Fashion and Buying Dissertation Example | Topics and Well Written Essays - 4000 words

Fashion and Buying - Dissertation Example In today’s retail world there are thousands of competitors, and millions of items being pushed at a customer to buy. It is highly likely that a customer will be able to buy an item similar to yours from a competitor. So how do you keep customers loyal? It boils down to making shopping an individualized experience for each customer. Having top customer service, as well as tailoring each shopping experience to each individual shopper will ensure that customers remain loyal for years to come. What exactly is customer service? It is something different for everyone, however we can simply define customer service as putting the customer first, and making shopping as easy and enjoyable for the customer as is possible. Using IT makes it easy to achieve this goal. These are just some ways to improve customer service and individualize the shopping experience online. There are things we can do in its stores as well. Since the goal is to make the customer as happy as possible, the more information you have on a customer, the better. One way to do this is to keep a log in the store’s computer of each item the customer has purchased. This way, sales associates can make suggestions for the customer’s future purchases based on items they already know he or she likes. This will give the customer a feeling that the sales associates really value them, and will increase customer loyalty as well as store revenue. In addition,We could also use these customer logs to send out notices of upcoming sales to customers. Excellent customer service and shopping convenience is not the only way to increase a company's overall revenue. Employee satisfaction plays a big part in a store's success. Studies have shown that happy employees are productive employees. Simple things, such as creating a regular work schedule as opposed to having rotating shifts, can decrease turnover by 50%, thus helping to cultivate more long-term relationships between sales associates and their customers (Smith, 2003). Employees are also happy when they feel they are good at their jobs. An excellent way for Gap to determine whether or not their employees are excelling at their jobs would be to keep track of each item the employee sells. If an employee is assigned to the women's department, however they continuously are making sales of men's clothing, the store manager will see this and can move them to the men's department, where they could potentially be more useful and happier. Not only do happy employees stay with a company longer and are more productive, they also make customers happier (Glanz, 2003). When employees are happy, they create an atmosphere of friendliness and dedication. Shopping in such an atmosphere makes customers happy and relaxed. Only good things can come from this. The new market place is all about customization and personalization. Knowing what each individual customer wants, and knowing how he or she wants it. No longer will product sell to entire segments of the market. With so many competing forces the masses demand personal touches. Automobile companies have 20 different lines of cars and trucks, computers offer

Stereotyping a Stereotype Essay Example for Free

Stereotyping a Stereotype Essay Junot Diaz’s â€Å"How to Date a Browngirl, Blackgirl, Whitegirl, or Halfie† seems to play into and highlight the racial stereotypes that affect the way Americans see each other; however, Diaz is in fact working to show that even people who believe they understand the full extent of stereotypes, especially men, find themselves subordinate to the ones they are stereotyping. In this story, Diaz shows how female stereotypes actually control the actions of a males seeking intimacy. The man will revert to basic instinct and base his decisions on a widely held but fixed and oversimplified image or idea of a particular type of person. The short story focuses its instruction on the ultimate goal of reaching physical intimacy with a girl, but illustrates the definitely different courses of action necessary to take depending on what ethnicity the target girl is. This is where Diaz proves that even by mastering the â€Å"predicted† behavior of females through racial stereotypes, the male while appearing to have control of the situation is actually lower than the female. The text has an almost aggressive tone is used to show that the author clearly knows what he is talking about in terms of girls. This tone adds serious credibility to the author and makes the instruction all the more believable. Instead of using phrases such as â€Å"I would recommend,† â€Å"I think,† or â€Å"I believe,† Diaz uses the imperative and says â€Å"Clear the government cheese from the refrigerator,† â€Å"Leave yourself a reminder to get it out,† and, â€Å"Hide the pictures of yourself with an Afro† (Diaz 143). This forceful use of language is more believable and it creates a sense of power, superiority, and confidence in the reader because he is apparently taking instruction from an expert. After all, the reader using these instructions is looking to maximize his chances of getting anything from a â€Å"Kiss,† to a â€Å"Girl just [giving] it up right then† (Diaz 147). Diaz first points out that the reader should be aware of his own social class and ethnicity. The last thing the reader wants to do is foil his chances of achieving intimacy with his date by ignoring potentially embarrassing pictures or icons of a lower social class that would not impress the girl. Such things as the notorious â€Å"Government cheese† or the â€Å"basket with all the crapped-on toilet paper† definitely want to be hidden away (Diaz 143, 144). By doing these small things, the reader is putting himself at an advantage by leaving no room for the date to find weakness in him. If the date cannot find anything embarrassing, the reader is in control of the situation. According to Casey S. Torstenson in her article â€Å"You Don’t Know Me,† she says â€Å"To follow the advice of this story will, in all likelihood, get the [reader] closer to some form of physical intimacy, but this intimacy will be the result of a carefully manipulated†¦ impression he creates for his date, rather than the more inherent and objective truths of who he truly is† (Torstenson). This statement means that by hiding anything potentially incriminating, the male has a better shot at getting intimate with the girl, but that he is defying the age old saying that every set of parents say to their kids, â€Å"Just be yourself. † Diaz proves my argument in this section because the reader, although seemingly in control of the situation, is forced to manipulate it in a way that is pleasing to the girl, not to him. Diaz does not suggest anywhere in the text that the reader should do what he might find appealing, instead, the only positive thing in the text for the reader is the ultimate possibility of a hook-up. If the reader manipulates a situation based on stereotypes (ie where to take the girl to dinner depends on what the color of her skin is) he is subordinate to the girl because he has to play his cards just right in order to get what he wants. The date is in complete control because every decision the reader makes is based on what the girl will do, not what the reader wants. In doing so â€Å"Diaz emphasizes the way in which the social forces of race and class undercut both individuality and objectivity† and make the reader subordinate to his date (Torstenson). After the reader establishes his own security, it is then his responsibility to prepare for the evening. Diaz establishes that the first thing to do, no matter the race of the girl is to say hello to the mother. Once again, the author instructs the reader to inadvertently give up control. The entire purpose of saying hello to the mother is to impress her and to come across as a gentleman. Saying hello does not benefit the reader at all nor does it make his chances of getting with the girl any better. He merely says hello to come across as somebody he is not, boosting his facade, tearing down his true character, and once again putting the date in power. After the introduction is over, the reader must take the girl to dinner. This part of the story is intriguing because depending on what race the girl is determines where there is to go. The local girls (Hispanic and black) can be taken to El Cibao, only so that the reader can impress them with his Spanish or give them the chance to correct his Spanish. For some reason, the black girl and the brown girl are entitled to eat at a nicer dining establishment than the white girls who are suppsoed to be taken to Wendy’s. Diaz claims that the black girl will be impressed by his ability to speak Spanish, or the brown girl will have the opportunity to correct his â€Å"busted-up Spanish† (Diaz 145). In the case of the black girl, she, although being taken to dinner, is in control of the situation because the only reason the reader takes her to dinner at a nicer place is in hopes that he can impress her. The reader let’s the stereotype that she does not speak Spanish control his decision making insomuch as that he is not at the restaurant to enjoy a meal, but only to get one step closer to intimacy. In the case of the brown girl, he hopes that she will correct him to make her feel important and smart. In this case, the reader is supposed to make himself come across as unintelligent to make the girl happy. Once again, the reader is subordinate to the girl because he is not being himself and is forced to act in certain ways that are uncharacteristic of him. However, suppose the girl does not speak Spanish. What is the reader supposed to do then? He is not being himself and following instructions, so if the instructions are not correct, the reader will be unknowing of his next move. The reader becomes dependent on these stereotypes and completely relies on them to work. The reader is at the will of the stereotypes. If they turn out to be false, then the reader will be lost with no direction and all of his expectations will be shattered leaving him in less control than he already is. In the case of the white girl, he expects that the white girl will put out much sooner than the girls of color and will not require the type of attention and time that the colored girls apparently deserve. What if the stereotype is false again? The white girl will be unimpressed by eating at a greasy fast food restaurant, and the reader will not get what he wants. As in every other instance, the reader relies on the validity of the stereotype. If it is true, then everything works out according to plan, but the only way for the stereotype to be true is if the white girl does absolutely everything according to Diaz’s chronology of events. Diaz leaves no room for spontaneity. Everything is scripted. However, the script is only as long as the girl wants it to be. She is fully capable of doing what she wants. The girl is in complete control of the very stereotype that the reader relies so heavily upon. Thus, the reader is subordinate to his date. Flattery is his next tool. Once the dinner is over, Diaz tells the reader to act interested in the girl and touch her gently; almost in a suggestive manner. He tells the readers to say things like â€Å"I like you,† and â€Å"[I] love [your] hair† (Diaz 147, 148). The basic assumption here is that girls will appreciate being complimented and be more willing to act more intimate with their charmer. However, even still, the girl is in complete control of her actions. Although the reader is wooing her, in the end it will be her decision whether or not she decides to put out. No stereotype can predict that event. They can offer a glimpse into a surface personality, but a sequence of events over the course of a couple of hours cannot physically be predicted exactly. Even so, the male will rely on a shallow concept that offers a glimpse into the future if he feels that it has the possibility of yielding pleasurable results. With this thought, it is clear that the stereotypes used in the story are geared towards pointing out how the potential for intimacy will make men revert to relying upon stereotypes and that they are not actually in control, but the stereotype that is controlled by the woman is in charge. â€Å"How to Date a Browngirl, Blackgirl, Whitegirl, or Halfie† was most certainly written with the intent of showing how the male race relies on stereotypes to court women and how these stereotypes give the man a sense of security, control, and confidence. â€Å"Diaz consciously [provides] stereotypical male figures for dramatic effect† in order to illustrate how, â€Å"boys discuss members of the opposite sex as creatures to be used as devices for sexual gratification† (Alford). However, the underlying message in the text is that men rely on these stereotypes so much, that they in fact lose control of the situation because it is not the man in control but the stereotype. While Diaz points out the presence of stereotypes amongst women of different races, he clearly wants to point out the truth that men stereotyping is a stereotype. Works Cited Alford, William R. â€Å"Sex, Race and Power. † 2000. http://the-big-pic. org/drowntext. html. Diaz, Junot. Drown. â€Å"How to Date a Browngirl, Blackgirl, Whitegirl, or Halfie. † New York: Riverhead Books, 1996. Torstenson, Casey S. â€Å"You Don’t Know Me. † Florida: Switchback, 2006. http://www. swback. com/issues/004/You_Dont_Know_Me. shtml.

Training Skips Effective Techniques of Teaching :: essays papers

Training Skips Effective Techniques of Teaching â€Å"U.S. Educators’ Training Skips Effective Techniques of Teaching†: Article Review The article, U.S. Educators’ Training Skips Effective Techniques of Teaching, states that teachers in the United States have not been sufficiently trained on the details of beneficial teaching techniques. According to a study done by James W. Stigler, the United States’ teaching styles are drastically different than those of other countries. For example, Stigler found that teachers in America focus their math lessons primarily on rote learning and repetitive drills. On the other hand, in Japan teachers let the students make mistakes in hopes that these mistakes will later help them understand the problem and the reasoning behind it. The article also explains how teachers in the United States tend to stay isolated in their room and do not share or discuss their teaching techniques and experiences with each other in order to seem unintrusive. In Japan, the teachers often form teams to create lessons and share ideas while also clustering all their desks into one room. A t hird example of the differences among American schools compared to schools in other countries is the teacher’s main topics of discussion concerning their students. In America teachers tend to discuss student discipline instead of instruction, while in Japan, discussion focuses on different ways to teach lessons and concepts. This article states how American teachers need to work collaboratively and share their knowledge with their colleagues in order to help our students. I agree with this article when it states that â€Å"†¦[the U.S.] needs to create a culture in which teachers examine the way they teach and how they can better achieve their own goals. I feel that this article gave some good examples on how American schools need to improve their teaching techniques to help the students. While it is important to teach students the process of a math problem, for example, it is also just as important to teach them the underlying concept for the problem. Children need to be able to experiment and discover for themselves what math concepts mean in order to own and understand the information or skill. If students are not taught reasons for why they are learning something, they will not be interested. I also believe that discussions between teachers should focus on sharing their techniques and instructional ideas with each other rather than on discipline and logistics.

Chapter 10 Mayhem at the Ministry

Mr. Weasley woke them after only a few hours sleep. He used magic to pack up the tents, and they left the campsite as quickly as possible, passing Mr. Roberts at the door of his cottage. Mr. Roberts had a strange, dazed look about him, and he waved them off with a vague â€Å"Merry Christmas.† â€Å"He'll be all right,† said Mr. Weasley quietly as they marched off onto the moor. â€Å"Sometimes, when a person's memory's modified, it makes him a bit disorientated for a while†¦and that was a big thing they had to make him forget.† They heard urgent voices as they approached the spot where the Portkeys lay, and when they reached it, they found a great number of witches and wizards gathered around Basil, the keeper of the Portkeys, all clamoring to get away from the campsite as quickly as possible. Mr. Weasley had a hurried discussion with Basil; they joined the queue, and were able to take an old rubber tire back to Stoatshead Hill before the sun had really risen. They walked back through Ottery St. Catchpole and up the damp lane toward the Burrow in the dawn light, talking very little because they were so exhausted, and thinking longingly of their breakfast. As they rounded the corner and the Burrow came into view, a cry echoed along the lane. â€Å"Oh thank goodness, thank goodness!† Mrs. Weasley, who had evidently been waiting for them in the front yard, came running toward them, still wearing her bedroom slippers, her face pale and strained, a rolled-up copy of the Daily Prophet clutched in her hand. â€Å"Arthur – I've been so worried – so worried -â€Å" She flung her arms around Mr. Weasley's neck, and the Daily Prophet fell out of her limp hand onto the ground. Looking down, Harry saw the headline: SCENES OF TERROR AT THE QUIDDITCH WORLD CUP, complete with a twinkling black-and-white photograph of the Dark Mark over the treetops. â€Å"You're all right,† Mrs. Weasley muttered distractedly, releasing Mr. Weasley and staring around at them all with red eyes, â€Å"you're alive†¦.Oh boys†¦Ã¢â‚¬  And to everybody's surprise, she seized Fred and George and pulled them both into such a tight hug that their heads banged together. â€Å"Ouch! Mum – you're strangling us -â€Å" â€Å"I shouted at you before you left!† Mrs. Weasley said, starting to sob. â€Å"It's all I've been thinking about! What if You-Know-Who had got you, and the last thing I ever said to you was that you didn't get enough OW.L.s? Oh Fred†¦George†¦Ã¢â‚¬  â€Å"Come on, now, Molly, we're all perfectly okay,† said Mr. Weasley soothingly, prising her off the twins and leading her back toward the house. â€Å"Bill,† he added in an undertone, â€Å"pick up that paper, I want to see what it says†¦Ã¢â‚¬  When they were all crammed into the tiny kitchen, and Hermione had made Mrs. Weasley a cup of very strong tea, into which Mr. Weasley insisted on pouring a shot of Ogdens Old Firewhiskey, Bill handed his father the newspaper. Mr. Weasley scanned the front page while Percy looked over his shoulder. â€Å"I knew it,† said Mr. Weasley heavily. â€Å"Ministry blunders†¦culprits not apprehended†¦lax security†¦Dark wizards running unchecked†¦national disgrace†¦.Who wrote this? Ah†¦of course†¦Rita Skeeter.† â€Å"That woman's got it in for the Ministry of Magic!† said Percy furiously. â€Å"Last week she was saying we're wasting our time quibbling about cauldron thickness, when we should be stamping out vampires! As if it wasn't specifically stated in paragraph twelve of the Guidelines for the Treatment of Non-Wizard Part-Humans -â€Å" â€Å"Do us a favor, Perce,† said Bill, yawning, â€Å"and shut up.† â€Å"I'm mentioned,† said Mr. Weasley, his eyes widening behind his glasses as he reached the bottom of the Daily Prophet article. â€Å"Where?† spluttered Mrs. Weasley, choking on her tea and whiskey. â€Å"If I'd seen that, I'd have known you were alive!† â€Å"Not by name,† said Mr. Weasley. â€Å"Listen to this: ‘If the terrified wizards and witches who waited breathlessly for news at the edge of the wood expected reassurance from the Ministry of Magic, they were sadly disappointed. A Ministry official emerged some time after the appearance of the Dark Mark alleging that nobody had been hurt, but refusing to give any more information. Whether this statement will be enough to quash the rumors that several bodies were removed from the woods an hour later, remains to be seen.'.Oh really,† said Mr. Weasley in exasperation, handing the paper to Percy. â€Å"Nobody was hurt. What was I supposed to say? Rumors that several bodies were removed from the woods†¦well, there certainly will be rumors now she's printed that.† He heaved a deep sigh. â€Å"Molly, I'm going to have to go into the office; this is going to take some smoothing over.† â€Å"I'll come with you, Father,† said Percy importantly. â€Å"Mr. Crouch will need all hands on deck. And I can give him my cauldron report in person.† He bustled out of the kitchen. Mrs. Weasley looked most upset. â€Å"Arthur, you're supposed to be on holiday! This hasn't got anything to do with your office; surely they can handle this without you?† â€Å"I've got to go, Molly,† said Mr. Weasley. â€Å"I've made things worse. I'll just change into my robes and I'll be off†¦.† â€Å"Mrs. Weasley,† said Harry suddenly, unable to contain himself, â€Å"Hedwig hasn't arrived with a letter for me, has she?† â€Å"Hedwig, dear?† said Mrs. Weasley distractedly. â€Å"No†¦no, there hasn't been any post at all.† Ron and Hermione looked curiously at Harry. With a meaningful look at both of them he said, â€Å"All right if I go and dump my stuff in your room, Ron?† â€Å"Yeah†¦think I will too,† said Ron at once. â€Å"Hermione?† â€Å"Yes,† she said quickly, and the three of them marched out of the kitchen and up the stairs. â€Å"What's up, Harry?† said Ron, the moment they had closed the door of the attic room behind them. â€Å"There's something I haven't told you,† Harry said. â€Å"On Saturday morning, I woke up with my scar hurting again.† Ron's and Hermione's reactions were almost exactly as Harry had imagined them back in his bedroom on Privet Drive. Hermione gasped and started making suggestions at once, mentioning a number of reference books, and everybody from Albus Dumbledore to Madam Pomfrey, the Hogwarts nurse. Ron simply looked dumbstruck. â€Å"But – he wasn't there, was he? You-Know-Who? I mean – last time your scar kept hurting, he was at Hogwarts, wasn't he?† â€Å"I'm sure he wasn't on Privet Drive,† said Harry. â€Å"But I was dreaming about him†¦him and Peter – you know, Wormtail. I can't remember all of it now, but they were plotting to kill†¦someone.† He had teetered for a moment on the verge of saying â€Å"me,† but couldn't bring himself to make Hermione look any more horrified than she already did. â€Å"It was only a dream,† said Ron bracingly. â€Å"Just a nightmare.† â€Å"Yeah, but was it, though?† said Harry, turning to look out of the window at the brightening sky. â€Å"It's weird, isn't it?†¦My scar hurts, and three days later the Death Eaters are on the march, and Voldemort's sign's up in the sky again.† â€Å"Don't – say – his – name!† Ron hissed through gritted teeth. â€Å"And remember what Professor Trelawney said?† Harry went on, ignoring Ron. â€Å"At the end of last year?† Professor Trelawney was their Divination teacher at Hogwarts. Hermione's terrified look vanished as she let out a derisive snort. â€Å"Oh Harry, you aren't going to pay attention to anything that old fraud says?† â€Å"You weren't there,† said Harry. â€Å"You didn't hear her. This time was different. I told you, she went into a trance – a real one. And she said the Dark Lord would rise again†¦greater and more terrible than ever before†¦and he'd manage it because his servant was going to go back to him†¦and that night Wormtail escaped.† There was a silence in which Ron fidgeted absentmindedly with a hole in his Chudley Cannons bedspread. â€Å"Why were you asking if Hedwig had come, Harry?† Hermione asked. â€Å"Are you expecting a letter?† â€Å"I told Sirius about my scar,† said Harry, shrugging. â€Å"I'm waiting for his answer.† â€Å"Good thinking!† said Ron, his expression clearing. â€Å"I bet Sirius'll know what to do!† â€Å"I hoped he'd get back to me quickly,† said Harry. â€Å"But we don't know where Sirius is†¦he could be in Africa or somewhere, couldn't he?† said Hermione reasonably. â€Å"Hedwig's not going to manage that journey in a few days.† â€Å"Yeah, I know,† said Harry, but there was a leaden feeling in his stomach as he looked out of the window at the Hedwig-free sky. â€Å"Come and have a game of Quidditch in the orchard, Harry† said Ron. â€Å"Come on – three on three, Bill and Charlie and Fred and George will play†¦.You can try out the Wronski Feint†¦.† â€Å"Ron,† said Hermione, in an I-don't-think-you're-being-very-sensitive sort of voice, â€Å"Harry doesn't want to play Quidditch right now†¦.He's worried, and he's tired†¦.We all need to go to bed†¦Ã¢â‚¬  â€Å"Yeah, I want to play Quidditch,† said Harry suddenly. â€Å"Hang on, I'll get my Firebolt.† Hermione left the room, muttering something that sounded very much like â€Å"Boys.† Neither Mr. Weasley nor Percy was at home much over the following week. Both left the house each morning before the rest of the family got up, and returned well after dinner every night. â€Å"It's been an absolute uproar,† Percy told them importantly the Sunday evening before they were due to return to Hogwarts. â€Å"I've been putting out fires all week. People keep sending Howlers, and of course, if you don't open a Howler straight away, it explodes. Scorch marks all over my desk and my best quill reduced to cinders.† â€Å"Why are they all sending Howlers?† asked Ginny, who was mending her copy of One Thousand Magical Herbs and Fungi with Spellotape on the rug in front of the living room fire. â€Å"Complaining about security at the World Cup,† said Percy. â€Å"They want compensation for their ruined property. Mundungus Fletcher's put in a claim for a twelve-bedroomed tent with en-suite Jacuzzi, but I've got his number. I know for a fact he was sleeping under a cloak propped on sticks.† Mrs. Weasley glanced at the grandfather clock in the corner. Harry liked this clock. It was completely useless if you wanted to know the time, but otherwise very informative. It had nine golden hands, and each of them was engraved with one of the Weasley family's names. There were no numerals around the face, but descriptions of where each family member might be. â€Å"Home,† â€Å"school,† and â€Å"work† were there, but there was also â€Å"traveling,† â€Å"lost,† â€Å"hospital,† â€Å"prison,† and, in the position where the number twelve would be on a normal clock, â€Å"mortal peril.† Eight of the hands were currently pointing to the â€Å"home† position, but Mr. Weasley's, which was the longest, was still pointing to â€Å"work.† Mrs. Weasley sighed. â€Å"Your father hasn't had to go into the office on weekends since the days of You-Know-Who,† she said. â€Å"They're working him far too hard. His dinner's going to be ruined if he doesn't come home soon.† â€Å"Well, Father feels he's got to make up for his mistake at the match, doesn't he?† said Percy. â€Å"If truth be told, he was a tad unwise to make a public statement without clearing it with his Head of Department first -â€Å" â€Å"Don't you dare blame your father for what that wretched Skeeter woman wrote!† said Mrs. Weasley, flaring up at once. â€Å"If Dad hadn't said anything, old Rita would just have said it was disgraceful that nobody from the Ministry had commented,† said Bill, who was playing chess with Ron. â€Å"Rita Skeeter never makes anyone look good. Remember, she interviewed all the Gringotts' Charm Breakers once, and called me ‘a long-haired pillock'?† â€Å"Well, it is a bit long, dear,† said Mrs. Weasley gently. â€Å"If you'd just let me -â€Å" â€Å"No, Mum.† Rain lashed against the living room window. Hermione was immersed in The Standard Book of Spells, Grade 4, copies of which Mrs. Weasley had bought for her, Harry, and Ron in Diagon Alley. Charlie was darning a fireproof balaclava. Harry was polishing his Firebolt, the broomstick servicing kit Hermione had given him for his thirteenth birthday open at his feet. Fred and George were sitting in a far corner, quills out, talking in whispers, their heads bent over a piece of parchment. â€Å"What are you two up to?† said Mrs. Weasley sharply, her eyes on the twins. â€Å"Homework,† said Fred vaguely. â€Å"Don't be ridiculous, you're still on holiday,† said Mrs. Weasley. â€Å"Yeah, we've left it a bit late,† said George. â€Å"You're not by any chance writing out a new order form, are you?† said Mrs. Weasley shrewdly. â€Å"You wouldn't be thinking of restarting Weasleys' Wizard Wheezes, by any chance?† â€Å"Now, Mum,† said Fred, looking up at her, a pained look on his face. â€Å"If the Hogwarts Express crashed tomorrow, and George and I died, how would you feel to know that the last thing we ever heard from you was an unfounded accusation?† Everyone laughed, even Mrs. Weasley. â€Å"Oh your father's coming!† she said suddenly, looking up at the clock again. Mr. Weasley's hand had suddenly spun from â€Å"work† to â€Å"traveling†; a second later it had shuddered to a halt on â€Å"home† with the others, and they heard him calling from the kitchen. â€Å"Coming, Arthur!† called Mrs. Weasley, hurrying out of the room. A few moments later, Mr. Weasley came into the warm living room carrying his dinner on a tray. He looked completely exhausted. â€Å"Well, the fat's really in the fire now,† he told Mrs. Weasley as he sat down in an armchair near the hearth and toyed unenthusiastically with his somewhat shriveled cauliflower. â€Å"Rita Skeeter's been ferreting around all week, looking for more Ministry mess-ups to report. And now she's found out about poor old Bertha going missing, so that'll be the headline in the Prophet tomorrow. I told Bagman he should have sent someone to look for her ages ago.† â€Å"Mr. Crouch has been saying it for weeks and weeks,† said Percy swiftly. â€Å"Crouch is very lucky Rita hasn't found out about Winky,† said Mr. Weasley irritably. â€Å"There'd be a week's worth of headlines in his house-elf being caught holding the wand that conjured the Dark Mark.† â€Å"I thought we were all agreed that that elf, while irresponsible, did not conjure the Mark?† said Percy hotly. â€Å"If you ask me, Mr. Crouch is very lucky no one at the Daily Prophet knows how mean he is to elves!† said Hermione angrily. â€Å"Now look here, Hermione!† said Percy. â€Å"A high-ranking Ministry official like Mr. Crouch deserves unswerving obedience from his servants -â€Å" â€Å"His slave, you mean!† said Hermione, her voice rising passionately, â€Å"because he didn't pay Winky, did he?† â€Å"I think you'd all better go upstairs and check that you've packed properly!† said Mrs. Weasley, breaking up the argument. â€Å"Come on now, all of you†¦.† Harry repacked his broomstick servicing kit, put his Firebolt over his shoulder, and went back upstairs with Ron. The rain sounded even louder at the top of the house, accompanied by loud whistlings and moans from the wind, not to mention sporadic howls from the ghoul who lived in the attic. Pigwidgeon began twittering and zooming around his cage when they entered. The sight of the half-packed trunks seemed to have sent him into a frenzy of excitement. â€Å"Bung him some Owl Treats,† said Ron, throwing a packet across to Harry. â€Å"It might shut him up.† Harry poked a few Owl Treats through the bars of Pigwidgeon's cage, then turned to his trunk. Hedwig's cage stood next to it, still empty. â€Å"It's been over a week,† Harry said, looking at Hedwig's deserted perch. â€Å"Ron, you don't reckon Sirius has been caught, do you?† â€Å"Nah, it would've been in the Daily Prophet,† said Ron. â€Å"The Ministry would want to show they'd caught someone, wouldn't they?† â€Å"Yeah, I suppose†¦.† â€Å"Look, here's the stuff Mum got for you in Diagon Alley. And she's got some gold out of your vault for you†¦and she's washed all your socks.† He heaved a pile of parcels onto Harry's camp bed and dropped the money bag and a load of socks next to it. Harry started unwrapping the shopping. Apart from The Standard Book of Spells, Grade 4, by Miranda Goshawk, he had a handful of new quills, a dozen rolls of parchment, and refills for his potion-making kit – he had been running low on spine of lionfish and essence of belladonna. He was just piling underwear into his cauldron when Ron made a loud noise of disgust behind him. â€Å"What is that supposed to be?† He was holding up something that looked to Harry like a long, maroon velvet dress. It had a moldy-looking lace frill at the collar and matching lace cuffs. There was a knock on the door, and Mrs. Weasley entered, carrying an armful of freshly laundered Hogwarts robes. â€Å"Here you are,† she said, sorting them into two piles. â€Å"Now, mind you pack them properly so they don't crease.† â€Å"Mum, you've given me Ginny's new dress,† said Ron, handing it out to her. â€Å"Of course I haven't,† said Mrs. Weasley. â€Å"That's for you. Dress robes.† â€Å"What?† said Ron, looking horror-struck. â€Å"Dress robes!† repeated Mrs. Weasley. â€Å"It says on your school list that you're supposed to have dress robes this year†¦robes for formal occasions.† â€Å"You've got to be kidding,† said Ron in disbelief. â€Å"I'm not wearing that, no way.† â€Å"Everyone wears them, Ron!† said Mrs. Weasley crossly. â€Å"They're all like that! Your father's got some for smart parties!† â€Å"I'll go starkers before I put that on,† said Ron stubbornly. â€Å"Don't be so silly,† said Mrs. Weasley. â€Å"You've got to have dress robes, they're on your list! I got some for Harry too†¦show him, Harry†¦.† In some trepidation, Harry opened the last parcel on his camp bed. It wasn't as bad as he had expected, however; his dress robes didn't have any lace on them at all – in fact, they were more or less the same as his school ones, except that they were bottle green instead of black. â€Å"I thought they'd bring out the color of your eyes, dear,† said Mrs. Weasley fondly. â€Å"Well, they're okay!† said Ron angrily, looking at Harry's robes. â€Å"Why couldn't I have some like that?† â€Å"Because†¦well, I had to get yours secondhand, and there wasn't a lot of choice!† said Mrs. Weasley, flushing. Harry looked away. He would willingly have split all the money in his Gringotts vault with the Weasleys, but he knew they would never take it. â€Å"I'm never wearing them,† Ron was saying stubbornly. â€Å"Never.† â€Å"Fine,† snapped Mrs. Weasley. â€Å"Go naked. And, Harry, make sure you get a picture of him. Goodness knows I could do with a laugh.† She left the room, slamming the door behind her. There was a funny spluttering noise from behind them. Pigwidgeon was choking on an overlarge Owl Treat. â€Å"Why is everything I own rubbish?† said Ron furiously, striding across the room to unstick Pigwidgeon's beak.

Strictly Ballroom Belonging

Belonging or not belonging is the feeling of being included or excluded by a certain group, person, place or community. This is conveyed very well in the film â€Å"strictly ballroom† produced by Baz Luhrmen and the picture book â€Å"The Sneetches† by Dr suess. In stictly ballroom, this concept is primarily conveyed by Scott Hastings struggle with the dance community to find where he truly belongs. In ‘The Sneetches is refers to the group belonging of the two seperate types of sneetches and their journey to belong as a community and individually. In â€Å"Strictly Ballroom† the beginning scenes of the film Baz established the conventional, elegant atmosphere of the ballroom dancing world. Using a combination of techniques such as graceful music, the traditional â€Å"blue Danube†, the silhouette and highly illuminated shots of the dancers waltzing, dressing in exaggerated and ostentatious costumes, hair and make-up along with big cheesy smile and facial expressions as they dance gracefully around the floor. However, the sense of community and belonging is soon fractured as it switches to a shot of Shirley screaming â€Å"Come on team 100!†. Scott and Liz become blocked in by another dance couple and Scott chooses to dance his own steps to escape, deviating from the usual steps that the judges are programmed to. The reaction of the judges and audience shows that Scott's actions were not excepted by the federation. Barry fife leans over to Lez and mutters â€Å"what the hell is going on here?† representing the shock of the judges. The restrictive and competitive nature of the â€Å"strictly ballroom† world is further shown by Barry Fife, the president of the dance federation who is conveyed as an ugly, evil man ruling the dance community. His irrational and controlling nature is emphasised in the scene of the first competition here we see there is no true loyalty or belonging because when Ken and Pam cheat and block out Scott and Liz in the corner they are rewarded and are still given first place. Clearly conveying that the individual or group who wishes to belong to this specific world must be prepared to follow orders and conform to their rules. To find a true sense of belonging within a set world, one must have the courage to stay true to themselves. The protagonists in this film Scott and Fran gradually challenge and redefine the order of this community. Scott â€Å"the up and coming star† of the ballroom world becomes frustrated with only dancing the old traditional steps and wants permission to introduce his own kind of steps. In the illustrated story ‘The Sneetches' illustrated and written by Dr. Suess he demonstrates individuals within a group desperately seeking approval of another group they are made to believe are more elite. Not belonging may not be a permanent state. Doug, Scott's father is portrayed as a very quiet charter who rarely speaks. He is often seen in the dance studio improvising his movements, which is similar to what Scott did earlier on in the film. However he is often captured through a high angle shot and very limited lighting making it appear as though the audience is secretly overlooking his dancing which no one is meant to see. This image suggests that he too wants to express his passion through dance, but he can only do it in the dark alone as if he is too afraid of confronting those who oppose it. The darkness around Doug lets him express himself as an individual and shed his previous conformed life. This is clearly conveying the main idea, that it is very important to belong but only if an individual can first belong to oneself.

Free Essays on Frequency Distribution

FREQUENCY DISTRIBUTION I. Identify the problem A randomly selected group of students in a class of 35 was asked how much allowance is given to them on a per day basis. The objective is to assess how much the average student gets on a daily basis, find how many of these students fall within a specified class interval using a frequency table, and how much the majority of the students get per day. II. Data: 100 200 300 500 100 200 250 450 300 700 250 350 200 250 100 500 200 150 150 150 150 150 300 350 250 250 300 350 250 250 400 350 400 300 400 Allowances per day of a group of 35 students studying at DLSU (in Php) III. Set-up the frequency table Class interval: =1 + 3.322log35 =6.12  » 6 Class size: =(700 – 100)/6 =100 Frequency Table Class Limits Class Mark Class Frequency Cum. Frequency 100-199 149.5 8 8 200-299 249.5 11 19 300-399 349.5 9 28 400-499 449.5 4 32 500-699 549.5 2 34 700-799 749.5 1 35 IV. Computations for descriptive statistics Mean: =(8)(149.5) + (11)(249.5) + (9)(349.5) + (4)(449.5) + (2)(549.5) + (1)(749.5) 35 =Php 306.63 Median: Median class is 200-299 =200 + 100{ [ (35/2) – 8 ] / 11 } =Php 286.36 Mode: Php 250.00 Measures of Variability: a. Average Deviation = (8)|49.5-306.63| + (11)|249.5-306.63| (9)|349.5-306.63| (4)|449.5-306.63| + (2)|549.5-306.63| (1)|749.5-306.63| 3771.39 = 3771.39/35 =Php 107.54 b. Variance/Standard Deviation Class Limits Class Mark Class Frequency fixi2 fixi 100-199 149.5 8 178,802 1,196 200-299 249.5 11 684,752.75 2,744.5 300-399 349.5 9 1,099,352.25 3,145.5 400-499 449.5 4 808,201 1,798 500-699 549.5 2 603,900.5 1,099 700-799 749.5 1 561,750.25 749.5 nà ¥ fixi2 = 35(3,936,758.75) = 137,786,556.25 (à ¥fixi)2 = (10,732.50)2 = 115,186,556.25 s2 = 137,786,556.25 - 115,186,55... Free Essays on Frequency Distribution Free Essays on Frequency Distribution FREQUENCY DISTRIBUTION I. Identify the problem A randomly selected group of students in a class of 35 was asked how much allowance is given to them on a per day basis. The objective is to assess how much the average student gets on a daily basis, find how many of these students fall within a specified class interval using a frequency table, and how much the majority of the students get per day. II. Data: 100 200 300 500 100 200 250 450 300 700 250 350 200 250 100 500 200 150 150 150 150 150 300 350 250 250 300 350 250 250 400 350 400 300 400 Allowances per day of a group of 35 students studying at DLSU (in Php) III. Set-up the frequency table Class interval: =1 + 3.322log35 =6.12  » 6 Class size: =(700 – 100)/6 =100 Frequency Table Class Limits Class Mark Class Frequency Cum. Frequency 100-199 149.5 8 8 200-299 249.5 11 19 300-399 349.5 9 28 400-499 449.5 4 32 500-699 549.5 2 34 700-799 749.5 1 35 IV. Computations for descriptive statistics Mean: =(8)(149.5) + (11)(249.5) + (9)(349.5) + (4)(449.5) + (2)(549.5) + (1)(749.5) 35 =Php 306.63 Median: Median class is 200-299 =200 + 100{ [ (35/2) – 8 ] / 11 } =Php 286.36 Mode: Php 250.00 Measures of Variability: a. Average Deviation = (8)|49.5-306.63| + (11)|249.5-306.63| (9)|349.5-306.63| (4)|449.5-306.63| + (2)|549.5-306.63| (1)|749.5-306.63| 3771.39 = 3771.39/35 =Php 107.54 b. Variance/Standard Deviation Class Limits Class Mark Class Frequency fixi2 fixi 100-199 149.5 8 178,802 1,196 200-299 249.5 11 684,752.75 2,744.5 300-399 349.5 9 1,099,352.25 3,145.5 400-499 449.5 4 808,201 1,798 500-699 549.5 2 603,900.5 1,099 700-799 749.5 1 561,750.25 749.5 nà ¥ fixi2 = 35(3,936,758.75) = 137,786,556.25 (à ¥fixi)2 = (10,732.50)2 = 115,186,556.25 s2 = 137,786,556.25 - 115,186,55...

Impact Of SMS On Society Social Policy Essays

Impact Of SMS On Society Social Policy Essays Impact Of SMS On Society Social Policy Essay Impact Of SMS On Society Social Policy Essay Presents mobile phone plays the cardinal function in communicating in many states, it bring convenience because can transport out anyplace anytime, a batch of map like listen music, browse cyberspace or play game. Another progressively popular map is the message services in signifiers of short message service ( SMS ) . SMS foremost appeared in about 1991 GSM. Later, in CDMA SMS, and TDMA webs. Phone Caller ( MO ) , the cardinal SMS characteristic that allows users to text messages from nomadic phones, has non merely go available to non, GSM users in 2000.SMS is a communicating service standardized in the nomadic phone communicating system, utilizing standard communicating protocol that allows nomadic phone text messages exchanged between the devices ( John Wily 2005 ) . About issues of SMS in society, SMS has caused subtle but interesting alterations in society since it has been popular. Harmonizing to U.S. statistics, in twelvemonth 2009, the sum of SMS sent in the first half of 200 9 was dual the figure last twelvemonth same clip, entire SMS sent in first half of 2009 is 740 billion and the volume of SMS sent daily is 4.1 billion, and there are 276 million radio users. This reflects the importance of the Short Message Service or the SMS as it is popularly known ( Jain 2009 ) . More people to utilize this service, the issues will originate more. Of class, used in the right topographic point will non be affected to society, but some people will take advantage of this service to make illegal things the community. Analysis The grounds why I taking Impact of SMS on society because last clip me about send more than 100 SMS in one twenty-four hours and do me to blow batch money to recharge my nomadic recognition. I besides cheated by a cozenage, and every hebdomad will automatically subtract the recognition of my nomadic phone. That clip I have to register an history to look intoing the football unrecorded mark and every hebdomad will bear down me RM 3 ringgit, but when I want to deactivated my history, it have no manner to learn me how to make. So every hebdomad my nomadic phone will car pay RM 3 ringgit to them. This is a lesson I learn from it, we should careful when registry anything through SMS and read the status decently before action. SMS ( Short Message Service ) , normally referred to as text messaging, is a service for directing short messages of up to 160 characters ( 224 characters if utilizing a 5 if inside the film, through SMS we can non impact any individual and send message to anyone. SMS is less time-consuming in comparing to do a phone call or direct an electronic mail. Unlike electronic mail and instant courier, SMS does non necessitate you to hold a computing machine. A batch of man of affairs sends their advertizement along with the SMS, because it will salvage cost and clip. SMS has infinite parts to the universes. Some companies will utilize this service can publish immediate qui vives to their employee about exigencies and critical state of affairss. To direct of import information to major clients or providers, thereby guaranting that the information received is the appropriate individual instantly. The company can direct salutations to their clients or providers on assorted festivals or other occasions. Any updates or e-message can be sent to roll, employees such as gross revenues forces or proficient staff on the route any updates or information. Samarium can be used to direct a message to many people, from the contact list one or all users in a peculiar country. This service is called airing companies use the contact employee groups or online services, intelligence and other information users. Bank are utile in this SMS service, it made a part to countries such as dealing sedimentations and backdowns so much. Rather than travel to the bank for processing, whereas the latter has developed a assortment of ways, leting clients to transport out short message service through banking minutess. This allows them to finish their fiscal minutess with out of the office or and place. Whether immature or old, they have been contacted and cognize how to utilize SMS service. SMS allows the sale and purchase of goods easier. Merely to direct and have text messages for purchasers and sellers do non hold to run into face to confront when minutess ( Urmann 2009 ) . SMS has its ain portion of disadvantages besides. Some fraud group will direct you the text messages to demo that you have allegedly won in a lottery or promos. Then you will happen that these are non existent, will corrupt you some money. SMS has made some decomposition of the household in one manner or another. Rather than speak to each other and their kids, they will normally pick up the phone and text or drama games. Similarly, the kids communicate with their equals the most often used text messages and lose the quality clip with their parents interact. Sadly, their interaction, communicating, and even relationships are under menace so became addicted to the short messaging system for some users. We can see SMS has a batch of benefits, comparison to post modernism, it truly have a large different now. We compare compose a missive and direct a SMS to a individual, missive will takes more than 2 yearss to make the addressee at place, but SMS merely waste 1 or 2 minute will direct out to the addressee. SMS addition more Efficiency than write missive, now we can direct messages and confabs straight with each other. A batch company will through SMS to advance their merchandise, because it can direct to many people in the same clip, that no demand waste the paper to compose any missive to advance their merchandise. Letter will blow resource, clip and money. A company can direct out SMS to every nomadic user for promote their merchandise in one twenty-four hours, missive can non merely will decelerate down every advancement and a batch disadvantage and experience unsecure to it. The positive position, SMS brings a batch of convenience to the society. Its usage more often to countless, SMS is peculiarly suited for these sorts of short messages because SMS is much cheaper than naming person and giving the same message. Name person to supply the same information will ever necessitate more clip, thereby heightening the cost ( Gupta 2001 ) . Whether in concern, or each individual transmittal of messages, SMS and the constitution of its importance and in this universe can no longer be a deficiency of a service. Some people lack communicating accomplishments, but through SMS, they can show what they want. At any clip, every bit long as have nomadic phones, we can distribute our message to anyone. For the negative position, many pupils indulged in SMS confab, taking to pretermit their surveies, but besides expensive monthly measures. This tendency has become a bad wont of the pupils, so SMS rather a large consequence on them. Some people use SMS this method to make some illegal things, such as the embezzlement of certain groups, the repute of a individual to acquire money, some nescient people and avaricious people easy to gull them. Decision From so many different positions and so the good service of SMS, It provides a really convenient method of interchanging little spots of information between Mobile users ( Gupta 2001 ) . The ground for the immense popularity of SMS has been the fact that, direct and receives messages, non merely saves clip and lower cost, every bit good as the mechanism. In many instances, it is a comparatively more comfy than speaking by directing SMS message via nomadic phone. Mankind should hold good usage of modern engineering, instead than mistreating it to the exercising of ways to interrupt the jurisprudence. Worlds have been traveling towards higher engineering, better usage of engineering can do it flourish, if a good engineering to be used in offense by some people on theodolite, it can be scientific discipline and engineering may no longer look on this Earth has. Mentions John Wily 2005, nomadic messaging engineerings and service hypertext transfer protocol: //books.google.com.my/books? id=AWQgapsAIvoC A ; pg=PA47 A ; dq=issues+Short+Message+Service+ % 28SMS % 29 # v=onepage A ; q=issues % 20Short % 20Message % 20Service % 20 % 28SMS % 29 A ; f=false [ 5 November 2009 ] Veena Jain 2009, Advantages of Sending Bulk SMS hypertext transfer protocol: //www.articlesbase.com/cell-phones-articles/advantages-of-sending-bulk-sms-1030002.html [ 5 November 2009 ] Simon Smith 2008, Short Message Servicehttp: //searchmobilecomputing.techtarget.com/sDefinition/0, ,sid40_gci213660,00.html [ 5 November 2009 ] David H. Urmann 2009, SMS ( Super Messaging Service! ) Advantages and Disadvantages hypertext transfer protocol: //transmeet.com/471977-SMS-Super-Messaging-Service-Advantages-and-Disadvantages.html [ 5 November 2009 ] Puneet Gupta 2001, Short Message Service: What, How and Where? hypertext transfer protocol: //www.wirelessdevnet.com/channels/sms/features/sms.html [ 5 November 2009 ]

The Many Uses of Best

The Many Uses of Best The Many Uses of â€Å"Best† The Many Uses of â€Å"Best† By Maeve Maddox Besides its use as a simple adjective meaning,  Ã¢â‚¬Å"of the highest excellence, excelling all others in quality,† the word best serves as other parts of speech and occurs in many English idioms. As a verb, to best means to get the better of, get an advantage over, outdo; to outreach, outwit, circumvent. â€Å"Jack’s wife always bests him at bridge.† Best can be a noun. â€Å"Marilyn wanted nothing but the best for herself and her family.† As an adverb best modifies a verb. â€Å"All the boys are good at drawing faces, but James does it best.† Here are several common idioms that make use of the word best. The list is by no means exhaustive. best man: the chief male attendant who stands up for the groom at a wedding. With the advent of same-sex marriage, the term is beginning to lose its gendered meaning. the best people: people considered better than most, either because they come from old, established families, or because they possess superior moral qualities. â€Å"The best people possess a feeling for beauty, the courage to take risks, the discipline to tell the truth, the capacity for sacrifice.† Ernest Hemingway best boy: the principal assistant to the chief electrician in a film crew best seller: what every writer wants to have or to be. The term usually applies to a book or other product, but sometimes it stands for a best-selling author. (Yes, best-selling takes a hyphen.) second best: next in quality to the first. No one wants to be â€Å"second best,† but whether or not it’s a bad thing depends upon who or what is â€Å"first best.† For example, in the Forbes list of the richest people in the U.S., Warren Buffett is â€Å"second best.† His net worth of a mere $58 billion puts him in second place after Bill Gates. Gates has $72 billion. to do one’s best and to give it one’s best shot: both expressions mean â€Å"to do something to the best of one’s ability,† but they have differing connotations: â€Å"I always try to do my best.† (applicable to any situation) â€Å"I may not have time to pick up the laundry, but I’ll do my best.† (implies that the effort may be futile) â€Å"Everyone else in the contest has more experience, but I’ll give it my best shot.† (the odds of failure are greater than those of success.) to make the best of it: adjust to a bad situation. â€Å"The tornado destroyed our house, but we’ll make the best of it.† for the best: better than it seems or seemed at the moment. â€Å"His bride left him at the altar, but it was for the best because he met and married someone better.† the best of both worlds: a situation in which you can enjoy two very different things at the same time. Nina Dobev, who portrays both human Elena and her doppelganger, former vampire Katherine in [ The Vampire Diaries] said she gets the best of both worlds. Some â€Å"best† expressions are hyphenated: best-built best-aimed best-bred best-dressed best-kept best-laid best-managed best-meaning best-meant best-preserved best-intentioned best-natured best-tempered Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:7 English Grammar Rules You Should KnowHow to Play HQ Words: Cheats, Tips and TricksTypes of Ignorance

Human Resource Assignment Example | Topics and Well Written Essays - 250 words - 3

Human Resource - Assignment Example I do wonder how to run a multinational business. Multinational business is interesting since it enables one to influence the whole world. If I have the right skill and education, I will try software design. The career would enable me to design new software that can change the world. I love my job since it allows me to interact with many people. My job enables me to identify talents and skills in employees. If my boss allowed me, I would concentrate on mentoring young people to identify their talents and use them. It is noteworthy that most people assume their talents and skills yet they can use them to enhance their lives. If I had a free day, I would choose to spend time advising young people on how to make right career choices. Most people fail in their careers due to wrong career decisions they made as students. I wish to be remembered for influencing the lives of many people in the society. It is my dream to leave an impact in the society before I retire from my profession. Step Two The common themes in aforementioned are talent and working with students. I am interested in working with young students and transforming their lives. I also believe in incorporating talent into an individual's career. Step three Talent, mentorship, and creativity excite me about my dreams. I would identify sectors of my career relevant to my interests and incorporate them into my career. I would combine my current skills with passions by striking a balance between the two. I would also follow my passion while using my skills in my job.

Summary and reaction Essay Example | Topics and Well Written Essays - 750 words

Summary and reaction - Essay Example It also touches on the role that the relationship of parents plays in influencing the perception of the generation on marriage and parenting. This is particularly in relating the opinion of the Y generation on the importance of having a child grow up with parents to be happy despite having unmarried parents (Hanna 2). In our modern society, the concept of marriage among the populations has a wide variety of opinions this is concerning the importance attached to it and how many are willing to participate in a marriage. In this light, the Y generation, at 30 percent, put successful marriages as being of equal value as good parenting. This is as opposed to the value attached to marriage by the X generation which 35%, places a successful marriage at the same level as good parenting. These issues when put into perspective in the American population, reveal that about 40% of the American population believes that marriage is a potentially obsolete institution (Hanna 1). The said 40% marks a sharp increase in those who believed the same thing since the late 1970s, 1978 to be precise. Therefore, I believe that the sharp increase denotes the loss of confidence in the institution over the given span of time. However, the Y generation, also called millennials, bears mixed reactions and opinions towards the issue of marriage. This is concerning declaring marriage as a dead institution or even embracing it. This is because they do not embrace it openly, or rush to the altar as the researchers put it, and neither do they declare it dead. In addition, a large percentage of millennials asked about their appreciation for marriage expressed the desire to get married at one time. This is also expressed by young adults relating to the wide options they have concerning getting married. In this light, they regard marriage highly despite the open acceptance of the concept of having children outside wedlock (Hanna 2). The above issue

Non microsoft desktop operating system Research Paper

Non microsoft desktop operating system - Research Paper Example The variety includes Sun solaris, AIX, HP-UX with each one of them making UNIX a success story. This article describes each of the operating system based on their emergence and the subsequent enhancements to make them significant to the users. Introduction The use of UNIX among the computer owners has remarkably increased over the last 25 years. Its popularity arose due to its contribution in the launching of the internet and worldwide web. Most of the people shifted from the Microsoft operating system during this phase when UNIX system associated with launching of the internet and World Wide Web. This triggers the need to establish the use of the different UNIX operating system even though they are not product of the popular Microsoft. There is a stiff competition existing in the market due to the variety of operating software existing in the market for the users. The UNIX system being a non-Microsoft desktop operating systems have integrated various categories of its product in ord er to increase its use among the consumers. Each of the commands available for the UNIX system can be found along with the three major types: Sun solaris, AIX and HP-UX. These three types of the operating system represent the various modifications that have been made over the years. TYPES OF UNIX OS Hewlett-Packard HP-UX The emergence of Hewlett-Packard Unix in the market largely relied on the System V release 3. A platform of PA-RISC HP 9000 supported the full running of the product before the introduction of the Version 1. The year 2001 marked a milestone for the system following the introduction of the reinforcement of Itanium systems. Further, the HP-UX acted as the first system to allow the users to incorporate the Access Control List (ACLs). The Access Control List (ACLs) is useful in managing file permissions. The incorporation of reinforcement for the Logical Volume Manager in the system also made the HP-UX be a success story. It represents the first product from the Unix Sy stems, which availed choice for the customers to purchase a certain type of operating environment. This is different to the other systems, which offered the customers with general operating environments. The HP-UX also allows the users to access to the file system used by a third party, in form of Veritas, unlike other systems. The system also avails the users with many choices based on virtualization, for instance, Vpars, resource partitions, and nPartitions (Ritchie, 2003). The users can also run the system on HP 9000s thereby illustrating the ease of use. Further, the HP-UX can also run on Integrity Itanium systems. The system is also able to run on 128-processor cores without any failure. The properties of HP-UX, from its ability to use Veritas to variety of virtualization, make the product popular among the users who would like to associate with a strong command line. Most of the OS users also prefer HP-UX because of the inclusion of a menu base system, which allows for efficie ncy during use. Sun Solaris This is an operating system meant for the non-Microsoft desktops introduced as the result of modification to the SunOS. The modification of the SunOS to the Sun Solaris arose due to the need of doing away with the BSD flavor. The BSD flavor was the major component of Unix before the year 1992 followed by the SunOS versions 5.0. The Sun Solaris came into being after the rebranding of the Unix System V.

Analysis of Body Language Article Example | Topics and Well Written Essays - 500 words

Analysis of Body Language - Article Example For example, nod when saying no, and shake your head when saying yes. In his article, ‘What You Don’t Know about Body Language - but Should’, Nick Morgan asserts that one given gesture may have meaning, and may be interpreted differently (Morgan, 2012). Even so, there are widely accepted meanings to various gestures. For instance, wide-open eyes imply interest. According to the author, effective communication encompasses both verbal and nonverbal communication. When communicating, it is important to pay attention not only to the spoken words but also to the body language. It is argued that body language is more truthful as compared with the spoken word. The human needs, feelings, emotions, intentions, and thoughts are thought to be controlled by the limbic system in the brain. This part tends to react to the world in real times and this is shown by the way the body reacts through the various gestures. These gestures have evolved in people globally. An extensive analysis of President Barrack Obama’s body language has exposed that his body language tends to change from location to location as well as form speech to speech. Also, his body language cues tend to differ in debates and interviews that they are in speeches. Nonverbally, President Obama is an emotional man. A more explicit example is his Tuesday, January 24, 2012 State of the Union Address, whose nonverbal communication with regards to the use of body language was excellent. One eminent gesture throughout the speech was his smile. The smile on his face made him appear genuine. The human brain tends to prefer happy faces as opposed to those faces with negative expressions. His verbal and nonverbal alignments during the speech were on point. His body language supported his message such that it could easily make people believe that he really meant what he said. He looked comfortable and composed. He walked with ease, stood with ease, and all his gestures were fluid and flowing. Â  

The Uniform Crime Reports (UCR) Assignment Example | Topics and Well Written Essays - 500 words

The Uniform Crime Reports (UCR) - Assignment Example Finally, it is done by showing the coverage and activity of agencies that are responsible for law enforcement through counting the number of arrests and using the strength data of police employee (Siegel, 2009). In Uniform Crime data reporting, reports for crimes are obtained from agencies responsible for law enforcement via the nation based on reporting procedures and uniform classifications. In order to provide the most complete outlook of crime in the U.S data is obtained only on offenses that are usually known by police officers. A meaningful view of crime can be seen by examining the seven major Crime Index offenses. These are chosen for their seriousness, likelihood of a report being made and the frequency of occurrence: forcible rape, murder, robbery, burglary, aggravated assault, motor vehicle theft and larceny-theft. The FBA can get the number of crime offenses from reports of law enforcement agencies. The law enforcement agencies have records of victim complaints, witness reports and crime reports discovered during operations of the agency. The reports can be obtained from the contributing law enforcement agencies on a monthly basis. To ensure that there is uniformity and that qua lity of the data is maintained for any received data, Uniform Crime Reporting should ensure provision of training on all detailed procedures used for classifying and scoring offenses (Leonard, 2001). Since it was started, the uniform Crime Reporting plan has been able to provide a reliable, steady flow of information concerning crime in the country. However, since Uniform Crime Reporting is a summary reporting system, people may not provide data concerning individual crime incidences. The summary based method, even though it is reliable, has limitations in various aspects which can hinder submission of information from the examined population. These include lack of sufficient information regarding various

Analysis of Body Language Article Example | Topics and Well Written Essays - 500 words

Analysis of Body Language - Article Example For example, nod when saying no, and shake your head when saying yes. In his article, ‘What You Don’t Know about Body Language - but Should’, Nick Morgan asserts that one given gesture may have meaning, and may be interpreted differently (Morgan, 2012). Even so, there are widely accepted meanings to various gestures. For instance, wide-open eyes imply interest. According to the author, effective communication encompasses both verbal and nonverbal communication. When communicating, it is important to pay attention not only to the spoken words but also to the body language. It is argued that body language is more truthful as compared with the spoken word. The human needs, feelings, emotions, intentions, and thoughts are thought to be controlled by the limbic system in the brain. This part tends to react to the world in real times and this is shown by the way the body reacts through the various gestures. These gestures have evolved in people globally. An extensive analysis of President Barrack Obama’s body language has exposed that his body language tends to change from location to location as well as form speech to speech. Also, his body language cues tend to differ in debates and interviews that they are in speeches. Nonverbally, President Obama is an emotional man. A more explicit example is his Tuesday, January 24, 2012 State of the Union Address, whose nonverbal communication with regards to the use of body language was excellent. One eminent gesture throughout the speech was his smile. The smile on his face made him appear genuine. The human brain tends to prefer happy faces as opposed to those faces with negative expressions. His verbal and nonverbal alignments during the speech were on point. His body language supported his message such that it could easily make people believe that he really meant what he said. He looked comfortable and composed. He walked with ease, stood with ease, and all his gestures were fluid and flowing. Â  

Visions for ethical, caring nursing care Essay Example | Topics and Well Written Essays - 250 words

Visions for ethical, caring nursing care - Essay Example ces( Nursing Administration Quarterly Jan-Mar; 3-(1): 48-55) discusses the relationship that exists between economics, caring and administrative practices, and what is missing in this currently. The author asserts that a professional ethos is required so that health institutions are well managed. Therefore, health practice should be ethics based. The aforementioned articles illustrate similar concepts that are well illustrated by various ethical theories; utilitarianism, deontology and virtue theory. The utilitarianism theory requires that we are able to know consequences of our actions before performing these actions. Therefore, when performing tasks, it is important to go for those that are ethically correct. This theory when injected into health practice will ensure that only those actions that are ethically correct are done by nurses and other health care practitioners (Melden 2008, p12). The Deontological theory asserts that people are required to perform their duties and obligations when faced with ethical dilemmas. This theory when applied in nursing practice ensures that health care experts will always perform their obligations for the benefit of customers. The virtue theory is different from the other theories in that there is no emphasis on ethical rules, but instead the emphasis is on teaching people virtues like kindness, generosity and courtesy. Therefore, this theory ensures that health care mangers teach their employees virtues that would improve nursing practice (Melden 2008,

Review of Related Studies Essay Example for Free

Review of Related Studies Essay A lot has been written about what supply management is, and how it relates not only to similar terms and to concept like purchasing, procuring, and sourcing, but also to concepts like management, logistics, and supply chain management. Most authors differentiate purchasing, procurement, sourcing, and supply management as follows: they start by stating that purchasing includes operational activities that are carried out more or less exclusively by one department, namely the purchasing department. The sequence of activities here usually starts with the need identification and ends with the tracking of purchasing activities. Procurement is then defined as being broader in scope and including some activities of strategic relevance. According to Dobler/Burt (1996), procurement includes not only purchasing but also tasks that are strategic in nature. The same logic is then applied to supply management as figure 1 shows. See on page 38 for the figure. Monczka/Trent/Handfield(1998) use the terms purchasing and procurement interchangeable throughout their book. In their view, purchasing and procurement are functional activities that â€Å"most often refer to day-to-day management of material flows and information†. They also define sourcing â€Å"a cross functional process that involves member of the firm other than those who work in the purchasing department, the sourcing management team may include members from engineering, quality, design, manufacturing, marketing, accounting, strategic planning, and other department† Kaufmann (1995) describe sourcing; â€Å"an integrative management approach to designing all supplier relations in the sense of a total relationship management† Arnold (1997) uses the term supply management as an umbrella term for the concept of procurement, materials management, and logistics. According to him, the latter includes inbound logistics, and internal logistics, as well as outbound logistics. Tempelmeier (1995) defines purchasing as contract-centered (as opposed to logistical activities implying the physical movement of goods). He defines procurement as all activities aiming at supplying the company with needed inputs. Corsten (1995) the process of purchasing denotes the act of acquiring the property right of the procurement goods. He defines procurement in a similar way as Tempelmeier. Sourcing is the process of planning and handling outside sources. He defines supply management as procurement with a strategic focus that acts proactively and contributes significantly to company performance. Koppelmann (1995) uses the term Procurement Marketing for nearly exactly the same set of activities as Dobler/Burt do for supply management. There is also some discussion about the types of purchases that fall under each of the definitions. International authors like Dobler/Burt (1996), Monczka/Trent/Handfield (1998), and van Weele (1995) restrict the scope of purchasing, procurement, sourcing or supply management to materials, services, and capital equipment. They do not include the supply of the company with financial resources or personnel. German authors like Arnold (1997), Fieten (1986), Pieper/Pfohl (1993), Tempelmeier (1995) argue differently: They say that from a theoretical standpoint all inputs have to be considered. Some of them like Arnold and Pieper/Pfohl however, pragmatically restrict the scope of purchasing, procurement, or supply management to materials.

History Of The Dna And Forensics Criminology Essay

History Of The Dna And Forensics Criminology Essay Wyman established the foundation for the concept with the hallmark observation and White (1980) of a polymorphic DNA locus characterized by a number of variable-length restriction fragments called restriction fragment length polymorphisms (RFLPs). The history of DNA fingerprinting, is even more recent, dating from 1985 with the paper Hypervariable Minisatellite Regions in Human DNA by Alex Jeffreys et-al (Kirby, 1998 p.19) In 1985, a routine investigation into the structure of a human gene led to a breakthrough discovery that portions of the DNA structure of certain genes are as unique to each individual as fingerprints. Alec Jeffrey and his colleagues at Leicester University, England, responsible for these revelations, named the process for isolating and reading these DNA markers DNA fingerprinting. As researchers uncovered new approaches and variations to the original Jeffreys technique, the terms DNA profiling and DNA typing became applied to describe this relatively new technology (Saferstein, 2011p.226). The theory that a criminal perpetrator leaves a part of himself at the scene of a crime and takes a piece of the crime site with him was postulated by Edmund Locard Lyon,of France, who established the worlds first crime lab. Referred to as the Locard exchange principle, this idea, along with the need to reconstruct what took place at the site of a criminal act, is the basic rationale behind crime- scene investigation (Fisher, p 4). The term associative evidence describes traces of things that, pursuant to the Locard principle, connect a suspect to or associate him with the scene of an offense (Fisher, 2008 p. 4) Benefits of DNA in society Through the discovery of deoxyribonucleic acid (DNA), the deciphering of its structure and the decoding of its genetic information our understanding of the underlying concepts of inheritance changed and expanded. Molecular biologists are unraveling the basic structure of genes at an incredible pace; we are now able to create new products through genetic engineering and develop diagnostic tools and treatments for genetic disorders (Saferstein, 2011 p. 266). How DNA affects investigations? The legal system, in both the criminal and civil arenas, may well be revolutionized by the advent of forensic DNA typing. One state trial judge has written that DNA typing can constitute the single greatest advance in the search for truth, and the goal of convicting the guilty and acquitting the innocent, since the advent of cross-examination. People v. Wesley, 140 Misc.2d 306, 533 N.Y.S.2d 643 (Co. Ct. 1988) (Kirby, 1993 p. 206). DNA identification analysis, identity testing, profiling, fingerprinting, typing, or genotyping refers to the characterization of one or more relatively rare features of an individuals genome or hereditary makeup. Every human, has a characteristic phenotype or physical appearance because each possesses a unique hereditary composition. An exception to this rule is identical twins, because they possess the same unique genotype but, because of the consequences of developmental events, have faintly different phenotypes. The DNA of any individual is identical whether extracted from hair bulbs, white blood cells, or a semen specimen. The uniqueness and identical DNA structure within all tissues of the same body provide the basis for DNA profiling (Kirby, 1993 p.18). The forensic applications of DNA typing are limited only by precaution and alertness of the criminal mind. Regardless of the type of crime committed, whatever trace evidence is appropriate for DNA analysis, left behind by the p erpetrator, is later recovered by the police. Forensic test results can prove to be important investigative tools. Most frequently, such evidence will be found because of violent crimes (Kirby, 1993 p.207). What Controversies are there in the use of DNA evidence in criminal cases? The inventor of DNA fingerprinting Professor Sir Alec Jeffreys, recently launched a candid attack on the way the genetic profiles of suspects in the UK who have been cleared of any crime are still stored by the authorities. He believes that the practice of storing the genetic profiles of suspects who have not been found guilty of a crime is a step too far. Professor Jeffreys said, The practice was discriminatory and measures should be taken to safeguard against particular individuals or groups being targeted. In addition, he called for the creation of a national database, storing the profiles of the entire UK population, managed by an independent body. He said, If were all on the database, were all in exactly the same boat the issue of discrimination disappears. Another potential problem according to a number of scientists is that as the database grows the probability of two very similar profiles from two different people emerging increases (Anonymous, 2002). These arguments are ech oed in the United States as well. For police and prosecutors, DNA science has been a double-edged sword; Thousands of rapists and killers have been identified by DNA and sent to prison. On the other hand, DNA technology also reveals flaws in other forensic sciences such as bite-mark and hair follicle identification. It has also exposed weaknesses and corruption in the way crimes are investigated (Fisher, J. 2008 p 231). What Benefits are there in the use of DNA Evidence? The forensic science community finds DNA of great value because forensic scientists now have the ability to link biological evidence such as blood, semen, hair, or tissue to a single individual with confidence (Saferstein, 2011 p. 266). What improvements can be made in the use of DNA in Criminalistics? In an effort to improve the crime-fighting potential of DNA profiling, the FBI initiated a pilot project called Combined DNA Index System (CODIS). The program would link data banks across the country housing computerized collections of DNA profiles of arrested felons. Investigators would be able to submit an unknown DNA profile for identification by activating one computer instead of running the evidence through dozens of statewide systems. An evidence submission that matches a DNA profile in one of the databases is called a hit, when such a computer match is made; it is tantamount to solving the crime and proving who committed it. CODIS promised a crime-fighting potential equal to the FBIs Integrated Automatic Fingerprint Identification System. Even better, the criminals caught by CODIS would be the worst of the worst- rapists, child molesters, and sexually motivated killers serial offenders all (Fisher, 2008 pp. 231-2). The National DNA Index (NDIS) contains over 9,535,059 offender profiles and 366,762 forensic profiles as of March 2011. Ultimately, the success of the CODIS program will be measured by the crimes it helps to solve. CODISs primary metric, the Investigation Aided, tracks the number of criminal investigations where CODIS has added value to the investigative process. As of March 2011, CODIS has produced over 141,000 hits assisting in more than 135,500 investigations (FBI) The United States is having a backlog handling all of the data being submitted to the forensic laboratories. There are two types: (1) casework backlogs and (2) convicted offender and arrestee DNA backlogs (DNA.gov , n.d.). The demand for DNA testing is rising primarily because of increased awareness of the potential for DNA evidence to help solve cases. The demand is coming from two primary sources: (1) the increased amount of DNA evidence collected in criminal cases and (2) the expanded effort to collect DNA samples from convicted felons and arrested persons. According to a 2010 report from the National Instituted of Justice Until laboratories can meet the rising demand for DNA services and until their capacity to process samples is greater than the demand, backlogs will continue to exist and increase in proportion to the demand for services (Nelson, 2010). Crime laboratories are processing more cases than ever before, however expanded capacity to meet the increased demand (Nelson, 2010). What is in the future of DNA in society and what benefits will they bring to the criminalistics and forensic investigations? In the future, we will be able to determine the color of a persons hair and eyes though a sample of DNA taken from blood, sperm, saliva or other biological materials relevant in forensic case work. Criminals can run, but they might be leaving some incriminating evidence behind. Scientists have figured out how to use DNA information to predict a persons hair color. In the near future, DNA from blood, sperm or saliva samples being used to help track down an unknown perpetrator. Dutch researchers from Erasmus Medical Center and their collaborators in Poland have discovered 13 genetic markers in 11 genes that can be used to predict hair color. The research was published in the journal Human Genetics, where scientists, claim they can predict if a person has red hair or black hair with 90% accuracy. When it comes to predicting if a person has blond or brown hair, the scientists claim to be 80% accurate. The scientists can also predict different shades of hair color, so people with dirty blond hair or other unusual colors can be tracked down too (Dickinson, B. 2011). The necessary DNA can be taken from blood, sperm, saliva or other biological materials relevant in forensic casework. Prof. Manfred Kayser, Chair of the Department of Forensic Molecular Biology at Erasmus MC, who led the study, stated, That we are now making it possible to predict different hair colors from DNA represents a major breakthrough as, so far, only red hair color (which is rare) could be estimated from DNA. For our research, we made use of the DNA and hair color information of hundreds of Europeans and investigated genes previously known to influence the differences in hair color. We identified 13 DNA markers from 11 genes that are informative to predict a persons hair color. Predictability Prof. Ate Kloosterman, of the Department of Human Biological Traces at the Netherlands Forensic Institute (NFI) said: This research lays the scientific basis for the development of a DNA test for hair color prediction. A validated DNA test system for hair color shall become available for forensic research in the not too distant future (Erasmus Medical Center 2011). This study might pave the way for yet another DNA test that would give forensic scientists more tools to crack unsolved mysteries. Predicting human phenotypes like a persons hair color would certainly give crime fighters an edge Dickinson, B. 2011). DNA and its application to Criminalistics are changing the way evidence is pursued. The past decade has seen enormous advances in this powerful criminal justice tool: deoxyribonucleic acid, or DNA. DNA can be used to identify criminals with incredible accuracy when biological evidence exists. Similarly, DNA evidence can be implemented to clear suspects and exonerate persons mistakenly accused or convicted of crimes. DNA technology is increasingly vital to ensuring accuracy and fairness in the criminal justice system. We take for granted all the progress that has been made in the last few decades due to new breakthroughs in science. DNA has not only affected science and medicine in our society but it also has affected the judicial system, and the way we conduct our criminal cases in the courts of the United States.

Contrasting Principles of Classical and Operant Conditioning Essay

Learning is a very important part of Psychology and it has been defined as ‘any relatively permanent change in behaviour, or behaviour potential, produced by experience’ (Baron, p.169). Learning is a key process in human behaviour; it can play an important role in most of the activities we do. Even though the effects of learning are extremely diverse, most psychologists believe that learning occurs in several basic forms: conditioning – classical and operant and observational learning. Myers defined conditioning as ‘the process of learning associations’. Classical conditioning is where the stimulus serves as a signal for the occurrence of a second stimulus. (Learning to associate two stimuli’s together). In classical conditioning we are able to acquire information about the relations between various stimuli and not just simple associations between them. The most famous research for classical conditioning comes from Ivan Pavlov in 1927. During Pavlov’s research into salivary secretion in dogs he noticed that when he put food into a dog’s mouth it would salivate. He then found that if he worked repeatedly with the same dog it would salivate to stimuli associated with food such as the sight of food, the food dish or the presence of the person who brought the food. Because of what Pavlov found he then chose to study learning, which he hoped might enable him to better understand what was happening. Pavlov and his assistants began work by pairing various neutral stimuli such as sound when food was present in the dog’s mouth to see if the dog would eventually learn to salivate to the just the sound on it’s own. ... ...viour due to a reinforcer and are only likely to show the desired behaviour if it’s reinforced and so this behaviour is unlikely to be a permanent change compared to classical conditioning which has much high chances of remaining. Bibliography Carlson, N. R., Buskist, W., & Martin, G. N. (2000). Psychology: The Science of Behaviour. London: Allyn & Bacon. Myers, D.G. (2003) Psychology. (Seventh Edition). Michigan: Worth Publishers. Ferguson, K. E., O’Donohue, W. (2001). The Psychology of B.F Skinner. London: Sage publications. Bjork, D.W. (1997) Skinner- A Life. London. American Psychological Association. Hall, G. (1983). Behaviour – An introduction to Psychology as a Biological science. London: Academic Press inc. Baron, R. A. (1998) Psychology. (Fourth Edition). London: Allyn & Bacon

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In the early nineteenth century the United States began to split, but as mid-century came around, people became more polarized in their views and the union started to separate drastically. During the period of 1850, until 1861 when the Confederate States of America was formed, the union was clearly divided between the North and South. Although the Constitution was not the only factor leading to sectional tension in America, there are many strong points in the North and South favoring the statement, â€Å"By the 1850’s the Constitution, originally framed as an instrument of national unity, had become a source of sectional discord and tension and ultimately contributed to the failure of the union it had created. † Northerners, during mid-century America believed in the preservation of the undissolvable Union. When the Constitution was framed in 1787, the founding fathers were concerned about leaving Britain and becoming a Union, as opposed to the issue of slavery that would later prevail. Henry Clay created the Compromise of 1850, which helped solve the problem of slavery in the territories (Document A). This was not included in the Constitut . . . When the Missouri Compromise was ruled unconstitutional under the Dred Scott decision, the due process clause, for the first time, was interpreted to state that people could not be denied their property, displaying that Calhoun was right all along. It is evident that although the Constitution is the supreme law of the land, many Northerners depicted its flaws. An anonymous Georgian, although somewhat contradictory, explained, â€Å"Two Constitutional provisions are necessary to secure Southern rights upon this important question,–the recognition of slavery where the people choose it and the remedy for fugitive slave† (Document B). Sectional difficulties that lead to the break up of the Union can be traced to flaws in the Constitution, although there are other factors as well. In events such as John Brown’s Raid, the North solemnly respected Brown, holding commemoration services in his memorial. This shows that the founding fathers thought well ahead of their time and created a Constitution that included answers to many questions, although, in general, this document eventually contributed to the collapse of the Union. President Jefferson Davis of the Confederate States of America, believing that states were sovereign over the Union, stated, The separate and independent sovereignty of each State was merged into one common government and nation† (Document H). The Constitution includes the three-fifths clause, along with and end to the African slave trade. After the fugitive slave law was enacted, many personal liberty laws were created in the North and colored people were notified, â€Å"You are hereby respectfully CAUTIONED and advised, to avoid conversing with Watchmen and Police Officers of Boston† (Document C). Just as Northerners saw flaws in the Constitution, Southerners viewed it not to be perfect as well. President James Buchanan, a northern man with southern sympathies clarified, â€Å"As sovereign states, they and they alone, are responsible before God and the world for the slavery existing among them† (Document G). Regarding the Fugitive Slave Law, a Bostonian Transcendentalist, Ralph Waldo Emerson stated, â€Å"As soon as the Constitution ordains an immoral law, it ordains disunion†¦The Union is at an end as soon as an immoral law is enacted† (Document D). The constitutionality of the protective tariff was questioned during the panic of 1857, which Northerners blamed on the South. Yet another Bostonian, William Lloyd Garrison, an abolitionist reformer exclaimed, â€Å"The Constitution which subjects them [slaves] to hopeless bondage is one that we cannot swear to support† (Document E). Although the Constitution is clearly flawed because extremist on both sides had problems with it, this document, which is the supreme law of the land, does have positive aspects. ————————————————- By the 1850’s the Constitution, originally framed as an instrument of national unity, had become a source of sectional discord and tension and ultimately contributed to the failure of the union it has created. This was shown by ambivalent interpretations of the constitution and other important documents when assorted together. It is known that the union did not last, for there was the Civil War. If everyone could agree on what the constitution implied, then there probably would not have been a civil war. From several of the documents, there are arguments about what the constitution states. (Document E), â€Å"To the Argument, that the word ‘slaves’ and ‘slavery’ are not to be found in The Constitution, and therefore it was never intended to give any protection or countenance to the slave system, it s sufficient to reply, that no such words are continued in the instrument, other words were used, intelligently and specifically, to meet the necessities of slavery. † This indicates that the constitution CAN be interpreted differently, and when used with other pertinent documents, can be incongruous. Those views that differentiated were of those in the North and South. The Constitution can be interpreted in many different ways, which leads to sectional discord and tension. For many reasons, the South evidently did not like what the constitution said. There were many conflictions with the compromise of 1850, map shown in (Document A) and the fugitive slave act. Certain northerners were so against slavery and the fugitive slave act that they even posted warnings for the slaves. (Document C), [shows how kidnappers were being sent after the slaves, and how Northern abolitionists were revolting against the South’s rules and regulations. ] This fugitive slave act also helped drive the tension deeper into the Un-United States. With drama now rumbling in the American underbellies, the small weight of anything slightly bad could set off a secession bomb. A freesoiler does not want to spread slavery, but he is okay with keeping it in a state it is already in. When the idea of popular sovereignty came about with the compromise of 1850, map shown in (Document A), those freesoilers in office were pushed harder into complex decisions over the popular sovereignty issue. (Document F) â€Å"FORCING SLAVERY DOWN THE THROAT OF A FREESOILER,† illustrates this in a very blatant text and disturbing political cartoon. All of the tension gathering, even authors were predestining the Civil War. Ralph Waldo Emerson believed that the Constitution, (when assorted with others like the fugitive slave law or the compromise of 1850) were contradictory, and that they aid to the now inevitable seeming end of the union. (Document D) â€Å"What kind of legislation is this? What kind of constitution which covers? †¦ I suppose the union can be left to take care of itself†¦. But one thing appears certain to me, that , as soon as the constitution ordains an immoral law, it ordains disunion. The law is suicidal, and cannot be obeyed. The union is at an end as soon as an immoral law is enacted. And he who writes a crime into the statute-book digs under the foundations of the capitol to plant there a powder-magazine, and lays a train† This proves that By the 1850’s the Constitution, originally framed as an instrument of national unity, had become a source of sectional discord and tension and ultimately contributed to the failure of the union it has created. This was shown by ambivalent interpretations of the constitution and other important documents when assorted together

Promoting Children’s Play, Learning and Development Essay

In this TMA I have met the ethical requirements of the E105. I complied with the ethical guidance published by BERA, 2011 under the United Nations Convention on the Rights of the Child (UNCRC) by informing parents and giving them the option to withdraw their child from participating; as some children were of an age where they had a limited understanding of the purpose of the investigation (BERA, Guidelines 16 – 21, 2011). I explained to parents and colleagues why I was carrying out the observations, and that I would comply with the Data Protection Act 1998 by making my findings anonymous and it will only read by my tutor. I reassured parents that the welfare of the children was paramount and would not be affected by my investigation. If for any reason their child refused to participate or became distressed, then I would immediately terminate my observation. I gained consent from children in a sensitive way and ensured that my investigation was not a hindrance in their care, learning & development. Activity 3. 13 (Block 3, pg 57) helped me in planning my method to approach children to gain their consent. Introduction This assignment is based on an investigation I carried at my setting on the play and learning experiences provided for four year olds. My key question on which I based my investigation was: How I could make children’s play and learning experiences fun and enjoyable? The United Convention on the Rights of a Child (UNCRC) says that ‘Every child and young person has the right to rest, play and leisure’. (UNCRC, Article 31, 1989) Play can be interpreted in various ways however in the context of a setting; I understand play as an experience in which children have fun, enjoy and learn at the same time. Being the manager and room leader I have a major influence on the learning experiences provided for the children. I therefore decided to investigate the impact of my current planning and provision on children’s play experiences. In my observations I looked at children’s ‘disposition’ to the play experiences I had provided (Katz, 1993) cited in E100. I used the Leaven Involvement Scale for Young Children (Leavers, 1994) which highlights signals that help measure how involved a child is in the activity. A child would be involved and engaged with an activity if it was enjoyable and stimulating. In my discussion I analyse my practice based on the investigation and then discuss my changing values and beliefs and the impact it has had on my practice in relation to promoting children’s play, learning and development. [241 Words] Analysing my practice: In my setting I was finding it difficult to balance between focused and free play activities for four year olds in order to meet the ‘early learning goals’ set out by the Early Years Foundation Stage (EYFS, 2008), therefore I decided to investigate this area of my practice. I carried out ‘tracking observations’ (Block 3, pg: 52) on three children aged four, two boys and a girl, as there are more boys than girls at my setting. I observed each child using the suggestions made by Devereux J, Observing children (Reader 2, chapter 8) over a period of three days. I was a ‘complete observer’ during the first day of my observations so that maximum information could be attained. I was a ‘participant observer’ on the second and third day (Block 3, pg: 46). I wrote field notes during the observations, then added detail later using recommendations by Lofland and Lofland (1995) (Block 3, pg: 52). The emerging pattern in my observations on Day 1 was that all three children enjoyed undirected play, and were more involved in the experiences when it was self chosen. However on Day 2 and 3 they were equally involved in adult-led play experiences, when they were planned based on their interests seen on Day 1 and at the edge of their capabilities, ‘zone of proximal development’ (Vygotsky, 1962) (Block 3, pg: 24). (Appendix 2). Adam and Sara were often seen in the home corner. It seemed as though they had created their own play world, where they would not be disturbed. They were seen taking various resources to explore in the home corner. In observation1 (Appendix 1a, lines 8-13) the practitioner is seen demonstrating the socio cultural theory in the way she extends Adam and Sara’s learning by ‘scaffolding’ and ‘guided participation’ (Rogoff, 2003), She is being ‘sensitive to their zone of proximal development’ (Woodhead, 2008, pg: 162) (Block 3, pg: 24). John was seen engaging in imaginative play in the ‘mini world’ where he was imitating the sounds of the different animals as he was playing with them. (Appendix: 1h, lines 61-66). His play fits into the constructivist view where he is ‘actively engaged in testing and refining’ his understanding (mental mode). A similar view can be seen my observation (Appendix: 1f, lines 42-51), where John demonstrates what Piaget (1951) would call ‘discovery learning’ in the way he innovates a new painting technique. My organisation of the activity provided an experience for children where peer-peer interaction was encouraged (symmetrical relationship). There was scope for ‘cognitive conflict’. (Block 3. Pg 23), which was demonstrated by the way Sara and Adam learnt a new skill of painting from John (Appendix 1b& 1e). The ‘change of routine song’ sang by the practitioner (Appendix 1i, lines 68) demonstrated the behaviourist theory, ‘stimuli and response’ (Block 3, pg: 20). Hearing and watching the practitioner, John immediately knew that it was snack time. [483 Words] Changing values and beliefs: I used the ‘three-layer model’ and the RP cycle in Block 3, activity 3. 23 to help me unfold my underlying beliefs and practices with regards to how children learn. In ‘stage 1’ I believed that play is important for children in the early years and that children learnt best through play, however when exploring my practice, in ‘stage 2’ I found out that at my setting I lay great emphasis on adult let activities for 4 and 5 year olds. I saw their play as time passing in between the focused activities and disregarded this as an active opportunity for learning. When taking the role of a ‘complete observer’ during my investigation I realised how much children were learning during self chosen play experiences. During ‘stage 3’ of the RP cycle I found that the regular group sessions that I was arranging for the 4 and 5 year olds were far from play. In fact it mainly consisted of direct teaching with EYFS goals in mind. Children achieved some of the goals set; however they did not enjoy the activity (Appendix 2). It seemed as if the children were eager to complete the task so that they could go back to playing (Appendix 1c & 1g). At the end of the each session, I asked Adam, John and Sara what they liked most about their nursery day (Appendix 5). On the first day all three participants chose an activity that was self chosen; however on the second day, two of the participants chose focus activities and on the third day all the participants chose focus activities. This made me realise that planned focused activities were equally enjoyable if they were based on the interests of the children involved. This investigation gave me a better understanding of the EYFS principle: a ‘unique child’ (DCSF, 2008a). It made me realise how important it was to plan play experiences based on children’s interests; rather than on the ‘goals’ set by the EYFS. When I planned adult led play experiences on the second and third day based on my observations of each child’s interests; they were more involved in the activity and also achieved many of the EYSF goals. (See plan in appendix 3) My practice is similar to that described by Sexton L, 2012 on the tutor group forum, where I use a combination of all three theories in my practice but in different contexts. Gilchrist J. 2012, posting made me think about my practice in how she uses ‘children who are more able in our setting to support others who are more reluctant to take part and encourage them to learn from each other’. I currently use a constructivist view when planning focus activities for children based on their ages and abilities, ‘stages of development’ (Block 3. Pg 23); however if I was to use the Socio constructivist approach and mix group them, then there would be scope for ‘peer-to-peer learning’, where children would learn from the ‘more able other’ in a more social way. [507 Words] Changing practice: Using the ‘continuum of pedagogical approaches (DCSFa, 2009)’ (Block 3, pg: 27) I found that the play experiences I currently provided for 4 and 5 year olds were a mixture of ‘child-initiated’, ‘focused learning’ and ‘highly structured’ approaches however my main approach was ‘focused learning’ for 4 and 5 year olds. Observing children during my investigation made me see a wealth of knowledge and learning emerging from each other; which I previously overlooked. An example of this can be seen in appendix 1, where Adam and Sarah made the home corner into a shop and defined their roles as ‘shop keepers’. I underestimated children’s capabilities and their ability for independent learning. From my investigation, I saw the positive impact of focus activities when they were innovative and planned on children’s interests. This is also a requirement of the EYFS, ‘physical and mental challenges†¦active learning’ (Principle 4. 2, DCFS, 2008) I particularly liked the ‘painting outside’ that I saw on the DVD and set up a similar activity in the outdoor area. This encouraged participation of many children including some who generally did not take an interest in painting or ‘mark-making’. (Refer to Appendix 4, feedback from a colleague). I discussed some of the play experiences provided by other practitioners that I came across during my Block 3 reading with my staff during our weekly planning meeting; some of my staff acknowledged the enjoyment of children during the innovative play experiences that I had provided as I was ‘exploring my practice’. They shared positive feedback from parents of some of their key children who also noticed a change in their child’s learning experience. I used this as an opportunity to motivate my staff to research innovative play experiences for children. I recommended them to use the internet; particularly the ‘tes’ (teacher’s site for education resources) to access a range of creative play experiences for the foundation stage. During the meeting staff raised concerns that, having 35 children in the setting, it is not practical to plan play experiences based on each child’s interests; therefore we agreed on setting up a rota system, where two of each key person’s children are observed each week and their observed interests are used to plan play experiences for the following week, during which a second set of children would be observed I realised how important it was to observe children; yet it can be quite difficult for practitioners to do so regularly with other responsibilities; I therefore set up a rota system where they have observation days on which the staff member in only observing and does not get involved directly with the children unless required. Influenced by Anning A. and Edwards A. (2010) ‘Creating contexts for professional development’ in reader 2, chapter 24, I shared my findings with an Early Years Consultant from the local authority and arranged a staff training session to help us incorporate a more play based curriculum for children. [490 Words] Conclusion From my investigation and data analysis, I concluded that careful planning of play experiences, using innovative styles and taking children’s interests into consideration proved to be effective in providing an enjoyable learning experience for the children. I strongly believe that the planning cycle should start from observations of children rather than based on adult decided themes as was my practice previously. A balance of free play and focused activities is important to ensure that children enjoy their learning experience. Practitioners should take the lead from children and extend their learning by joining in their play, rather than direct teaching. Focus activities that were hands-on proved to be effective in providing an enjoyable learning experience for children and achieving the EYFS ‘early learning goals’ (DCSF, 2008) (refer to appendix 3) The physical organisation of the setting can give strong messages to children. It is important to give children the ‘free use of space’. ‘To be structured so they (the children) can be unstructured’ and ‘the freedom to control themselves’ (Hartley 1993:63) cited in Reader 2, pg 220. This can be seen in observation 1a where Sara and Adam were able to move the furniture to make their ‘shop’. [198 word] Self-reflection I found this assignment very interesting as it gave me an opportunity to step away from my role as a manager and look deep into the actual learning of individual children. I found it difficult deciding on which evidence to submit as I was limited to three pieces. [49 words] References: Anning A and Edwards A, (2010) Creating contexts for professional development in Miller, L. , Cable, C. , and Goodliff, G (eds) Supporting Children’s Learning in the Early Years, Abington, David Fulton in association with The Open University. British Educational Research Association (BERA, 2011) Ethical guidance for Educational Research, London, 2011 Department for Children, Schools and Families (DCSF) (2008) Practice Guidance for the Early Years Foundation Stage, Nottingham, DCSF Draper L and Duffy B, (2010) Working with parents in Cable, C. , Miller, L. and Goodliff, G (eds) Working with children in the Early Years, Abington, David Fulton in association with The Open University. Gilchrist J. (2012) ‘Blue group-week1 activity’, E105 11J Tutor group forums, 30th of January 2012 (online), http://learn. open. ac. uk/mod/forumng/discuss. php? d=836298 (Accessed 1st February 2012) Laevers F (1994) Effective Early Learning Programme: Child Involvement Scale, in Bertram T and Pascal C, Centre for Research in Early Childhood, Birmingham (online) http://www. decd. sa. gov. au/farnorthandaboriginallands/files/links/link_104984. pdf cited on 20th January 2012. Moss P, (2010) The democratic and reflective professional in Miller, L. , Cable, C. , and Goodliff, G (eds) Supporting Children’s Learning in the Early Years, Abington, David Fulton in association with The Open University. Paige-smith A and Craft A, (2010) Reflection and developing a community of practice in Miller, L. , Cable, C. , and Goodliff, G (eds) Supporting Children’s Learning in the Early Years, Abington, David Fulton in association with The Open University. Read M and Rees M, (2010) Working in teams in early years settings in Cable, C. , Miller, L. and Goodliff, G (eds) Working with children in the Early Years, Abington, David Fulton in association with The Open University. Robson S (2010) The physical environment in Miller, L. , Cable, C. , and Goodliff, G (eds) Supporting Children’s Learning in the Early Years, Abington, David Fulton in association with The Open University. Sexton L. (2012) ‘Blue group-week1 activity’, E105 11J Tutor group forums, 16th February 2012 (online), http://learn. open. ac. uk/mod/forumng/discuss. php? d=836298 (Accessed 18th February 2012) The TES-Education jobs, Teaching resources and magazine & forums. Website: www. tes. co. uk/ The Open University (2010), E105 Assessment Guide 2010, Milton Keynes, The Open University The Open University, E100 Early years practice: Practitioners and children 2010, Study Topic 3, Milton Keynes, The Open University. The Open University, E105 Developing reflective practice: key themes, 2010, Block 3, Milton Keynes, The Open University. The Open University (2010) E105 The early years: developing practice, ‘DVD 2: Painting outside, Milton Keynes, The Open University. Appendix1 Observation on Day 1: Adam 1a) 12:50 pm Home cornerEngagement according to Leuven scale (LS): 5 Adam gets some magnets from the resource cupboard and takes it to the home corner†¦ He then gets behind the drawer and says, ‘lets make a shop Sara. Come here’. He indicated to Sara to come next to him. A practitioner comes up to him and says, ‘why did you move the furniture? Put it back the way it was please. ’ He looks at Sara as he wants her to answer. When the practitioner physically starts to move the drawer back Adam speaks up saying: ‘we’re making a shop’. ‘Wow really! What kind of shop? ’ she asks. ‘Toy shop’ he replies. ‘Where is your till? ’ she asks. Adam quickly climbs over the drawer and gets the till from the outdoor area. He places the till on the drawer and gets behind it again. ‘We’re the shop keepers’ he says pointing to Sara. Practitioner gets some money and plays the role of a customer. ‘What are you selling in your shop? ’ she asks. ‘this’ says Adam pointing to a rectangular magnet block. ‘How much is it? ’ she asks counting some coins in her hands. ‘? 2’ says Adam, holding up two fingers. 1b) 1:15 pm: Creative/Paint area LS: 4 Adam watches Sara painting with the string. He asks practitioner for another sheet of paper. He takes the string and takes the string that was in the burgundy paint tray. He dips it in the yellow paint and holds it with both hands at the ends and makes straight line prints on his paper. 1c) 1:30 pm: Focus activity-adult led. LS: 3 Practitioner calls Adam and two other children for a literacy session. They go to the quiet room next door. She holds up a picture card and tells them to say what they see and sound out the letters that make the word and write it on their paper. Adam is able to correctly write the names of some of the objects. After the writing activity, the children had to group the cards according to the first letters. Each child was given a stack of cards and they had to place them correctly in each alphabet group. Adam was able to sort some of the cards in the correct group. When he heard John say ‘Finish’, he threw his cards down and ran for the door. 1d) 2:00 pm: Home corner/role-play LS: 5 Adam returns to the home corner with Sara. He takes play dough and two rolling pins. ‘Let make biscuits’ he tells Sara as he gives her a rolling pin. ‘He rolls out the play dough and goes to the resource cupboard and gets animal cutters. He cuts the rolled play dough and places them in the oven tray that I placed next to his table. He holds the oven tray, and tells ‘Sara to go and put the biscuits in the oven’. Observation on Day 1: Sara 1e) 1:15 pm: Creative/Paint area LS: 4 Sara leads Adam to the creative area. ‘lets go and paint’ she tells him. She gets an apron and sits opposite John. She watches him paint using string and follows his hand with her eyes as he continues making patterns. She then picks up another string and dips it in the red paint and making similar patterns on her paper. Observation on Day 1: John 1f) 1:10 pm: Creative/Paint area LS: 5 John dips the paint brush in the blue paint. Mixes the paint, and then pours some red paint into the blue and continues mixing. He then gets up and goes towards the resource drawers. He pulls open the ‘paint’ drawer. Looks inside, and then closes it again. He moves up and opens the animal drawer. Picks out an elephant, and then puts it back again. He then opens the beading drawer. He picks out two strings; one yellow and the other red. He goes back to the paint table and sits down on the chair. Pulls the chair closer to the table and puts the strings down next to the paint trays. He looks at Sarah, then at Adam. He then picks up the yellow string and dips it into the burgundy (paint he mixed earlier). He slowly pulls out the string, holding it at one end, and takes it over to the blank white sheet of paper next to him and moves the string in circular motion, forming a pattern. He dips the string again, holding onto one end and brings it back to his picture and continues making circular patterns. 1g) 1:30 pm: Focus activity-adult led. LS:2 John attempts to make marks and is able to correctly write the first letter of the objects. After 3 pictures he starts looking towards the door. Practitioner notices that he was not focusing on the activity so she directs a question at him. ‘John what is this? ’ she asks holding the picture card. ‘Car’ he says. ‘That’s absolutely right, now will you write car on your paper? ’ she asks. He correctly forms the ‘c’ and ‘a’. After the writing activity, the children had to group the cards according to the first letters†¦ John started placing his cards randomly in each group. He placed the ‘duck’ in the ‘a’ group, ‘pig’ in the ‘b’ group etc. ‘I am finished’ he said when he distributed the cards. It seemed as if he was rushing to get over the activity so that he could go back to the hall. 1h) 2:00 pmLS: 4 John plays with the animals that I had set up in the mini world. He holds up a cow and makes ‘moo†¦moo’ sounds as he moves it back and forth. He rearranges the blocks separating the animals. He places the sheep on the grassy area and the horses next to them divided by wooden blocks. He moves the pigs next to cow and makes the cow eat it, licking his lips and smiling as he does that. When a practitioner comes up and sits down next to him, he walks away. 1i) 2:30 pm- Snack time Practitioner starts to sing aloud: Everyone do this, everyone do this, just like me†¦. John stops and copies the practitioner placing his hands where she instructs. She then leads the children to the bathroom to wash their hands. John follows. He returns back to the hall and sits around the snack table, waiting for his plate. Appendix 2: Graph showing the engagement of children in adult directed/focused activities: Involvement Measured using Leaven Scale (Leavers, 1994) Appendix 3 Plan for focused/adult led activities that I conducted on Day 2 & 3 based on my observations on the first day. Adam, Sara and two other children sharing their interests: Day 2: Visit to the local toy shop, with clip boards, pen and paper. They were instructed to write a list of 10 items they would like to sell in their own toy shop. EYFS (DCSF, 2008) learning goals intended to achieve: ‘Attempt writing for different purposes, using features of different forms such as lists, stories and instructions’ ‘Use a pencil and hold it effectively to form recognisable letters, most of which are correctly formed’ (CLL) ‘Count reliably up to ten everyday objects’ (PRSN) ‘Find out about, and identify, some features of living things, objects and events they observe’ ‘Handle tools, objects, construction and malleable materials safely and with increasing control’ (KUW) Day 3: A biscuit baking activity. EYFS learning goals achieved: PRSN, KUW, CLL, PSE, PD and CD John and two other children sharing his interest: Day 2: Large animal jigsaw Once complete, they were asked to write the names of the animals that were in the puzzle. They were then asked to write how many of each animal they could see. EYFS learning goals intended to achieve: PSE, PD, CLL, KUW and PRSN Day 3: Animal sound recognition Game that involved playing an animal sounds CD and guessing which animal it was for each sound. EYFS learning goals intended to achieve: KUW, CLL and PSE Key for symbols used: CLL: Communication, language and literacy, KUW: Knowledge and understanding of the world, PRSN: Problem solving, reasoning and numeracy, PD: Physical development, PSE: Personal, social and emotional development, CD: Creative development Appendix 4: Feedback from colleague: ‘The painting activity was so wonderful. I couldn’t believe Cameron actually got involved. I have been trying to get him to paint and make marks but he’s always refusing. ’ Appendix 5: Carpet time: I asked children which activity they enjoyed the most at the end of each session. Their responses were: Day 1-Adam: ‘playing with Sarah and making my shop’. Sara: ‘painting’. John: ‘painting’ Day 2-Adam: ‘Going to the toy shop’. 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