Should Student Loan Debt Be A National Crisis - 865 Words

Although many people are considering student loan debt to be a national crisis, we must understand the reality behind it. Unfortunately not everyone is fortunate enough to make it through college without accumulating debt. In Robin Wilson’s essay, â€Å"A Lifetime of Student Debt? Not Likely†, she makes a compelling argument that shows how students get involved with really high debt. She claims, â€Å"†¦the problem among students who go heavily into debt is that they are determined to attend their dream college, no matter what the cost (257).† It is a true statement because students want to turn their dream into a reality. All students can reach their goal of attending a dream college by first choosing a community college in order to decrease the amount of student loans. Many students plan to go to their dream college; however they don’t take into account if they will have a job that will pay them enough money in the future to pay off their loans. A c ommunity college would be beneficial because it will act as a gateway to direct students to a job before starting their dream college. That path would provide the student with an opportunity to save up money while being in school to pay off their student loans. Wilson has a similar argument stating, â€Å"Many borrowers who find themselves in trouble use options under the federal loan program that allows them to postpone repayments on their loans for years. The problem is that because interest keeps racking up during such a deferment and afterShow MoreRelatedStudent Loan Crisis Is A Crisis870 Words   |  4 Pagesthousand dollars in student loans. (Johnson, â€Å"Student Loans†) There is currently a debate about whether or not student loans are a crisis or if this crisis is just a myth. In the article, â€Å"Here’s Your Crisis: Student Loan Debt Isn’t A Myth,† it describes how student loans are a huge crisis, and the article, â€Å"The Myth of the Student Loan Crisis† is about how college students’ loans do not amount to a crisis. The student loan crisis is a legitimate problem, not a myth. College students do not realize theRead MoreFinancing For Loan And Debt Crisis1269 Words   |  6 Pagestoday, the total consumer debt was $11.52 trillion, and of that, student loans account for $1.08 trillion and that number is growing larger and larger every year (Hiltonsmith, Robert). A large portion of the population undoubtedly feels the burden of these statistics. Seven out of every ten college seniors has reported having to take out one or multiple student loans so that they can to afford to go to college (Hiltonsmith, Robert). The results of this outstanding amount of debt does not just affect theRead MoreThe Vicious Cycle Of Student Loans1576 Words   |  7 PagesCycle of Student Loans Student loans are one of the top three national debts in the United States. Total student loans have reached an outstanding of one trillion dollars and are still on going. It would take the United States hundred-fifty years, twenty million dollars a day to fully cover this national debt. Student loans are intended for students to go to college but they come with a rising social and economic cost. As the expectancy of high return and tuition are increasing, more students are endingRead MoreThe National Student Loan Debt1571 Words   |  7 Pagesjust added to the national student loan debt. According to the Consumer Financial Protection Bureau, college debt now ranks second in the greatest debt owed besides a home mortgage. Unfortunately, the affordability of obtaining a post-secondary education no longer exists. Americans are now faced with over $ 1 trillion dollars in student debt. With such a huge escalation in college debt, we are facing a generation where over 50% of graduates wi ll owe debt (McDaniel). While having debt after graduationRead MoreThe Nationwide Student Debt Crisis967 Words   |  4 PagesFact or Fiction: The Nationwide Student Debt Crisis In the United States, it is generally accepted that college (or any form of higher education for that matter) is a wise investment that each and every individual should strive for. Each and every year thousands of parents open college funds and future investment plans to ensure that once their child is of age he or she can participate in quality educational programs. While college attendance rates are at a positive all-time high, right behind itRead MoreMiddle And Working Class Family s Depend On Student Loans Essay1546 Words   |  7 Pages Initial Draft Student Loan Debts Terri Gray Chamberlain college of Nursing â€Æ' Prewriting Assignment What is your narrowed topic? Middle and working class family’s depend on student loans. Loans are the only way to an education for many families not only here in the USA. Also I find it interesting that most minority families do not understand the cost of education. Student loans are aver political issue and many polices and laws have been put in place for people to have access to education yetRead MoreStudent Debt Crisis And Its Effects On The Economy1586 Words   |  7 Pagesstudent debt crisis has reached an all time high with debt reaching a total of 1.3 trillion dollars across the United States.With tuition cost increasing,lack of scholarships and unpaid back loans,student debt will continue to increase even higher.The enormous amount of debt put upon each student creates the inability of those students to help the economy grow.Our economy as we know it is a loop and decreasing the student debt significantly will help the economy grow.Instead of putting that moneyRead Mo reWho Will Pay For Free Public Tuition1398 Words   |  6 Pagesthat Trump is president, however, educator Sajay Samuel provides a different approach to reforming the astronomical costs of higher education. The TED talk in which Sajay Samuel brings forth his ideas for addressing the student debt crisis, is labeled â€Å"How College Loans Exploit Students for Profit† (Sajay Samuel). Sajay Samuel believes if tuition was based on the income that the student’s family makes, studying what someone loves would be easier to achieve. Sajay Samuel’s aspirations for restructuringRead MoreSolving The Student Debt Crisis Essay1609 Words   |  7 PagesThe student debt crisis has reached an all time high with debt reaching a total of 1.3 trillion dollars across the United States.With tuition cost increasing,lack of scholarships and an increase of government loans,student debt will continue to increase.The enormous amount of debt put upon each student creates the inability o f those students to help the economy grow.Our economy as we know it is in shambles and decreasing the student debt significantly will help the economy grow.Instead of debt owersRead MoreStudent Loan Is A Terrible Idea1308 Words   |  6 PagesStudent loan forgiveness is a terrible idea. Sure, in an idealistic world it would be great if the country could forgive all student loan debt and thus bring relief to all students across the nation. Realistic? Not necessarily! Instead of the fairytale notion of student loan forgiveness being the answer to all the problems, America would fair better in taking the initiative in making reforms to the educational loan system that are a bit more realistic. Student loans are a massive predicament in the

Osmosis Concentration Free Essays

OSMOSIS and TONICITY IN POTATO STRIPS The purpose of this experiment was to make observations and conclusions about the ability of cells to adjust to varying chemical concentrations in the environment and to observe the effect of isotonic, hypotonic and hypertonic solutions on cells. Hypothesis If a solution is Hypotonic, then water will move from the beaker into the potato because water outside the cell will be in higher concentration than water inside the cell. If a solution is Hypertonic, then the solution will move into the cell from the beaker and water will move out of the cell into the water because of a difference in concentration. We will write a custom essay sample on Osmosis: Concentration or any similar topic only for you Order Now If a solution is isotonic, then the cells will remain the same because the solution concentration is the same as in the cell. Materials Fresh potato, knife or scalpel, three test tubes, test tube rack, dropper pipette, paper towels, electronic balance, timer, three provided solutions labeled A, B, and C. Procedure Obtain three test tubes and a test tube rack. Label the test tubes A, B, C using a wax pencil. Cut three French fry type strips of potato 7cm in length, no thicker than 5mm. Pat each potato with a paper towel. Measure the initial mass of each strip and record it before putting each in a test tube. Use a dropper pipette to cover the potato strip in test tube A with solution A, the potato strip in test tube B with solution B, and the potato strip in tube C with solution C. Place the tubes in a test tube rack and wait one hour. Remove the strips from the test tubes after one hour and pat dry with a paper towel. Measure the final mass of each strip and record it. 10. Examine each potato strip and observe any changes in texture. Results In Solution A, the potato slice in the water did not change, indicating the solution contained an equal amount of concentration. In Solution B, the potato slice in the water is larger, indicating that more molecules went into the potato than came out, because there was a higher concentration of water outside the potato. The potato slice from Solution C is much smaller indicating that more water molecules came out of the potato than went in because there was a higher concentration of water inside the potato. Conclusion In conclusion, the hypothesis was found to be correct. Solution A was Isotonic because the final mass of the potato slice was 2. 9 as opposed to 2. 8 at initial mass, which basically stayed the same. Solution B was Hypotonic because the initial mass for the potato slice was 3. 3 then expanded and weighed 3. 6 at final mass. Solution C was Hypertonic because the potato slice lost water and became much smaller in which the initial mass was 2. 8 and the final mass weighed in at 2. 2. In all three solutions, water is moving across the membrane to establish equilibrium. Based on the Diffusion-Osmosis Review on page 26, and not knowing the definite solution in each tube I am going to conclude that there was Saline in Solution A 0. 9% Sodium Chloride which makes cells neutral. In Solution B, therewas a small percentage of salt predicting . 9%. In Solution C, salt was higher than . 9%. All had salt in the tubes but different tonicity. The water could go in or out of the potato to equalize the concentration of salt in the solution. Based on this experiment and using this in real life, it taught me that when mixing the intravenous fluid for a patient to make sure only 0. 9 percent of salt is added in order for the saline to be isotonic to the red blood cells. If not, the red blood cells will expand and complications will arise. How to cite Osmosis: Concentration, Essay examples

The Poets Views of Love in Sonnet Essay Example For Students

The Poets Views of Love in Sonnet Essay Sonnets 43 and 29 are written by two women whose experiences in life have led to them having extremely different beliefs about love, and different attitudes towards it and how the concept of love has affected them personally.  Sonnet 29 is written by a poet to whom love has only brought pain, and it has a tone of sorrow as she repeats the phrase pity me not The things for which we should not pity her which she lists are all natural occurrences, like At close of day no longer walks the sky, i.e., night follows day, and the sun rises and sets. She goes on to describe other things which have a cycle, like the waning of the moon and the ebbing tide, and then says nor that a mans desire is hushed so soon, which gives us the idea that this too is an unconditional, natural and inevitable occurrence which will happen no matter what she does or how she feels. What the poet does want us to pity her for is her struggle to come to terms with the fact that she never learns from her heartbreak, and although her mind is fully aware that the man she is addressing no longer loves her You no longer look with love on me. This I have known always. her heart refuses to stop loving him and stop entering the continuous cycle of heartbreak that traps her. Her comparison between a mans love and his desire suggests that they are the same in that they are temporary, quickly satisfied and gone. This idea is also referenced in the inevitability of the natural routine the sun comes and goes, as does the tide, the growth of grass in a field, and a mans desire. The blossom which the wind assails shows an image of beauty, which is seemingly perfect and everlasting, but it is also delicate and temporary, destroyed by the wind and the changing seasons in the same way that the mans love for the poet is there and then gone. This destructive idea is mirrored in the change of tone after this words like wreckage, strewing and gales show us how the love has been destroyed and is in ruins. In contrast to this pessimistic depiction of love and lust, Sonnet 43 is the deeply in love poets attempt to contemplate the magnitude of her love for her husband-to-be, Robert Browning. The poem is a Petrarchan sonnet, which is traditionally arranged in an octave followed by a sestet the confinements of this structure are in contrast to the overflow of emotion and love that the poet is feeling. This structure is possibly also a comparison to the fact that her father did not approve of her marriage to Robert Browning, so the confinements of the poem struggling to contain the cascade of love that she is experiencing mirrors her father trying to stop her. Throughout the poem the poet uses various references to theological ideas, like Ideal Grace, praise and passion. This makes us wonder if she sees her love for her husband as divine, as it is too great to be contained by human thought or emotion, so it must be a spiritual thing. Similarly to Sonnet 29, references are made to physical manifestations involving the cycle of life sun and candlelight, i.e., day and night. However, these examples are used in a different way, to show the extent of her love her love for him is as inevitable and never ending as day becoming night. .u628e1debb834d60930c8cb7a20fed1ff , .u628e1debb834d60930c8cb7a20fed1ff .postImageUrl , .u628e1debb834d60930c8cb7a20fed1ff .centered-text-area { min-height: 80px; position: relative; } .u628e1debb834d60930c8cb7a20fed1ff , .u628e1debb834d60930c8cb7a20fed1ff:hover , .u628e1debb834d60930c8cb7a20fed1ff:visited , .u628e1debb834d60930c8cb7a20fed1ff:active { border:0!important; } .u628e1debb834d60930c8cb7a20fed1ff .clearfix:after { content: ""; display: table; clear: both; } .u628e1debb834d60930c8cb7a20fed1ff { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u628e1debb834d60930c8cb7a20fed1ff:active , .u628e1debb834d60930c8cb7a20fed1ff:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u628e1debb834d60930c8cb7a20fed1ff .centered-text-area { width: 100%; position: relative ; } .u628e1debb834d60930c8cb7a20fed1ff .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u628e1debb834d60930c8cb7a20fed1ff .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u628e1debb834d60930c8cb7a20fed1ff .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u628e1debb834d60930c8cb7a20fed1ff:hover .ctaButton { background-color: #34495E!important; } .u628e1debb834d60930c8cb7a20fed1ff .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u628e1debb834d60930c8cb7a20fed1ff .u628e1debb834d60930c8cb7a20fed1ff-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u628e1debb834d60930c8cb7a20fed1ff:after { content: ""; display: block; clear: both; } READ: What do we learn about British society in 1912 through the character in An Inspector calls By JB Priestly EssayThe overwhelming passion the poet feels is evident when she says that she loves him in my old griefs, and with my childhoods faith, because she had recently lost her mother and brother, and she is saying that all the emotion that it took to grieve for them has been converted to love. The passion could be another religious insight, referring to the passion of Christ she refers to her mother and brother as my lost Saints. She uses a lot of repetition in the poem to reinforce her powerful love, especially repeating the words I love three times, all emphatically plac ed at the beginning of three corresponding lines. The biggest idea about love expressed in Sonnet 43 is how ongoing and permanent it is, and how to every extent possible she will always love him to every confinement, the depth and breadth and height my soul can reach. At the end she even suggests that her love is so powerful that it will go on even after she dies. The poem gives a much more positive view of love than the one in sonnet 29, in which there is a sadder tone as the poet realizes that her heart will never learn that love, like lust, is not a permanent thing and comes and goes in a natural inevitable cycle. She suggests that a mans love is incapable of lasting forever.

Theories of Cognitive Development an Insight to the Theories of Piaget, Information-Processing and Vygotsky Essay Example

Theories of Cognitive Development: an Insight to the Theories of Piaget, Information-Processing and Vygotsky Essay Theories of Cognitive Development: An insight to the theories of Piaget, Information-processing and Vygotsky How do we learn? How do we grow? Over the years, psychologists have studied to great lengths the processes that humans go through as they progress from infancy to adulthood. Several theories have emerged over time with three prominent ones. Jean Piaget and Lev Vygotsky produced two important and distinct theories. Another important theory, the information-processing theory, presents a completely different point of view. Each theory has is differences from the other and gives insight into the developing human mind. Jean Piaget believed that all children are curious and act as scientists in their never-ending quest to build understanding about the world around them. He theorized that children use schemes, which are constructs that children categorize events with. Examples of schemes would be â€Å"play things†, â€Å"things I eat† and â€Å"things I don’t like†. Piaget’s next term was assimilation, which is when children add things to one scheme or another, example, a child having peanut butter for the first time and placing it in â€Å"things I eat†. We will write a custom essay sample on Theories of Cognitive Development: an Insight to the Theories of Piaget, Information-Processing and Vygotsky specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Theories of Cognitive Development: an Insight to the Theories of Piaget, Information-Processing and Vygotsky specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Theories of Cognitive Development: an Insight to the Theories of Piaget, Information-Processing and Vygotsky specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Accomodation is when a child modifies a scheme because they have assimilated something that requires the entire scheme to be slightly redefined i. e. when a child learns that certain objects needs to be grasped with two hands instead of only one. (Kail/Cavanaugh, 133) The focus of Piaget’s study was on the four main stages of development. He believed that an individual goes through four main changes/stages in their life at birth and ages two, seven, and eleven. The first stage is the Sensorimotor stage. From birth to approximately age two, children are highly aware of stimuli and begin to figure out how to recreate them and what each one means. Senses and motor reflexes begin development. Also, object permanence, the understanding that objects exist when they are not in sight, begins to develop in this stage. Until approximately month 8 children will see an object and react to it, but if it is covered, the child will think it has ceased to exist and find interest in something else. This is a prime example of the adage â€Å"Out of sight, out of mind. † From 8 months to about 12 months, if there object were to be covered, the child would then search for it, not understanding that it is simply under a cloth, thus making the game â€Å"Peek-a-boo† enjoyable for the child. Piaget states that it takes until about 18 months for object permanence to be established. Preoperational Thinking is the second of Piaget’s stages. This stage focuses mostly on egocentrism, which is a child difficulty to see situations for another point of view. Preoperational children simply do not comprehend that other people differ in their ideas, convictions, and emotions† (Kail/Cavanaugh, 135) During the Preoperational Stage, children may begin to project their feelings onto inanimate objects, which is referred to as animism. At approximately age 7, a child enters the Concrete Operational Stage. This stage marks the beginning of the recognition that people experie nce things in different ways, thus beginning to give the child a sense of individuality. Here, the child begins to use abstract thinking and making decisions rationally based on observed phenomena. The child is now able to understand 4 + 2 = 6 and 6 – 4 = 2, as they have the ability to reverse operational thought. â€Å"The limitation of the third stage of cognitive development is that operations are only carried out on concrete objects, and limited to two characteristics at the same time. † (Lin, 2002) The fourth and final stage of Piaget’s theory is the Formal Operational Period. This period lasts from around age eleven to the end of life. No longer a child, the adolescent is capable of complex abstract thought and logic. Concrete evidence is no longer necessary to base judgments and decisions. Complex algebraic manipulation is possible now, meaning the individual would understand a + b = c then a = c – b and a/b = c then ac = b. (Child Development Center 2008) The Information-processing Theory is based on the construct that the human mind contains Mental Hardware and Software. This mental hardware is the â€Å"wiring† of the brain. It is the structure and pathways built in that allow the brain to function. The software is in reference to â€Å"programs† that allow people to perform specific tasks. Supporters of this theory believe that children’s mental software continues to grow and develop thorough life, becoming more complex. Part of the Information Processing Theory is attention, which is a process that determines what sensory information receives extra cognitive processing. Over time, children learn to focus attention between orienting responses, which grab the attention, and tasks at hand. As development continues, attention span is developed and children become able to focus their attention on things for longer periods of time. Learning is another important part of the Information-processing. Learning occurs through the process classical conditioning, among others. In classical conditioning, one response is elicited be providing a stimulus that is produced by another stimulus. The ever-popular example would be Pavlov’s dog. In this experiment, dogs were trained to recognize that food, which caused salivation, would be given to them after a bell was rung. Eventually the dogs learned that the bell meant food was coming and began to salivate upon hearing the bell. â€Å"Young babies remember events for days or even weeks at a time. † (Kali/Cavanaugh, 149) Experiments by Rovee-Collier prove three things: 1. Babies remember past events, 2. These events are eventually forgotten, 3. Cues can remind the baby of the events. As the memory develops over the first two years, the memory center so the brain, hippocampus and amygdala, show growth and development. Autobiographical memory is also important. With parental encouragement and discussion of past events, children’s memory has shown to be richer and more vivid. Number skills are the last component to the information-processing theory. Infants are aware of ordinality, which is the fact that numbers differ in magnitude. By age three, children have mastered three principles. The first principle is the one-to-one principle. This principle refers to the idea that each number has an exact and unchanging quantity. The Stable-order principle is that numbers will always occur in the same order. The Cardinality Principle refers to the fact that when counting a quantity, the last number is the most important as it is the amount of whatever is being counted. Lev Vygotsky presented a fairly different approach to development. His theory, while not fully developed due to an early death, focuses on three main points of zone of proximal development, scaffolding, and private speech. Zone of proximal development is defined as the area between the level of performance a child can achieve when working independently and a higher level of performance that is possible when working under the guidance or direction of more skilled adults or peers. (Kali/Cavanaugh, 155) This is exemplified by the text’s example of children doing story problems. The children find themselves unable to complete the problem until directed by an adult who lays out the problem in steps for the child. Scaffolding is where teachers (of any manner) gauge how much assistance to offer based on how much help the student needs. Vygotsky states that only offering the correct amount of assistance and not â€Å"over-helping† promotes learning. Private speech, the final component of Vygotsky’s theory is speech by the child that is not intended for others. It is an undeveloped inner-monologue. Vygotsky called private speech a for of self-regulation. Inner Speech eventually develops and the child is able to self-regulate without verbal reminders from themselves. Each of these theories presents different yet valid points of view. Piaget presents a more â€Å"stepping-stone† point of view. Information-processing is more of an experiential learning track, whereas Vygotsky sees development as â€Å"as collaboration between expert and novice. † (Kali/Cavanaugh, 156) While none of these provide an exact and definitive answer into how he learn and grow, they give us an insight as to what is happening inside the human mind. Works Cited Kail, Robert V. , and John C. Cavanaugh. Human Development A Life-Span View. 4th ed. Belmont: Wadsworth, 2006. Huitt, W. (2003). The information processing approach to cognition. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved 15 May 2009 from http://chiron. valdosta. edu/whuitt/col/cogsys/infoproc. html Lin, S. (2002). Piagets developmental stages. In B. Hoffman (Ed. ), Encyclopedia of Educational Technology. Retrieved May 15, 2009, from http://coe. sdsu. edu/eet/Articles/piaget/start. htm Myers, Robert. Stages of Intellectual Development In Children and Teenagers, Child Development Institute. 15 May 2009. http://www. childdevelopmentinfo. com/development/piaget. shtml Theories of Cognitive Development an Insight to the Theories of Piaget, Information-Processing and Vygotsky Essay Example Theories of Cognitive Development: an Insight to the Theories of Piaget, Information-Processing and Vygotsky Essay Theories of Cognitive Development: An insight to the theories of Piaget, Information-processing and Vygotsky How do we learn? How do we grow? Over the years, psychologists have studied to great lengths the processes that humans go through as they progress from infancy to adulthood. Several theories have emerged over time with three prominent ones. Jean Piaget and Lev Vygotsky produced two important and distinct theories. Another important theory, the information-processing theory, presents a completely different point of view. Each theory has is differences from the other and gives insight into the developing human mind. Jean Piaget believed that all children are curious and act as scientists in their never-ending quest to build understanding about the world around them. He theorized that children use schemes, which are constructs that children categorize events with. Examples of schemes would be â€Å"play things†, â€Å"things I eat† and â€Å"things I don’t like†. Piaget’s next term was assimilation, which is when children add things to one scheme or another, example, a child having peanut butter for the first time and placing it in â€Å"things I eat†. We will write a custom essay sample on Theories of Cognitive Development: an Insight to the Theories of Piaget, Information-Processing and Vygotsky specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Theories of Cognitive Development: an Insight to the Theories of Piaget, Information-Processing and Vygotsky specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Theories of Cognitive Development: an Insight to the Theories of Piaget, Information-Processing and Vygotsky specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Accomodation is when a child modifies a scheme because they have assimilated something that requires the entire scheme to be slightly redefined i. e. when a child learns that certain objects needs to be grasped with two hands instead of only one. (Kail/Cavanaugh, 133) The focus of Piaget’s study was on the four main stages of development. He believed that an individual goes through four main changes/stages in their life at birth and ages two, seven, and eleven. The first stage is the Sensorimotor stage. From birth to approximately age two, children are highly aware of stimuli and begin to figure out how to recreate them and what each one means. Senses and motor reflexes begin development. Also, object permanence, the understanding that objects exist when they are not in sight, begins to develop in this stage. Until approximately month 8 children will see an object and react to it, but if it is covered, the child will think it has ceased to exist and find interest in something else. This is a prime example of the adage â€Å"Out of sight, out of mind. † From 8 months to about 12 months, if there object were to be covered, the child would then search for it, not understanding that it is simply under a cloth, thus making the game â€Å"Peek-a-boo† enjoyable for the child. Piaget states that it takes until about 18 months for object permanence to be established. Preoperational Thinking is the second of Piaget’s stages. This stage focuses mostly on egocentrism, which is a child difficulty to see situations for another point of view. Preoperational children simply do not comprehend that other people differ in their ideas, convictions, and emotions† (Kail/Cavanaugh, 135) During the Preoperational Stage, children may begin to project their feelings onto inanimate objects, which is referred to as animism. At approximately age 7, a child enters the Concrete Operational Stage. This stage marks the beginning of the recognition that people experie nce things in different ways, thus beginning to give the child a sense of individuality. Here, the child begins to use abstract thinking and making decisions rationally based on observed phenomena. The child is now able to understand 4 + 2 = 6 and 6 – 4 = 2, as they have the ability to reverse operational thought. â€Å"The limitation of the third stage of cognitive development is that operations are only carried out on concrete objects, and limited to two characteristics at the same time. † (Lin, 2002) The fourth and final stage of Piaget’s theory is the Formal Operational Period. This period lasts from around age eleven to the end of life. No longer a child, the adolescent is capable of complex abstract thought and logic. Concrete evidence is no longer necessary to base judgments and decisions. Complex algebraic manipulation is possible now, meaning the individual would understand a + b = c then a = c – b and a/b = c then ac = b. (Child Development Center 2008) The Information-processing Theory is based on the construct that the human mind contains Mental Hardware and Software. This mental hardware is the â€Å"wiring† of the brain. It is the structure and pathways built in that allow the brain to function. The software is in reference to â€Å"programs† that allow people to perform specific tasks. Supporters of this theory believe that children’s mental software continues to grow and develop thorough life, becoming more complex. Part of the Information Processing Theory is attention, which is a process that determines what sensory information receives extra cognitive processing. Over time, children learn to focus attention between orienting responses, which grab the attention, and tasks at hand. As development continues, attention span is developed and children become able to focus their attention on things for longer periods of time. Learning is another important part of the Information-processing. Learning occurs through the process classical conditioning, among others. In classical conditioning, one response is elicited be providing a stimulus that is produced by another stimulus. The ever-popular example would be Pavlov’s dog. In this experiment, dogs were trained to recognize that food, which caused salivation, would be given to them after a bell was rung. Eventually the dogs learned that the bell meant food was coming and began to salivate upon hearing the bell. â€Å"Young babies remember events for days or even weeks at a time. † (Kali/Cavanaugh, 149) Experiments by Rovee-Collier prove three things: 1. Babies remember past events, 2. These events are eventually forgotten, 3. Cues can remind the baby of the events. As the memory develops over the first two years, the memory center so the brain, hippocampus and amygdala, show growth and development. Autobiographical memory is also important. With parental encouragement and discussion of past events, children’s memory has shown to be richer and more vivid. Number skills are the last component to the information-processing theory. Infants are aware of ordinality, which is the fact that numbers differ in magnitude. By age three, children have mastered three principles. The first principle is the one-to-one principle. This principle refers to the idea that each number has an exact and unchanging quantity. The Stable-order principle is that numbers will always occur in the same order. The Cardinality Principle refers to the fact that when counting a quantity, the last number is the most important as it is the amount of whatever is being counted. Lev Vygotsky presented a fairly different approach to development. His theory, while not fully developed due to an early death, focuses on three main points of zone of proximal development, scaffolding, and private speech. Zone of proximal development is defined as the area between the level of performance a child can achieve when working independently and a higher level of performance that is possible when working under the guidance or direction of more skilled adults or peers. (Kali/Cavanaugh, 155) This is exemplified by the text’s example of children doing story problems. The children find themselves unable to complete the problem until directed by an adult who lays out the problem in steps for the child. Scaffolding is where teachers (of any manner) gauge how much assistance to offer based on how much help the student needs. Vygotsky states that only offering the correct amount of assistance and not â€Å"over-helping† promotes learning. Private speech, the final component of Vygotsky’s theory is speech by the child that is not intended for others. It is an undeveloped inner-monologue. Vygotsky called private speech a for of self-regulation. Inner Speech eventually develops and the child is able to self-regulate without verbal reminders from themselves. Each of these theories presents different yet valid points of view. Piaget presents a more â€Å"stepping-stone† point of view. Information-processing is more of an experiential learning track, whereas Vygotsky sees development as â€Å"as collaboration between expert and novice. † (Kali/Cavanaugh, 156) While none of these provide an exact and definitive answer into how he learn and grow, they give us an insight as to what is happening inside the human mind. Works Cited Kail, Robert V. , and John C. Cavanaugh. Human Development A Life-Span View. 4th ed. Belmont: Wadsworth, 2006. Huitt, W. (2003). The information processing approach to cognition. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved 15 May 2009 from http://chiron. valdosta. edu/whuitt/col/cogsys/infoproc. html Lin, S. (2002). Piagets developmental stages. In B. Hoffman (Ed. ), Encyclopedia of Educational Technology. Retrieved May 15, 2009, from http://coe. sdsu. edu/eet/Articles/piaget/start. htm Myers, Robert. Stages of Intellectual Development In Children and Teenagers, Child Development Institute. 15 May 2009. http://www. childdevelopmentinfo. com/development/piaget. shtml

Free Essays on Time Problems In Hamlet

In watching Hamlet or even reading straight from the novel, one may get a sense of time in that the play’s time and lines are directly related to real time, or one may feel that most time is summarized or disregarded to move things along. What many readers, including myself, fail to realize is the fact that Shakespeare, when writing Hamlet, actually went back and forth. In some scenes he skipped chunks of time while in others; time was constant thus making a little bit of confusion as to how to interpret the play itself. Kathryn Walls examines this through the 2004 issue of the Explicator by Marvin D. Hinten who, in turn, argues with Eric Sterling’s viewpoint fro the 2001 issue. In the 2001 issue of the Explicator, Eric Sterling made the statement that Hamlet purposely killed Polonius. His reason for this assumption; time was not permitting. As taken from the 2004 issue of the Explicator in an argument with Eric Sterling, Marvin D. Hinten states: According to Sterling, Hamlet would think it impossible for Claudius to finish praying in time to hide behind the arras before the prince meets with Gertrude. It is impossible, Sterling determines, because â€Å"a mere twenty four lines† occur between the praying and the slaying. Hinten argued that â€Å"live audiences don’t equate stage time with real time† and that Shakespeare assumed that those reading Hamlet would have left time to their imagination. Sterling argues that stage time and real time must correspond, thus supporting the fact that Hamlet would have known that in the mere time he took to get to his mother, King Claudius would not have been finished praying. Another instance of time distortion in Hamlet is in the beginning of the play where Bernardo and Horatio are talking about heading to bed at midnight, talk for a little, and then before you know it, within only fifteen minutes of stage time, morning comes and the sun rises. And lastly this article shows that... Free Essays on Time Problems In Hamlet Free Essays on Time Problems In Hamlet In watching Hamlet or even reading straight from the novel, one may get a sense of time in that the play’s time and lines are directly related to real time, or one may feel that most time is summarized or disregarded to move things along. What many readers, including myself, fail to realize is the fact that Shakespeare, when writing Hamlet, actually went back and forth. In some scenes he skipped chunks of time while in others; time was constant thus making a little bit of confusion as to how to interpret the play itself. Kathryn Walls examines this through the 2004 issue of the Explicator by Marvin D. Hinten who, in turn, argues with Eric Sterling’s viewpoint fro the 2001 issue. In the 2001 issue of the Explicator, Eric Sterling made the statement that Hamlet purposely killed Polonius. His reason for this assumption; time was not permitting. As taken from the 2004 issue of the Explicator in an argument with Eric Sterling, Marvin D. Hinten states: According to Sterling, Hamlet would think it impossible for Claudius to finish praying in time to hide behind the arras before the prince meets with Gertrude. It is impossible, Sterling determines, because â€Å"a mere twenty four lines† occur between the praying and the slaying. Hinten argued that â€Å"live audiences don’t equate stage time with real time† and that Shakespeare assumed that those reading Hamlet would have left time to their imagination. Sterling argues that stage time and real time must correspond, thus supporting the fact that Hamlet would have known that in the mere time he took to get to his mother, King Claudius would not have been finished praying. Another instance of time distortion in Hamlet is in the beginning of the play where Bernardo and Horatio are talking about heading to bed at midnight, talk for a little, and then before you know it, within only fifteen minutes of stage time, morning comes and the sun rises. And lastly this article shows that...

How Vacancies in the US Congress are Filled

How Vacancies in the US Congress are Filled The methods for filling vacancies in the U.S. Congress vary greatly, and for good reason, between the Senate and the House of Representatives.   When a U.S. representative or senator leave Congress before the end of his or her term, are the people of their congressional district or state left without representation in Washington? Key Takeaways: Vacancies in Congress Vacancies in the U.S. Congress occur when a senator or representative dies, resigns, retires, is expelled, or is elected to another office before the end of their regular term.Most vacancies in the Senate can be filled immediately through an appointment made by the governor to the former senator’s state.Vacancies in the House can take as long as six months to fill, because representatives can only be replaced through a special election. Members of Congress; senators, and representatives, usually leave office before the end of their terms for one of five reasons: death, resignation, retirement, expulsion, and election or appointment to other government posts. Vacancies in the Senate While the U.S. Constitution does not mandate a method by which vacancies in the Senate are to be handled, vacancies can be filled almost immediately through an appointment made by the governor of the former senators state. The laws of some states require the governor to call a special election to replace U.S. senators. In states where replacements are appointed by the governor, the governor almost always appoints a member of his or her own political party. In some cases, the governor will appoint one of the states current U.S. representatives in the House to fill the vacant Senate seat, thus creating a vacancy in the House. Vacancies in Congress also occur when a member runs for and is elected to some other political office before his or her term is over. In 36 states, the governors appoint temporary replacements for vacant Senate seats. At the next regularly scheduled election, a special election is held to replace the temporary appointees, who may run for the office themselves. In the remaining 14 states, a special election is held by a specified date to fill the vacancy. Of those 14 states, 10 allow the governor the option of making an interim appointment to fill the seat until the special election is held.   Since Senate vacancies can be filled so quickly and each state has two senators, it is highly unlikely that a state would ever be without representation in the Senate. The 17th Amendment and Senate Vacancies Until ratification of the 17th Amendment to the U.S. Constitution in 1913, vacant seats in the Senate in the same way Senators themselves were chosen - by the states, rather than by the people. As originally ratified, the Constitution specified that Senators were to be appointed by the legislatures of the states rather than elected by the people. Similarly, the original Constitution left the duty of filling vacant Senate seats solely to the state legislatures. The framers felt that granting the states the power to appoint and replace senators would make them more loyal to the federal government and increase the new Constitution’s chances of ratification. However, when repeated lengthy Senate vacancies began to delay the legislative process, the House and Senate finally agreed to send the 17th Amendment requiring the direct election of senators to the states for ratification. The Amendment also established the current method of filling Senate vacancies through special elections. Vacancies in the House Vacancies in the House of Representatives typically take far longer to fill. The Constitution requires that member of the House be replaced only by an election held in the congressional district of the former representative. When vacancies happen in the Representation from any State, the Executive Authority thereof shall issue Writs of Election to fill such Vacancies. Article I, Section 2, Clause 4 of the U.S. Constitution According to the U.S. Constitution and state law, the governor of the state calls for a special election to replace the vacant House seat. The full election cycle must be followed including political party nominating processes, primary elections and a general election, all held in the congressional district involved. The entire process often takes as long as from three to six months. While a House seat is vacant, the office of the former representative remains open, its staff operating under the supervision of the Clerk of the House of Representatives. The people of the affected congressional district do not have voting representation in the House during the vacancy period. They can, however, continue to contact former representatives interim office for assistance with a limited range of services as listed below by the Clerk of the House. Legislative Information from Vacant Offices Until a new representative is elected, the vacant congressional office cannot take or advocate positions of public policy. Constituents may choose to express opinions on legislation or issues to your elected Senators or wait until a new representative is elected. Mail received by the vacant office will be acknowledged. The staff of the vacant office can assist constituents with general information concerning the status of legislation, but cannot provide analysis of issues or render opinions. Assistance With Federal Government Agencies The staff of the vacant office will continue to assist constituents who have cases pending with the office. These constituents will receive a letter from the Clerk requesting whether the staff should continue assistance or not. Constituents who do not have pending cases but require assistance in matters relating to federal government agencies are invited to contact the nearest district office for further information and assistance.

U.S. Constitution In 1787 and Today Research Paper

U.S. Constitution In 1787 and Today - Research Paper Example In the United States, the senate voted for the change of rules that enabled the republican to prevent the president Barack Obama nominees for the top administrative posts (Abegg, 2013 p. 219). The senators approved the partisan measures that were to ban the filibuster so as to prevent the nominated personnel from being confirmed (Ford, 2013, p. 214). Harry Reid in his speech about supporting the measure, he accused the Republicans of preventing the nominees in the pursuit of unrelated legislative expectations or goal. Reid argued that the republicans used the filibuster laws weapon for preventing president Obama from choosing and appointing an executive representative and also, appointing the judges. The blocking of the filibuster law does seem constitutionally because, on the other hand, the filibuster acted as the weapon barrier to prevent the president from passing many bills, but they had a right to their opinion (Steffen, p. 202). After the law was blocked, the senator’s power was deducted from the senate to the president. The president was enacted with so much power than before the bill was changed in 2013. This law was mostly used by the republicans more tha n three times in November to block president Obama from confirming votes on the judges nominated to fill the vacancies on the United States for the Washington DC (The Guardian). Reid also argued that the Republicans objected the bills not because they do not have the qualifications, but just because they wanted just to undermine the government, they were elected to work for (Kenneth, 2013, p. 129). Senator Dan Coates reacted by saying he change of the rule was an idea of weakening the founding fathers of the democracy, and he said it was yet another power grabbing from the republicans. Senator Kelly Ayotte reacted to the rule by saying that the grab of the power is so much disappointing to all the republicans in the United State government, she said

Critically examine the argument that organizations are gendered and Essay

Critically examine the argument that organizations are gendered and evaluate different strategies for achieving gender equality - Essay Example e established dominance of males in the vast number of areas of public life, women are often placed in a disadvantaged position from the very beginning. Studies have revealed that such gender inequality have grave effects on women’s perceptions of their efficiency and motivation. Some women fall into the trap of giving in to bleak self-fulfilling prophecies that they are not as good as their male co-workers and eventually prove the expectations to be right. Working women are usually faced with a multitude of challenges. On top of balancing their duties and responsibilities as members of their families, they need to be efficient workers and competitive in their chosen professions. One main challenge is the issue of proving themselves as worthy employees to gain equal opportunities with men. Some work places may not be too accepting of the empowerment of women in employment and may strip them of their dignity to make them realize that they do not belong there. Due to the significance of equal opportunities to citizens the world over, laws have been passed to ensure that they are available to everyone. These laws have been designed protect anyone from being discriminated against by reason of sex, marital status, ethnic or national origin, color, race, nationality, age, disability, religion, and differing terms of employment, including pay for jobs of equal value. 1 In the United Kingdom, the Sex Discrimination Act 1975 (amended 1986 and in the Employment Act 1989) makes it unlawful to discriminate in terms of gender who is offered the job; opportunities for promotion, transfer and training. (Equal Opportunities Management Guidelines) The Gender Equality Duty, which is included in the new law, requires public bodies to eliminate sex discrimination and promote equality throughout their services, policies, and employment and recruitment practices. The monumental world-wide response to the Platform for Action for the resolution of women’s issues delivered

Graduate Essay Example for Free

Graduate Essay High expectations College admissions are tough—approximately 50 percent of all college applicants are rejected by their school of choice. And when it comes to graduate school, things are even tougher, and expectations are higher. The ability to create a piece of writing that properly illustrates your individuality and distinguishing characteristics are vital for admission. Admissions officers look at thousands of essays, so differentiating yourself is vital. However, distinguishing yourself from everyone else can be a tough challenge. Thats why were here to help. Survival of the fittest You will find yourself pitted against thousands of other students, many with similar backgrounds and similar academic ratings. What you need is an unforgettable first impression—one that will get you instant approval in the eyes of admissions officers. The key to that first impression is your admission essay, which is your primary chance for a good first impression. It is your first chance at presenting a well-thought-out exposition of your worth, your virtues, and your individuality. Fresh ideas Any professional writer will agree that editing by persons other than the writer himself is a very important step in the writing process. Even the most seasoned writer can always benefit from the â€Å"fresh† eyes of a third party, whether editing or critique is needed. Thats where we come in. Our team of professionals will edit and reinvent your essay to give it that fresh edge. An essay that looks like everybody elses will take no time to reach the reject pile. But with the extensive experience of our writers and editors, we are quick to recognize the ordinary from the excellent, vastly improving your chances of getting accepted. Our service You can take advantage of our pool of experienced professionals to leverage yourself above the majority of applicants. We eliminate any grammatical errors and unneeded wordiness, and we streamline sentence structure and improve style. We offer three types of services according to your needs. First is our Admission Essay Writing service, where personal facts are presented to the best advantage. While good grades and flawless records are also important, they are not enough to distinguish you. What really differentiates an admissions essay is the personality and character that the essay shows about you. Second is our Admission Essay Editing service, where we eliminate all spelling, grammar and style errors. Most importantly, emphasizing your individuality by affecting a unique style and preserving your voice. Our third service is the Admission Essay Review, which entails elimination of errors and professional editor’s suggestions for improving your essay, again with special emphasis on stressing your individuality. All services are delivered as double-spaced, 12 point Times New Roman documents, with no page limits.

Hemingways For Whom the Bell Tolls: Wars Effect on Man and Importance of Time :: essays research papers

Hemingway's "For Whom the Bell Tolls": War's Affect on Man and Importance of Time At first glance Hemingway's novel For Whom The Bell Tolls appears to be an action packed war novel. But underneath all the action there are underlying ideas that reveal much about how war changes a man and causes him to realize the importance of time. Hemingway reveals these ideas about war through the narrator's thoughts and through the interaction between the major characters. Hemingway shows that war brings about a personal change, that reveals much about man's individuality and that time is limited. Hemingway reveals much about the individuality of men through the relationship of Robert Jordan and Maria. When Jordan is dying at the end of the novel he says to Maria "Thou wilt go now, rabbit. But I go for thee. As long as there is one of us there is both of us. Do you understand?"(p460) We begin to understand how we as people are never truly alone but instead are always surrounded by the memories and thoughts of those we love. When two people truly fall in love they become as one. Where one goes, both go. Robert finally says to her " The me in thee. Now you go for us both. Truly. We both go in thee now. This I have promised thee. Stand up. Thou art me now. Thou art all there will be of me. Stand up." (Pg.462) By saying this Jordan reveals how man is never an individual but instead is made up of all the influences, experiences, and memories that we have shared with others. Furthermore This change came upon Jordan as a consequence of joining the war. Before the war had started he had no idea what it meant to be an individual, or to truly fall in love. Jordan says to Maria "I have never loved someone as thee. Before our cause I never new what it was like to truly live. Or to love, as I do thee" (P160). This shows how being in the war allowed him to understand what it really meant to be a man. Before the war he never lived as full a life as he does during the war. It is the essence of war which causes these changes in him. The simple character Anselmo is also changed by the war. But instead of the changes being negative as they are with many of the other characters (except Jordan), they bring upon a positive change on him. When discussing the horrors of war with Robert Jordan Anselmo mentions "The men who come to enjoy the

Interpretivists Approach to Suicide

Suicide is a phenomenon understudied in early 1960’s. One of the reasons was due to Durkheim’s ‘‘Le Suicide’’ (1897) had been widely ruled in sociology. Durkheim used a scientific approach to study the causalities of suicide. It was believed that there was little more to study on suicide. However, interpretivists such as Douglas criticised Durkheim’s study as not being reliable due to the fact he used quantitative data. Douglas believed that he failed to take into account society is constructed through people's interactions and all statistics are social construct.Interpretivists seek to find the reasons of suicide by find how society is socially constructed through the social interactions between people in society. Recently, there has been a new interpretive approach which has formed new explanation significantly diverse explanations to Durkheim's positivistic approach. Although interpretivists approaches have produced a more valid meani ng to suicide as some may say, it is still flawed. Douglas classification of suicide was trough social meaning through revenge,self-destruct,sympathetic,guilt etc.He believed that suicide was a way of responding by try to solve a problem. He looked at categorizing suicides according to their social meanings because the causes and responses to suicide vary from society to society. Douglas criticised Durkheim’s study of suicide rates based on it’s methodological grounds. He argued that suicide statistics hardly lacked any form of validity mainly because it could be misinterpreted by the coroner’s verdict.For example, Durkheim suggested that suicide rates were low in Catholic countries due to high social integration. Douglass criticised this he would say that as for Catholics suicide is a mortal sin families would put pressure on coroners to reach an alternative verdict and the suicide figures were low due to inaccuracies. Douglas sees suicide statistics as the res ult of negotiations between the different parties involved which can lead to distorted statistics.He thus says that Durkheim’s study of suicide isn’t useful in society because the statistics were based on coroner’s interpretations (therefore suicides are socially constructed) and so his study wasn’t reliable. He suggests it is more important to look at the meaning of suicide. He also suggested that we need to study them with qualitative methods and use case studies. However he denies that suicide could be explained by external factors. In this case, Douglas theory was considered invalid as he failed to show any kind of evidence to back his research.Atkinson (1978) believed that coroners had a common sense theory of suicide. They categorise suicide based on information from this theory; they consider four types of evidence relevant for reaching a verdict and if the evidence matches the incident then it is considered suicide. Their verdicts are based on sui cide notes, location and circumstances, life history and finally the mode of death. Atkinson also criticises Durkheim’s method of studying suicide, he identified that different cultures imply different interpretations for suicide.For example, he studied four English and Danish coroners and gave them the same case studies . He found that the Danish coroners are much more likely to come to a verdict on suicide based on probability of balance, whereas the English coroners looked for evidence to reach to a conclusion if a suicide was intent. Furthermore, Jean Baechler argued that Durkheim’s study of suicide isn’t useful because suicide can’t be explained wholly in terms of external factors. Not everyone whose business fails, or whose spouse dies, or who is a protestant in an urban area, kill themselves.Thus, to Baechler, suicide must always be at least partially explained through ‘personal factors’ that are particular to an individual and this is n’t possible with the use of official statistics – he thought that it would be more useful to study individual suicide cases and to categorise them – therefore suggesting that Durkheim’s study of suicide isn’t particularly useful in society because it was impossible to find the true meaning behind the suicides using only statistics.On the other hand, however, Steve Taylor criticises both Douglas and Baechler for failing to recognise the value of Durkheim’s work. He criticises Douglas for contradicting himself. At some points Douglas implies that suicide statistics can never be reliable since its always a matter of judgement whether a death is a suicide, but at other times he suggests that causes of suicide can be found; it’s difficult to see how this can be true if its impossible to be certain whether an act is a suicide.Commenting on Baechler, Taylor points out those individual cases often fit a number of categories, depending on the interpretation the researcher makes of the victim’s motives, and there is no reason to believe that these interpretations are any more reliable than suicide statistics. From this he suggested that suicides could be classified into four types such as thantation, submissive, sacrifice and appeal. Taylor approach is useful as it combined both qualitative and quantitative methods making his study both reliable and valid.However, Taylor has received a lot of criticism over the fact he used a lot of secondary data and is unaware of the inaccuracies it contained. It has also been shown that in reality you cannot simply classify suicide into four types. In conclusion, there are many criticisms against Durkheim’s study on suicide which suggest that it is not suitable to study the causalities of suicide and maybe the interpretivists. We should instead examine the interpretive theories of suicide.However, Hindess argues that such writers, whilst criticising the social constructi on of suicide statistics, simply ask us to believe that their interpretations of the â€Å"reality† of suicide are more valid than Durkheim's. He also states that interpretivists have no evidence to support their approach on suicide and simply want us to believe in their interpretations which are no more useful then Durkheim’s study on suicide. Nevertheless, Durkheim’s study was published in the 19th century so maybe it isn’t useful in modern industrial society as the results may not generalise to contemporary society.

Comparatve Essay on the Fat Black Womans Poems, Sula and Wide Sargasso Sea Essay

â€Å"These writers explore both the social roles that confine them and the bodies that represent the confinement†. In light of this quotation, compare how the writers explore gender. ‘Wide Sargasso Sea’, by Jean Rhys, and ‘Sula’ by Toni Morrison are both novels that respond to the issues of women that are confined to their social roles. Grace Nichols’ book, ‘The Fat Black Woman’s Poems’, supports and also contrasts the views of both Rhys and Morrison. All three texts question gender roles and oppression in society. While Nichols is very outspoken and doesn’t let her gender confine her, the main character in Wide Sargasso Sea, Antoinette, is restricted by social and historical roles in her society. Characters like Sula are a threat to the rigid stereotype of the serving woman, and Morrison contrasts the role of Sula with Nel, a girl who embraces the conventional belief of society that a woman should marry and settle down and serve her family. All three texts explore gender by emphasising the importance of a woman’s voice. Nichols uses her voice to focus on her identity, and to portray her confidence. In her poem ‘Love Act’, she says â€Å"Her sorcery cut them, like a whip, she hide her triumph, and slowly stir the poison in†. This shows that Nichols knows that women aren’t weak, and have their own kind of power and intelligence, and she challenges the oppressive men that surround her. Her use of simple English and Creole reinforce her Creole identity. For example, in the poem Skin-Teeth, she says ‘Massa’ (Master) and in The Fat Black Woman Goes Shopping, she says ‘de weather so cold’. Her use of colloquial language shows us that even though she lives in the Western world, she still speaks as they do in her homeland, and she will not change the way she speaks to conform to society’s ways. The title ‘Love act’ acts as an ironic euphemism for the degradation derived from forced sex with the planter, but one critic claimed that the rest of the poem shows that â€Å"this situation allows the slave to enter the Big House as the white planter’s mistress and then use the power of her African magic against the white family†. 1] The confident tone in her voice leads us to believe that despite being a slave, stuck in her role, she is battling against the social figures that confine her. Much like Nichols, Rhys also emphasises the importance of a woman’s voice. She gives Antoinette a voice in her novel, even though Antoinette has a mental problem. Her pathological suffering means that her mental stability can be questioned, and Rhys gives her a voice in order for us to understand Antoinette’s complex thoughts and emotions. For example, Antoinette tells Rochester, â€Å" I hate [the place] now like I hate you, and before I die I will show you how much I hate you. Rhys allows us to understand, through this quote, that Antoinette once loved her home. Interestingly, Antoinette and Rochester never express their love to each other, which shows Antoinette is more ready to express her love for a place than for a person. However, Rhys giving Antoinette a voice does not change the way women are treated in the reality of the novel. Antoinette is still personified as an entrapped wife. She is trapped in patriarchal social structures of exploitation; her husband takes her to England, where she is locked away in the garret room of her husband’s house, under the watch of a servant. This truly portrayed Antoinette’s vulnerability and confinement as Rochester’s wife, and this influences how Rhys portrays women to the readers who are familiar with the restraints on women. Nichols and Rhys use the first person narrative to reveal the character’s thoughts and to give the reader an insight into the psychological and physical problems the characters encounter. For instance, in WSS, Antoinette’s husband Rochester says, â€Å"I was tired of these people. I disliked their laughter and their tears, their flattery and envy, conceit and deceit. And I hated the place†(P141). Because Rhys has used first person, it discloses Rochester’s most personal thoughts, and he has become a more complex and psychologically interesting character. He suffers a certain paranoia around Antoinette and her ‘family’, and this paranoia can only be truly revealed using his thoughts. Rochester, as a white male, does not connect with his surroundings, he sees it as alien, and to overcome this infamiliarity, he asserts his power and regains control over his wife. For Antoinette, her first person narrative account of her story is a key way of the reader being able to understand her pains as a lonely Creole woman. Both Wide Sargasso Sea and The FBW’s poems give a strong voice to otherwise marginalized women and transforms them both from original tragic demise into a kind of triumphant heroism. Nichols uses humour as the main deconstructive strategy to be an efficient tool for subverting the myths that have oppressed black women. The woman’s body acquires relevance, as the poems focus on a black immigrant woman within a context of white supremacy. Nichols creates persona who she uses to represent the black female body and she constitutes a challenge to black women’s objectification in the Western (British) society, in which she is exiled. The writer occasionally speaks in the first person, has no name, so the third-person poetic voice refers to her as ‘the fat black woman’. The fat black woman refuses to be a victim and, therefore, rejects all the traps laid by racist and sexist society by means of stereotypes that aim at constricting her into limiting roles. It is her that dictates in her poem ‘Holding My Beads’: â€Å"The power to be what I am†¦ a woman†¦ charting my own futures†¦ a woman†¦ holding my beads in my hand. : This particular quote allows us to understand that she is proud to be a woman, and she feels a certain type of strength because of her identity. Her ‘beads’ symbolise that she believes she herself has power over her future. Nichols’ Black woman uses her body, her voice and her song to maintain her sense of selfhood, to support others and to subvert the structures that oppress her. [2] She refuses to accept the stereotype of the long-suffering black woman. She shows that she is strong and full of fight in her poem The Fat Black woman’s Motto On Her Bedroom Door. She says â€Å"It’s better to die in the flesh of hope, than to live in the slimness of despair†. This tells us that she has hope and is not going to live in despair, in the suffering stereotype she is given. Much like the Fat Black Woman, Sula also rejects the stereotype, and leaves The Bottom to explore, and in doing so, she shows her community that she is not going to suffer like every other black woman. Morison has said that she wanted to help create a canon of black work, and therefore portrays Sula as more than just a wife or worker. Morrison’s work highlights the timeless and universal themes that exist within this specific struggle of gender confinement, and Sula’s character is a rebel this stereotype, and she leaves her oppressed community to explore the world. When she returns from her ten year absence, she is â€Å"accompanied by a plague of robins†. The plague of robins symbolizes the evil that she brought with her, and how it would affect those who lived in The Bottom. The attire she returns in shows the reader that Sula has totally rebelled the stereotype of â€Å"the poor black girl†, and she was â€Å"dressed in a manner that was close to a movie star as anyone would ever see†. She is dressed in a Western style, perhaps American, and her attire alone portrays her attitude that she has no longer allowed society to confine her to the role of a reserved woman, she is now more westernized. Morrison explores the mythic power of femininity in a poor, and isolated rural black community, where women rule as mothers, warriors, witches and storytellers†¦ one of the most compelling writers at work today. [3] It has been argued that women in the community act as protectors of the community, and are stuck in the domestic role. Sula’s grandmother Eva Peace is a perfect example of this. Although she was abandoned by her husband, she kept her family away from starvation and became a matriarch in her busy household. She cares for everyone who stays in her house, and as a mother, she helps her own son to die, in order for him to be at peace. This shows the ultimate sacrifice and reassures the reader that Eva is exactly what a woman was like in post-colonial times – a mother, housewife and helper. Rhys starts the novel with Antoinette and her family in isolation from the rest of society; they are ex-slave owners and after the Emancipation Act of Slaves in 1833 and the death of Antoinette’s father Mr Cosway, the family are left to fend for themselves. Kenneth Ramchard described the role of the Creole in the novel as a ‘fictional statement’, that cannot ignore ‘areas of social and historical information’. [4] This quote shows that Antoinette’s portrayal is being restricted by the social norms of society, as she is a Creole female. Antoinette’s mother spends little time with her, so she is looked after by the servant Christophine. Antoinette’s social role of a daughter of ex-slave owners force her to be alone throughout much of her life, and she learns to enjoy her own company. Christophine acts as a surrogate mother to Antoinette, as her own mother is confined to herself. Antoinette’s earliest memories of her mother shows signs of madness and melancholy, and throughout book she is abandoned after the fire and humiliated by the couple who look after her. This shows that Anotinette’s mother is never really a proper mother figure to her, as she is disregarded so easily by Mr Mason. It is Christophine’s voice that opens the novel, as she explains Antoinette and her family’s exclusion from Spanish Town society. Although Christophine is a woman, she still is a figure of authority, which would have been unusual in those times, as men were the primary sources of authority. Christophine’s narrative glides from French Patois, to a Jamaican dialect, back into English, and her command of language corresponds to her powerful role in the novel. In â€Å"Three Women’s Texts†[5] Spivak identified that the novel provides us with Christophine’s perspective as an ‘Other’ while at the same time being careful to not â€Å"contain† her in the novel†. This tells us that Christophine is a strong character, who should be allowed to freely speak her mind, and not be ‘contained’. Western writings about the Orient depict it as an irrational, weak, feminised ‘Other’, contrasted with the rational, strong, masculine West. 6] Said claimed that there was a need to create a difference between the East and the West, but in WSS Christophine’s authority rejects the usual stereotype of women being weak and reserved. Therefore, Said’s claim could be argued with, as in Christophine’s case, there is not much difference between the authority she has, and the authority Western women have. Christophine instructs Antoinette that â€Å"woman must have spunks to live in this wicked world. † and ultimately advises Antoinette to leave her increasingly cruel husband, citing her own independence as an example to emulate. This just ensures us of her strength, as she has gotten by her whole life without a male dominating her. The burning of Antoinette’s family home (by the freed black people) acts evokes sympathy in the reader, for the Creole family, and we realise how ill-fitted they are in the society they live in. All three texts are concerned with women’s sexuality and the body that represents social confinement. Sula, much like her mother, loves â€Å"maleness. † They both have short, frequent affairs with whichever men they take a liking too. Helen, Sula’s Mum, is resented by the wives of these men but no body hates her. However, Sula, who ends up stealing her best friend Nel’s husband, is resented by the whole town. The contrast in attitudes towards mother and daughter allow us to understand that while her mother was kind and generous, Sula does have an uncaring side to her. For example, when asked by Nel why she chose to sleep with Nel’s husband, Sula merely replies with â€Å"there was this space in front of me, behind me, in my head†¦ and Jude filled it up†¦ that’s all’. Sula does not feel any remorse in breaking up her best friend’s marriage, and even at her old, frail age she does not ask for forgiveness. This shows that Sula just used sex as a tool to occupy her loneliness, and probably did not respect herself a great deal. Nel, however, is more respectful of her body. Her grandmother was strict and religious and this had a positive effect on Nel’s values. Sula grew up around numerous, strange men and this probably made her view her behaviour as normal, just like she witnessed as a child. In Wide Sargasso Sea, Antoinette also links her happiness to sex. She submits to her husband sexually and begins to hunger for sex as much as he. Afterward, Antoinette seems more lost, crying when Rochester whispers, â€Å"You are safe. He feels no real tenderness for her, and this shows that once again, the woman is left suffering and stuck in a situation that she is unable to break free of. Also, Rochester has sex with Amelie (a servant who accompanies Antoinette and her husband), while Antoinette is next door. He does this to exert his power over Antoinette and to belittle her. Amelie, like Antoinette is lonely, and this sexual act with Rochester is the only way she feels wanted. Although she knows Rochester does not love her or even have feelings for her, she is content with the fact that she is wanted for single moment. She uses sex to fill the void of loneliness, much like Antoinette does. Unlike Rhys and Morrison, Nichols demonstrates her sexuality and confidence in her body. In her poem Invitation, she says â€Å"Come up and see me sometime.. † and she repeats this four times throughout the poem. Her use of repetition puts emphasis on her confidence and we realise that she is flirtatious, and uses her sexuality as a tool of power. There are also graphic and amusing descriptions of her breasts, thighs, front and bum, such as â€Å"My breast are huge exciting amnions of watermelon, your hands can’t cup†¦my thighs are twin seals, fat slick pups†. This shows us that she is happy and proud of her body, although some may not agree. In the poem Small Questions Ask by the Fat Black Woman, she refers to Eve committing a Sin in the Garden of Eden, and says â€Å"Will like Eve†¦ be tempted one again’. She is portraying herself as a sin, and a temptation to resist, which symbolises her confidence in her self, she knows men are lustful towards her. While Nichols focuses solely on portraying the character of a black woman, Sula also explores the male characters in the texts, and how social roles confine them. The typical male is regarded as the provider for the family, but Morrison takes this typical male figure, and demonstrates how they are dependant on woman and incapable of raising a family, and they have an insatiable hunger causing them to commit adultery. In all of the men that Sula, her mother and Eva sleep with, they are willing to cheat on their wives to fulfill their needs. There is usually a punishment for adultery, but the women use their own personal strength and respect for each other, and they let the men get away with adultery. While many will argue that forgiving their husbands is a sign of weakness, really it is the men that are weak for giving in to temptations. Female domination is also present with Sula and Jude (Nel’s husband), as he sleeps with her despite the fact that â€Å"she stirred a mind maybe, but not his body†. Contrary to the typical male provider role, men are incapable of raising a family in Sula. Eva was left alone to fend for her children, and Sula’s father died when she was a child, and Sula also failed to find a suitable male to start a family with. Men were unfaithful to their wives and they even left their family, in the case of Nel and her husband. Nel’s father, although married happily to his wife, was always working away at sea, leaving Helene to raise her daughter alone. Though they are physically strong, men need women in order to be effective, and they frequently fail to be a father figure. To conclude, all three texts explore gender, through the social roles that confine them and the bodies that represent the confinement. It can be argued that Nichols and Morrison offer a more confident, free portrayal of women, compared to Rhys’ Wide Sargasso Sea. The use of first person emphasises the turmoil faced by the characters in Wide Sargasso Sea and also The Fat Black Woman. Unlike Nichols, Morison and Rhys use narrative techniques to show how women are both emotionally and psychologically confines in the post-colonial world. Nichols offers the fat black woman freedom and happiness, while Rhys ends Antoinette’s story with her in captivity, foreshadowing Antoinette’s next actions. All three writers effectively present their characters battling the confinement that being a woman brings; Sula and Nichols remain rebels while Antoinette fails to break free of her confinement.

The Definition and Most Popular Methods of Note Taking

The Definition and Most Popular Methods of Note Taking Note-taking is the practice of writing down or otherwise recording key points of information. Note-taking is an important part of the research process. Notes taken on class lectures or discussions may serve as study aids, while notes taken during an interview may provide material for an essay, article, or book.  Taking notes doesnt simply mean scribbling down or marking up the things that strike your fancy, say  Walter Pauk and Ross J.Q. Owens in their book, How to Study in College. It means using a proven system and then effectively recording information before tying everything together. Cognitive Benefits of Note-Taking Note-taking involves certain cognitive behavior; writing notes engages your brain in specific and beneficial ways that help you grasp and retain information. Note-taking can result in broader learning than simply mastering course content because it helps you to process information and make connections between ideas, allowing you to apply your new knowledge to novel contexts, according to  Michael C. Friedman, in his paper, Notes on Note-Taking: Review of Research and Insights for Students and Instructors, which is part of the  Harvard University Initiative for Learning and Teaching. Shelley OHara, in her book, Improving Your Study Skills: Study Smart, Study Less, agrees, stating: Taking notes involves  active listening, as well as connecting and relating information to ideas you already know. It also involves seeking answers to questions that arise from the material. Taking notes forces you to actively engage your brain as you identify whats important in terms of what the speaker is saying and begin to organize that information into a comprehensible format to decipher later. That process, which is far more than simply scribbling what you hear, involves some heavy brainwork. Most Popular Note-Taking Methods Note-taking aids in reflection, mentally reviewing what you write. To that end, there are certain methods of note-taking that are among the most popular: The Cornell method, where you divide the paper into three sections: a space on the left for writing the main topics, a larger space on the right to write your notes, and a space at the bottom to summarize your notes; review and clarify your notes a soon as possible after class; summarize what youve written on the bottom of the page; and finally, study your notes.Creating a mind  map,  a visual  diagram that lets you organize  your notes in a  two-dimensional  structure, says  Focus. You create a mind map by writing the  subject or headline in  the center  of the page then add your  notes in the form of branches that  radiate  outward from the center.Outlining, which  is similar to creating an outline that you might use for a research paper.Charting, which  allows you to break up information into such categories as similarities and differences; dates, events, and impact; and pros and  cons, says  East Carolina University.The  sentence method, where you record every new thought, fact or topic on a separate line. All information is recorded, but it lacks (the) clarification of major and minor topics. Immediate review and editing are required to determine how information should be organized, says East Carolina University. Note-Taking Tips There are, of course, other variations on the previously described note-taking methods, such as the two-column method, says  Kathleen T. McWhorter, in her book, Successful College Writing, who explains that to use this method: Draw a vertical line from the top of a piece of paper to the bottom. The left-hand column should be about half as wide as the right-hand column. In the wider, right-hand column, record ideas and facts as they are presented in a lecture or discussion. In the narrower, left-hand column, note your own questions as they arise during the class. Making a list  can also be effective, say  John N. Gardner and Betsy O. Barefoot in Step by Step to College and Career Success. Once you have decided on a format for taking notes, you may also want to develop your own system of abbreviations, they suggest. Note-Taking Tips Among other tips offered by note-taking experts:Leave a space between entries so that you can fill in missing information.Use a laptop, which allows you to download information to add to your notes either during or after the lecture.Understand that there is a difference between taking notes on what you read and what you hear (in a lecture). If youre unsure what that might be, visit a teacher or professor during office hours and ask her to elaborate. Among other tips offered by note-taking experts: Leave a space between entries so that you can fill in missing information.Use a laptop, which allows you to download information to add to your notes either during or after the lecture.Understand that there is a difference between taking notes on what you read and what you hear (in a lecture). If youre unsure what that might be, visit a teacher or professor during office hours and ask her to elaborate. If none of these methods suit you, read the words of author Paul Theroux, in his article A World Duly Noted published in The Wall Street Journal in 2013: I write down everything and never assume that I will remember something because it seemed vivid at the time. And once you read these words, dont forget to jot them down in your preferred method of note-taking so that you wont forget them.

A Study Of The Coca-Cola Brand Using Maslow Hierarchy Of Needs Theory

A Study Of The Coca-Cola Brand Using Maslow Hierarchy Of Needs Theory Maslow’s hierarchy of needs theory has existed for many decades and it is used to describe human beings behaviour and needs The theory describes how people have well defined needs which they desire to fulfil according to different degree of emergency. Physiological need is the first stage or the basic need stage which includes food, clothing, shelter, air and sex. Physiological needs are the factors that human beings cannot exist without and therefore they must be met (Lee, 2011). Moreover, the next step is the need of safety or security iswhere a person needs to feel secure or no harm can occur to him.The need of affiliation is another step where a person desires to interact with fellow human beings. The higher step in the hierarchy is the need for esteem where a person feels the need to be appreciated by people around him as a valuable person. The need for esteem may occur in a family setting or in a group in which one exists. The need for esteem may occur in an organization which the individual works in. An individual’s esteem may be fulfilled through recognition by status, sex, performance, experience, duration in which the person has been in the organization or by bonuses. The final stage of Maslow’s hierarchy of needs is the indispensablerequirement of self-fulfilment which shows a person’s desire to use all the abilities one has to reach the supreme level that can be reached to feel satisfied and comfortable (Dima, Man , Kot, 2010) . From the Maslow’s hierarchy of needs, the Coca-Cola company products and the brands can be classified in self-fulfilment or accomplishment level (Donovan, 2003). This is because these beverages are not a necessity, but are used to achieve a need of fulfilment or luxury. Consumers use these commodities to make their lives more comfortable. Conclusion The Coca-Cola Company is a known brand in Australia and it offers a variety of brands. Consumers use the five step process in making decisions on which products to buy by comparing the Coca-Cola products to other substitute products in the market before arriving to the decision of purchasing the products offered by theCoca-Cola Company. The factor that may mostly influence decision making in buying the products is the financial status of the consumer. This is because most people may not afford them therefore, foregoing the products or opting for a cheaper option. In the Maslow’s hierarchy of needs, the products can be classified in the self-fulfilment level since they are just needed to make the consumers more comfortable.

Mystery Piece Essay Example | Topics and Well Written Essays - 750 words

Mystery Piece - Essay Example The pianist is at home with both ensemble playing and solo playing. Commensurately, Elizabeth Wallfisch is also a seasoned Baroque violinist from Australia. The two musicians really represented a highly accomplished team, ideally suitable for rendering the sophisticated and complicated compositions by Beethoven. Going by the fact that the compositions showcased in this concert affiliated to chamber music, thereby they were played in a chamber. Not only were the acoustics of the selected chamber happened to be really good, but it also extended an aura of authenticity to the overall performance. It does needs to be mentioned that the music rendered by David Breitman and Elizabeth Wallfisch may sound a bit queer to a listener who is predominantly exposed to the musical performances involving totally modern instruments. The gut strings of the period violin used by Elizabeth Wallfisch had a distinctive tone of its own, thereby extending a wide range to the violinist which she astutely exploited in the fingering choices she made. The concert pitch adopted by the violinist was quiet low, a choice that allowed for an ease with intonation, while calling for a recurring retuning between movements. On the other side the fortepiano that David Breitman selected happened to be a vintage Viennese model in which the white keys happened to be black and the black keys happened to be white. Thereby the sounds made by this piano differed a lot from its modern day versions. The performance of both Elizabeth Wallfisch and David Breitman happened to be tenaciously lyrical in its melody, which not only did not fail to impress the classical virtuosos amongst the audience, but also had an impressive impact on the lay listeners. The playing of the fifth sonata on a fortepiano by David Breitman did allow for the possibility of preventing this composition from sounding way too pompous and dense as it happens