1920’s Automobiles Essay

Automobiles are one of the most prominent inventions ever created. The automobile industry rapidly grew through the 1920’s. Henry Ford’s invention of the Model-T in 1903 skyrocketed the popularity of the automobile. Ford’s invention of the assembly line allowed the production of automobiles to increase rapidly. The assembly line allowed the automobile to be affordable for every American. Automobiles changed the way people traveled and lived. Without cars we would not have drive-ins, drive-thru, or fast food restaurants. People have come to depend on their cars for earning a living, or traveling to their dream vacation spot. Cars became inexpensive, and very easy to make. In the 1920’s, the automobile industry started a revolution that we continue to see today. In 1913 Henry Ford invented and installed the first conveyor –belt assembly line in his car plant in Michigan. The assembly line reduced the cost of production for cars by decreasing the assembly time. Henry Ford’s goal was a low priced car that many people in all walks of life could afford. The assembly line could produce a car in an hour and half . The cost of a car decreased to 400$ the lowest price of any care ever sold. He sold over 15 million cars and the race between Ford and GM began. General Motors Company was formed and founded by William C. Durant in 1908 . GM was the major competitor for Ford. The President of GM Alfred Sloan began realizing that they had and advantage over Ford Motor Company. Ford only had one body style car. GM had several different varieties of cars. GM began making four, six, and eight cylinder cars. GM started doing inventory control, and discontinued any line cars that were not popular with consumers. GM began making annual model changes and began advertising. GM was able to defeat Ford Motor company due to the changes that Sloan had made. In 1921 General Motors sold over 457,000 cars and profited over 61 million. A group of companies that merged into what is now known as Chrysler became the next competitor. Chrysler Corporation new that they did not have the manufacturing resources to build a low priced car, and did not have the financial resourses to build a new plant. The solution came when Dodge Brothers Manufacturing Company was put on the market. The Dodge Brothers had become victims of the Influenza epidemic. The heirs decided to sell the company. Chrysler purchased the company which had the resources they needed. The Dodge sales organization was considered to be one of the best in the country. With all the resources that Chrysler acquired they were able to develop the Plymouth in 1928. Chrysler then became the developing structure in America . GM and Ford began establishing manufacturing plants in Europe and throughout the world. Automobile manufacturing was the largest in the country. The employment in automobile factories was 250 million in 1922 and in excess of 400 million in 1929; the amount of paid wages doubled from 400 million to 800 million. Before automobiles we had horses. Horses travel on dirt and grass. Automobiles travel on highways. The automobile also led to highway construction, gas services, and repair. These industries employed about the 1,2 million people. In The motor vehicle also increased the sale of rubber, steel, glass, and petroleum products. The total effect of the invention of the Motor Vehicle on American life has yet to be measured. The invention of the automobile gave America superiority. Today 41 million vehicles are produced every year. Gasoline shortages, and car wrecks will always be a factor. The automobile industry improved social status, and increased your financial status. Americans were given the means to travel farther, faster, and more freely. Americans can travel to their favorite fast food restaurant, favorite park, favorite beach, and still have time to go to work. Works cited Gourley, Catherine. Wheels Of Time : A Biography Of Henry Ford. [N. p. ]: Millbrook Press, 1997. eBook Collection (EBSCOhost). Web. 21 Apr. 2013. â€Å"American AutoIndustry in the 1920s. † Articlesbase. com. Articlesbase. com, 5 Oct. 2009. Web. 21 Apr. 2013.

Heaven Can Wait Belt Up

Commercial analysis: Heaven can wait belt up This report will discuss the issue commercial how to convey the idea to consumer. Introduction Here is a car charity commercial advertisement without any world and talk through. Only utility the background music, shocking animation and a woman sang. It brought us the shocking and stunning. At last, the image fade out, then show the slogan â€Å"heaven can wait belt up†. As the following we will talk about the commercial advertisement. Here is one of places in the world, and everything is just like normal. For a while, the clash burst out, and tree is shaking.Furthermore, we saw a car bump into a tree strongly. There are three persons on the car. All of them are unconscious. Few seconds later, their soul was department from their own body. The three people, only one of them belt, and others doesn’t. Because of the driver didn’t belt, their souls went up to heaven, so as the backside passage. But the front passenger had belt, his soul was struggle for the belt. But the belt restricted him to get rid of. At last, the belt rescues the front passenger. After that, the screen show the slogan, †HEAVEN CAN WAIT BELT UP† and fade out.This charity alarm us should seat belt when we drive, no matter you are driver or passenger. Belt can keep u safe, even heaven can wait belt up. Next, we will discuss the characteristic, animation and music. Characteristic There are only three persons in the video, the driver, front passenger, and back passenger. Besides, here are car, tree, soul and music. The animation of soul showed us a strongly visual effect. Moreover, with the music, we can feel from peace to shock. In the whole advertising, there is without any words in the video. Music All of the advertisement without any word and talk through.There are only the music and the image in the advertisement. But it strongly remained us we should belt when we drive no matter we are driver or passenger. So the mu sic here is important and indispensable, and we will discuss about the transition of the music. There are three sounds of the different types. First is peace situation with the sound of bird and nature. Then when the clash occurred, the condition was changing. At last is the song which woman song amazing music. At beginning, the surround is bird’s song and the nature’s voice. It means everything is peace and we don’t need to worry about anything.When clash burst out, everything changed. Soul of life wants to leave their body, and the women’s voice stand for life will go to heaven. Just like god summon and they must to leave. But when the women’s voice disappeared, the soul of that front passenger back with wheeze and heavy breathing, seems the life returned. Then the nature’s voice returned, and everything is back to the normal peace. In the west-country, when we die we believe we will go to heaven and get rid of the guilty, and the song wit h the women’s voice stand for the meaning of go to heaven. The sound from beginning to the end was a continuous situation.We can image the situation with the music and the animation. It shocked us the feel of visual and sound. Without any word, but tell us the safety method to drive. Animation The soul spilt from the body, they struggle but only one back to their own body. The soul means our life is weak and we need to protect by the belt. Youth are often hasty and without thinking. So the soul is just like our original nature. But the belt protect the soul get away from the passenger, so it is simply to tell us we should belt up and then we can drive. Customer analysis We will discuss that by sender and receiver’s viewpoint. SenderHere is a car commercial charity advertising which is sponsored by Axion. It is a bank company always support youth’s activities from Belgium and their focus market is youth group. So the advertisement is also made to the youth who sh ould belt up when they drive. There are two different meanings in that advertisement. One of that reminded drives or passenger who should belt up, keep your life safe. And another one is keeping your money in a safe bank account. So youth can notice that car accident without belt is closed to youth’s life. For youth, they are potential group for bank. There are some reasons we can talk about.First of all, youth are going to step into the employ market sooner, and most of them don’t know how to deal with their dollar. The second is youth don’t have enough knowledge for finance, such as we don’t know how to loan form bank and so on. Most important of all, we are too young to do the reasonable thing. Everything is fun, we must try. So the dangerous will happen when we think it’s cool. In short, if the bank can provide us a safe account to keep our dollar and we can utility money in proper method with less risk. So the other meaning is that ad is †Å"choice our bank we will provide you a safe account and protect you from the crisis†.Their niche market focus on the youth group, this group drive fast and doesn’t know how to evaluate the risk. When the disaster occurred, they can’t handle with that situation. So Axion can provide you a good solution to prevent the problem. If you go to our bank and apply our service, we will give you a safe insurance for your account. Furthermore, you also can have a loan in our bank. All in all, the sender gave us two messages. One is when you drive, you should belt up. And another one is our bank can give you a better choice. Receiver Axion is focus on the youth group, who can drive.The economic situation is in the middle of class, and the range of age is around 16 to 35. If you have the right to drive, you are the receiver. Besides, education level can range from senior high to adult and gender is focus on male. At last, we will show the video to youth who can drive and the ir age are around 20 to 30 then get the feedback from them. The feel of people who see the advertisement We showed this video to youth, and ask them two questions in order to get the feedback of video. First, what’s your first impress about the video? And can you image the situation you drive in the future?In the first question, the answer is interesting such as the belt’s effect is like magic, supplemental restraint system didn’t work, even one of them feel creepy, and the road is big but why they still can bump the tree. And the second is consistent. Because all of them said â€Å"we need to belt up†. Conclude To sum up, the video want to tell us, â€Å"HEAVEAN CAN WAIT BELT UP†. When we drive, we need to belt and that can keep us safe. It’s important for us to belt when we drive. And the other point is if youth want to choose a bank, you can find Axion’s bank. Related article: Conveyor Belt Project

Describing Arizona SB1070(2010) Base on Political Conservatives View Essay

Describing Arizona SB1070(2010) Base on Political Conservatives View - Essay Example Liberal Beliefs. n.d.). Based on many debatable facts, the conservatives hugely support SB 1070 and describe it as positive step towards the betterment of the sate. The Fountain Hills State Representative, John Kavanagh is a strong advocate of Arizona SB 1070 and explains that the illegal immigrants are a significant problem. With considerable numbers of illegal immigrants within a population of 6 million in Arizona, we also look at the children eligible for availing government services (e.g. education). Since they were born here and are more deserving for these services, it becomes increasingly assuring that illegal immigrants should be driven out (Murphy 2012). Conservative Southern part of Tucson and Cochise County Representative, Ted Vogt has also described Arizona SB 1070 as being positive step since he believes reduced spending from the Government towards illegal immigrants is really important for the economy and the SB 1070 advocates this. Citing an official Government website, he had stated that the illegal immigration has costed to be around 900 million to 2 billion. The issue of illegal immigrants sweeping majority of the workforce also sparked some reservations which led to Arizona SB 1070 being supported. Russell Pearce’s support for SB 1070 is reflected when he stated that he believed that the illegal immigrants were reducing job opportunities for legal immigrants (Murphy 2012). The conservatives are also speaking in the favour of Arizona SB 1070 because; they believe that the crime is more rampant amongst the illegal immigrants. Representative Kavanagh made substantial claims using ‘Center for Immigration Studies report’ that, 8.9% of the population constitutes of illegal immigrants and are held responsible for 21.8% of the crime taking place in Maricopa city. Based on his experience doing an internship at US attorney

Lab DSP Essay Example | Topics and Well Written Essays - 1000 words

Lab DSP - Essay Example Table 1 indicates that expected values are the same with program’s values. Rectangular window function was utilized to design low-pass filters in MATLAB with window length M=2, 45, 65 and ω=0.2 as cut-off frequency. The graphs for impulse response, pole-zero, and magnitude function (linear as well as dB) were drawn. In the first experiment, three LPFs of varying lengths, length M = 25, 45, 65 as well as a 0.2π cut-off frequency were designed. Many observations were made during filter design process. The rectangular function’s main lobe width is 4π/M. The main lobe’s width narrows as M increases, affecting transition width and increasing its gradient. Increasing M reduces a large transition width, which is an unwanted effect. The area below the side lobes remain unchanged with signals retaining the ripples. High side lobe as well as stopband attenuation of -13 db and -21 dB respectively makes the rectangular function undesirable to use. Using a different window function with lower side lobes as well as stop band attenuations is the only way to overcome. Poles-zeros plot significantly affect response frequency when ascertaining the poles/zeros position in the unit circle, thus remain very crucial for the experiment. Unit circle zeros make response to move towards zero, which are components of stopband range. Zeros that are components of passband range produce ripples during passband frequency, thus impact the signal, which consequently affects filter accuracy. Zeros ranging 0-π are crucial because those that are outside do not have impact on the filter response. The poles at zero only have impact on the height of the passband. All window functions, including rectangular, hamming and Blackman, were used in MATLAB to design low-pass filters where length, M was 25 and cut-off frequency was ω=0.2. The graphs for impulse response,

Answers to Cases Case Study Example | Topics and Well Written Essays - 750 words - 1

Answers to Cases - Case Study Example The armed force and militias systematically loot several minerals and raw materials including coltan from eastern part of Congo. They utilize this profit for their operation funding. Stakeholder Theory Approach This case study is all about the Coltan conflict in Congo. A particular business firm can address to the views or opinions of several stakeholders linked with a specific issue through stakeholder approach. Stakeholder theory approach helps an organization to manage and control several critical conflicts and issues. There are two kinds of stakeholders, such as non-market stakeholders and market stakeholders. This part of the report will discuss about the contribution of these two categories of stakeholders. In-Market Stakeholders In this specific case; employees, customers and suppliers are considered as the in-market stakeholders. Employees of an organization are considered as the important stakeholders of an organization. It is important for the organizations to maintain heal th and safety standards of the employees. However, this coltan conflict in Congo can force the employees to raise their voice against the management, but several regional and political conflicts are the major reason behind these issues. Customers are the other important stakeholders. High consumption volume and numbers measures the growth and profitability of an organization within this industry. Loot and smuggle of this coltan raw material by the Congo’s militias stopping the global electronic organizations to meet market demand. Supply chain system of Congo is very much complex due to internal regional conflicts of the country. Suppliers can be considered as other major stakeholder within an electronic industry. Local, regional and global traders are trying to maintain effective supply chain despite the impossible sourcing of coltan raw material. Non-Market Stakeholders With respect to the case, communities and government are considered as the non-market stakeholders. Commu nities like NGOs, group of electronic firms, electronic industry citizenship coalition collaboratively tried to develop conflict-free assessment programme to help the global organization to avail conflict free raw materials. On the other hand, role of government of Congo is not impressive since last four decades. They should review and control the conflicts during the starting phase through strict administrative action. However, government and several organizations are collaboratively trying to ban the conflict. Stakeholder Map Coltan conflict in Congo affected the global electronic supply chain. The country was suffering from several regional conflicts after Second World War. Coltan is a key raw material that is utilized in the manufacturing process of several electronic goods. Congo is the major sourcing country of coltan. Militias and armed force of Congo generally loot and smuggle this coltan and make huge profit. Government of the country failed to take strict actions against t hese issues. This conflict affected the supply chain and social life of the workers. Lack of machineries and poor workplace environment can result serious workplace hazard. Looking into these matters, government of Congo and several electronic

Why Mesopotamia deserves to be called a civilization Essay - 1

Why Mesopotamia deserves to be called a civilization - Essay Example This paper aims to look at all the factors that are successful in calling the cradle of activity in Mesopotamia as a civilization and how the various economic, social and political aspects of life in Mesopotamia come into play when looking at the model. In order to constitute a civilization, a well-knit combination of the following factors must be present. They are – a socially well structured community with an urban environment as well as a rural environment with intensive agricultural activities being able to support the population at large; proper division of labor; a market economy with or without trade of some kind sustaining livelihoods of many; a structured form of a government regulating the activities taking place in the area; defined territories; written laws; a powerful establishment of the military; intrinsic support towards arts and culture constituting creativity in both the work as well as the leisure part of life; a culture with a written language system. These are some of the very important aspects that a civilization constitutes and as we discuss these factors throughout the scope of this paper, we may come across a few more aspects of life that are enough to term Mesopotamia as a proper civilization and a lap of rich culture. (Duiker, W., and J. Spielgovel, p. 7) In order to constitute a civilization, firstly, a culture requires a population that may have migrated from various parts of the world but is living together at the time of the civilization being formed in a large well-structured community. A population of more than 5000 people at the time assisted in establishing the Mesopotamian civilization and at the time, almost 5000 years ago, this number seemed to be a lot more than the value it holds today. With such a vast population at the time, it was believed that a number of problems would be faced

Third World Country Term Paper Example | Topics and Well Written Essays - 2000 words

Third World Country - Term Paper Example eastern beliefs and practices and resulted to a culturally conservative but socially dynamic people who has always preserved the rich native culture but opened its arms to the influences of the west. The National Statistics Office (NSO) of the Philippines reported that its population is at 88.57 million as of August 2007. The National Capital Region (or more popularly called Metro Manila), where the capital city of Manila is situated has 11.55 million, the second largest populated region while the two regions adjacent to the National Capital Region are the 1st and the 3rd largest. The combined number of residents of these three regions already comprised more than one third of the entire population at 37.3% (Ericta, 2008). The Philippine economy had been sluggish compared with its other south east Asian neighbors, however the year 2007 showed indications of a stronger economy when it posted an average real growth rate in gross domestic product (GDP) of 7.3%, by far the highest in 31 years (WHO regional office, 2009). However, poverty statistics showed a 2.5 percentage points increase in poverty rate from â€Å"4.7 million poor families in 2006 compared with 4.0 million estimated in 2003† (WHO, 2009) thus the World Health Organization regional office in the western pacific surmised that the economic challenge is to trickle down the signs of economic progress to the poor sector of the population in order to alleviate poverty (WHO, 2009). Henderson reported that â€Å"poverty in the Philippines is most acute and widespread in rural areas (2002)† but Metro Manila, has the lowest occurrence of this nationwide phenomenon, where there are only 5% of the nations poor. He also conveyed how worse the situation is especially when translating the conditions in monetary value. The Filipino below the poverty line earns â€Å"less than $276 a year (...) considered the minimum required to meet basic living requirements† (Henderson, 2002). Culturally, the Filipinos adhere to

Impact of Evaluations on Principal's Instructional Leadership Capacity Assignment

Impact of Evaluations on Principal's Instructional Leadership Capacity - Assignment Example Nevertheless, we review what we have gathered for their validity and reliability and identify from the research the direction for future research. Validity refers to the ability of a particular research instrument to measure what it purports to measure (Cohen et al., 2005, p. 105). Cohen et al. (2005, p. 105) clarified, however, that there are several types of validity. According to Cohen et al. (2005, p. 105), some of the concepts of validity relevant for research are as follows: content validity, criterion-related validity; construct validity; internal validity; external validity; concurrent validity; face validity; jury validity; predictive validity; systematic validity; catalytic validity; descriptive validity; interpretative validity; theoretical validity; and evaluative validity. Many of the concepts of validity mentioned are discussed in Cohen et al. (2005, p. 105-117). Meanwhile reliability refers to consistency and replicabilty over time (Cohen et al., 2005, p. 117). Accordi ng to Cohen et al. (2005, p. 117), reliability is also concerned with precision and accuracy. They emphasized that â€Å"for research to be reliable it must demonstrate that if it were to be carried out on a similar group of respondents in a similar context, similar results would happen (Cohen et al., 2005, p. 117). Some of the other concepts related with reliability are stability, equivalence, and internal consistency (Cohen et al., 2005, p. 117-120). According to Cohen et al. (2005, p.120-133), validity and reliability should be simultaneously considered in education research. My review of research done on evaluation systems for principals indicate that further research on evaluation systems for principals should be along these lines: 1. Identifying the elements of the principal evaluation systems adopted by schools making great progress in instruction work and the role played by principal evaluation. 2. Identifying whether there is a correlation between academic performance of s chools and the evaluation systems they have adopted for principals. 3. The role played by VAL-Ed or the Vanderbilt Assessment of Leadership in Education or VAL-ED in improving school performance, if any. The VAL-Ed supposedly met the high standards for content validity and reliability among the principal evaluation systems investigated by the New Leaders for New Schools in 2010. 4. The constraints encountered by schools in implementing a good evaluation system for principals. II. Sun and Youngs (2009) Sun and Youngs (2009, p. 2) described their work to have used hierarchical multivariate linear models â€Å"to investigation the relationships between principal evaluation purpose, focus and assessed leadership activities in 13 school district in Michigan†. Sun and Youngs (2009, p. 2) argued that their study found that â€Å"principals were more likely to engage in learning-centered leadership behaviors when the purposes of evaluation included principal professional development , school restructuring and accountability†. However, Sun and Youngs (2009, p. 2) also clarified that when the focus of evaluation was related to instructional leadership in the school setting, the thrust of the school principal activities have been in curriculum design, teacher professional development and evaluation, and monitoring student learning. In

Clinical Experience of Student Essay Example for Free

Clinical Experience of Student Essay My learning throughout the first year has been helped by an unerring optimism in the value of nursing, and an appreciation that each and every daily interaction augments my experience. This enthusiasm, however, has caused an inhibitory effect on my self-directed researching, and created conflict in some placement areas. While developing my role as a nurse, my activities as a person at home and beyond have diminished, as I attempt to adjust to the demands of both domains (Spouse 2003:109). I resent distracting influences, and frequently domestic pressures restrain my desired pace to accumulate factual knowledge. As described by Palmer et al. (1994:40), my learning can oscillate between two extremes, â€Å"all or nothing†. Spouse (2003) depicts the student nurses’ need to develop multi-tasking skills emotionally, mentally and physically as they are caught between the cultures of clinical areas, peer-driven University life and home. The conflicts arising from these settings create a disharmony, which I believe for some, may undermine nursing as a career choice. The competence of a future nurse is evaluated by evidence-based documents, instructors, mentors assignment and examination results and is based on a continuum of regular assessments. The learning experience of a student nurse remarkably influences own practice in clinical areas, as well as the performance level of the student in academic matters. First timers in clinical rotation engage themselves in the initial stage of familiarizing and accustoming one’s self to the practice becomes crucial. This is the point when printed theories in books and hand outs are recalled nd reshuffled in the mind in order to carry out the best intervention suited for a particular situation. It was never easy for the a novice student nurse to be assigned in the OB ward or in the emergency room without sufficient knowledge about postpartum care or familiarity with the basic instrument used in minor surgeries. Also, inadequate and ineffective education influences the manner that one gains necessary principles and skills needed in actual and assisted delivery cases. This has affected the coping strategies of the trainees to different problems arising in the clinical settings. In reality, some just performed as assistants instead of handling actual deliveries—this is also dependent to the hospital protocols—and some were just given free cases. This fact has urged others’ curiosity to get a hasty view of the first learning experiences of the other nursing students who are also in the same level. Some people ought to assess the level of students’ adjustment with the respect to different conflicts they have encountered so that appropriate improvements in nursing education programs will be obtained. The trend to commit oneself to healthcare field has not yet wiped out especially in nursing profession. Students seem to be devotedly engaging themselves into this line as seen with continuous enrollment of freshmen students and transferees, may it be influenced by financial demands, personal preferences, or just by current blooms. The Professional Regulation Commission reported that the country has an oversupply of 400,000 licensed nurses (Porcalla, 2008). With this fact that there are still thousands of nursing graduates in the country who are either unemployed or working as call center agents, clerks, salesladies or salesmen, discouragement in the part of the fresh high school graduates is still invincible. Though many say that those temporary jobs are just their means of earning money while waiting for the board examination, individual encounters prove that a significant percentage of those graduates would just end up working in the same condition; others fortunately have passed the board and served as volunteer nurses to gain experience during the initial years of the profession; and some might have dealt with hard life or just settled down rearing families. For so many reasons, nursing career—for some—terminates there, which should not be. Why is it that even universities have started to limit accepting nursing enrollees due to overpopulation of out-of-work nursing graduates, the governments need for ideal healthcare system is still unmet? The answer would be—it is a matter of competition! In the Filipino context, it goes, Matira ang matibay. As with the student admission criteria of one hundred eleven medical schools in the United States, education programs and requirements filter nursing students meticulously (Reynolds, W. Scott, P. A. , Austin W. , 2000). Spouse (2003:42) depicts the student nurses’ need to develop multi-tasking skills emotionally, mentally, and physically as they are caught between the cultures of clinical areas, peer driven university life and home. The conflicts arising from these settings create a disharmony, which Greenwood (2003) believes for some, may undermine nursing as a career choice. Aside from it, it is not new to hear stories about taking the course with the dictate of the mother in exchange for the big Dollar sign neither a complaint for expensive matriculations and a shelf of three-kilogram-books. According to Rep. Satur Ocampo, â€Å"Low and inappropriate budget of DOH for 2009 now pegged at 28. 9 billion still does not address the problem of the exodus of nurses in the country†(Porcalla, 2008). It is one of the major sicknesses of the country’s healthcare system which puts down the field. But with the growing population and high expectancies of quality care and competence, nurses should be skillful in integrating theoretical frameworks, as well as nursing philosophy, into real life situations so that high quality care can be delivered and optimal health will be met and promoted. Nursing is an art, an art of caring. Nurses are much involved in lots of health teachings and interventions; and are expected to portray a variety of roles. Be it as an educator, communicator, caregiver, counselor, advocate or as a leader, a nurse should possess a well-defined body of knowledge and expertise in the field especially on actual scenarios (Kozier et. al. ,2008). Student nurses may be perceived as trainees, yet it is far apart from that thought. It is incorporating oneself to and embracing the vocation of helping and providing care in order for mastery and dedication to be more likely. The developmental educative process in nursing is a sophisticated and complex combination of scientific, logical, humanitarian, communicative, experiences and psychomotor skills, designed to consolidate abilities to produce â€Å"knowledgeable doers† (Greenwood 2003, Sajiwandani 2000, Slevin 1992, Cheung 1992). Nursing students at this point of time should be cautious whether they have delivered or could deliver appropriate care. They have to be very vigilant because they deal with a lot of toxic things every single day (Tacdol, 2008). It is not anymore in a classroom setting, it is more of real life situations. When at the area, there is no room for mistakes. No more dummies. No more trials. The reflective process enables the students to gain a sense of proportion. While researched academic study underpins practice, there are frequently qualifications made by nursing staff about ward performed procedures, stating â€Å"real-life† situations employ differing methods to those taught in the class room. These instances challenge student’s assumptions and provide impetus for further clinical reflective investigation (Spouse 2003, cited by Greenwood 2003). They also serve to demonstrate the existence of multiple methods of care delivery, attuning them to motives and perspectives of other practitioners in the healthcare team, indicating that others have legitimate reasoning (Palmer et. al 1994 cited by Greenwood, 2003) The performance of students in the clinical area is greatly affected by difficulties they encounter especially in their first clinical duty. Factors include relationship with clinical instructors, misunderstandings arising from group works, hospital policies and requirements, alterations in contingencies when handling patients and so on. As new members of the healthcare team, adjustment to different stressors seems to be crucial. It is an undeniable fact that problems with the clinical instructor top all. Many claim that superiors sometimes do not provide favorable atmosphere for learning. Using negative reinforcement is one of the examples. Others found this as beneficial since it helps the students to ask questions, enhances perception, and inhibits recurring of errors. But many negate this assertion. Embarrassment, comparison to other schools, and stickling behavior of the superior notably outweigh the benefits it should have made. Although many have agreed that the student nurses are very effective in delivering their duties and responsibilities in the clinical areas, there should still be improvement in the learning scheme of the education provider because there is no room for mistakes in the medical profession because it deals with a very fragile thing-life- and a single mistake may cause an enormous damage which is death. The students must be prepared and trained well before their exposure in the clinical areas so as not to commit error (Babula et. al. , 2006). Group conflicts such as lack of teamwork have something to do in accomplishing case studies. Hospital policies and protocols may at times become annoying and confusing. Different shifts and location of clinical duties tend to be the second in the list. Personal moods and anxieties affect functioning of the whole personality which may result to unproductive planning and ineffective nursing interventions (Abaravar et. al. , 2006). Moreover, unexpected problems arising when handling patients are to be aided with harmonious interaction between the instructor and the students while correction and giving of remedies are done (Amania et. al. , 2008). The identification of these common conflicts that are actually the factors which affect the level of performance of nursing students in clinical duties extensively bring up good adaptation behaviors and ease up finding solutions to the mentioned conflicts. Because of the continuous efforts made by some concerned people behind the nursing education? students, educators, and also the registered nurses in the profession? improvements in nursing curriculum has been made. Though distinction between the old and new curriculum of the program have been clearly identified, effectiveness of each are still debated and talked about more often. For nursing education and nursing career does not end in passing all the academic subjects and completion of the PRC forms, one has to subject himself in difficult situations when nursing judgment becomes a necessity. As nursing student begins on the path of career, he or she finds new opportunities unfolding as from within which brighten the path ahead. The kaleidoscope image used on the cover of the 7th edition of Fundamentals of Nursing by Kozier and Erb is an everchanging piece of art with its colors, light and form. As it turns, it represents new opportunities for beautiful new designs. Seeking light and reflections to form new shapes allows one to open one’s mind to all possibilities a kaleidoscope has to offer (Kozier et. al. ,2007). Same with the field of nursing, there are many areas that a nursing student may have never imagined at the beginning of his or her journey. As nursing students open their minds and eyes to these wonderful chances, a good experience they had gained when they were still first timers would be a pertinent tool and inspiration in attuning upcoming difficulties and developing passion in the career. These would let them not to desist from this world of struggles. Conclusion A qualified nursing practitioner is a professionally trained integrated member of the health-care team. This professional education should be life-long, beginning with three years pre-registration factual knowledge and skill acquisition. As previously described there is a symbiotic relationship between nursing’s craft and nursing wisdom, and they are required in practice simultaneously. Despite the apparent impression given by traditional methods of education that these categories exist seperately, for nursing they are fluidly cohesive, one informing the other, through reflective analysis (Watts 1992:). The elements experienced by nursing students during their training are bonded internally together to authenticate their practice, by unleashing possibilities inherent in the situation between patient and the therapeutic self (Kirby and Slevin 1992). The following guidelines are intended to promote improvements in the student’s learning experience. Qualified staffs that direct pace and direction of study need to encourage students in imaginative and innovative ways to prepare them for adoption of new concepts and the flood of changes and that they will need to make in all aspects of their life. Support such as this will guide them through the vulnerable initial stages of their steep learning curve of level one, as echoed by the dissonance described in the first paragraph of the essay. Guidelines I would like to see better preparation of mentors by lecturer-practitioners within clinical placements, in order to foster environments of positive, constructively planned activities. From this, students can gain insight to challenge their assumptions and lay-view of nursing. In this respect, I would like those in the clinical settings to be encouraging students rather than attempting to degrade their efforts by dismissing their academic research based interest in the subject of nursing. I would like access to professional teaching staff in-college at all times, especially immediately prior to and post placement. I hope for tutor liaison with mentors more regularly within the clinical settings, serving to remind mentoring nurses that their duty to support students is real, and linked with Higher Education Establishments. I would like to see in-college mentors giving better, basic and consistent guidance while initially developing the concepts of critical reflective consciousness and the production of an evidence-base of knowledge thus strengthening the intellectual and practical growth of students.

Ethics in Grant Essay Example for Free

Ethics in Grant Essay Ethics is described as moral principles and obligations that determine the wrongness and correctness of actions. It is associated with values and righteousness of every individual conduct. As a human being we are responsible for our actions and we have moral obligations for the welfare of others. Ethics cover our everyday life from what we think, decisions we make our philosophy and behavior to our everyday actions. In different professional field, standard and code of ethics are practiced to ensure proper conduct and behavior of those involved in the field. Ethics in grant has always been controversial. Issues associated with ethical behavior often arise from grant projects. The involvement of large amount of money causes the issues and suspicion to rise. An example of an issue that may arise from a grant project is commissioning. Commission refers to the fee paid to an employee after venturing to a successful business or closing a deal. However, professional organizations and funders consider commissioning unethical in nature. This is because compensation with regards to commissioning based on charitable contributions and donations are ugly site to see. Unlike salesmen, who get a cut from the proceeds they made, professionals who are involved in grant projects are considered skilled and talented people who lend and utilized their expertise in order to obtain huge support and following for the work and project that an organization is aiming to achieve. These are usually projects that requires huge amount of funding. If commissions are paid in favor of the grant workers in order to generate money, it would seems people are working because of the money involved and not because of the dedication one has to obtain support for the completion of the project In fact, the Code of Ethical Principles and Standards of Professional Practices of the Association of Fundraising Professional, clearly outlines that compensation based on a percentage of fundraising should not be accepted. Sincerity and honesty is another issue that that is usually associated with Grant projects. Honesty comes into play when errors are committed while the project is being done. This happens when proposals made is not enough for the project to be successful and major changes are needed. Employees often resort to covering things up in an effort to conceal the miscalculations and mistakes done during proposal. Cover up is done because the fear of losing the funder since the original plans agreed upon fail to materialize. Employees then tend to lie and pretend everything runs smoothly. To prevent ethical issues rising from Grant Projects, it is important to be honest and to tell everything that that is going on to the funder. By being honest, one can earn the funder’s trust and trust is important in every project to be successful. Furthermore, Grant makers and funders appreciate sincerity and honesty and they are open to changes from original plans that have been set, since changes that are made will yield promising results for the project. If an error with the project has been discovered, it is necessary to report at once. Also, it would be ethical to issue an apology if things are not carried out properly as promised. With the huge sum of money involved in Grant Projects, it will be helpful for anyone to be honest in every little way to prevent ethical issues from occurring. Sincerity for the project’s completion and the responsibility one owes from the funder and from those who support the organization in building the project should make one realize the misconduct of falling into the temptation the large sum of money brings. One should understand that an arrangement in which one obtain a kickback is unethical. To preserve one’s name and his reputation as a person and professional one must keep away from doing them.

Language Relativity Hypothesis

Language Relativity Hypothesis Language Relativity Hypothesis Linguistic Relativity Hypothesis Does Language Affect Out Thoughts? Abstract Benjamin Lee Whorf and his teacher and mentor Edward Sapir developed the theory that language affects our thoughts and perceptions. This theory proposes that there is a systematic relationship between the grammar of a language a person speaks and how that person both understand the world and behaves in it. Today linguists now call that theory the Linguistic Relativity Hypothesis, or Whorf-Sapir Hypothesis. Studies have not conclusively proven Whorfs and Sapirs theory, however, there is intriguing data to support their idea. Does Language Shape our Thoughts? Most humans communicate with each other through language. At this time, there is thought to be over 5000 different languages in use today, and most are quite different from each other (Stanford encyclopedia, n.d.). The relationship between language and thought is an important question in Cognitive Science. Do speakers of different languages think differently about the world? This question has been attracting thinkers from Plato to Whorf, but despite much attention and debate, definitive answers have not been forthcoming. Benjamin Lee Whorf and his mentor and teacher Edward Sapir, examined the question of how language affects our thoughts, in their renowned and much considered Linguistic Relativity Hypothesis. Linguistic relativity hypothesis/ Whorf-Sapir hypothesis Linguistic relativity or what is also referred to as the Whorf-Sapir hypothesis, was developed by Benjamin Lee Whorf and was an expansion on his mentor, Edward Sapirs, theory that language has a coherent and systematic nature and interacts at a wider level with thought and behavior (Yale University, n.d.). Whorf proposed that there is a systematic relationship between the grammar of a language a person speaks and how that person both understand the world and behaves in it (Whorf, 1956). The hypothesis postulates that a particular languages nature influences the habitual thought of its speakers: that different language patterns yield different patterns of thought (Stanford encyclopedia, n.d.) Though there is no empirical proof of this hypothesis, there is convincing data to support this theory. In the past, the bulk of research was concentrated on supporting or disproving the Whorfs hypothesis, with very little new research being done (Lucy, 1992). According to Lucy (1992) there is little experimental data that is able to disprove Whorfs theory, and they are questioned due to the research methods used (Lucy, 1992). However, in the last decade, Whorfs idea has taken on new enthusiasm within the linguist research community and new data is emerging that supports the original idea. Benjamin Lee Whorf According to the Linguistic department at Yale University (n.d.) Benjamin was an influential American linguist that first graduated first from the Massachusetts Institute of Technology (MIT) in 1918 with a degree in chemical engineering. In 1931, Whorf changed focus and began studying his passion for linguistics at Yale University, where he first began developing his now famous hypothesis under his professor and mentor Edward Sapir. In 1936, Whorf was selected for an Honorary Research Fellowship in Anthropology at Yale and received the Sterling Fellowship in 1937. He was a lecturer in Anthropology from 1937 through 1938 in the field of linguistics. Whorf focus was Linguistic Anthropology, Psychological Linguistics, Mayan hieroglyphics and a dictionary of Hopi languages (Yale Linguistics, n.d.). This is where he began to develop his ideas about language and our perceptions. Principle of Linguistic Relativity Zhu Zhifang (2002) author of Linguistic relativity and Cultural Communication, shares that while Whorf was investigated Hebrew, Aztec, Maya, Hopi and other unfamiliar languages, he discovered that these languages were structured differently from that of English and other European languages. Languages, with different collocations of semantic ideas might provide different segmentation of experience (Whorf, 1956 p. 56). Zhifang (2002) continues to clarify that Whorf put a great deal of emphasis on the Hopi language. A language, he thought, had a grammar much more complicated and subtle than that of the European languages. Whorf saw that experiences were segmented by language in a very different way, not only by its lexicon but also by its grammatical organization. The notion of linguistic relativity is the suggestion that all ones life has been tricked by the structure of language into a certain way of perceiving reality, with the implication that awareness of this trickery will enable one to see the world with fresh insight (Zhifang 2002, p.263). With a detailed description of the grammatical and semantic structure of the Hopi language, Whorf concludes: All this is an illustration of how language produces an organization of experience. We are inclined to think of language simply as a technique of expression, not to realize that language first of all is a classification and arrangement of the stream of sensory experience which results in a certain world order, a certain segment of the world that is easily expressible by the type of symbolic means that language employs. (Whorf, 1956, p. 55) Language Metaphysics (Philosophy) Eleanor Rosch (1987) explains in her paper, Linguistic relativity, etc.: A Review of General Semantics, that the average European languages uses objects (nouns) as the basic unit of reality, which is composed of substance, form, and actions (verbs). All of which, Rosch (1987) describes, as existing in an objective, three-dimensional space, and a one-dimensional uniform and perpetual flow of time, expressed in sentence tense, that create our perceptions. Rosch (1987) further explains that in his study of the Hopi language, Whorf discovered that they do not differentiate between objects and actions. Object and actions are more accurately described as events, different from each other according to a length of time. Instead of considering substance, motion, space, and time, Hopi grammar separates their world by two main beliefs about language, manifested (objective) and Un-manifest (Subjective) (Rosch, 1987). Manifested comprises all that is or has been accessible to the senses, and un-manifested is considered all that the Hopi call the future (Rosch, 1987). Zhifang (2002) takes Roschs ideas and further demonstrates that Whorf discovered the Hopi language functions entirely without tenses for its verbs and has no general understanding or perception of time and does not think of time as a linear continuum in which all in the world moves at an equal rate. The Hopi language contains no words, grammatical forms, constructions or expressions referring directly to what Europeans call time, or to past, present, future, or to enduring or lasting . (Zhifang, 2002, p. 164). Rosch (1987) states that the metaphysics understood in the sentence structure of European languages, makes it reasonable to examine and evaluate sentences into, what we consider actions, and results of actions. However, according to Whorf, these ideas are gross distortions when used as units of analysis for various American Indian Languages. (Rosch, 1987). According to Rosch (1987), Whorf uses the example of how Indian languages translate into English as a demonstration of the differences in thought processes between the two languages. He uses Apache, It is a dripping spring is deciphered as As water, or springs, whiteness moves downward in English. Another example, in Shawnee, cleaning gun with a ramrod is direct hollow moving dry spot by movement of tool in English (Rosch, 1987). Zhifang (2002) sums up Roschs observations by stating that Whorf argued that every language conceals a metaphysics. (Zhifang 2002, p. 163) The Hopi language applies a philosophy unlike that of European languages. Zhifang, (2002) explains that the difference in concepts and abstractions associated with Hopi language make up a foreign metaphysics from that of European languages. From the Western standpoint, this philosophy appears mystical in nature (Zhifang, 2002). They are ideas which we are accustomed to consider as part and parcel either of so-called animistic or vitalistic beliefs, or of those transcendental unifications of experience and intuitions of things unseen that are felt by the consciousness of the mystic, or which are given out in mystical and (or) so-called occult systems of thought. These abstractions are definitely given either explicitly in wordspsychological or metaphysical termsin the Hopi language, or, even more, are implicit in the very structure and grammar of the language, as well as being observable in Hopi culture and behavior. (Whorf, 1956, p. 58-59). Whorf is not the only one who had this idea of cultural differences in language. Alfred Korzybski came to a similar view of cultural differences in language, several years before Whorf. He explained that, Culturally inherited structure of an individuals language, including his or her terminology, grammar, logic, semantics, doctrines, etc. relates to assumptions, premises, implications about the structure of ourselves and the world. (Korzybski, 1933, p. 92). Author Alfred Korzybski (1933), in is article Science and Sanity, summed up the power of language well: We do not realize what tremendous power the structure of a habitual language has. It is not an exaggeration to say that it enslaves us through the mechanism of semantic or evaluational reactions and that the structure which a language exhibits, and impresses upon us unconsciously is automatically projected upon the world around us (Korzybski, 1933, p. 90). Language and Thought As demonstrated through Whorfs observation of the Hopi language and the differences in semantics from European language, we see a pattern of information that gave rise to his hypothesis. However, Lera Boroditsky, professor at Massachusetts Institute of Technology, (MIT), reminds us that a definitive answer to the questions does language shape thoughts?, has been a challenging task (Boroditsky, 2003). Not until the last decade, has research on language and thought gained new interest. As a result, new evidence has become available on peoples perspectives of space, time, and objects. Spatial differences in Language and Thought Remarkable differences in semantics have been observed in the way languages illustrate spatial locations. While most languages rely a great deal on relative spatial terms to express the relative locations of objects (left, right, front, back), Tzeltal, a Mayan language, relies largely on absolute reference (a system similar to English north and south direction system) (Levinson, 1996) . Levinson (1996), points out that to the Tzeltal, spatial observations that are north are expressed as downhill and those south are expressed as uphill. This absolute uphill/downhill approach is the main system to express spatial relations between objects in Tzeltal. There is no corresponding equivalent to the English term front/back or left/right (Levinson, 1996). To test whether this difference between the two languages has cognitive consequences, Levinson (1996) created a study whereas Dutch and Tzeltal speakers were tested in spatial tasks. In one study, participants were seated at a table and an arrow lay in front of them pointing either to the right (north) or to the left (south). Levinson (1996) explains how the arrows were rotated 180 degree to a second table which had two arrows (one pointing to the left (north) and one to the right (south), and were asked to identify the arrow like the one they saw before. The study reveled that Dutch speakers would choose the relative solution. Further testing of Levinsons (1996) theory showed that if the arrow pointed to the right (and north), Dutch speakers would chose the arrow that still pointed to the right (though this time it pointed south instead of the previous north). Tzeltal did precisely the reverse, and chose the absolute solution. Levinson (1996) confirmed that if the arrow direction was to the right (and north) Tzeltal speakers chose the arrow that still pointed north (though it now pointed left instead of right). Thus, explains Levinson (1996), the Tzeltal language relies a great deal on absolute reference in spatial description. It has also affected their understanding of a non-linguistic orientation task (Levinson, 1996). Time Differences in Language and Thought Languages also differ from one another on their use and understanding of time. While all languages use spatial expressions to address time (I will see you tomorrow, he was ahead of his time, he is behind in his homework), different languages use unique spatial terms (Boroditsky, 2001). He demonstrates how English primarily uses front/back vocabulary to talk about time, as evidence in terms such as we still have our vacation ahead of us, or that incident is behind us, or we are moving forward, or go back to the beginning and take your shoes off before you enter. The language employed to organize events are the same as those used to articulate asymmetric horizontal spatial relations (he is looking forward to tomorrow or the hard times are behind us) (Boroditsky, 2001, p. 2). According to Boroditsky (2001), the Mandarin language also uses front/back spatial terms to describe time relationships such as the spatial term Xian (front) and Hou (back). What makes Mandarin remarkable is that the Mandarin language also systematically uses vertical metaphors to address time. The special word shang (up) and xia (down) are often used discuss the sequence of events roughly translated into English as last and next (Boroditsky, 2001). Earlier events are said to be shang (up) and later events are said to be xia (down). In summary, both the Mandarin and English language use horizontal terms to talk about time. In addition Mandarin speakers also use the vertical term shang and xia (Boroditsky, 2001). Boroditsky (2001) discusses how the English and Mandarin ways of talking, lead to differences in how people think about time. Boroditsky (2001) analyzed a group of studies and discovered that Mandarin speakers tend to think about time vertically even when they are thinking for English. Boroditsky (2001) observed that Mandarin speakers could more rapidly confirm that March comes earlier than April, if they had just seen a vertical group of objects than if they had seen a horizontal arrangement. Boroditsky (2001) noticed that the opposite was true for English speakers. Another study showed that the extent to which Mandarin-English bilinguals think about time vertically is related to how old they were when they first began to learn English. According to Boroditsky (2001), this last outcome implies two things; language is a convincing tool in the influence of thought and ones native language plays a role in shaping habitual thought. Objects Languages also differ in how names of objects are grouped into grammatical categories. Boroditsky (2001) uses the argument that a many languages use grammatical gender and unlike English, many languages use a grammatical gender system where all nouns (chair, socks and books) are assigned a gender. Languages that use grammatical gender are required to assign objects a gender role by using gendered pronouns and modifying adjectives or verbs to match gender use with nouns (Boroditsky, 2001). This effects the how a person thinks about inanimate objects when assigned a gender. Boroditsky, together Michal Ramscar and Wendy Ham, conducted four studies that suggests assigning grammatical genders to objects with language does influence peoples mental representations of objects (Boroditsky, Ham Ramscar, 2002). Spanish and German speakers were asked to rate similarities between pictures of people (male and female) and pictures of objects (the names of which had opposite genders in Spanish and German). Both groups rated grammatically feminine objects to be more similar to females and grammatically masculine objects more similar to males. This was true even though all objects had opposite genders in Spanish and German. It appears that even a small fluke of grammar (the seemingly arbitrary assignment of a noun to be masculine or feminine) can have an effect on how people think about things in the world (Boroditsky, et al, 2002, p. 136) Summary Through Whorf study of languages, especially his interest in Native Indian languages, he expanded on his mentors idea that language has a coherent and systematic nature to develop his now famous Linguistic Relativity Hypothesis. He was not the first to propose the idea that language affects our thoughts and perception, but it is his hypothesis that inspired others such as Levisons research on spatial relationships and language, and Boroditskys study of language in relationship to objects and time, to continue the search to find answers for his assumptions. Additional investigation into linguistic relativity will eventually reveal the exact nature of the connections between language and cognitive function. These studies will help us to establish what might be the commonality of all human cognition. References Boroditsky, L. (2001). Does language shape thought? Mandarin and English speakersconception of time. Cognitive Psychology 43 (1): 1-22. Boroditsky, L., Ham, W. and Ramscar, M., (2002). What is universal about event perceptions? Comparing English and Idonesian speakers. Proceedings of the 24th Annual meeting of the Cognitive Science Society. Retrieved August 20, 2008, from: http://www.cogsci.rpi.edu/CSJarchive/Proceedings/2002/CogSci02.pdf Kodish, B. (2003). What we do with language what it does with us. Etc: A Review of General Semantics, 60(4), 383-395. Retrieved August 20, 2008, from Psychology and Behavioral Sciences Collection database. Korzybski, A., 1994 (1933). Science and Sanity: An introduction to non-aristotelian systems and general semantics. Fifth Edition. Institute of general Semantics. Brooklyn, NY: Levinson, S., (1996). Frames of reference and Molyneuxs question: research into cross- linguistic evidence. In: Bloom P and Peterson M (eds) Language and Space, pp. 109-169. Lucy, J. (1997). Linguistic relativity.Annual Review of Anthropology,26,291-312. Retrieved August 21, 2008, from Research Librarydatabase. (Document ID:21752097). Rosch, E. (1987, Fall). Linguistic relativity, etc.: A Review of General Semantics, 44(3), 254- 279. Retrieved August 20, 2008, from Education Research Complete database. Stanford Encyclopedia, (n.d.). The Linguistic relativity hypothesis. Stanford University. Retrieved August 20, 2008, from: http://plato.stanford.edu/entries/relativism/supplement2.html Yale Linguistics, (n.d.), Benjamin Lee Whorf. Yale University. Retrieved August 22, 2008, from website: http://www.ling.yale.edu/history/whorf.html and http://www.ling.yale.edu/history/sapir.html. Whorf, B., (1956). Language, Thought, and Reality: Selected Writings of Benjamin Lee Whorf Edited by Carroll, J., Massachusetts Institute of Technology Press, 1998. Retrieved August 20, 2008, from: http://books.google.com/books?id=W2d1Q4el00QCprintsec=frontcoverdq=Language,+thought+and+realitysig=ACfU3U0-0aOK_v3HYwbXt0FxR-AVFVaT0A#PPA1,M1 Zhifang, Z. (2002, May). Linguistic Relativity and Cultural Communication. Educational Philosophy Theory, 34(2), 161-170. Retrieved August 22, 2008, doi:10.1080/00131850120102231.

The Rebirth of Ignatius in The Confederacy of Dunces Essay examples --

The Rebirth of Ignatius in The Confederacy of Dunces      Ã‚  Ã‚   "You learnt everything, Ignatius, except how to be a human being" (375).   Ã‚  Ã‚  Ã‚  Chained to a dominant character who is so vast and yet so embryonic that he is not only protagonist but also, in many ways, his own antagonist, The Confederacy of Dunces, by John Kennedy Toole, has been called "a broad satirical view of the modern world" (Holditch "Introduction" The Neon Bible xi). Since this short definition fails to explain that the view presented is primarily that of the slug-like character of Ignatius Jacques Reilly, it also fails to take into account that one's view from the womb is, of necessity, somewhat limited. Although Ignatius is thirty years old and has a Master's Degree, he is so emotionally unprepared for life that he hides in the safety and sanctuary of his womb-like bedroom, anxiously peers out at the world around him, and condemns all that he sees. As observed from this view, the world does, indeed, appear to be a fearful place.    Having lost faith in modern religion at a young age, Ignatius claims to embrace a medieval worldview in which fate rather than free will is mandated. Like Oedipus, Ignatius attempts to evade his destiny, but rather than trying to run from it, and thus, running right into it as did Oedipus, Ignatius attempts to hide from his fate by refusing life, itself. Afraid of both life and death, Ignatius lives in a Limbo of his own devising. In his writings, Ignatius declares, "'I have always been forced to exist on the fringes of society, consigned to the Limbo reserved for those who do know reality when they see it'" (30). Of course, in rejecting his own possibilities to participate actively in determining the outcome of events in... ...res a jump-start--a massive jolt of terror-inspired impulses. Ignatius now reaches such a moment when his life is charged by this powerful psychological and physiological impetus.       In spite of the fear which propels him, there is finally hope for Ignatius. Waddling fearfully into the world, he can now learn to accept his common fate with the rest of humanity--his own humanness and inherent vulnerability in a world over which he has no control. In her frustration and resignation, Ignatius' little mother, an unusual Earth Mother at best, once sadly and plaintively tells her son, "You learnt everything, Ignatius, except how to be a human being" (375). Therein lies a lesson for us all.      Works Cited Holditch, W. Kenneth. The Neon Bible. Grove Press: New York, 1989. Toole, John Kennedy. A Confederacy of Dunces. Grove Weidenfeld: New York, 1980. The Rebirth of Ignatius in The Confederacy of Dunces Essay examples -- The Rebirth of Ignatius in The Confederacy of Dunces      Ã‚  Ã‚   "You learnt everything, Ignatius, except how to be a human being" (375).   Ã‚  Ã‚  Ã‚  Chained to a dominant character who is so vast and yet so embryonic that he is not only protagonist but also, in many ways, his own antagonist, The Confederacy of Dunces, by John Kennedy Toole, has been called "a broad satirical view of the modern world" (Holditch "Introduction" The Neon Bible xi). Since this short definition fails to explain that the view presented is primarily that of the slug-like character of Ignatius Jacques Reilly, it also fails to take into account that one's view from the womb is, of necessity, somewhat limited. Although Ignatius is thirty years old and has a Master's Degree, he is so emotionally unprepared for life that he hides in the safety and sanctuary of his womb-like bedroom, anxiously peers out at the world around him, and condemns all that he sees. As observed from this view, the world does, indeed, appear to be a fearful place.    Having lost faith in modern religion at a young age, Ignatius claims to embrace a medieval worldview in which fate rather than free will is mandated. Like Oedipus, Ignatius attempts to evade his destiny, but rather than trying to run from it, and thus, running right into it as did Oedipus, Ignatius attempts to hide from his fate by refusing life, itself. Afraid of both life and death, Ignatius lives in a Limbo of his own devising. In his writings, Ignatius declares, "'I have always been forced to exist on the fringes of society, consigned to the Limbo reserved for those who do know reality when they see it'" (30). Of course, in rejecting his own possibilities to participate actively in determining the outcome of events in... ...res a jump-start--a massive jolt of terror-inspired impulses. Ignatius now reaches such a moment when his life is charged by this powerful psychological and physiological impetus.       In spite of the fear which propels him, there is finally hope for Ignatius. Waddling fearfully into the world, he can now learn to accept his common fate with the rest of humanity--his own humanness and inherent vulnerability in a world over which he has no control. In her frustration and resignation, Ignatius' little mother, an unusual Earth Mother at best, once sadly and plaintively tells her son, "You learnt everything, Ignatius, except how to be a human being" (375). Therein lies a lesson for us all.      Works Cited Holditch, W. Kenneth. The Neon Bible. Grove Press: New York, 1989. Toole, John Kennedy. A Confederacy of Dunces. Grove Weidenfeld: New York, 1980.

Ray Bradbury’s There Will Come Soft Rains and James Tiptree Jr.s The L

Ray Bradbury’s "There Will Come Soft Rains" and James Tiptree Jr.'s "The Last Flight of Dr. Ain" - Probable Futures of our World Since the beginning of time mankind has predicted the end of the universe. From early Christians to science fiction authors of the 20th century, each generation has had its own vision of how life on earth will cease to exist. In earlier times though, most apocalyptic ideas consisted of the "hand of God," or God’s figures punishing humankind for its sins and ending human existence. However, in the mid-twentieth century many more scientific ideas of the apocalypse appeared. Ray Bradbury’s "There Will Come Soft Rains," which was published in 1950, is a post-nuclear apocalyptic tale. "The Last Flight of Dr. Ain," written in 1969 by James Tiptree Jr. is a story about the world ending due to biological terrorism. Amazingly, over 30 years since the publication of the latter, these ideas are currently two of the most prevalent thoughts on how the world will come to end. "There Will Come Soft Rains" illustrates the devastating effects of nuclear warfare. Bradbury’s use of vivid and poignant details to describe the end of world shows exactly how unforgiving nuclear weapons are. "The house stood alone in a city of rubble and ashes†¦. At night the city gave off a radioactive glow which could be seen for miles" (Bradbury 719). It is almost impossible to imagine this landscape appearing in real life; almost everything destroyed, and the buildings that are still standing left in shambles. Weapons of mass destruction, such as nuclear warheads, seem to have God-like powers. They can level an entire city in one swift blow, and whoever has possession of the most of them rules the world. In an instant everything is d... ...both be probable futures of our world. In the case of these two stories, science fiction and reality seem to almost overlap, and in a not too distant future they could become one. Bibliography Anthrax. 5 November 2001. U.S. Food and Drug Administration. 30 November 2001. http://www.fda.gov/cber/vaccine/anthrax.htm Bradbury, Raymond Douglas. "There Will Come Soft Rains." The Prentice Hall Anthology of Science Fiction and Fantasy. Ed. Garyn G. Roberts. Upper Saddle River: Prentice Hall, 2001. 718-722 "Bush Bioterrorism Funding Request Low, CDF Chief Says" Baltimore Sun. 30 November 2001. 30 November 2001. http://chicagotribune.com/news/nationworld/bal-te.anthrax30nov30.story Tiptree Jr., James. "The Last Flight of Dr. Ain." The Prentice Hall Anthology of Science Fiction and Fantasy. Ed. Garyn G. Roberts. Upper Saddle River: Prentice Hall, 2001. 915-921

Did Charlemagne deserve the title “Great”? Essay

A great ruler is a different concept for different people. It can include great skill in battle, or great administration strategy. www.dictionary.com Explains Great as:1.Powerful; influential: one of the great nations of the West. 2.Eminent; distinguished: a great leader. 3.Grand; aristocratic. Charlemagne was a ruler who ruled over the Frankish Empire in the middle-dark ages. Many historians regard him as great, for he did many things for the Christian Religion. We do not specifically know when Charlemagne was called great. Charlemagne was an accomplished conqueror and good with bribes. In one sense, Charlemagne did more than just restore the empire. He added to it which Roman arms never reached (64, The Times: Illustrated History of Medieval Europe, Felipe Fernandez-Armando). From this source, we can tell that Charlemagne was an accomplished conqueror, which could be considered as great. Charlemagne conquered many new lands, and he took over Saxony, a huge piece of land, with tough, strong people. This would make Charlemagnes court admire him, for the far-reaches of his empire would bring them riches and wealth. He could then use this new-found wealth to shower the Catholic Church with money and riches. Einhard wrote: He provided [it] with a great number of vessels of gold and silver. It seems (for we do not know for certain when this title was given) as though the title great was given by the Catholic Church for they admired Charlemagne as he had helped defend and spread Christianity. This would lead the Catholic Church to think that he was great. Charlemagne tried to revive the old Roman ways of Law, standardization, learning and hygiene. Charlemagne was also the creator of the Carolingian Renaissance. He revitalised learning in the courts, took interest in books and made sure that all the books of earlier generations were kept for the future. This would give the scholars a reason to call Charlemagne great, for  he had revived learning from a period of Darkness where learning was forgotten and thrown away. Charlemagnes rule marked the end of the Dark ages, and the middle ages had begun. With this, Charlemagne also standardised currency using silver, while earlier there were many different types making the country run amok in confusion. He could have been called great from historians later on, who would consider this a great feat. Charlemagne could be a cruel and harsh ruler. He had many Saxons massacred in his campaign for Saxony, and he did not see it as either cruel or harsh. The Catholic Church approved of this, for the massacred Saxons were not Christian, and the Catholic Church had been earlier bribed. This was not a great thing from Charlemagne, in the Saxons eyes, for it was an unnecessary and costly move to massacre them. In summary, Charlemagne did deserve the title great, for he revived (to an extent) learning, standardization and law. He had also conquered many different lands for the Frankish empire. To many people, Charlemagne was a bad ruler, but even though he had been cruel and harsh, his good achievements overshadow his cruel times. Therefore, Charlemagne deserved the title great. Bibliography McGrath, F. (n.d.). The Longevity of The Saxon Wars [Adobe PDF]. RetrievedNovember 18, 2008, from http://www.leeds.ac.uk/history/studentlife/e-journal/McGrath.pdfReference Source Armesto, F. F. (Ed.). (n.d.). Illustrated History of Europe. Times Books. great. (n.d.). Dictionary.com Unabridged (v 1.1). Retrieved November 17, 2008, from Dictionary.com website: http://dictionary.reference.com/browse/greatFearns, J. (2008, November 17). Year 8 History. Lecture presented at ChineseInternational School, 2406. Economic and Legal Reforms. (2008, November 2). Carolingian Renaissance. Retrieved November 17, 2008, from Wikipedia Web site:http://en.wikipedia.org/wiki/Carolingian_RenaissanceMacMullen, R. (1997). Christianity and Paganism in the Fourth to EighthCenturies. Yale University Press. (Original work published 1997)

Logic Model

Logic model Brief history of evaluation and the logic Model Scriven (1991) would argue that evaluation has been around for many years, and is only now recognised as a discipline. He would go further and say it is like a knowledge which has been around for a decade before we were discussing its use, nature and logic. It is essentially different from science in its methods and thought. He would argue it is only recently we have appreciated its value as a discipline we still have a long way to go. Despite the current popularity of logic Models they date back to the 1970s. The first publication that used the term â€Å"logic model† was quoted as Evaluation: Promise and Performance by Joseph S. Wholey (1979). Suchman (1967) is similar to Bennett's hierarchy, The Seven Levels of Evidence (1975, 1976), well-known in Cooperative Extension circles, was an early predecessor of today's logic model. The backgrounds and footprints of logic model thinking can be seen in the private sector, public sector and non-profit sector. Private sector- The private sector has experienced total quality management (TQM) and performance measurement movements. TQM is an on-going process that involves management and staff to meet the requirements of clients and other stakeholders while keeping costs to a minimum. Moullin (2002) Public sector- The Government Performance targets with health and social care which asked for outcomes which were linked to funding. E. g. Accident and Emergency waiting times, more recently the push for released prisoners who are managed within the community by agencies will receive funding if they do not reoffend within a set time frame. This is similar to the payment by results concept within the health service. This saw the influx of program managers being employed within the public sector. We also have performance indicators within the Local Authority which measure assessment time frames and timely reviews of LAC. Non-profit sector- The non-profit sector is concerned with improving programs to produce outcomes. This has resulted from the new commissioning guide lines where contracts dictate agreed outcomes linked to funding. I have chosen the logic model for evaluation and am going to discuss its strengths and weaknesses. A logic model is an evaluation tool that provides a way of illustrating a program visually so it can be understood by all stake holders. It can be presented in table format which can be presented in easy read language thus can involve clients with disabilities. It shows planned activities and results expected from it and there is no right or wrong way of developing the model. It provides a picture or diagram of what is going to be done and what the program evaluation is going to be. The Logic model has three approaches to evaluation: It is a client centred (bottom up approach) approach it starts with the desired effects or results and works up to outlining how we will get the results. It is best used when evaluating an existing activity. Within this research it will look at the existing processes of weather the voice of the child is heard within the Looked after Children Review (LAC)? Top down approach starting with the pre-planned program activities and strategies that can evaluate a program in its developmental phase, within the process of LAC review where the voice of the child is a concept that the government is wanting in place. The Independent Reviewing Manager is responsible for ensuring the voice of the child is heard. The most important strength of the Logic Model is that both approaches can be used at the same time. Benefits and limitations of the Logic Model It is a usefully program planning and evaluation tool. It is simple yet complex it can be time consuming as you seek to involve all stake holders. It may not always address weather we are doing the right thing and get caught up in creating the model then weather the program is the right thing to do. It mat stifle creativity and spontaneity as it has clear phases to follow. It is easier for the stake holders to understand the overall purpose of the program and it ensures the inputs and outputs correspond. It identifies key questions to be evaluated. This may not always cover all the outcomes that may happen as a result of the evaluation, e. g. he question asked may result in other unexpected outcomes which may be overlooked. Taylor et al (2008) This model clearly outlines the intended key elements to all stake holders, staff, clients, policy makers and the agencies. The model often focuses on positive change sadly this may not be the result as change is not always positive. The model can reveal the break in steps in any part of the progra m activities, revealing the limitation where a great deal of patience is required. It may simplify the complicated process of cause and attribution where they may be many issues that influence process and outcomes. Scriven puts in very simple terms â€Å"The relation between mosquitos and mosquito bites† (Scriven, 1991: 77) it is important to realise the logic model only makes a statement of intent not reality. Taylor et al (2008) Theory under pinning the logic model Empowerment Empowerment is a contested concept which can be defined in many ways depending on peoples understanding and ideas. Adams (2003) According to Wallerstein (1992), states empowerment is a social-action process. It encourages participation of people, organizations, and communities towards the goals of Individual and community control. Towards political efficacy, improved quality of Life and social justice, While Whitmore (1988) feels the concept of Empowerment needs to be more clearly defined; she states that there are some common Underlying assumptions: Individuals are assumed to understand their own needs better than anyone else and therefore should have the power both to define and act upon them. All people possess strengths upon which they can build. Empowerment is a lifelong endeavour. Personal knowledge and experience are effective and useful in managing. McDougall (1997) suggests â€Å"empowerment is not an intervention or a strategy. Rather it is a fundamental way of thinking†. â€Å"Empowerment is not giving people power; people already have plenty of power, in the wealth of their knowledge and motivation, to do their jobs magnificently. We define empowerment as letting this power out† (Blanchard, K 1960). As we can see from some of the definitions of empowerment that the individuals carrying out the evaluation themselves need to be committed to the values of equality and social inclusion otherwise the outcomes may be affected highlighting one of the weakness of the theory and logic model where we can have unexpected outcomes, and influences we may not have anticipated. Participation Participation of children and young people in social work policy and practice has been a fairly new concept. For many years professionals interpretation of children’s feelings, needs and wishes have determined services and influenced research and policy. Franklin et al (2004). It has slowly dawned on professionals over the last 30 years that children and young people need to be involved in decision making and processes. This desire to involve children and young people has only increased since 2000 Oldfield et al (2004). Participation now is central to current government legislation, policy and guidance framework underpinning delivery of public services to children and young people. This thinking has been influenced by social and political changes at national and international levels. Literature Search on Participation It is important to suggest that you cannot have empowerment without participation and participation without empowerment. Alderson (1993) has made us aware through his research the competencies children have in getting involved in decision making, and children and young people have been identified as a group in their own right. Alderson particular focused on children and young people’s ability to discuss and give consent to surgery. Fanklin et al (2004) The emergence of the children’s rights agenda. Children and young people began to gain legal participatory rights in decision- making under the UN convention on the Rights of the Child (UNCRC), it was ratified in the UK in 1991. This focused adults to think about how to involve children and young people in decision â€Å"appropriate to abilities and understanding† Franklin et al (2004:6). Marchant et al (2004:136) would suggest that too often we are focusing on children and young people’s competence to participate rather than on adult’s competence to support children and young people to make decisions and take action. There has been an increasing influence of the consumer; the concept that as consumer’s children and young people are given more power threw legislation and policy to exercise choice and influence over the services they receive. Franklin et al (2004). Sadly majority of LAC have had no choice in coming into care but within the system they should be given choice. The reality of choice is often restricted by resources. My question would be do they really have choice are the consumers? The impact of high profile child protection cases in the late 1980s and early 1990s, which uncovered systematic physical and sexual abuse by staff in children’s homes led to an acknowledgement that â€Å"adults know best† and will act in the interest of children and young people had failed many children. There was a â€Å"culture of collusion, neglect, indifference and silence on the part of staff† Landsdown (2001:3). Children were denied a voice ‘speaking with’, ‘listening to’ and actively involving children and young people would have ensured their protection. Scottish Executive (2004) There is a growing movement of children’s service user and carers, we have seen a development of groups such as the Children’s Rights Alliance for England (2005); the Children’s Society (2006), National Young Carers Initiative and A National Voice, who are working towards transforming the status of children and young people in the UK. Children’s participation in the United Kingdom (UK) has moved a long way. Children and young people can play a crucial role when organisations listen to them in delivering services. Wright et al (2006) Methods There are robust applied reasons to view qualitative evaluation methods as harmonious to quantitative methods. Reichardt et al (1994). There is a wide debateon the two methods. Datta (1994) suggested that the difference in the two models are less apparent in practice then in theory and that often evaluators will use more than one approach due to the complexity of the work they do. Reichardt (1994) The table below tries to show differences between qualitative and quantitative evaluation approaches. For this research we will be using both, questions and narrative approach to allow the stakeholders to express their views. It will be an indicative approach starting with the data and then making sense by looking at the themes that emerge through language, feelings and experience. It is a holistic approach which is empowering as it tries to represent all stake holder’s views as well as evaluators. It is considered a natural way where the research is not looking to lead the stakeholders in any one direction. Miles & Huberman, (1994) it is a holistic approach. Key Differences Between Qualitative and Quantitative Evaluation Approaches| Qualitative EvaluationIs Often Characterized by| Quantitative EvaluationIs Often Characterized by| †¢ Inductive approach to data gathering,interpretation, and reporting†¢ Holistic approach: finding gestalts for theevaluation results†¢ Verstehen: understanding the subjectivelived experiences of program stakeholders(discovering their truths)†¢ Using natural anguage throughout theevaluation process†¢ In-depth, detailed data collection†¢ Use of case studies†¢ The evaluator as the primary measuringinstrument†¢ A naturalistic approach: does not explicitlymanipulate the setting| †¢ Research hypotheses and questions that are tested in the evaluation†¢ Finding patterns that either corroborate ordisconfirm pa rticular hypotheses and answer the evaluation questions†¢ Understanding how social reality, asobserved by the evaluator, corroborates ordisconfirms hypotheses and evaluationquestions†¢ Emphasis on measurement procedures that lend themselves to numerical representations of variables†¢ Representative samples of stakeholder groups†¢ Use sample sizes with sufficient statisticalpower to detect expected outcomes†¢ Measuring instruments that are constructed with a view to making them reliable and valid†¢ Evaluator control and ability to manipulatethe setting, which improves the internalvalidity, the statistical conclusions validity,and the construct validity of the researchdesigns| (Miles & Huberman, 1994) We will be using a purposive sample of stakeholders to interview. The interviews will include 2 social workers, 2 families, 2 young people who have left care, 2 Independent reviewing managers and 2 foster carers. This is because for the research we want to interview people involved in the LAC review as our research is about children and young people going through the process and weather their voice is heard. The table below shows the advantages and disadvantages of sampling methods and why we have chosen purposive sampling. Sampling techniques: Advantages and disadvantage Technique| Descriptions| Advantages| Disadvantages| Simple random| Random sample from whole population| Highly representative if all subjects participate; the ideal| Not possible without complete list of population members; potentially uneconomical to achieve; can be disruptive to isolate members from a group; time-scale may be too long, data/sample could change| Stratified random| Random sample from identifiable groups (strata), subgroups, etc. Can ensure that specific groups are represented, even proportionally, in the sample(s) (e. g. , by gender), by selecting individuals from strata list| More complex, requires greater effort than simple random; strata must be carefully defined| Cluster| Random samples of successive clusters of subjects (e. g. , by institution) until small groups are chosen as units| Possible to select randomly when no single list of population members exists, but local lists do; data collected on groups may avoid introduction of confounding by isolating members| Clusters in a level must be equivalent and some natural ones are not for essential characteristics (e. g. geographic: numbers equal, but unemployment rates differ)| Stage| Combination of cluster (randomly selecting clusters) and random or stratified random sampling of individuals| Can make up probability sample by random at stages and within groups; possible to select random sample when population lists are very localized| Complex, combines limitations of cluster and stratified random sampling| Purposive| Hand-pick subjects on the basis of specific characteristics| Ensures balance of group sizes when multiple groups are t o be selected| Samples are not easily defensible as being representative of populations due to potential subjectivity of researcher| | Select individuals as they come to fill a quota by characteristics proportional to populations| Ensures selection of adequate numbers of subjects with appropriate characteristics| Not possible to prove that the sample is representative of designated population| Snowball| Subjects with desired traits or characteristics give names of further appropriate subjects| Possible to include members of groups where no lists or identifiable clusters even exist (e. g. , drug abusers, criminals)| No way of knowing whether the sample is representative of the population| Volunteer, accidental, convenience| Either asking for volunteers, or the consequence of not all those selected finally participating, or a set of subjects who just happen to be available| Inexpensive way of ensuring sufficient numbers of a study| Can be highly unrepresentative| Black, T. R. (1999:11 8) For this research the narrative approach for interviewing the sample has been chosen. What we mean by the word narrative is important to understand why we are using this approach. The  Oxford Mini Dictionary  defines narrative as ‘a spoken or written account of something’ (Hawker, 2002: 406). Chambers Twentieth Century Dictionary  is not specific about the written or spoken, with its ‘an account of any occurrence’ Macdonald, (1972: 876) thereby including the possibility of other types of communication visual, aural, tactile and so on. This wider, inclusive definition is important because it recognizes and allows the use of signing, Braille, and other communications systems/languages. It provides the following through the interviews, locates the person in context describing setting, character and mental summary of events, conflict and outcomes. Mishler (1986) The narrative process will enable collection of data from the sample selected and they will be able to tell their stories this is very important within the LAC population as we have more black children and young people represented in our system. They will be able to tell their story from their cultural perspective Marshall et al (1995). The main advantage of the process is that in the interviews we will be able to find the voice of the participant in the particular time, place and setting in this case the LAC review. Connelly et al (1990) this can also lead to gaining insight into the organisational change which can lead to cultural change. Faber (1998), Boje (1991), Beech (2000) It can also bring insight into decision making through stories and how knowledge is transferred in the organisation. OiConnor, (1997) Darwent,( 2000). We need to also acknowledge the limitations of the narrative approach. We can have researcher bias which can influence the data, the sample may not be credible, sample could have been influenced by other studies they were involved in, and background information may be missing, the analysis of the researcher could be biased, the very presence of the researcher may affect the research and data, the present information may not influence the future. Heisenburg (1927) and building trust with the sample takes time the snapshot view and small sample may impact the outcomes as they may not be representative of the population. Hammersley et al (1983) Hammersley (1990) We will be using semi-structured interview method as it is complementary to using the narrative approach to asking questions, and its strengths and limitations. â€Å"Interviewing is a complex and demanding technique† (Frey and Oishi 1995:02) This researcher sets the environment for the data to be collected. The interviewee has time to share their views but the process relies on the interviewee willing to give an honest answer. Breakwell et al (1950). It allows the interviewer to ask open questions and supplement ones to clarify views, Frey and Oishi (1995). They may not be completely honest and ask elaborate questions back to ascertain exactly what the research is about. (Wimmer and Dominick (1997). The data and validity of the research may well be impacted by these. Breakwell et al (1995)

Foreign and Local literature Essay

Investigations in any area spring from previous knowledge. No matter how minimal or extensive they are, they serve in part as baseline data. This Chapter presents the literature/references gathered by the researcher. These studies included foreign and local studies/literature having direct or indirect bearing on the present study. Frank Pogue (2000) did a research project to determine why students fail. What he founds to be true in that study habits survey was that more than 30 years ago still rings true today-students fail because they do not know how to study. The best advice he can give is to develop sound study skills. He said that a student should make sure that he/she has a good study environment, a good desk, a sturdy chair, good light, comfortable room temperature and a quiet atmosphere. That means he/she should eliminate all external and internal distractions. Second, get a good overview of the assignment before starting the work. Know what skills, facts and ideas that are expected to master and the ground that are expected to cover. Start with most difficult subjects first, while the mind is freshest and most receptive. In his experimental study on the effect of learning, Winter stated that the first and probably the most important thing needed was to acquire the habits of studying effectively. Effective methods of study consisted basically of those fundamental principles which underlaid efficiency. Doing one’s work regularly, staying at it until it was done and not getting behind in it should be the general guides for successful study as well as in any field of endeavor. It was assumed that the pupils had ability enough to cope successfully with the academic tasks. The success of the responses to the task depended in great measure to their efforts. Reading is an attempt to absorb the thought of the author and know what the author is conveying (Leedy 1956). Study habits have been defined as the attitude of one person towards their academic year in life. It has been also studied by many researchers. In fact, according to psychologist John M. Grohol, the study habit of students is affected by its environment. Due to that, he suggests that student should study in smarter way. And so he gives ten effective study habits to assist the students with their schoolwork. These ten effective study habits are the following: 1. Improve your study mindset by thinking positively towards study, avoiding catastrophic and absolute thinking such as self-pitying, and lastly, avoid comparing yourself with others. 2. Environment matters in studying so it would be better if you find your ideal place that suits your studying approach. 3. Bring everything you need, nothing you don’t. Through this study habit, you will be able to focus more on your schoolwork and you will avoid such destruction. 4. Outline and review your notes. 5. Use memory games or mnemonic devices in memorizing pieces of information regarding your studies. 6. Practice by on your own or with friends since practice makes perfect. It can also assist you to remember your lesson easily. 7. Make a schedule you can stick to and being committed to it hinder you from cramming. 8. Take breaks and rewards. These breaks will facilitate you to do your schoolwork more efficiently and effectively. Meanwhile, the rewards could be use as your motivation in studying. 9. Keep healthy and balance. Though it is difficult to live a balanced life while in school, you must consider that the more balanced you seek out in your life, the easier for you to overcome every components in your life. Being healthy also, gives you more energy to do your tasks. 10. Know what are the expectations are for the class to abet you understand the course requirements and the professor’s expectations.

Difference between growing up in rich and a poor family Essay

My character, physical, emotional, and psychological development would drastically be different had I been born and raised in a poor family as opposed to a rich family. Growing up in a rich family, I would be more or less secure in a lot of aspects. For example, I wouldn’t worry about my basic needs such as food, clothing, shelter, and education, among others. My emotional and psychological development would also be nourished as I would be provided with things that would facilitate my growth such as toys and books, among others. It can also be said that I would also be physically fit as I will always have ample food. In short, in a rich family, I would have a well-provided and highly secure life in which most aspects of my growth and development would flourish. On the other hand, growing in an impoverished family would have significantly different circumstances. I wouldn’t have a guaranteed education nor would I be assured of my basic needs. My emotional and psychological development would be very difficult as I may become envious of rich people and even development a feeling of resentment and shame towards my family’s status. Since I wouldn’t always have enough food, most of the time I would be physically unhealthy or malnourished. According to article, â€Å"The Science of Early Childhood Development: Closing the Gap of What We Know and What We Do,† which was done by Harvard University’s National Scientific Council on the Developing Child, the early stages of childhood is a critical stage in the over-all development of a person. In the article, it is said that the early development of â€Å"cognitive skills, emotional well-being, social competence, and sound physical and mental health† (4) lays a strong foundation for success into adulthood. Moreover, the article also noted that high levels of stress in childhood can significantly affect a person’s behavior and physical and mental health. Meaning to say, the circumstances and the environment during childhood can significantly affect my emotional, physical, and psychological status which is why growing in a rich family and poor family can be significantly different from each other. *Word Count : 354 Works Cited â€Å"The Science of Early Childhood Development. † January 2007. National Scientific Council On The Developing Child, Harvard University. 29 January 2009 .