The American Experience from 1865 to 1945 Essay Example | Topics and Well Written Essays - 750 words

The American Experience from 1865 to 1945 - Essay Example The premise of the poem was even used in soap advertisements that encouraged "white people to teach cleanliness to other races" (Pears soap ad. 1890's) American foreign policy seems to follow the suggestions in Kipling's poem. The United States has sent troops to several countries that were in the midst of civil war. It seems as if the United States has taken on the role of a world police force and food aid provider to poorer nations. Often times the United States has used force to destroy the infrastructures of other countries to turn around and flood that country with aid to rebuild that same infrastructure. America is very much the richer nation taking care of the poorer nations. The American's have taken on the "white man's burden" by spreading democracy and tackling human rights issues. Progressivism in the United State began as a political solution to many of society's ills such as child labor laws and woman's suffrage. The most notable person in the progressive party was Theodore Roosevelt (u-s-history.com). The progressive party advocated for many human rights reforms such as lower taxes for persons with lower incomes, nationalizing utilities and introduced collective bargaining and farm relief. The progressive party may have been popular among black Americans as they benefited the most from these reforms.

Protection Of The Uncrc Children And Young People Essay

Protection Of The Uncrc Children And Young People Essay In every part of the world, children are particularly vulnerable beings thus they should be in contained of every rights that recognize their need for protection and harboured away from any intentional and unintentional harm. Littlechild (2000) construe child protection as children requiring proper protection from their states and agents, because they are not up to power in protecting themselves. It is fundamental children should be nurtured in a safe and healthy environment, benefitting them in all areas of development and future progress. Siraj-Blatchford and Woodhead (2009) shared, a childs progress and success in life depends primarily on the earliest experiences of a childs learning. It is the responsibility and duty of care of the stakeholders to safeguard children by creating a positive and responsive environment for them. ODonnell and Seymour (2004) analysed issues of childrens disadvantages in unfavourable situations are due to economic factors, poverty, social values, norms and traditions. These adversities put children at stake of education disadvantages and impairment in aspects of physical, intellectual and social-emotional development. These consequently escalate later in life to unemployment, violence, crimes, poor housing, poor health and illness hence shortening lives and poor parenting skills to provide for the younger ones. Davis (2011) identified these conditions persist from childhood to adulthood and transmit across one generation to another. He added that intervention services are needed for these people so as they can better provide and equip themselves with common necessities and break the cycle of poverty. Laming (2009) acknowledged the same to protect children at risk and actions to be taken at soonest. It is necessary for stakeholders with authority to interrupt the chain of negati ve effects by investing early and intensively in childrens rights and wellbeing. Outlining UNCRC, Britto (2012) noted it has incorporated fifty-four articles, categorized into three focuses: key principles, humanitarian rights, and means of monitoring the convention. Lundy, McEvoy and Byrne (2011) suggested areas in humanitarian rights which children should be entitled on are education, play, privacy, health and healthcare as well as adequate standard of living and protection from harmful influences. UNCRC establishes on three main fields of childrens rights: protection, provision and participation (Leer, 2009). In Winter (2011), Alderson (2008) exemplified an insight to each field. He addresses on protection (in forms of abuse, harm, exploitation, neglect and violence), provision (of services, support, guidance and information) and participation (whereby children being fully involved in family, cultural and social life). UNCRC aims to help children in meeting necessity basic needs and expanding opportunities that reaches out in developing childrens full potentia l. In doing so, UNCRC brings a community together in creating a protective environment for their children. Saffigna et al (2011) noted intricacy in defining every childs experience of community as all of them differ. Bronfenbrenners (1979) ecological systems theory identifies a child is influenced indirectly and directly by five intersecting systems. These environmental factors can be people, neighbourhood, home, traditions, schools, cultures, laws, services, policies, ministries and relationships. Woodhead (2006) detailed with microsystems being closest to child, everyday settings usually home and school, and relationships with people in there. Mesosystems are interrelationships between microsystems, exosystems refer to strong influences acting indirectly on the child such as local government, welfare services and polices, and last but not least, macrosystems acknowledge the mediating influence of dominant beliefs and values around children (Woodhead, 2006). Drawing from there, the UNCRC is logically to be field in the outermost layer of the ecological system theory as Vaghri et al (2011 ) defined, articles 42-45 of the Convention accedes in assisting state parties to better comprehend, administer and monitor the implementation of UNCRC in their respective countries. UNCRC influences the composition of societys image on children, early childhood and the practices. They increase awareness all over the world to provide a fair level playing field for protecting children from disadvantages (Siraj-Blatchford, 2009). Article 4 of the Convention on the Rights of Child (UNCRC, 1989) adjure governments in undertaking all appropriate legislative, administrative, and other measures to ensure children achieves equality, receives protection and the rights to survival and development in all areas. The convention requires governments undertaking all measures to greatest extent pertaining to their available resources complying with UNCRC. For instance pledging childrens rights to the fullest potential of mental and physical health (Fortin, 1999). According to Welbourne (2002) by Shier (2001), it is mandatory that all authority and organizations signatory to the UNCRC ought to be committed in making them part of their laws and to ensure that their practices shoul d be all time consistent and conforming with the standards set on protecting the rights and intended benefit of children. Mekonen (2010) derived state parties efforts in meeting the conventions obligations to children reflect childrens significance on their policy agendas hence is creating a child-friendliness state. This indicates UNCRCs power to drive on state parties on to take on different views and perspectives in making differences to better quality welfare for best interest of children. That being said, there remain concerns of to what extent does UNCRC protect children and making differences in their lives. Across to the Committee on Rights of the Child (1989), articles dealing specifically on the protection of children comprises of extensive areas. The focus areas decided upon on are: child labour and education. The programme shares how UNCRC was beneficial to the children who fall through the cracks in Paraguay. Article 32 of the CRC commits state parties in protecting children from economic exploitation and labour that is prone to hazardous or interference to childrens education and overall development. Children who are actuated to labour are derived of opportunities, development and childhood (Dukess, 2006). Poverty is a potential cause that drives children to labour (UNICEF,2012). To break the cycle, it is to ensure children get access to attend school and receive a quality education. In Paraguay, UNICEF (2007) analysed that in 2001, there were 1 in every 5 children who were economically active, some beginning at an early age and those working daily shown poorer academic results. Searching for attempts to eradicate child labour in these communities, the government initiated Abrazo Programme in 2005 based on the methodology developed by UNICEF (UNICEF, 2010). ESC (2010) briefed Abrazo Programme as a blanket that provides care and attention, such as healthcare access, education support and other benefits for children and their families. It is inclusive of financial support via conditional cash transfers. This policy instrument renders cash transfers directly to households, however as programmes requirement, parents are expected to send their children to school in return (Fors, 2012). Being part of the Abrazo Programme, Cabrera (2010) noted that presences of community centres in the neighbourhoods are safe havens for children. Providing them with education reinforcements, playgrounds, lunch and social assistances. Children have access to education and are provided with one healthy meal per day. The Social Welfare Institute contributes food supplies, benefitting children with necessary nutrition yet also creating jobs for mothers preparing meals. Children from other schools are welcomed to the centre after their classes, thus cases of children facing abuse and exploitation on the streets becomes less likely. Though education is an significant factor in terms of enriching childrens life-long skills to future engagement (Mekonen, 2010), qualities of education centres are vital tools to childrens learning, containing: teachers, lessons, resources and materials. Rivkin, Hanushek and Kain (2005) highlighted that teachers effectiveness determines schools quality. To hire and retain teachers, the Houston Independent School District (2008) established the Abrazo New Teacher Induction Program providing grade-level trainings and mentoring for beginning teachers with the veterans. Expanding the concept, they work together towards a new scheme compromising of professional development trainings for all teachers. Though workshop opportunities and community support groups for upgrading, equipping teachers with better knowledge and practices in classrooms. The program ensures teachers learning and teaching in constant betterment in order to provide productively for children. Teachers are necessities for schools functioning, hence the importance on their quality. Dale (2004) analysed to acquire phenomenal transformation experiences; these outcomes have to go through commendable interagency bundles with assessment and proficient professionals. Paraguay raises profiles of childrens rights significantly with support and guidance of UNCRC. As poverty is a major challenge to child vulnerability, the Abrazo program was formed intended to reduce poverty in the long run to improve lives of children. Although it benefitted Paraguayans, there is lack of accurate statistics that track progress on child labour. Explained by Joleby and Konstadinidis (2008) the difficulty faced while collating findings was some children were never registered in Paraguays records, whereas UNICEF only provided general look with no specific data. To evaluate phenomenon of UNCRC, Mekonen (2010) discerned it is measured by the state parties effort of inputs that they channelled for the benefit of children and outcomes they achieve. It is more helpful if stakeholders within states are in conjunction with the UNCRC and play by the laws and policies in attaining childs well-being. Noted by Axford (2008), anything that contributes to the development and sustenance of childs well-being and growth plays a role: these involve the whole Bronfenbrenners Ecological System. Despite commitment of multisectoral strategies and plans of actions, approaches to protect and up bring a child is to broad extent depending on the caregivers in the microsystem as they have closest interaction with the child. The caregivers behaviour, imparted knowledge, traditions and cultures affect their practices with children. Hence, ODonnell and Seymour (2004) determined that it is substantial for frontline staffs to be equipped with the skills in recognizing an d knowing how to respond to children in need. The UNCRC acts as a push factor for people to have more awareness on the importance of early childhood and encourages stakeholders to invest in early childhood sector. As discussed before, investing in early childhood breaks poverty in distant future. Children are more competent of success in life through good health and nutrition, and quality education programmes with appropriate stimulation and interaction with others (The World Bank, 2011). The UNCRC advocates encouragement and support for countries to invest in the future workforce thriving the lives of children generation after generation as a society.

Free Essays - Superstitutions in The Adventures of Huckleberry Finn :: Adventures Huckleberry Huck Finn Essays

Superstitutions in The Adventures of Huckleberry Finn      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In The Adventures of Huckleberry Finn Jim and Huck use and believe in many superstitions.   There are many examples from the book, that show this in the characters.   Most of the superstitions are very ridiculous, but some actually make a little sense.      Ã‚  Ã‚  Ã‚  Ã‚   Huck seen a spider was crawling on his shoulder and he flipped it off and it landed in a lit candle.   It shriveled up and died.   Huck said it would fetch him some awful bad luck.   He got up and turned around three times and crossed his breast every time.   Then he tied up a little lock of his hair with a thread to keep witches away.   He says that the ritual he did was for losing a found horseshoe and did not know if it would work. These superstitions and remedies seem pretty far fetched and it is hard to say where they originated, but I would have to say they originated down South.   I think it originated down south because I am from up North and I have never heard any one speak of those superstitions.   Huck believes in these probably because he grew up with them and they were always taught to him and he is so ignorant he does not know better.      Ã‚  Ã‚  Ã‚  Ã‚   One morning Huck turned over the salt-cellar at breakfast.   He went to throw the salt- cellar over his left shoulder to cancel the bad luck, but Miss Watson stopped him.   All day he wondered when something would fall on him and what it would be.   This all implies that Huck thinks something is going to fall on him, because of his accident.   I have heard about bad luck from spilling salt so I think this Superstition started in the North or maybe it was just popular and spread quickly.   I do not believe there is hardly any fact at all to this.   Huck believes in this probably because of the way he grew up.      Ã‚  Ã‚  Ã‚  Ã‚   Jim said when young chickens flew a yard or two at a time and lighting it was a sign that it was going to rain.   He thought if birds did it, it would be the same.   Also Jim said if you caught one of them you Free Essays - Superstitutions in The Adventures of Huckleberry Finn :: Adventures Huckleberry Huck Finn Essays Superstitutions in The Adventures of Huckleberry Finn      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In The Adventures of Huckleberry Finn Jim and Huck use and believe in many superstitions.   There are many examples from the book, that show this in the characters.   Most of the superstitions are very ridiculous, but some actually make a little sense.      Ã‚  Ã‚  Ã‚  Ã‚   Huck seen a spider was crawling on his shoulder and he flipped it off and it landed in a lit candle.   It shriveled up and died.   Huck said it would fetch him some awful bad luck.   He got up and turned around three times and crossed his breast every time.   Then he tied up a little lock of his hair with a thread to keep witches away.   He says that the ritual he did was for losing a found horseshoe and did not know if it would work. These superstitions and remedies seem pretty far fetched and it is hard to say where they originated, but I would have to say they originated down South.   I think it originated down south because I am from up North and I have never heard any one speak of those superstitions.   Huck believes in these probably because he grew up with them and they were always taught to him and he is so ignorant he does not know better.      Ã‚  Ã‚  Ã‚  Ã‚   One morning Huck turned over the salt-cellar at breakfast.   He went to throw the salt- cellar over his left shoulder to cancel the bad luck, but Miss Watson stopped him.   All day he wondered when something would fall on him and what it would be.   This all implies that Huck thinks something is going to fall on him, because of his accident.   I have heard about bad luck from spilling salt so I think this Superstition started in the North or maybe it was just popular and spread quickly.   I do not believe there is hardly any fact at all to this.   Huck believes in this probably because of the way he grew up.      Ã‚  Ã‚  Ã‚  Ã‚   Jim said when young chickens flew a yard or two at a time and lighting it was a sign that it was going to rain.   He thought if birds did it, it would be the same.   Also Jim said if you caught one of them you

BCOM 275 Article Rebuttal Essay

Smoking bans, specifically in public places, has been a topic of debate for several years now. This debate has been originated primarily from medical or health-related origins. Many have felt strongly against the ban of smoking in public places. Although, almost an equal amount of people support the smoking ban. This paper will acknowledge the pros to proceeding with the smoking ban to rebuttal the argument presented in the article titled, â€Å"The case against smoking bans† by Thomas A. Lambert and analyze the reliability, credibility, and validity of the data used to support his argument. According to Lambert (2012), â€Å"Government-imposed smoking bans are unwise†. â€Å"Risk based argument are insufficient because the slight risks associated with ETS cannot justify the substantial privacy intrusion occasioned by sweeping smoking bans† (p 34). The author’s support against the smoking ban is based on the fact that the statements regarding the need for the ban due to the increase of health care costs for the smoker and those effected by the second-hand smoke. Lambert supports his argument based on the findings of a comprehensive study in the New England Journal of Medicine in 1997. The study states, â€Å"†¦smoking probably has the effect of reducing overall healthcare costs because smokers die earlier than nonsmokers. The study’s authors concluded that in a population in which no one smoked, health care costs would be 7 percent higher among men and 4 percent higher among women than the costs in the current mixed population of smokers and nonsmokers† (Government-imposed smoking bans are unwise, 2012, p 36). Although, this data is credible based on its source, this information cannot wholly be deemed valid based on no stated facts to compare healthcare costs of the nonsmokers. â€Å"Logical fallacie s are errors in reasoning† (Cheesebro, T.,  O’Connor, L., & Rios, F., 2010). There are four types of common logical fallacies, which are: faulty causation, hasty generalization, either/or thinking, slippery slope and faulty comparison. The justification based on the other data is an example of a hasty generalization and faulty comparison. A hasty generalization occurs when â€Å"†¦a few examples are selected to represent the whole of the conclusion† (Cheesebro, T., O’Connor, L., & Rios, F., 2010). By committing to these generalizations, your conclusions may be incorrect because you are only acknowledging the data that will solely support your argument. The author’s argument is also a faulty comparison because he treats the unique situations the same. He strongly believes that there is no significant difference in the costs of health care in comparison to those who do not smoke. But the author fails to mention the health effects of second hand smoke and why it should be banned in public places In contrast, smoking bans in public places should be implemented because there are many studies that reveal that there is a real problem regarding exposure to second hand smoke. According to the CDC (2012), â€Å"Since 1964, 2.5 million nonsmokers have died from exposure to secondhand smoke†. That statement alone, which is evidence based, is a valid argument why smoking in public places should be banned. Non-smokers should not have to be victims caused by careless smokers who are more interested in feeding their addiction and pleasures. It is intrusion of someone’s privacy if they do not want to be exposed to secondhand smoke. Public places refers to as restaurants, parks, multiunit housing and casinos etc. For children, secondhand smoke exposure can contribute to respiratory and ear infections and higher risk of sudden infant death syndrome. For adults, it can cause lung cancer and cardiovascular diseases. With that being said, if we choose not to smoke due to the health effects and increased risk of death, why should we forced to go down with the smokers? We have a choice and it should be respected. If these health conditions can be caused by secondhand smoke alone, consider what effects smoking has on a smoker’s body. As mentioned earlier, those who do smoke die earlier. So how can the statement regarding no difference in health care costs between a smoker and non-smoker be valid? In conclusion, due to the evidence-based bad health effects of secondhand smoke, smoking in public places should be banned. There is no justification for someone who chooses to live a healthy lifestyle in order to live longer,  to have a smoker determine how long they should live or what quality of life they should have. References Cheesebro, T., O’Connor, L., & Rios, F. (2010). Communicating in the workplace. Upper Saddle River, NJ: Prentice Hall. Lambert, T. A. (2007). The case against smoking bans. Regulation, 29(4), 34-40. Retrieved on March 7, 2014 from, http://search.proquest.com/docview/210517192?accountid=458 Smoking and Tobacco. (2012). Centers for Disease Control and Prevention. Retrieved on March 6, 2014 from, http://www.cdc.gov/tobacco/data_statistics/fact_sheets/secondhand_smoke/healt h_effects/index.htm

How Milton develops Paradise Lost against Epic Tradition Essay

One of the passages in Paradise Lost is â€Å"Answerable Style† specifically the Genre of Paradise Lost wherein the main concern of Milton pertains to which genre must be chosen and not just a simple matter to seek the story’s perfect medium but the writer’s anxiety in placing himself with the poetic tradition known as old centuries. With his decision in writing an epic, Milton was able to place himself in the writers’ epic tradition like for instance the Medieval and Renaissance poets Dante. The content of the Paradise Lost is the classical and epic conceits in the Renaissance concerning heavenly beings with the possible interaction while using the epic similes as well as the places and people’s catalogues with muse invocations. This means that the themes’ content is usually common to epics like for example war, its nationalism, the empire and the origin stories. Another passage in Paradise Lost is â€Å"Things invisible to mortal sight†, which means the classical epics of gods and goddesses and the desires including disagreements are mirroring the human but that of Milton is omnipresent and also invisible. Milton’s God cannot be compared to any individual because of His existence. In Paradise Lost, the story was inspired by the heavenly muse wherein fallen humans are unknowable. God’s portrayal by Milton became the subject of such debate among those scholars as well as critics. Still Milton believes in God’s power and yet explains the foreknowledge of fall and yet human beings may even fall to temptations because of free will given by God to choose and made a decision for them. This is not comparable with those gods as well as goddesses in terms of the epics in classic because of different views and beliefs but still Milton has his own presentation in his belief with God.

Changing from Base 10 to Base 2 in Mathematics

Changing from Base 10 to Base 2 in Mathematics Suppose we have a number in base 10 and want to find out how to represent that number in, say, base 2. How do we do this? Well, there is a simple and easy method to follow. Let’s say I want to write 59 in base 2. My first step is to find the largest power of 2 that is less than 59.So let’s go through the powers of 2: 1, 2, 4, 8, 16, 32, 64. Okay, 64 is larger than 59 so we take one step back and get 32. 32 is the largest power of 2 that is still smaller than 59. How many â€Å"whole† (not partial or fractional) times can 32 go into 59? It can go in only once because 2 x 32 64 which is larger than 59. So, we write down a 1. 1 Now, we subtract 32 from 59: 59 – (1)(32) 27. And we move to the next lower power of 2. In this case, that would be 16. How many full times can 16 go into 27? Once. So we write down another 1 and repeat the process. 1 1 27 – (1)(16) 11. The next lowest power of 2 is 8.How many full times can 8 go into 11?Once. So we write down another 1. 111 11 11 – (1)(8) 3. The next lowest power of 2 is 4.How many full times can 4 go into 3?Zero.So, we write down a 0. 1110 3 – (0)(4) 3. The next lowest power of 2 is 2.How many full times can 2 go into 3?Once. So, we write down a 1. 11101 3 – (1)(2) 1. And finally, the next lowest power of 2 is 1. How many full times can 1 go into 1?Once. So, we write down a 1. 111011 1 – (1)(1) 0. And now we stop since our next lowest power of 2 is a fraction.This means we have fully written 59 in base 2. Exercise Now, try converting the following base 10 numbers into the required base 16 into base 416 into base 230 in base 449 in base 230 in base 344 in base 3133 in base 5100 in base 833 in base 219 in base 2 Solutions 1001000013211000110101122101314410000110011

Free Essays on Leaving

I felt the warmth of my mother’s hands on my soft skin while she held my face. Her soft voice whispered in my ear â€Å"good night†. It was a cold winter night after Christmas as my mother tucked me in to bed, like she always had. After telling me good night her lips hit my cheek to give me the last kiss she ever would. As she walked out, I told her â€Å"I love you with all my heart and always will.† In the, morning the warmth of the sun hit my face and woke me up like any other morning, but something was different, something just wasn’t right. I lay in my warm bed, trying to ascertain why I wasn’t feeling right. I jumped out of bed and woke my little brother up to go eat breakfast. As we walked down the hall, I heard my dad pouring a cup of hot coffee. â€Å"Daddy is mom still sleeping,† I asked. Mom will be gone for a while but baby, don’t worry he told my brother and me in a sad voice. We will be just fine. I didn’t understand why my mom would be gone though. I asked myself â€Å" will she ever come back?† Seven years have gone by and still my mom is gone, and my life has changed more than I thought it would. â€Å" Jess, get Drew’s clothes ready for school tomorrow,† my dad would admonish me every night before going to bed. Making sure my brother would be ready for school every morning, making sure he ate breakfast before he left for school, and making sure his homework was done everyday was what my mother used to do every morning and day; but now she is gone. Now that she is gone I have to take that place. Now that I am the only lady in the house, I have to be the mother. No more going out on Friday nights with my friends, no more doing whatever I want. Every Friday, my friends would go out to the movies, and have fun without me. I had to stay home and make sure everything was right for my family. Now I have responsibilities like my brother who is now like my son. He thinks of me as not only a sister but a mother... Free Essays on Leaving Free Essays on Leaving I felt the warmth of my mother’s hands on my soft skin while she held my face. Her soft voice whispered in my ear â€Å"good night†. It was a cold winter night after Christmas as my mother tucked me in to bed, like she always had. After telling me good night her lips hit my cheek to give me the last kiss she ever would. As she walked out, I told her â€Å"I love you with all my heart and always will.† In the, morning the warmth of the sun hit my face and woke me up like any other morning, but something was different, something just wasn’t right. I lay in my warm bed, trying to ascertain why I wasn’t feeling right. I jumped out of bed and woke my little brother up to go eat breakfast. As we walked down the hall, I heard my dad pouring a cup of hot coffee. â€Å"Daddy is mom still sleeping,† I asked. Mom will be gone for a while but baby, don’t worry he told my brother and me in a sad voice. We will be just fine. I didn’t understand why my mom would be gone though. I asked myself â€Å" will she ever come back?† Seven years have gone by and still my mom is gone, and my life has changed more than I thought it would. â€Å" Jess, get Drew’s clothes ready for school tomorrow,† my dad would admonish me every night before going to bed. Making sure my brother would be ready for school every morning, making sure he ate breakfast before he left for school, and making sure his homework was done everyday was what my mother used to do every morning and day; but now she is gone. Now that she is gone I have to take that place. Now that I am the only lady in the house, I have to be the mother. No more going out on Friday nights with my friends, no more doing whatever I want. Every Friday, my friends would go out to the movies, and have fun without me. I had to stay home and make sure everything was right for my family. Now I have responsibilities like my brother who is now like my son. He thinks of me as not only a sister but a mother...

Honest Numbers about an Amazon Indie Ebook Giveaway

Honest Numbers about an Amazon Indie Ebook Giveaway One problem facing indie authors is the lack of honest sales figures. Self-reporting is often vague or exaggerated. While Hugh Howey’s Author Earnings page is a good source, more data are needed. I recently did a five-day free promotion on Amazon and would like to share my results. I’m writing a series of post-apocalyptic novels titled the Toxic World. Book One, Radio Hope, came out in February. In March I published a 10,000-word short story titled The Scavenger. The series is in the KDP Select program so I can take advantage of free giveaways and countdown deals. The Scavenger is priced at 99 cents. It’s not intended to make money, but to advertise the series, so I use my free days. I get five days to offer it for free every ninety-day period. My first promotion was from Friday, April 4 through Tuesday, April 8. I did little promotion. I mentioned it on my blog and several times on my Twitter feed. Several blogger buddies mentioned it. A few nice people tweeted. Here’s the daily breakdown, with the number of downloads for each country in parentheses. Friday, April 4: US (79), UK (13), Spain (5), Germany (2), Canada (3), India (1). Total: 103. Saturday, April 5: US (82), UK (9), Germany (1), Canada (1), Australia (1). Total: 94. Sunday, April 6: US (58), UK (2), Germany (1), Canada (3), Australia (1). Total: 65. Monday, April 7: US (61), UK (11), Australia (1). Total: 73. Tuesday, April 8: US (47), UK (8), Spain (1). Total: 56. Grand Total: US (327), UK (43), Canada (7), Spain (6), Germany (4), Australia (3), India (1). Grand Total for all markets: 391. The giveaway numbers mirror my sales - the U.S. is My first day was my biggest. Fridays and Saturdays are good sales days as people look for weekend reading. There’s a severe drop off at the beginning of the week. This was reflected in my giveaway numbers. That good first day got me into the top 20 in the Post-Apocalyptic and Dystopian categories on Amazon UK and into the top 20 â€Å"Kindle Short Reads† on Amazon US. This increased visibility and encouraged more downloads, creating a positive feedback loop and getting the attention of some â€Å"free ebook† websites and Twitter feeds, which presumably helped keep numbers up. Reader reaction was prompt. While the giveaway was still on, someone added The Scavenger to Goodreads and I got three reviews. What about sales of Radio Hope? During the giveaway I sold six, twice what I sold in the same five-day period a week earlier. I have since had several sales of Radio Hope to people who said they’d been pulled in So what did I learn? Don’t expect astronomical numbers. As a little-known author in a flooded genre, you won’t hit number one. The friend factor only goes so far. Few downloads were The first day is essential. Getting those numbers up quickly makes you visible. This encourages more downloads that will keep you visible. Weekends are better. Split it across two weekends instead of a single five-day block. You’re building a tower, not launching a rocket. While this giveaway didn’t get me lots of sales, it did get my series onto nearly 400 Kindles. That’s a start.

Introduction to Organisations and Management Essay - 6

Introduction to Organisations and Management - Essay Example In this work, we assess two organizations from the perspective of the science of organisations and management. As we make the assessment, we identify some of the most useful lessons from the module. The objectives of this work are as follows: 1. Compare two firms and use concepts and perspectives from the science of organisations and management that are useful for comparing and assessing the firms. 2. Analyze firm operations using perspectives from organisations and management. 3. Apply the relevant concepts and perspectives from organisations and management in forwarding recommendations on the how problems and situations articulated on the two firms can be addressed. In the discussion, we use a report rather than an essay format. In our analysis, we are also informed by the theories discussed in Module BB115007S conducted by Ms. H. McIntosh of the Anglia Ruskin University. 2.0. Overview on the Firms Being Compared 2.1. The two firms being assessed and compared in this work are Watso ns Engine Components and H&M Consulting. The two business organisations are disparate. 2.2. Watsons Engine Components is a family-owned company engaged in mass-producing parts for car engines. Its plant is in northeast England. The firm employs 200 people, comprising of 125 semi-skilled production workers, 15 clerical workers, 20 technical staff, and 40 managers. The plant is â€Å"highly unionised† with one union for the manual and clerical staff. There is a long history of poor relations between the union and management marked by industrial actions. Watsons has been described as successful in maintaining market share in the last several years. However, car manufacturing firms who are Watsons’ customers are in a highly competitive environment and have the option to get their supplies from abroad. Watsons is encountering the following challenges: order times are getting short, contract prices are becoming lower, and quality standards are becoming higher. Despite the ab ility to maintain a market share, maintaining its market share is a continuing challenge for Watsons in a globalized market. Watsons plant is small and â€Å"relatively old-fashioned†. Yet, at the same time, the firm is described to have â€Å"sufficient capital† to replace some of its machinery and technological systems. 2.3. Meanwhile, H&M Consulting is â€Å"a large global management, engineering and development consultancy.† The company has grown through merger and acquisitions. At first, H&M was established from the merger of two consultancy firms. Later on, H&M purchased several companies in the Romania, the Netherlands, and the USA. H&M Operations now cover 120 countries employing 13,000 staff. The company is in transport, energy, buildings, water, the environment, health, education, and communications. H&M Consulting caters to clients in both the private and public sectors. 2.4. A part of the explanation on why the two firms differ in their management an d organization is in their business orientation: one firm is global and the other tends to transact with local clients and belongs to an old industry in the United Kingdom. Of course, this does not mean that all firms oriented to the local market are managed along traditional lines. Students of management are exposed to various schools of modern thought. Unfortunately, some of the

Civil War Essay Example | Topics and Well Written Essays - 1000 words

Civil War - Essay Example The civil war between the North and the South served as crossroads for the development of the nation in future. In order to understand the American nation as a whole, the civil war has to be studied as it has been claimed that â€Å"what America is today† is due to the civil war of the nineteenth century. The civil war has played a key role in defining the existence and character of the United States of today. Before the civil war, America was viewed as a nation segregated into different states. The civil war transformed America into a comprehensive nation comprising of several states and is named as the United States of America. The most important cause for the civil war in America from 1861 to 1865 was the issue if slavery (Rhodes, 2009). The civil war is seen as the internal war between the states of America. The Northern states were opponents of slavery and never supported the issue as it did not resemble the true spirits of America. The Northern sates formed the Union. Th e Southern states depended on slavery for sustaining the growth of economy. The civil war gained momentum when the slavery was proposed to be spread to the western states. Due to opposite views, the Southern states of America that were slave states declared secession from the Union. The southern states of America wanted themselves free from the shackles of the Union and wanted a separate existence. The Southern states declared a separate confederation of states in America as a symbol of the secession. The Union wanted to keep United States in tact and had the intentions of setting the states free from slavery. As a result of this, a bloody civil war occurred between the northern and the southern states that continued over a period of four years. There was no intervention of foreign power in the civil war of America. The civil war resulted in huge loss of infrastructure and loss of lives of the people of America. More than 600,000 soldiers were killed in the war and the properties an d infrastructure of the southern states were devastated. The confederation of the southern states ultimately collapsed and it was possible to finally get rid of slavery. The process of reconstruction of the nation led to the restoration of national unity. The slaves were freed and individual were granted fundamental rights of freedom. Thus the civil war was the platform for the formation of national unity and integrity of the states of America (Mitchell, 2001). The abolition of slavery and grant of fundamental rights and freedom to the individuals led to the formation of United States of America. Thus, an analysis of the civil war, its causes and consequences are important to understand the identity, existence and character of today’s United States of America. Cause of victory of North despite resistance of South The civil war that started between the Northern and the Southern states of America observed some fierce encounters. There were fierce resistances put up by the South ern state generals in order to save their confederation of states. The Union under the leadership of Abraham Lincoln sent the forces to capture the southern states as they differed from the policies of the Union. The resistance and fight put up by the southern generals like Robert Lee and Stonewall Jackson were brilliant in order to defend their cause and inflicted huge damage on the Northern states. Under the orders of Abraham Lincoln,

WHAT IS ARISTOLES VIEW IN VIRTUE Essay Example | Topics and Well Written Essays - 500 words

WHAT IS ARISTOLES VIEW IN VIRTUE - Essay Example First of all, according to Aristotle, moral virtue is defined by action, or in short, â€Å"we learn by doing them† (II.1). This means that virtue is not inherent in man’s nature but that man possesses the potentiality to practice virtue. Virtues are not an inborn quality of man but rather something that is acquired through practice. In the Ethics, Aristotle gives an example: â€Å"By doing the acts that we do in our transactions with other men we become just or unjust† (II.1). This means that a man is known as just not because of his nature but because he has demonstrated justice to others through his own acts. No one can say someone is good unless that someone has done good deeds. For Aristotle, action must precede virtue and character. It is therefore not that man is doing good things because he is good – but rather man is good because he is doing good things. The idea of defining virtue as an action-based principle would then imply that its demonstration is actually a matter of choice (II.3). The idea of ascribing virtue as subject to man’s choice now becomes the basis of responsibility. Furthermore, Aristotle explains this by showing that virtue concerns itself with pleasures and pains and that it seeks the advantageous, the noble and the pleasant while it seeks to avoid the base, the injurious and the painful (II.3). Therefore, for Aristotle, virtue is something that is utilitarian or pleasure-seeking and pain-avoiding, unlike vice, which is its opposite. Although people would generally equate vice with evil, and virtue with goodness, Aristotle clarifies the meaning of virtue by defining it as a mean between two vices, one an excess and the other a lack: â€Å"Virtue is a kind of mean, since, as we have seen, it aims at what is intermediate† (II.6). For example, in terms of appetite, the vice of lacking pleasure

And the winner is.... - the management theories and methods of Essay

And the winner is.... - the management theories and methods of employee-award-winning companies 2013 - Essay Example As a result, most organizations have shifted their focus from developing strategies to implementing sound human resource management practices. Motivation of employees has become a key aspect in the management of any organization and most organizations today develop employee motivation plans. Facebook, an American based social media company, has developed proper motivational package and this enabled the company to be awarded the ‘best company to work in’ award of 2013. In this paper, the emerging human resource practices will be discussed in relation to how it has changed business performance and employee motivation. While discussing the theories of management currently employed by the organizations, the paper will analyse the article ‘the best companies to work for in 2013’. Human resource management practices have changed from the previous notions that was money centred to a new one that is based solely on employee motivation and how the people are critical assets for the business (Lawler, 2003). Summary of article Facebook, one of the currently leading social media companies based in the united states adopted a human resource practice that is more people cantered. ... With the current cost of livings being overly high, the success and satisfaction of an employee depends on the package that the company offers at any given time. Companies should seek to motivate their employees through the development of flexible work schedules, provision of leaves and offs without any conditions attached and providing a cool work environment devoid of stressful occurrences (Lawler, 2003). Facebook understands these emerging principles of human resource management and has developed one of the best packages for its employees. The company offers one of the most attractive payment packages to its employee as compared to other companies that participated in the survey. As a company that understands the essence of adding value to the life of the employees, the company also offers other incentives and allowances to its employees. These include the provision of free transportation, provision of home and personal services like dry cleaning and other motivating incentives to parents working for the organization. Facebook seeks to develop a work environment where the employees can do what they love most, get paid favourably for their dream careers and enjoy every single moment of their time at the company (Nohria & Groysberg, 2008). Apart from Facebook that was above the park according to this report, McKinsey and Co also emerged as the second best company to work in, a feat that is attributed to its human resource management approaches. As a major consultant company with offices and subsidiary branches in different parts of the word, the company has strived to implement a recruitment program that seeks employees with great leadership abilities.

Fiedler and Garcias Cognitive Resource Theory Essay

Fiedler and Garcia - Essay Example The theory predicts that uncertainty and stress are the two factors, which worry a leader. Fiedler connects this to his Least Preferred Co-worker Theory (LPC theory) where a high LPC leader will be more likely to give high scores to the people he has worked with earlier while a low LPC leader will be more inclined to assign low scores for the same. When the control of a leader over a situation and his LPC score are in tune with each other, good performance of leadership will result. Again, when a low LPC score leader is in a situation of moderate control and high LPC leaders are in situations of high control or low control, the LPC and situational control are not in line with each other. The transition from his â€Å"in match† condition to the not â€Å"in match† condition will bring about stress and worries in the leader owing to a â€Å"perceived inability to deal with situations of this nature† (Miner, 2005, p.250). When a particular circumstance causes anxiety in the leader he tries to gain confidence from his â€Å"previous successful reinforced behavioral patterns†. On one hand, the effective level finds this behavior has dealt with earlier cases of dealing with interpersonal issues while on the other hand, the cognitive level finds that such behaviors show what one learned from experience. The efficacy of the behavior of the leader is conditioned by the matching of the situations’ demands and the leader’s response to the same. Thus the model works under two assumptions. First, managers let their subordinates know their plans via directive behavior and second, leaders with greater experience and smartness have better decision-making ability than the ones who are less intelligent or experienced. Hence, one may say that when a leader is under stressful conditions, intelligence does not function efficiently or with full effect and even might have a negative impact. A leader should search for previous experience under similar situations from where he might derive some strength and decision making power. Again under a high-stress scenario, the intelligence is often damaged, but experience might help the leader respond well to the situation. Again when the task is simple then the leaders’ effectiveness does not matter because even the subordinate will be able to handle it. (Cognitive Resource Theory n.d.) Therefore when the situation is stressful a leader with greater experience will be more reliable to handle it. When a leader has the lesser level of experience he should undertake relatively stress-free assignments and the level of stress should be gradually increased with experience.            

Final Case Study Analysis Research Paper Example | Topics and Well Written Essays - 1000 words

Final Case Study Analysis - Research Paper Example Incidents of sexual harassment can be hard to account for. When activities are conducted through the use of verbal ability and physical sexual harassment is conducted, it can be accounted for. In certain cases, sexual harassment activities become very hard to account for, for example: using signs and symbols to harass another individual. In workplace environment, sexual harassment cases involve both the harasser and the person being harassed. These activities might be conducted by the people in the supervisory and management level and these activities may even be conducted by peers or people working at the same level of the organization or by even those who are not working within the organization, such as customers and suppliers. Sexual harassment effects the organization and work environment in a negative manner and there are ways through which such activities can be countered. Negative Impacts While analyzing the effects of sexual harassment on an organization and the people workin g with the organization, EEOC gives emphasis to the negative consequences occurring due to this act rather than taking into consideration the intent behind such acts. In order to identify whether and act is sexually harassing is dependent on whether the victim believes that the act was unwelcoming or unasked for. The main method through which an act can be defined as unasked for is the negative impacts of that particular act on the behavior of workers. Sexual harassment researchers have asserted several areas that have been negatively impacted due to such activity; these areas include psychological and physical health of the workers, career, and perception of self and social areas. Victims of sexual harassment cases report elevated amount of stress as a result of being harassed. The level of symptoms further elevate as the contact between the victim and the criminal increases, when victims’ contact with those who witnessed the act taking place increases and when the victim ex periences retaliation as result of taking the complain to the authorities of the organization. Studies that are longitudinal in nature prove that the negative consequences of this activity last for a long period of time and even take the shape of future harassing activities if not countered (Paludi 96). One who is a victim of the act experiences several cognitive issues such as guilt of being victimized, escape from settings that are social in nature, shame of being harassed, fear, feeling of loneliness, agitation and decrease in the degree of self esteem. Physical issues experienced by the victim includes: abuse of substance, sleep depreciation, abnormal eating patterns and failure to concentrate. Further empirical studies prove that sexual harassment has negatively impacted the manner in which a victim used to work before being harassed and he even experiences negative impacts on his/her career goals (Goldstein 266). These negative impacts may or may not include increased level of leaves, alterations in goals related to career and alterations in working techniques. The person who is victimized may even experience distortion in important skills including interpersonal and social skills,

Fiedler and Garcias Cognitive Resource Theory Essay

Fiedler and Garcia - Essay Example The theory predicts that uncertainty and stress are the two factors, which worry a leader. Fiedler connects this to his Least Preferred Co-worker Theory (LPC theory) where a high LPC leader will be more likely to give high scores to the people he has worked with earlier while a low LPC leader will be more inclined to assign low scores for the same. When the control of a leader over a situation and his LPC score are in tune with each other, good performance of leadership will result. Again, when a low LPC score leader is in a situation of moderate control and high LPC leaders are in situations of high control or low control, the LPC and situational control are not in line with each other. The transition from his â€Å"in match† condition to the not â€Å"in match† condition will bring about stress and worries in the leader owing to a â€Å"perceived inability to deal with situations of this nature† (Miner, 2005, p.250). When a particular circumstance causes anxiety in the leader he tries to gain confidence from his â€Å"previous successful reinforced behavioral patterns†. On one hand, the effective level finds this behavior has dealt with earlier cases of dealing with interpersonal issues while on the other hand, the cognitive level finds that such behaviors show what one learned from experience. The efficacy of the behavior of the leader is conditioned by the matching of the situations’ demands and the leader’s response to the same. Thus the model works under two assumptions. First, managers let their subordinates know their plans via directive behavior and second, leaders with greater experience and smartness have better decision-making ability than the ones who are less intelligent or experienced. Hence, one may say that when a leader is under stressful conditions, intelligence does not function efficiently or with full effect and even might have a negative impact. A leader should search for previous experience under similar situations from where he might derive some strength and decision making power. Again under a high-stress scenario, the intelligence is often damaged, but experience might help the leader respond well to the situation. Again when the task is simple then the leaders’ effectiveness does not matter because even the subordinate will be able to handle it. (Cognitive Resource Theory n.d.) Therefore when the situation is stressful a leader with greater experience will be more reliable to handle it. When a leader has the lesser level of experience he should undertake relatively stress-free assignments and the level of stress should be gradually increased with experience.            

Memo Case Study Example | Topics and Well Written Essays - 500 words

Memo - Case Study Example s, the amount will not be included in the income statement until the cash payments are made.Under the accrual basis, the $2000 will be included in the income statement immediately after the sale, while the cash payment will be done on a later date(Master Movers 4). Using the accrual basis of accounting, the business expenses are recorded on the income statements in the period when they occur, which is a different period from when the payments are made. In the cash basis, the expenses are only recorded on the income statement after they have been paid out. Ff Master movers, For example, spends $2000 on advertisement under the cash basis, the $2000 will be included in the income statement only when then cash is paid out while under the accrual basis, the $2000 will be recorded on the income statements when they get the bill, and before the amount is actually paid out. The main reason the profits realized in the income statement for the past financial period were lower than expected was because the records were made in line with the cash basis of accounting, thus leaving out most of the transactions. The transactions included in the Master Mover’s record mostly contain the transactions that were already paid up in cash leaving out those that were yet to be paid up. If all the transactions carried out over the financial period were included in the records, the profits would be higher (Master Movers 2). The cash basis of accounting is mostly considered for small businesses and management of personal finances where most sale payments and payment of bills are done immediately. The accrual basis can be considered as the best accounting method for Master Movers because considering the matching principle of the accrual accounting method; the company’s expenses should match with the revenues earned over the same financial period. Income statements prepared under the accrual accounting method include all the revenues earned, and all the expenses incurred over the

First Language Acquisition Theories

First Language Acquisition Theories Imagine a blank template, a white sheet of paper, thats how human being starts off. From a crying baby in a cradle, to babbling, to simple single words, slowly progressing into two-words, then finally a complete sentence, ever wonder how one acquires the ability to produce the language? Linguists throughout the ages have tried to find out how does one ACQUIRE a language, is it a deep structure as claimed by Kimball? Or is it an innate ability, a build-in human capacity propagated by Chomsky? Various theories have arose since language studies came to fore, and the ability to acquire language has interested various parties since the dawn of man. From the dunes of Egypt,  Psammeticus, the Pharaoh during the 7th  century BC, believed language was inborn and that children isolated from birth from any linguistic influence would develop the language they had been born with. Fast forward to the 15th century,  King James V  of Scotland performed a similar experiment; the children were reported to have spoken good Hebrew. Akbar, a 16th century Mogul emperor of India, desired to learn whether language was innate or acquired through exposure to the speech of adults.   He believed that language was learned by people listening to each other and therefore a child could not develop language alone.   So he ordered a house built for two infants and stationed a mute nurse to care for them.   The children did not acquire speech, which seemed to prove Akbars hypothesis that language is acquired and does not simply emerge spontaneously in the absence of exposure to speech.   Henceforth, modern linguists have been trying hard to crack the codes which govern the acquisition and learning of a language. Theories ranging from Jean Piagets Cognitive Theory(1929), Skinners Behaviorist Theory (1957), to Chomskys The Innateness Hypothesis, and Lamberts Critical Period Hypothesis(1967) for first language acquisition, and finally Krashens 5 hypothesis of second language learning have paved a way for an insight, a way to unravel the way the mind works in acquiring and learning a language -which happen to be distinct from one another-, and here, we will be looking at the theories that have been the workhorse of language acquisition and learning. Definition First Language Acquisition is touted by linguist as the process of acquiring a language via exposure whilst young. First language is defined as the primary language -not necessarily mother tongue- which the speaker first acquires and use on a constant basis. According to Lennenberg (1967) the language that one picks up during the critical period will generally be the persons first language. The Canadian census agrees that the first language that one acquires during childhood is the first language. A second language, however, can be a related language or a totally different one from the first language. Language acquisition is a cognitive process cognitive process (reasoning, perception, judgment and memory) of acquiring a language. It is usually done subconsciously, with the mind slowly structuring the template to mold the language into shape. Language learning however, means a person is trying to learn the language consciously through practice, training, or experience. Amongst the most prominent theories of language acquisition that has been put forward by linguists is the: Cognitive Development Theory According to Jean Piagets cognitive theory (1970s), language is a subordinate part of cognitive development. Language is mapped onto an individuals set of prior cognitive structures. The principles of language are no different from other cognitive principles. A person becomes capable of abstraction, of formal thinking which excels concrete experience and direct perception (Freeservers.com, 2012). Firstly, the child becomes aware of a concept, they acquire the words and patterns to convey the concept. Simple ideas are expressed earlier than more complex ideas even if they are grammatically more complicated. Piaget described four distinct stages of childhood cognitive development which include sensorimotor stage, pre-operational stage, concrete operational stage and formal operational stage and relates them to a persons ability to understand and assimilate new information (Springhouse Corporation, 1990). First language learners are thought to creatively use their skills of cognition in order to figure out the second language of their own. For adult learners, they have the ability to abstract, classify and generalize gives them an advantage to systematically solve problems. Adult language learners rely on their cognitive activities of general information processing because their Language Acquisition Device gradually becomes unavailable for them (Hadley, 2002). Piaget claims that the human mind has a template known as the schema: The representation in the mind of a set of perceptions, ideas and /or actions which go together (Atherton , 2011). The schema helps individuals understand the various happenings around them, an understanding of oneself (self-schemata), other people (people schemata), events/situations (event schemata) and roles/occupations (role schemata). According to psychologists, cognitive development starts at adaptation, followed by assimilation and accommodation close after. Assimilation is the process of incorporating new information into pre-existing schema, more often than not leading to overgeneralization. For example, the child refers to a whale as a fish, due to the fact the whales and fish, have fins and lives in the ocean. After assimilation, comes accommodation, whereby the mind is able to differentiate concepts made during the prior phase. Piaget contends there are four stages of cognitive development which are sensorimotor stage (birth-2years), pre-operational stage (2-7 years), concrete operational stage (7-11years) and formal operational stage (11 years and up). The first stage or the sensorimotor stage is the stage where a child learns about himself and his environment through motor and reflex movements. The childs thoughts are derived from movement and sensation (Springhouse Corporation, 1990). They learn and progress by doing simple motor movements such as looking, grasping, crying, listening, touching and sucking. Further down the road, they will also gain a basic understanding of the relationships of cause and effect. Object permanence appears around 9 months and further physical development allows the children to begin developing new intellectual abilities. Piaget contends that some basic language abilities are developed at the end of this stage. Pre-operational stage follows after the child reaches at the age of 2. During that stage, a childs intelligence is demonstrated through the use of symbols, and his language use matures, advancing to basic sentences. The childs memory and imagination are developed to a certain extend but thinking is done in non-logical and non-reversible manner. The following stage is the concrete operational stage -where the child reaches the age of 7-11-: Children then develops seven types of conservation, namely number, length, liquid, mass, weight, area and volume. The childs intelligence is further demonstrated through logical and systematic manipulation of symbols related to concrete objects, and his operational thinking develops exponentially, however, his thinking at this stage is still concrete. The final stage in the cognitive development is the formal operational stage, where the childs developed intelligence is demonstrated through the logical use of symbols related to abstract concepts. This is reflected in his/her speech as in choice of words, and capability of metaphorical usage. Humanistic Approach (Abraham Maslow, Carl Rogers) Abraham Maslow proposed the humanistic approach as a method of language acquisition and learning. The theory takes into considerations of the feelings, motivation levels and confidence of a person According to Carl Rogers however, the persons consciousness of their own identity is about behavior central to oneself. Rogers believed that people could only fulfill their potential for growth if they had basically positive self-regard. On the contrary Abraham Maslows believed that those who satisfied all their needs might become self-actualizers (Sammons, n.d.). Humanistic approach differs it tries to encourage positive emotions that help language acquisition such as self-esteem, motivation, empathy and risk taking. It also tries to dampen negative emotions such as low self-confidence, nervousness and mental inhibition (Villatoro, n.d.) and in a sense, it coincides with Skinners Behaviorist Theory. Behaviorist Theory B.F. Skinner described learning as a behavior produced by learners response to stimuli which can be reinforced with positive or negative feedback to environmental stimuli. Skinner added that learning can be observed, explained, and predicted through observing antecedents and consequences. Both positive reinforcement and negative reinforcement increase the probability that the antecedent behavior will happen again. In contrast,  punishment  (both positive and negative) decreases the likelihood that the antecedent behavior will happen again. Positive indicates the application of a stimulus; Negative indicates the withholding of a stimulus. Learning is therefore defined as a change in behavior in the learner. Punishment is sometimes used in eliminating or reducing incorrect actions, followed by clarifying desired actions. Educational effects of behaviorism are important in developing basic skills and foundations of understanding in all subject areas and in classroom manage ment.   Skinners Behaviorist approach contends that children learn language through imitation, repetition and the reinforcement of the successful linguistics attempts. Mistakes are considered to be the result of imperfect learning or insufficient opportunities for practice. In such, that a child having a pleasant learning experience (such as rewards or praise) is positive reinforced. Through that positively reinforcing stimulus, a childs learning capacity is triggered. However, unpleasant experiences (such as punishment) serve as negative reinforcements, and cause learners to avoid undesirable responses to stimuli. As such, continuous reinforcement increases the rate of learning, be it positive or negative; a child will respond to different triggers and with experience, remember what is to do and to avoid. Hence, intermittent reinforcement helps a child to a longer retention of what is learned. Skinner contends that both positive and negative reinforcement can shape behavior, and this in turn affects their language acquisition capability, as such, a lack of any reinforcement can also shape behavior. If people receive no acknowledgement of their behavior, they will likely change that behavior until they receive some kind of reinforcement. Behaviorism gave birth to a stimulus-response (S-R) theory which sees language as a set of structures and acquisition as a matter of habit formation. Ignoring any internal mechanisms, it takes into account the linguistic environment and the stimuli it produces. Learning is an observable behavior which is automatically acquired by means of stimulus and response in the form of mechanical repetition. Thus, to acquire a language is to acquire automatic linguistic habits. According to Johnson (2004:18), Behaviorism undermined the role of mental processes and viewed learning as the ability to inductively discover patterns of rule-governed behavior from the examples provided to the learner by his or her environment. Larsen-Freeman and Long (1991:266) consider that S-R models offer little promises as explanations of SLA, except for perhaps pronunciation and the rote-memorization of formulae (Menezes, V. n.d.). This view of language learning gave birth to research on contrastive analysis, especially error analysis, the main focus of which is the interference of ones first language in the target language. An important reaction to behaviorism was the interlanguage studies, as the simple comparison between first and second language neither explained nor described the language produced by SL learners. Interlanguage studies will be present in other SLA perspectives, as the concern of the area has been mainly with the acquisition of grammatical morphemes or specific language structures. Behaviorist Theory for Second Language Learning Under this theory, it is believed that the second language learning learner tries to imitate what he hears and practices the second language regularly to develop habits in the language. This theory also believes that learners try to relate their knowledge of the native language to the second language and this could lead to positive as well as negative results. However the imitation of one language with the other is not recommended as this does not help in real life situations. The behaviorists believe that First language learners (FLL) consists of learners imitating what they hear and develop habits in the first language (FL) by routine practice. In this view, the learners are thought to relate what they know of their first language to what they recognize in the second language. Positive transfer is a result of similarities between the first language and the second language, because habits used in the first language easily transfer to the second language. On the other hand, negative transfer is caused by differences between the first language and the second language, because errors result from using habits from the first language in the second language. Problems with this view of FLL include the fact that imitation does not help the learner in real-life situations. Learners are continually required to form sentences they have never previously seen. A finite number of pre-practiced sentences is not enough to carry on conversation, not even with an instructor. Another problem with this view is that many of the errors made by FL learners are not based on the first language. Instead, the problems most often encountered by learners resemble errors made by children during the period of first language acquisition. The Innateness Hypothesis Noam Chomsky believes that children are born with a language acquisition device (LAD) which encodes the major principles of a language and its grammatical structure into the childs brain and thus possesses an inherited ability to learn any human language. He claims that certain linguistic structures which children use so accurately must be already imprinted on the childs mind.  Children have then only to learn new vocabulary and apply the syntactic structures from the LAD to form sentences.  Chomsky points out that a child could not possibly learn a language through imitation alone because the language spoken around them is highly irregular adults speech is often broken up and even sometimes ungrammatical.  Chomskys theory applies to all languages as they all contain nouns, verbs, consonants and vowels and children appear to be hard-wired to acquire the grammar.   Chomsky defends the innate hypothesis in terms of an elaborated linguistic theory which postulates not only a general ability in humans to acquire language, but also the ability that comes from a specific language acquisition device in the brain, equipped already at birth with specific grammatical rules and principles. The main arguments in favour of the innateness hypothesis are first, language acquisition would be dià ¯Ã‚ ¬Ã†â€™cult or even impossible without an innate grammar: How do we come to have such rich and specià ¯Ã‚ ¬Ã‚ c knowledge, or such intricate systems of belief and understanding, when the evidence available to us is so meager? (Cook, 1985). Chomsky claims that the mere existence of language universals supports the hypothesis that these are innate, and most essentially all humans acquire language, and no other animals do. The LAD is a hypothetical brain mechanism that Chomsky suggested to explain human acquisition of the syntactic structure of language. This mechanism endows children with the capacity to derive the syntactic structure and rules of their native language rapidly and accurately from the impoverished input provided by adult language users. The device is comprised of a finite set of variables which languages vary, which are set at different levels for different languages on the basis of language exposure. The LAD reflects Chomskys underlying assumption that many aspects of language are universal (common to all languages and cultures) and constrained by innate core knowledge about language called Universal Grammar.   Universal grammar is defined by Chomsky as the system of principles, conditions and rules that are elements or properties of all human languages (Cook, 1985). The language properties inherent in the human mind make up Universal Grammar, which consists, not of particular rules or of a particular grammar, but of a set of general principles that apply to all grammars and that leave certain parameters open; Universal Grammar sets the limits within which human languages can vary. Universal Grammar present in the childs mind grows into the adults knowledge of the language so long as certain environmental triggers are provided; it is not learnt in the same way that, say, riding a bicycle or playing the guitar are learnt: a central part of what we call learning is actually better understood as the growth of cognitive structures along an internally directed course under the triggering and potentially shaping effect of the environment (Cook, 1985). Language acquisition is the growth of the mental organ of language triggered by certain language experiences. Hence the theory of Universal Grammar is frequently referred to as part of biology. Indeed the theory is not dissimilar from ideas current in biology on other issues, for instance the view that Embryogenesis may then be seen as the progressive, orderly manifestation of the knowledge which is latent in the egg (Cook, 1985). So, to acquire language, the child needs not only Universal Grammar but also evidence about a particular language; he needs to hear sentences of English to know how to fix the parameter for the order of Verb, Subject, and Object. The evidence he encounters can be positive or negative (Cook, 1985).   By using the same language principles, a French child constructs a grammar of French, an English child a grammar of English. The two grammars represent different choices within the guidelines set by Universal Grammar, different applications of the same linguistic principles in response to different environments; Experience is necessary to fix the parameters of core grammar (Cook, V, 1985). But the children also have to learn aspects of language that are peripheral, that do not conform to Universal Grammar. The childs mind prefers to adopt rules based on the handy set of principles with which it is equipped; they are in a sense the easy way out, and need only triggering experience to be learnt. By listening to the language around him, he can decide how to fix the parameter of sentence order as SVO or SOV, for instance. His mind prefers not to adopt peripheral solutions, as they fall outside his pre-programmed instructions; they are more demanding. This may be interpreted through the c oncept of markedness: the child prefers to learn unmarked knowledge that conforms to Universal Grammar, rather than marked knowledge that is less compatible with it.   Chomskys work has been highly controversial, rekindling the age-old debate over whether language exists in the mind before experience. Despite its few limitations, The Innateness Hypothesis is rich enough to provide a substantial idea of how a child acquires his/her first language. The Critical Period Hypothesis According to Eric Lennebergs Cirtical Period Hypothesis in 1967, the hypothesis theorized that the acquisition of language is an innate process that determined biologically. The notion of critical period was connected only in the first language acquisition (freeservers.com, 2012). Lenneberg assumed that the structural reorganizations within the brain were developed only from roughly the age of two to puberty which was around thirteen or fourteen. Language skills which were neither learned nor being taught during this age would remain permanently undeveloped (Schouten, 2011). Lennebergs hypothesis claimed that the absence of language was very limited in the first language acquisition during the early childhood exposure (citizendium.org, 2009). He believed that the brain would lose the plasticity after two sides of the brain has developed specialized functions. The Critical Period Hypothesis is Lennebergs response to the long-standing debate in language acquisition  over the extent to which the acquire  language  is  biologically  linked to age (citizendium.org, 2009) Lenneberg proposed that the ability of brain to acquire a language is stopped at puberty with the onset of brain lateralization. He refers that brain lateralization, which is a process which the both sides of brain develop specialized function, in which after the process, the brain would lose its plasticity as the function of the brain is set. Lenneberg stated that if the child did not learn the language before the puberty, the language could never be learned in a full and functional way. He proves his theory by referring to cases of feral children, such as Genie. Discovered in the age of thirteen and a half in 1970 in an isolated and neglected living condition, Genie did not had any form of communication, and she was neither able to speak nor write. After being saved from her ordeal, she began to learn language slowly, but she never regained full language capabilities. According to Lenneberg, first language learners should receive exposure on their first language prior to puberty for the best acquisition results. He contends that the critical period for learning a first language would same apply to acquiring a second language Studies have shown that before the brain is fully developed a second language can be learned more easily. However, while many people have been able to master the syntax and vocabulary of a second language after puberty, not many achieve native-speaker fluency, compared to first language learners, or bilinguals who start off at a young age. A notable trait for FLL is that their phonological is the most obvious evidence for the critical period hypothesis, as their learning a second language would be impacted by their first language accent. Lennebergs works is still highly regarded as one of the most well regarded psycholinguistic argument of language acquisition. Krashens Theory of Second Language Acquisition Stephen Krashens theory of second language acquisition has been of much debate in the psycholinguistic circles. His theories are well regarded, and provide a different insight into how the mind works in learning a second language. The first of the five of Krashens theories is the Natural Order Hypothesis. Based on a powerful analysis of research results, Krashens natural order hypothesis suggests that the acquisition of language, especially the rules of language, follows a predictable natural order. For any given language, some grammatical structures tend to be acquired earlier than others. This idea reflects Noam Chomskys revolutionary notion that have a built-in Language Acquisition Device (LAD), which within the first year of the children lives begins to enable them to understand and acquire language. Because of the nature of the LAD, children tend to learn different structures at different levels as young children. Researchers have found that the same pattern occurs for older learners not a surprise to seasoned language teachers! This is the predictable natural order of this hypothesis. Secondly, is the Acquisition or Learning Hypothesis. The distinction between acquisition and learning is the most fundamental of all the hypotheses in Krashens theory, since it suggests that language comes to children in two rather different ways. Acquisition is one. Language can be acquired by using it for real communication while learning, which he describes as knowing about language, is quite a different thing. Acquisition is the product of a subconscious process very similar to the process children undergo when they acquire their first language. It requires meaningful interaction in the target language-natural communication, in which speakers concentrate not on the form of their utterances, but in the communicative act. Learning, on the other hand, provides conscious knowledge about the target language. It is therefore less important than acquisition for basic communication, but it still plays an important role in language learning. In short, learning is likely to occur in the study segment of an English lesson, while acquisition takes place during language activation. Thirdly, is the Monitor Hypothesis. The fundamental distinction between acquisition and learning leads directly to the next hypothesis. The monitor hypothesis relegates language learning (that is, a students responses to what the teacher teaches) to a secondary place in the scheme of language learning.   The monitor hypothesis is the idea that conscious learning that is, the outcome of grammar instruction and other activities that were the traditional stock in trade of the language teacher serve only as a monitor or an editor for the language student. Real acquisition takes place as meaningful interaction in the target language natural communication in which speakers is concerned not with the form of their utterances but with the messages they are conveying and understanding.   Following that is the  Input Hypothesis. The input hypothesis suggests that people acquire language in only one way: by understanding messages, or by receiving comprehensible input. According to the input hypothesis, learners progress by receiving second language input that is one step beyond their current stage of linguistic competence. Acquisition for learners with language knowledge i can only take place if they are exposed to comprehensible input at a slightly higher level, which Krashen describes as level i + 1.   And last but not least, the Affective Filter Hypothesis. Finally, the Affective Filter Hypothesis proposes that a mental block caused by affective or emotional factors can prevent input from reaching the students language acquisition device. The affective filter hypothesis says that affective variables like self-confidence and anxiety play a role in language acquisition. When the filter is up, that is, when negative emotional factors are in play, language acquisition suffers while when the filter is down, language acquisition benefits. Similarities between First Language Acquisition and Second Language Learning There have been many arguments about language acquisition, some claims that acquisition and learning is the same process, whilst some beg to differ. Here are some similarities between first language acquisition and second language learning that have been argued before. Physical process wise, the learners of both first language and second language hear the spoken language and begin to understand how it sounds, the mind works to grasp the basic sounds, which in turn, facilitates learning. The learners pick up words and phrases in the language and begin to build up a vocabulary, this is then followed up by grasping the grammatical structure and learning how to form simple and complex sentences in the language. Subsequently the learners are eventually able to understand new words by context and they are able to express complex ideas and thoughts in the language, and finally, learn to pick up writing and reading skills in the language (Panse, 2010). Universal grammar may  influence learning  either independently or through the first language in second language learning. For both first language acquisition and second language learning there are  predictable stages, and particular structures, are acquired in a set order.   Individuals may move more slowly or quickly through these stages, but they cannot skip ahead. Making errors is a part of learning.   Learners need to make and test hypotheses about language to build an internal representation of the language.   In the initial stages of learning, learners may use chunks of language without breaking them down or processing them as independent units.   In later stages, they may make new errors as they begin to process the parts of each chunk according to the rules of their language system.   For example, a learner may start out using the correct form of an irregular verb as part of a language chunk, but later overgeneralize and place a regular affix on that same verb. Differences between First Language Acquisition and Second Language Learning Many studies addressed the distinction between first language acquisition and second language learning. The first distinction is the natural process in which first language learners acquire their knowledge naturally and the conscious process in which second language learners learn their second language. First language acquisition is a natural process which is genetically triggered at the most crucial stage of the childs cognitive development in which children subconsciously process and develop the linguistic knowledge of the setting they live in and are unaware of grammatical rules. In contrast, second language learning takes place where the target language is the language spoken in the language spoken in the language community that differs from the first language. Second language is not genetically triggered in any way unless the child grows up bilingually in which case, it is not considered second language learning at all. First  language acquisition  is mostly passive. Children usually listen to the people around them, their speech melody, their sounds, their words, and their sentence structures. Before the child can even read or write a single word in his first language, he is already using an impressive vocabulary and many important grammar structures. Some people never learn how to read or write but can still speak their first language fluently. Most babies learn rules while listening to the people around them. They are able to distinguish sentence structures at the early age of seven months as experiments have shown. They also pick up new words from their surrounding people. At the age of six, most children have acquired their native language(s) without any effort. Second language learning, on the other hand, is an active process. Second language learners need to learn vocabulary and grammar in order to achieve their goals. Most people will need an instructor, either a teacher at school or the instructions of a course book or audio course. For those learners to achieve fluency or near fluency in a second language, it requires years of studying and likely a long stay in another country. Many people will never reach anywhere near fluency with any second language. Most experts see the ages between three to four years as the  critical age  when first language acquisition ends and second language learning begins. Another area of difference between first language acquisition and second language learning is input specifically the quality and quantity of input. Language learning process depends on the input frequency and regularity. The quantity of exposure to a target language a child gets is immense compared to the amount an adult receives. A child hears the language all day every day, whereas an adult learner may only hear the target language in the classroom which could be as little as three hours a week. Even if one looks at an adult in a total submersion situation the quan

The Jazz Age Essay -- essays research papers

The Jazz music of the Big Band Era was the peak of over thirty years of musical development. Jazz was so innovative and different that it could literally sweep the world, changing the musical styles of nearly every country. Big band Jazz that makes the feet tap and the heart race with excitement that it is recognized with nearly every type of music. The musical and cultural revolution that brought about Jazz was a direct result of African-Americans pursuing careers in the arts following the United States civil war. As slaves African-Americans has learned few European cultural traditions. With more freedom to pursue careers in the arts and bringing African artistic traditions to their work, African-Americans changed music and dance, not only in the U.S., but all over the world. For after the war, African American dancers and musicians created work that was not similar by hundreds of years of musical and dance traditions brought from the peasant villages of Europe. The music of Europe had a more base structure. European music through the nineteenth century was melodically based, with a square or waltz rhythmic structure. Differently, much African music has an organization which is based around rhythm and accent, rhythms and accents that may actually shift and move in relation to each other as the music progresses. The big change that took place in music rhythmically was the shift away from the rhythmic structure. African musical tradition tends to count towards the accented beat so that an African may count 2 on the same beat a European would count 1. It is typical of West African music to have rhythms of different lengths overlapping each other, creating shifting accents, sort of like a mix. Which is to say that by the late 1920's African-American Jazz music had developed a tradition where musicians put a strong rhythmic accent on "2" and "4" and melodic accents anywhere BUT on "1." The first popular musical trend in the United States produced by this African-European combination was Ragtime, which first achieved popularity in the late 19th century. Ragtime musicians often used what are called "ragged" rhythms. Ragged rhythms were African-influenced rhythms, shortened so that the accent was "off" the beat, instead of in rhythm with the beat. Ragtime musicians also occasionally used what were called "bl... ...and. For the next several years Henderson arranged tunes for Goodman band in a Jazz/Swing style. Henderson's arrangements are credited with helping sweep the Goodman band to national popularity the following year at the finish of an apparently unsuccessful cross-country tour in California. As it turned out, the radio broadcasts of the tour were scheduled too late for people in the east and midwest. On the west coast, however, the broadcasts gained a devoted audience who, surprising the band, swarmed its final concerts. And it was with Benny Goodman that the Swing big band boom began, and our narrative on Jazz draws to a close. After Goodman's dramatic success ignited the Big Band craze, excellent musicians who had been working as sidemen for other bands found encouragement to start their own bands. Bands led by the Dorseys, Glenn Miller, Bunny Berrigan, Lionel Hampton, Harry James, and Gene Krupa sprang into being.With big band Swing music in full bloom, it was only logical that jitterbug dancing should also rocket to national popularity, which it did. Jazz music had an amazing affect on the â€Å"Roaring Twenties.† It tells many stories of sadness, experience and most of all, life.

Alls Fair In Love And War Essay -- Argument Argumentative Morals Pape

All's Fair In Love And War The Political Realist's Argument Is war ever the right or wrong thing to do? Political Realists claim that war is just and permissible only when it is in the best interest of a state. Further, they argue morality has no place in determining the justifiability of war. In considering the legitimacy of war, I will first analyze one main argument in support of 'Political Realism', after which I will critique the argument, which I provided in support of political realism. Political Realists clearly state that war is acceptable once it is in the state's best interest to do so, and once embroiled in a war, a nation must employ all methods to ensure that victory is the end result (Morgenthau 14). They believe that "war is an intractable part of an anarchical world system ("War"). And that it ought to be resorted to only if it makes sense in terms of national self-interest. While political realism is an intricate and highly developed doctrine, Political Realists assert that its core propositions center on a strong rejection of applying moral concepts to the conduct of international relations (Ibid). Political realists denounce the idea of applying morality when discussing the justifiability of war for two main reasons. Firstly, political realists believe that only a superior and legitimate international authoritative body can impose a moral system upon all nations (Lauleta 2). Secondly, realists assert that there is no overriding international authority that enforces a common code of rules that apply to all nation states (Ibid) Therefore, by virtue of accepting these two main premises; realists contend that we should not use morality as a factor in considering the legitimacy of war. In arguing th... ... We can clearly see evidence of this whereby countries abide by international laws. Therefore, it is safe to say that we do not need a world government to determine universal morality because other world organizations are capable of establishing common codes of conduct and laws. We have explored two counter arguments. Firstly, a common sense of morality among states does not require authority as a common basic morality, despite cultural diversity, is innate in every human being. Secondly, states' participation in international organizations ensures that a common set of rules determining the justifiability of war can be applied to all states. Therefore, when states co-operate without a universal governmental body, they can arrive at some degree of commonality where international law is concerned. Therefore, in conclusion, we can evaluate war based on moral issues.

Nacirema Paper Essay

It has been rumored that are extraordinary beings on another familiar planet close by our home of Nacirema, and it is our goal as the Interplanetary Nacirema Research Center team to investigate the situation. We plan to focus our trip on the specific coordinates that the University of Connecticut campus lies on, and being the curious creatures we are, we plan to delve into specific areas within this concentrated area. We will be studying the way both males and females conduct their everyday lives in terms of living, learning and communicating. Through our research, we plan to lighten up the mysteries about this foreign species and enable ourselves to communicate and interact with them according to their cultural norms. We launch our research in a lively part of campus where the residents will meet with each other and eat a meal of their foreign cuisine, the Student Union. This area is always populated with all different kinds of people who conduct their meetings amongst each other in close quarters like there is nothing to hide. It is here that we made a great discovery which we believe will apply to all parts of campus; we observed a separation in habits based on gender. The males eat their food and associate with each other in rather barbaric ways, hardly breathing before taking the next bite of food. In contrast, females seem to almost nibble at their food as if they weren’t even hungry. After observing this lack of similarities between genders while eating, we are now curious to see how it applies to other settings. The earthlings of these coordinates have taken a special liking to the area surrounding the north campus quadrangle. The residents of this particular area have certain characteristics that separate them from the rest of the campus in a way that has never been observed on our home planet. Everywhere you look there is someone participating in either some sort of barbaric activity or just lying around looking like some sort of statue. It does seem, however, that there is a division in personalities based on the gender of the earthlings, much like what has been observed in other parts of the campus. The males of the community run around wearing shirts that hardly cover half of their torso and throw objects at each other as if it was some sort of fun activity. Additionally, they refuse to stop looking at the females like they are trying to impress them or something. Despite these oddities, the females are an even more foreign species and observing them just sends my mind into even more confusion. These females just gather in large groups and instead of socializing with each other and conversing about their lives, they just lie down and do absolutely nothing. It is truly a spectacle. According to my observations, it seems as if the only thing they are interested in is lying in the sun and tanning their skin. In lieu of this behavior by the females, the males just insist on prancing around trying to get their attentio n. It will definitely take more observation to understand why the earthlings of this particular location act the way they do. We decided to continue our research in the gymnasium to figure out how the humans behave in a more isolated environment of working out and conditioning. Once again there seems to be more differences than similarities between the two genders while working out. The males tend to lift weights to build muscle and work on their â€Å"beach body†. Males were constantly caught looking as themselves in the mirror and flexing just to see how good they looked. Once again it seems as if there main goal is to use all their energy impress the females no matter what they are doing. On the other hand, the females seem to go to the gym just for the purpose of running and losing weight. It appears that the females’ mindset is that it doesn’t matter how skinny they are, they still think they need to lose weight. Our studies of this strange setting yielded more important information concerning the behavior of the humans and hopefully will lead to more effective studies in the future. Based on these observations, it is evident that we are not on our own planet of Nacirema and the beings of this planet are not like us at all. However, much has been learned from our trip here about the personalities and motives of these residents. Nonetheless, I believe that based on our findings we will not be making a trip back here until we have prepared ourselves enough in the ways of their strange, strange culture.