

Film review - Essay Example Mean Streets illustrates the hierarchies in the criminal underworld and the disparities and want that afflict crime agents at the lower cadre of the shadowy organizations. The film follows through the lives and fate of two main characters, Charlie and Johny boy who endure the torments and challenges of the criminal world in their respective ways. One of the characters, Charlie aspires to re-establish connections with his moral and spiritual self while the other appears destined for self-destruction as a matter of individual weaknesses. The choice and performance of characters in this film add to the quality and authenticity of the film as each one of them portrays the natural qualities that are expected of criminal actors. In sum, the actions and attitudes of the characters are nearly in perfect consistency with their assigned roles. Most precisely, the characters of Johny boy and Charlie are brought out in perfect harmony with the reality of criminal agents. The two characters fit well into their roles without the mismatch of maintaining the balance of action and character. The disintegration and dehumanization of Johny boy is captured in grim details that illustrate the affliction and erosion of personality as the individual gets sucked deeper in the vaults of criminality. On the other hand, the character of Charlie is used as a foil to reflect on the evident descent of Johny boy into an ignoble human that is incapable of sustaining any meaningful engagement even with his most trusted ally, Charlie (Scorsese). Charlie’s situation is used to direct the viewer to the often-ignored facts of the criminal world. From his character, we learn that not all players in the criminal world are unrepentant and rigid. Criminality is brought out as any other social condition that could suck any person within the society through temptation or peer pressure. For instance,

Six feet project 2 Assignment Example | Topics and Well Written Essays - 750 words

Six feet project 2 - Assignment Example The disputes aren’t explained as indication that they could be minor. She only highlights natural urban calamities such as noise and insecurity, as the possible reasons of the immigration; â€Å"we have no burglar bars, no guns† (1320). By the virtue that Nadine does not mention any permit requirements for this migration, the whites are represented as having a bit of freedom. The blacks are the victims of oppression and are highly maltreated. Petrus’ family is displayed as generally poor, he works in a farm, his brother; the illegal immigrant is unemployed and his father feels better off by inheriting an old suit. Moreover, unlike the whites, they ought to acquire a permit to move, regardless of the reason behind. The author uses the white farmer’s humility to her workers to portray the authority’s callousness. Lerice, takes care of his workers children (1320), she presses her husband to impress Petrus despite having illegally accommodated his brother (1324); hence making him look stupid in the eyes of the soldiers. The conclusion does not show any fairness, since Petrus, lost his money, does not his body back but at least his father gets a white man’s suit portraying some equality. Apartheid is a cruel system that puts blacks in an oppressed position, both the kind whites and the blacks are aware of this but the authority has to maintain the system to protect the minority whites. Charter, the narrator is no different from other whites, thinking that he has better management but views the blacks as poor and non-human. He despises their effort and unity to retrieve their brother’s dead body: upon receiving the  £20 contribution he says â€Å"I took it in irritation†¦, useless sacrifice by people so poor† Effects of racism killed Petrus’ brother. After death, the Apartheid system does not sympathize with the family. His body is buried without family involvement and later the authorities play fraud; take the

Ulcerative colitis Essay Example | Topics and Well Written Essays - 3250 words

Ulcerative colitis - Essay Example 2006). This paper will be divided into two main categories, whereby the first category will outline the characteristics and nature of Ulcerative Colitis. There will be a thorough discussion of what the disease is and what it is not in terms of its similarities and differences to Crohn's disease, as well as according to its prognosis. The second category will highlight the skills of a nurse necessary in managing patients affected by this disorder. In such, there will be a clear definition of the management and care that is justified with rationale and scientific explanation. The second category will also address the case study present. It is the intent of this paper to establish a complete understanding of the disease as well as the medical management aspect that is vital to the kind of care provided to patients. More than 500,000 Americans suffer each year from ulcerative colitis, Like Crohn's disease; it can be painful and debilitating and sometimes lead to life-threatening complications. This is according to the Mayo Clinic. Thus the case at hand presents Claire O'Brien, a 32 years old female admitted for possible bowel obstruction and passing of watery stools with bright red blood every 2 to hours. Initial diagnosis purports ulcerative colitis thus prompting the patient for immediate surgery, undergoing colon resection and formation of the colostomy. She is wheeled in to the ward under my care with an Intravenous Line, and has been ordered for a nasogastric tube insertion. Thus a question is raised at this point, what then is Ulcerative Colitis, and how does this disorder affect a person The answer lies in the discussion of the pathophysiology of this disease with emphasis to its etymology, symptoms and prognosis. Ulcerative Colitis is a non-specific inflammatory condition of the colon, a disease that begins often between the ages 20 and 25 years of age but may affect both young and old alike (Cotran, ET al.p776.1999). This tends to have flare-ups that later settles down again for variable amounts of time, yet it is possible to have a single attack. This disease usually begins in the rectum and spreads proximally, affecting primarily the mucosal layer, although it can extend into the lower submucosal layer. The length of proximal extension varies and may involve the rectum alone, thus called ulcerative proctitis, the rectum and sigmoid colon thus called proctosigmoiditis, or the entire colon otherwise known as pancolitis. The inflammatory process tends to be confluent and continuous instead of skipping areas, as it does in Crohn's disease. But unlike Crohn's disease that affects various sites in the gastrointestinal tract, Ulcerative Colitis is confined to the rectum and the colon. Both illnes ses though do have one strong feature in common. They are marked with an abnormal response by the body's immune system. The immune system is composed of various cells and proteins that protect the body from infection. With inflammatory bowel disease the immune system react inappropriately mistaking food, bacteria and other materials in the intestine for a foreign invading substance and thus

Importance of Language on Literacy Development of Deaf Child

Importance of Language on Literacy Development of Deaf Child A relationship between language and text needs to be established to become literate. What specific challenges may deaf children face in forming this relationship? How may such skills be developed in deaf children? As there is an increasing number of deaf children being identified and amplified at an earlier age and with the quality of this amplification improving, the expectation that these children develop at a similar rate academically to their hearing peers has become more explicit. Sadly, this is not always the case. In this essay, I will be focusing on the challenges deaf children face when obtaining literacy skills and how the relationship between language and text can be developed. Being literate is much more than the ability to decode print into words. Connie Mayer (2007) stated that Writing systems have evolved to encode spoken language, and even the one major system that has appeared to be an exception, Chinese, turns out to be a more complex case, based generally on spoken language morphology and phonology. This means that to become literate, an individual most first have access to the language that is being decoded, which for some deaf children is one of the first obstacles they will face in the development of their literacy skills. There is a vast amount of research available that discusses how childrens abilities to learn reading and writing is influenced by their early experiences in life. Goberis et al. (2012) investigated the complex language of hearing, hard of hearing and deaf children using a pragmatics check list. They discovered that a hearing child acquires the ability to use complex language, including basic syntax and age appropriate vocabulary in socially appropriate situations between the age of 3 and 4 years old. Sadly deaf and hard of hearing children acquired these skills much later in life, even when strategies had been put in place and these then cause challenges in writing and abstract conversational dialogue. Swanwick and Watson (2007) looked at how book sharing can positively impact a deaf childs literacy and language development and noted that both oral and signed parents created a shared interaction that allowed for sharing meaning and attention between parent and child in a physical setting that allowed for closeness. When parents are using BSL to share stories, the child is often placed opposite the adult to ensure they can see the signs, where hearing and oral story tellers usually sit adjacent to one another, which allows for a better listening position. Swanwick and Watson observed that parents using oral English tended to stick to the written story and explored the vocabulary and sounds through turn taking and interacting, where the parents using BSL did not always follow the text and retold the story using their own signs without using voice or lip patterns. Their focus was to share the actual story rather than sharing the written text and the parents were ensuring children unde rstood the story cognitively by asking the children to repeat the signs used. Parents who used oral English emphasised the actual written text and thus focussed on the active listening skills of the child, which means the focus was on the literacy and language skills, instead of the story. This study shows that the parents of these children had a view and approach towards their childs literacy development but were not always focussing on all aspects when sharing a text. However, it is important to note that the parents involved in this study were all very involved in their childs early literacy development and results might have been different if the participants came from a background where oral retelling took priority over sharing written text or households where parents do not recognise the potential value of childrens picture books. As a teacher of the deaf, it is crucial to support and encourage parents to discuss a range of linguistic skills including pragmatics, syntax, graph ophonical knowledge and semantics but most importantly to encourage a love of reading by repeating favourite books, which Sulzby (1993) stated builds a rich vocabulary and by singing nursery rhymes and clapping games with repeated patterns to further develop early language skills or to attend reading and story activity groups at a local library or play group. There is plenty of research that shows that shared reading or interactive story book reading has a huge impact on childrens early literacy development and show the benefits of these social interactions around stories and text, allowing the child to understand that text and language are connected. (Yaden, Smolkin, Conlon, 1989) Frequent and effective shared reading during the first 6 years of a childs life aids the development of vocabulary, labelling, and oral and written abilties. Crain-Thorensen, Dahlin and Powell (2001) also proved that parents and caregivers use more complex language when book sharing and thus children get the opportunity to be exposed to new vocabulary which they might not encounter in their day to day life. Justice et al. (2005) conducted a study regarding parents sharing books with hearing and deaf children and concluded that storybooks can provide a wealth of new vocabulary for children. She noted that deaf children responded less to implicit questions than hearing children and showed that parental scaffolding was a key element in word recall for deaf children, where joint attention was more important for hearing children. This shows that the parents of deaf children had to ensure they were building on their childrens prior knowledge to ensure they understood the language and vocabulary in the story told. She concluded that shared reading, retelling and discussing stories are paramount for early reading development. When sharing a book, the opportunity should be used to take turns discussing vocabulary, events and characters in the book and ensuring that both explicit and implicit questions are asked, suitable to the childs current abilities. The First Steps Viewing Map of Development shows that literacy acquisition is a linear process that develops a childs use of texts, understanding of the context, understanding of conventions and development of the use of a range of strategies to extract meaning from print. Williams (2004) mentions that deaf children progress at a similar level as hearing children in their development of early reading and writing, however several cases studies, such as Traxler (2000) and Marschark, Lang Alertini (2002) showed that a high percentage of deaf children graduated with a considerably lower literacy ability than their hearing peer, suggesting that their learning trajectories later changed drastically. One must consider, though, that recent advances in audiological equipment and management might show different results in more recent longitudal studies. Reading requires a combination of several complex skills. Adams (2001) stated that to learn to read one must be have a context processor to be able to interpret the text, a semantic processor to understand the meaning of words, an orthographic processor to be able to recognise and identify the letters and spellings and a phonological processor to identify the speech sounds, which requires adequate audiological amplification or access to other abilities such as cued speech. When it comes to emergent reading, one of the first skills a child must master is recognizing the letters of the alphabets and knowing that these letters are linked to 44 sounds in the English language, which then in turn can be put together to form words. Hearing children and those with early adequate amplification will begin to recognize certain letters and sounds in their own names and some keywords they might have been taught through rhymes or songs. To aid this early process, the child should be encouraged to say the phonemes in the word and then repeat them to see if they can hear which word it makes. It sometimes helps if the adult repeats the sounds so the child can focus on hearing the word. Another strategy is finding familiar letter patterns in words to aid with blending, such as cat, pat, mat, sat. This could also be turned into a little game where the initial sound is changed to see how many real and nonsense words can be made. Kyle and Harris (2011) noted that hard of hearing and deaf children cannot hear all these sounds, despite using audiological equipment and thus other strategies are needed to support them. Visual phonics is one of the strategies that can be used to help deaf and hard of hearing children to learn phonics by combining handcues and written symbols to aid phonetic awareness and decoding skills. Shared reading has also been shown to aid the development of phonological awareness in both hearing and deaf children, especially where parents take the time to point out sounds children are familiar with and getting them to recall and blend familiar sound patterns. Once the initial recognition of print and understanding of the alphabet and their related sounds has been formed, the child should, through frequent exposure to written words in signs, shared books, labels, etc,. be able to recall an increasing number of high frequency words and words that can be blended phonologically. The focus of reading activities then shift towards understanding that text carries meaning, rather than simply reading word for word. Reading books for the children at this skill level generally have smaller print and more complex sentence structures and fewer illustrations. Kyle and Harris (2010) conducted a longitudal study to investigate reading and spelling abilities of emergent deaf children. They found out that at first, deaf children applied a whole word strategy to reading, however after 2 years of learning they were using a more alphabetic reading strategy based on phonological representations derived from speech reading skills. However, hearing children applied this alphabetic ability based on speechreading from the first year of reading, hence different reading strategies were applied by hearing and deaf children. This made them conclude that If the information derived through speechreading is incorporated into underlying phonological representations, which in turn are used to support the phonological judgments required to complete phonological awareness tasks, then it is plausible that speechreading could be a strong initial predictor of reading in both deaf and hearing. In addition, for the deaf children, speechreading could essentially act as a marker or proxy for the quality of the underlying phonological representations (Kyle and Harris, 2010, p.14) Unfortunately, the deaf and hearing children in this study were picked by their class teachers and thus their reading abilities were not always as closely matched as initially intended. In a study by Bouton et al. (2011) it was discovered that children with cochlear implants greatly benefited from learning cued speech. Cued speech shows a hearing child hand movements near the mouth to clarify lip and mouth movements so they can have a visual aid to better grasp lip reading. Bourton et al. found that cued speech improved the CI childrens performance in reading tasks and phonetical awareness, compared to CI children who had not been exposed to cued speech. Additional research into the link between cued speech and phonetical awareness, spelling and reading abilities is required, however it does show that offering a CI child additional support through cued speech can have a positive impact on their language and literacy development. Once children have mastered the word attack skills they are then faced by longer and more complex texts which require a greater understanding of the world and fewer illustrations as prompts. At this stage, young readers will need to comprehend a huge variety of phrases and clauses to understand the meaning of the text and recognising that text can come in a variety of different genres and serve different purposes. To support deaf childrens understanding, it is important that as a teacher of the deaf, a variety of strategies are offered to ensure the child fully understand the texts they are working with. These strategies include giving the child the opportunity to retell the story in his/her own words, sequencing key elements of the text, discussing characters and settings and ensuring the child understand the vocabulary by clarifying and offering synonyms or visual representations. The child should be given the opportunity to ask and answer questions and to predict what might happen next. Another strategy is linking the key elements of the story with their own personal experiences or other stories familiar to the child, to allow the child to expand and comment on what has been read. Once the child becomes a fluent reader, the focus shifts from being able to read to understanding the text and utilising it for further personal development. With this also comes the realisation that reading have a multitude of functions, such as reading for pleasure, deriving information, receiving instructions and interacting with a multitude of devices and multimedia platforms. Sadly, the transition from emergent to fluent reader does not always happen as smoothly as desired for deaf children. Geers and Hayes (2011) conducted a study with early implanted deaf adolescents to see if they managed to keep their academic trajectory in literacy skills at a consistent level with their hearing peers and to investigate to what degree the childs phonological skills and family characteristics influenced their literacy development. Geers and Hayes discovered that early implanted children who were classed as age related in their phonological awareness in preschool, managed to make age appropri ate progress compared to their hearing peers as adolescents with good audiological management and family support, however they did not perform as well on spelling and expository writing and they discovered that the development of phonological awareness is crucial to literacy success. Due to an increasing number of children being implanted prior to 12 months of age thanks to the Infant Screening Programme, it would be interesting to repeat this study with a cohort that was implanted sooner in life. Being literate does not simply comprise of being able to read print. Reading and writing have often been said to go hand in hand and develop linearly. Mayer (2010) noted that there has been considerably little research in the implications of deafness on writing development and most of the research that has been published focusses primarily on spelling rather than writing composition. It is clear that children learn that writing carries meaning and that it is a useful tool for communication. There is debate about the multitude of strategies available for teaching reading and writing, for example phonological approaches or visual orthographic strategies. Simply learning how to spell words is not sufficient to become literate. The English language has a complex system of syntax and grammar. Cormier et al (2012) investigated the impact of age of acquisition of a signed language on grammatical abilities in deaf children. He noted that successfully acquiring a language, signed or oral, is crucial to developing grammatical awareness of that language and successfully acquiring a second language, i.e. BSL or English depending on L1. Grosjean (2001) also commented that bilingual education is a deaf childs best chance of acquiring good literacy skills in both signed and written/spoken languages, however it is important to note that it is the parents right to choose the preferred communication method for their child. Miller (2005) also found that elementary children were able to find meaning in sentences by using the meaning of the actual words in these sentences but lacked the ability to process syntactic information. These studies show that a greater focus needs to be on the acquisition of grammatical awareness and syntax to ensure that deaf children get a greater understanding of the complex language structures in written texts. Further developing a childs spoken language will aid their abilities to produce more complex written sentences and therefor reduce the amount o f baked sentences, e.g. using the same sentence starters over and over again such as I like or I can. To ensure an adequate support programme is put in place for the deaf child, it is paramount that the teacher of the deaf thoroughly assesses the current reading and writing skills and language abilities, both receptive and expressive, of the child and has a good understanding of the support the child receives at home and in the class room. The childs specific characteristics, attitudes to learning, preferred learning styles and personal, social and emotional development and their strengths and weaknesses are all crucial in a whole child approach towards progress. The teacher of the deaf should work together with parents, schools and other agencies to ensure the best strategies are put in place for the child. Goberis et al. (2012) suggested that parents should target specific language skills at home using natural, day to day opportunities and the teachers should be given strategies to practise in the class room environment. It must be stressed that speech intelligibility does not give a clear picture of the childs actual language abilities and time should be spend finding out where the strengths and weaknesses lay, especially when it comes to pragmatic language skills, grammar and vocabulary. Some of the strategies to put in place to further develop language could be following instructions and then allowing the child the opportunity to give instructions too to further develop the childs theory of mind. The child should be encouraged to provide instructions that are clear and have sufficient information for the other person to follow. This coul d be scaffolded by adding picutres at first so the child can have a visual representation prior to building the sentences. Playing playground games or very easy board games are a great way to develop instructional language as a set of rules must be followed to be successful. The child could also be encouraged to explain the game to a peer with the help of an adult. Goberis et al. (2012) also states that it is important to encourage deaf children to answer why questions and ask them to consider options or discussing cause and effect of certain behaviours. They must also develop the recognition that other children might have a different point of view and talkinga bout other childrens likes and dislikes will allow them to further develop their pragmatic skills and allows them to develop their theory of mind. Categorization is also an important step in language development. Playing sorting games or guessing games can help the child build these categories in their minds. It is also impor tant for them to learn that not all statements are true and they must consider whether the information given to them is factual or not. References: Alvord, S ; Adams, W ; Barker, R ; Garner, B ; Rosengren, K ; Shaver, G, (2001), Relationship between WRAML and NEPSY subtest performance and reading acquisition in early elementary school children , Archives of Clinical Neuropsychology, Vol. 16(8), pp.773-787 [Peer Reviewed Journal] Bouton, S., Bertoncini, J., Serniclaes, W. and Cole, P. (2011) Reading and reading-related skills in children using Cochlear Implants: Prospects for the influence of cued speech, Journal of Deaf Studies and Deaf Education, Vol. 16(4), pp.458-473 [Peer Reviewed Journal] Cormier, K., Schembri, A., Vinson, D. and Orfanidou, E. (2012) First language acquisition differs from second language acquisition in prelingually deaf signers: Evidence from sensitivity to grammaticality judgement in British sign language, Cognition, Vol.124(1), p.50-65 [Peer Reviewed Journal] Crain-Thoreson, C., Dahlin, M.P. and Powell, T.A. (2001) Parent-child interaction in Three conversational contexts: Variations in style and strategy, New Directions for Child and Adolescent Development, 2001(92), p. 23. discussion 91-8 [Peer Reviewed Journal] Geers, A.E. and Hayes, H. (2011) Reading, writing, and Phonological processing skills of adolescents with 10 or more years of Cochlear implant experience, Ear and Hearing, Vol.32(1 Suppl), pp.49S-59S [Peer Reviewed Journal] Goberis, D., Beams, D., Dalpes, M., Abrisch, A., Baca, R. and Yoshinaga-Itano, C. (2012) The missing link in language development of deaf and hard of hearing children: Pragmatic language development, Seminars in Speech and Language, Vol.33(4), pp.297-309 [Peer Reviewed Journal] Grosjean, F. (2001) The right of the deaf child to grow up bilingual, Sign Language Studies, 1(2), pp.110-114. Justice, L.M., Meier, J. and Walpole, S. (2005) Learning new words from Storybooks, Language Speech and Hearing Services in Schools, Vol. 36, pp.17-32 Kyle, F.E. and Harris, M. (2011) Longitudinal patterns of emerging literacy in beginning deaf and hearing readers, Journal of Deaf Studies and Deaf Education, Vol. 16(3), pp. 289-304. Marschark, M., Lang, H., Albertini, J. (2002). Educating deaf students: From research to practice. New York: Oxford University Press Mayer, C. (2007) What really matters in the early literacy development of deaf children, Journal of Deaf Studies and Deaf Education, , Vol. 12, No. 4 (FALL 2007), pp. 411-431 Miller, P. (2005) Reading comprehension and its relation to the quality of functional hearing: Evidence from readers with different functional hearing abilities, American Annals of the Deaf, Vol. 150(3), pp. 305-323 Perfetti, C.A. (2000) Reading Optimally builds on spoken language: Implications for deaf readers, Journal of Deaf Studies and Deaf Education, Vol. 5(1), pp. 32-50 [Peer Reviewed Journal] Sulzby, E., Edwards, P. A. (1993). The role of parents in supporting literacy development. In B. Spodek O. N. Saracho (Eds.), Language and literacy in early childhood education (pp. 156-177). New York: Teachers College Press. Swanwick, R. and Watson, L. (2007) Parents sharing books with young deaf children in spoken English and in BSL: The common and diverse features of different language settings, Journal of Deaf Studies and Deaf Education, Vol. 12(3), pp. 385-405 [Peer Reviewed Journal] Traxler, C.B. (2000) The Stanford Achievement test, 9th edition: National Norming and performance standards for deaf and hard-of-hearing students, Journal of Deaf Studies and Deaf Education, 5(4), pp. 337-348 Williams, C. and Mayer, C. (2015) Writing in young deaf children, Review of Educational Research, Vol. 85(4), pp. 630-666 [Peer Reviewed Journal] Yaden, D.B., Smolkin, L.B. and Conlon, A. (1989) Preschoolers questions about pictures, print conventions, and story text during reading aloud at home, Reading Research Quarterly, 24(2), p. 188.

Audrey Hofstadter Summary: The Founding Fathers: The Age of Realism E

Audrey Hofstadter Summary: The Founding Fathers: The Age of Realism Summary of Section: I The reasoning behind the Constitution of the United States is presented as 'based upon the philosophy of Hobbes and the religion of Calvin. It assumes the natural state of mankind in a state of war, and that the carnal mind is at enmity with God.' Throughout, the struggle between democracy and tyranny is discussed as the Founding Fathers who envisioned the Constitution in Philadelphia in 1787 believed not in total democracy, but instead saw common man as selfish and contemptuous, and therefore in need of a 'a good political constitution to control him.' Being a largely propertied body, with the exception of William Few, who was the only one who could honestly be said to represent the majority yeoman farmer class, the highly privileged classes were fearful of granting man his due rights, as the belief that 'man was an unregenerate rebel who has to be controlled' reverberated. However, the Fathers were indeed ?intellectual heirs? of the seventeenth-century England republicanism with its opposition to arbitrary rule and faith in popular sovereignty. Thus, the paradoxical fears of the advance in democracy, and of a return to the extreme right emerged. The awareness that both military dictatorship and a return to monarchy were being seriously discussed in some quarters propelled the Constitutional framers such as John Jay to bring to attention. II Consistent to eighteenth-century ethos left the Constitution-makers with great faith in universals. They believed in an inexorable view of a self-interested man. Feeling that all me were naturally inclined to be bad they sought a compromising system of checks and balances for government. This was bolstered by the scientific work by Newton, ?in which metaphors sprang as naturally to mens minds as did biological metaphors in the Darwinian atmosphere of the late nineteenth century.? Therefore Madison and others thought to squelch the possibly dangerous majority by setting up a large number and variety of local interests, so that the people will ?be unable to concert and carry into effect their scheme of oppression.? And thus, chief powers went to the propertied. III Constitutional format was a series of ironical statements, as it stands in ?direct antithesis to American democratic f... ...anced. Governeur Morris understood that, ?Wealth tends to corrupt the mind and to nourish its love of power, and to stimulate it to oppression. History proves this to be the spirit of the opulent.? Therefore as seen with the second quote, Hofstadter is emphasizing the compromise in leaving a form of representative government as well as having a strong federal government in that ?its several constituent parts may, by their mutual relations, be the means of keeping each other in their proper places.? Therefore they saw it as in their form of a small direct democracy the unstable passions of the people would dominate law making; but a representative government, as Madison stated, would ?refine and enlarge the public views by passing them through the medium of a chosen body of citizens.? John Adams finally pointed out in Defence of the Constitution of Government of the United States that the split in assembly would stop the rich from ?plundering the poor, and vice versa,? wit h an impartial executive armed with the veto power. Thus, what radiates from such actions was the achievement of neutralization. Bibliography: Hofstadter, Richard. The American Political Tradition.

Vietnam: The Mixture of Protests and Politics Essay -- essays research

  Ã‚  Ã‚  Ã‚  Ã‚  The United States was unjustified in its involvement in the Vietnam War because, in my opinion, the U.S had little justification to sacrifice thousands of innocent youths for political ideals. It was the longest and most unpopular war in which the United States fought. Many Americans on the home front protested their government’s involvement in the war. Many young Americans felt that there was no reason to fight for a cause they did not believe in, especially in such a strange foreign country. The civil rights movement also strongly influenced many of the war protests. This was because such a large percentage of minority soldiers sent over to fight were being unfairly treated. The African American soldiers were being ordered to the frontlines more often than white soldiers were.   Ã‚  Ã‚  Ã‚  Ã‚  Another vigorously protested topics of the Vietnam War was Conscription. Most of two million soldiers who fought in the war were chosen through the Selective Service program. The draft policy has been an imprint of America the Civil War. This policy has been used in every major United States war since. Young adult males were required to register for the draft when they turned eighteen years old. A lottery system decided who would be called to combat. If selected for the draft, the draftee had to serve 24 months of active duty. During the Vietnam War, the hostility Americans felt towards the draft erupted and caused major protests across the nation.   Ã‚  Ã‚  Ã‚  Ã‚  They are where many ways people protested the draft. Some eligible draft members avoided the draft by leaving the country for Canada, Sweden, and a number of other countries. Other men protested by publicly burning their draft cards.   Ã‚  Ã‚  Ã‚  Ã‚  Lyndon B. Johnson won the presidential election on November 1, 1964. Despite the tension between the â€Å"Doves† and the â€Å"Hawks†, president Lyndon B. Johnson stood by his policy of slow escalation. As he began his term in office in 1965, he was confident that his programs to better the nation would be established despite that â€Å"nagging little war in Vietnam†# as News Week reported it.   Ã‚  Ã‚  Ã‚  Ã‚  Protests have long been a way for people to display their difference in opinion and gain support. One of the many protests against the war that had a powerful effect on public opini... ...been involved in because it was against an unknown enemy in an unknown territory. The consequences of the war far exceed the benefits. The citizens during that period of time would definitely agree. The war caused a severe decrease in the countries moral. Many people no longer trusted the government and grew extremely skeptical of its actions. The recession soon after the war did not help in boosting the spirit of the country. The Vietnam war also exposed many of the United States‘ weaknesses. It showed that our government had planned poorly. It also showed that it was possible to resist the United States as a mass. There is a major difference between one disagreeing voice and a vast number of them. In the end the United States had devastating losses socially and economically. Protests and politics will always go hand in hand when the â€Å"sheep† disagree with the â€Å"herderâ€Å". Bibliography: - Nhu Tang, Truong. 1985. A Vietcong Memoir. New York: Harcourt Brace Jovanovich, Publishers - Dougan C. & Lipsman S. 1984 The Vietnam Experience: A Nation Divided. Boston: Boston Publishing - McDougal Littell. 2003 World History. United States of America - http://www.pbs.org/