Saturday, August 31, 2019

Bail to Jail

Richard Singer covers in his book â€Å"Examples & Explanations: Criminal Procedure II: From Bail to Jail† almost everything that can be legally relevant in the judicial process following the arrest of the possible suspect or future convict. Exhaustive and extremely well-documented, the book covers important aspects in the mechanism ranging from bargained pleas and charging decisions to sentencing and appeals that may follow the jury decision.One of the most important positive aspect we may point out in this book is the courage the author has to include deeply debated legal subjects we are dealing with nowadays. Certainly, in a time of global war with terrorism, new and out of place measures for the democratic civilizations may seem out of place. We are not referring only to the increased measures of national security, but also to controversial issues such as Guantanamo Bay.Given the fact that, on one hand, in the global war against terror, we may consider that almost anything goes and that, on the other hand, significant abuse on human rights were marked by numerous party there, we may consider that deciding to deal with these cases and to explain them is actually a tough and courageous decision on the part of any author. However, Richard Singer does just that. He is not afraid to approach such subjects and his book is very present in today’s reality. From enemy combatant cases to Guantanamo Bay, everything is approached here.In many ways, we feel that this book covers every relevant detail in traditional topics related to post-arrest procedures, including relevant post-trial actions. Further more, as a student, one can only find that the book is written so as to fit the needs of a student. In this sense, we see, for example, that the general approaches to different legal actions and concepts are always followed up by different sets of exercises, each completed with explanations and answers. As a student, one always finds this helpful as it pract ically prolongs the explanations in the book, applying them to learned theory.Relating to the different chapters, this book includes opinions on â€Å"early decisions about the defendant, charging decisions, the grand jury and alternatives, evidence disclosure, pleas of guilt and bargained pleas, the jury, double jeopardy, assistance of counsel, sentencing, and appeals and collateral attack† , only to mention some of them. It is difficult to select the most useful or interesting aspect in this book. The main quality we may find is that it is professionally written and that the approach of a professional is felt throughout the book.Additionally, even if the background is scientific, the approach is often close to the reader, with useful testing features and the capacity to involve the reader in study. Given the difficulty of the subject, this is often something to appreciate: an approach that is likely to reach better the reader is often preferred. Bibliography 1. Barnes and N obles Review. On the Internet at http://btobsearch. barnesandnoble. com/booksearch/isbnInquiry. asp? z=y&btob=Y&isbn=0735550638&TXT=Y&itm=2

Friday, August 30, 2019

Ben Hamper

For Ben Hamper it was inevitable that he would end up working in the General Motors factory in Flint, Michigan. He was a third generation â€Å"shop-rat† following in the footsteps of his family and extended family. Working on the Rivet Line for General Motors was far from what Hamper wanted to do with his life. Unfortunately for Hamper this was the only job where he was receiving good pay and was able to drink throughout his day. Hamper faced many ups and downs being an American autoworker; the working conditions, labor-management relations and psychological problems to name a few.It would eventually be the psychological issues that would lead Hamper away from General Motors and the auto industry. Hamper did not start out with a plan to work the Rivet Line as his career. He wanted to be an ambulance driver, but that later went away as he grew older. Hamper was a smart kid who would sometimes make the honor roll; though he complains that he had nothing better to do but homewor k. His father, Ben Hamper II was nothing but ordinary. Hamper II was married but rarely worked, and when he was not working he was at the closest bar he could find.Hamper’s father was also a Rivet Line worker, just like his father before him and so on. It was a family affair to work in the auto industry. Hamper describes â€Å"Flint, Michigan. The Vehicle City. Greaseball Mecca. The birthplace of thud-rockers Grand Funk Railroad, game show geek Bob Eubanks and a hobby shop called General motors† (15), most likely having to do with the fact that within the surrounding areas of Flint were ten other auto industry shops. It was as if Hamper was born into the Rivet line. Prior to Hamper working at General Motors, he painted houses.Right after graduating high school Hamper found out his girlfriend, Joanie, was pregnant and he married her. He soon got a job painting houses, but that was not making enough profit for his family. Joanie then got a job while Hamper stayed home an d drank and used drugs with his neighbors, which is when his family began falling apart. Soon Hamper would find that getting a job was going to be difficult, because in the mid-1970s Flint, Michigan went into a recession. Hamper came to the conclusion that he would have no choice but to get a job at General Motors. This was much more difficult than Hamper ould have thought. Due to the recession, Hampers attempt at applying at GM was a long shot. They were not hiring and not handing out any applications. Fortunately for Hamper his friend got hired and was able to get him a job. Out of all the stations that Hamper would have wanted to end up working, his least favorite was the Cab Shop, where General Motors management stationed him. The job came easy for Hamper, perhaps because of its repetition it required. Hamper states that â€Å"Every minute, every hour, every truck and every movement was a plodding replica of one that had gone before† (41).It was a job of repetition and mo notony, which was eventually going to drive him crazy. The psychological costs that Hamper received due to working in the auto factories were foreseeable. The countless repetition, and the boring days were going to drive him crazy. Drinking was one way to cope with the tedious work day. Hamper relies on his coworkers for practical jokes and banter. Though some workers were unable to take the constant repetition, was Roy. Roy was a Rivet line worker just like Hamper, but he was using drugs. Perhaps it was the drugs that caused him to capture a mouse and send it through the rivet line.Hamper knew that it was the working conditions that sent many men over the edge. They would make up games like â€Å"Rivet hockey† or played cards to pass the time. But Hamper found other ways to pass his free time at the factory, he wrote. He wrote poems, articles and manuscripts, even the book called â€Å"Rivethead† while at General Motors. The effects the economy had on these workers wa s rough at first, but then Hamper speaks about the factory coming back onto its feet, â€Å"summer and fall of 1977, the truck plant was hummin’ six days a week, nine hours per shift† (44).People were spending money again and buying automobiles. Hamper and his work partner developed a scheme they called â€Å"doubling up†. This was a way for Hamper and his partner to take longer breaks and do less work throughout the day. Things were looking up for the factory and its workers, until management claimed there was going to be a change in the way things were done. Hamper would have to put in more work, which then lead to another recession hitting, and to people getting laid off. This set the General Motor factory back into a downward spiral. There was an nnouncement, given by Roger Smith, stating that many of the General Motors factories would be closing down. Hamper describes it as â€Å"My beleaguered hometown was like some banged-up middleweight resting its rump on the ropes, covering up its soft belly, hoping to only last out the round† (68). The town of Flint was facing yet another recession, and in the process of becoming the poorest town in Michigan. For Hamper, it was either stay in Flint where there were no jobs, or relocate to Pontiac, Michigan and commute for work. Prior to transferring to Pontiac, he would be laid off for about nine months.Hamper collected unemployment and quickly found that he was getting more money by collecting rather than working. Finally the time came for him to commute to Pontiac. Hamper finishes working in Pontiac and moves back to working for General Motors in Flint. Where more layoff were occurring and at times he was unemployed for a year. While living in Flint, Hamper writes to Michael Moore, who is a man responsible for the liberal rag called the Flint Voice. Moore was pleased with Hampers writings and called him, set up a meeting and offered Hamper an unpaid job of writing feature articles.He ac cepted and this was the start of Hamper and Moore’s friendship. Soon their relationship would turn into much bigger things for Hamper. His column was being read and becoming popular, even by the wall Street Journal. This seemed to be a turning point for Hamper, but his panic attacks started happening once he transferred to Pontiac. During the spring of 1988, Hampers panic attacks would get the best of him and it was the last time he would leave the auto factory. Ben Hamper was a third generation General Motors factory worker.It was far from what he wanted to do with his life growing up. Working in the auto factories for Hamper was like it was in his blood. He picked up the job quickly and soon found ways around it. For the working class man like Hamper and his many coworkers at the General Motors plant, was hard. Many workers had jobs, and then would get laid off and so on. They faced low pay for the amount of work they needed to put in, while at times other had to commute tw o hours for work. The psychological problems that occurred to the workers were mostly mental and alcoholism.Hamper being falling victim to both, knew that it was time for him to get out of the industry and move onto something he loved. He was a writer, and became notably famous for it. Perhaps it was Michael Moore who first gave Hamper his debut into the writing world, but it worked for Hamper. Hamper is a very well accomplished man for being raised by a mother who worked two jobs and a father who was almost always absent. Hamper knew that he would be more than a â€Å"shop-rat† like his father and grandfather. He has made a name for himself, and that is what he should be proud of.

Thursday, August 29, 2019

Bacteria Growing

Bacteria grows everywhere and there is no way to hide from it. Bacteria can be harmful, but most are not. They're strategies to help kill bacteria on human skin. The answer is soap. It doesn't matter if the bacteria is from its natural source or a petri dish. There is always a cleaning substance out there ready to kill the bacteria that grows on our body and other places in the world. People wonder what soap works the best and why it works the best. Microbiology is a branch of science that deals with understanding bacteria. A great deal of research has been done to figure out what kills bacteria. Scientist at the University of Toronto did research and believe that hand sanitizer works the best (Hall, 2012). Bacteria is everywhere and scientist want to find the best resources to kill it fast and well. Cleaning agents are hard to find, but they are worth it when human hands end up clean. There are many substances that are used to wash your hands, but only some are used to kill bacteria. Microbiology is a branch of science that deals with microorganisms. Bacteria grow when one cell splits into two during a process called binary fission. This can happen in a matter of twenty minutes (How to Grow Bacteria, 2017). Bacteria grow in sets, one becomes two, two becomes four, four becomes eight, and so on (Bacteria, n.d.). Bacteria can be harmful to the human body. That is why it is very important to keep clean. Bacteria can be grown using agar. Agar does not grow bacteria on it's own. Agar is a red algae, that when it is mixed with water turns into a gel. Growing bacteria in petri dishes work better because it provides the nutrients and moisture to help it grow. Bacteria grow better in a moist and warm environment. Usually, water and oil don't mix. This causes water and oil to separate into two different layers. Soap then breaks up the oil into smaller pieces so it can mix with the water.This works because soap has molecules with two different ends. The first end of the soap molecule loves water. Which is called hydrophilic. The other end hates water and is called hydrophobic. Hydrophilic ends will attach to the oil, as hydrophobic ends attach to the water. The drops of oil will then be removed under the running water. Soap causes bodies to be free of dirt and grease (Biology, n.d.). This is an important process when washing your hands. Studies show that hand sanitizer and antibacterial soap work the best. Soap removes soil and germs from hands, while sanitizer evaporates the germs and bacteria found on hands (Kania, 2011). Some people love to use the colorful, smelly soaps that come in a variety of types. Does they really kill germs? Not always. Not unless it contains antibacterial properties. Ethyl alcohol is also effective. Ethyl alcohol kills most bacteria and fungi. When putting hand sanitizer on human hands it takes between 15 and 30 seconds to kill 99.99% of bacteria, after one minute possibly 99.999% of bacteria. In order for the substance to kill that many germs, human hands need to continue to stay wet and let the substance evaporate after being used (Editors Encyclopedia Britannica, 2018). In conclusion, bacteria grows everywhere, any day, and at any time. Bacteria can be harmful to the body, but bodies have immune systems to fight them off. Keeping clean is very important in order to have a healthy body. The delicious smelling soaps are not always the best. Beliefs are that hand sanitizer works the best and kills the most bacteria and fungi, although, some might think antibacterial soap does the trick. Scientist who study microbiology have made important advances in learning how to keep people safe from bacteria. Ethyl alcohol is the most important ingredient to killing bacteria. Always keep clean to keep the harmful bacteria away.

10 C for Writing Effectively Essay Example | Topics and Well Written Essays - 1000 words

10 C for Writing Effectively - Essay Example The email also lacks details on the meals and whether spouses are allowed to attend. These are very sensitive elements of any party and therefore in communicating to a team it is imperative to be clear on the same. Another communication problem with the email by bobby is the directive ASAP. This is very unclear and seems dictatorial in nature as it closes the window for those seeking more information yet the email itself is unclear in the first place. Courtesy is overtly lacking in the email as can be seen in salutations. â€Å"Hello everyone† yet these are colleagues and members of a team. The email closure â€Å"see you there† is also more of a directive. The email is thus shallow not only on content but also clarity, courtesy, creativity and completeness. As a result of the communication problems in the email, Bobby will likely have to respond to 50 emails or phone calls from the recipients who will be seeking more information. All this is because Bobby never took enough time to read and revise his email from the perspective of his audience. I pray that this email finds you all in good health. As you all may be already aware, our colleague Joe Banyon will proceeding to retirement next month. A number of his friends have expressed the intentions of holding a farewell party for him and I have been asked to arrange for the same. It has been proposed that we give Joe a gift certificate as our appreciation for the time we have been together and are requesting that every one contributes at least $25 for the same. The contributions can be made to me or Alvin Brook preferably by Thursday afternoon to allow ample time for purchasing the gift. A full-course and refreshments have already been catered for by the company. We welcome any suggestions on how best we can send off our colleague. The preferred date and time is this Friday 22nd May, at 6.00 PM and we chosen City cafà © Restaurant as our venue for the party. The restaurant is located at Windsow

Wednesday, August 28, 2019

I need a topic for my dissertation Essay Example | Topics and Well Written Essays - 500 words

I need a topic for my dissertation - Essay Example esource practices of the high-tech firms must cater to the special needs of employees working with innovation at the leading edge and it should be possible to groom promising employees. According to Ting-Hua (2006, Pp. IV – V) the Human Resource Department of a firm involved with innovation does make a contribution to the overall success of the firm and the practices implemented should satisfy and act to groom brilliant employees. The previously mentioned study suggests that policy related to recruitment and selection, firm attitudes towards continuing professional development, salary and benefits, training and performance evaluation are a few examples of human resource practices that make a difference in motivating employees and helping with the success of firms involved with innovation. Jemielniak (2009, Pp. 402 – 403) suggests that capability it is important for organisations associated with innovation to identify capability and to develop this capability further. It is important to provide those involved with innovation and research with the right environment, which motivates and it is fitting to handle these employees differently from others. Jemielniak (2009, Pp. 402 – 403) suggests that individuals matter and as an example, tensions between knowledge creation and knowledge sharing should be properly mediated by firm policies. Thus, the right human resource policies make the difference for the success of firms involved with innovation and the national economy. Managing and developing human resources in firms involved with innovation makes the difference, but not much is available about the selection and adoption of human resource practices at high-tech firms located in the Birmingham Science Park. Thus, it is likely to be useful to carry out a research study of human resource practices of selected high-tech firms at Birmingham Science Park and to investigate their merits or shortcomings. Any suggestions for improvements will be of benefit for

Tuesday, August 27, 2019

Biology Essay Example | Topics and Well Written Essays - 1250 words - 3

Biology - Essay Example In combination with cloning such genetic material was able to bring about the desired change in a plant’s genes. This technique was accurate, fast and inexpensive (Wilmut). The process of making identical copies of living matter like cells or organisms is termed as cloning. These copies are called clones and they are genetically identical. Several organisms employ the technique of cloning, in order to reproduce (Wilmut). As such this process entails the obtention of identical copies from the parent. This process is asexual and results from the mitosis of a single fertilized egg (clone ). Cloning techniques are utilized by scientists to create exact copies of cells or organisms that possess valuable characteristics. Researchers in the area of cloning are always on the lookout for its application to medicine, biological research and industry (Wilmut). Scientists have applied this cloning technique to even animals, and have successfully produced animals that have considerable immunity to disease. The day is not far off, when scientists will use cloning to increase the number of members in endangered species, and also regenerate species that have become extinct (Wilmut). In respect of the cloning of animals, scientists had cloned frogs by the 1950’s. This process enabled scientists to create animals that had the genetic properties of just one parent. In the course of this technique, the genetic material of the egg cell had been supplanted by DNA of the adult frog’s body cell’s nucleus. Subsequently, these modified cells went through all the stages of a normal fertilized egg and culminated in an embryo (clone ). The cloning technology has considerable application in industry. Bacteria, that eat toxic substances like gasoline or industrial chemicals that cause pollution, are obtained in significant quantities by the cloning process. These cloned bacteria are as efficient as the parent bacteria in

Monday, August 26, 2019

Family Law Case Study Example | Topics and Well Written Essays - 3500 words

Family Law - Case Study Example (Morley 2005 International Law) At this point I would explain to Dorothy that in order to proceed she would be required to show that the marriage is unsalvageable and the both her and George agree that the marriage should be dissolved. This is not to say that if George does not want a divorce, Dorothy will not be able to file for one. What it means is that George could contest it and if that situation arises she will need support to present to the court to prove that there are grounds and conditions for the divorce. I would also advise Dorothy to talk with George and pursue coming to an agreement prior to filing for the divorce. This is because if the divorce is somewhat amicable and the property and assets have been discussed and there will not be a fight over the divorce will go more smoothly both in court and for them personally. The following law pertains to the circumstances being somewhat amicable: 1.7.1 The decree nisi is the court's decision to grant a divorce provided that nothing comes to light which may alter the Judgement. The certificate given as a result of this decision shows the period of time that is to be allowed for this purpose. If nothing comes to light, the decree absolute is issued at the end of the waiting period. The decree nisi is therefore a temporary document only and the decree absolute must always be seen. (Morley 2005 International Law) I would advise Dorothy that due to the length of her marriage the assets of both her and George would in most circumstances be split down the middle. However if they come to an agreement regarding particular property or assets I would strongly advise Dorothy to talk it out with George and when they reach an agreement on how the property and assets should be divided to contact me, her divorce attorney, so that I can prepare the proper legal document indicating the property and asset agreement. I would also advise Dorothy to include anything personal or sentimental even though she may not think it of value. In order to ensure receipt of items of sentimental or other value she must notify me so that I could include it in the formal legal documents. At this time I would also advise Dorothy that it would not be wise for her to assume any agreements made between George and herself would necessarily be kept and that any agreements made, of any kind for property, assets, sentimental items o r anything else needs to be put into the divorce paperwork. After discussing all of this information with Dorothy I would then go over divorce conditions in detail and strongly advise her that the fact that she wants to make a fresh life for herself while she is still young enough to enjoy it is not a good condition. Divorce conditions include: In England & Wales obtaining a divorce requires a written application (called a petition) to the court by either the husband or the wife. Applications for divorce are dealt with by the County Court and spouses have to apply to that court for their divorce. The applicant has to prove that the marriage has broken down irretrievably and has to provide evidence of one of the five facts listed below: No application for divorce can be made until at least one year after the date of the marriage.

Sunday, August 25, 2019

Compare and contrast three different perspectives on the relevance of Essay

Compare and contrast three different perspectives on the relevance of postivist validity criteria for the evaluation of qualitat - Essay Example These perspectives are validity, reliability and generalizability, which apply to the evaluation of qualitative research. This paper compares and contrasts three different perspectives of positivist approach to evaluate the qualitative research. The paper will elaborate of how the perspectives are different and similar in the evaluation of qualitative research. A comparative analysis of the perspectives will be made in this report. The Positivist Approach in Qualitative Research The researchers in contemporary studies mostly in areas of medical science, psychology or social sciences come up with the proposition of positivist approach. They propose this approach for the evaluation of qualitative research method, which adapts less significant methods of knowledge acquisition. Qualitative research, which is based on the principle of introspection, requires the approach of positivism for bringing its conductive evaluation (Leavy, 2010, p.16). Positivism brings the evaluation on the basis of positivist verification which comes out through detailed experimentation and analytical observation altogether. By applying the scientific approaches such as mathematics and modeling, a positivist has a more valid ground to analyze or assess a qualitative study. A positivist approach primarily focuses on the objective reality of a qualitative research, avoiding all the subjective theism in research evaluation (Keegan, 2009). This increases the impact of evaluation as more rationalized and reasonable hypothesis is derived by positivism in a qualitative study. It is the rationale based on scientific reasons that work out in positivism for evaluating a qualitative study (Keegan, 2009). It is the accuracy of data that is the accuracy of measurements and observations which matters in a positivist approach of evaluation. This is how by applying both reason and science a positivist brings a conductive path for evaluating a qualitative study (Golafshani, 2003). For all such reasons, a p ositivist validity criterion appears significant for evaluating qualitative research. The criterion is based on three different perspectives – validity, reliability and generalizability. Applying the criterion with the three different perspectives gives a pathway to evaluate qualitative research. Below is the comparison of all these three perspectives of positivist approach (Flick, 2009, p.69). The Three Perspectives of Positivist Validity The validity criteria of positivist approach significantly apply to the process of evaluation. The criteria provide a deliberate route to conduct an evaluation of a qualitative research (Merriam, 1995). The positive approach primarily focuses on the methods of research, which build the ground of an empirical study or qualitative research. If the methods are correct, find enough to identify the objective reality, they can determine of how much effective a qualitative research is. Actually, it is the assessment of the methods of a qualitative study, which is described as evaluation of a positivist (Markula & Silk, 2011). Validity According to the contemporary literature, validity is the initial perspective of positivist validity criteria. Validity is described as authenticity of a research with respect to its measurement and observation approaches. If measurement or observation is right in a qualitative research as if it gives the right answer to the qualitative resea

Saturday, August 24, 2019

Can Slavery ever be justified on any set of moral principles Essay

Can Slavery ever be justified on any set of moral principles - Essay Example The moral theory Aristotle used to justify slavery is an ancient species of virtue ethics, which says natural slaves are slaves because their souls are incomplete, lacking certain qualities, such as the ability to think properly, and so they needed to have masters to tell them what to do. Clearly, thus, by looking into history and seeing Aristotle’s words (and the similar sentiments of his teacher Plato in Gorgias and his disciple St. Thomas Aquinas in Summa Contra Gentiles), one sees slavery can easily be justified by moral arguments. However, what is at issue is whether any of these arguments are good, and whether they actually reveal something wrong with the underlying theory used to justify slavery; this seems to be the case with a number of modern normative theories, including but not limited to standard versions of utilitarianism, deontology, virtue ethics, and natural rights theory. Utilitarianism, a theory of morality and economics pioneered by the intellectuals J.S. Mill and Jeremy Bentham in the 19th century, adheres to a principle stating simply, â€Å"the greatest good for the greatest number†. As the theory is described in academia, according to this greatest pleasure principle, there are two ways in which the theory could be used to justify institutional slavery. First, if the moral theorist is simply looking at what is best for the most people, a micro-majority of 51% could justify the enslavement of the other group, the macro-minority, of 49% on the basis that it is maximizing the good of the greatest number of people. Additionally, utilitarianism does not recognize, except indirectly, â€Å"how the sum of satisfaction is distributed among individuals† (Rawls, 1971, p. 26). As a result, individual differences are not taken into account, and the theory gives no practical means of measuring what is, by some definition,

Friday, August 23, 2019

Marketing plane Essay Example | Topics and Well Written Essays - 500 words

Marketing plane - Essay Example In addition, the Unilever top management believes that this sale would assist the company to focus more on its core objectives and to continue to deliver sustainable growth for the organisation. According to Kees Kruythoff, president of Unilever North America, â€Å"as we continue to shape our portfolio to deliver sustainable growth for Unilever, this change will give us the focus to drive growth behind our core foods portfolio† (qtd in Dornbrook). In addition, Unilever plans to generate 70% of its total sales from emerging markets by 2020. Probably, Wish-Bone is less likely to gain a wider market acceptance in emerging markets like China, India, or Russia. Therefore, Unilever decided to sell out its iconic brand to add value to its long term business goals. When Unilever sells their iconic brand, Pinnacle Foods has their reasons to buy it. First, the current market position of the Pinnacle Foods justifies the firm’s decision to acquire Wish-Bone. The company’s well recognised products are used by roughly 85% of the American households, and the organisation holds #1 or #2 market position in 10 of the 12 categories in which it operates. Hence it would be easy for the Pinnacle Foods to increase the American market share of Wish-Bone, which is already a leading salad dressing brand in North America. In addition, the planned acquisition supports the firm’s market expansion strategies. In the words of Pinnacle Foods CEO Bob Gamgort, â€Å"the acquisition of Wish-Bone is a perfect fit with our successful strategy of Reinvigorating Iconic Brands.† (qtd in Dornbrook). He adds that proposed acquisition would benefit the company to achieve cost synergies and to enhance its ability to provide consumers with better meal solutions and recipe ideas. The Pinnacle management also claims that Wish-Bone brand has ‘attractive margins’ and a strong cash flow. The top management thinks that its improved efficiencies on the

Thursday, August 22, 2019

Diet and Exercise Essay Example for Free

Diet and Exercise Essay Obesity has become an epidemic not only in America but also all over the world, and many times people are taking the easy way out with costly surgery over natural weight loss of diet and exercise. A person is considered obese when he or she has a body mass index of at least 30 or has developed a medical condition from being obese and in the United States obesity affects 149.3 million people every year. Losing weight for anyone can be difficult and there are so many different ways to accomplish this like diet, pills, diet plans, shots, surgery, and of course diet and exercise. In this essay I will compare and contrast the risks and benefits of liposuction versus diet and exercise. Liposuction has fast results and is being accepted as a weight lose method instead of a last result. Liposuction is a procedure that vacuums out the fat deposits from areas on the body like the stomach and bottom. I can’t imagine using a vacuum to suck out the fat, when all that is needed some exercise and good nutrition. Liposuction can be very painful, and can cause swelling that could take up to 2 months to subside, depending on how much fat is removed. Who is to say once the swelling does go down if the weight will even stay off? Imagine spending 5,000 on surgery and then within 6 months all of that fat is back or even more because all that was done is having fat removed. In 2009 American spent over 5 hundred million dollars on liposuction surgery. Most are women making up 90% of all liposuctions done in the United States. From 2008 to 2009 men having liposuction increased 18%. Liposuction is not an instant cure to obesity and can come with many complications. The FDA cites studies that indicate the risk of death is as low as 3 deaths per 100,000 operations, but the risk is between 20 to 100 per 100,000 deaths. Deaths in liposuction operations have a higher mortality rate than car accidents. A person’s expectation of results after surgery is not always met. When an excessive amount of fat is removed the skin can look wavy and wrinkly. Skin loss is also a risk especially with smokers and people with diabetes because the skin can die and would have to be removed. Unlike with diet and exercise that none of these problems will exist. Diet and exercise when done as a life style change can completely change how you look, feel, and keep you healthy. Exercise can help control weight, when you do a work out, or run you burn calories. The more intense the workout the more calories are burned. Not much time is needed daily, just a half an hour everyday to get your heart rate up, which will help deter heart disease, diabetes, and high blood pressure. Diet is also an important part of making you feel better. Have you ever heard the saying you are what you eat. Replacing your snacks with healthy choices like carrots and celery and eating well rounded balanced meals anywhere from 3 to 5 will make a difference when it comes to how you feel and look. Diet and exercise can also boost your energy; regular workouts can improve muscle strength and boost endurance. When you exercise and eat foods that are healthy you give oxygen and nutrients to tissue and your cardiovascular system works more efficiently and gives you more energy. Diet and exercise helps prevent health conditions and disease and boost good cholesterol. Liposuction is usually not covered by any insurance companies because it is considered a cosmetic procedure and liposuction procedures can cost around $3,000. The average membership to a gym cost somewhere between $20 and $100 per month which is just under a 1,500 per year but this all depends on what type of gym and the services you use. This is 1/3 the cost of liposuction. You don’t need an expensive surgery or even a membership to a gym to be health and have a healthy weight. Walking or running cost you nothing and grocery shopping is already something most Americans do which can be less in cost than you think. Making the choice to change is the first step to living a healthy life. Anyone can do it and it doesn’t have to cost you anymore than what you spend now, making this choice can be the difference between living happy and dying early in life. Making this choice is everyone own decision. Liposuction isn’t the quick fix everyone thinks it is and there are complications to it and if you do have liposuction there is still a need to change your lifestyle. Removing the weight does not guarantee it will stay gone and the need to change your lifestyle after this type of surgery is a must or all of the weight will just be gained back. A natural diet and exercise over time can give you the results you want but can also decrease your risks of major health issues like heart disease, diabetes, and cancer.  Making this type of lifestyle change is what make lives better and using a quick fix like surgery can only make the problem worse the way I see it because in the end the life style change will be needed with or without surgery.

Wednesday, August 21, 2019

Death of a Parent Essay Example for Free

Death of a Parent Essay I believe we are defined by events that happen throughout our lives both passivity and negatively. Most of the events that change people’s paths often happen suddenly in their life and sometimes have long term effects. Whether it is a personal, religious, life style, or even a career change the fact still remains the cause for change was caused by the event. The statements above are true for my life; my life was about to change forever. This is the day I found out my mother had only six months to live, I was only 19 years old. I was picking my mother up from a routine follow-up appointment she had at Keesler Air force Base Hospital in Biloxi Mississippi, on the afternoon of 3 March 1997. I was walking up the steps of the hospital when I saw her walking out her face was pale I asked her if she was ok, her response was no. At this point in time everything went silent she asked me to sit down on the steps but I couldn’t I just wanted to know what was wrong. My mother while holding my hands then told me the results of the test and that she had liver cancer and it was untreatable. I was frozen not knowing what to say I just grab her and held her close and begun to cry. She told me to stop crying because she was going to need me to be strong for her and my brothers, that she wanted her last six months to be happy memories not sad ones. Let’s step back for a moment so I can explain the relationship I had with my mother because it was not your normal one. My mother was so much more to me than just a mom, she was my best friend I told her everything and she told me everything. We spent many late nights talking about everything in life from how our day went to what life would hold for us in the future. My mother was one of those people who never wanted or asked for anything for herself but was one who gave everything and would do anything for her children. When I say her children I don’t just mean her biological ones, she took care and provide for so many more, whether it was local neighbor hood, friends, family, co-workers and sometime even complete strangers who just need help. I remember many nights sitting at the kitchen table with people eating dinner with us who I did not know and many of them I would never see again after that night. My mom would always say we don’t have much but what we do have is sometimes way more than what others have. My mother was the strongest person I ever known, who also had the biggest heart. Two years before we found out she only had six months to live my mother kicked breast cancers ass. At least so we thought until the cancer showed back up in her liver and the doctors only gave her six months to live. At first nothing changed for her life or mine after finding out the bad news in fact she made me promise not to tell my brothers or anyone else. She continued working up to about the last two months. That is when things started to fall apart. The first thing to go for my mother was her memory. I can remember coming home from work and my mother talking to me about going camping like I was five years old. Not knowing how to handle it I just played along with the conversation, it seemed to make her happy. This went on and off for about two weeks and then things really started heading down hill pretty quick. I had to get help from hospice care, to have help taking care of her, because she was basically bedridden and unable to care for herself. Hospice came into our home and set up a medical bed and other medical equipment in our formal living area, this was the open area in our house. At this point I quit my job to take care of her because hospice care was only coming to the house like twice a day the rest was up to me. I had made a promise to her not to let her die in a hospital and I was trying to keep that promise. As the days went on the care became more and more demanding not really physical but mentally. I was doing everything thing for her, from bathing, changing her clothes, and bed pan to forcing her to take the meds she still need to take for pain control. At this point she was no longer able to speak, it seemed like her mind was completely gone just a blank stare. My breaking point was met, I was unable to care for my mother at home anymore she had pretty much slipped into a coma. I had to have my mother moved to the hospital, I couldn’t keep that promise I made her and still to this day I beg for forgiveness from her. She was only in the hospital for three nights before she passed. My brothers and I took turns at night staying with her and my night was night three. That night was a special night, it was her birthday. On the night she passed away we got her a birthday cake and song happy birthday to our mother for the last time. After singing happy birthday and blowing out the candles we each gave her a hug. When it became my turn to give her a hug I told her it was ok for her to go, that we will be ok and I love you. It wasn’t long after that she passed away at the age of 40. Not long after my mother died my life begun to fall apart. I could not deal with people always asking me if I was ok or if I needed anything. I started pushing everyone away and shutting out the ones I love. I needed to make a positive change in my life because my mother would not want me to live this way. So I joined to U. S. Army and left home and everybody I loved. I didn’t really have a plan I just knew I needed my space and this was the only way I was going to get it. In fact I wrote a letter to my girlfriend breaking up with her on my flight to Germany, after I had completed all my initial training. I was completely alone for the first time after my mother died. Not a day goes by that I do not think about my mother and how her passing changed my life. Today I live my life the way I believe she would have wanted me to, with an open mind, trying to see the positives in every situation I find myself in. There are things I wish I would have handled differently when it comes to my love ones I left behind when I joined the Army. My mother’s passing away changed my life in so many ways and has dad a major impact on the way I raise my kids, I do not take the time I have with them for granted. You never know when your time is up, so I say make the most of it and never wait until tomorrow to tell someone you love them.

The History Of The Sewing Machine

The History Of The Sewing Machine The art of sewing was invented in the Paleolithic era, where early men used sharp pointed tools called awls to poke holes in pieces of leather and then thread a strip of leather or sinew through the leather to make coverings for cold weather. Then, the idea to make a notch at the end of the awl came about and it allowed the thread to be attached to the awl, this made sewing a lot easier and more efficient.  [1]  Since then, implements for sewing have been tremendously enhanced and refined, but the most significant improvement made to the process of sewing is the invention of the sewing machine. For this essay, I will focus on the introduction and the proliferation of the sewing machine for use in the household in 19th to early 20th century in Europe and America. I will also examine the role that it played in society and the various issues related to the sewing machine in this period of time. History Up to the early and mid 19th century in Europe, sewing was all done by hand, everything from clothing to bed linen and curtains had to be sewn by hand, usually by the women of the family, including girls. It constituted a large part of womens labour in the home. The skills of sewing and embroidery were taught to girls from a young age, and they were expected to be proficient at it. Even girls from rich families which could afford to hire seamstresses were expected to proficient in sewing. The sewing machine was significant enough such that in 1855, the influential and powerful magazine Godeys Ladys Book hailed the sewing machine as the The Queen of Inventions for the time and labour that it would save women.  [2]   The first viable, working sewing machine was invented by French tailor Barthà ©lemy Thimonnier in 1830. By 1841, he has produced eighty machines for use by the French military to sew uniforms. A group of tailors, being fearful of the new technology, broke into the factory and destroyed the machines as they were afraid that the machines would ruin their livelihoods. In 1846, America, a mechanic Elias Howe came up with another design for the sewing machine, using the lockstitch instead of Thimonniers chain stitch method. However, the machine was not well received in America and Howe travelled to England to seek financing for the production for his machine. Upon his return to America, he discovered that the inventors Isaac Singer and Walter Hunter had improved on his design, with a rigid instead of a vibrating arm, similar to the sewing machines that we have today. The machine they made had become a commercial success. After that, many sewing machine companies were set up and many peop le made improvements to the design of the sewing machine. To resolve patent issues, some of these companies came together to form the Sewing Machine Corporation. The next major improvement in the design of sewing machines with Singer Manufacturing Companys introduction of the electricity powered sewing machine.  [3]   Marketing the sewing machine One thing about the sewing machine which I found interesting was the way in which it was marketed and how the marketing of the sewing machine changes as peoples perception of the sewing machine changed. Some of the earliest French advertising material for sewing machines were targeted at men and showed a soldier at the sewing machine. From its introduction until the 1850s, the sewing machine was targeted at men and for industrial use, until it was suggested to Singer Sewing Company that they create a machine for domestic use. Henceforth, the advertising of the sewing machine was targeted at women.  [4]   The marketing strategy was altered to react to the changes of womens view on the increasingly common sewing machine. When the sewing machine was first made available, it was expensive and unaffordable and hence became a status symbol for the wealthier families. The time saved could be used for teaching their children or simply resting. From the 1850s to the 1870s, the sewing machine was also marketed as a piece of furniture, which led to some of the higher end sewing machines coming with cabinet cases that were rather elaborate and fanciful. The sewing machine continued to gain in popularity and by the 1890s, it was common enough for it to lose its association as a status symbol. This led to a change in the perception of the sewing machine. Instead of being something meant to be displayed, it was now a tool that was best hidden from view, even though it was still frequently used. This led to modifications in the new types of machines being introduced, such as the drop head model, whe re the machine could be folded into a table and out of sight after use.  [5]  ,  [6]   Another event that altered the role of the sewing machine was the rise of the ready-to-wear clothing industry in the 1920s. Unlike today, readymade clothing were of better quality but more costly compared to home sewn clothing as they were made by professional dressmakers. At this period of time, the sewing machine was marketed as a money saving tool, allowing women to save some money by sewing their own clothing and look as polished as if they were wearing ready to wear clothing. Advertising from a sewing machine company then claimed that with the help of Greist attachments, the items sewn at home have a finished look instead of a home-made look  [7]   Pioneering new forms of technology An idea in the marketing of the sewing machine which I found worthy of exploration was the idea of hire purchase that began in the 1890s. Clothing manufacturers were unwilling to invest in sewing machines as labour was both cheap and plentiful. Due to the abundance of labour, the wages of the working women were low and their work undervalued.  [8]  The working class women were the group of people that would benefit the most from owning a sewing machine of their own. However, few people from this class of society could afford to buy one, as a sewing machine could cost anywhere from a fifth to half of their yearly income. Owning a sewing machine would allow them to take on more pieces of work and possibly improve their standard of living, making the sewing machine a very attractive piece of equipment. Through the installment plans, women could possibly afford to purchase a machine  [9]  . Though the idea of hire-purchase did not originate from the sewing machine industry, it wa s one of the early pioneers of this method of purchase and the first industry to extend direct credit to the consumer. It was ingenious of the industry to recognize the potential of installment schemes back when such methods of payment were unheard. This is in contrast to todays world where there are hire purchase schemes available for most major purchases. The Sewing Machine and the Industrial Revolution One of the trademarks of the Industrial Revolution was the idea of standardized and interchangeable parts. This process was first utilized by the ammunitions manufacturing industry to produce multiple parts with great precision to produce weapons like muskets. The same level of precision was required in the manufacturing of sewing machines. Isaac Singer saw the potential in this process and his company was one of the first to take advantage of this manufacturing process.  [10]  Production by this method ensured that any two machines of the same type were identical and the quality of the machines remained constant  [11]  . This allowed the sewing machine to be produced on the assembly line, and in turn caused the cost of production to be dramatically decreased, allowing the company to pass the savings on to the consumers. Also, interchangeable parts allowed repairs to be made effortlessly should a part of the machine be broken as the manufacturer could simply send over another piece similar to the one that was broken.  [12]  This made the sewing machine more appealing to the customers especially when coupled together with the decrease in price. The sewing machine was one of the inventions among others that were created during the Industrial Revolution and led to changes in the role that women play in society. The introduction of machines such as the sewing machine, washing machines, refrigerators and vacuum cleaners saved women in the household much time and effort.  [13]  This allowed women to receive more educational opportunities and the ability to become a skilled worker and be engaged in occupations such as teaching or nursing where their labour is of value. Women were no longer tied up in the household carrying out household chores. Conclusion To conclude, I feel that the sewing machine is one of the more significant inventions to be made during the years of the Industrial Revolution. The the study of the sewing machines can help us understand world events and issues that took place during that period of time such as the Industrial Revolution, and the changes in the lives of women. Also, when compared to todays world, the role that the sewing machine plays in the society is vastly different than the role that it played back in the late 1800s. The domestic sewing machine is now something of a novelty. This is just another example to show that as society changes, the needs of the people changes with it. What was regarded as a necessity in the household back then is no longer a necessity today. Beaudry, Mary C. Findings. New Haven: Yale University Press, 2006. Coffin, Judith G. The Politics of Womens work. New Jersey: Princeton University Press, 1996. Connolly, Marguerite. The Disappearance of the Domestic Sewing Machine, 1890-1925. Winterthur Portfolio, 1999: 31-48. McClellan, James E.,and Dorn, Harold. Science and technology in world history:An Introduction. Baltimore: John Hopkins University Press, 2006. Zakreski, Patricia. Representing Female Artistic Labour, 1848-1890. Hampshire: Ashgate Publishing Limited, 2006.

Tuesday, August 20, 2019

Gregors Guilt in Franz Kafkas The Metamorphosis :: Metamorphosis essays

Gregor's Guilt in The Metamorphosis Humans feel obligated to do certain things. It makes them feel good, or worthwhile. If these responsibilities are not met or to the obligator's own standards then guilt comes upon them. In The Metamorphosis, by Franz Kafka, Gregor's self-condemnation keeps him trapped. Gregor is enslaved to his family. Therefore Gregor's guilt emerges from the families' burden. The excerpt below is a key passage to understanding Gregor's guilt: "'Believe me, sir, there's something the matter with him. Otherwise how would Gregor have missed a train? That boy has nothing in his mind but the business. It's almost begun to rile me that he never goes out nights. He's been back in the city for eight days now, but every night he's home. He sits there with us at the table, quietly reading the paper or studying timetables."(10) Guilt can be from many different situations. Gregor's guilt was from his obligation to work. Even Gregor's mother, a bystander, could see his dedication to his job. Life without amusement becomes stressful and unpleasant. Throughout the novel Gregor finds himself stressed out because of his dissatisfaction with his ability to provide for his family. Gregor, finally near the end of the novel, finds satisfaction in something: his sister's violin. The novel is set on Gregor being placed into the fatherly role. From there stems all the problems from the novel. One in particular comes up. Gregor does not go out at night. This is his recreational time, his time to relax and unwind. Instead Gregor stays working even when he is away from his job. Work without relaxation is dangerous. Even ancient texts talk about a day of rest. Guilt is deadly. Gregor's guilt actually leads him to his death. The stress built up from his guilt was part of his death. Because of the stress and guilt Gregor did not eat much. He became malnourished. Many tragedies have been written on the guilt of a person. In the tragedy the guilt kills them.

Monday, August 19, 2019

Glengarry Glen Ross :: essays research papers

In the play Glengarry Glen Ross, selling is like a complicated courtship. Richard Roma is sales. Throughout the play, we never once get a true insight into the real Richard Roma. All we know is that he is good at his job, greedy and calculating. His demeanor changes on a dime; he is whoever he needs to be in whatever situation he happens to be in. This is his edge.   Ã‚  Ã‚  Ã‚  Ã‚  Roma starts out as a pseudo-intellectual sitting in a restaurant. He sees a man that he has never met before, Mr. Lingk, sitting by himself. Roma decides to try and make a completely unplanned sale. Roma starts out easy, not wanting to raise the stranger’s defenses by saying immediately that he is a salesman. Roma begins talking about simple things that any man could relate to. Roma captures Lingk’s interest, gains his trust, and artfully pitches his sale in the guise of a disillusioned salesman just trying to help a fellow man out.   Ã‚  Ã‚  Ã‚  Ã‚  The last thought on Lingk’s mind is to invest in real estate, but Roma puts on his â€Å"good ol’ boy† face, and makes the sale anyway.   Ã‚  Ã‚  Ã‚  Ã‚  When Lingk comes to see Roma at the office the next day to cancel the sale, Roma is ready to play the game. Without any preparation time, Roma cues Levene, and slips easily into his faà §ade of the night before.   Ã‚  Ã‚  Ã‚  Ã‚  First, Roma tries to distract Lingk from the purpose of his visit by introducing him to an â€Å"impressive businessman† that Roma supposedly does much business with. Levene is an old campaigner himself, and has no problem slipping into his part. By making Lingk think that Roma does business with someone of so much influence, Roma is also hoping to increase his credibility and authority with Lingk. When Lingk persists in his urgency to talk with Roma about the cancellation of his sale, Roma makes an excuse to leave the office, wanting to stall Lingk until the sale is irreversible. Lingk is not put off, so Roma tries to shame Lingk by making him admit that he is bowing to pressure from his wife. This strikes a nerve within Lingk, so Roma persists, and starts to convince Lingk that the problem lies not within the purchase of land, but within Lingk’s lack of authority in his marriage. This, of course, is a very subtle but vicious move. Roma is basically insulting Lingk’s manhood.

Sunday, August 18, 2019

Great Expectations :: Great Expectations Essays

Great Expectations What techniques does Dickens use to present the characters? Dicken’s uses a variety of techniques in order to present his characters. By doing this it gives us a better and a clearer image of the characters. The first technique I’ll consider is his use of language which he uses very well. This technique is used to present his characters very effectively. Dickens aim is to show how physically and mentally destroyed Ms. Havisham is. He does this by surrounding her with images and language of death. The phrase ‘corpse-like’ tells us this. It shows the audience that Ms. Havisham is half alive yet half dead. That she looks like a corpse. The words ‘corpse-like’ suggests that Ms. Havisham is the living dead. By using this language it will give the reader an image and idea on how Ms. Havisham looks and feels. Dickens also tells us that she has, ‘a dead lull upon her’. This is implying that she no longer has life or energy. She looks like as if she is dying. Almost life less. It suggests that Ms. Havisham is very calm and quiet. Dickens uses these words to illustrate that Ms. Havisham is dying and her mental state is or has been destroyed. ‘Grave clothes’ is also showing the audience that she has an appearance of a person dead. He continues to use this because he is using languages of death and images of death and by using this it will give the reader an even better impression of Ms. Havisham. Dickens knows that nobody wears grave clothes apart from people who are dead and buried. It is as if she has buried herself alive in the house because her heart has been ‘broken’. Dickens also uses languages of loss. The words ‘once white, now yellow’ is implying she had a prime, and now she is past it. It also suggests that Ms. Havishams belongings were ‘once white, now yellow’ as well. Dickens wants to show the readers that his protagonist has nothing left, therefore he links Ms. Havisham to the idea of loss, ‘she has lost its lustre’, she has even lost her human structure, and ‘chest had dropped’. Her fiancà © has left her and she cannot carry on with her life. Dickens is emphasizing that his character has lost everything. She was attractive, bright but now has lost her life shine, radiance and therefore is now dull and old. The readers see that Ms. Havisham is a lost soul and cannot carry on with her life. ‘Nothing would ever lift it up again’ helps support this. It is saying that whatever is done she would never recover and she will never be

Saturday, August 17, 2019

America Land of Hypocrats

Every aspect of the modern world has been wracked with scandals often involving many prominent personalities. Politicians, entertainers, athletes and socialites have been the target of many open accusations on wrong doings. More often than not, scandals or wrongdoings which are sexual in nature are the very ones that are discovered, spread and read in the papers. The private lives of individuals involved are laid open for public consumption as embarrassing sexual activities are investigated and ridiculed.They are usually the stories of people we read in the papers, hear being blamed and criticized on air, viewed and discussed amongst hosts and guests of television talk shows and the butt of jokes in common break-time conversations. The sexual behavior of famous people has become a huge part of entertainment as the media strives to outdo one another to give the most titillating and sexually adventurous background of a story.Throughout the decades, the sexual lives of prominent figures like politicians and rich businessmen who erred beyond their marital bed were often morally ridiculed. Their sexual escapades were told and retold to the next person aching to listen, and listeners came in droves ultimately hungry for a kill. The more famous the individual is, the bigger the likelihood of having his/her sexual activities discussed openly among ordinary individuals. We have seen many men exalted into political positions and fame getting involved with inappropriate sexual behavior.As their lives become public knowledge, they suffer invariable disgrace and have their reputations ruined forever. Political and military leaders are assumed to have an attitude possessing integrity as a quality that allows people, mostly his constituents and subordinates to grant him trust and respect commensurate to his public office and position. His favorable actions are considered above reproach and praised thus requiring him to conduct himself with dignity at all times.However, a sing le immoral deed when discovered and exposed could mark the end of his political career as his image becomes tarnished with relevant proof and negative criticisms. President Jefferson went down in the annals of history accused of maintaining a â€Å"Congo Harem† and fornicating with a slave, â€Å"Sally Hemmings† (Fitch, 2004:247). Likewise in a much publicized determination over the personal relationship between Monica Lewinsky and President Bill Clinton, another congressional inquiry morally questioned the sexual liaisons of Gary Condit and Chandra Levy (Fitch, 2004: 248).In the past, sexual behavior has been delegated to create a barometer for acceptable and non-acceptable sexual behavior and punishing it with public humiliation and loss of status (Apostolidis and Williams, 2004: 20). As an egalitarian society that fights to uphold a doctrine that strives to treat all men as equals, we are suddenly faced with the pressing question of accepting sexual behavior and rel axing our relentless probing of tawdry affairs between sexes regardless of affiliation within the realms of politics or seemingly allowing Victorian attitudes to morally judge a person.Considering the very nature of sexual scandals that wracked the nation has often been synonymously targeted against individuals whose relevant positions make them vulnerable to suppression and control by a higher force within the political system, are we not prone to maneuvers instead? Statement of the Problem In a ripe age of modernity amidst an age of sex scandals and political maneuvers and machinations, we are faced with the question over an understanding of human sexuality as a human nature and an acceptance of natural responses to consensual sexual behavior regardless of gender and identity.Purpose of the Study In the study of sexual scandals within the American politics, our aim is to explain normal sexual behavior and the natural human response. Political figures being humans themselves are de finitely not averse to acts and deeds related to sex which is the subject of this study. In the understanding of human sexuality, this study will likewise explain how the natural human response have been brutally exposed and expanded to portray an overly unacceptable behavior particularly among prominent political figures as a motive for political party destruction and black propaganda.This study shall finally explain how collegiate students can exercise a modicum of understanding rather than moral ridicule over sexual behavior among people holding public office without necessarily promoting a relaxation of moral values among political leaders. Review of Related Literature The Human Natural Response to Sex Countless studies have supported that humans have a need for sex reconstructed and made clear in an unceasing receptivity that goes far beyond reproduction (Diamond, 1998: 67).For Diamond, the human biological function of sex is an evolutionary process that has created a continuin g interest yet highly susceptible to predators (Diamond, 1998: 11). The National Institute of Health has also explained that in the understanding and acceptance of normal sexuality, sex should be understood as a vital part of life closer probably to the human need for pleasure and gratification (Calderone in NIH). Sex encompasses normal interactions among individuals where a sublime need for physical, emotional and sexual intimacy soon develops sometimes beyond the consideration of accepted norms in the society.This was likewise explained in the renowned works of Masters and Johnson, where the anatomical and physiological human responses to sex are directly dependent to a stimulus (Hock, 2006). Out of the pioneering efforts of authors Masters and Johnson, we begin to develop an understanding of how individuals may develop a wide variety of choices in their sexual encounters. The male specie as the known progenitor of sex in several social analyses may offer money, status and commitm ent in exchange for sex (Baumeister, 2001: 7).In this transaction, our common ideas have supported a conclusion that the woman is exploited by a man in the process which can be taken to indicate that men and women play different response to sex in the order of strength of sexual desire. Yet based on the theories and explanation of natural human response to sex, the woman actually gives up nothing in return for her sexual favor because not only the male enjoys sex but the woman also gets sexual pleasures and the satisfaction of her own desires (Hock, 2006).In a sense with limited resource, we are however led to the belief that the woman’s capacity to command a higher price for sex becomes less with the increasing number of sexual partners by explaining the theory of rewards that, â€Å"where something is given out freely in the long run looses value† (Baumeister, 2001: 276). In the concept of homosexuality, we are led to believe on the perverse implications of homosexua l behavior as a confusing role in the society. The complicated biological nature of sexuality however supports that humans express their sexuality in a variety of ways (Giddens, 2006:437).Theories explaining sexual responses also believed that homosexuality is not a choice that can allow one person to renounce homosexuality at the risk of giving up loving and being loved by another (Giddens, 2006:436). Where ideas about sexuality are undergoing magnified changes, we are confronted with recent trends of homosexuality within a continuing struggle against discrimination. Yet for many authors, the division and shaping of gender roles happens gradually as humans gain mastery of its environment (Diamond, 2006:122). Censure and Sexual ConservatismIn countless years, the human sexual response has faced criticism as contingent biological facts faced ethical censure against American archaic obscenity laws. For many centuries, in the ethics of sexual conservatism, sex is permitted between a ma rried couple (male and female) which only later permitted consensual sex among alternative marriage between same-sex partners (Apostolidis and Williams, 2004:149). Monogamous heterosexual marriage frowned upon premarital and extramarital while imposing the values of sexual exclusivity as a concept of good.Justifying sexual ethics soon became a sexual code conduct that undermines human frailty and weakness as part of man’s natural biological and psychological make-up (Baumeister, 2001: 281). Sexual Conservatism became a mode among older generations as forms of eroticism and homoerotic sex is shunned upon and evidently discouraged in order to protect the privacy of the individual in sustaining social order (Davis, 1996:59). A New Understanding on Human Sexuality In the last forty years or so, we have moved from an idealistic view of human nature by relaxing appealing views on sexual freedom and understanding.The 60’s created for us a period of experimentation on freedom of human sexual response topped with socialistic problems of single motherhood that began to disprove sexual censorships of the past centuries and decades (Fitch, 2004: 92). In an attempt to create order in a society, the punitive forces against sexual behaviors became relaxed and tolerant. Sexual ethics to a degree became understood as something which is variable, depending on the changes in human nature and changes in the human society (Diamond, 2006: 95).Open discussions on sexuality soon became a positive issue in an integral point of discussion on the promotion of responsible sexual behaviors. Expanded research on the topic opened dialogues and strategies to promote an awareness f sexual behavior. Homosexuality was removed from a list of mental disorders thereby paving the way for an enhanced understanding of health in the context of homosexuality (WHO, 2007). Politicians: Common Targets Sex has continued to permeate as a permanent fixture in the United States political arena.I f we consider the well-publicized scandals at the early days of the republic, we can substantially agree that media freedom contributed well to our knowledge. This is a price politicians have to pay for living within the limelight of press freedom (Apostolidis and Williams, 2004: 7). From Jefferson’s sexual affairs, Kennedy’s sexual indulgences and Clinton’s sexual adventures, public officials have notoriously strayed beyond the bounds of sexual propriety (Apostolidis and Williams, 2004: 7).These scandals are discussed to investigate an abuse of power and influence to some extent but more commonly, America’s desire to talk about it spins the essential reason for its being. Politicians are easy targets in a discourse that stages the regulatory practice of powerful men. Betsy Wright, (a Clinton campaign chair) once said that enormous amounts of money was on the streets as tabloid newspapers and televisions were looking for a Clinton mistress ready to tell a ll whom they could pay off (Shields, Whayne and Kelley, 2004: 30).Although the law often exercises a general presumption of innocence especially on gossips involving sex and politics, other political rivals demand for an eruption to be told. Their lives are placed in public scrutiny while media created a salacious story while the public decide. To protect their position, politicians in turn exercise control by bringing in the big guns for a major cover-up that could exonerate them from the accusation. Such collusion within the government and media in an attempt to break free from a sex scandal may or may not change public sentiment.The socially injured politician could be likely subjected to blackmail as the public’s interest in their personal details catches attention. Analysis Within a political rubric, a sex scandal issue questions the morality of an individual thereby accusing him of misconduct and wrongdoing. Investigating the nature of a sex act, much fuss has been dele gated over a sexual scandal despite the fact that the human sexuality has explained how the sexual aspect of human nature does not conform to solitude and celibate life. Humans have a clear need for sex that ultimately goes far beyond reproduction (Diamond, 1998: 67).This mindless act is understood as a vital part of life as scientific studies proved naturally how human responses are dependent on stimulus and how one works for self-gratification in Freudian principles. In a male-female relationship, the woman is seen as the giver of sex while man, as the taker. In a much diverse and modern understanding of sexuality, theories explaining sexual responses understand and accept that homosexuality is not a choice but simply an alternative means to find love and intimacy (Giddens, 2006:436).The above ideas magnify the societal changes that have provided a deeper understanding of the human sexual response in a world where sexual roles change depending upon human mastery. Criticisms that s ought to break free from an understanding of human sexual response support an American archaic obscenity law that condones sex between married couples alone. A code of conduct is invisibly used to castigate those sexual encounters that go beyond the accepted â€Å"married couple† standard including homoeroticism and auto eroticism perhaps.It is quite clear that America despite claiming egalitarianism still borders on Victorian conservatism that has often been an issue of â€Å"double standard†. The rich technology and passage into modernity has paved way for a modern view on the subject yet where sexual lives of political leaders are discussed. Such ironies are encountered when America’s social make-up demands salacious discussion on erotic escapades of public personalities and political figures. Such indecent behaviors are held out in the open like a frosting on a highly palatable cake while the public greedily eyes it.The sexual aspect of human nature is terri bly disregarded in an effort to point fingers to the sexual perpetrator. In campaign attacks, sexual stories are blown up to portray an animalistic behavior inherent in rival political figures in order to tarnish his character and respectability. The fuss over sex scandals only serve to portray how America has a limited understanding on human sexuality and despite the presence of numerous books, journals and online resources that strive to explain it.Conclusion Our problem strives to answer whether we are in a ripe age of modernity to understand sex scandals in the face of political maneuvers and machinations while relying on the scientific principles of human nature’s response to sexual behavior regardless of gender and identity. America, I believe is steadily approaching and understanding of political maneuvers and machinations as we are suddenly faced with numerous allegations of illicit sexual activities.The past few decades have allowed us to display a relaxed attitude t owards sex as schools and universities strive to impart a better understanding of the subject. Where prominent political figures are concerned however, the American public is deeply dependent on the media and is often quick to point a finger to a perpetrator of prominence. Politicians have received public ridicule over gossips despite the fact that American law exercises a general presumption of innocence especially on gossips involving sex and politics.The American sentiment against sexual wrongdoings still border on Victorian ideas and there is an apparent need for social reform within this context. The human nature and understanding of the wrong doer is stripped indiscriminately applied over in politics in the face of an American public quick to cast a finger without further ado. Recommendations We do not strive to suggest the political and moral responsibility of individuals in public office but rather dwell on an understanding of sexual behavior of men.We strive to impart the k nowledge that America needs to understand the basics of human sexuality before it can gain foothold on a publicized discussion of political sexual scandals. Not only do we uphold media responsibility but strive to insist on legitimacy and credibility of media coverage in sex scandal cases among accused public officials. It has been commonplace for sex scandal issues to be used against a candidate during campaigns. Such attacks and mudslinging has been associated with an election strategy launched against a potential rival and in the end portray American ignorance.Nor do we support that evidence against sexual scandals be stonewalled, concealed and obstructed. Our main aim is merely to procure an understanding of human sexuality as a human nature and an acceptance of natural responses to consensual sexual behavior regardless of gender and identity. There is also a need for America to exercise a deeper understanding of human sexuality. I believe that in fact there is a boiling need fo r reform on generalized views that should be the basis for a future study. Reference Apostolidis, Paul and Williams, Juliet.2004. Public Affairs: Politics in the Age of Sex Scandals. Duke University. Baumeister, Roy F. (2001). Social Psychology and Human Sexuality: Essential Readings. Psychology Press. Davis, Peter. (1996). Intimate Details and Vital Statistic: AIDS, Sexuality and the Social Order in New Zealand. Auckland University. Diamond, Jared. (1998). Why Sex is Fun? : The Evolution of Human Sexuality. New York: Basic Books. Fitch, Brad. (2004). Media Relations Handbook for Agencies, Associations, Nonprofits, and Congress. The Capitol. Giddens, Anthony.(2006). Sociology. Polity. Hock, Roger R. (2006). Human Sexuality. US: Prentice Hall. Shields, Todd, Whayne, Jeannie, Kelley, Donald R. (2004). The Clinton Riddle: Perspectives on the Forty-second President. University of Arkansas. United States. National Institute on Health. Calderone, Mary Steichen. (2003). Human Sexuality. [h andouts] United Nations. World Health Organization. (2007). Human Rights Mechanisms: putting women’s health on the agenda, Lesbian and Bisexual Women’s Health: Common Concerns, Local Issues. [handouts].

Friday, August 16, 2019

Camera shots english Essay

A camera shot is the amount of space that is seen in one shot or frame. Camera shots are used to demonstrate different aspects of a film’s setting, characters and themes. As a result, camera shots are very important in shaping meaning in a film. Reviewing the examples on the right hand side of this page should make the different camera shots clearer. An extreme long shot (animation on right) contains a large amount of landscape. It is often used at the beginning of a scene or a film to establish general location(setting). This is also known as an establishing shot. A long shot (animation on right) contains landscape but gives the viewer a more specific idea of setting. A long shot may show the viewers the building where the action will take place. A full shot (animation on right) contains a complete view of the characters. From this shot, viewers can take in the costumes of characters and may also help to demonstrate the relationships between characters. For more information on costumes and acting refer to Chapter 4. A mid shot (animation on right) contains the characters or a character from the waist up. From this shot, viewers can see the characters’ faces more clearly as well as their interaction with other characters. This is also known as a social shot A close-up (animation on right) contains just one character’s face. This enables viewers to understand the actor’s emotions and also allows them to feel empathy for the character. This is also known as a personal shot. An extreme close-up (animation on right) contains one part of a character’s faceor other object. This technique is quite common in horror films, particularly the example above. This type of shot creates an intense mood and provides interaction between the audience and the viewer. When analysing a film you should always think about the different camera shots and why they are being used. The next time that you are at the cinema or watching television see what camera shots are being used. Important: These camera shots are used in all forms of visual texts including postcards, posters and print advertisements. Camera angles It is important that you do not confuse camera angles and camera shots. Camera shots are used to demonstrate different aspects of setting, themes and characters. Camera angles are used to position the viewer so that they can understand the relationships between the characters. These are very important for shaping meaning in film as well as in other visual texts. The following examples will help you to understand the differences between the different camera angles A bird’s eye angle (animation on right) is an angle that looks directly down upon a scene. This angle is often used as an establishing angle, along with an extreme long shot, to establish setting. A high angle (animation on right) is a camera angle that looks down upon a subject. A character shot with a high angle will look vulnerable or small. These angles are often used to demonstrate to the audience a perspective of a particular character. The example above demonstrates to us the perspective or point of view of a vampire. As a viewer we can understand that the vampire feels powerful. An eye-level angle (animation on right) puts the audience on an equal footing with the character/s. This is the most commonly used angle in most films as it allows the viewers to feel comfortable with the characters. A low angle (animation on right) is a camera angle that looks up at a character. This is the opposite of a high angle and makes a character look more powerful. This can make the audience feel vulnerable and small by looking up at the character. This can help the responder feel empathy if they are viewing the frame from another character’s point of view. As with camera shots, you will be able to see many examples of camera angles in any film or visual text that you view. The next time that you watch television or see a film, take note of the camera angles and think of how they affect your perception (idea) of different characters. Another camera angle that you might come across is a Dutch angle. A Dutch angle (animation on right) is used to demonstrate the confusion of a character. The example above should disorientate you. Camera movement Composers of films also use camera movement to shape meaning. The following are some examples of common camera movements and how they can be used to shape meaning in films. A crane shot (animation on right) is often used by composers of films to signify the end of a film or scene. The effect is achieved by the camera being put on a crane that can move upwards A tracking shot and a dolly shot (animation on right) have the same effect. A tracking shot moves on tracks and a dolly shot is mounted on a trolley to achieve the effect in the example above. This camera movement is used in a number of ways but is most commonly used to explore a room such as a restaurant. By using a tracking shot or a dolly shot the composer of a film gives the viewer a detailed tour of a situation. It can also be used to follow a character. Panning (animation on right) is used to give the viewer a panoramic view of a set or setting. This can be used to establish a scene Others An Evangelion shot (animation on right) is derived from the popular anime series ‘Neon Genesis Evangelion’. This camera movement begins as an extreme close-up and zooms out abruptly, creating a blurring effect to emphasise the speed and size of the object Lighting Lighting is a very important aspect for shaping meaning in films. What kind of atmosphere is created in a room lit by candles? Have you ever heard of mood lighting? A room that is brightly lit by neon lights might seem to be sterile or a shadowy room might be eerie or scary. The lighting technicians in a film crew have the task of creating lighting to suit the mood and atmosphere of each scene in a film. Consider the animations Lighting example one, Lighting example two, Lighting example three and think about what type of atmosphere is created in each. For each example, do you think the lighting suits the characters in the frames? For instance, in Example Three the two people are very happy and the scene is lit brightly. What would be the effect on the atmosphere if the lighting were dark and shadowy, similar to Example Two? Remember that lighting is used in still image visual texts as well as in films. Cinematography Cinematography is the combination of the techniques described in this chapter. This includes camera shots, camera angles, camera movement and lighting. Use the term cinematography to group all of these together, for example, ‘The cinematography in that film was exceptional. ‘ Mise en Scene Mise en scene refers to all the objects and characters in a particular frame. More specifically, it refers to the composition of the frame. When you use the term mise en scene, you are discussing where the composer or director has placed all the elements of the scene within the frame.

Guy Gode: Rereading America

What is the Guy Code? According to Kimmel, the Guy Code is the collection of attitudes, values, and traits that together composes what is means to be a man. Pretty much, the Guy Code means that you never show your feelings, be strong, and never give up. All in all, don’t be a sissy. You should never show emotions or admit to weakness. To the world, you must show that there’s nothing to be concerned about and that everything is going to be fine. In my opinion, I would have to say that this is also my understanding of what is means to be a man.I think of them as not letting anyone step all over them and that they think they’re always in control. They try to always win; especially when they’re competing with they’re friends. An encounter that I have observed and experienced that involve the â€Å"gender police† is in Junior High gym class. Guys would always criticize and judge other guys if they screwed up on anything while playing a game. It al ways happened to be the more â€Å"popular† guys in my grade who would constantly watch the â€Å"non-popular† guys just to watch them mess up.They would do this just so they can sit there and call them a bunch of names for example: wimp, dork, faggot, weak, etc. I always felt bad for them because I knew that it would affect them in the long run. This incident has had a lasting effect on me. I always feel bad for the guys who go out for sports who aren’t really good but go out anywase because the guys who are really good will just keep putting them down and calling them names. This makes guys more prone to depression, suicidal behavior.

Thursday, August 15, 2019

Child Care Center †An analysis of how incentives work on the human mind Essay

Understanding the concept of incentives, positive and negative, and how they impact the behavior of people is a core aspect of economics. In fact, economists love to tinker with incentives and identify different measures that can motivate and de-motivate a person from doing an action or from abstaining from it. The power of incentive is such that economists believe that with the right incentive, any person can be compelled to do any task. Incentives can cause tremendous action, inaction or opposition, merely based on the quantity and quality of the incentive. Every incentive has three flavors to it: economic, social and moral. The case of the childcare centers of Israel will help one understand the impact of incentives, and how a wrongly conceptualized incentive can severely affect the very purpose of the incentive. A study of childcare centers in Israel provided statistics that the parents who came later to collect their children were on an average eight per center, per week. This was an alarming statistic for the centers and they had to spend extra money on holding back staff and paying them for overtime services. A few economists decided to try a negative incentive by imposing a nominal $3 fine on parents coming late by more than ten minutes, in twenty childcare centers in Israel†¦ The management and the economists believed that this would deter parents from coming late to collect their child. To their utter dismay, within a couple of weeks of the penalty, the number of parents who came late shot up to 20 per week, per center, displaying an astounding increase of 150%. One major factor that one can identify that led to such a drastic increase is the low penalty. The penalty for the whole month totaled to sixty dollars, which was about 16% of the total monthly service fee per child. From the parent’s perspective, for an addition al 16% of monthly fee, he could come at his own convenience and collect the child. Since, such a penalty was being levied by the childcare center; it became an additional responsibility for the center to provide the best amenities for the child until the parent turned up. It further alleviated the moral conflict within the parent, when he turned up late, as now he could come late and be relieved of the moral binding to come on time, with the penalty. A similar parallel can be drawn to students who were asked to pay a nominal fee for low attendance. Colleges perceived that by introducing a low penalty for every day of attendance below the stipulated percentage, students would be more regular. To their utter dismay, with the introduction of the penalty, the percentage of students who fell below the required the minimum attendance increased significantly, as they were aware that by paying a nominal penalty they could get away with a few more holidays in the year to enjoy. On the contrary, in the absence of the penalty the parents had at least a moral obligation to come on time and collect their children. In case a much severe punishment was imposed like a hundred dollars a day, the number of erring parents would significantly reduce. However, that would increase the animosity between the parents and the childcare center management, which could even lead parents to transferring their children to a far less punishing center. If the childcare centers of the entire region imposed a high penalty for late parents, there is a strong possibility that one of the parents might themselves open a childcare center and compete with the existing one. However, the economists and the management of the childcare centers missed an important perspective. What if instead of punishing the late parents, they provided an incentive for parents who consistently came on time? The incentive can be in two kinds, for the parents and for the children. A nominal monetary incentive for the parents might simply fail, as again they might want to sacrifice a few dollars a day to enjoy their game of tennis or strive more at work. Hence, if a cash incentive is to be provided, it has to be substantial and there must be an element of scarcity; i. e. the top ten consistent parents being awarded. This would create a competitive spirit in the minds of the parents. It has also to be kept in mind that such an incentive would affect the finances of the childcare centers, and would also be useless if the children coming to the center are from the elite class of society. The most effective measure to reduce late parents could be achieved by involving the children in the incentive process. By motivating the children to push their parents to come on time and win the best parent award, the childcare center might get its desired benefits, as children are highly competitive and would influence their parents to come on time to pick them up. The childcare center should focus on the children of parents who turn up regularly late to the center, yet create an impression of equality in the minds of the other children too. Hence, it can be understood from the above discussion that an incentive can have several consequences on its desired participants. An incentive scheme is very successful when the people participate willingly in the process, and reaches less than desired outcome when the participants are forced into the process. A fine example of a forced incentive process is one when a company introduces a new scheme, which has to be promoted by its sales executives, though everyone knows the promotion and the product are unsalable. An incentive to be successful has to be organic, achievable, realistic and participative. References Donald Edward Campbell (2006), Incentives: motivation and the economics of information, Cambridge University Press Jean-Jacques Laffont, David Martimort (2002), The theory of incentives: the principal-agent model, Princeton University Press Sullivan Arthur; Steven M. Sheffrin (2003), Economics: Principles in action. Pearson Prentice Hall. pp. 31.

Wednesday, August 14, 2019

Developmental Psychology and Anecdotal Assignment

CLDDV 101 Anecdotal Observation Assignments â€Å"Education of the mind without education of the heart is not education at all. † Aristotle Goal – Observing Children The goal of observation is to enhance your understanding of the major concepts and milestones of development through observation of real children rather than just reading or hearing about how children grow and develop. Child development refers to the kinds of changes that occur from conception through late adolescence.Physical (fine and gross/large motor), cognitive, emotional, social, self-help, and aesthetic development will be explored through these observations, providing a brief account of development as it occurs. In addition, using well-written anecdotal records teachers are better able to track a child’s interests, how a child is getting along, learning, and progressing in a program, become the basis for planning developmentally appropriate curriculum to help the child build skills, and have documentation to support classroom assessments.Observations, recorded over time, and representative of all domains of development can present a comprehensive picture of a child’s development . Child Development/Developmental Domains: Child development focuses on the processes of change and stability in children from conception through late adolescence. Developmental scientists study both quantitative change and qualitative change in children. Quantitative change is a change in number or amount, such as in height, weight, size of vocabulary, or frequency of communication and is continuous throughout childhood.Qualitative change is a change in kind, structure, or organization and is discontinuous. It is marked by the emergence of new phenomena that cannot be anticipated easily on the basis of earlier functioning. One example is the change from a nonverbal child to one who understands words and can use them to communicate. The processes of change and stability that developmental scientists study occur in domains. For purposes of study, developmental scientists separate the domains into different aspects of the self including physical (small and large muscles), cognitive, emotional, and personalsocial.All domains are interrelated. Physical Development: growth of the body and brain, the development of sensory capacities and motor skills including health. Cognitive Development: change and stability in mental abilities, such as learning, memory, language, thinking, moral reasoning, and creativity. Emotional Development: change and stability in the development of a full range of emotional responses to events and interactions from sad to happy to angry, and learning to deal with them appropriately. Social Development: growth in one’s ability to interact and communicate with others in meaningful ways. 01 anecdotal assignment 09/29/2010 1 Piaget’s Concrete Pre-operational Stage (2-7 years of age) The preschool-aged children that you will be observing have entered into Piaget’s preoperational stage of cognitive development. The key feature of children’s thinking in this stage is symbolic representation. The child is now able to use a symbol, an object, or a word to stand for something else. The use of symbols can be clearly seen in the child’s use of language; for example, the child can now represent objects in the environment with the appropriate word and can refer to past and future events.The use of symbols is also apparent in children’s drawings, imitation, mental imagery, and symbolic play. For example, a preoperational child might be observed feeding her doll imaginary cereal or drawing a picture of the balloons at her last birthday party. Thinking in terms of symbols does permit more flexibility and planning in their problem solving. Despite these increases in cognitive skills, the thought processes of preoperational children result in characteristic differences in reasoning. Because they do no t use logical operations, their reasoning often seems flawed to adults.One of the most easily observed differences in how preoperational children reason at this age is the tendency to view the world from one’s own perspective only, a phenomenon that Piaget termed egocentrism. Because of egocentric thinking, preoperational children may â€Å"hide† by covering their eyes or only parts of their bodies, believing that if they can’t see the seeker than they, themselves, can’t be seen. Other preoperational reasoning errors result from thinking that is intuitive, rather than logical.For example, preschool children are incapable of conservation – they do not understand that certain properties of objects, such as volume or mass, do not change just because the superficial appearance of the object changes. Preoperational children are not only tied to their perceptions, they are also unable to de-center their thinking, or think about more than one aspect of a problem at a time. Their thinking shows what Piaget called irreversibility – they are unable to reverse or mentally undo an action. During this stage of development, children acquire new words at an astronomical rate.These rapid gains in children’s vocabulary are accompanied by mastery of more complex grammatical structures such as forming past tenses and plurals. As children acquire the grammatical rules of their language, a type of error called overregularization may occur in which children overuse the basic rules of language. For example, a 2 ? or 3-year-old may say, â€Å"I bringed my puppy,† or â€Å"My feets are cold. † Children also become more likely to use correct syntax – that is, they become more aware of how words should be ordered to convey a particular meaning. Children’s knowledge about gender and gender-role expectations develops very early.Preschoolers have a strong sense of gender identity, a sense of being male or female. Between the ages of 4 and 6, children develop gender constancy; the realization that gender stays the same regardless of how one looks or behaves. At this point, they may adopt very rigid standards for what they believe is appropriate male and female dress and behavior. 101 anecdotal assignment 09/29/2010 2 Preschool children are more likely to play with sex-appropriate toys; that is, boys are more likely to play with stereotypical â€Å"boy toys† – such as trucks; and girls are more likely to play with stereotypical â€Å"girl toys† – such as dolls and kitchen sets.Over the preschool years, gender segregation also increases, as children are more likely to play with same-sex peers rather than opposite-sex peers. Preoperational children’s social interactions become increasingly reciprocal and coordinated, which is reflected in their play. Children’s play can be divided into four categories, ranging from least to most socially complex – nonsocial activity (onlooker and solitary), parallel play, associative play, and cooperative play. Around the age of 4 of 5 there is a developmental shift in the type of play in which children engage.Four and five year olds begin to demonstrate constructive play, drawing pictures or working on puzzles in pairs or groups, purposefully creating and constructing something together. Play also becomes more complex as children begin to experiment with both everyday and imaginary roles through pretend or dramatic play. This type of play involves advances in cognition, perspective taking, and communication skills. While there are individual differences in development, most children develop typically.Some children, however, may show significant maturational delays or differences – these children are often identified with developmental disabilities. While many developmental disabilities are identified based on delays or differences from what we know of typical development, and differe nt labels are used to describe the patterns of difference. It is important to remember, however, that a child with a disability is first and foremost a child, and that all children are typical in many ways. So instead of saying ‘disabled child’, it is more appropriate and respectful to state ‘a child with a disability. Writing Skills †¢ If you struggle with your writing skills, there are several resources including enrolling in CLDDV-48, securing a mentor through the Mentor Program (see instructor for referral), utilizing MJC’s writing lab or tutoring center, or working with a skilled highschool or college student or peers to review your assignments before they are due. The following pointers will help your success in writing effective and informative observational reports. o Use the spell and grammar check functions in your computer’s writing program. Carefully review versions of commonly used words such as they’re (they are), their (the ir shoes), and there (There are the missing shoes. ) o Carefully review words such as then and than ? Then connotes the relationship between actions, such as, â€Å"We will learn about anecdotal records and then running records. † ? Than connotes a comparative measurement, such as, â€Å"Amanda is taller than Dylan. † o The over use of the word â€Å"then† is another area to consider. Try to limit your use of it in your observational reports as it is often used excessively. o Learn the correct format for quotations.Anytime you are reporting what the child said, you must use the standard quotation format. Example: Kevin could not reach the ball. He said, â€Å"Teacher will you get the ball for me? † †¢ 101 anecdotal assignment 09/29/2010 3 o When children are using tricycles, the word that describes how their feet work is pedal. Examples: He pedaled. She pedaled. He was pedaling. o Write your anecdotal observational reports in past tense. This means y our verbs will often end in â€Å"ed†. Examples: Julia played with the trains. Kevin walked from the blocks to the carpet area. Keifer asked the teacher, â€Å"May I have my turn now? How to record your observation: Directions †¢ Observations must occur in a licensed preschool center-based program. Licensed children’s centers are programs that operate either preschool and/or full-day childcare services for children between 30 months and 5 years of age. They are licensed by the State of California, Department of Social Services, Community Care Licensing and receive site visits and inspections on a regular basis. †¢ The following are NOT acceptable as observation sites: family child care homes, faith based nursery programs, family events, park visits, or play dates.Past experience has demonstrated that these observations are not effective for the purpose of this course. †¢ Select a program that is willing to work cooperatively with you and provide the nec essary information such as the child’s birth date. It is appropriate to give a fictitious name to the child to keep the child’s name anonymous. †¢ Find a position where you can observe without interfering or interacting with the activities of the classroom. Come prepared with your paper and writing implements so that you do not interrupt the staff. A clipboard or supportive binder is appropriate, so that you can write â€Å"on your lap. Keep a low profile. †¢ Computer Generated Work/Word Processed Work/Paper Headings: All papers must be word processed (typewritten), with no less than a 12 font, space and a half. In addition, each paper submitted is required to be labeled with the information below in the top left hand corner of the first page. Please number each page and staple all pages together. †¢ Papers will be graded as follows: o Required Information – 10% o Conforms to format provided – 10% o Written content, answers assignment â₠¬â€œ 50% o Writing (grammar, spelling, syntax, structure, etc. – 30% †¢ Developmental Domains/required to focus on for each observation o Anecdote #1-Physical Development/Large Motor Skills (i. e. pedaling a tricycle, hopping, skipping, swinging) or Physical Development/Small Motor Skills (i. e. cutting, drawing, painting, beading) o Anecdote #2- Cognitive Development (i. e. pre-math, science, memory, cause/effect, following directions) o Anecdote #3-Emotional Development (i. e . typically there will be some type of social interaction where you record the child’s emotional response to the interaction) 01 anecdotal assignment 09/29/2010 4 o Anecdote #4-Social Development (i. e. a social interaction between the child you select and one other child; you may NOT record an observation between a child and an adult. ) Please record the conversation between the two children. This anecdote may be slightly longer than your first three anecdotal observations. Anecdote: †¢ †¢ Write verbs in past tense. Select ONE preschool-aged child who is 3, 4, or 5 years of age. The child you select is the focus in your anecdote. Follow the child as s/he moves, if necessary.Quickly record in sequence all activity and try to quote, word for word, the child’s speech. It is not necessary to quote a teacher’s comments; just summarize teacher comments. Your very first sentence in the anecdote needs to identify that the child who is the primary focus. Observe and document in writing a developmentally significant event; keep written documentation for later use when typing so that you are not pulling from memory. A developmentally significant event is representative of the child’s particular age and stage of development.Typically, a significant event in the child’s day is something that you would share with the parent/caregiver at the end of the day while discussing the child’s growth and development. Be specific and date each ane cdote. Times – note beginning time of significant moment. The anecdote is one short story, which is organized around a beginning, middle and end of a story. Some anecdotes may be 15 minutes long (i. e. several sentences) especially when documenting social interactions and conversations but most will be 2-3 minutes long (i. . 5-7 sentences. ) Avoid subjective statements where you give your opinion or make inferences about things like, o Goodness or badness (instead of saying that the child’s behavior was bad, state that when the other child grabbed the puzzle, the child reached over and hit) o Intentions (instead of saying that the child was waiting for the teacher to notice him, state without saying a word, the child was quietly standing next to his teacher) o Feelings/Emotions (instead of saying child is mad, state child is stomping feet, etc. †¢ †¢ †¢ †¢ †¢ †¢ Skill Building: †¢ †¢ †¢ Verbs will be written in a mixture of tenses as you share what child did in the past in order to explain child’s current skill base Include two specific skills that the child is learning as from the documented significant event. Write two complete sentences and identify the domain area (i. e. aesthetic development; cognitive development, emotional development; physical development/fine motor; physical development/ large motor; elf-help skills; social development. ) 101 anecdotal assignment 09/29/2010 5 Subjective Summary: †¢ †¢ †¢ Verbs will be written in a mixture of tenses as you share what child did in the past in order to explain child’s current skill base You, the observer, share your professional opinion about what you observed during the developmentally significant moment. When you share your opinion, follow it with a statement of something observed to support your statement.Stay away from words such a good and great and also stay away from labeling and diagnosing behavior such as att ention-deficit or autism. ) Suggestion to help the child continue to progress (When making the suggestion, take a look at the child’s current skill base and then make a suggestion to scaffold to a more complex activity): †¢ You, the observer, share your professional recommendation for future curriculum activities. Suggest similar activities that will help the child increase proficiency in the area that s/he is building skills.If the child appears to be at the mastery level of his/her developmental stage of development, then suggest a more complex activity that you believe is still developmentally appropriate for that child. 101 anecdotal assignment 09/29/2010 6 Sample Anecdotal Assignment (Set up your assignment using this same format; the sample format in the syllabus is not correct. You are welcome to copy and paste this sample into your own word document and then replace the existing information with your information. CLDDV 101 Last name, first name: Smith, Laurie Tit le of Assignment: Anecdotal Observation #1 Due Date: Wednesday, September 15, 2010 Date Turned In: Wednesday, September 15, 2010 (on time) or Wednesday, September 22, 2010 (late) (Note: if you are turning in the assignment on time, then you will enter the same date for â€Å"Due Date† and â€Å"Date Turned In. † If you are turning it in 7 days late, then you will enter two different dates. Name of preschool: Address of preschool: Phone number of preschool: Name of head teacher: Date of visit: Time of significant event: Number of teachers present: Number of children present: Name of child (it is okay to give the child a fictitious name): Angelica Birth date of child: January, 2006 Age of child including years and months: 4 years and 8 months Focused on the following developmental domain: Physical Development/Large Motor Objective Anecdote (do NOT use subjective words such as happy, sad, nervous, excited): While outside during free choice, Angelica walked over to Daisy a nd asked, â€Å"Do you want to go swing? Daisy responded with a smile on her face, and then they ran to the swings. With the help of a teacher giving Angelica some starter pushes, she smiled and began to pump. She looked at Daisy and said, â€Å"Look. I’m up so high! † Daisy, who was pumping on the swing next to her, responded by saying, â€Å"Me too. † Angelica continued to swing next to Daisy for a few more minutes before moving to another activity. Skill Building (select from chart below or create your own): In terms of Angelica’s physical development/large motor skills, she is developing balance and strengthening the large muscles in her arms and legs as she pumps on the swing.A second skill that Angelica is building is in the area of social development. The emergence of prosocial behavior is observed as she respectfully invites the other child to swing and then continues to interact with her in a positive manner during this interaction. Subjective S ummary (in this area you can use your opinion): After observing Angelica swing, it is believed that she has well-developed physical coordination in the area of her large motor skills as she is able to sustain pumping on the 101 anecdotal assignment 09/29/2010 7 swing with just a little help from the teacher getting her started.In addition, Angelica appears to play well with other children as noted when she not only respectfully invited another child to swing, but also continued to initiate a conversation with the other child while swinging. Suggestion to help the child continue to progress (When making the suggestion, take a look at the child’s current skill base and then make a suggestion to scaffold to a more complex activity): In the area of curriculum development, it is suggested that Angelica continue to be provided with opportunities to engage in large motor activities such as swinging, running, jumping, climbing, and pedaling on a tricycle.Since, she already knows how to pump while on the swing, it is suggested that the teachers show her how to start the swing moving back and forth without the help of a teacher. This is a difficult skill to learn, so it is important to allow Angelica the choice to start on her own and/or get a starter push from a teacher as she works on skill building in this area. (If she was not able to pump at four years and eight months, you might say: She is encouraged to continue to practice swinging with the support of a teacher who can break down the steps as she teaches her how to pump.If she was only three years old, you might say: She is encouraged to continue to have positive experiences on the swing with the help of a teacher putting her on the swing and pushing her. As she grows older, a teacher can break down the steps as she teaches her how to pump. ) 101 anecdotal assignment 09/29/2010 8 Use this chart to help you locate skills that the child is developing. The Creative Curriculum Goals and Objectives at a Glance SOCIAL-EMOTIONAL DEVELOPMENT: COGNITIVE DEVELOPMENT: Sense of Self Learning and Problem Solving -Shows ability to adjust to new situations. Observes objects and events with curiosity. -Demonstrate appropriate trust in adults. -Approaches problems flexibly -Recognizes own feelings and manages -Shows persistence in approaching tasks. them appropriately. -Explores cause and effect. -Stands up for rights. -Applies knowledge or experience to a new context. Responsibility for Self and Others -Demonstrates self-direction and independence. -Takes responsibility for own well being. -Respects and cares for classroom environment and materials. -Follows classroom routines. -Follows classroom rules. Prosocial Behavior -Plays well with other children. Recognizes the feelings of others and responds appropriately. -Shares and respects the rights of others. -Uses thinking skills to resolve conflicts. PHYSICAL DEVELOPMENT: Gross Motor -Demonstrates basic locomotor skills (i. e. running, jumping, hop ping, galloping. ) -Shows balance while moving. -Climbs up and down. -Pedals and steers a tricycle (or other wheeled vehicle. ) -Demonstrates throwing, kicking, and catching skills. Fine Motor -Controls small muscles in hands. -Coordinates eye-hand movement. -Uses tools for writing and drawing. Logical Thinking -Classifies objects. Compares/measures. -Arranges objects in a series (i. e. sequence/set. ) -Recognizes patterns and can repeat them. -Shows awareness of time concepts and sequence. -Uses one-to-one correspondence. -Uses numbers and counting. Representation and Symbolic Thinking -Takes on pretend roles and situations. -Makes believe with others. -Makes and interprets representations (i. e. be a symbol for. ) LANGUAGE DEVELOPMENT: Listening and Speaking -Hears and discriminates the sounds of language. -Expresses self using words and expanded sentences. -Understands and follows oral directions. Answers questions. -Asks questions. -Actively participates in conversations. Readin g and Writing -Enjoys and values reading. -Demonstrates understanding of print concepts. -Demonstrates knowledge of alphabet. -Uses emerging reading skills to make meaning from print. -Comprehends and interprets meaning from books and other texts. -Understands the purpose of writing. -Writes letters and words. 2001 Teaching Strategies, Inc. Washington, DC. Permission is granted to duplicate in programs implementing The Creative Curriculum. 101 anecdotal assignment 09/29/2010 9Use the following ideas to help you locate more skills that the child is developing. The developmental domain area (i. e. physical development, cognitive development, etc. ) is not identified; therefore, you will need to identify the domain area when selecting skills from below. What Children Learn from Play WHEN I EASEL PAINT I LEARN: -to develop imagination and creativity. -hand-eye coordination. -to distinguish and purposely create shapes. -to express feelings and ideas. -that ideas have value. -relationship s of space and size. -concepts of symmetry, balance, and design.WHEN I CUT WITH SCISSORS I LEARN: -to control the small muscles in my hand. -concepts of shape, size, color, and location. -to exercise imagination and creativity. WHEN I SCRIBBLE AND DRAW I LEARN: -to hold a pencil or other drawing implement and to control the pressure. -hand-eye coordination. -to exercise imagination and creativity. -that ideas have value. -Concepts of shape, size, color, and location. WHEN I FINGER PAINT I LEARN: -to exercise imagination and creativity. -about how colors mix to make new colors (science. ) -concepts and shape, size, color, and location. hand-eye coordination. -an acceptable way to make a mess, and have fun sharing ideas with others who are near. WHEN I PASTE, GLUE, AND COLLAGE I LEARN: -to exercise imagination and creativity. -concepts of shape, size, color and location, and design, relevant to reading. -about different textures. -how to create patterns and designs, a math skill. WHEN I PLAY WITH PLAY DOUGH OR CLAY I LEARN: -to see the shape against the background of the table, a reading skill. -concepts of shapes, sizes, length, and height. -to see negative space when cookie cutter shapes are taken away. to express feelings, especially negative feelings with squeezing and pounding. -to exercise imagination and creativity. -that the amount of a substance remains the same even when the shape changes. WHEN I PLAY WITH SAND I LEARN: –to exercise my imagination. –concepts of size, shape, and volume; empty and full. –how to use tools. –to solve problems. –concepts of warm and cool, wet, damp, and dry, heavy and light. –how to play socially with others. 101 anecdotal assignment 09/29/2010 10 –to create own patterns and symbols, reading and writing skills. –to observe changes, a science skill.EXAMINING OBJECTS AT A NATURE TABLE HELPS ME LEARN: -new vocabulary. -concepts of texture, color, weight, and size. -to gro up objects into categories. -to observe likenesses and differences. -to appreciate nature and develop a sense of wonder. WHEN I SORT THINGS I LEARN: -to notice details, likenesses, differences and to form categories, essential reading and math skills. -concepts of color, size, and shape. -numeral concepts of more and less. -logical reasoning. WHEN I STRING BEADS I LEARN: -hand-eye coordination. -concepts of color, shape, and location. number concepts like more, less, longer, and shorter. -to create and reproduce patterns. -pride in accomplishment. WHEN I PLAY WITH PEGBOARDS I LEARN: -one-to-one correspondence, one peg for one hole, a pre-math skill. -to make and repeat patterns, a pre-math skill. -concepts of addition as I add one peg at a time. -colors. -symmetry, shapes, order, and design. -hand-eye coordination. WHEN I DO COOKING PROJECTS I LEARN: -about nutrition, tastes, and food groups. -how heat and cold change things. -concepts of volume and measure. -vocabulary. -whole-part relationships, math concepts. awareness of my own and other cultures. WHEN I PLAY WITH BLOCKS, CARS, AND TRUCKS I LEARN: -concepts of shape, size, length and location, all reading and math skills. -to create and repeat patterns, a math skill. -to exercise imagination. -to express ideas. -to cooperate with others. -to solve problems. -about the properties of wood. -to see oneself from a different perspective, that of a giant. WHEN I DO THINGS FOR MYSELF (SELF-HELP SKILLS), I LEARN: -to competently care for own needs. -to control the small muscles in hands when buttoning and zipping. -to problem solve. to see oneself from a different perspective, that of a capable person. -self-confidence, as new skills are mastered. -I can teach others to help themselves. -awareness of the importance of hygiene when I wash my hands before eating or after toileting. WHEN I PLAY ON RIDING TOYS I LEARN: -strength, balance, and large muscle coordination. -to use energy in a constructive way. -concepts o f speed, direction, and location. -to use imagination as I pretend to be different characters and to make different â€Å"road† noises. 101 anecdotal assignment 09/29/2010 11 -to negotiate and take turns. to solve problems -self-confidence, as I master new skills. WHEN I PLAY ON CLIMBING EQUIPMENT I LEARN: -physical strength, coordination, and balance. -to use imagination. -to cooperate with others when involved in group play. -to solve problems. -self-confidence as I develop new skills. WHEN I PARTICIPATE IN CIRCLE TIME ACTIVITIES I LEARN: -to listen, sit still, and understand spoken words. -that ideas added to the discussion have value. -to wait when others are talking. -new vocabulary words. -to remember the words of songs and poems I have learned. -the names of others in the group. to cooperate and be considerate of the needs of others. -to help plan what we will do and what we will need to do it. WHEN I LOOK AT BOOKS AND LISTEN TO STORIES I LEARN: -that learning to read is important and enjoyable. -that letters on a page represent words. -to express own thoughts, feelings and ideas better. -to exercise imagination. -to interpret pictures to represent words and ideas. -to listen well to spoken language. -to make up own stories. -to handle books with care. -to recognize certain words when I see them in print. -to use more complex language patterns in my own speech. to follow the development of thoughts and ideas in the plot of a story. Reading to children frequently is one of the surest ways to ensure that they themselves will become eager and capable readers. WHEN I SING SONGS I LEARN: -principles of music and rhythm -vocabulary. -memory skills and sequencing. -to be conscious of others. -various concepts emphasized in songs. -â€Å"auditory discrimination† recognizing differences in sounds, necessary for learning to read. -awareness and identification with my culture and other cultures. WHEN I PLAY RHYTHM INSTRUMENTS I LEARN: -to be consciou s of rhythm in music. concepts of fast, slow, loud, and soft. -to express oneself in new and different ways. -listening skills. -â€Å"auditory discrimination† recognizing differences in sounds, necessary for learning to read. -to interpret and understand signals and cues. WHEN I PLAY LETTER GAMES I LEARN: -to recognize and name upper and lower case letters. -to associate letters with the sounds they represent. -to recognize own name and other words. WHEN I DANCE I LEARN: -balance and coordination. -to be conscious of the moods and rhythms of the music. -to express myself physically. 101 anecdotal assignment 9/29/2010 12 WHEN I PLAY WITH PUPPETS I LEARN: -to express ideas with words. -to take on the role of someone else. -to use voice tones as well as words. -to use imagination. WHEN I PLAY IN THE DRESS-UP AREA I LEARN: -to be flexible in my thinking and to make decisions. -to express oneself with my words. -to try on different adult roles. -to solve social problems through n egotiation with friends. -to sort and organize play things. -to improvise and use things in a symbolic way to represent something else, abstract thinking. -to exercise my imagination and creativity.WHEN I SAY GOOD-BYE TO MY FAMILY WHEN I ARRIVE TO SCHOOL I LEARN: -that the loving relationships that I have created with my family provide me with the confidence and the ability to create caring relationships at school with my teachers and my friends. -how to say goodbye. -to express how I feel; and I learn that my feelings will be accepted. -that my family will consistently return each day to take me home. -that I am a capable person. 2001 Teaching Strategies, Inc. Washington, DC. Permission is granted to duplicate in programs implementing The Creative Curriculum. 101 anecdotal assignment 09/29/2010 13