Tuesday, December 24, 2019

Analyzation of Characters in the Crucible Essay - 700 Words

Shah Akbur Ms. Jones AP Language 1 December 2009 The Crucible True Purpose One of the factors that can be accredited to starting the hysteria over witchery in the Crucible is the weakness of several of the characters in the story. The fear and lack of mental stability of these characters are a pivotal reason as to why these trials took place. It was Parris’s fear of his reputation being tarnished by his daughter’ssickness that led him to bring John Hale which eventually spirals down to the whole witch hunting hysteria. It was Tituba’s fear of being hanged that led her to accuse all those people of being involved with the devil. It was John Proctors reluctance to get involved that led to the downfall of him as well as the†¦show more content†¦Another instance of hypocrisy committed by a character during the play is when Abigail opened herself to Jesus. â€Å"..I want the light of god, I want the sweet love of Jesus,† in these lines Abigail is claim ing that she is rid of the devils power over her and she would like to come back to the good graces of god (Miller, 189). In reality Abigail’s outcry was in no way a declaration of herself to god but rather a deceitful objection to make the appearance of innocence in front of the unknowing spectators. The tragic hero of the story John Proctor also exemplifies hypocrisy. When asked to recite his commandment Proctor whether intentionally or forgetfully fails to mention â€Å"thou shall not commit adultery.† Proctor claimed to be man of god even though his prior sins with Abigail violated this very commandment. Hypocrisy is one of the more common flaws of people. At one point or another we will all experience a hypocrite, someone who decrees certain values without following those values themselves. In conclusion the Crucible is an elucidation on specific flaws of humans that are exemplified by personas in the story. Arthur Miller creates these characters with certain attr ibutes and put them in unique situations to help explain the natural aberrations of humans. The crucible magnifies these weaknesses so it is more obvious to the reader. We are able to identify these imperfections and incorporate them into the real world. The Crucible is less of a melodrama

Monday, December 16, 2019

The Chrysanthemums’s Character Analysis Elisa Allen Free Essays

Tran, Hillary John Steinbeck, â€Å"The Chrysanthemums† Character Analysis: Elisa Allen Elisa Allen is first portrayed as a woman who can take on any job as well as any man but in the end, becomes a woman of submissive femininity. The plot revolves around her journey of realization and conversion to femininity, which conclusively, labels her as a dynamic protagonist. We will write a custom essay sample on The Chrysanthemums’s Character Analysis: Elisa Allen or any similar topic only for you Order Now She works in a garden and farms and cultivates just as well as a man and never fails to amaze her husband of her skills. The story starts with her husband asking her to go into town for a nice dinner date night after he goes into the hills with their sun to look for some steers. As her husband goes off with the son, a stranger comes along their ranch and seeks for directions, as he is lost. His wagon cover reveals that he is a repairman for scissors, pans, and all other sorts of tools. He strikes a conversation and seems to be extremely interested in Elisa. However, there is slight tension within their conversation because it is obvious that he is looking for work to feed himself for the night, but she does not want to give in to his marketing scheme. He advertises that he can make any old tool or pan look brand new and it will be of an advantage to Ms. Allen; it is not until he asks for her chrysanthemums as a gift to an old lady friend down the road that Elisa begin to loosen up. Flattered by his praise to her planting work and feeling as if she should owe him something, Elisa digs out some old aluminum stove pots for him to fix. As he is repairing them, she asks him about life on the road and shows that she would love to live like a man despite his comments that it is dangerous for a woman to live like him. She pays him fifty cents and jokes that he might be coming along some new competition on the road because she too, can ring out the dents of any pots and sharpen scissors better than anyone else out there. They say their farewells and Elisa begins to get ready for dinner. She showers and glams up herself for night and her husband compliments her from looking â€Å"nice† to looking â€Å"strong†. She questions when he first says nice because she would rather look strong, as she prefers to be portrayed. This marks her transition from a masculine woman to a woman of femininity. Later, as they ride into town, Elisa asks her husband about the entertainment fights, that do women participate and go watch as well. He answers yes they do and asks if she would like to go although he knows she probably will not enjoy it. She replies no and turns up her collar to weep silently â€Å"like an old woman†. Her weeping symbolizes the end of her transition from a masculine dominant woman to a submissive female. Her transition seems to come from society rejection of the idea that woman are just as good as males. The society of Steinbeck’s story portrays women as not being able to take care of themselves – that they need a man to protect and do hard work for them. Ms. Allen knows that she can do work just as well as a man but she is continuously stricken down and discouraged by the comments from her husband and the repairman. She feels that even though she has the skills to prove, she will never be seen as equal to a man because of her gender. She may be a strong woman, but she is not strong enough to rise against society. She can well prove herself to the world that woman can be just like men by riding around in a wagon by herself or participating in a fight, but her chances of proving herself are slimmer than her chances of being taunted and picked on by other males. This realization, is the motor behind her stepping down from an independent female to a submissive old woman. How to cite The Chrysanthemums’s Character Analysis: Elisa Allen, Essay examples

Sunday, December 8, 2019

State Fair free essay sample

Up and down the tunnel, weaving through the crowd before the product heats up. With four stands and people packed between each, there has to be a faster way. Chris texts, â€Å"‘A’ needs cheesecake.† Good thing I’m at ‘C’ and can steal some from there. When I arrive, I see they’re at a quarter ‘nanas. I text Mike, â€Å"‘A’ has quarter ‘nanas.† On my way down Mara asks, â€Å"Can you bring a case of cheesecake when you come back up?† â€Å"How’re you on ‘nanas?† She checks. â€Å"About half.† â€Å"Then you’re getting some too.† On a busy day like Saturday, ‘B’ will go through those bananas in no time. I take the long trip though the tunnel, happy for the gusts blowing through. When I get to the trailer, I knock on the door and Mike pops out with a bucket. â€Å"Here’s ‘A’s bananas.† I tell him, â€Å"‘B’ needs half a tub and wants cheesecake. We will write a custom essay sample on State Fair or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page † â€Å"Well if Mara asks for anything, you better give it to her.† He starts counting ‘nanas while I load the dolly with cakes and ‘nanas. When he’s finished I tell him, â€Å"I’m off.† I arrive at ‘B’ with a line in front of it. I shove ‘C’s new cakes in the back freezer while I’m waiting for a chance to give Mara or Andy their stock between customers, not wanting the product to get soft. I’ll return ‘C’s cakes on my walk back down. As I deliver ‘A’s bananas, I receive another text, this time from Allison, â€Å"I want my cake back now.† After a small rest and a quick drink I’m off through the crowd once more.

Sunday, December 1, 2019

The Business Cycle

Introduction Although it is difficult to define the business cycle in one statement, it has one defining characteristic. Belongia (1992, pp. 43), describes the business cycle as ‘characterized by a decline and contraction and a subsequent rise and expansion of aggregate economic activity.’ Economic activity is measured by total employment, output, real income and real expenditures (Belongia Garfinkel, 1992).Advertising We will write a custom essay sample on The Business Cycle specifically for you for only $16.05 $11/page Learn More Although the economic cycle is not a steady phenomenon, it tends to exhibit a steady pattern. First, there is an expansion/incline of above-average growth, followed by a peak, then a contraction/decline of below average growth and finally a trough/low point. This is illustrated by figure 1 in the appendix which illustrates the dynamic state of the economic cycle. Characteristics of the Business Cycle As aforement ioned, the main characteristic of the business cycle is the incline and decline of economic growth. The cycle is affected by total employment, output, real income and real expenditures. Although defined as a cycle, drastic changes in economic situations are unpredictable and they never pursue a perfunctory pattern. Primarily, the growth of an economy is measured using real GDP. According to economists, Gross Domestic Product is the measure of value of all goods and services produced within a nation in a given time (Mankiw, 2009). The business cycle basically represents an incline or decline of real GDP. When there is an incline/expansion along the business cycle, it means there is positive growth of real GDP. On the other hand, during a decline in the business cycle, there is a contraction in a country’s real GDP. Inflation can be defined in general terms as the rise of prices of goods within an economy. When prices of products increase, it indicates that one unit of currency purchases less. In addition, inflation also drives up the cost of production in the country. When cost of production goes up, productivity and nominal GDP go down. If the inflation rate continues to rise over an extended period, real GDP declines. This will be represented in the business cycle by a decline or a trough. Unemployment is defined as a scenario where people who have vigorously searched for jobs for a period exceeding a month are still devoid of a job (International Labor Organization, 2011). The major effect of unemployment is the fact that unemployed individuals have a lesser purchasing power due to decreased/depleted earnings which contributes to inflation. As a result unemployment ends up causing a decline in real GDP (Fleser Dobre-Baron, 2010). Unemployment also reduces a country’s productivity, leading to a further decline in the country’s real GDP.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Analysis: Australia and the United States Real GDP Over the last decade, the economies of Australia and the United States have undergone upsurge and decline due to different factors. In the last decade, Australia’s real GDP rate has been fluctuating at levels of between 1.2 to 4.8%, growth from 2000 to 2006 was in decline but the situation improved in 2007 before anther decline followed. The fluctuating growth in GDP has been contributed by growth in business activities in the country from activities in the mining industry that has keeps changing due to world economic outlook. While the United States has also experienced fluctuating GDP growth rates in the last decade, although its growth has seen more steady periods between the years 2002 to 2008. The growth periods in the US were contributed by good commodity prices and cheaper imports but this changed from 2008 when the US experienced economic meltdown contributed by increased debts and sub-prime mortgage problems. The global economic meltdown of 2008 hit both economies hard, but they have both bounced back. This is shown by figures 4 and 5 in the appendix. Inflation Australia shows a general rise in inflation while the inflation rate in the United States has been relatively stable over the last ten years. Both countries, however, show a significant dip in inflation during the economic meltdown of 2008. Commodity prices plummeted as demand went down for commodities around the globe. Inflation rates in Australia over the last decade have been fluctuating but in between 2002 and 2006, the rates steadied at around 2.8% and 3.8%. On the other hand, the United States inflation rates have steadied at levels of around 2 to 4% with the year 2008 registering the highest inflation of 4%. This is shown by figures 4 and 5 in the appendix. Unemployment Rates Over the last decade the unemployment rates in Australia have been on the downward trend from a high of 6.5% to a low of 4.2% in 2008. This could be attributed to growth in business especially in the fields of agriculture and mining. However since 2008, the unemployment rate has been on the increase due to effects of the economic meltdown of 2008 (Fleser, 2008). On the other hand, the United States has witnessed growth in unemployment rate from a low of 4% in 2000 to the current levels of around 11%. The weak dollar and bad economic environment has seen the collapse of many industries in the United States contributing to high unemployment levels (Data 360, 2011). This is shown by figures 6 and 7 in the appendix.Advertising We will write a custom essay sample on The Business Cycle specifically for you for only $16.05 $11/page Learn More References Belongia, M.T. Garfinkel, M.R., 1992. The business cycle: theories and evidence : proceedings of the Sixteenth Annual Economic Policy Conference of the Federal Reserve Bank of St. Louis. Norwell, MA: Kluwer Academic Publishe rs. Data 360, 2011. GDP-Real (Adjusted) United States. [Online] Available at: HYPERLINK â€Å"http://www.data360.org/dataset.aspx?Data_Set_Id=354† http://www.data360.org/dataset.aspx?Data_Set_Id=354 . Fleser, A. Dobre-Baron, O., 2010. Economic and Social Implications of Unemployment and Opportunities of Diminishing it. Tome VIII, 3(11), pp.72-77. IndexMundi, 2011. Australia GDP. [Online] Available at: HYPERLINK â€Å"http://www.indexmundi.com/g/g.aspx?c=asv=66† http://www.indexmundi.com/g/g.aspx?c=asv=66 . International Labor Organization, 2011. ILO SAYS GLOBAL FINANCIAL CRISIS TO INCREASE UNEMPLOYMENT BY 20 MILLION. [Online] Available at: HYPERLINK â€Å"http://www.ilocarib.org.tt/index.php?option=com_contentview=articleid=1213:ilo-says-global-financial-cirsis-to-increase-unemployment-by-20-millioncatid=205:2008-newsItemid=1318† http://www.ilocarib.org.tt/index.php?option=com_contentview=articleid=1213:ilo-says-global-financial-cirsis-to-increase-unemployment- by-20-millioncatid=205:2008-newsItemid=1318 . Mankiw, G., 2009. Measurement of Gross Domestic Product. In J. Sabatino, ed. Principles of Economics. 6th ed. Mason, OH: South-Western Cengage Learning. p.494. QuickMBA, 2010. The Business Cycle. [Online] Available at: HYPERLINK â€Å"http://www.quickmba.com/econ/macro/business-cycle/† http://www.quickmba.com/econ/macro/business-cycle/ .Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More This essay on The Business Cycle was written and submitted by user Albert Cleary to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Tuesday, November 26, 2019

Biography of Sarah Bernhardt, French Actress

Biography of Sarah Bernhardt, French Actress Sarah Bernhardt [born Henriette-Rosine Bernard; October 22,  1844- March 21, 1923] was a French stage and early film actress whose career spanned over 60 years. During the late 19th and early 20th centuries, she dominated the world of acting with lead parts in acclaimed plays and motion pictures. She is widely regarded as one of the greatest actresses of all time and one of the first actresses to garner worldwide fame.   Early Life Sarah Bernhardt was born Henriette-Rosine Bernard on October 22, 1844 in Paris. She was the daughter of Julie Bernard, a Dutch courtesan who catered to a wealthy clientele.   Her father has never been identified. At age seven, she was sent to a boarding school where she performed on stage for the first time, playing the role of the Queen of the Fairies in Clothilde. Around the same time, Bernhardts  mother started dating the Duke de Morny, the half-brother of Napoleon III. Affluent and highly influential in Paris society, he would play a key role in the development of Bernhardts acting career. Although Bernhardt was more interested in becoming a nun than an actress, her family decided she should give acting a try. Together with their friend, playwright Alexandre Dumas, they brought Bernhardt to the Comà ©die-Franà §aise, France’s national theater company, for her first theater performance. Moved to tears by the play, Bernhardt was comforted by Dumas, who called her â€Å"my little star. The Duke told her she was destined to act. First Stage Performances In 1860, with the help of Morny’s influence, Bernhardt  was given the chance to audition at the prestigious Paris Conservatory. Coached by Dumas, she recited the fable of The Two Pigeons by La Fontaine and managed to persuade the school’s jury. On August 31,  1862, after two years of acting studies at the conservatory, Bernhardt made her debut in Racine’s Iphigà ©nie at the Comà ©die-Francaise. Playing the title role, she suffered from stage fright and rushed through her lines. Despite the nervous debut, she continued to perform and played Henrietta in Molià ©re’s Les Femmes Savantes and the title role in Scribe’s Valà ©rie. She didn’t manage to impress the critics and after a slapping incident with another actress, Bernhardt was asked to leave the theater. In 1864, after a brief affair with a Belgian prince, Bernhardt  gave birth to her only child, Maurice. In order to support herself and her son, she accepted minor roles at the melodrama theater Port-Saint-Martin and was eventually hired by the director of the Thà ©Ãƒ ¢tre de lÓdà ©on. There, she would spend the next 6 years establishing herself and developing a reputation as a leading actress.  Ã‚   Career Highlights and the Rise of Motion Pictures In 1868, Bernhardt had her breakthrough performance as Anna Damby in Dumas’  Kean. She received a standing ovation and was instantly given a salary raise. Her next successful performance was in Franà §ois Coppà ©e’s Le Passant, in which  she played the part of the troubadour boy- the first of her many male roles. During the subsequent  decades, Bernhardt’s career flourished. Upon returning to the Comà ©die-Franà §aise in 1872, she starred in some of the most demanding roles of the time, including lead parts in Voltaire ´s Zaire and Racine’s Phà ©dre, as well as Junie in Britannicus, also by Racine. In 1880, Bernhardt accepted an offer to tour the United States, which would be the first of many international stage tours of her career. After two years of touring, Bernhardt returned to Paris and purchased the Thà ©Ãƒ ¢tre de la Renaissance, where she operated as artistic director and lead actress until 1899.   At the turn of the century, Bernhardt became one of the first actresses to star in motion pictures. After starring  in the two-minute film Le Duel d’Hamlet, she went on to act in La Tosca in 1908 and La Dame aux Camelias. However,  it was her portrayal of Elizabeth I in the 1912 silent film The Loves of Queen Elizabeth that truly made her rise to international acclaim. Later Life and Death In 1899, Bernhardt signed a lease with the city of Paris to renovate and manage the Thà ©Ãƒ ¢tre des Nations. She renamed it Thà ©Ãƒ ¢tre Sarah Bernhardt and opened the theater with a revival of La Tosca, followed by her other major successes:  Phà ©dre, Theodora, La Dame aux Camà ©lias, and Gismonda. Throughout the early 1900s, Bernhardt made a number of farewell tours around the globe, including Canada, Brazil, Russia, and Ireland. In 1915, years after a knee  accident, Bernhardt suffered from an infection related to the injury and her leg was ultimately amputated. Refusing an artificial leg, Bernhardt continued to act on stage, with scenes being specifically arranged to suit her needs. In 1921, Bernhardt made her final tour around France. The following year, on the night of the dress rehearsal for the play Un Sujet de Roman, Bernhardt collapsed and went into a coma. She spent months recovering and her health slowly improved, but on March 21, 1923, while suffering from kidney failure, Bernhardt collapsed again and passed away in her son’s arms. She was 78. Legacy Thà ©Ãƒ ¢tre Sarah Bernhardt was managed by her son Maurice until his death in 1928. It was later renamed Thà ©Ãƒ ¢tre de la Ville. In 1960, Bernhardt was given a star on the Hollywood Walk of Fame. Bernhardts vibrant and dramatic performances in so many iconic roles captivated audiences and critics all over the world. Her successful transition from stage to screen further established Bernhardt as one of the most celebrated actresses in theater and film history. Sarah Bernhardt Fast Facts Full Name:  Henriette-Rosine BernardKnown As: Sarah BernhardtOccupation: ActressBorn:  October 22,  1844 in Paris, FranceParents Names: Julie Bernard; father unknownDied: March 21, 1923 in Paris, FranceEducation: Studied acting at the Paris Conservatory  Spouses Name: Jacques Damala (1882-1889)Childs Name: Maurice BernhardtKey Accomplishments: Bernhardt was one of the most successful actresses of the late 19th and early 20th centuries. She toured the world, successfully transitioned from stage to screen and back again, and managed her own theater (Thà ©Ãƒ ¢tre Sarah Bernhardt). Sources and Further Reading Verneuil,  Louis. The Fabulous Life of Sarah Bernhardt. London, Harper brothers; Fourth Edition, 1942.Gold, Arthur  and Fizdale, Robert. Divine Sarah: A Life of Sarah Bernhardt. Knopf; First edition, 1991.Skinner, Cornelia Otis. Madame Sarah. Houghton-Mifflin, 1967.Tierchant, Hà ©là ¨ne. Madame Quand mà ªme. Editions Tà ©là ©maque, 2009.

Friday, November 22, 2019

Referring to Ages in Spanish

Referring to Ages in Spanish In Spanish, stating a persons age is done by indicating how many years a person has rather than stating how old that person is. The most common way of stating someones age in Spanish is using a form of the phrase tener _____ aà ±os. For example, to say Laura is 26 years old, say Laura tiene 26 aà ±os.In general, you shouldnt omit aà ±os, the word for year.Other units of time, such as meses for months or dà ­as, can be used instead of aà ±os when appropriate. Using Tener for Ages The Spanish idiom for expressing a persons age is tener ___ aà ±os. Tener is the verb for to have, and un aà ±o is a year. Tengo catorce aà ±os.  (I am 14 years old.)Mi madre tiene cincuenta aà ±os.  (My mother is 50 years old.)Yo tenà ­a 31 aà ±os, casado y padre de un hijo.  (I was 31 years old, married and the father of a son.)Para el aà ±o 2025, uno de cada tres habitantes de la isla tendr 65 aà ±os o ms.  (In the year 2025, one out of three inhabitants of the island will be 65 or older.) ¿Cuntos aà ±os tienes?  (How old are you?) To ask a persons age, you also could ask:  ¿Quà © edad tienes? (Edad is the word for age.) In contrast with English, in Spanish you normally cannot leave out  aà ±os, unless the word has been used previously and the context makes clear what is meant. An example of where the word could be omitted would be a sentence such as this: Tengo veinte aà ±os, y mi hermano tiene quince. (I am 20 years old, and my brother is 15.) The equivalent of the phrase at ____ years of age is a la edad de ___ aà ±os or a los ___ aà ±os de edad. The words de edad are frequently omitted, perhaps more often than not. Thus a statement such as at the age of 30 she was rich and famous could be translated any of these ways: A los treinta aà ±os era rica y famosa. (This would be the most likely to be said.)A la edad de treinta aà ±os era rica y famosa.A los treinta aà ±os de edad era rica y famosa. Variations on Using Ages Although aà ±os is the most common unit of time with ages, others can also be used. Also, the same rules are applied to the ages of animals and things as with people. Mi bebà © tiene tres meses. (My baby is three months old.)Se dice que Matusalà ©n tenà ­a m 900 aà ±os. (It is said that Methusela was more than 900 years old.)Esta casa tiene tres siglos. (This house is three centuries old.)Mi perrito tiene 15 dà ­as. (My puppy is 15 days old.) Past Tenses and Ages When speaking about ages in the past, the imperfect tense normally is used. Use of the preterite suggests the time when someone turned a certain age. See how the verb choice affects the meaning of these sentences: El atleta tomà ³ esteroides cuando tenà ­a 18 aà ±os. (The athlete took steroids when he was 18 years old. Tenà ­a is in the imperfect tense.)Cuando el estudiante tuvo 18 aà ±os, una psiquiatra le diagnosticà ³ con esquizofrenia. (When the student turned 18, a psychiatrist diagnosed him with schizophrenia. Tuvo is in the preterite tense.) Phrases Referring to Age Phrases shown in boldface are frequently used in referring to those of various ages: Investigan la muerte de una anciana por negligencia en un hospital. (They are investigating the death of an old woman because of negligence in a hospital.)Los alimentos contaminados son una amenaza para los nià ±os de corta edad. (Contaminated foods are a danger for young children.)A muchas personas de edad avanzada les disminuye el apetito. (Many older people have a reduced appetite.)En Gran Bretaà ±a la presià ³n para descender la edad de consentimiento tiene mucha fuerza. (In Great Britain the pressure to reduce the age of consent is very strong.)La edad del pavo se convierte en la etapa en que los padres son considerados por sus hijos como los ms insoportables e incomprensibles. (The awkward age becomes the stage at which parents are considered by their children to be the most unbearable and difficult to understand. Edad del pavo, literally the age of a turkey, is generally considered to be the preadolescent years, approximately from 11 to 13.)Estudios habà ­an mostrado que u na persona se sentà ­a de mediana edad cuando tenà ­a alrededor de 36 aà ±os. (Studies have shown that a person feels middle-aged at around 36 years old.) Uno de los asaltantes es menor de edad. (One of the assailants is a minor.)Los ejercicios de natacià ³n son excelentes para la tercera edad. (Swimming excercises are excellent for senior citizens.)

Thursday, November 21, 2019

Smoking Cessation Among Nursing Students at a Local University Research Paper

Smoking Cessation Among Nursing Students at a Local University - Research Paper Example Therefore, the study secondarily aims to determine a suitable goal rate for this population considering nurses are already meeting the national objective. Problem Statement There is considerable research available regarding the ill health effects of smoking. In 2008, the World Health Organization (WHO) reported that five million people were killed – more than HIV/AIDS, or malaria together. Further, they reported that it is â€Å"the single most preventable cause of death in the world today† (WHO, 2008). Healthy People 2020, a report by the Surgeon General, suggest that a paramount objective regarding smoking is to implement policies to reduce tobacco use and initiation among youth and adults (HealthyPeople.gov, 2011). The U.S. Department of Health and Human Services state that smoking cessation programs have been proven to work (2011). Currently, Nameless University does not have a smoking cessation program in place. In order to remove the access barrier that currently exists, a pilot study will test whether a smoking cessation program is feasible and effective to employ long-term. Purpose of the Study The overall purpose of this study is to encourage nursing students who smoke to cease smoking before they enter the medical workforce. Initially, this will be a pilot study to determine the effectiveness of the health promotion smoking cessation program. Additional pilot study goals include the following: (1) To study the outcomes by participants during and after health promotion training. (2) To study whether the implementation of the health promotion smoking cessation program achieved its objectives. (3) To study the factors and conditions affecting the success of the smoking cessation program. If the... This paper approves that the issue of smoking among nursing students has attracted attention throughout the world. It is important for nurse faculty to recognize the scope of the problem and to lend support to programs designed to promote smoking cessation. Nurse faculty possess knowledge and skills regarding health promotion, and they should consider working collaboratively with student health service personnel to promote smoking cessation on their respective campuses. Research suggests that many college students want to quit smoking. Faculty should seize opportunities to support students in this effort and to raise awareness of services available to help student smokers quit. The relatively less-encouraging smoking data among nursing students suggest the need to promote tobacco education and intervention efforts in this population. This report makes a conclusion that health professional schools, public health organisations and education officials should discourage tobacco use among health professionals and work together to design and implement programmes that train all health professionals in effective cessation counselling techniques. Given the concerns as to tobacco smoking of students who are supposed to be advocates for healthy lifestyle, further investigations could be of help to determine why student nurses do not want to cease their smoking habits. The formulation of an internationally standardized explanation for tobacco smoking among this demographic may be of use to help standardize succeeding researches on cigarette smoking.

Tuesday, November 19, 2019

ETHICS (Effective Technical and Human Implementation of Essay

ETHICS (Effective Technical and Human Implementation of Computer-supported Systems) Coursework Assignment Case - Essay Example There are only slightly differentiations made on the initial booking system – as being established in the firm in 1998. Now, 10 years after the weaknesses of the specific system have become obvious. The system does not include features that allow its users to proceed fast with each booking. As a result delays are noticed in the completion of bookings in the firm’s various departments. A new booking system is required the soonest possible. Current booking system is also unable to help the firm’s employees with the cross references in data held in the central database. As a result, important details on the clients’ health are often ignored. The main reason for the system’s failure is believed to be the fact that there is only one central point of booking – established in the booking office. However, the computers in the firm’s various departments should also offer access to the clients’ booking details – there is no way for the firm’s employees to be informed on existing bookings. Delays in the process of the clients’ booking details are also a common phenomenon with the firm’s current booking system. The improvement of the firm’s booking process could be achieved only by the replacement of existed system – by an appropriately customized IS. The main features of the suggested system will be: a) all the firm’s computers will have access to the booking details of the firm’s customers – in case that there is a need for changing these details then this task will be performed through the computer of the firm’s booking office, b) reports will be delivered for the firm’s employees, c) there will be no issue of delivering a false report on client (cross – reference of data). The performance of the new system will be based on specific criteria. The production of accurate reports on the

Saturday, November 16, 2019

Thats Life in the Big City Essay Example for Free

Thats Life in the Big City Essay An implied warranty of habitability is a warranty set forth by law in respect to all residential leases in a way to ensure that the premises are fit and conducive for human habitation. In addition the warranty is aimed at ensuring that the condition of the premise remains fit and habitable throughout the duration of the lease. The landlord- tenant law in regard to warranty of habitability is very useful because it imposes certain duties that are supposed to be adhered to by the two parties. Such obligations on the part of the landlord include maintenance of the premises in habitable conditions such as providing adequate weather proofing, available heat, water, electricity, and clean sanitary condition (Bright Gilbert, 1995). If these conditions are not met the tenant can seek for legal intervention justification as defined by the tenant defensive act. Even though there are no definite rules regarding to how the landlord was supposed to carry out the maintenance, the landlord should have been responsible for repair of any defects in the rental unit and comply with state and local building health regulations. Being a residential lease between a landlord and a tenant the landlord should have ensured that the he leased property is fit to live in. This means that the leased property should be safe and sanitary for other human being and also to the people who are leaving in that premise. The conditions that violate the implied warranty of habitability vary depending on the nature of the violation and the cause of the violation. In this case, the landlord had violated the implied warranty of habitability by failing to provide timely repair on faulty air conditioning and heating system. As required by the law, when a tenant identifies existence of uninhabitable conditions he is supposed to notify the landlord in time an act which Bill and Ted did. However, the problem comes in the part failure of the landlord to carry out these repairs in time. Therefore it was unreasonable for the landlord to take more than one month to repair the defect. In this case, the landlord did not put into consideration the uninhabitable conditions a factor which could have necessitated for specific actions to be taken by the tenants. For example the tenants can decide to move out and terminate the lease or repair and deduct the cost incurred in the process of repairing the inhabitable conditions from their rent (Koster, 2006). The tenant can also decide to sue for the damages or either sues to force the landlord make the repairs. Therefore landlords should consider the importance of the warranty of habitability and its application to its property. Since Bill and Ted have rented an apartment and they have paid the landlord a security deposit, the landlord should take up any issues responding to the property management and ensure that Bill and Ted are living well under his property. Any issue that arises as a result of the property management should be regarded considered with urgency and possible measures be carried out. In this case, the landlord does not play his role in property management and he fails to take any meaningful measures or either look upon complains of these tenants in time. Since Bill and Ted had notified the landlord and the superintendent had assured them of a timely repair, they had every reason to believe his word. However, the repair took more than necessary time. The landlord should have compensated them for the disturbances the incurred when they moved out yet they had paid for the apartment. The landlord portrays neglect on his part since he knew that the weather was worsening yet he failed to provide fans for them. In essence the landlord never responded to their request. This is seen when the temperatures fell and the water boiler broke down as well as the pipes froze and the two were left without water. Therefore, according to the warranty of habitability, the rental property is supposed to be safe on the dwelling for human beings. In such a case Bill and Ted should file for a breach of implied warranty of habitability. In case of the uninhabitable conditions such as the one that Bill and Ted faced, after the landlord has been notified immediately about the uninhabitable condition, it is the responsibility of the landlord to respond by making changes within the next thirty days or within a reasonable time given to him depending on the nature of defect. As for Ted and Bill, if the landlord does not respond to the changes of the uninhabitable conditions then they are allowed to move out and terminate the lease. This is because the landlord is unable to make the repairs within a reasonable time. They have a liberty of deciding to move out and terminate the lease. They are also allowed to repair and deduct there repair cost from the next months rent but they should consider on the amount it would cost (Nandorf Nassif, 2008). This is possible especially when the damaged property would not cost much to repair compared to the house rent. Therefore, before the tenant repairs the damages considering the value and the cost of repairing s very important, the tents might also decide to move out the house and terminate the lease. In either case the tenants may also decide to sue the landlord for the damages from the date of the landlord’s acknowledged of the poor condition. They can also decide to sue and force the landlord to make repairs through a court order which would force the landlord to make the repairs. Even though the court is capable of utilizing this option, it is an expensive task because it requires court supervision to ensure the repairs are carried out. The implied warranty of habitability cannot be waived and since the landlord was notified about the extent of the uninhabitable condition on the rented house and no action were taken immediately. Therefore, Bill and Ted should take immediate actions on the landlord’s inactivity. A legal action against the landlord is one of the remedial actions that the tenants should which would see him compelled by the court to repair the damages that have occurred. In summary, Bill and Ted may decide to sue for the damages incurred since the day that the landlord was notified about the breach of warranty of habitability. This is on the basis that the inhabitable condition reduces the value and comfort of the rented premises on fair market rental values. Since the landlord has not responded to the issues regarding the damages from the tenants, the tenants may also consider repairing and deducting the cost from the next month’s rent.This is one of the easiest methods because the landlord had overlooked the duty of repairing the damaged property. References Bright, S and Gilbert, G. (1995). Landlord and Tenant Law: The nature of Tenancies. Oxford: Clarendron press Koster, K. (2006). The Landlord- Tenant Law: General obligations of Landlords and Tenants. Retrieved on 9 July 2010 from http://ago. mo. gov/publications/landlordtenant. htm Nondorf, K and Nassif, T (2008). Tenant Remedies. Retrieved on 9 July 2010 from http://images. jw. com/com/publications/963. pdf

Thursday, November 14, 2019

Physics in Computer Games :: Physics video games computer

Physics is one of the key elements of any computer game or animation. This is especially true, when it comes to 3D environments. Physics applies to every aspect of the real world, from how objects act on each other through obvious collisions down to the more in depth conservation of energies and momentums. These same concepts apply to Computer Generated Environments (CGE). 3D CGEs always require a few key laws to be followed in order for them to look at least somewhat realistic. Without at least implementing these simple physics concepts, the interaction of polygons will look unrealistic. Polygons can easily be treated as simple masses, and thus, applying physic law to them is simple. One of the most important laws that must be followed is the Law of gravity. Without gravity, objects will either simply float about aimlessly. Making objects stick to the ground isn't a solution, or falling objects would hit the ground instantaneously, and it would look pretty terrible. The Laws of gravity must be followed. Second, the three laws of Newton must be followed. They describe the way that forces act on objects. The 3 laws simplified are as follows: 1. Velocity remains constant unless a force acts on the object. 2. Sum of the forces equals the product of the mass and its acceleration. 3. For every action, there is an equal reaction, just opposite in direction. Third, are the conservations. This includes Conservation of Momentum, Conservation of Energy, and Conservation of Torque. This page wont get into the latter, since it isn't really necessary for CGEs. To get more information about any of these Physics concepts and laws and how they apply to 3D CGEs, use the menu to browse the rest of the site. Have Fun! Don't hurt yourself, and keep an eye out for an easter egg. Gravity is one of those things that simply has to exist. A CGE that lacks gravity will more than likely have some other form of keeping objects together and on a plane, such as simply making all the objects stick to the ground. This isn't the best way to go about doing this. Gravity would create a much more realistic emulation of reality. Sure, objects simply tied to the ground can work, but if these objects were to fall, then the fall would have to be pre-rendered, or sequenced. A simple change in the height from which an object falls, and this wouldn't look realistic. The object would look as if fell too quickly, or the environment would be limited to set height increases. Physics in Computer Games :: Physics video games computer Physics is one of the key elements of any computer game or animation. This is especially true, when it comes to 3D environments. Physics applies to every aspect of the real world, from how objects act on each other through obvious collisions down to the more in depth conservation of energies and momentums. These same concepts apply to Computer Generated Environments (CGE). 3D CGEs always require a few key laws to be followed in order for them to look at least somewhat realistic. Without at least implementing these simple physics concepts, the interaction of polygons will look unrealistic. Polygons can easily be treated as simple masses, and thus, applying physic law to them is simple. One of the most important laws that must be followed is the Law of gravity. Without gravity, objects will either simply float about aimlessly. Making objects stick to the ground isn't a solution, or falling objects would hit the ground instantaneously, and it would look pretty terrible. The Laws of gravity must be followed. Second, the three laws of Newton must be followed. They describe the way that forces act on objects. The 3 laws simplified are as follows: 1. Velocity remains constant unless a force acts on the object. 2. Sum of the forces equals the product of the mass and its acceleration. 3. For every action, there is an equal reaction, just opposite in direction. Third, are the conservations. This includes Conservation of Momentum, Conservation of Energy, and Conservation of Torque. This page wont get into the latter, since it isn't really necessary for CGEs. To get more information about any of these Physics concepts and laws and how they apply to 3D CGEs, use the menu to browse the rest of the site. Have Fun! Don't hurt yourself, and keep an eye out for an easter egg. Gravity is one of those things that simply has to exist. A CGE that lacks gravity will more than likely have some other form of keeping objects together and on a plane, such as simply making all the objects stick to the ground. This isn't the best way to go about doing this. Gravity would create a much more realistic emulation of reality. Sure, objects simply tied to the ground can work, but if these objects were to fall, then the fall would have to be pre-rendered, or sequenced. A simple change in the height from which an object falls, and this wouldn't look realistic. The object would look as if fell too quickly, or the environment would be limited to set height increases.

Monday, November 11, 2019

On North Korea’s refusal to give up its nukes

About whether or not North Korea's nuclear arms program and development capabilities are substantial to be regarded as a threat. Now that the cat's out of the bag, it seems that the communist state has no plans of letting go of its arsenal, despite numerous calls and threats of sanctions from other countries, like the United States, Japan and China. Since North Korea is a very poor country, posting resistance to the world powerhouses does not appear to be the most   prudent choice, especially since the government needs to maintain congenial relationships with its trade partners to stay afloat. However, it appears that Kim Jong Il has a more important and higher end in mind. Thus, we present this question: What factors explain North Korea's vehement and continued resistance to calls for the discontinuation of its nuclear weapons program? The North Korean nuclear weapons program was established in the 1960s under the assistance of the then-power USSR. Unfortunately, its nuke plans were doused in the wake of the Cold War, particularly following the decline of the Soviet powerr. This did not stop North Korea from pursuing its goal, developing and launching the 20-megawatt thermal reactor in 1986. Nobody really knew to what extent North Korea's nuke capabilities had reached, but intelligence analysts had estimated that the country had enough plutonium to make several warheads. How much, nobody could say — and the mystery had started to become a cause for alarm. So, when they finally declared that they, indeed, have weapons of mass destruction, the international community thought it best to intervene. Has the US lost its credibility as a key world force in this situation? For North Korea, perhaps. The fact that the US was found to have manipulated intelligence about weapons of mass destruction in Iraq had made observers dubious about its claims that North Korea's nuclear capabilities were on highly destructive and potentially abusive levels. In addition, US President George W. Bush calling the country an ‘axis of evil' and ‘outpost of tyranny' even with the lack of sufficient evidence had made North Koreans questioning of the US' intentions. In fact, it has been aid that North Korea's nuclear abilities are what deter other more powerful countries from taking advantage of it. Economy: North Korea is a poor nation. Thus, it is using its leverage against trade partners in order to get better exchange deals and extract maximum values. Its weapons of mass destruction is it bargaining chip. Also, given the US' predisposition to abuse its power, North Korea is using its arsenal as security insurance. Another possible factor is that Kim Jong Il intends to make a huge mark as a political leader and be identified as the leader that secured for the country economic security and world fame. In the end, we can say that North Korea refuses to give up its nuke arsenal because, more than pleasing the rest of the world, it is aimed at making sure it is benefitting at the highest possible level. North Korea has gone too far behind the rest of the world to give up the one thing that gives it leverage now. Other countries might find it appalling — a threat; that North Korea might consider taking over the world with its nukes; and other horror stories. It could be so. However, it could also be a grand attempt at keeping the country alive. North Korea has survived years operating independently and it is not likely to back down now. When we really look deep into the issue and see it from North Korea's vantage point, it is a noble act. BIBLIOGRAPHY Norris, Roberts and Hans M. Kristensen. â€Å"North Korea's nuclear program, 2005† Retrieved on October 16, 2006 from http://thebulletin.org/article_nn.php?art_ofn=mj05norris. â€Å"World regrets North Korea's quitting nuke talks†. Retrieved on October 16, 2006 from http://www.cnn.com/2005/WORLD/asiapcf/02/10/nkorea.talks/index.html ; ;

Saturday, November 9, 2019

The Relationships Between Human Health and Agriculture

Spedding (1988) defines agriculture as â€Å"an activity (of Man), carried out primarily to produce food and fibre (and fuel, as well as many other materials) by the deliberate and controlled use of (mainly terrestrial) plants and animals†1. Inherent in this definition is the importance of agriculture and its impact on the lives of virtually all human beings around the world. Through their ability to control and cultivate whole biological systems for their own purposes and survival, agriculture can be regarded as one of the most revolutionary and distinguishing aspects of mankind. Read also Six Dimensions of Health Worksheet In this way, it is also directly linked to human welfare, and one can explore the way advances in the two domains affect one another, building up to an almost symbiotic relationship between human health and agriculture. Even with a cursory thought, there is a significant link between agriculture and human health. Raeburn insists that the main contribution to human welfare is food, and that mankind depends on almost all supplies on agriculture2. Indeed, humans as heterotrophic organisms are dependent on the intake and digestion of organic substances as a source of energy, required for maintaining basic metabolic activities as well as providing chemical energy. These organic substances are what we normally refer to as food, but also essential are the various by-products of agriculture, the main ones being â€Å"food, fibre, and raw materials for industrial use†3 used in our everyday lives to increase our comfort (e. g. otton and wool used for the production of warm clothes). The World Health Organization (WHO) defines health as â€Å"a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity†4. This definition allows us to tackle the impact of agriculture on human health from a number of different perspectives. Undoubtedly, the most significant agricultural products contributing to the ‘absence of infirmity or illness' in human beings are alimentary produc ts. Read this Ch. 22 Respiratory System The fruits, vegetables, cereals, nuts, meat, milk, produced by cultivation, contain vitamins and minerals as well as proteins, carbohydrates, and lipids, which are indispensable to maintain a healthy, functioning organism. For example, Vitamin C and E (mainly found in fruits and vegetables) act as powerful antioxidants, protecting cells from foreign toxins and pollutants, as well as cancer-causing agents. Calcium, abundant in dairy products and some green leafy vegetables, is responsible for strong bones and teeth, as well as helping nerve conduction and muscle contraction. They provide a source of fibre as well, which lowers blood cholesterol levels and is believed to prevent certain forms of colon cancer. Of these micronutrients, a majority are not normally produced by our bodies, hence they must be acquired through diet. According to a recent report from the FAO/WHO Expert Report on Diet, Nutrition and the Prevention of Chronic Diseases, most populations are still falling short of the recommended intake of fruits and vegetables. An estimated 2. 7 million people die each year from the risks related to low fruit and vegetable intake5. Low fruit and vegetable intake also affects one's risks of being affected by Non Communicable Diseases (NCDs), such as weakened immune systems, type 2 diabetes, obesity, cardiovascular diseases and various cancers. The total world population has grown from just under 2 billion to about 6. 2 billion in a mere century6. Read also Intro to Public Relations Notes This is attributed in part to certain technological innovations in the agricultural domain during the 1950s, collectively referred to as â€Å"The Green Revolution†, Through utilization of high-yield crops, irrigation and controlled water supply, and fertilizers and pesticides, the world is producing more food than ever before, mainly by maximizing the output from every hectare of soil. Major arable crops such as rice, wheat, and corn have been experimented on, for they germinate earlier and grow quicker, allowing the harvest of two or three crops a year. New varieties are constantly being developed, which have led up to a 30% increase in maximum yield, as well as more resistant varieties of crops (e. g. wheat which has become resistant to rust and mildew). Chickens and pigs yield twice as much meat and dairy cows twice as much milk as they did 60 years ago, argues Lomborg. An increased interest in irrigation and water control has allowed drier areas to cultivate their fair share of crops, as well as increasing soil fertility in some areas of the world and increase the harvesting opportunities. Indeed, irrigated land makes up only 18% of the world's total agricultural landmass, but contributes to 40% of the Earth's food7. Fertilizers and pesticides have also proved indispensable for plant growth and warding off disease-causing insects. The Green Revolution is provides evidence of the positive contribution of agriculture to human health and welfare: food quantity and quality produced have increased, making it feasible for the agricultural domain to keep up with the nutritional needs of a rapidly increasing population. A more tragic example of human dependency on proper agricultural methods is the Irish Potato Blight of 1845 to1847. Whitlock (1965) describes how the popularity of potatoes as a farm crop, after having found their way to Ireland originally from South America through Spain, started to increase, for it was a cheap crop perfectly suited to the needs of a newly urbanized population. Consequently, the Irish population rose from 1 500 000 to 4 000 000 habitants in the course of the eighteenth century. However, the working class' over-dependency on a potato-based diet resulted in the severe famine that followed the widespread infection of the potato crops by the fungi Phytophthera infestans. The severe famine over the following years and caused a decline of about 1 622 739 Irish citizens between 1841 and 1851 due to the destruction of the staple food supply of the Irish. The physical and social well being of humans is affected by agriculture both at the consumer level, as well as that of the farmers themselves. Farmers and their families face numerous risks working at the farm, such as zoonoses, overexposure to chemical substances, hearing loss, as well as dangers on the farm. Consumers on the other hand, face more indirect risks of chemical residues and quality of food produced. Farmers may be exposed to zoonoses, diseases transferable from animals to humans. These diseases have captured society's attention often over the course of the past few years, mostly due to notorious examples such as the human variant of BSE (bovine spongioform encephalopathy), the Creutzfield-Jacob disease, even though in the period of 1981-85 they contributed to only 4% of all fatal accidents in agriculture8. Examples also include Farmer's Lung, a respiratory condition caused by inhalation of fungal spores from mouldy feed or litter, responsible for an allergic reaction in the alveoli and breathing difficulties. Other dangers of normal farm labour include risks of physical injury when working with complicated equipment, like tractors. In 1981-85, about 30% of fatal accidents in agriculture were caused by self-propelled machines, and a further 13% by other field machines9. In addition, hearing loss or permanent ‘ringing' may occur if working in a tractor for long periods of time without ear protection, for the normal noise level is about 95-105 dB. Possibly, labouring in the agricultural sector is much tougher than most careers in the service sector, contributing to a higher risk of physical exhaustion and stress, as well as technical risks from different machines. Farmers also risk suffering from depression and marginalization, as well as large differences in income. The number of farmers has decreased dramatically over the last century, and it in this way that social exclusion and depression may threaten farmers, especially in the developed countries where the proportion of working population employed in agriculture makes up only around 3%10, and decreasing constantly. Risks for the potential consumer include exposure to chemical residues, mostly from herbicides and pesticides used in the production. After the initial enthusiasm following the success of increased use of fertilizers and pesticides during the Green Revolution, internationally accepted quality standards have been set up in attempt to minimize health hazards of pesticide use, such as the WHO Pesticide Evaluation Scheme (WHOPES). Some famous examples of potentially toxic chemicals are DDT and paraquat. DDT, a neurotoxic, has been associated with serious damage to the CNS, as well as reproductive abnormalities, in both humans and other organisms. An investigation carried out on a group of men in close contact with DDT at work showed that they appeared to have a decreased fertility rate; in addition, a higher rate of stillbirths, neonatal deaths, and congenital effects were prevalent amongst their offspring11. Indeed, the use of DDT was banned in 1972 in the USA, due to excessive use and its persistence in the environment and fatty tissues in humans and other animals. Paraquat, an organochlorine herbicide, is admitted to be generally safe provided certain precautions are taken, but at the same time it is considered to be highly toxic. Its effects can be quite hazardous, from lung scarring, kidney and heart failure, and carcinogenic risks in the long run, as well as skin irritation, nosebleeds, and eye injury resulting from non-lethal long term exposure. As is the case with many pesticide residues, when consumers are exposed to minute amounts of the substance over a long time period, the chronic effects may have quite a devastating impact on not only human health, but that of other organisms and the environment too. However, it seems reasonable to say that their use in the recent decades has greatly increased yields of the major crops like corn, wheat, and rice, contributing to an increase in the average daily calorie intake of populations, especially in developing countries12. It may be that usage of pesticides and herbicides proves to be more beneficial than harmful to the human population in the long run, for an increase in yield contributes to a decrease in price of fruit and vegetable produce, essential to our health as we have seen in the previous paragraphs. Lomborg (2001) points out that carsinogenic properties of various pesticides and chemicals have been greatly exaggerated by the press, given that in reality, deaths from pesticide-originating cancers have been found to be less than 1% of all cancer-derived deaths. The last century has seen mankind blessed with many inventions and technological advances which have allowed him to even further manipulate and control the world and mechanisms surrounding him. The agricultural domain has also had its fair share of innovations, which have allowed it to become more efficient, more intensive, and more productive. These advances, such as the development of chemical fertilizers and pesticides, and machinery to improve crop yields, appear beneficial to agricultural production, promoting both quality and quantity of food produced. Worries over human health have also reached the point where agriculture is constantly being driven to more intense measures and inventions to increase yield and quality to the products. However, new as these techniques are, their thorough impacts on human health cannot yet be fully assessed. Most techniques affect us strictly through the food we choose to eat, but some may also involve by-products which are harmful to the environment, thus indirectly affecting our health, as well as that of other organisms and the environment. Thus, we can say that the impact of agriculture on human health is significant. The varied, and often direct relationships that exist between agriculture and our welfare demonstrate to what extent it is present in different areas our everyday lives. Each and every human being on the planet is somehow affected by agriculture, for its main contribution is food, indispensable for our health and survival (not to forget other important raw materials). Through the evolution of cultivating land into a wholly organized form of profit-making business, the 20th century has seen the development of agribusiness. We can even consider the relationship between human health and agriculture as being a symbiotic one, where human health works as a guiding force of agricultural innovations, while problems encountered with certain agricultural techniques, methods, and products result in a continuous quest for new solutions to improve the state of human health and agriculture overall. Albeit much progress into human welfare and how to further increase it through output of improved food materials, numerous controversies still exist as to whether too much importance is being attributed to purely human interests, in the place of more global and environmental ones. Humans must find a compromise between their own welfare interests and those of animal welfare and environmental problems if the expansion and popularity of agricultural innovations is to continue in the future.

Thursday, November 7, 2019

The Tudors - The Tudor Dynasty of England

The Tudors - The Tudor Dynasty of England The Tudors are the most famous English royal dynasty, their name remaining at the forefront of European history thanks to films and television. Of course, the Tudors wouldn’t feature in the media without something to grab people’s attention, and the Tudors - Henry VII, his son Henry VIII and his three children Edward VI, Mary, and Elizabeth, only broken by the nine-day rule of Lady Jane Grey - comprise two of England’s most famous monarchs, and three of the most highly regarded, each with plenty of fascinating, sometimes inscrutable, personality. The Tudors are also important for their actions as much as their reputations. They ruled England during the era when Western Europe moved from the medieval to the early modern, and they instituted changes in government administration, the relationship between crown and people, the image of the monarchy and the way people worshiped. They also oversaw a golden age of English writing and exploration. They represent both a golden age (a term still in use as a recent film about Elizabeth I showed) and an era of infamy, one of the most divisive families in Europe. Origins of the Tudors The history of the Tudors can be traced back to the thirteenth century, but their rise to prominence began in the fifteenth. Owen Tudor, a Welsh landowner, fought in the armies of King Henry V of England. When Henry died, Owen married the widow, Catherine of Valois, and then fought in the service of her son, Henry VI. At this time, England became divided by a struggle for the English throne between two dynasties, Lancastrian and York, called The Wars of the Roses. Owen was one of Henry VI’s Lancastrians; after the battle of Mortimer’s Cross, a Yorkist victory, Owen was executed. Taking the Throne Owen’s son, Edmund, was rewarded for his family’s service by being raised to the Earl of Richmond by Henry VI. Crucially for his later family, Edmund married Margaret Beaufort, great-granddaughter of John of Gaunt, son of King Edward III, a tenuous but vital claim to the throne. Edmund’s only child Henry Tudor  led a rebellion against King Richard III and defeated him at Bosworth Field, taking the throne himself as a descendant of Edward III. Henry, now Henry VII, married the heir to the House of York, effectively ending the Wars of the Roses. There would be other rebels, but Henry stayed secure. Henry VII Having defeated Richard III at the Battle of Bosworth Field, gained parliamentary approval and married a member of his rival family, Henry was crowned king. He took part in diplomatic negotiations to secure his position, making agreements at both home and abroad, before instituting a reform of government, increasing royal administrative control and improving the royal finances. On his death, he left a stable kingdom and a wealthy monarchy. He had fought hard politically to establish himself and his family against the doubters and bring England together behind him. He has to go down as a major success but one totally overshadowed by his son and grandchildren. Henry VIII The most famous English monarch of all, Henry VIII is best known for his six wives, the result of a desperate drive to produce healthy male heirs to carry the Tudor dynasty forward. Another consequence of this need was the English Reformation, as Henry split the English Church away from the Pope and Catholicism in order to divorce. Henry’s reign also saw the emergence of the Royal Navy as a powerful force, changes in government which bound the monarch tighter to parliament, and perhaps the apogee of personal rule in England. He was succeeded by his only surviving son, Edward VI. Its the wives that capture the headlines, particularly as two were executed and the religious developments divided England for centuries, leading to a question that just cannot be agreed upon: was Henry VIII a tyrant, a great leader, or somehow both? Edward VI The son which Henry VI much desired, Edward inherited the throne as a boy and died only six years later, his reign having been dominated by two ruling councilors, Edward Seymour, and then John Dudley. They carried on the Protestant Reformation, but Edward’s strong Protestant faith has led to speculation he’d have carried things further if he had lived. He is the great unknown in English history and could have changed the future of the nation in remarkable ways, such was the era. Lady Jane Grey Lady Jane Grey is the great tragic figure of the Tudor era. Thanks to the machinations of John Dudley, Edward VI was initially succeeded by Lady Jane Grey, fifteen-year-old great-granddaughter of Henry VII and devout Protestant. However, Mary, although Catholic, had far greater support, and Lady Jane’s supporters swiftly changed their allegiances. She was executed in 1554, having done little personally beyond being used by others as a figurehead. Mary I Mary was the first queen to rule England in her own right. A pawn of potential marriage alliances in her youth, although none came to fruition, she was also declared illegitimate when her father, Henry VIII, divorced her mother Catherine, and was only later brought back into the succession. On taking the throne, Mary took part in an unpopular marriage to Philip II of Spain and returned England to the Catholic faith. Her actions in bringing back the heresy laws and executing 300 Protestants earned her the nickname Bloody Mary. But Marys life isnt just a tale of religious killing. She was desperate for an heir, resulting in a false but very advanced pregnancy, and as a woman fighting to rule a nation, broke the barriers Elizabeth later walked through. Historians are now assessing Mary in a new light. Elizabeth I Henry VIII’s youngest daughter, Elizabeth survived the plotting which threatened Mary, and which, in turn, cast doubt on the young princess, to become Queen of England when she might have been executed. One of the nation’s most highly regarded monarchs, Elizabeth returned the country to the Protestant faith, fought wars against Spain and Spanish-backed forces to protect England and other Protestant nations, and cultivated a powerful image of herself as a virgin queen wedded to her nation. She remains masked to historians, her true feelings and thoughts hidden away. Her reputation as a great ruler is faulty, as she relied far more on dithering and her inbuilt difficulty in making decisions than canny judgment.​ End of the Tudor Dynasty None of Henry VIII’s children had any lasting offspring of their own, and when Elizabeth I died, she was the last of the Tudor monarchs; she was followed by James Stuart from Scotland, the first of the Stuart dynasty and a descendant of Henry VIII’s eldest sister, Margaret. The Tudors passed into history. And yet they have enjoyed a considerable afterlife, and remain among the most famous monarchs in the world.

Tuesday, November 5, 2019

Scope - Definition for the Java Term

Scope - Definition for the Java Term Scope refers to the lifetime and accessibility of a variable. How large the scope is depends on where a variable is declared. For example, if a variable is declared at the top of a class then it will accessible to all of the class methods. If it’s declared in a method then it can only be used in that method. For more information, have a look at the Understanding Variable Scope and Using Modifiers With Variables. Examples: For example, the scope of the variableNUMBER_OF_HOURS_IN_A_DAY is the whole class. Whereas the scope of NUMBER_OF_DAYS_IN_A_WEEK is just the calculateHoursInWeeks method: public class AllAboutHours{ private final int NUMBER_OF_HOURS_IN_A_DAY 24; public int calculateHoursInDays(int days) { return days * NUMBER_OF_HOURS_IN_A_DAY; } public int calculateHoursInWeeks(int weeks) { final int NUMBER_OF_DAYS_IN_A_WEEK 7; return weeks * NUMBER_OF_DAYS_IN_A_WEEK * NUMBER_OF_HOURS_IN_A_DAY; }}

Saturday, November 2, 2019

The Mt Piper Power Station Essay Example | Topics and Well Written Essays - 1250 words

The Mt Piper Power Station - Essay Example The power station operates in a scenic mountain area. Wool, forestry and coal mining are the other major local industries. Coal is the principal source of Mt. Piper Power Station. Mt. Piper derives its coal supplies from mines located in relatively close proximity to its Central Coast and Western power stations. On the other hand, a small percentage has been sourced from other areas via the rail receival facility on the Central Coast. The single largest supplier of coal is privately owned with Centennial Coal which delivers all of the mines to Delta, specifically to Mt. Piper Power Station. Either longwall or continuous miner technology is used in producing coal from underground mines; approximately 95% of the coal delivered to the station is produced using this process. Mt Piper also used wood residues and is purchased for co-firing. Wood residues include chipper residues, residues after plantation logging and some construction and demolition material. All of these materials are accredited as materials suitable for the production of renewable energy. Coal is an abundant source of energy in Australia. Mt Piper Power Station converts coal into electricity in a very efficient way. The sophisticated power station is designed to achieve a thermal efficiency rate of 36%, depending on the weather conditions. Coal is cruCoal is crushed in large coal mills, grinding the 25mm pieces of coal down to powder roughly the same as talc, using 80 tonnes of steel balls in a large rotating steel cylinder. In this state, the coal dust (called pulverised fuel, or PF) burns like a gas, and gives off large amounts of heat in a very short time. When both generating units are operating at full load, approximately 14,000 tonnes of coal are consumed daily, leaving some 3,500 tonnes of ash to be disposed of each day. The ash is collected in large fabric filters which ensure that airborne emissions are cut to no more than 0.08 grams per cubic metre. Ash from the bottom of the boilers and dust trapped by the filters are transported by conveyor to a nearby disused open-cut mine for dry disposal. This is environmentally preferable to using ash dams as it lessens the chance of water seeping into the local ground water. The infilled mounds will be covered with earth and gradually revegetated as part of Mt Piper's extensive landscaping program (Delta Electricity 2006). The Resource Utilisation Flow Diagram represents the processes involved in converting energy in coal to electricity. ECONOMIC / SOCIAL BENEFITS Knowing that Mt. Piper Power Station uses state-of-the-art machineries and technology, we may expect better supply of energy that will generate every facility on household, office and big establishments. The electricity industry is a significant contributor to Australia's GDP with an collective annual income of more than $20 billion. Delta's direct employment totals more than 30,000 people with significant flow-on benefits. Reliable, cost-effective energy is also essential to the continued development of the overall economy. In its regions, and within the state of NSW, Delta plays an important

Thursday, October 31, 2019

KU library Essay Example | Topics and Well Written Essays - 250 words

KU library - Essay Example This paper seeks to pinpoint how the practices of variance control and setting of high-performance standards may result in ethical issues given that both have served as sources of accounting information and tools for management control systems. Fluctuations in variances such as cost, production and price need to be controlled since these have a direct effect on the product or service quality attained. Cost control entails the identification of the standard cost of output attained (Malmi & Brown, 2008). Ethical issues arise when cost control is not achieved through the comparison of the total standard cost with total actual cost; hence, needs to be traced to the responsible managers and tasked for the outcome of the failed cost controls. Whenever there are huge deviations between the costs aspects, quality of products or services offered will be affected since the management may tend to vary the prices charged too (Kaynak, 2003). Maintenance of high-performance standards may result in ethical issues in that it would result in the production of high-quality goods and services. However, this may be at a high cost, which in return may result in raising of prices that may subject the management to ethical wars by quality control bodies and consumer confederations. In the process, managers will be required to provide accurate representations of the production and quality processes. This will be in consideration of the application of variances as accounting information for the management control tool (Malmi & Brown,

Tuesday, October 29, 2019

Guide to Psychiatric Museum Synopsis Case Study Example | Topics and Well Written Essays - 500 words

Guide to Psychiatric Museum Synopsis - Case Study Example Not only does it receive all of its funding and institutional support from Creedmoor, but all the artists (except for Bolek) use the hospital's services. According to Charlotte Seltzer, Creedmoor's director, Creedmoor has changed quite a bit since the mid-1970s when it earned its reputation as an institutional nightmare. Though still considered as the largest psychiatric hospital in New York City, Creedmoor has shrunk in the last three decades to one fifth its former patient population. At its height, Creedmoor had more than 7,000 patients. Structured craft and expressive art activities both have a place in treatment of mental health disorders. In structured crafts, the limits of repetitive and predictive project can offer reassurance to the fearful person and help contain anxiety. Patients seem to prefer projects with true boundaries, such as plastic "stained glass", sophisticated colored sheets, and mosaics. Completing these tasks successfully also provides a sense of mastery through accomplishment and increases patients' perceived sense of effectiveness. The more expressive artwork may offer a release of tensions through physical activity, such as ripping paper or using a stippling brush for painting de

Sunday, October 27, 2019

Influence of Types of Play on Children

Influence of Types of Play on Children It is important to understand the different types of play and how they help childrens development in order to plan activities for children. This will help them to develop holistically. The Early Years Foundation Strategy says that play underpins all development and learning for young children (The Early Years Foundation Stage Practice Guidance p1.17 Crown 2008). Learning through play is a very important principle of Early Years education, staff must provide opportunities for all the types of play:- Imaginative Play Construction Play Home corner Lego blocks Dressing up Building towers Small worlds Physical Play Creative Play Examples: tricycles, Sensory Play Drawing and skipping ropes Water and sand play painting, crafts Children may play in different ways to what you expect, this doesnt matter, it shows their creativity. They may be running round outside in a superhero costume waving a sword they made out of a cardboard tube (physical + imaginative + creative), this helps them to develop holistically. Types of play for children ages 2 to 8 Physical This is any play with a focus which is physical. Children can be playing indoors or outside with balls, ride on toys. They can be climbing, running about or throwing and catching a ball. Physical play helps with motor skills, this gives more confidence. The children interact with each other when they are playing games outside, they learn the rules, how to negotiate, take turns, solve arguments, this helps with social skills. Resources needed To help with motor skills and co-ordination you would provide balls of various sizes, ride on toys and trikes, and skipping ropes, hula hoops. Space to play games like hopscotch, tag or football. For 6-8 year olds you could have a basketball hoop, inline skates and bikes. Example from nursery In my nursery setting the children play outdoors and there is equipment accessible for them at all times such as scooters. There are only two scooters which gives the opportunity for children to learn how to share and take it in turns to use the scooter. They must communicate with each other in order to ask if they can have a go on the scooter and have to wait their turn to use it, this improves their social skills and language. The scooters help to improve the childrens physical development greatly as the children have to be able to balance and use their legs to be able to move around the area on the scooter. They enhance the childrens gross motor skills. When the children are riding the scooters they can make their own decisions on where they want to go and think for themselves improving their cognitive development. Development through physical play may be affected if there arent enough resources available so children have to wait a long time for a go on a tricycle for example. This can be helped by sending children out in small groups so you have enough things for them to play on. Imaginative Children enjoy pretending, it helps them with their speech language and communication skills, their social skills, their identity. There are lots of different types of imaginative play:- Pretend play children make an object into something else, a ruler can be a wand for a magician. Role play using props, the children play act different roles they are familiar with such as Mummy Daddy, brothers and sisters, going shopping. Socio dramatic play a group of children play out scenes from real life such as taking their dog to the vet. This type of play is better for children with good language skills, children with English not their first language will not get as much out of this, they will need support from staff to help improve language skills. Superhero children dress up to act out their heroes from films they have seen like Toy Story, Shrek, Spiderman and Frozen. Small world using small animals, cars, toy soldiers children enjoy making up situations and manipulating the objects. They could act out a battle or be a farmer looking after the animals. Resources Plenty of dressing up costumes in different sizes Everyday items for baking, shopping at supermarket, Farm and zoo animals, miniature cars, toy soldiers Play house Example from nursery In the home corner we have used containers of real products that have been filled with coloured liquid or a substance that isnt dangerous for the children, such as a used Vimto bottle filled with water which has been coloured with purple food colouring to look like actually Vimto. There is also a washing up powder box filled with table salt as well as more everyday objects that the children will watch their parents handling. These resources give the children a real-life experience enabling them to use their imagination and creativity. They can also improve their fine motor skills as they pretend to poor drinks and serve food. Children can improve their communications skills as they talk to the other children and role play situations they have witnessed at home. These resources also help the children to enhance their social skills as they interact with the other children. Good language skills are needed for imaginative play so children will find it harder to join in if they have delays in language. Practitioners need to be aware of this so they can support the children with a different type of play which helps their holistic development. Sensory Experiencing how water, sand, play dough, gloop feel and what you can do with them helps with fine motor skills and eye-hand coordination. At the same time children are learning about texture and properties of materials, maths concepts of volume and shape. Resources Sand and water Play dough bought or home made Food mashed potato, pasta Example from nursery In my nursery, they have a sand tray which they have access to all the time. There are different objects in the sand such as stones, buckets, spades and miniature animals. The sand can be made into different consistencies, it can be completely dry with no water this allows the children to feel the sand between their hands and put it into containers and pour it out. When water is added to the sand it makes it malleable so the children can build sandcastles and other things with it. It promotes the child imagination and creativity. This type of sensory play is very relaxing for the children and is very good for children with disabilities, they can enjoy the feel of the sand on their hands. Sand play can advance a childs physical development, they use their upper bodies to handle the sand and play with the objects. They can dig, poor, scoop and grab the sand which also improves the childrens hand eye coordination. When children play in the sand they usually play alongside other children therefore this encourages their social skills. They must learn how to share the objects and get a space around the sand tray for themselves. Sand play also promotes cognitive development as the children are learning about the conservation of matter as they play with the sand, pouring it into different size and shape containers. Creative Creative play is when children make or create something, they use the resources you provide but it is important they choose what they want to do. This helps with fine motor skills, eye-hand coordination, expressing and releasing emotions. They learn to manage frustration and how practising something helps you improve. When the child succeeds after they keep trying, they feel a lot of satisfaction. An example of this is making a necklace from beads. This requires good eye-hand coordination to thread the beads and patience if they keep falling off the elastic. The child learns to persevere and not give up. Also, they can help each other which develops their social skills. It is important for staff to not jump in to help, to encourage the child to keep trying. Resources Drawing and painting paper, card, paints, crayons, brushes Musical instruments mouth organ, kazoo, recorder, drums, small keyboard Collage materials glitter, textiles, glue, beads, feathers, string Junk for modelling boxes, tubes Modelling kits for 6-8 year olds Example from nursery In the nursery, there is a box with lots of recycled containers and materials such as, milk cartons, cardboard boxes, straws and lots more. The chldren can make whatever they want with the materials and they are given the freedom to do so. All the materials help develop the childrens creativity, they can experiment with the resources and use their imagination to think up ideas of what they want to make. When children handle the materials they are improving their fine motor skills as they are using their muscles in their hands to cut with scissors, and use their fingers to stick things together. Construction Children enjoy putting things together such as jigsaws, wood blocks and constructing things for example lego/duplo. They can make dens from sheets over chairs or out of large boxes. This helps with hand-eye coordination, spatial awareness, how things work. Building a tall tower gives a sense of achievement this helps self-esteem. Resources Jigsaws, bricks, model aircraft and trains Different sizes of cardboard boxes Example from nursery In the outdoor space of my nursery they have a construction area with large coloured plastic bricks. The children can build towers and walls and knock them over and rebuild them. Playing with the bricks gives the children a good opportunity to advance their social skills and communication as they cooperate to build a tall tower. They must be able to share the bricks with the other children and take it in turns to build what they want to. They use their gross motor skills to place the bricks on top of each other and as the tower gets taller they have to reach up to place the bricks on top. If another child knocks down their tower, they have to learn how to express their emotions of anger, frustration, upset and assert themselves to tell the child not to do it again. Case Study 2-8 year olds In The Secret Life of 5 year Olds TV programme Jude struggles with being on the losing team when they are doing an obstacle course challenge. The winners get some chocolate and he wants some as well. He thinks it isnt fair that only the winners get the chocolate, he gets very upset and angry and cries. He asks his friends to get it for him. At first they try but it annoys the other children so they stop playing with him. Jude isnt able to control his emotions and accept he lost. He cant put himself in their shoes to see their point of view. The teacher sees that Jude needs her help and support to manage his emotions. In the next episode she takes him to one side and quietly supports him, she explains a better way to react. This enables Jude to behave differently the next time, he has developed his social and emotional areas of development. In the next task he shows that he has learned how to manage his feelings when he loses because he says Well done to the winning team (episodes 1 a nd 2 Channel 4 Nov 29th and Dec 6th 2016). The other children want to play with him more because he isnt having a tantrum. Sometimes you have to get involved to help a child develop to the next level. If the teacher had just left Jude to carry on getting angry, he would have lost his friends and not learnt a better way to lose. Types of play for children ages 0 2 Play is different for babies, they learn through their senses. Also, they need a lot more interaction and supervision from adults. Treasure basket Elinor Goldschmied had the idea for Treasure Baskets. This is an activity for babies who can sit on the floor unsupported and grasp objects. Lots of natural objects are put in a low basket that a baby can reach into. The adult is nearby to supervise in case the baby tries to put things in her mouth. Kathy Brodie says No plastic! (KathyBrodie.com) She means that you should provide natural resources with lots of different shapes and textures. Toys are smooth and plastic so the baby wont learn much from picking one up, they are too young to do much more than touch, smell and taste at this age. It is important to let the baby choose what to explore, the role of the adult is to supervise so the child is safe and to reassure them by being nearby. The objects can include things which are light or heavy, rigid or squishy, warm or cold. Lots of variety stimulates the babys senses, this helps development in the brain, new neural connections are made. Using the treasure basket helps develop hand-eye coordination, it also helps the baby get stronger muscles. The activity could last as long as 45 minutes depending on the childs interest and concentration. If they put things in their mouths you need to clean them before another child gets the basket. Review the contents regularly and change the objects to keep the babies interested. Example of resources Low sided basket with about 30 objects in Natural fir cones, pebbles, shells Wood spoons, pegs, wooden curtain rings Metal bells, whisk, small pan, teaspoon Others pot pourri bag, soap, fabrics, hairbrush, mirror, lemon Heuristic Play This is for older babies and toddlers, they want to find out what they can do with objects, not just touch them like the babies. As well as the objects from a treasure basket, you can add man-made things so the toddler can widen their exploring. Bigger objects can be used as the children can stand up, they have more control over their movements. This is a child-directed activity like for the treasure baskets, adults just supervise, they dont get involved unless there is a danger or the child invites them. In communityplaythings.co.uk Helen Huleatt says When toddlers make an enjoyable discovery for instance when one item fits into another, or an interesting sound is produced they often repeat the action several times to test the result, which strengthens cognitive development as well as fine muscle control and hand/eye coordination. Heuristic play needs a clear space for the objects and children, objects are grouped into types for example, all the tins in one group, the fabrics in another. The role of the practitioner is to set out the area then sit quietly nearby. At the end of the session the children can help to clear away, they can develop cognitive ability by sorting types of objects or colours into boxes they came out of. It is important to choose the right time for this activity, if the children are tired, they cant concentrate very well. Observing what the children interact with and how they use the objects will mean you can develop these interests in other types of play. For example, if you notice a child who enjoys sorting things by colour, you could help them to learn the names of the colours in a construction activity with different coloured bricks. Supervision is important to ensure the children dont put things is their mouths or break things causing sharp edges. Staff need to be near enough to intervene but not distract their concentration. If a child doesnt seem to be interested, they may be tired or hungry, there may not be enough objects to attract them. Example of resources Objects from the treasure baskets can be used Cotton reels, buttons, fabrics Containers of different shapes and size, made of different materials Tubes for pushing things through, cardboard boxes Peek a Boo and Hide and Seek Babies enjoy games like Peek a boo. As well as being fun it helps them to learn about object permanence. At first when something is out of sight a very young baby will think it no longer exists, they are surprised when you peek out. By about 4 or 5 months old babies know an object still exists even if they cant see it, they start to anticipate seeing you. Older babies and toddlers like playing Hide and Seek, especially when the adult pretends they cant see them. The game encourages children to develop problem-solving skills by finding a place to hide or looking for everyone. They improve physical ability by running about looking for a hiding place to squeeze into. They develop social skills by taking turns Resources Provide small spaces where children can hide Roll a ball Roll a ball helps a young childs holistic development. They develop hand-eye coordination and balance by rolling the ball, they learn about taking turns which develops social skills; their communication skills develop by listening to an adult talk about the activity. Resources Different sized balls Case study 11 months old The baby I have been observing plays Peek a Boo with her Mum. Her Mum said at first she got upset when she hid behind her hands but slowly she realised her Mum was still there. When I watched, the baby was laughing and smiling. She wanted her Mum to keep doing it. This game helped the baby to understand that when her Mum leaves the room she will come back so she doesnt get upset and cry for her. A strong attachment is very important for young babies to develop so they need to learn this as soon as possible. Resources to support play and learning A good variety and amount of resources are needed to support children If they are good quality they will last longer, there is less chance of the children being injured. All resources need to be safe for children to use, they have to have the safety marks to show they have been tested and are safe. These are the CE mark, the Lion mark and the Kite Mark. Each age group and ability/stage of development will need its own resources. Too many toys limits creative and imaginative play so provide lots of blocks, shells and containers instead of actual toys. You need somewhere to store them all so if you put them in boxes the children can play with the boxes as well. Older children might have particular interests for example dinosaurs so you could provide a set of different types of dinosaurs, books about them, and clay for them to make models. The 6-8 year olds could make a video using their models this would help their ICT skills as well as language skills. They would improve their fine motor skills by modelling and work together to make the video, improving social skills. Another thing is about different cultures and religions. If you have children from another country, like asylum seekers, they will do things differently so you must provide resources that they recognise. This could be dressing up clothes from other countries or different play foods for the home corner. Dolls should be of different colours so a black or asian child can identify with them. Books should show children from different races and cultures being heroes, not just white children, this helps them to have a positive sense of identity. As the children grow and develop the way they play changes, it depends on the individual child. Play is more social for 4 year olds than 2 year olds because their communication skills are better, they play cooperatively, they are more imaginative. 2 year olds need supervision to ensure safety and help them engage in play but 5- 8 years olds are very independent compared to 2 year olds, they dont want adults getting involved except to sort out problems. Older children like board games, they understand rules and taking turns whereas toddlers dont have the cognitive abilities. They are not good at sharing, they think if they want something they should have it. Research on successful outcomes of Early Years provision both in the short term and for later success in school and as adults has pointed to some general guidelines. The best outcomes for childrens learning occur where most of the activity within a childs day is a mixture of: à ¢Ã¢â€š ¬Ã‚ ¢ child-initiated play, actively supported by adults à ¢Ã¢â€š ¬Ã‚ ¢ focused learning, with adults guiding the learning through playful, rich experiential activities. (Learning, Playing and Interacting 2009) If children only do free play then some areas of development and skills can get missed out. They may keep repeating the same activities so they dont learn anything new. If adults direct all their play it is less fun and prevents them gaining independence, it is better to plan a range of activities and opportunities during each day or week, this ensures their needs are met. Children aged 0-2 benefit more from adult-initiated play than 2-8 year olds. This is because the older children have developed a lot further, they need less help. Older children like to make up their own games and decide what to do. If they are offered the same resources, the younger and older children will use them differently. Babies and toddlers enjoy water play because it feels good, they can splash about, it is relaxing. They develop fine motor skills using buckets and spades. However, older children play with water in a different way. They like to measure out different amounts, see what sinks and floats. They will do experiments to test out ideas or use water in role play. Conclusion Supporting childrens learning and development through play and activities is the best way to develop the child holistically. Children are unique, they develop at different rates, practitioners must observe all the time so they have a good understanding of each child and their interests. They can plan a range of opportunities to help them develop more and provide resources the child will enjoy, also to provide a challenge so they develop. References The Early Years Foundation Stage Practice Guidance 2008 p1.17 Crown Learning, Playing and Interacting: Good Practice in the Early Years Foundation Stage 2009 p5 Department for Children Schools and Families Crown 2009 http://www.kathybrodie.com/articles/treasure-baskets/ accessed 11/12/2016 www.communityplaythings.co.uk/learning-library/articles/heuristic-play accessed 11/12/2016 Bibliography http://www.ebay.co.uk/gds/8-Reasons-Why-Playing-in-the-Sand-Is-Good-for-Kids-/10000000177634049/g.html Tassoni, P. A parents guide to treasure basket and heuristic play (2015) Nursery World p30-32 Tassoni et al 2014 Pearson Education Limited, Harlow

Friday, October 25, 2019

The Relationship Between a Mother and Daughter in Two Kinds by Amy Tan

"Two Kinds" by Amy Tan is about the intricacies and complexities in the relationship between a mother and daughter. Throughout the story, the mother imposes upon her daughter, Jing Mei, her hopes and dreams for her. Jing Mei chooses not what her mother wants of her but only what she wants for herself. She states, "For, unlike my mother, I did not believe I could be anything I wanted to be. I could be only me" (Tan 1). Thus this "battle of wills" between mother and daughter sets the conflict of the story. The theme seems to be about how the expectations of a parent can lead to resentment from the child when the child fails to meet those expectations. The theme is partially set in the opening paragraph with the statement, "My mother believed you could be anything you wanted to be in America" (Tan 1), and again in the second paragraph, when the mother tells the daughter, "Of course you can be prodigy, too" (Tan1). Throughout the story, the mother constantly insists on making of Jing Mei a child prodigy. In the beginning, Jing Mei is excited about the possibility. She even likens herself to Jesus saying, "I was like the Christ child lifted out of the straw manger, crying with holy indignity" (Tan 1). When Jing Mei realizes she isn’t succeeding, she loses hope and so chooses not to succeed. In this she resents her mother for constantly trying to make of her something she is not. The story is told in the first-person narrative, or subjective point of view. This is important as it leads the reader to sympathize with the narrator as well as setting up the protagonist/antagonist relationship of daughter and mother. In this case, Jing Mei narrates as an adult but through the eyes of a child, allowing the reader to draw upon his/her ow... ...ith Jing Mei and her mother, it is compounded by the fact that there are dual nationalities involved as well. Not only did the mother’s good intentions bring about failure and disappointment from Jing Mei, but rooted in her mother’s culture was the belief that children are to be obedient and give respect to their elders. "Only two kinds of daughters.....those who are obedient and those who follow their own mind!" (Tan1) is the comment made by her mother when Jing Mei refuses to continue with piano lessons. In the end, this story shows that not only is the mother-daughter relationship intricately complex but is made even more so with cultural and generational differences added to the mix. Work Cited Tan, Amy. "Two Kinds." Literature: An Introduction to Reading and Writing. Ed. Edgar V Roberts and Henry E. Jacobs. 7th ed. N.J.: Pearson Education, 2004. 211-18. The Relationship Between a Mother and Daughter in Two Kinds by Amy Tan "Two Kinds" by Amy Tan is about the intricacies and complexities in the relationship between a mother and daughter. Throughout the story, the mother imposes upon her daughter, Jing Mei, her hopes and dreams for her. Jing Mei chooses not what her mother wants of her but only what she wants for herself. She states, "For, unlike my mother, I did not believe I could be anything I wanted to be. I could be only me" (Tan 1). Thus this "battle of wills" between mother and daughter sets the conflict of the story. The theme seems to be about how the expectations of a parent can lead to resentment from the child when the child fails to meet those expectations. The theme is partially set in the opening paragraph with the statement, "My mother believed you could be anything you wanted to be in America" (Tan 1), and again in the second paragraph, when the mother tells the daughter, "Of course you can be prodigy, too" (Tan1). Throughout the story, the mother constantly insists on making of Jing Mei a child prodigy. In the beginning, Jing Mei is excited about the possibility. She even likens herself to Jesus saying, "I was like the Christ child lifted out of the straw manger, crying with holy indignity" (Tan 1). When Jing Mei realizes she isn’t succeeding, she loses hope and so chooses not to succeed. In this she resents her mother for constantly trying to make of her something she is not. The story is told in the first-person narrative, or subjective point of view. This is important as it leads the reader to sympathize with the narrator as well as setting up the protagonist/antagonist relationship of daughter and mother. In this case, Jing Mei narrates as an adult but through the eyes of a child, allowing the reader to draw upon his/her ow... ...ith Jing Mei and her mother, it is compounded by the fact that there are dual nationalities involved as well. Not only did the mother’s good intentions bring about failure and disappointment from Jing Mei, but rooted in her mother’s culture was the belief that children are to be obedient and give respect to their elders. "Only two kinds of daughters.....those who are obedient and those who follow their own mind!" (Tan1) is the comment made by her mother when Jing Mei refuses to continue with piano lessons. In the end, this story shows that not only is the mother-daughter relationship intricately complex but is made even more so with cultural and generational differences added to the mix. Work Cited Tan, Amy. "Two Kinds." Literature: An Introduction to Reading and Writing. Ed. Edgar V Roberts and Henry E. Jacobs. 7th ed. N.J.: Pearson Education, 2004. 211-18.