Tuesday, November 26, 2019

Free Essays on Nations Voting Procedures

The article that I chose for my current events paper came from The New York Times, on September 6, 2002. The title of the article is â€Å"Bill to Overhaul System of Voting Is Seen in Danger†. It was written by Bill Pear. â€Å"Efforts to pass a bill that would clean up the nation’s voting procedures were falling apart as Partisan disagreements grew with the approach of fall elections.† Bipartisan majorities of the House and the Senate voted for different versions of the Legislation, intended to prevent ballot disputes. Among other things, the bills would provide money to help states buy new voting machines. The version of the bill supported by Republicans would establish identification requirements for first time voters who registered by mail. Such voters would have to present a photo identification such as a Driver’s License or a Social Security card before being permitted to vote. Democrats supported a version of the bill requiring only a signature on a form at the polls. Democrats said proposed requirements by Republicans could discourage participation by blacks and Hispanic Americans. Both versions of the bill would require states to maintain computerized lists of registered voters. Also, voters would have to have a way to verify selections, change their ballots and to correct errors, and voting places must be accessible to people with disabilities. Republicans and Democrats disagree greatly over how to enforce new standards. Republicans would like the responsibility to lie solely with the Justice Department, while Democrats want individuals and civil rights groups to be able to file suits to halt violations. It is a scary thought that our government can’t agree on a simple issue such as voting. This is the kind of rhetoric that creates distrust of the government. If I go to Wal-Mart and purchase an oil change, I am handed a portable computer on which I choose the type of oil I would like, additions to the service, and I us... Free Essays on Nation's Voting Procedures Free Essays on Nation's Voting Procedures The article that I chose for my current events paper came from The New York Times, on September 6, 2002. The title of the article is â€Å"Bill to Overhaul System of Voting Is Seen in Danger†. It was written by Bill Pear. â€Å"Efforts to pass a bill that would clean up the nation’s voting procedures were falling apart as Partisan disagreements grew with the approach of fall elections.† Bipartisan majorities of the House and the Senate voted for different versions of the Legislation, intended to prevent ballot disputes. Among other things, the bills would provide money to help states buy new voting machines. The version of the bill supported by Republicans would establish identification requirements for first time voters who registered by mail. Such voters would have to present a photo identification such as a Driver’s License or a Social Security card before being permitted to vote. Democrats supported a version of the bill requiring only a signature on a form at the polls. Democrats said proposed requirements by Republicans could discourage participation by blacks and Hispanic Americans. Both versions of the bill would require states to maintain computerized lists of registered voters. Also, voters would have to have a way to verify selections, change their ballots and to correct errors, and voting places must be accessible to people with disabilities. Republicans and Democrats disagree greatly over how to enforce new standards. Republicans would like the responsibility to lie solely with the Justice Department, while Democrats want individuals and civil rights groups to be able to file suits to halt violations. It is a scary thought that our government can’t agree on a simple issue such as voting. This is the kind of rhetoric that creates distrust of the government. If I go to Wal-Mart and purchase an oil change, I am handed a portable computer on which I choose the type of oil I would like, additions to the service, and I us...

Saturday, November 23, 2019

Geographic Facts About Oregon

Geographic Facts About Oregon Oregon is a state located in the Pacific Northwest region of the United States. It is north of California, south of Washington and west of Idaho. Oregon has a population of 3,831,074 people (2010 estimate) and a total area of 98,381 square miles (255,026 sq km). It is most known for its diverse landscape that includes a rugged coastline, mountains, dense forests, valleys, high desert and large cities such as Portland. Oregon Fast Facts Population: 3,831,074 (2010 estimate)Capital: SalemLargest City: PortlandArea: 98,381 square miles (255,026 sq km)Highest Point: Mount Hood at 11,249 feet (3,428 m) Interesting Info to Know About the State of Oregon Scientists believe that humans have inhabited the region of present-day Oregon for at least 15,000 years. The area was not mentioned in recorded history however until the 16th century when Spanish and English explorers spotted the coast. In 1778 Captain James Cook mapped part of Oregon’s coast while on a journey looking for the Northwest Passage. In 1792 Captain Robert Gray discovered the Columbia River and claimed the region for the United States.In 1805 Lewis and Clark explored the Oregon region as part of their expedition. Seven years later in 1811 John Jacob Astor established a fur depot called Astoria near the mouth of the Columbia River. It was the first permanent European settlement in Oregon. By the 1820s the Hudson’s Bay Company became the dominant fur traders in the Pacific Northwest and it established a headquarters at Fort Vancouver in 1825. In the early 1840s, Oregon’s population grew considerably as the Oregon Trail brought many new settlers into th e region.​In the late 1840s, the United States and British North America had a dispute about where the border between the two would be. In 1846 the Oregon Treaty set the border at the 49th parallel. In 1848 the Oregon Territory was officially recognized and on February 14, 1859, Oregon was admitted into the Union. Today Oregon has a population of over 3 million people and its largest cities are Portland, Salem, and Eugene. It has a relatively strong economy that depends on agriculture and various high-tech industries as well as natural resource extraction. The major agricultural products of Oregon are grain, hazelnuts, wine, assorted types of berries and seafood products. Salmon fishing is a major industry in Oregon. The state is also home to large companies such as Nike, Harry and David and Tillamook Cheese.Tourism is also a major part of Oregon’s economy with the coast being a major travel destination. The state’s large cities are also tourist destinations. Crater Lake National Park, the only national park in Oregon, averages about 500,000 visitors per year.As of 2010, Oregon had a population of 3,831,074 people and a population density of 38.9 people per square mile (15 people per square kilometer). Most of the state’s population, however, are clustered around the Portl and metropolitan area and along the Interstate 5/ Willamette Valley corridor. Oregon, along with Washington and sometimes Idaho, is considered a part of the United States’ Pacific Northwest and it has an area of 98,381 square miles (255,026 sq km). It is famous for its rugged coastline that stretches 363 miles (584 km). The Oregon coast is divided into three regions: the North Coast that stretches from the mouth of the Columbia River to Neskowin, the Central Coast from Lincoln City to Florence and the South Coast that stretches from Reedsport to the state’s border with California. Coos Bay is the largest city on the Oregon coast.Oregon’s topography is highly varied and consists of mountainous regions, large valleys such as the Willamette and Rogue, high elevation desert plateau, dense evergreen forests as well as redwood forests along the coast. The highest point in Oregon is Mount Hood at 11,249 feet (3,428 m). It should be noted that Mount Hood, like most of the other tall mountains in Oregon, is a part of the Cascade Mountain Range    a volcanic range stretching from northern California into British Columbia, Canada. In general Oregon’s varied topography is normally divided into eight different regions. These regions consist of the Oregon Coast, the Willamette Valley, the Rogue Valley, the Cascade Mountains, the Klamath Mountains, the Columbia River Plateau, the Oregon Outback and the Blue Mountains ecoregion.Oregon’s climate varies throughout the state but it is generally mild with cool summers and cold winters. The coastal regions are mild to cool year round while eastern Oregon’s high desert areas are hot in the summer and cold in the winter. High mountain areas such as the region around Crater Lake National Park have mild summers and cold, snowy winters. Precipitation generally occurs year-round in much of Oregon. Portland’s average January low temperature is 34.2ËšF (1.2ËšC) and its average July high temperature is 79ËšF (26ËšC).

Thursday, November 21, 2019

Techniques in Enhancing the Effectiveness of Meetings Term Paper

Techniques in Enhancing the Effectiveness of Meetings - Term Paper Example These signs indicate that companies must reform their strategies in dealing with important matters through meeting. This paper aims to discuss the techniques that companies must employ in improving the effectiveness of meetings. Techniques to Improve Meetings Use Meetings to Fit the Purpose Henkel asserts that the purpose of the meeting defines what types of the meeting to be used, managed, or developed. Meetings could have different purposes such as reporting, presentation, problem-solving, and decision-making. The decision whether to use nominal groups, brainstorming, or technology depends on the leader after the identification of the purpose. Nominal group is intended for encouraging the involvement of participants in the meeting. Each participant writes suggestions, idea, and opinion on the subject of discussion. Then, the ideas are discussed within the group. Moreover, comments are also shared to determine other points. However, the limitation of this structured meeting is only applicable when the topic is a general idea, which every person can relate or contribute valuable information (Henkel 33). Brainstorming is another type of meeting wherein people convene to gather suggestions and comments in facilitating discussion. Brainstorming is necessary when dealing with a complex situation or issue that needs analytical, creative, and practical ideas. This type of meeting also encourages individuals to speak up and defend their ideas (Henkel 34). Technology aids companies in communicating information and concerns with employees. Email ensures that participants have the time to think and analyze the question before answering. This provides convenience for companies with a huge number of employees because email can send message one at a time. Aside from email, companies use online group message and instant messaging in conducting a meeting so that members can share their thoughts, opinions, and suggestions. Moreover, virtual meeting serves as an option for lead ers who prefer the flexibility. They can reach various people in different locations and motivate cooperation among members (Henkel 35-39). Setting of Goals and Objectives/Agenda During the pre-preparation of meeting, leaders have acknowledged the importance of setting agenda to direct the flow of the meeting. This is essential in ensuring the effectiveness of the meeting because it lists action points that must be covered. Based on Shessel, clear goals and objectives are the reasons for achieving success in meetings. Meetings take time, so developing agenda avoids too much spending on similar subject with no sense of direction. Furthermore, the goals and objectives serve as marking points to determine the efficacy and efficiency of meetings (Streibel 16). Indicate People, Time, and Place It is notable that meeting incorporates the exchanges of ideas, feedback, or suggestion; hence, it needs knowledgeable and appropriate people who can give insights and opinions. Meeting does not me an that leaders will just call for participants who are available, but its techniques also evolve in choosing the right workforce. Henkel affirms that people have a â€Å"direct impact on what happens and how much is accomplished† (45). Thus, if the leader secures the attendance of inappropriate people, the

Tuesday, November 19, 2019

Telecommunication in Health Care Research Paper

Telecommunication in Health Care - Research Paper Example The use of free space to transmit this information from the transmitter to the receiver is called wireless communication. However, the communication industry has developed to take place to more than two people. This editorial looks at the telecommunication industry in the nursing sector, the advantages, disadvantages, and importance of telecommunication in health care. According to Antai-Otong (2007), telecommunication has over the years developed to be part of the health industry. In the recent years, telecommunications have advanced to the extent that cinematographic and digital data can be conveyed to and from faraway locations around the world. It involves taking care of medical patients by giving them the required medical care in order to recover. In most cases, the nurses are nondependent health professionals and follow recommendations given by doctors. However, they both use given medical equipment to provide these essential services. One of the most used equipment is the tele metry monitoring. This involves the monitoring and analyzing of data, which is received from a long distance. It also encompasses monitoring the heart activities of patients in hospitals. In addition, Telemetry  monitoring is also used to the manner in which info is received from spacecraft and orbiting satellites. Telemetry  monitoring functions the same way as cardiac monitoring with the exception being that the patient is close-fitted with a transmitter that sends the information to the hospital area in which the  telemetry  monitoring occurs. The use of telemonitoring in hospitals has various advantages as well as disadvantages in the medical sector. One of the main advantages is that it allows the patients to get around and move around the hospital but within the transmitters range (Mastrian, 2011). This is more advantageous to patients that are confined to hospital beds and allows the gadget to monitor their heart activities while making movements. However, this techni que is faced by certain controversies and most health professionals are against its use. One of the main reasons is that the gadget is often overused. However, the use of telemonitoring technique has been of high value to some patients mainly those undergoing a somatic  rehabilitation process. This is because it allows patients whose recovery relies on movement to follow that recovery efficiently, without their medical doctors partaking to give up the aptitude to monitor their heart. Ball (2010) notes that telecommunication in the nursing sector has various advantages as well as disadvantages. One of the advantages is that electronic communication has been an advantage to nurses across the world through lending them the privilege to communicate to patients, which enable them to identify the real course of the patient’s problem. In addition, it enables quick diagnose of the patients problem thus saving time for the nurse and the patient.  Moreover, telecommunication has en abled quick response of the nurses to the patients in the emergency segments of hospitals such as the ambulance response unit. In addition, the modern health equipment has been of great advantage to nurses since they are able to track down the medical records of patients in hospitals. This has been facilitated by the proper and modernized health keeping records that is recommended by the federal government. This in turn enables the nurses to identify the right medication of patients and identify various side

Sunday, November 17, 2019

Drinking and driving Essay Example for Free

Drinking and driving Essay On Jan.8, 2002, President Bush signed the No Child Left Behind Act of 2001 (NCLB) that became the education-reform bill. The No Child Left Behind is most sweeping education-reform bill since 1965 that made changes to the the Elementary and Secondary Education Act. The No Child Left Behind plays a big part in the life’s of students, parents, teachers, and the future of the educational system. â€Å"No longer content to provide access to education for traditionally extended students populations, we are now demanding that these students receive equally good educations. † In other words, administrations are now demanding equality of quality. President Bush thinks that all students are title to high quality education, treated equal, fair, and to be safe while at school. The No Child Left Behind places significant responsibilities on state educational agencies, school districts, principals, and the teachers. â€Å"In 2002 the federal government returned to the force front in potentially historic fashion.† With the passage of No Child Left Behind, supported by bipartism majorities in Congress, the nation committed itself to the achievement of every student in America. The No Child Left Behind in the federal system the United States for every education state and school districts fail to meet the requirements of No Child Left Behind Act that will be held accountable, with the opportunity to improve their down fall. Each state makes their own standards for what a child should know and learn for grades, for math and reading the standards should be developed first. Every student should be tested by the standards. All school districts should make adequate yearly progress toward meeting their state standards. Schools that fail need all the support they can get to improve their progress. The school or District shall come up with an idea that’s going to meet all necessary to make higher goals. The No Child Left Behind has a standardize by making sure that all teachers were high. The No CLB Act has In the article (Teacher’s Views on No child left behind) teachers was the no child left behind law â€Å"The federal legislation provides considerable discretion to states that can develop their own academic content standards, choose the tests they will administer, and specify the minimum scores students must obtain to be declared â€Å"proficient†. The no child left behind law increased the attention to many schools that pay to academic achievement and to disadvantage children that make it better. â€Å"As a result, the skills, and knowledge of the subgroups of children that historically have not increased as rapidly under many state tests would suggest. Second, no child left behind has increased the efforts of schools scores, third, adequate yearly progress rules; some states increased the migration of experienced teachers out of school serving high concentrations of low – performing students. No child left behind represents that parents of students who are attending title I schools are given the option to transfer their students to another school in the district for improvement status, If a student requested to be transferred shall be allowed to transfer. The No Child Left Behind, has two new educational options, -supplemental educational services and school choice for title I schools for restricting, improvement, and corrective action by the options depends on parental decisions. Parents will know their student assessments. If the school needs improvement the parent will be informed. Conclusion: The No Child Left Behind Act is great. Every child should have the right to receive an education, and be safe while in school. There so many jobs and opportunities will be required to have a college degree in order for a student to have success in life they need an education. The No Child Left Behind Act helps and gives students the impossible they did not have. The No  Child Left Behind made school districts accountability achievement. ON January 8, 2002 President Bush signed the No Child Left Behind (NCLB), Act the reform bill improves student’s goals on the state- wide testing, and The No Child Left Behind has admirable goal of improvement in the educational system. President Bush thinks that no child should be left behind and that all children are entitled to education, treated fair and to be safe. No matter what the student is, their race, where they live, they should be entitled to an equal education. References’ Abernathy, S. (2007). No child left behind and the public schools {electronic resource} / Scott Franklin Abernathy. Ann Arbor: University of Michigan Press, c2007. Michigan Press. In 2001 the author researcher at Ann Arbor: University of President George W. Bush’s education reform legislation, the no child left behind act (H.R. 1). Testing and accotability provisions Chubb, J.E. (2009). Learning from no child left behind {electronic resource}: how and why the nation’s most important but The Author research stand ford, California. : hoover institution Murnane, R., Papay, J. (2010). Teacher’s views on no child left behind: support for the principles, concerns about the practices. Journal of Economic Perspectives, 24(3), 151- 166 Programs, all other Miscellaneous Schools Believes that the school should not be accountable for teaching all children well. The No child left behind is to improve all students’ performance. Put students’ performance in data gives the parents opportunity to see the child’s performance. Students that attend low-performing schools start to develop discipline issues, their want to be transferred to a better – performing school. School that doesn’t need their goals will offer including free tutoring, and after school instruction. Randolph, K., Wilson – Younger, D. (2012). †Is No Child Left Behind Effective For All Students?† Parents don’t think so. Online submission. The author’s researchers Database: ERIC. Since the No child left behind is to discuss the advantage of the core requirements for its implementation. Parents have concerns whether the children are really learning. Zimmer, R., Gill, B., Raquin, Booker, K., Lockwood, J., Department of education, w.c (2007). State and Local Implementation of the â€Å"No Child Left Behind† (N ls-â€Å"nclb†). The author researchers us department of  education. The key component the no child left behind for the parent children that were attending title I school options for corrective action, improvement, failure achieve toward meeting state standards.

Thursday, November 14, 2019

The Ideal Leading me to Study Law Essay -- Law College Admissions Essa

The Ideal Leading me to Study Law The war in the former Yugoslavia is an intensely personal matter for me. I had, for some time, been more aware of the strife in Croatia than many of my peers. My family is originally from Zagreb. As the war progressed, my parents worried about relatives and friends whom they could no longer reach. My father gave up his medical practice in the summer of 1991 to volunteer his medical skills in Zagreb. Throughout this time, I struggled between my sense of responsibility to my relatives and "homeland" and my comfortable life as an American college student. Concentrating on classes and career plans became less important as the war progressed. As I read my father's letters during my senior year detailing the horrible conditions in Croatia, my grades went into a shameful decline. But my heart was nowhere near a textbook; it was at my father's side helping the victims of this international travesty. I didn't even look for a "career option" in the United States. Instead, I sought a volunteer job, sponsored by the University of Zagreb, rebuilding homes destroyed in the conflict and teaching English. Croatia provided a hot blast of reality. During my first week in Krasic, the village where I was assigned, I watched Croatian teens yelling "Cetnik!" (Serbian nationalists during WWII) pelt an elderly woman, who lived in the village for over fifty years, with rocks. Until then, I had never seen such overt and utter hatred, but I learned that such events occurred frequently in the village. Sadly, in a few months all the non-Croatian villagers were forced to leave for Serbia or Bosnia, countries that they did not consider home yet knew were safer for them. I remain... ...equired that, raised one way, I learn another. The lessons I learned, however, go beyond personal growth. I now know that justice is not a passive condition. It is not an intellectual concept. Rather, it is an active and practical application of values by people dealing with real problems affecting individuals at the most essential level. That is the ideal leading me to law school. I learned in Croatia that our current social and political problems run deep, and addressing them requires sophisticated legal skills as well as zeal and compassion. I think my father was right in saying that one can accomplish more with greater education, and that I was right in going to help when I needed to. But now I need to return to the classroom, knowing that I can accomplish more if I return in three years with the skills needed to achieve even more than I already have.

Tuesday, November 12, 2019

Why Homework Is Bad

For decades, teachers have delegated homework to students. The purpose of homework is to discover if students understand the material well enough to complete an assignment on their own. Yet, is homework really helping kids or hurting them? From teachers’ point of view, homework is helpful to get an idea of how well students understand the material. On the other hand, from the parents’ and students’ point of view, homework is extremely stressful and time-consuming. I believe that homework doesn’t help students and may actually be hurting them.First, homework isn't helping kids as they rarely have time to get outside and be active. Without time to get outside and exercise, more and more kids are being diagnosed with ADHD and obesity. They don’t get to have fun and let out energy so when they are at school for seven hours a day they have a harder time concentrating. This has become a growing problem with middle and high school students as many schools have taken out physical education from the school schedule.When kids get home, they won’t have time for exercise if they have hours of homework waiting for them. Second, kids are only kids once and need time to do what they want. They need creative outlets for their personal interests, like music, drama, and sports. If kids have no time to do what they want, are they going to be happy? Of course not! If they aren't happy, will they try their best in school? Doubtful. When tired kids get overwhelmed with work, they block out or miss important information in the classroom.Then, they don’t have what they need to know for their homework and what about that test next week in Spanish class? Are they going to get a good grade on that? No! Not completing homework has a domino effect. When the teacher explains tonight's homework and stressed kids don’t get it, let’s just say, â€Å"It’s going to be a very long night! † Kids can get so upset over home work; it doesn’t only affect the child but also the parents. Wouldn’t life be so much easier without homework? A third reason that homework doesn’t help is that children are growing and need more sleep.Now that homework has become a huge part of a child's night, it is still being done late into the night. Most kids are getting less than seven hours of sleep. If kids don't get a good night’s sleep, how do parents and teachers expect them to do their best in school? When kids are tired, they are more likely to get overwhelmed and stressed. If exhausted, do you think their work is going to be quality? No! Doing poorly on homework impacts kids’ grades. Homework has become something that children stress over every night. Let’s put it this way, homework is not helping.It is causing more kids to get diagnosed with ADHD and obesity since they don’t have the time to just get outside and play in the bright, sunny outdoors . Because they have ho mework piling up, they have less time to just be kids and do what they want. Also, kids don’t get enough sleep with so much homework every night! Think about what life would be like without homework. The world would be a better place and kids would be doing so much better in school. Have you ever thought about the fact that children spend most of their day doing school related things? Does homework still seem like a good idea? ?

Sunday, November 10, 2019

Dv Table of Maestro

Setting Idea/s – Conveys the impression that Darwin is a place where people who don’t fit in come together| Topic sentence/s – the distinctively visual setting in Maestro assists in representing/capturing the identity of Darwin of the 1960’s. | Evidence| Techniques| Effect| After a difficult days work at the hospital not long after arriving in Darwin, Paul’s father remarks rather irately that â€Å"All the drifters†, the misfits†, â€Å"All the scum in the country has somehow risen to this one town† (p. )| Metaphors, adjectives| Irritation is emitted by the use of metaphors and adjectives. | Paul’s initial observations of Darwin as he moved there is that â€Å"I loved the town of booze and blow at first sight. And above all its smell: those hot, steamy perfumes that wrapped about me as we stepped off the plane†¦ Moist, compost air. Sweet? and? sour air†¦Ã¢â‚¬  (p. 9)| Metaphors, oxymoron, adjectives, alliterati on, imagery| | As Paul got used to the surrounding of Darwin, he describes that â€Å"Everything grew larger than life in the steamy hothouse of Darwin, and the people were no exception. (p. 11) | Metaphors, descriptive language| | Paul explains the people in Darwin that â€Å"They sought forgetfulness, not remembrance†¦A town populated by men who had run as far as they could flee. † (p. 17)| Descriptive language, similes, metaphors| | Characters Idea/s – the protagonist, Paul, shows his immaturity through is behaviour | Topic sentence/s –the immaturity of some characters can be shown through the distinctively visual techniques used. | Evidence/quotes| Techniques| Effect| I was child enough – self centred enough – to think it likely. (p. ) (Paul reminisces about his thoughts on Keller when he was fifteen) | | | Apart from the piano they had little in common. When I think of my parents, I see only polarities. (p. 15)(Paul’s views of his parents)| | | I performed†¦basking in an older, more adult acceptance that should have more than compensated for my own age group’s rejection. (p. 29)| | | I redoubled my efforts to defy the theory of limits and approach ever more closely – and finally grasp – the ideal I was sure he felt me incapable of reaching. (p. 32)(Paul’s urge to prove Keller wrong)| | | One voice was always missing from the chorus of praise: my teacher’s. p. 35)| | | I felt strangely empty, deflated. Nothing worthwhile was ever achieved so easily, a small voice – perhaps my father’s, perhaps Keller’s – nagged deeply inside. (P. 91)| | | Idea/s – Keller’s advices that he is giving to Paul to help try to make him grow| Topic Sentence/s – | Evidence/quotes| Techniques| Effect| You are spoilt†¦First you must learn to listen. (P. 12)| | | You must know when to move on. To search too long for perfection can also paralyse . (P. 31)| | | Perhaps there can be no perfection. Only levels of imperfection. (p. 31) (Keller’s advice to Paul signalling that there is no such thing as being perfect. | | | I suspected I was glimpsing some part of him that had long been repressed: some frivolous, joyous core that hardship, childhood tragedy and the War had buried inside him too long. (P. 42)| | | The forgery must have taken many times longer than the original†¦It was technically better†¦And yet something was missing. Not much – but something. (p. 46) (One of Keller’s sayings, but said in a manner of little regard to everyone else around him. )| | | Events Idea/s – | Topic sentence/s – | Evidence/quotes| Techniques| Effect| I felt strangely empty, deflated.Nothing worthwhile was ever achieved so easily, a small voice – perhaps my father’s, perhaps Keller’s – nagged deeply inside. (p. 91) (Paul’s emotions after he had won the music comp etition with his band. )| | | Only now can I recognize the scene for what it was: a confessional, a privilege that I, through selfishness and sensual addiction, failed to accept. (P. 117)| | | Honourable mention became the story of my life, no matter how much I practiced. I had found my level†¦ (p. 128)| | | Soon I would be flying back to the South: to the woman and child that I loved, within the confines of a life that I hated. (P. 149)| | |

Thursday, November 7, 2019

Erik Eriksons Theory

Erik Eriksons Theory Free Online Research Papers Much of who we are or who we develop into can be summed up in only eight different stages. During these eight different stages we develop what is considered one of the two important traits of that time period. Of these sixteen possible traits that one can develop usually one is desired while the other is often times not. During each of Erik Erikson’s stages the traits are presented in opposites such as stage one is trust vs. mistrust, stage two is autonomy vs. shame, stage three is initiative vs. guilt, stage four is industry vs. inferiority, stage five is identity vs. role confusion, stage six is intimacy and solidarity vs. isolation, stage seven is generativity vs. self absorption or stagnation and stage eight is integrity vs. despair. These stages are Erikson’s view of what each person encounters during a full life. 1. Infancy: Birth to 18 Months Ego Development Outcome: Trust vs. Mistrust Basic strength: Drive and Hope Erikson also referred to infancy as the Oral Sensory Stage where the major emphasis is on the mothers positive and loving care for the child, with a big emphasis on visual contact and touch (Harder). If we pass successfully through this stage of life, we will learn that life is okay and will build confidence later on. If we do not pass through this stage successfully then we are often skeptical of the world we live in. If we don’t trust the world we live in then sometimes it could result in detachment from people and could lead to depression and anxiety. 2. Early Childhood: 18 Months to 3 Years Ego Development Outcome: Autonomy vs. Shame Basic Strengths: Self-control, Courage, and Will During this stage we learn to fine tune certain skills by ourselves. Not only do we learn to walk, talk and feed ourselves, we are learning finer motor development as well as the much appreciated toilet training (Harder). This is also the time when we can experiment with different ideas and learn to build our self-esteem. We can also take on new challenges and build new skills such as learning the difference between right and wrong. And one of our skills during the Terrible Twos is our ability to use the powerful word NO! It may be pain for parents, but it develops important skills of the will (Harder). However, during this stage we can be vulnerable. If during the process of learning important skills we begin to feel shame than we could suffer lower self-esteem later on.. 3. Play Age: 3 to 5 Years Ego Development Outcome: Initiative vs. Guilt Basic Strength: Purpose During this period we experience a desire to copy the adults around us and take initiative in creating play situations (Harder). We make up stories with our stuff animals, we love to talk on our toy phones or race our Hot wheel cars, playing out roles in a trial universe, experimenting with the idea of what we believe it means to be an adult. We also begin to say â€Å"Why†. While Erikson was influenced by Freud, he downplays biological sexuality in favor of the psychosocial features of conflict between child and parents (Harder). Nevertheless, he said that at this stage we usually become involved in the classic Oedipal struggle and resolve this struggle through social role identification(Harder). During this age kids are classified as beginning stage one of Kohlberg’s theory of moral development. During this stage the child assumes that powerful authorities hand down a fixed set of rules which he or she must unquestioningly obey (Crain). Kohlberg calls stage 1 thinking preconventional because children do not yet speak as members of society. Instead, they see morality as something external to themselves, as that which the big people say they must do (Crain). 4. School Age: 6 to 12 Years Ego Development Outcome: Industry vs. Inferiority Basic Strengths: Method and Competence During what is often called the Latency stage we are capable of learning, creating and accomplishing numerous new skills and knowledge, thus developing a sense of industry. This is also a very social stage of development and if we experience unresolved feelings of inadequacy and inferiority among our peers, we can have serious problems in terms of competence and self-esteem (Harder). As our world begins to become just a little bit bigger we realize that our parents are no longer the complete authority, but also that our most significant relationships are with other kids either from school or the neighborhood. During this time children begin to enter Kohlberg’s second stage. At this stage children recognize that there is not just one right view that is handed down by the authorities (Crain). I remember when I was in school I was always afraid to get into trouble, but I also understood that you could only get into trouble if you got caught. 5. Adolescence: 12 to 18 Years Ego Development Outcome: Identity vs. Role Confusion Basic Strengths: Devotion and Fidelity According to Erikson our development was a result of what was done for us. From here on out, development depends primarily upon what we do. And while adolescence is a stage at which we are neither a child nor an adult, life is definitely getting more complex as we attempt to find our own identity, struggle with social interactions, and grapple with moral issues (Harder). Our main goal in this stage is to find out who we are in the world a side from our family. Unfortunately for those around us, in this process many of us go into a period of withdrawing from responsibilities, which Erikson called a moratorium. And if we are unsuccessful in navigating this stage, we will experience role confusion and upheaval (Harder). A significant task for us is to establish a philosophy of life and in this process we tend to think in terms of ideals, which are conflict free, rather than reality, which is not (Harder). The problem is that often times we use ideals in place of experience because of our lack of. However, we can also develop strong devotion to friends and causes. As for moral development, at this stage children, who are by now usually entering their teens, see morality as more than simple deals. They believe that people behave in a â€Å"goodâ€Å" way. Good behavior means having good motives and interpersonal feelings such as love, empathy, trust, and concern for others (Crain). 6. Young adulthood: 18 to 35 Ego Development Outcome: Intimacy and Solidarity vs. Isolation Basic Strengths: Affiliation and Love It is in this stage where we go out and try to find love. As we try to find mutually satisfying relationships, primarily through marriage and friends, we generally also begin to start a family, though this age has been pushed back for many couples who today dont start their families until their late thirties (Harder). If we are successful at this stage then we will experience love and intimacy at a deeper, more meaningful level. If were not successful then we may be more likely to become distant and isolate ourselves. When we can’t find satisfying relationships we find it hard to live a more satisfying life. According to Kohlber’s theory At stage 4 the respondent becomes more broadly concerned with society as a whole. Now the emphasis is on obeying laws, respecting authority, and performing ones duties so that the social order is maintained (Crain). This is where I think I am in as far as my life. I am married and have a lot of solid relationships with friends. Also as far as moral development my main focus is just working and obeying the laws and just doing what every citizen does to maintain an everyday life. 7. Middle Adulthood: 35 to 55 or 65 Ego Development Outcome: Generativity vs. Self absorption or Stagnation Basic Strengths: Production and Care During this stage work seems to become a high priority. Erikson observed that middle-age is the time when most people like filling their days with more meaningful and creative work and family issues. Also, middle adulthood is when we can expect to be in charge, the role weve longer envied. The main goal of this stage is to take the values of your own family such as raising children and passing them onto the next generation to help guide them. Strength comes through care of others and production of something that contributes to the betterment of society, which Erikson calls generativity, so when were in this stage we often fear inactivity and meaninglessness (Harder). As our lives move on and the children move away, our relationships change or our goals change often times we are faced with major life changes, or a mid-life crisis, and often struggle finding new purposes. If a person struggles getting through this stage then often times they can become self-absorbed and stagnate. According to Kohlberg’s theory at stage 5, people begin to ask, What makes for a good society? They begin to think about society in a very theoretical way, stepping back from their own society and considering the rights and values that a society ought to uphold (Crain). It is during this time when people understand that people would all want certain basic rights, such as liberty and life, to be protected Second, they would want some democratic procedures for changing unfair law and for improving society. 8. Late Adulthood: 55 or 65 to Death Ego Development Outcome: Integrity vs. Despair Basic Strengths: Wisdom It is in this stage that Erickson observed that people recover from the rest of middle adulthood. Perhaps that is because as older adults we can often look back on our lives with happiness and are content, feeling fulfilled with a deep sense that life has meaning and weve made a contribution to life, a feeling Erikson calls integrity (Harder). Our strength comes from a wisdom that the world is very large and we now have a detached concern for the whole of life, accepting death as the completion of life. On the other hand, some adults may reach this stage and despair at their experiences and perceived failures (Vander). They may fear death as they struggle to find a purpose to their lives, wondering Was the trip worth it? Alternatively, they may feel they have all the answers and end with a strong dogmatism that only their view has been correct. Again with Kohlber’s theory in stage 6 a commitment to justice makes the rationale for civil disobedience stronger and broader (Crain). Martin Luther King, for example, argued that laws are only valid insofar as they are grounded in justice, and that a commitment to justice carries with it an obligation to disobey unjust laws. Only being twenty-three it was easy to be able to relate to the different stages of Erikson and Kohlber’s theories. Although it is hard to hear about what is going to come next. Both of theories have shaped my life thus far. I think that these theories are interchangeable in regard that they work the same with either gender. As far as different cultures then either theory may need some tweaking. An example is the Chinese have different moral standards then Americans and thus different moral development. Both Erikson and Kohlberg’s theories have affected my own personal development. References: Harder, Arlene F.. The Developmental Stages of Erik Erikson. Learning Place Online.Com. 2002. 18 Feb. 2008 . Vander Zanden, James W., Crandall Thomas l., Crandall, Corinne Haines. (2007) Human development (8th ed.). New York: McGraw Hill. W.C. Crain. (1985). Theories of Development. Prentice-Hall. pp. 118-136. Research Papers on Erik Erikson's TheoryThe Hockey GameBionic Assembly System: A New Concept of SelfThe Effects of Illegal ImmigrationRelationship between Media Coverage and Social andThe Masque of the Red Death Room meaningsPersonal Experience with Teen PregnancyGenetic EngineeringOpen Architechture a white paperInfluences of Socio-Economic Status of Married MalesThe Project Managment Office System

Tuesday, November 5, 2019

6 Strategies for Teaching Idioms in any Election

6 Strategies for Teaching Idioms in any Election Politicians are always campaigning. They run  campaigns to get votes to win their political office or seat. They run campaigns to win votes to keep their political office or seats. It does not matter if the politician is running for local, state or federal office, a politician is always communicating with the voters, and much of that communication is in the language of campaigns.    In order to understand what a politician is saying, however, students might need to become familiar with campaign vocabulary. Explicit teaching of election terms important for all students, but particularly important with English language learners (ELs, ELLs, EFL, ESL). That is because campaign vocabulary is filled with idioms,  which means a word or phrase that is not taken  literally. Take for example, the idiomatic phrase to throw ones hat in the ring: Announce  ones  candidacy  or  enter  a  contest,  as  in The  governor  was  slow  to  throw  his  hat  in  the  ring  in  the  senatorial  race.This  term  comes  from  boxing,  where  throwing  a  hat  in  the  ringindicated  a  challenge;  today  the  idiom  nearly  always  refers  to  political  candidacy.  [c.  1900] (The Free Dictionary-Idioms) Six Strategies for Teaching Idioms Some of the political idioms would confuse any level of student, so using the following six strategies may be helpful: 1. Provide these election idioms in context:  Have students find examples of idioms in speeches or campaign materials. 2. Stress that idioms are in most often used in the spoken form, not written. Help students to understand that idioms are conversational, rather than formal.  Have students practice the idioms by creating  sample  conversations that they can share  to help them understand.   For example, take the following dialogue featuring the idiom â€Å"political hot potato† in school: Jack:  I have to write my top two issues that I would like to debate.For one of the issues, I am thinking of choosing Internet privacy. Some politicians see this issue as a political hot potato.Jane:  Mmmmm. I love hot potatoes. Is that whats on the menu for lunch?Jack:  No, Jane, a political hot potato is an issue that  can be so sensitive that those taking a stand on the issue could risk being embarrassed. 3. Be sure to explain how each word in an idiom may have a different meaning then what is meant in the whole idiomatic phrase. Take, for example, the term convention bounce: Convention means: a meeting or formal assembly, as of representatives or delegates, for discussion of and action on particular matters of common concernBounce means: a  sudden  spring  or  leapThe term convention bounce does not mean that the one of the actions the representatives or the entire assembly performed was a spring or leap.   Instead convention bounce means the  surge of support that U.S. presidential candidates in the  Republican  or  Democratic  party typically enjoy after the televised  national convention  of their party. Teachers should be aware that some of the idiomatic  vocabulary is also  cross-disciplinary.  For example, personal appearance can refer to a persons wardrobe and demeanor, but in the context of an election, it means an event that a candidate attends in person.   4. Teach a few idioms at a time:   5-10 idioms at a time is ideal. Long lists will confuse students; not all idioms are necessary to understand the election process. 5. Encourage student collaborations in studying idioms, and use the following strategies: Ask students to discuss idioms with one another;Ask students to restate the meaning of each idiom in their own words;Ask students to compare their descriptions of an idiom;Have students explain to each other any new information they have learned about the idioms;Find any areas of disagreement or confusion and help clarify;Have students can make revisions to their own work. (NOTE:  Ã‚  let students whose primary existing knowledge base is still in their native language to write in it.) 6. Use idioms in teaching the election process:  Teachers can use specific examples  (exemplification)  Ã‚  with what students know in order to teach some of the vocabulary.   For example, the teacher may write on the board, â€Å"The candidate stands by his record.† Students may then say what they think the term means. The teacher can then discuss with the students the nature of a  candidates record  (something is written down or what a person says). This will help students understand how the context of the word  record  is more specific in an election: record: a list showing a candidates or elected officials voting history (often in relation to a specific issue) Once they understand the meaning of the word, students can research a particular candidates record in the news or on websites such as  Ontheissues.org. Supporting the C3 Frameworks by Teaching Idioms Teaching students the popular idioms used in political campaigns allows teachers the opportunity to incorporate  civics  into their curriculum. The new  Social Studies Frameworks for College, Career, and Civic Life  (C3s), outlines the requirements teachers must follow to prepare students to participate in a productive constitutional democracy: ....[student] civic engagement requires knowledge of the history, principles, and foundations of our American democracy, and the ability to participate in civic and democratic processes (31). Helping students understand the language of political campaigns- our democratic processes -makes them better-prepared citizens in the future when they exercise their right to vote. Vocabulary Software Program-Quizlet One way to help students become familiar with any election year vocabulary is to use the digital platform  Quizlet: This free software gives teachers and students a variety of modes: specialized learning mode, flashcards, randomly generated tests, and collaboration tools to study words. On Quizlet teachers can create, copy, and modify vocabulary lists to suit the needs of their students; not all words need to be included. 53 Political Election Idioms and Phrases The following list of idioms is also available on Quizlet: Political Election Idioms and Phrases-Grades 5-12. 1.Always a bridesmaid, never a bride:  used to talk about someone who is never the most important person in a situation. 2.A bird in the hand is worth two in the bush:  Something of some value that on already has; not risking what one has for (im)possibilities. 3.Bleeding Heart:  A term describing people whose hearts bleed with sympathy for the downtrodden; used to criticize liberals who favor government spending for social programs. 4.The buck stops here:  said by someone who is responsible for making decisions and who will be blamed if things go wrong. 5.Bully Pulpit:  The Presidency, when used by the President to inspire or moralize. Whenever the President seeks to rouse the American people, he is said to be speaking from the bully pulpit. When the term first came into use, bully was slang for first rate or admirable. 6.Caught between a rock and a hard place:  in a very difficult position; facing a hard decision. 7.A chain is only as strong as its weakest link:  A successful group or team relies on each member doing well. 8.Cheat/fool me once, shame on you. Cheat/fool me twice, shame on me!:  After being tricked once, one should be wary, so that the person cannot trick you again. 9.Close only counts in horseshoes and hand grenades:  Coming close but not succeeding is not good enough. 10.Closing the barn door after the horse escapes:If people try to fix something after the problem has occurred. 11.Convention Bounce:  Traditionally, after the official convention of the party of a US Presidential candidate during an election year, that partys nominee would see an increase in voter approval in polls. 12.Do not count your chickens before they hatch:  you should not count on something before it happens. 13.Do not make a mountain out of a molehill:  meaning its not that important. 14.Do not put all your eggs in one basket:  to make everything dependent on only one thing; to place all ones resources in one place, account, etc. 15.Do not put the horse before the cart:  Do not do things in the wrong order. (This can imply that the person you are addressing is impatient.) 16.The end justifies the means:  A good outcome excuses any wrongs committed to attaining it. 17.Fishing Expedition:  An investigation with no defined purpose, often by one party seeking damaging information about another. 18.Give him/her enough rope to hang him/herself: I f one gives someone enough freedom of action, they may destroy themselves by foolish actions. 19.Hang your hat:  to depend on or believe in something. 20.He who hesitates is lost:  One who cannot come to a decision will suffer for it. 21.Hindsight is 20/20:  A perfect understanding of an event after it has happened; a term usually used with sarcasm in response to criticism of ones decision. 22.If at first you do not succeed, try and try again:  Dont let a first-time failure stop further attempts. 23.If wishes were horses then beggars would ride:  If people could achieve their dreams simply by wishing for them, life would be very easy. 24.If you can not take the heat, stay out of the kitchen:  If the pressures of some situation are too much for you, you should leave that situation. (Somewhat insulting;implies that the person addressed cannot tolerate pressure.) 25.It is not whether you win or lose, it is how you play the game:Reaching a goal is less important than giving our best effort. 26.Jumping on the bandwagon:  to support something that is popular. 27.Kicking the Can down the Road:  a delaying of a difficult decision made by passing short and temporary measures or laws instead. 28.Lame Duck:  An officeholder whose term has expired or cannot be continued, who thus has lessened power. 29.The lesser of two evils:  The lesser of two evils is the principle that when faced with selecting from two unpleasant options, the one which is least harmful should be chosen. 30.Let us run it up the flagpole and see who salutes:  to tell people about an idea in order to see what they think of it. 31.Opportunity only knocks once:You will only have one chance to do something important or profitable. 32.A political football:  A problem that doesnt get solved because the politics of the issue get in the way, or the issue is very controversial. 33.A political hot potato:  Something potentially dangerous or embarrassing. 34.Politically correct/incorrect (PC):  To use or not use language that is offensive to some person or group - often shortened to PC. 35.Politics makes strange bedfellows:  Political interests can bring together people who otherwise have little in common. 36.Press the flesh: to shake hands. 37.Put my foot in my mouth:  to say something that you regret; to say something stupid, insulting, or hurtful. 38.Reach Across the Aisle:  A term for making an effort to negotiate with member(s) of the opposite party. 39.Skeletons in the closet:  a hidden and shocking secret. 40.The squeaky wheel gets the grease:  When people say that the squeaky wheel gets the grease, they mean that the person who complains or protests the loudest attracts attention and service. 41.Sticks and stones may break my bones, but names will never harm me:  Something in response to an insult which means that people cannot hurt you with bad things they say or write about you. 42.Straight as an arrow:  Honest, genuine qualities in a person. 43.Talking Points:  A set of notes or summaries on a particular topic that is recited, word for word, whenever the topic is discussed. 44.Throw in the towel:  to give up. 45.Throw your hat into the ring:  to announce your intention of entering a competition or election. 46.Toe the party line: to conform to the rules or standards of the political party. 47.To get on/off your soapbox:  To talk a lot about a subject you feel strongly about. 48.Vote with your feet:  To express ones dissatisfaction with something by leaving, especially by walking away. 49.Where there is smoke, there is fire:  If it looks like something is wrong, something probably is wrong. 50.Whistlestop: a brief appearance of a political candidate in a small town, traditionally on the observation platform of a train. 51.Witch Hunt:  A vindictive, often irrational, investigation that preys on public fears. Refers to witch hunts in 17th century Salem, Massachusetts, where many innocent women accused of witchcraft were burned at the stake or drowned. 52.You can lead a horse to water but you can not make it drink:  You can present someone with an opportunity, but you cannot force him or her to take advantage of it. 53.You can not judge a book by its cover:  something that you say which means you cannot judge the quality or character of someone or something just by looking at them.

Sunday, November 3, 2019

)edipus Rex and A Raisin in the Sun Essay Example | Topics and Well Written Essays - 500 words

)edipus Rex and A Raisin in the Sun - Essay Example This article aspires to draw out comparison in the area of 'Written and Unwritten Laws' that govern the setup in both works, even though the two belong to completely different time periods and genres, as already mentioned. Oedipus Rex is set-up in olden day Greece, wherein the State was an important aspect of governance. It w as governed by laws and duties, fundamental to the state. These were the written laws of the state. When Creon lays down that Polynices, who is envisaged as the enemy of the state, not be given the rightful burial, he does so with the perspective fo attaching more importance to the state. However, he is opposed by his wife, son and other civilian citizens. This is due to the fact that sometimes, unwritten laws of humane nature gain an upper hand over the written rules and regulations of the state. In addition to this, we get well acquainted with the theme of 'prophesising', in the Greek drama. Tiresias is a person who can pronounce prophecies and advise people on what needs to be done.

Friday, November 1, 2019

Gender Study on Working and Stay-at-home Mothers Research Paper

Gender Study on Working and Stay-at-home Mothers - Research Paper Example In addition, it portrays the effects of gender in the society. Further, it denotes the perception of children towards the differences existing between their parents. Working mothers This refers to mothers who associate themselves with various income generating activities. They have lesser dependence on either their spouses or their parents. They involve both the married working mothers and single working mothers. They dedicate much of their time to work living only few hours to be with their families. Some ambiguous questions emerge from some individuals as to why, when, and what their intention is behind them (mothers) working (Lippa 2005). One of the main reasons behind mothers working for pay is to be independent. Another reason may be their (working mothers’) desire to live a live where they have total control of their finances. In addition, the work of mothers does not end up at work. More than half of the total number of working moms are those with families. Therefore, it is their (moms) obligation to hurry from work to home to provide for their families. Further, they have some customary duties to perform at their homes. For instance, they must get home earlier before their husbands so that they make several preparations concerning their meals. They also have to know the progress of their children. On the side of single working mothers, they find themselves having a full responsibility at home. They must strive to make ends meet, as they also have to avail the commodities the children require. Some children demand their mothers to provide for their necessities, which may be costly. Therefore, there is a need for single mothers to work harder to earn enough for their expenditure. They should ensure there is a surplus in their accounts. This means that they should make better calculations concerning their income and total expenses. Further, they need to make several adjustments on the total expenses. Through this, they will be able to manage their family requirements, as they eliminate the tertiary demands. In addition, single-working mothers have an extra task of time management. They search for ways of creating more time to deal with personal issues. Bearing in mind that they are the families’ sole breadwinner, they ensure they work towards the success of their business operations. They also make a good choice when it comes to friendship. They choose friends who are hard working and those who motivate other people not to despair in their work. The success of single mothers is a great joy to their families. They also bring to light less efforts for handling a family. This is a great encouragement to the single mothers not at work. Thereafter, they have an appraising hand from the entire society. Stay-at-home mothers A Housewife is another name referring to a stay-at-home mother. Most of their work is within the homestead. They do not get any remuneration for the tasks they undertake. Their main work is to ensure that they raise their kids and control their families. Stay-at-home mothers perform many tasks each day. They act as their children’s instructors, first aiders, doctors, and nannies. Some mothers are also the chefs of their homes and their children’s playmate. Further, they have a total control on the finances they use everyday . If they would require any pay, they may earn more than those working outside the homestead may earn. This is in respect to the different tasks they perform. They decide to be housewives because of their husbands’ potential to provide for the families. Difference between working mothers and stay-at-home mothe