Burmese Days by Gorge Orwell Essays

Burmese Days by Gorge Orwell Essays Burmese Days by Gorge Orwell Paper Burmese Days by Gorge Orwell Paper or Ko S’la, Flory’s servant is lazy and dirty, and his ex-wife as ‘a fat, lazy cat’ . U Po Kyin, more than anyone else stands for cunning, intrigue and flattery which were mentioned earlier. His brain though cunning was quite barbaric . For their distorted minds, Eliza mocks them for blocking up the roadway for spectacle, as Flory answered that ‘there are no traffic regulations here’ . Flory calls Ma Hla May a ‘liar’ when she said no brown hands touched me, however the readers know that she had an affair with a brown man. The Orientals have no nobility and grace except by accompanying and camaraderie with the occidentals. U Po Kyin and Veraswami’s efforts for admission to the Club are for this nobility and prestige, as Dr. Veraswami pointed it in his example of barometer. For mistreatment to animals, one can remember the scene that ‘a fat yellow woman with her longyi hitched under her armpits was chasing a dog round a hut, smacking at it with a bamboo and laughing. ’ Recurring images do not confine to the above mentioned and many other labels such as superstition, strangeness, polygamy are also attributed to the Orientals. The natives believe that the ‘strips of alligator hide’ has magical properties ; Ma Hla May sometimes puts love-philters in Flory’s food; â€Å"The Burmese bullock-cart drivers seldom grease their axles, probably because they believe that the screaming keeps away evil spirits† ; as the medicine, they eat and drink ‘herbs gathered under the new moon, tigers whiskers, rhinoceros horn, urine, menstrual blood! ’ And finally Weiksa or magician who distributes magic bullet-proof jackets. Edward Said points out that Oreint is always seen as mysterious and a muddle for the Occidents. Burma is an exotic place for Westerners and Orientals, strangeness and exoticism generate from that exotic locale. Elizabeth is terrified by this ‘strangeness’, as Adela in â€Å"A Passage to India† did. Accordingly, the bushes are foreign-looking, rhythms of the tropical seasons and hollow cries are strange ; Eliza among the natives’ spectacle wishes to escape from this strange place to familiar one, i. e. the Club and she always barked at strange Orientals Ko S’la is an ‘obscure martyrs of bigamy’ and Li Yeik, the Chinese shopkeeper had two girls as his concubines. In short, in Burmese Days like other colonial novels, a web of colonial images and cultural stereotypes are attributed to the Burmese which fix them in their inferior position. Elizabeth as a memsahib is also bigoted and she felt ‘the hatefulness of being kin to creatures with black faces’ . Eliza’s overt racism is also shown in two occasions: when Flory, assuming that ‘she was different from that herd of fools at the Club’ and she will appreciate native’s culture, took her to a pwe, a kind of Burmese play. Another occasion was when they paid a visit to bazaar. At first she is shocked when she sees how they have blocked the road for their performance, and Flory answers that â€Å"there are no traffic regulations here. The native music is a ‘fearful ‘pandemonium, a strident squeal of pipes, a rattle like castanets and the hoarse thump of drums’ . Elizabeth felt insecure to go among ‘that smelly native crowd’ and she watches ‘the hideous and savage spectacle’ with tediousness and horror: Its grotesque, its even ugly, with a sort of willful ugliness. And theres something sinister in it too. Theres a touch of the diabolical in all Mongols. And yet when you look closely, what art, what centuries of culture you can see behind it! †¦Whenever you look closely at the art of these Eastern peoples you can see thata civilization stretching back and back, practically the same, into times when we were dressed in woad. Eliza comes from the ‘civilized places, and her superiority is blatantly expressed when she calls them with a very offensive term even in that time, Mongols. She considers the White racially and civilizationally superior to the Burmese. The word woad signifies that the present-day Burma is less civilized than the ancient Briton (in that times, woad was used for painting their bodies). Furthermore, they are connected to devil and devil worship (as the term diabolical and sinister connote); besides, the dancer girl becomes a ‘demon’ figure for her. In the bazaar’s scene, Eliza once more humiliates the Orient and Orientals. The bazaar is described as ‘large cattle pen’ by ‘a cold putrid stench of dung or decay’, and ‘Everythings so horribly dirty’. Eliza becomes insecure and asked herself why Flory has brought her to ‘watch their filthy, disgusting habits’ (Ibid). The barbarity of the bazar and absolute savages was stifling her. The natives were ‘damnably dressed’. All the children are naked and one was ‘crawling like a large yellow frog’. The Chinese women practice deforming their insteps, a sign of being ‘behind the times’, an anachronism. She is too arrogant to say thank you to girls fanned them and poured out tea. It is a ‘sort of infra dig’ to sit in their houses. At length Eliza cannot tolerate the ‘absolutely disgusting people’ and ‘beastly Oriental things’ and went out. Flory tries to calm her down that one should not expect all the people behave at the same manner, suppose, for instance, you were back in the Middle Ages. Flory, the protagonist of the novel, at the first look, is against British Empire and he hates the devotion to Pukka Sahib code. He is ashamed of themselves and wonders how they oppose to Veraswami’s admission in the club only for his black skin. This seemingly animosity toward British Empire is revealed during a long conversation with Dr. Veraswami that he admits that we are here to â€Å"rub our dirt on them, and â€Å"wreck the whole Burmese national culture†. He goes further and prefers Thibaw, the last king of Burma to his white fellows. He believes that we do not have any â€Å"purpose except to steal†. What bothers Flory more than anything else is a lie,‘slimy white man’s burden humbug’, the pukka sahib pose. Flory knows that this lie corrupts not only the natives, but also the Whites themselves. The colonizers ‘build prison and call it progress’.

Mary Wollstonecrafts Life of Thirty-Eight Years

Mary Wollstonecraft's Life of Thirty-Eight Years Dates:  April  27, 1759 -  September 10, 1797 Known for: Mary Wollstonecrafts  A Vindication of the Rights of Woman  is one of the most important documents in the history of womens rights and feminism. The author  herself lived an often-troubled personal life, and her early death of childbed fever cut short her evolving ideas. Her second daughter,  Mary Wollstonecraft Godwin Shelley, was Percy Shelleys second wife and author of the book,  Frankenstein. The Power of Experience Mary Wollstonecraft believed that ones life experiences had a crucial impact on ones possibilities and character.  Her own life illustrates this power of experience. Commentators on Mary Wollstonecrafts ideas from her own time until now have looked at the ways in which her own experience influenced her ideas. She handled her own examination of this influence on her own work mostly through fiction and indirect reference. Both those who agreed with Mary Wollstonecraft and detractors have pointed to her up-and-down personal life to explain much about her proposals for womens equality, womens education, and human possibility. For instance, in 1947, Ferdinand Lundberg and Marynia F. Farnham, Freudian psychiatrists, said this about Mary Wollstonecraft: Mary Wollstonecraft hated men. She had every personal reason possible known to psychiatry for hating them. Hers was hatred of creatures she greatly admired and feared, creatures that seemed to her capable of doing everything while women to her seemed capable of doing nothing whatever, in their own nature being pitifully weak in comparison with the strong, lordly male. This analysis follows a sweeping statement saying that Wollstonecrafts A Vindication of the Rights of Woman (these authors also mistakenly substitute Women for Woman in the title) proposes in general, that women should behave as nearly as possible like men. Im not sure how one could make such a statement after actually reading A Vindication, but it leads to their conclusion that Mary Wollstonecraft was an extreme neurotic of a compulsive type... Out of her illness arose the ideology of feminism... [See the Lundberg/Farnham essay reprinted in Carol H. Postons Norton Critical Edition of A Vindication of the Rights of Woman pp. 273-276.) What were those personal reasons for Mary Wollstonecrafts ideas that her detractors and defenders alike could point to? Mary Wollstonecrafts Early Life Mary Wollstonecraft was born on April 27, 1759. Her father had inherited wealth from his father but spent the entire fortune. He drank heavily and apparently was abusive verbally and perhaps physically. He failed in his many attempts at farming, and when Mary was fifteen, the family moved to Hoxton, a suburb of London. Here Mary met Fanny Blood, to become perhaps her closest friend. The family moved to Wales and then back to London as Edward Wollstonecraft tried to make a living. At nineteen, Mary Wollstonecraft took a position that was one of the few available to middle class educated women: a companion to an older woman. She traveled in England with her charge, Mrs. Dawson, but two years later returned home to attend her mother who was dying. Two years after Marys return, her mother died and her father remarried and moved to Wales. Marys sister Eliza married, and Mary moved in with her friend Fanny Blood and her family, helping to support the family through her needlework another of the few routes open to women for economic self-support. Eliza gave birth within another year, and her husband, Meridith Bishop, wrote to Mary and asked that she return to nurse her sister whose mental condition had deteriorated seriously. Marys theory was that Elizas condition was the result of her husbands treatment of her, and Mary helped Eliza leave her husband and arrange a legal separation. Under the laws of the time, Eliza had to leave her young son with his father, and the son died before his first birthday. Mary Wollstonecraft, her sister Eliza Bishop, her friend Fanny Blood and later Marys and Elizas sister Everina turned to another possible means of financial support for themselves and opened a school in Newington Green. It is in Newington Green that Mary Wollstonecraft first met the clergyman Richard Price whose friendship led to meeting many of the liberals among Englands intellectuals. Fanny decided to marry, and, pregnant soon after the marriage, called Mary to be with her in Lisbon for the birth. Fanny and her baby died soon after the premature birth. When Mary Wollstonecraft returned to England, she closed the financially-struggling school and wrote her first book, Thoughts on the Education of Daughters. She then took a position in yet another respectable profession for women of her background and circumstances: governess. After a year of traveling in Ireland and England with the family of her employer, Viscount Kingsborough, Mary was fired by Lady Kingsborough for becoming too close to her charges. And so Mary Wollstonecraft decided that her means of support had to be her writing, and she returned to London in 1787. Mary Wollstonecraft Takes Up Writing From the circle of English intellectuals to whom shed been introduced through Rev. Price, Mary Wollstonecraft had met Joseph Johnson, a leading publisher of the liberal ideas of England. Mary Wollstonecraft wrote and published a novel,  Mary, a Fiction, which was a thinly-disguised novel drawing heavily on her own life. Just before shed written  Mary, a Fiction, shed written to her sister about reading Rousseau, and her admiration for his attempt to portray in fiction the ideas which he believed. Clearly,  Mary, a Fiction  was in part her answer to Rousseau, an attempt to portray the way that a womans limited options and the serious oppression of a woman by circumstances in her life, led her to a bad end. Mary Wollstonecraft also published a childrens book,  Original Stories from Real Life,  again integrating fiction and reality creatively. To further her goal of financial self-sufficiency, she also took on translation and published a translation from French of a book by Jacques Necker. Joseph Johnson recruited Mary Wollstonecraft to write reviews and articles for his journal,  Analytical Review. As part of Johnsons and Prices circles, she met and interacted with many of the great thinkers of the time. Their admiration for the French Revolution was a frequent topic of their discussions. Liberty in the Air Certainly, this was a period of exhilaration for Mary Wollstonecraft. Accepted into circles of intellectuals, beginning to make her living with her own efforts, and expanding her own education through reading and discussion, she had achieved a position in sharp contrast to that of her mother, sister, and friend Fanny. The hopefulness of the liberal circle about the French Revolution and its potentials for liberty and human fulfillment plus her own more secure life are reflected in Wollstonecrafts energy and enthusiasm. In 1791, in London, Mary Wollstonecraft attended a dinner for Thomas Paine hosted by Joseph Johnson. Paine, whose recent  The Rights of Man  had defended the French Revolution, was among the writers Johnson published others included Priestley, Coleridge, Blake, and Wordsworth. At this dinner, she met another of the writers for Johnsons  Analytical Review,  William Godwin. His recollection was that the two of them Godwin and Wollstonecraft immediately took a dislike to each other, and their loud and angry argument over dinner made it nearly impossible for the better-known guests to even attempt conversation. The Rights of Men When Edmund Burke wrote his response to Paines  The Rights of Man, his  Reflections on the Revolution in France, Mary Wollstonecraft published her response,  A Vindication of the Rights of Men. As was common for women writers and with anti-revolutionary sentiment quite volatile in England, she published it anonymously at first, adding her name in 1791 to the second edition. In  A Vindication of the Rights of Men, Mary Wollstonecraft takes exception to one of Burkes points: that chivalry by the more powerful makes unnecessary rights for the less powerful. Illustrating her own argument are examples of the lack of chivalry, not only in practice but embedded in English law. Chivalry was not, for Mary or for many women, their experience of how more powerful men acted towards women. Vindication of the Rights of Woman Later in 1791, Mary Wollstonecraft published  A Vindication of the Rights of Woman,  further exploring issues  of womens education, womens equality, womens status, womens rights and the role of public/private, political/domestic life. Off to Paris After correcting her first edition of the  Vindication of the Rights of Woman  and issuing a second, Wollstonecraft decided to go directly to Paris to see for herself what the French Revolution was evolving towards. Mary Wollstonecraft in France Mary Wollstonecraft arrived in France alone but soon met Gilbert Imlay, an American adventurer. Mary Wollstonecraft, like many of the foreign visitors in France, realized quickly that the Revolution was creating danger and chaos for everyone, and moved with Imlay to a house in the suburbs of Paris. A few months later, when she returned to Paris, she registered at the American Embassy as Imlays wife, though they never actually married. As the wife of an American citizen, Mary Wollstonecraft would be under the protection of the Americans. Pregnant with Imlays child, Wollstonecraft began to realize that Imlays commitment to her was not as strong as she had expected. She followed him to Le Havre and then, after the birth of their daughter, Fanny, followed him to Paris. He returned almost immediately to London, leaving Fanny and Mary alone in Paris. Reaction to the French Revolution Allied with the Girondists of France, she watched in horror as these allies were guillotined. Thomas Paine was imprisoned in France, whose Revolution he had so nobly defended. Writing through this time, Mary Wollstonecraft then published  Historical and Moral View of the Origin and Progress of the French Revolution, documenting her awareness that the revolutions grand hope for human equality was not being fully actualized. Back to England, Off to Sweden Mary Wollstonecraft finally returned to London with her daughter, and there for the first time attempted suicide over her despondency over Imlays inconsistent commitment. Imlay rescued Mary Wollstonecraft from her suicide attempt, and, a few months later, sent her on an important and sensitive business venture to Scandinavia. Mary, Fanny, and her daughters nurse Marguerite traveled through Scandinavia, attempting to track down a ships captain who had apparently absconded with a fortune that was to be traded in Sweden for goods to import past the English blockade of France. She had with her a letter with little precedent in the context of 18th century womens status giving her legal power of attorney to represent Imlay in attempting to resolve his difficulty with his business partner and with the missing captain. During her time in Scandinavia as she attempted to track down the people involved with the missing gold and silver, Mary Wollstonecraft wrote letters of her observations of the culture and people she met as well as of the natural world. She returned from her trip, and in London discovered that Imlay was living with an actress. She attempted another suicide and was again rescued. Her letters written from her trip, full of emotion as well as passionate political fervor, were published a year after her return, as  Letters Written during a Short Residence in Sweden, Norway, and Denmark. Done with Imlay, Mary Wollstonecraft took up writing again, renewed her involvement in the circle of English Jacobins, defenders of the Revolution, and decided to renew one particular old and brief acquaintance. William Godwin: an Unconventional Relationship Having lived with and borne a child to Gilbert Imlay, and having decided to make her living in what was considered a mans profession, Mary Wollstonecraft had learned not to obey convention. So in 1796, she decided, against all social convention, to call upon William Godwin, her fellow  Analytical Review  writer and dinner-party-antagonist, at his home, on  April 14, 1796. Godwin had read her  Letters from Sweden,  and from that book had gained a different perspective on Marys thought. Where hed formerly found her too rational and distant and critical, he now found her emotionally deep and sensitive. His own natural optimism, which had reacted against her seemingly-natural pessimism, found a different Mary Wollstonecraft in the  Letters   in their appreciation of nature, their keen insights into a different culture, their exposition of the character of the people shed met. If ever there was a book calculated to make a man in love with its author, this appears to me to be the book, Godwin wrote later. Their friendship deepened quickly into a love affair, and by August they were lovers. Marriage By next March, Godwin and Wollstonecraft faced a dilemma. Theyd both written and spoken in principle against the idea of marriage, which was at that time a legal institution in which women lost legal existence, subsumed legally in their husbands identity. Marriage as a legal institution was far from their ideals of loving companionship. But Mary was pregnant with Godwins child, and so on March 29, 1797, they married. Their daughter, named  Mary Wollstonecraft Godwin, was born on August 30 and on September 10, Mary Wollstonecraft died of septicemia blood poisoning known as childbed fever. After Her Death Mary Wollstonecrafts last year with Godwin had, however, not been spent in domestic activities alone they had, in fact, maintained separate residences so that both could continue their writing. Godwin published in January 1798, several of Marys works that shed been working on before her unexpected death. He published a volume  The Posthumous Works  along with his own  Memoirs  of Mary. Unconventional to the end, Godwin in his  Memoirs  was brutally honest about the circumstances of Marys life her love affair with and betrayal by Imlay, her daughter Fannys illegitimate birth, her suicide attempts in her despondency over Imlays unfaithfulness and failure to live up to her ideals of commitment. These details of Wollstonecrafts life, in the cultural reaction to the French Revolutions failure, resulted in her near-neglect by thinkers and writers for decades, and scathing reviews of her work by others. Mary Wollstonecrafts death itself was used to disprove claims of womens equality. Rev. Polwhele, who attacked Mary Wollstonecraft and other women authors, wrote that she died a death that strongly marked the distinction of the sexes, by pointing out the destiny of women, and the diseases to which they are liable. And yet, such susceptibility to death in childbirth was not something Mary Wollstonecraft had been unaware of, in writing her novels and political analysis. In fact, her friend Fannys early death, her mothers and her sisters precarious positions as wives to abusive husbands, and her own troubles with Imlays treatment of her and their daughter, she was quite aware of such distinction and based her arguments for equality in part on the need to transcend and do away with such inequities. Mary Wollstonecrafts final novel  Maria, or the Wrongs of Woman,  published by Godwin after her death, is a new attempt to explain her ideas about the unsatisfactory position of women in contemporary society, and therefore justify her ideas for reform. As Mary Wollstonecraft had written in 1783, just after her novel  Mary  was published, she herself recognized that it is a tale, to illustrate an opinion of mine, that a genius will educate itself. The two novels and Marys life illustrate that circumstances will limit the opportunities for expression but that genius will work to educate itself. The ending is not necessarily going to be happy because the limitations that society and nature place on human development may be too strong to overcome all attempts at self-fulfillment yet the self has incredible power to work to overcome those limits. What more could be achieved if such limits were reduced or removed! Experience and Life Mary Wollstonecrafts life was filled with both depths of unhappiness and struggle, and peaks of achievement and happiness. From her early exposure to abuse of women and the dangerous possibilities of marriage and childbirth to her later blossoming as an accepted intellect and thinker, then her sense of being betrayed by both Imlay and the French Revolution followed by her association in a happy, productive and relationship with Godwin, and finally by her sudden and tragic death, Mary Wollstonecrafts experience and her work were intimately tied together, and illustrate her own conviction that experience cannot be neglected in philosophy and literature. Mary Wollstonecrafts exploration cut short by her death of the integration of sense and reason, imagination and thought looks toward 19th century thought, and was part of the movement from Enlightenment to Romanticism. Mary Wollstonecrafts ideas on public versus private life, politics and domestic spheres, and men and women were, though too often neglected, nevertheless important influences on the thought and development of philosophy and political ideas that resonate even today. More About Mary Wollstonecraft Mary Wollstonecraft Quotations  - key quotations from Mary Wollstonecrafts workJudith Sargent Murray  - a contemporary feminist, from AmericaOlympe de Gouges  - a contemporary feminist, from FranceMary Wollstonecraft Shelley  - Mary Wollstonecrafts daughter, author of  Frankenstein

Online courses and traditional courses Essay Example | Topics and Well Written Essays - 1000 words

Online courses and traditional courses - Essay Example Ideally, there are various online educational methods, which are relevantly effective to well-organized, mature, motivated, and self-disciplined students with perfect time management skills. This is an argumentative essay on online courses and traditional courses. Body Merits and Demerits of Traditional Courses The traditional courses have various merits that include the presence of networking opportunities. Indeed, as students meet face-to-face, they develop contacts that will lead to more networking opportunities. Moreover, students in traditional universities have the opportunity of using the campus facilities that may include libraries, stadiums, gyms, student’s unions that work to the benefit of the student. In addition, this form of education creates a discovery experience where international students mature, embrace diversity, and grow socially. Most, assuredly, the direct interaction with lecturers and fellow students ensures that the student gets quality education thr ough discussions and availability of instructions (Sorrentino, 2011). Furthermore, traditional education compels students to abide with the set rules and regulations as well as following timetables. This has long-term benefits where such students become organized, law-abiding citizens, and creates a rational society. However, there are many demerits attached to traditional a course that makes one to reconsider the idea of enrolling in traditional university. For instance, traditional courses are very expensive as compared to online courses. Indeed, traditional course will require a student to pay tuition fees and other additional fees that may include transport fees, accommodation fees, costs for food, and recreational fees. As such, for poor families, affording quality traditional education becomes a huge challenge especially where there are no government subsidies or social welfare assistance. Indeed, there is a high likelihood of schooling abandonment due to lack of fees to tradi tional courses. At the same time, traditional courses are so stationary and immobile since students follow a set program, assessment measures, set timetables, and set rules and regulations that are not flexible (Sorrentino, 2011). This inflexibility sometimes annoys and stresses students leading to poor performance and school abandonment. As such, this may lead to serious scheduling challenges where students must travel and attend classes despite transport problems or commitments to other activities. Indeed, for students pursuing higher education and working at the same time, traditional courses may limit their success. Additionally, the immobility requires all resources and activities to congest in one room. At the same time, traditional courses may bear aspects of limited personal attention especially where colleges and universities admit so many students in one program. This leads to poor quality of education as the lecturer-student interaction becomes ineffective. With this, we can argue that traditional courses are not entirely effective. Indeed, if we consider the merits of online courses, we would seemingly prefer the latter. Effectiveness of Online courses Actually, there is rampant growth of online enrollment in the modern education system. This resulted from the global recession that led to poor economic status leading to inability to further education in traditional courses. In addition, the growth in technology and flexibility of

Drama as Learning Medium in Young Children Essay

Drama as Learning Medium in Young Children - Essay Example Since there is active participation of children in drama, learning takes place spontaneously, which leads to later learning of higher order. The theories of educationists like Jean Piaget and Jerome Bruner contribute to the use of drama as a learning medium. According to Jean Piaget, the child goes through several stages of development, one of which is the Preoperational stage from ages 2 to 7. At this stage, the child is acquiring motor skills. Magical thinking is foremost at this stage. He appreciates drama and relates to it. A child at this stage learns quickly from the dramatized version of ‘Jack and the Beanstalk’ or â€Å"The Lion King†, elements of vocabulary, arithmetic and a little geography. Since at this stage of the child’s development his egocentricism has begun, he can relate to the central character of the drama. But, according to Piaget, he cannot conserve or use logical thinking yet, which he starts using in the next stage of his development. The next stage of development in children is the ‘concrete operational stage’ which spans the ages from 7 to 11. At this stage of their development, children have started thinking logically, and concretely, but they need aids for conserving and thinking logically. Higher order thinking is beginning and they are helped by drama at this stage of learning. After the age of 11, children start to think and conserve abstractly. Here, they appreciate and learn from drama based on detective stories such as Sherlock Holmes. Piaget explains that the child ‘s perceptions of notions of ‘right’ and ‘wrong’ , and ‘valid’ , ‘proper’, and ‘necessary’ develop during these stages.

Childcare Essay Example for Free

Childcare Essay Birth-12 months- Babies will begin to smile at adults especially at their careers. Will gaze at faces and will copy facial movements. They respond to faces and voices of familiar people around them, they are still shy around strangers but enjoy affection from their careers. They enjoy being held, cuddled and tickled by adults. They will start to talk using babble noises. â€Å"Temper tantrums† may have started. They start to become more demanding and assertive and can express rage at being told ‘no’, they have no idea of sharing and a strong sense of ‘mine’. 1-2years- Are becoming aware of others around them, they may begin to start to display attachment and anxiety separation from carers and adults they are close to. They will begin to start exploring their environment knowing there is a familiar adult nearby for reassurance. As they develop they can start showing signs of emotions e. g. when another child cries they may start crying as well, when another child smiles at them they will smile back. Are very possessive of toys they may have and find it hard to share. Play becomes more fun with other children, and they will mostly be cooperative. They may start to display temper tantrums. 2-3 years-Children will begin to learn about relationships and will start to seek others to share in their experiences and for reassurance. They tend to find it hard to control their feelings especially when they are excited and frustrated. They tend to still look for adults for comfort if they are upset. They are starting to become more independent in things they do. 3-4years- children will begin to social with in a group of children and began to play cooper actively some of the time. They began to take control of their toilet needs and become more independent in the in self-help. They are starting to develop own feelings and start to show empathy towards others. Most children will have started school at the age 4 and will be enjoying their independence. 5-7years-Children will become independent by dressing and undressing themselves. Begin to choose own friends. They start to understand rules and boundaries and like to have structure and routines. They will seek out adults for approval and praise. They have good sense of when other children are upset or sad. Their social skills will be growing as play becomes more cooperative with other children as they enjoy turn taking. They will have a developed a good sense of self-awareness both positive and negative. They now know the difference between right and wrong. Progression towards teenage years- They are a lot more independent in what they do and become less reliant on others. They begin to form good relationships with others and are more aware of their gender. They begin to understand what behaviour is acceptable and what is unacceptable and have a strong sense of what is right and wrong. They are beginning to what their own privacy. They become more concerned of what other people think of them and can often become unsure about new changes. 13-19 years- Become more self-motivated within themselves. Need a lot more reassurance as they start to approach adolescence/puberty, do not appreciate that parent’s get involved in how independent they become as they get older. Mood swings and confrontation become more apparent. Will start to engage in new friendships especially as they progress to further education in a new environment. Becomes more self-conscious about their appearance and social status. Will begin to engage in more adventures activities but may be aware of the forth coming actions due to their involvement. Will begin to think things through before undertaking the action and are more independent in their decisions and intellectual interests. They begin to set goals for their future in education/employment but still worry about failure. Language Birth-12 months-Will communicate with others in different ways such as crying, babbling and squealing and will use their vocal voice and enjoy vocal play alongside adults , will use gestures such as putting arms up to be picked up, when talked to from a familiar person will make own sounds in response. 1-2 years- Speech is starting to develop as they start to respond and understand more words. They are starting to acquire new words on a regularly basis. May start to use one-two word questions and is able to put two words together. 2 years-3years- Will start to become more able to express what they want to adults and start to understand a little more of what adults are saying to them through words and gestures. They will start to extend their vocabulary rapidly up to about 70 words between 1-2 years old; will tend to have conversations with themselves about what they are doing and uses personal words which as they begin to develop their vocabulary and is able to follow one instruction when given by an adult. 3-4 years- Children begin to develop their language skills further by beginning able to say their own name and how they old they are. They begin to have a vocabulary of between 250 words to 500 words and starting to use more complex sentences. Can begin to describe things they are doing and explain why things are happening. 5-7years-Children are becoming to have good communication skills as their conversations and questions they ask become more complex. They are beginning understand the meaning of text and are starting to recognise letters, sounds and words as well as their own written name. They start to understand that one word can mean two things for example orange for fruit and orange as a colour. They are still building on their language in spoken and written form. Progression towards teenage years- They will still be developing their language skills but in a more complex way. Are starting to talk problems through to be able to solve them as their ability to think logically begins to mature. 13-19years- Their language skills are still developing but in a more complex way. Physical Birth-12months- A baby will grow rapidly during their first year of development within weeks a child will begin smiling and will turn the head to respond to different sounds in their environment. They will begin to have a pattern in their own routine for example feeding time and sleep time. On the approach to six months they will begin to roll over from their front to their back and start grasping objects which they will tend to put in their mouth. By 8 months they begin to crawl and by 9 months they begin to start walking. 1-2 years- Most babies will be crawling or possibly still shuffling; they start to pull themselves up on furniture to the standing position to support them to move along from one end to the other. They may start to take a few steps independently or with adult support, they start to become curious about different objects passing toys from one hand to the other , hand eye coordination is developing as they start holding an object in each hand and bringing them together in the middle. They will start to attempt to self-feed themselves with their hands or a spoon and use a cup with two hands. Fine motor skills are developing as they begin to use crayons/pencils in the palmer grasp when mark making. 2-3years- Begins to climb on equipment with confidence, and is able to walk up and down stairs holding onto the rail using two feet at a time. Fine motor skills when mark marking is developing from palmer grasp to tripod grasp as they begin to scribble/draw lines. They have developed the skills to kick a ball and throw a ball, increasingly able to manipulate small objects with hands. They become more independent in their feeding skills as they begin to easily use a spoon and possibly a fork. Potty training will start being introduced as a child begins to control their bowel movements. Bricks will be built into larger towers than before usually with six or seven bricks. 3-4 years- Children are becoming more independent in their choices. Gross motor skills are developing quickly as they begin to run, jump, climb up climbing frames and start to try and ride a tricycles, when mark making will hold pencil between thumb and finger and begins to draw lines and circles and may start to copy some letters from their name. Independence in dressing and undressing has developed and toilet training is more independent. Has more confidence in Self-feeding using a knife and fork. 5-7 years- Children begin to have rapid muscle growth in these years. Pencil control is developing as they start to draw circles, peoples and copying words. Preference for dominant hand is starting to show. Is able to care for own toilet needs independently. Begin to have preferences for likes and dislikes. Dressing becomes more independent as they start to learn how to do buttons laces etc. 7-12 years- They have well established hand eye coordination as mark making skills develop in drawing and printing. They are very active as they start to enjoy team games with other children/adults e. g. hitting balls and chasing each other. Boys begin to engage in a lot of rough and tumble games. The development of girl’s physical development is developing quicker than the boys. 13-19years- These years are classed as the transition from child hood to adult hood (adolescence) as they will start to experience changes in their bodies. The physical development in each child is different at this age as some may just start to mature physically and some may have fully physically matured. Intellectual Birth-12months- babies start to learn through their senses especially by putting things in and out of their mouths. 1-2years- They are still learning through their senses. They start to be curious about things and like to explore objects by using their fingers especially poking their fingers into things and taking things apart. They will start to say the names of familiar objects, people and familiar body parts. Start to use one word sentences â€Å"no† â€Å"bye bye† and starts to enjoy simple songs and rhymes. 2-3years-Are still learning through all their senses, they are still very curious about things in their environment. They are starting to use three to four word senses and start singing simple songs and rhymes. 3-4years- At this age they are still learning through using their senses. Are beginning to use their imagination in play using one object to represent another object and are starting to enjoy role play situations. Begin to start to become more curious and inquisitive about their environment. Has large vocabulary, 1500 to 2000 words as they start to approach the age of 5. 5-7years- children will start to follow instructions by adults and will accept help, although they are still unsure about trying new things if they are unfamiliar with them. Some children may begin to stutter when they get excited to tell someone something or if they are nervous. Colour and number recognition is apparent and may start to write a few letters they recognise. At this age most children are learning to read and write. 7-12years- Children start to have a good attention span and are able to solve more complex problems. Enjoys working hard to complete tasks they are set and enjoys challenging experiences. Are curious about how things work and why things happen. Reasoning and thinking becomes more abstract. They may start to enjoy reading, writing and using books. 13-19years- They start to begin to think logically about concepts. They become more argue mental with others Moral. Birth-12months- Babies do not have moral development at this age. 1-2 years- Are sensitive to adult approval/disapproval, despite tantrums and bursts of anger. No understanding of right from wrong, but starting to understand yes or no. 2-3 years- appears to be independent and self-reliant and wants to be good, but is not yet mature enough to be able to carry out most promises. They are starting to understand the word â€Å"no†, they still do not understand right from wrong. 3-4 years- Is starting to understand right from wrong. They are becoming more self-controlled and less aggressive, and may use extreme verbally threats such as â€Å"I will kill you† without realising the full consciousness. 5-7 years- Is becoming aware of right and wrong; is wanting to be good and please adults but may tell lies to blame others for own wrongdoing because of intense desire to please and do right . 7-12 years- Is very concerned with personal behaviour, particularly as it affects family and friends; May experience guilt and shame. Has difficulty in admitting to mistakes but are becoming more capable of accepting failure and mistakes and are aware of consequences of their behaviour. Is aware of right and wrong; wants to do right. 13-19 years- Understands right from wrong and consciences of their actions. They try to weigh alternatives and arrive at a decision of their own. They are very unlikely to lie and are concerned about how other people are treated. They will experience numerous feelings of anger, sorrow and frustration. They may even be interested in sex as response to physical-emotional urges. 1. 2 Analyse the difference between sequences of development and rate of development and why the distinction is important. Identifying the difference between the sequence of rate and the rate of development of children is important as it helps to identify a child’s ability and helps to meet the needs of individual children. It also enables you to be able to identify any special educational needs and helps you to plan effectively to make sure they are getting the help and support they may need in areas they may have gaps in. Sequencing- means a pattern of development in children but this can vary in each child. The sequence is a definite order of developmental milestones that children meet and accomplish over time as they need to finish one area of development before moving to another developmental stage. e. g. rolling over and sitting up occur before learning to walk, a toddler being able to walk before they can run Rate- Is the speed of which children develop but this may vary greatly in each individual child e. g. a child’s will start to babble before they begin to use words. 1. 3 Analyse the reasons why children and young people’s development may not follow the pattern normally expected There are many factors which contribute to a child not following the pattern of development disability either physical or mental will make them find it harder to learn the same as another child the same age, resources, facilities, possibly restrictions due to a disability, environment (poverty) due to lack of essential resources needed, emotional problems may cause a child to have lack of concentration or interacting skills, culture how people bring up their children. There are reasons why development may not follow expected patterns they are: †¢ Disability can affect development because if children can’t use certain parts of their body for example they may not be able to use their legs they won’t be able use a climbing frame their physical development won’t be able to develop in the expected way. The nursery or school they attend may not have the equipment needed for the child to achieve their desire to use the climbing frame. †¢ Emotional difficulties can affect expected patterns of development because a child who is not settled into a nursery and does not have solid relationships with the adults in their life are more likely to have low self-esteem and are less likely to try new activities that would help their development. †¢ Environmental factors such as poverty and family could affect a child’s development because if they do not have much money some opportunities such as nursery will not be available. Family could also affect a child because single parents may not have the time and energy to engage and challenge their child to try new things that would help their development. Food may not be as nourishing and nutritious. †¢ Cultural reasons for example girls in many cultures are not given the same opportunities as boys this will limit their development because they are not expected to go to school. †¢ Social factors such as transport could result in development not following expected patterns because parents who don’t drive may have difficulties in getting their children to school regularly which could result in poor attendance so the child could miss out on key factors of their education. Home schooling could also affect children’s social development as they won’t have had many opportunities for social interaction with children their own age which could result in a social delay. †¢ Particular learning needs may affect development because a child having difficulties with reading and writing and they are not receiving the extra help they need is likely to fall behind in school work. †¢ Communication difficulties could result in development not happening in the expected way because children who have a hearing impairment can cause a delay as we learn to speak by listening this could lead on to a speech impairment which may result in children only expressing what they can and not what they really mean. Parents who don’t talk or read to their children will also affect the child’s development. 2. 1 Analyse how children and young people’s development is influenced by a range of personal factors Family Environment- Family life has the most important impact on children‘s development due to the various family structures and stability each individual child has. Cramped Housing May share a room with several other children, this can lead to cramped spaces for children, not enough room to play, no personal space. Single parents where children may have lack of male/female role models which may cause social stigma. Parents divorcing/separating- This is very stressful on everyone involved, children can become emotionally withdrawn, suffer lack of confidence and can create lack of self-esteem. Working Parents- When parents have to work all week this will leave little room for direct social, emotional and intellectual support. Step families- When children become part of a new step family it may cause friction, hatred and jealousy between the children from each family and children towards their new step parent. This could lead to the child/teenager to become socially and emotionally withdrawn. Health Problems – health problems can be a genetic problem or due to the poor living environment they grow up in. If a child is raised in poor quality housing this may lead to health problems e. g. damp can trigger asthma and other breathing problems, if a child is not getting a good variety of healthy food/nutrition this could lead to health problems. Children who suffer from health problems may miss out on a lot of their education, which could be departmental in the future learning. Learning difficulties – A child with learning difficulties will need extra support in certain areas of development and may develop a low self-esteem because they get annoyed with themselves for not being able to do something, such as a simple numeracy problem, or read a book. A child with language/communication difficulties may find it hard to socialise with other people/children. Disability A child in a wheelchair or with a serious physical impairment would find it hard to do many activities, particularly those that are physically demanding. Gross motor skills would be at a less developed rate than peers and fine motor skills may be affected if the child had little or no control over their limbs. Genetic A baby’s genes are determined at conception. If something is faulty at this stage, this can have a huge impact on the child’s development. This may be physical or intellectual. If a mother takes drugs, drinks alcohol or smokes when pregnant, there is an increased chance of delivering an underweight baby at birth. It can also lead to cognitive problems for the child as they get older . Visual impairment Children who have visual impairment usually have some vision; this can vary from each child. Some children may be able to see outlines of objects while others may only be able to tell the difference between light and dark. If a child has vision problems this nearly always initially delays their physical development. Their gross and fine motor skills would be affected because they would be unable to be as adventurous as children with good vision. Fine motor skills may not be in line with other children as the child would find it hard to do tasks that require precision such as threading beads or colouring. Hearing impairment Hearing is a very important part of learning language and being able to communicate effectively with others. Children will need to learn to speak and listen. Their language and cognitive development would almost certainly be affected, but their social development might be hindered as well. They may speak in a monotone voice and not respond when spoken to. People may start to treat them differently and this might make them feel isolated and secluded from daily experiences 2. 2 Analyse how children and young people’s development is influenced by a range of external factors Education- Children deserve the best start in life in education as it will help them become very academic and achieve their full potential. If they are unable to access the resources they need for their education e. g. books, stationary and internet this will hinder their learning and they may not develop as well as those who have the opportunities. Poverty- Poverty effects children’s development in various ways; if they have a poor diet it may cause them to be unfit, lack of energy to be able to concentrate which will affect their progression of development. Children who come from low income families may have fewer opportunities to participate in out of school activities, and have limited access to equipment they may need for their education which will cause lack of motivation. Poor hygiene will lead to low self-esteem in a child as they become paranoid about their appearance and in some cases can lead to bullying. Foster Care- can cause long term effects on children due to lack of stability in their life. They have fewer opportunities to make positive relationships with others. They may be confused about why they are in foster care due to un answered questions. They are more venerable, as they have already had experience of the negative experience of being separated from family. Their self-esteem will be low which will make it harder for them to relate and socialise with others and to form attachments Personal choices- As children begin to develop they start to make personal choices for themselves, the choices they make can have a major effect on their development e. g. starting to smoke, using drugs, drinking, food choices, exercise choices. †¢ Family environment and background. In some homes education is not at the front of their things to do list. We can often see this where the parents/ carers are of a lower educational development. This could also show that there is no support at home as the parents do not understand the required educational elements needed to complete the work. †¢ Personal choices. If a child or young person as decided for what ever reason they do not want to be educated or leave school before they finish their education, this is their choice and we cannot always show them alternative choices for staying at school. †¢ Looked after/ care status. This again could have a huge influence as a lot of looked after children are moved around regularly. This will affect their education enormously. Separation and attachment issues are quite often the cause of many reasons not to want to be in school. This is constantly worked on by schools to find the best way to include these children in school and to be able to give them a good standard of education. †¢ Education. If for example a child has not attended a nursery or play group in their early years this can often set them back from what development stage they should be at when attending school. This could be the lack of nursery places, not good enough teachers to the child having a learning disability that has not been identified yet. †¢ Boyfriends/girlfriends. This is more apparent in young people more than children, but starting and finishing a relationship can be a huge influence on learning. Distracted and even heartbroken pupils will not learn to the same degree as others who are not at that stage. 2. 3 Explain how theories of development and frameworks to support development influence current practice Maslow- Believes everyone has fundamental needs that must be met in order for people to reach their full potential. The needs include warmth, food and shelter, love, security and self-esteem. His hierarchy needs has five stages which was expanded to include cognitive aesthetic needs. In our setting we ensure the children are well cared for, environment is clean and tidy, and temperature of nursery is at a comfortable level, we provide a healthy balanced diet. Children are allocated a key worker on entry in nursery key worker is responsible for ensuring each child’s needs are meet under the EYFP. Maslows theories of development include Humanist. Bandura – Created a theory that children learn by observing others, they do not need to be taught directly as they will imitate and observe what those around them are doing. This is a natural process and does not require the force of an adult. This learning is known as observational learning. In our setting we have a calm approach to all situations modelling good behaviour. We create an environment where observational learning can take place on a daily basis. Banduras theories including Social Learning. Skinner – Believes that children learn language through principles of conditioning and that they learn words by associating sounds with objects, actions and events. They also learn words by imitating other people. We support this in our setting by having a language rich environment, asking open ended questions, lots of interaction. Skinners theories including Operant Conditioning, Behaviourist and Attachment. Bowlby – Believes that attachment behaviours are instinctive and that early relationships and early experiences with care givers have a major role on development and behaviour and influence how children will react to social interactions with other people. Early attachment were children are secure to main carer will allow the child to have high self-esteem and will enjoy intimate relationships; they will start to have the ability to share their feeling and seek out others for support. We support this in my setting for new starters by introducing them gradually into the setting through visits which will start off with main carer staying with them and then progressing to the child having visits on their own to ensure they feel comfortable in their new environment. Lev Vygotsky- His theory is that children’s development depends on interaction with people and the tools that the culture provides. . He had three different ways cultural tools could be passed from one individual to another. Imitative learning where one person tries to imitate or copy another e. g. when a parent sings an action song and the child tries to copy, Instructed learning which involves remembering the instruction of an adult and then using these instructions, collaborative learning involves a group of peers who strive to understand each other and work together. He believes every new interaction is a learning experience to for children that they must be guided through until they know how to react properly. In our setting staff support this by supporting children who are having difficulty in managing certain tasks. We encourage turn taking and sharing, and provide plenty of opportunities for social interaction with adults and children. Piaget- Believes that children’s cognitive development moves through four different stages of mental development: Sensorimotor birth-2 years were a child recognises self as agent of actions and begins to act intentionally, preoperational 2-7years were they learn to use language and represent objects by images and words. , concrete operational 7-11 years were children can begin to think logically about objects and events and classify objects according to several features, Formal operational 11-adult hood were they can think logically about abstract propositions. He believed all children pass through these phases to advance to the next level of cognitive development. In our setting we encourage a more hands on approach and more relevant tasks for age/stage of development of child. We emphasise strongly on â€Å"child- Imitated† activities and observations to be able to plan for children’s needs. Freud- Believed that our personalities are made up with three parts; the â€Å"id†-is the instinctive part of our personality, the â€Å"ego†- is the planning part of our personality, and the â€Å"superego†- develops later in childhood it is known as the control part of our personality ,which are not all present at birth but will develop as the child develops. Freud theories of develop include Psychoanalytic. 3. 1 Analyse the importance of early identification of development delay Early identification and intervention is the best thing for a child’s long term benefits. Early intervention has a dual effect it helps children develop skills that are expected at their age but it also prevents the child from developing negative behaviours. Being able to identify signs of delay in a child’s development allows practitioner to make swift assessments and to involve outside agencies to make their own observations of the child. It is an important role for a practitioner to know and understand children’s learning and development in order for them to able to identify any early signs. 3. 2 Explain the potential risks of late recognition of development delay Late recognition of development, can lead to problems later on in life for young person understanding or a child being able to express their own feelings, leaving them feeling angry or frustrated and causing them to act out and maybe develop behaviour problems. It can also affect their confidence and self-esteem causing problems building relationships with peers and becoming. 3. 3 Evaluate how multi agency teams work together to support all aspects of development in children and young people Professionals from multi agency bring together all practitioners from different sectors that may need to be involved in working to support children, young people and families. Working with multi agency is a way of ensuring that children and young people who need additional support have exactly the right professionals supporting them. When a child needs additional support the SENCO of a setting will fill in a CAF form with relevant information and concerns about a child which will then be referred to relevant sector to enable team members to share information and support one another so the child’s needs are addressed efficiently and effectively. Regularly meetings are set to discuss the needs of the child or young people to plan for child’s development for example action plans. IEPs and to discuss child’s progress. The involvement of multi-agencies will vary as the needs of children and young people will be very different. What is important is that each person brings with them their own specialist skills, expertise and insight so that the child or young person gets the best support possible. Multi-agency working is a varied number l of services that have the collective aim to provide the best for children and their carers who are in need. The people involved to support a child’s needs could be a social worker, play specialist, early year’s practitioners, educational psychologists, health workers and any person with the ability to step in and help a child when their development is being hindered. Early years settings are more of an integrated working because they offer a cocktail of services within the setting, rather than external services which is multi-agency. England’s government framework, Every Child Matters, lists five outcomes that reinforce the importance of working together to achieve the best outcomes for children. The Early Years Framework also states that when professionals work together the results are better essentially, if all the people involved in a child’s life are aware of what that child needs, then development c

Marketing changes :: essays research papers

There have been many significant changes within our society. One of this is the changing gender roles within our society and another is the changing attitudes toward health & fitness. Both of these have impacted on consumer preferences or buying habits. Gender roles are no longer as accurate as it once was. There is now a trend of reserved roles. This is due to the continued growth in a number of dual income households. There has been an increase of women in the workforce in the fast few years. Women in the paid workforce spend less time shopping than the stay at home women. They tend to shop in the evenings and on weekends due to their busy schedules. They tend to swap stores which they shop in due to convenience. This happens due to the time constraints but still earning an income they are less likely to be price conscious. The working women are more likely to purchase convenience foods and products and they tend to be brand and store loyal. In this current society women have different material (clothing) needs to the stay at home women versus the working women. Males are now also more involved in purchasing household products. Some men now do their shopping via the internet rather than physically enter the stores. Because they use this type of method it is harder to record their purchasing habits. They have moved away from traditional roles. Women are now taking a greater role in deciding which products to buy. Buying decisions have moved away from being male/husband denominated to become automatic. i.e. many families now have two cars and they tend to make their purchase decision separate. Direct marketers are now targeting time pressured women who use catalogues, telesales and internet sites as ways of shopping may it be for clothing as well as household and family needs. They have also used this method to target men who now also do the shopping. Marketers who are aware of this change have developed changes to their product design and advertising appeal/styles. Some advertisements have been positive and some offending. I.e. Detergent Ads. Marketers are increasingly attempting to cash in on the belief that men are getting in touch with their feminine side. Many businesses have now marketed their services/ products to suit these changing gender roles. One of this is restaurants. Plenty of them now offer home delivery service. There is also an increase in takeaway stores catering for these busy men and women.

Rhetorical Style Analysis Paper Essay

Barbara Ehrenreich is the author of Nickel and Dimed on (not) Getting By In America. It is about how lower class people cannot make it in America because they do not make enough money to provide for themselves. If anyone could interest a reader it would Ehrenreich because of her style. At times she can be offensive with her hyperboles, satire and metaphors but I could not help my self from turning page after page. Ehrenreich paints a vivid picture in the reader’s head using a broad and appealing diction. She truly makes the reader feel like low wageworkers are isolated from the world because of the yearly income they bring in. What better way to test a hypothesis than go out into the field and do it? Well, that is exactly what Ehreneich does. It starts off by her wondering if single mothers can survive financially that depend on what they make at a minimum wage job due to a recent Welfare reform. So she goes out into the â€Å"shark eat shark world† to see if should could survive in America. In her journey she attempts to live in Key West, Maine, and Minnesota. See more: how to write an analysis of a research paper In chapter two Ehreneich moves to Maine, she lives in a small cottage and works at small cleaning service during the week. She says, â€Å"†¦Maybe it’s low-wage work in general that has the effect of making Feel like a pariah. When I watch TV over my dinner at night, I see a world in which almost everyone makes $15 an hour or more, and I’m not just thinking of the anchor folks. The sitcoms and dramas are about fashion designers or schoolteachers or lawyers, so it’s easy for a fast-food worker or nurse’s aide to conclude that she is an anomaly — the only one, or almost the only one, who hasn’t been invited to the party. And in a sense she would be right: the poor have disappeared from the culture at large, from its political rhetoric and intellectual endeavors as well as from its daily entertainment. Even religion seems to have little to say about the plight of the poor, if that tent revival was a fair sample. The moneylenders have finally gotten Jesus out of the temple.†(117-118) There are several words that paint a picture in the reader’s head like Pariah, Anomaly, and Plight. The word â€Å"Pariah† makes the reader fell as if the low wageworkers are isolated and casted away from regular society. This quote is extremely powerful it, she makes it seem like  almost nearly everyone has clenched a decent job but a few unfortunate few. Then again when she says that the fast food worker feels like an â€Å"anomaly†. In my mind I saw a nasty picture of middle class and higher-class people partying and the fast food worker sitting off in the corner like an outcast. The last section of the quote I found a bit offensive but it is true. I am not religious at all but to me it sounds like she is saying religion has a factor in what class you belong too. In a sense that is very true a poor family is not going to attend church in some rich neighborhood they do not belong to o. Her message is very true, class does matter and if someone happens to be in the wrong one they could be isolated. In chapter three Ehreneich moves to Minnesota to work at a Wal-Mart, she has the most difficult time finding a steady place to live. Eventually she has to move into a hotel that is too expensive for her budget. The reader can see she is in a dark place when she says, â€Å"What you don’t necessarily realize when you start selling your time by the hour is that what you’re actually selling is your life.† (187). There is a lot of truth in this quote and Ehreneich has experienced it herself. When I read this part of the book it was extremely emotionally because I have a friend that is my age with a kid. He is attending college and working a full time job. I do not know how many hours of sleep he gets a day but I know if he saw this quote he could relate to it. How much is an hour of sleep worth to him? Probably a whole lot since he has to study and provide for a baby. This also ties into the previous quote because a family like this could feel as if they were not â⠂¬Å"invited to the party† which would cause an isolation feeling from the world. Again in chapter two back into the small cottage and the maid job. Ehreneich says, â€Å"I dust a whole shelf of books on pregnancy, breastfeeding, the first six months, the first year, the first two years — and I wonder what the child care-deprived Maddy makes of all this. Maybe there’s been some secret division of the world’s women into breeders and drones, and those at the maid level are no longer supposed to be reproducing at all. Maybe this is why our office manager, Tammy, who was once a maid herself, wears inch-long fake nails and tarty little outfits — to show she’s advanced to the breeder caste and can’t be sent out to clean anymore.†(82) Wow, if this does not  bring our Ehreneich’s idea of isolation I do not know what does. Maids do not make a whole lot of money that is why she was working this job in the first place. To say they are not suppose to have children is a horrible thing but it brings up the idea of isolation because maid’s probably have trouble providing for themselves so why should they bring someone else into a life of struggle? Ehreneich’s words leap out of the page and come to life. Words like â€Å"breeder† and â€Å"drone† hurt to read because these people are so much more than that. I have had friends that have had children at a young age, they are not maids but they are in a similar situation. This quote hit close to home to me. Nickel and Dimed on (not) Getting by in America is truly a powerful and emotional book. It opened my eyes. Her overall message that people cannot make it on a minimal wage job is true, they are isolated from the rest of the word. It seems as if in these last few years that the gap between rich and poor has grown to far to cross. How can we change this?

Case Study Analysis Paper Essay

In this case study I am going to analyze what went wrong in a particular situation for one company. The new hire Carl Robins, seems as if he went in over his head maybe due to the fact that he is the newest recruiter. It looks like he may have tried to prove himself to his peers. It also seems as if Carl himself was not properly trained as to knowing, understanding and taking the proper steps when it comes to recruiting new hires. It seems as if the company does not take recruiting very seriously or else I think that the company might enforce policies and rules when it comes to recruitment. See more: how to write an analysis paper on an article examples Things such as applications should have been properly filled out before and orientation was ever scheduled, applications are a basic requirement when it comes to applying for any job. Through basic communication the training manuals should be checked, changed, and updated frequently according to how often the company is recruiting new hires and last but not the least if the company had properly communicated that the conference room was blocked for maintenance Carl would have and should have known in advance through proper communication from upper management giving him the chance to properly schedule any training sessions. If Carl had been properly trained on these issues he may not have panicked in this situation asking himself â€Å"what am I going to do†. Although it appears to be a lack of training in this case, Carl still had maybe 15 day in advance to at least start checking on things after he got the call from Monica he could have started on the project right then. Instead he procrastinated because he thought he had it under control, again going back to what I think was a lack of training on the company’s behalf. If properly trained he might have had a backup plan and immediately knew what to do if he found himself in such a situation as I am going to nalyze in this paper. Background When a company is hiring new people I am sure we would all like to think that, ok I am hiring an adult he/she will and should know what to do if ever crunched in any bad situation. That cannot and should not be assumed. Proper training is vital for any company. The training of employees is important an d crucial for any company, simply because it majorly contributes to the success or failure of the company. Training is important for managers, current employees and new employees. Although, employees may argue that training is a waste of time it is important to stay on top of everything and always remain prepared for any situation. Continually training and updating within a company is important because it keeps employees up to date on many things such as the use of new technology, technology is forever evolving. Training is an opportunity to introduce and implement new company policies, rule and regulations. Training creates and offers a safe working environment for all employees and managers. It also creates opportunities for personal growth, promotional opportunities and overall a healthy work environment. Furthermore, training is the key ingredient to a company staying on the edge when it comes to its competition. For example; while serving in the United States Air Force we trained on everything. Nothing is too complicated or to irrelevant to train on. After analyzing this case study I thought on what if we did not train as hard and often as we did. We would be jeopardizing this country and it would impact us in very negative way. Everyone plays their part in training from those on the battlefield, those back on station, and even down to those cooking in the kitchens. More specifically, I worked in the Group Control Center for my group. My job was to relay all critical information to 6 squadrons control centers during real world exercise scenarios. At the group level we conducted weekly briefings and inspections of all equipment to ensure readiness for any situation. For a while I thought what is the point of all this training and on the same thing, I thought it was redundant and I already had it under my belt. When we finally had an exercise all the training that I thought was redundant came back to me and helped me to relay the important and vital information. An exercise scenario is presented as if it was real world happening, and there was a ton of pressure. If I was not properly drilled and trained I might have cracked under the pressure such as Carl did in his situation. Key Problems In this case study, the key problems and issues are what seems to be a lack of training and communication on both the managers and employees part. Carl Robins the new hire been at his job six months, although he successfully recruited fifteen new recruits somewhere along the lines he lost what he thought he had under control. He later found that applications were incomplete and not finished. Applications are a basic and general part of applying to a job. If you can’t complete the application process then I believe you should not move any further beyond the application process. He also found that transcripts were not submitted on file. If the company requires that transcripts be submitted that again should be properly communicated to new recruits and also new employees. Also Carl didn’t know that the training room would be blocked and scheduled for maintenance this is another basic but crucial mix up that contributes the success of this project. Carl also had an opportunity to ask Monica any questions when she gave him a call to check on where things were. Although she called to check on the process there were still some things that the company failed to communicate to new employees. Alternatives Alternatives in this situation could be that if managers implement a weekly or monthly training and update meeting or online refresher courses to complete this might have helped Carl to properly think his way out of the situation verses panic. This also gives employees a chance to stay refreshed and on the edge ready for competitors. Another alternative could be that if managers implement a new hire shadow program that way the company will always have communication going within the company. During those six months Carl could have possibly had a co-worker that he felt comfortable enough to ask a question. Maybe he did not ask Monica because he did not want her to question his ability to get the job done. Proposed Solution I propose that ABC, Inc. implement a monthly online training course for the new campus recruits and all other employees in general. Rather it is on new policies and regulations and changes or just to refresh employees on current situations. I would also recommend that ABC, Inc. foster more communication within the company. Little things like knowing the scheduling of the training room is important to when it comes to the success of a project. In conclusion I recommend that ABC, Inc. revise and update the company’s new hire program. Rather it is in house for the new campus recruiter or for the newly recruited hires. The company definitely needs to tighten up the application process. Furthermore, ABC, Inc. should change the way things are communicated within the company. Basic communication is essential for a company to succeed. Proper and effective communication is the basic functions to properly and successfully manage a company. Effective employee training is important to the success of any business. Also proper training programs provide benefits for employees and the company, but only if they are carefully planned and properly implemented. A clear understanding of policies, job functions, and goals will eventually turn into increased motivation of employees, their morale and productivity and increased profits for the company. Training is a means to a specific end, keeping goals in mind during the development and implementation stages of your training program will assist in creating a clearly defined and effective program.

Abbreviations in Science and Technology

Abbreviations in Science and Technology Abbreviations in Science and Technology Abbreviations in Science and Technology By Mark Nichol Because of the bewildering variety of abbreviations for scientific and technological terms and the inconsistency of treatment, writers and editors are advised to consult with publications like The Chicago Manual of Style or a handbook specific to a scientific discipline or to an industry to confirm standard modes of abbreviation for specific terms. This post provides an assortment of examples that demonstrate the seemingly chaotic nature of scientific and technological abbreviation. Abbreviations for scientific and technological terms generally do not use periods; an exception is physical dimensions for nonmetric quantities such as gr. for grain, qt. for quart, and bbl. for barrel and temporal abbreviations such as sec. (second), hr. (hour), and mo. (month). Note, too, that unlike abbreviations for physical dimensions, those for durations of time include an s when they are plural: â€Å"15 mins.,† â€Å"5 yrs.,† etc.). Abbreviations of metric units are almost invariably lowercased; an exception is mL for milliliter, so that a lowercase l is not confused for the numeral 1. The format of abbreviation of US units of measure is inconsistent. Sometimes, abbreviations may consist of the first two letters of a word (for example, mi. for mile); in other cases, the abbreviation may be formed from the first and last letters (as in yd. for yard). Rarely, an abbreviation of a foreign term is used, as with lb. instead of po. or pd. for pound, while the abbreviation oz. for ounce is based on the medieval Italian form onza. Just as these abbreviations are usually appropriate only for charts and tables, not for what is called running text (the prevailing content in a publication distinct from display copy- headlines, captions, and the like- and graphic elements such as charts and tables), symbols are usually avoided in running text, but the percentage symbol (%) is occasionally used there, especially in statistically dense content, as are symbols for minutes and seconds in time or distance. However, these should be style as primes (†²) and double primes (†³), although some publications use straight, or dumb, quotation marks ( or ) or even curly, or smart, ones (’ or †). Capitalization of scientific and technological terms is variable, sometimes even for terms in the same category. Just as the first letter for the abbreviation of tablespoon is capitalized to distinguish Tbsp. from the abbreviation for teaspoon (tsp.), Bps (for â€Å"bytes per second†) and bps (for â€Å"bits per second†) are distinguished by initial capitalization of the former but not the latter, and abbreviation of megabit and megabyte are distinguished as Mb and MB, though kilobit is abbreviated kb, while kilobyte is shortened to KB (or simply K). The first letter of the abbreviations for â€Å"kilobyte per second† (Kbps) and â€Å"megabyte per second† (Mbps) is also capitalized. Abbreviations of scientific units named for scientists have initial capitalization, though the spelled-out terms themselves are lowercased- for example, Bq (becquerel), Da (dalton), and J (joule). This is true of abbreviations of words based on surnames, such as F for farad (an abbreviation of Faraday) and V for volt (from Volta). And because the -bel in decibel is in honor of Alexander Graham Bell, that segment of the word for a unit of measurement of sound is capitalized in abbreviation to dB. Likewise, the first letter in Btu is capitalized because it stands for British. (The other letters stand for thermal and units.) 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 Style category, check our popular posts, or choose a related post below:30 Synonyms for â€Å"Meeting†Deck the HallsPersonification vs. Anthropomorphism

Financial Panics of the 19th Century

Financial Panics of the 19th Century The Great Depression of the 1930s was called great for a reason. It followed a long series of depressions which afflicted the American economy throughout the 19th century. Crop failures, drops in cotton prices, reckless railroad speculation, and sudden plunges in the stock market all came together at various times to send the growing American economy into chaos. The effects were often brutal, with millions of Americans losing jobs, farmers being forced off their land, and railroads, banks, and other businesses going under for good. Here are the basic facts on the major financial panics of the 19th century. Panic of 1819 The first major American depression, the Panic of 1819 was rooted to some extent in economic problems reaching back to the war of 1812.It was triggered by a collapse in cotton prices. A contraction in credit coincided with the problems in the cotton market, and the young American economy was severely affected.Banks were forced to call in loans, and foreclosures of farms and bank failures resulted.The Panic of 1819 lasted until 1821.The effects were felt most in the west and south. Bitterness about the economic hardships resonated for years and led to the resentment that helped Andrew Jackson solidify his political base throughout the 1820s.Besides exacerbating sectional animosity, the Panic of 1819 also made many Americans realize the importance of politics and government policy in their lives. Panic of 1837 The Panic of 1837 was triggered by a combination of factors including the failure of a wheat crop, a collapse in cotton prices, economic problems in Britain, rapid speculation in land, and problems resulting from the variety of currency in circulation.It was the second-longest American depression, with effects lasting roughly six years, until 1843.The panic had a devastating impact. A number of brokerage firms in New York failed, and at least one New York City bank president committed suicide. As the effect rippled across the nation, a number of state-chartered banks also failed. The nascent labor union movement was effectively stopped, as the price of labor plummeted.The depression caused the collapse of real estate prices. The price of food also collapsed, which was ruinous to farmers and planters who couldn’t get a decent price for their crops. People who lived through the depression following 1837 told stories that would be echoed a century later during The Great Depressio n.The aftermath of the panic of 1837 led to Martin Van Buren’s failure to secure a second term in the election of 1840. Many blamed the economic hardships on the policies of Andrew Jackson, and Van Buren, who had been Jackson’s vice president, paid the political price. Panic of 1857 The Panic of 1857 was triggered by the failure of the Ohio Life Insurance and Trust Company, which actually did much of its business as a bank headquartered in New York City. Reckless speculation in railroads led the company into trouble, and the company’s collapse led to a literal panic in the financial district, as crowds of frantic investors clogged the streets around Wall Street.Stock prices plummeted, and more than 900 mercantile firms in New York had to cease operation. By the end of the year the American economy was a shambles.One victim of the Panic of 1857 was a future Civil War hero and US president, Ulysses S. Grant, who was bankrupted and had to pawn his gold watch to buy Christmas presents.Recovery from the depression began in early 1859. Panic of 1873 The investment firm of Jay Cooke and Company went bankrupt in September 1873 as a result of rampant speculation in railroads. The stock market dropped sharply and caused numerous businesses to fail.The depression caused approximately three million Americans to lose their jobs.The collapse in food prices impacted Americas farm economy, causing great poverty in rural America.The depression lasted for five years, until 1878.The Panic of 1873 led to a populist movement that saw the creation of the Greenback Party. The industrialist Peter Cooper ran for president on the Greenback Party ticket in 1876, but was unsuccessful. Panic of 1893 The depression set off by the Panic of 1893 was the greatest depression America had known, and was only surpassed by the Great Depression of the 1930s.In early May 1893 the New York stock market dropped sharply, and in late June panic selling caused the stock market to crash.A severe credit crisis resulted, and more than 16,000 businesses had failed by the end of 1893. Included in the failed businesses were 156 railroads and nearly 500 banks.Unemployment spread until one in six American men lost their jobs.The depression inspired Coxeys Army, a march on Washington of unemployed men. The protesters demanded that the government provide public works jobs. Their leader, Jacob Coxey, was imprisoned for 20 days.The depression caused by the Panic of 1893 lasted for about four years, ending in 1897. Legacy of 19th Century Financial Panics The economic problems of the 19th century periodically caused pain and misery and it often seemed that the federal and state governments were powerless to do anything. The rise of the progressive movement was, in many ways, a reaction to earlier financial panics. In the first decades of the 20th century financial reforms made economic collapses less likely, yet the Great Depression showed that the problems could not be easily avoided.

Essay about the biography of Leonardo da Vinci

About the biography of Leonardo da Vinci - Essay Example On the art front, there were great artists such as Michelangelo, artist and sculptor who was famous for his sculpting of â€Å"David† and the â€Å"Pieta’ and the frescos on the ceiling of God and man- Raphael, Botticelli, Titian and the unforgettable genius Leonardo da Vinci who has touched our lives in every possible aspect. Leonardo Da Vinci, (April 15th, 1452 – May 2nd 1519) was most famously known as the â€Å"Renaissance man† and the most gifted and multi- faceted person of his time or for that matter ever to have lived. Leonardo was most famous as a well renowned artist but besides this he was a scientist, inventor, botanist, painter, sculptor, engineer, writer and musician. In the words of da Vinci, â€Å"Iron rusts from disuse; stagnant water loses its purity and in cold weather becomes frozen; even so, does inaction sap the vigor of the mind†. (da Vinci Leonardo) – these words of Leonardo da Vinci throw light on this colossus of the Renaissance Age. Leonardo da Vinci embodies the virtues of this great epoch of history, which enriched humanity for ages to come. Leonardo was born out of wedlock to a wealthy Florentine notary and a peasant girl on April 15, 1452. His father, Piero da Vinci took the young boy under his wings and soon had him working as an apprentice under the great Florentine painter, Verocchio. Leonardo assisted him in painting â€Å"the Baptism of Christ† (1470) in which the angel kneeling on the left has been painted by him. After spending six years under the tutelage of Verocchio, Leonardo, in 1472, entered the painters’ guild in Florence and was soon being commissioned to work independently. Speaking on how to judge a painting, da Vinci was supposed to have quoted, â€Å"When you paint look at your work in a mirror; when you see it reversed, it will appear to you like some other painters work and you will be a better judge of its faults. (Leonardo da Vinci) This was the way he judged his works. In 1482, Leonardo moved to Milan