Pareting Skills Essay

1)What is positive parenting? Positive parenting is when you encourage good behavior, good communication, and help your children maintain high self-esteem. 2)What is discipline? How does it differ from punishment? Discipline is to teach your child from their mistake and it’s different from punishment because punishment is when your child doesn’t abide by the rules nor does something they were told not to do. 3)What is active listening? Why is it used by parents? Active listening is when the child learns from being given feedback about what they do. Parents use active listening so their child learns from what they did and what they can do to What is guidance? Provide an example of a parent providing guidance to a child? Guidance is guiding your child in the right direction. An example of a parent providing guidance to a child is if your child is yelling in the library instead of yelling back at him telling him to shut up, tell him to talk lower. 4)Where can families and parents find support and resources? Families and parents find support and resources by going to classes for caring for infants, churches, schools, doctors’ offices, and community centers. Do you think positive parenting techniques work? Why or why not? Yes I think positive parenting techniques work because I feel that children respond positively when parents are not negative. 1.Choose one of the three scenarios presented at the beginning of the module. Describe how you would handle the situation. †¢You come home from work and find that your middle school-aged daughter hasn’t finished her homework, even though she was supposed to have the homework done so that you could have a family movie night Since she didn’t do her homework before I got home; while everyone is watching the movie for movie night she will be doing her homework and will not be able to join the family until she is finished 1)Why are consequences an important part of positive parenting? Consequences are an important part of positive parenting because if your child doesn’t have any consequences for their actions they will keep doing the things they do.

History Indian Democracy and British Raj

India’s struggle for independence by Bipan Citandra Indian National Congress Founded * Founded in December 1885 by 72 political workers. * First organised expression of Indian nationalism on an all-India scale A powerful and long lasting myth ‘the safety valve’ had arisen around this question. The myth is that The Indian National Congress: * Started by A. O. Hume and other under the official direction, guidance and advice of no less a person that Lord Dufferin, the Viceroy * Was to provide a safe, mild, peaceful, and constitutional outlet or safety Valve * For the rising dissatisfaction among the peopleThat was leading towards a popular and violent resolution * Core was that violent revolution was on the cards at the time Was avoided by the foundation of the Congress * Liberals accept it * Writers accept it * Radicals use it to prove that Congress has always been comprising imperialism. * Extreme right use it to show that the Congress has been anti-national from t he beginning All agree that the manner of its birth affected the basic character and future work of the Congress in a crucial manner Young India by Extremist leader Lala Lajpat Raj Used ‘safety valve’ theory to attack the Moderates in the Congress * Suggested Congress ‘was a product of Lord Dufferin’s brain’ * Argued that ‘the Congress was started more with the object of saving the British Empire from danger than with that of winning political liberty for India. The interests of the British Empire were primary and those of India only secondary’. * Added ‘no one can say that the Congress has not been true to that ideal’ India Today by R. Palme Dutt * Myth of the safety valve = an important element in the liberal and adical section of the political system * Wrote that Congress as bought into existence through direct Governmental initiative and guidance and through ‘a plan secretly pre-arranged with the Viceroy’ * Wrote that Congress was used by Government ‘as an intended weapon for safeguarding British rule against the rising forces of popular unrest and anti-impending revolution’ * Said it was ‘an attempt to defeat, or rather forestall, an impending revolution * Said congress had two strands 1. Strand of cooperation with imperialism against the ‘menace’ of the mass movement 2.Strand of leadership of the masses in the national struggle Congress in time became a nationalist body and the vehicle of mass movements. It became the organiser of the anti-imperialist movement. It fought and collaborated with imperialism, and led to the mass movements and when the masses moved towards the revolutionary path, it betrayed the movement to imperialism. Became an organ of opposition to real revolution, a violent revolution. We by M. S. Golwalkar(RSS Chief) Found safety valve theory handy in attaching the Congress for its secularism and anti-nationalism. Said that Hindu nati onal consciousness had been destroyed by those claiming to be nationalists who had pushed the ‘notions of democracy’ and the perverse notion that the Muslims had something in common with the Hindus * Suggested the fight in India was not just between Indians and British it was a ‘triangular fight’ Hindus were at war with Muslims and on the other hand with the British * Said what led Hindus to ‘denationalisation’ was the aims and policy laid down by Hume, Cotton and Wedderburn in 1885 The Rise and Growth of the Congress in India by liberal C.F. Andrews and Girija Mukerji * They fully accepted the safety valve theory * It had helped avoid ‘useless bloodshed’ before as well as after 1947 Tens of scholars and hundreds of popular writers have repeated some version of these points of view. Rise and Growth Despite the fact that Hume was a lover of liberty and wanted political liberty for India under the aegis of the British Crown be was ab ove all an English Patriot , once he saw British rule was threatened with an impending calamity he decided to create a safety valve for the discontent.Hume wrote: ‘I was shown several large volumes containing a vast number of entries†¦ all arranged according to district’ he mentions that he had volumes in his possession only for a week, ‘all going to show that these poor men were pervaded with a sense of the hopelessness of the existing state of affairs; that they were convinced that they would starve and die, and that they wanted to do something, and stand by each other, and that something meant violence’ Very soon the seven volumes started undergoing a transformation * In 1933 (in Gurmukh Hihal Singh’s hands) they became ‘government reports’ * Andrews and Mukerji transformed them into ‘several volumes of secret reports from the CID’ * Came into Hume’s possession in this official capacity Dutt wrote, ‘Hume in his official capacity had received possession of the voluminous secret police reports’

Britain of evacuation in World War Two Essay Example for Free

Britain of evacuation in World War Two Essay During the course of World War Two, many people were evacuated, not just children. There were many differing reactions to evacuation. The reaction would depend on the experience you had. Reactions would also change over time during the war and even after the war had finished. One set of people affected by Evacuation was the Children. Many children did not know where they were going and therefore experienced feelings of fear and anger. The children disliked being separated from their parents but put on brave faces so not worry their families. When the children arrived at their destination, they were taken to school halls of town meeting places where the were chosen by their â€Å"foster† families, which they disliked because often they were split from their sisters and brothers. If they had negative attitudes, they very often did not settle quickly like those who had positive attitudes and would see their stay as a holiday. If an evacuee had a positive experience, they would have pleasant memories of being treated as one of the family. Evacuation was described as â€Å"no better than a ‘paedophile’s charter’ † as it would have been easier to abuse children away from home. However, in a study of 450 ex-evacuees, only 12% of them had bad experiences. Michael Caine remembers being evacuated with his brother Clarence. He said † My brother used to went the bed when he was nervous. My foster mother could not figure out who it was so she beat both of us, and Clarence became more nervous and wet the bed more. † However, not all experiences were bad. On ex-evacuees remembers being given clothes when he was evacuated. A child’s reaction to evacuation would depend on their experiences while in care. Another set of people who were affected by evacuation was the children’s parents. Most parents were reluctant to send their children away but agreed because of propaganda. Not all parents sent their children away though. Some parents thought that their children were safe in their family home. However, most parents brought their children home due to the ‘phoney ‘ war. But the children were evacuated again when the Blitz happened, although the scale of evacuation was not as large as the first wave in September 1939. Thanks to the Blitz, many parents changed their opinions on evacuation, now agreeing that it was probably best for their children. Britain of evacuation in World War Two. (2017, Oct 11).

International Justice And The International Criminal Court Between Essay

International Justice And The International Criminal Court Between Sovereignty And The Rule Of Law - Essay Example He has addressed in International Law at Columbia University, in addition to at King's College London, since then he holds a Ph.D. He discovers resolutions to most important exceptional troubles of international law (universal jurisdiction, bureaucrat immunities, the association of the ICC to national courts, the function of the United States). This book assess the quick current expansion of international illegal law, and discovers explanations to chief harms of bureaucrat invulnerability, worldwide jurisdiction, the International Criminal Court, and the attitude of the United States, looking for to elucidate how impartiality can be done most excellent n a classification of sovereign States. At the same time as neither the ending of the Cold War nor the 'refusal of sovereignty' in themselves make dependable justice more probable, the ICC might give confidence a civilization of answerability that will hold up additional customary enforcement of international criminal law in the long-standing. This book critically defines the consequences of the Cold War, governments and human rights groups pressed for the formation of international legal systems to grasp persons accountable for war crimes, crimes against humankind, and genocide. The Yugoslav and Rwandan courts set significant models, and the 1998 acceptance of the Rome decree of the International Criminal Court offered latest institutional machines. In this helpful review of the emergent field of global criminal law, Broomhall positions these progressions in a wider situation. What is distinguishing about Nuremberg-enthused international criminal law is that it chairs liability on persons relatively than states and relies on such worldwide customs as "international harmony and defense" and "the communal ethics of mankind." These customs of justice, nevertheless, have heightened much more rapidly than have enforcement systems, which stay decisively in the hands of independent states, and in that laid the massage. Broomhal l however disagrees that globalization and the expansion of international civil culture have shaped a novel "legitimation atmosphere," in which governments are beneath greater than before stress to validate their results and tolerate by global customs of liability. This book by Broomhall clearly states pressures between liability and the law of the international globe and the continuing authority of state dominion. The worries inside and boundaries of a range of advancements to

I did. Attachment for all my decument. I want you to do just part (7) Essay - 1

I did. Attachment for all my decument. I want you to do just part (7) - Essay Example After one has been able to achieve the right attitude towards work, peers, promotion, dealing with conflict and etc, quality work, motivation, & increased productivity will follow (Building a Positive Workplace Culture, n.d.). Also some of the principal standards implicated in the reading would be to be able to provide fair and equal treatment to everyone, providing reward system, welcoming opinions of others, providing feedback on each activity done, open communication, clear goal setting, and training (Building a Positive Workplace Culture, n.d.). If all these are achieved, staffing patterns would be effective, school organizations would not be about titles and seniority but functions and passion, & discipline practices would center on full accountability where one is given his or her due and would take full responsibility of one’s actions. I would be able to apply what I have learned from this reading in my role as an administrator by working on having the right mindset towards the factors that are involved in my profession. I believe once I am able to have the right mindset, it will reflect on my actions and how I react to different situations in the most beneficial

Overview of the Issue Presented in the News Article Essay

Overview of the Issue Presented in the News Article - Essay Example The facility of child tax credit facilitates families to have certain amount of credit for all dependent children in against federal income tax. Moreover, the article describes that in the US, there are various sorts of programs which are initiated with the objective of assisting the poor. These programs include healthcare facilities as well as tax benefits for facilitating the people who are in need. These are the factors which are involved in the article with regard to poverty in the US (The Economist Newspaper Limited, 2012). Model or Economic Theory of Poverty The model or economic theory which is related with the issue i.e. poverty as depicted in the news article is as follows: Neo-classical Theory The model or economic theory of poverty which is related with the issue i.e. poverty in the news article is the neoclassical theory. The neoclassical theory states that income is distributed in accordance with the hard work as well as skills which are devoted by individuals. In this r espect, the people who are poor are considered to be lazy as well as to be lacking in terms of competencies to perform their activities in an efficient manner. Moreover, in accordance with this theory, wage structure is also determined to be a major factor for poverty. The wage structures of laborers are not sufficient in order to bear up the cost of living of the whole family. Moreover, the competencies of laborers assist in determining the wages to be offered. The laborers are paid according to their skills as well as abilities. Thus, this theory is also based on the concept of marginal productivity conceptions. The workers are required to devote significant time in work with the intention of acquiring... he model or economic theory of poverty which is related with the issue i.e. poverty in the news article is the neoclassical theory. The neoclassical theory states that income is distributed in accordance with the hard work as well as skills which are devoted by individuals. In this respect, the people who are poor are considered to be lazy as well as to be lacking in terms of competencies to perform their activities in an efficient manner. Moreover, in accordance with this theory, wage structure is also determined to be a major factor for poverty. The wage structures of laborers are not sufficient. Moreover, the competencies of laborers assist in determining the wages to be offered. The laborers are paid according to their skills as well as abilities. Thus, this theory is also based on the concept of marginal productivity conceptions. The workers are required to devote significant time in work with the intention of acquiring enough financial resources for supporting their families as well as meeting all their requirements in an effective manner. The neo-classical economic theory states as well as predicts the different causes of poverty which include the notion that individuals seek to improve their respective economic conditions without any consideration for other individuals. This signifies that individuals invest with the motive of improving their respective well-being. The poor people in this regard do not possess enough incentives for improving their financial positions.

Critical View of On the Equality of the Sexes by Judith Sargent Murray Essay

Critical View of On the Equality of the Sexes by Judith Sargent Murray - Essay Example Critical View of â€Å"On the Equality of the Sexes† by Judith Sargent Murray This essay opens with a poem which expresses Judith feelings towards oppression and education for women. It further stresses how the society silences women and how the male chauvinists disregard women. She expresses her frustrations when she say men thinks that women appreciate and love little thighs that do not matter when in real sense they appreciate and love similar things that men do. Judith exhibited high degree of intelligence which her parents noticed during her younger age and encouraged her to study with her brother. According to Smith, gender bias was creation of our founding fathers and mothers. Notably, the Declaration of Independence in the America gave an impression that men were born equal and free and could only be governed at their own will. In the nineteenth century, women increasingly participated in various efforts to improve their social status, rights and defend their place in the society. The very first women rights movement emerged from shared sense of discontents facing many women. They capitalized on women antislavery experience and in 1850’s they joined hands in promoting broad agenda for married women to acquire property rights. Judith Sargent Murray was born in Massachusetts, Gloucester in May 1751from a wealthy family that engaged in trade in both West Indies and England. Judith grew up with her brother, Winthrop who was educated b y her parents in order to go to Harvard. However, Judith only received rudimentary education and basic needlework in preparation for marriage. This discriminatory treatment irritated her and eventually she chose to dedicate herself to advocacy for women education and equal rights in male chauvinist society (Murray 134). Judith was married to John Stevens in 1769. She made proper use of her family extensive resources which enable her turn her quest of knowledge and love of reading into a prolific writing career. When Stevens was away, Judith published her first essay titled â€Å"Desultory Thoughts upon the Utility of Encouraging a Degree of Self-Complacency, especially in Female Bosoms†Ã‚  in 1784. Stevens died in 1786 and she was married by John Murray in 1988 with whom she had two children. In 1790’s she wrote for Massachusetts Magazine an essay titled, â€Å"On the Equality of the Sexes†. Others include â€Å"The Gleaner,† that focused on citizenship, federalism, abilities, virtue and female education, â€Å"The Repository,† that emphasized on reflection, philosophy and Universalists subjects. When Judith and her husband moved to Boston, she was offered a column in a biweekly newspaper called Federal Orrery. However, she only submitted five essays and eventually had to cut ties with the newspaper when she received a backlash after allegations that her husband John did most of the writing. This essay compares and contrasts the various critical views of, â€Å"On the Equality of the Sexes† essay. This essay opens with a poem which expresses Judith feelings towards oppression and education for women. It further stresses how the society silences women and how the male chauvinists disregard women. She expresses her frustrations when she say men thinks that women appreciate and love little thighs that do not matter when in real sense they appreciate and love similar things that men do. This is one of the bases of â€Å"O n the Equality of the Sexes†Ã‚  in which she tries to depict how men and women are equal both rationally and intellectually hence the need to be taught the same way as they grow up (Mays 78). The essay also challenges the notion that men possess greater intellect than women. In this respect, Judith argues that

HR management in Britain and in EU Essay Example | Topics and Well Written Essays - 2500 words

HR management in Britain and in EU - Essay Example The diplomatic management of human resources comes into play during recruitment. It is also responsible for what is contained in employee contracts, and this includes the aspects of social policy, such as social security benefits, leave, responsibility for work injuries, etc. Managers are responsible too for knowing the talents of the members of their workforce, as this knowledge will lead to better deployment. This is to the advantage of production as well as to the advantage of the employees, who achieve a sense of worth and fulfilment in utilising their best skills. Human resource development is also an important part of human resource management, and while the managers in UK firms play a large role in this, in the newer EU countries (Czech Republic, Poland, and Slovakia) the government takes a much more active role. The European Union has set its own standards for the management of human capital, and these standards must be met by any European state that wishes to enter the union. It realises that "effective management policies lead to employee competence and commitment, congruence between the objectives of employees and management, and is more cost effective" (Price, 2004). Several concerns, however, have been aired. Problems have been foreseen in the area of maintaining quality human resource management across the widening expanse of the European Union. In addition to this, problems also exist where there are discrepancies between and among the HRM policies of different EU member states. Since the European Union allows to some extent for the employment of members across member states, then it is essential for there to exist some level of agreement among the states regarding HRM policies. As it stands, while some states such as the United Kingdom have very advanced policies and robust human re source departments, other states like Slovakia, Poland, and the Czech Republic demonstrate a less developed level of management of its human capital. In order to remove the disparity among EU member states and its candidates, it is necessary first to have a thorough knowledge of the state of affairs in each country and then to compare and contrast to better understand what needs to be done. These nations will be assessed in terms of their managerial structure, managerial policies regarding recruitment, and human resource training and development. The UK model of Human Resource Management The actual term "Human Resource Director/Manager" exists in a large proportion of corporations in the United Kingdom. The existence of such a position demonstrates a high level of commitment to the management of human capital. The HR director overarches other managers who specialise in different areas. In the United Kingdom's private sector, 42% of all firms employing 500-999 persons (smaller firms) have a position with that title. In the larger firms, employing more than 1000 persons, the percentage rises to 65 (Federation of European Employers, 2005). Though not all companies have a position with such a title, there is evidence to suggest that the role does exist. In addition to this, the specialist managers' titles include training director managers,

Hindrance of Music Creativity by Post Secondary Music Institutions Research Paper

Hindrance of Music Creativity by Post Secondary Music Institutions - Research Paper Example Observation and experimentation follows, perhaps leading to innovation technique or approach. Another skill not encouraged by conventional teaching is tolerance to ambiguity. Holding of two opposing yet plausible truths simultaneously, the wrestlings of questions which have no clear cut answers and with conundrums that need patient contemplation too are creative skills. Just like the composer of a harmonic technique will struggle, one has the idea of what is looking for, but can not quit grasp it (Nickerson, 1999). Moreover, the capacity for dogged perseverance is also something that is prerequisite for creativity. This is because the problems one will encounter will not be easily solved, thus only hard work and concentration will succeed something which the music schools do not emphasize. The following are creative attributes which the music educationists should recognize: exhibition of verbal, ideational and imaginative fluency; risk taking and excellence despite making mistakes; e xhibition of curiosity, inquisitiveness and excitement; flexibility and adaptability; tolerance to ambiguity and responding to ingenuity and spontaneity; production of unique and realistic ideas; rebellious yet able to operate within the traditions; extroverted and introspective at appropriate times. Games can also be used as a portal to creative teaching during our day to day teaching and performance of musical practice. Games are not encourages in many of the music schools as it is over looked at the expense of music education. However, games cut directly to the essence of the creative self, where present strategies, past experiences, and new ideas bled together with one sole purpose of succeeding. The connection to... This paper approves that the music institutions should encourage creativity in their teaching programs so as to encourage uniqueness and innovation in the music industry. They should have the following criteria for an educational environment that is conducive to creativity: accepting of an individual who is having unconditional worth; a period where external evaluation is absent; understanding empathetically; allowing psychological freedom. The inhibiting factors to creativity can be mitigated through democratic approach to assignment design. The teachers are to teach techniques and avoid overly restricted applications. This can be attained by giving the students a variety of assignments, and allow the students to select that one which interests them. This report makes a conclusion that teachers are encouraged to model creativity through their own performances, compositions, conductions, and writing. Conversely, having teachers who are creative does not necessarily influence the students to be creative themselves. To encourage creativity in music education, the teachers at all levels are to teach creatively in addition to teaching for creativity for their. Resisting of the notion that all the standardized tests will answer our problems in music education, this is because in creative arts more than one answer can be correct. Another point is that working on the various aspects of college music education, so that all the majors in music education have the required tools to be the future teachers of creativity.

Information Management Essay Example | Topics and Well Written Essays - 1000 words

Information Management - Essay Example There are basically 10 principles that ensure Information Management is done effectively and successfully. These 10 principles make Information Management easy and the organization experiences much better results if they follow these. The 10 principles are: Organizations have very complex environments in which it is necessary to implement concrete solutions. There are a lot of challenges when planning and implementing information management projects. All these challenges have to be over taken. When these complexities arise project teams often try to find easy and simple solutions, which is wrong. In reality complexity cannot be avoided and the easiest way to solve it is to find new approaches to information management that recognize and manage this complexity. Information management systems are only successful if they are actually used by staff, and it is not sufficient to simply focus on installing the software centrally. In practice, most information management systems need the active participation of staff throughout the organization. Meaning that adoption by staff to the information system is essential. Information management projects must always be designed so that they deliver tangible and visible benefits. This means that mostly information management projects are very valuable but when asked it can be difficult to show the return on investment. For example, improving the information accessible to call center staff can have a very observable and tangible impact on customer service. Business Needs should be given importance Some organizations try to prioritize projects according to the technology to be deployed meaning that if newer technology is being used the project is given the highest priority; this is not a meaningful approach. Instead of using this method projects should be prioritize according to how they address the business needs. Move step by step There is no single project that wills solve all the information management problems of an organization. In reality, anyone who tries to design the complete information management solution will be trapped in 'analysis paralysis' that is the inability to get out of the planning process. Hence journey of a thousand steps should be taken that is small changes should be made in the information management practices that eventually result in the perfect process later. Strong Leadership If an organization wants effective information management they need to concentrate on organizational and cultural changes. Strong leadership can only achieve these objectives. Hence effective and successful information management is a result of strong leadership. Avoid Risks While providing solutions for complex issues of any organizations as we discussed in the 1st principle it is very necessary to study all the risks involved. All the solutions that are provided have risks involved while implementing them. Identifying those risks and avoiding them using risk management is necessary and quite achievable. Extensive Communication Effective

History - bisness plan Essay Example for Free

History bisness plan Essay The owners of Excel Hygiene have been colleagues in a company which operated on a national scale, converting urban organic waste in to natural fertilizers for crop production in farms. This company has decided to focus on the rural sector and does not wish to expand its urban operations. Its major customer group is of farmers and owners of plantations. It has considered and rejected plans to enter health care lines. The agriculture and rural marketing business, while voluminous, is subject to the vagaries of nature. It is also intensely competitive, with narrow margins and uncertain demand levels. The bio-medical waste sector, on the other hand, is a rapidly rising star on the economic horizon. Demand for health care services is growing and assured. The number of competitors, as seen earlier, is limited, and consequently the margins are relatively attractive. The sector demands very high levels of service, but pay-offs are matching. Biotechnology is versatile with many future sectors which Excel Hygiene can address. There are many useful microbes in nature and their isolation and culture is relatively easy for those in the know. The owners of Excel Hygiene have succeeded in preparing and agreeing on a business plan. The latter has found favor with venture capitalists looking for biotech opportunities, so the company could be funded without denting the personal savings of the promoters too seriously. A crucial factor has been the timeliness of the new enterprise, though its aggression in bidding for a substantial price premium from the beginning is founded more on technical considerations of the safety advantage than any standard financial or economic wisdom. Market Definition Excel Hygiene plans to be a niche player with a very conservative market share target of just 1%. The first reason for this is the high premium the company wishes to charge for its differentiated products and services. It is possible that hospitals and doctors who do not attach much value to safety will not be willing to pay the higher prices. Further, health care institutions are conservative customers, and will take time to accept services from a new provider. The financiers behind the new enterprise also prefer quick and assured payback with high percentage returns to large volumes and top line growth. The entry strategy of Excel Hygiene is to secure contracts in relatively low-risk units of top quality institutions. Word of mouth promotion is very important in the health care community, so the new enterprise has to ensure that the most prestigious customers join its ranks first. The risks of switching to a new service provider are daunting in life saving units, but it is much easier to induce switches in routine areas. Excel hygiene will target waiting areas, food preparation zones, and general wards for its entry, staying away from competitive strongholds in Intensive Care and Casualty units. Excel Hygiene plans to hold seminars and to participate in scientific meetings on infection control to ensure word of mouth promotion of its services and image. Special efforts will be made to make spokespeople out of the best known doctors, surgeons, and para-medical workers, so that branding has a firm and stable base. The financial plans provide for this first phase to last the first full year of operations, and the second year will be used to leverage the accumulated goodwill by tripling the relatively small revenues of the first year. Excel Hygiene will invest in free demonstrations of its services for the first 6 months, backed by microbiology tests. This is to establish the reliability of the company’s services and to prove the efficacies of its novel range of biological products. The company will aim to have the results of these trials published, so that the investment can result in high growth during the second year of operations. A final element of strategy will be to liaise with regulatory authorities for endorsement of the company’s novel products. This approach will help to consolidate the small market share that the company hopes to forge within 2 years, and to protect its revenues during the subsequent years. The company hopes to excel by defining its business scope, territorial spread, and customer definition very tightly, seeking to specialize in a niche area. The emphasis is also on reassuring financiers since the company does not have a prior establishment in the market of substantial fixed asset covers. This conservative approach may be reviewed once the company has achieved its targets for the first five years. Quantitatively, Excel Hygiene targets net revenues of $500 thousand in the first year, rising to over $2 million by year 5. However, the major growth is expected during the second year itself. The infrastructure which has been planned will not allow full service coverage of more than 500 client units at a time within the designated territory. Hence, growth from the third year onwards will be marginal. It is typical in this business to suffer some client turnover, though it is equally possible to canvass for new contracts. Incineration and treatment capacities are other constraints to bear in mind.

The European Conquest of the Americas Essay Example for Free

The European Conquest of the Americas Essay One of the primary reasons for exploration was the search for the Northwest Passage, an imaginary path that could be used to reach Asia without having to go around Africa, or through the Middle East. The Panamanians proved that travel was possible around Africa with a new kind of boat that utilized wind better, but the Spaniards and other Europeans were more interested in a more direct approach to reaching Asia. So they began to head westward. The Queen of Spain commissioned Christopher Columbus to lead an expedition westward to reach Asia, and he instead stumbled upon the most successful failure in history, The Americas. He reached the islands of the Bahamas, and thinking that he was indeed in the Indies, he named the inhabitants Indians. Ironically, after making the greatest discovery of the past millennium, his tombstone marked him as a failure, due to the lack of the Northwest Passage. Once the queen of Spain realized the goldmine (quite literally), that was before her, she sent basically an entire army of conquistadors to seize the assets of the natives, and secure it for the Spanish empire. The three â€Å"G†s are what the Spanish conquistadors sought after. God, Gold, and Glory, all of which they could find in the native inhabitants possession. They â€Å"harvested† the souls of the natives by converting them (whether they liked it or not) to Catholicism, and at the same time, took all of their gold and silver, and for this cultural rape, they got their precious glory. Even though the natives were devastated by the diseases brought by the Europeans, and the loss of all natural resources, and the loss of culture, and the loss of their religion, language, land, and dignity, they submitted to the conquerors. Now let’s discuss for a little bit, the real discoverers of the new world, who aren’t credited for the discovery, but definitely should be. There are many different accounts of why Lief Ericson traveled to the new world, but the end result is always the same, no matter what version of the story you hear. He arrived in this beautiful land filled with plenty of grapes and lush forests and named the new land Vinland (after the amount of grapes). He made a small settlement that only lasted for 2 years, and then returned back to Greenland. It was recorded in sagas by the nords and in folklore, but still by most, Columbus is given credit for the discovery. After the nords and the Spaniards came the English. The English settled the new world for land. Some were looking for new land to farm and harvest crops with, some were searching for freedom from religious persecution, and others were just looking to start a new life in a new place. They didn’t arrive there planning on turning their backs on the crown, or disobeying the empire in any way, and up until the last few years that the 13 colonies were under British rule, there was no need to revolt. The new English settlers were still under the empire’s control, however, the colonies and settlements were for the most part self-governing, and relatively independent. The only problems arose when the crown decided to impose taxes on the colonists that were unfair and unjust and the colonists got sick of it and decided to lead a full-fledged revolt against the thrown, resulting in massive bloodshed and an entirely new nation with a unique constitution compiled from bits and pieces of other nations constitutions and blended with perfect harmony to create our United States of America. So, really there were many different reasons for the exploration, settlement , and conquest of the new world, and all of them came from different nations. All in all, the outcome was the creation of several new nations which would all eventually break away from the nations which brought them to be. Some would become super powers and others would become 3rd world countries, but without the voyages made by the Spaniards and Nords and English, we wouldn’t have any of this.

Modernization Concept Meaning And Relevance Sociology Essay

Modernization Concept Meaning And Relevance Sociology Essay ABSTRACT We live in a changing world and change is inevitable. The use of new technology, tools, adoption of new values and practices in organizations are all aspects of change and modernization. There is, however, a paradox in the attitudes of various generations towards change. The generally urban-ward movement, particularly among the young, has spelled greater independence for them with diminishing parental control and influence on their lives which may pose many undesirable consequences on their behavior. Such changes along with the rapid development in information technology and the spread of mass media play an important role in shaping their behavior. This paper is an attempt to uncover the attitudes of the management students towards change and the various facets of modernization. The sample consists of 120 management students studying in a business school located in the national capital region in India. Attitude towards modernization was measured by using Dr. B.M Mathur Modernization attitude scale which consists of 35 items measuring the five dimensions: Social Mobility; Position of Women; Family Planning; Marriage; and Religion and Superstition. Mean, SD, t-test and correlation were used to analyze the data and conclusions were drawn on the basis of the results. Statistical analysis showed a positive attitude of management students towards different facets of modernization. However, a significant difference was found between female and male students on two dimensions of modernization i.e. social mobility and position of women with female students scoring higher on both the dimensions. Dr. Sombala Ningthoujam is a faculty Member at IBS Gurgaon and can be reached at [emailprotected] Dr. Shalini Khandelwal is a faculty member at IBS Gurgaon and can be reached at [emailprotected] Modernization: Concept, Meaning and Relevance Human society has changed much over the last centuries and this process of modernization has profoundly affected our lives. Modernization is the process of changing the conditions of a society, an organization or a group of people in ways that change the privileges of that group according to modern technology or modern knowledge. There are differences of emphasis with respect to the meaning of modernization due to its relationship with the most contentious concept of development. The transition from the traditional to the modern society can be treated with a primarily negative emphasis in terms of removing institutional obstacles to development, or with a positive emphasis in terms of creating the cultural environment necessary for development (Bernstein, 1971). Acc to Lerner (1964), modernization is the social process of which development is the economic component. Development or modernization denotes a particular kind of social change. Thus, the participation of social science disc iplines in the discussion of development is recognized as necessary and is often being expressed in the social conditions of economic growth or non-economic barriers to economic growth types of formula (Bernstein, 1971). Modernization means the appearance of modes of social life or organization which emerged in Europe from about the seventeenth century onwards and which subsequently became more or less worldwide in their influence (Giddens, 1991). The goals of higher standard of life, freedom, security, social justice are more of the accepted goals of modernism (Srivastava et.al, 1976). Modernization theory states that the economy, social conditions and cultural values of a society are to a large extent structurally and functionally linked and change in relatively predictable ways (Rostow, 1971; Inglehart, 1997; Inglehart and Baker, 2000). Modernity is the attitude to adjusts from ones inner being to the rapidly changing condition of socio-cultural and economic milieu. This attitude implies a scientific and rational world view and inculcates universalistic and secular values. Modernity also implies flexibility of attitude, while traditionalism implies rigidity. Basic belief in the idea of modernity i s that everything is destined to be speeded up, dissolved, displaced, transformed and reshaped. Globalization, the end of the Cold War, ethnic conflicts, and the proliferation of information technologies are some reasons to adopt a new vision to navigate social development. The development towards fully consolidated modernity implies a simultaneous transformation of linked social conditions and values. All societies eventually pass through the same stages of development, moving from traditional agrarian to modern industrial society and from there further to post-industrial or postmodern forms (Kragh and Djusaa, 2006). The goals of higher standard of life, freedom security, social justice are more of the accepted goals of modernism (Srivastava et.al, 1976). Socioeconomic modernization is an underlying factor influencing civic culture and democracy at the level of society, and commitment and classroom egalitarianism at the level of business schools. Peoples general attitudes to change as such are extended to modernism and new technologies in general- the electronic mail, television, in vitro fertilization, new learning and teaching methods, female ordination, males plaiting their hair and wearing earrings or agitation for gay rights. Within the basic assumptions of modernization theory, there is a considerable variety of emphasis on different levels- according to whether conceptual p riority is assigned to personality factors, institutions, cultural orientations or social processes (Bernstein, 1971). It has been seen that in societies with relatively more rural population than urban, there is a lower level of tolerance of modernization and that urban and city dwellers accept modernization more easily. Attitudinal changes favorable to socio-economic modernization can contribute significantly to the development of a national leadership dedicated to removing institutional blocks to economic growth. Basic to the entire process of a countrys development from a traditional agrarian society into a modern market-oriented society, is a striking transformation of outlook and values. The influence of western civilization on china can be seen not only in material, substantive areas such as technology, but also at the conceptual levels, in philosophy and basic values (Yang, 1986). Zabin et al (2009), in their study on adolescent sexual behavior in three Asian cities viz. Hanoi, Sanghai and Taipei found that each of these three cities is undergoing rapid economic development, profound social change and increasing contact with the outside world. These changes may have profound effects on adolescents as they undergo the transition to adulthood and the effects may differ in case of urban and rural population and males and females. It was also reported that traditional Asian values-whether transmitted within the family or by the larger community-could mediate young peoples departure from earlier behaviors. Rindfuss (1991) suggested that many of the transitions to adulthood such as those from single life to marriage, from school to work, and from living in the parental home to independent living-tend to become more varied and also less sharp , or crisp with increased modernization. As modernization consolidates, the notions of citizenship and loyalty with the modern institutions of society grow stronger, creating the foundations for democracy. An important aspect of this change lies in the weakening of the family and in-group loyalties. As the strong ties of the family break down, the weak ties between out-group members gain strength, and relationships of solidarity and trust increasingly begin to develop among non-family and out-group members (Granovetter, 1973; Fukuyama,1999). In an advanced modern society, former strangers have learned to trust each other and commit themselves to cooperation as members of the same individualized culture (Scruton, 2003). The family and in-group values lose importance, citizen values gain in importance, and authoritarianism declines because of the growth of universalistic civic values, making coercion and control obsolete. Therefore, the extension of organic organizations dependes on the civic culture of society, which again d epends on the stage of modernization. In less advanced modern countries, we should thus expect to find a lower ratio of organic to mechanistic organizations due to the influence of a weaker civic culture and the underlying stage of modernization (Kragh and Djursaa, 2006). The Dark Side of Modernization Modernization brought a series of undisputable benefits to people. Lower infant mortality rate, decreased death from starvation, eradication of some of the fatal diseases, equal treatment of people with different backgrounds and incomes, and so on. However, there are a number of dark sides of modernity pointed out by sociologists. Many critics point out psychological and moral hazards of modern life like alienation, feeling of rootlessness, loss of strong bonds and hedonism. Individuals in modern society have become isolated. With the growth of the media and the consumer society, people have become passive conformists, filled with egoistic, solitary obsessions rather than obsessions with solidarity and they dont accept the old, possessive family values. The only bonds in the modern society are the bonds of immediate interest and immediate worth and not of enduring value. Modernization and Social Mobility The long term development of patterns of social mobility has been a major research issue for a long time both in sociology and economics. The main questions have been to what extent social mobility differs between countries at different levels of development or with a different institutional structure, and whether mobility changed during and after industrialization (see, e.g., Ganzeboom, Treiman and Ultee 1991; Erikson and Goldthorpe 1992; Ferrie 2005; Long and Ferrie 2007; Bourdieu, Ferrie and Kesztenbaum 2009; Van Leeuwen and Maas 2010; Hout and DiPrete 2006). These questions are also related to issues of social stratification more generally, and the extent to which these patterns are dependent on economic development (see, e.g., Treiman 1976). Mobility chances depend on the opportunity structure, i.e. the social structure of society, and if industrialization changes the occupational structure it will also affect total mobility. The new economy did not only change mobility patterns via changes of the class structure, but also through changing mechanisms of socioeconomic attainment. The social bottlenecks which act as impediments to development are insufficient attitudinal modernization and a markedly dualistic structure of society. The absence of a sizeable indigeneous middle class, low levels of secondary education and literacy, and inadequate social mobility also constitute important obstacles to raising capacity for long term growth (Adelman and Morris, 2001). Modernization and Religion Attitudes to change may be intimately linked with religious beliefs. The more religious a people are the more conservative they may tend to be and consequently the less favorable may be their attitude towards change, especially towards modernity. Modernity is seen as an iconoclastic and corrupting intrusion upon well-established, age-old values, while it fosters values and practices that tend to incite upheavals and disequilibrium in society. Industrial development follows a coherent pattern of growth, and would in time produce certain uniform social and political structures across different countries and cultures (Fukuyama, 1992). Modernization brings in its wake the diminution of the social significance of religion (Wallis and Bruce, 1992). Studies on Indian population have revealed that changes are taking place in the area of social as well as cultural life and the urban population of Hindus is modernizing its attitudes toward marriage and caste (Prabhu, 1956). Fundamentalism often opposes social differentiation and rationalization. Religious activity also has an impact on peoples attitudes. It has been reported that the more the respondent attends religious services the more traditional gender role and women employment attitudes he/she holds (Vukovic, 2007). To some extent, the revival and radicalization of Islam appears to be a global movement brought on, in part, by a strategic rejection of the apparently secularizing tendencies of modernity (Lechner, 2003). The modern society has indeed become increasingly secular and that this trend would continue; the lack of religiosity in Europe was a glimpse into the future for non-Europeans (Davie, 2000). Modernization, Position of Women and Family Planning Demographic research deploys a notion of culture that links models of change to the acceptability of modern birth control. People in traditional cultures are more fatalistic and leave reproduction to the will of God. Modernization of behavior has led to the constitution of modern families, which are more open to the use of modern contraceptives. The level of education, autonomy of women and consensual companionate marriage is linked to high acceptance of contraception. This idea of free individual choice linked to the language of rights and set in the context of a companionate marriage and a nuclear household, has helped most international family programs. Female education plays a key role in the social developmental approach. Cleland and Wilson (1987) have argued that education lowers fertility mainly by changing womens perceptions, ideas and aspirations rather than by affecting such objective realities as their work opportunities or the cost of children. A large body of Indian and international evidence points to the role of rising female education in lowering fertility. In addition to reducing desired family size, female education is likely to affect the relationship between desired family size and planned number of births. (Dreze and Murthy, 2006). However, several studies have found little evidence of the positive link between womens education and female autonomy (Jeffrey and Jeffrey, 1996; Vlassoff 1996; and Visaria, 1996) India was one of the first countries in the world to introduce a national family planning program in the 1950s. This was followed by a more gentle approach stressing that development is the best contraceptive. It was thought that economic growth would automatically reduce poverty and slow the growth of population. Over time, the focus shifted from economic growth to social development (Dreze and Murthi, 2001) The Role of Gender in Modernization Many researchers have reported of the changes in attitudes towards values beliefs as a result of modernization influences. Studies of Manhardt (1972) found that traditionally men were more concerned with the long-range career objectives, and women were inclined more forwards comfortable working conditions and good interpersonal relations. However, Hakim (1996), in his studies on European population, reported people are increasingly more positive to womens labor market participation. This change in peoples attitudes is usually explained by the raising level of education for women, better possibilities for career development for women, and also the increasing number of families that are dependent on two incomes for their level of living (Sundstrom 2000). A comparative study conducted by Sumer (1998) on the social position, attitudes and identies of younger Turkish and Norwegian women with higher education found out that Turkish and Norwegian differ considerably in terms of social ident ities. Turkish do not perceive gender as a significant social determinant in their lives and do not identify women as a general category whereas Norwegian perceive gender as a significant societal determinant in their lives and identify women as general category. Study conducted by Vukovic (2007) on a sample of 1250 Croatian citizens aged 20+ revealed that there is difference between males and females in all age-groups, in a way that females are more liberal, the difference is largest among the youngest respondents. The youngest female respondents were found to be increasingly dissatisfied with traditional beliefs, while male counterparts very slowly follow that attitudinal shift toward modernity and greater equality. Chia, Chong and Cheng (2001), in their study on relationship of modernization and marriage role attitude among Chinese college students, found a significant sex difference with women holding a more modern value and a more equalitarian attitude toward marriage-role. This more equalitarian marriage role attitude may also characterize Chinese who are more accepting of western values. The Role of Education in Modernization It is commonly held that standards of education determine attitudes towards change and modernization. The more education people have, the more easily they identify with modernity; the less they have, the more negative and suspicious they are of modernity and consequently the more resistant they are to change and modernization. Kragh and Djursaa (2006), in their study comprising 26 countries found that teaching styles in post-industrial societies are more likely to follow the organic model, involving greater empowerment of students and less formal authority. In the business school context, this empowerment is shown to rest on students cultural values of solidarity and social commitment. Educated respondents turn out to be more liberal and egalitarian in their attitudes towards gender roles and womens employment (Vukovic, 2007). Existing research suggests that business school teaching and management in organizations in general tend to enact similar sociocultural values (Senge, 1997; Senge et al, 2000; Hofstede, 2001; Brown and Lauder, 1992; Brown et al, 2003) and it is possible to generalize findings from business schools to other type of organizations. Business schools are important providers of potential managers to companies and both the content of teaching and the attitude to management and cooperation which students acquire during the process of socialization at the institutions, are therefore strategically important for business (Kragh and Djursaa, 2006). Research Objectives To investigate the management students attitude towards modernization with respect to Social Mobility, Position of Women, Family Planning, Marriage and Religion and Superstition. To find out the difference in attitude towards modernization among the female and male management students. Research Hypothesis There is a positive attitude among the management students towards modernization with respect to Social Mobility, Position of Women, Family Planning, Marriage and Religion and Superstition. There is a significant difference in attitude towards modernization among female and male management students. The Sample The Study on which this paper is based was carried out in a well-known institute of management located in the National Capital Region (NCR), Delhi. The institute has been in existence for 17 years and it runs a two year (full time) postgraduate program in business administration. The sample for the study consists of 120 management students studying in their 4th semester (final) of MBA full time programme. Variables N Age 20-27years M=22.8yrs Gender Female 60 Male 60 Parent occupation Business 36 Govt. Service 84 Rural/Urban Rural 13 Urban 107 Religion Hindu 110 Sikh 7 Muslim 2 Others 1 Tools for Data Collection and Analysis: Attitude towards modernization was measured by using Dr. B.M Mathur (1997) Modernization Attitude Scale which consists of 35 items divided into five dimensions: Social Mobility (7 items); Position of Women (7 items); Family Planning (7 items), Marriage (7items) and Religion and Superstition (7 items). Test Retest reliability ranges from .85 to .90. Content validity was judged by 30 judges. The questionnaire was personally administered by the researchers in classrooms after the classes were over. Scoring: Yes answer is given 1 mark for positive question and No answer is given 1 mark for negative question. The higher the score, more is the positive attitude towards modernization. The responses to the questionnaire were keyed in and analyzed using the SPSS (version 12). Results and Discussion (Table 1 here) (Table 2 here) Table 1: Showing the mean, % and SD of the five dimensions of modernization. Variables N Mean Mean as % Std. Deviation Social mobility 120 5.78 82.57% 1.03 Position of women 120 6.35 90.71% .81 Family planning 120 6.26 89.43% .91 Marriage 120 5.39 77% 1.07 Religion and superstition 120 5.25 75% 1.04 Total modernization 120 28.56 81.6% 3.92 Table 2: Showing the t-test of five dimension of modernization in terms of gender. Variable Gender N Mean Std. Deviation Df t-value Sig. Social Mobility Female 60 6.15 .84 118 4.12 ** Male 60 5.41 1.09 Position of Women Female 60 6.58 .61 118 3.12 * Male 60 6.13 .93 Family Planning Female 60 6.31 .72 118 .59 NS Male 60 6.21 1.07 Marriage Female 60 5.61 .96 118 2.32 NS Male 60 5.16 1.15 Religion and and Superstition Female 60 5.3 1.03 118 .52 NS Male 60 5.20 1.07 Modernization Female 60 29.86 2.26 118 3.82 * Male 60 27.26 4.75 ** Significant at .01 level, *Significant at .05 level, NS= Not Significant. Graphical representation of means of female and male students in terms of five dimensions of modernization A perusal at table 1 shows that the means of the five dimensions of modernization are all having high score, which shows that there is a positive attitude towards modernization among the management students. Among the five dimensions, the mean of the Position of Women (M=6.35) was higher than the others dimensions followed by means of Family Planning (M=6.26); Social Mobility (M=5.78); Religion and Superstition (M=5.25) and Marriage (M=5.39). This shows that these management students have a very positive attitude towards the Position of Women emphasizing on the equality of gender rights, status of women upliftment, and provision of education and accepting women at higher positions. In terms of their attitude towards Family Planning, the students consider it an important factor and notion of individual choice within the nuclear family is paramount. Modernization of behavior has also lead to the constitution of modern families, which are more open to the use of modern contraceptives an d believe in the concept of small family means a happy family. With regard to social mobility, the students are totally against caste, the concept of untouchability and have a view that such beliefs are an obstacle in the progress of the society and must be eliminated. The students have shown a positive attitude towards the upliftment of the scheduled caste and tribes. In case of religion and superstition, the students have the opinion that religion and superstition should be based on ones faith and one should not be superstitious. The modernization theorists of the past three decades largely accepted the view of the modern world as a space of shrinking religiosity (Appadurai, 1996). In case of marriage, the sample have the opinion that people should be given freedom to select ones own life partner and they have also indicated a positive attitude towards love marriage and even inter-caste marriage. The findings indicating a positive attitude towards modernization have been supported by many researchers. Acc to Srivastava et.al, (1976), the goals of higher standard of life, freedom security, and social justice are more of the accepted goals of modernism. Family values and teaching styles in business schools are part of the same cultural complex of linked values and norms (Kragh and Djursaa, 2006). Hence, our hypothesis 1 which states that there is a positive attitude among the management students towards modernization with respect to Social Mobility, Position of Women, Family Planning, Marriage and Religion and Superstition, is accepted. A look at table 2 shows the t-value of the five facets of modernization in terms of gender. The overall modernization score shows significant differences among female and male (t- value=3.82) and the mean score of female students (M=29.86) was higher than mean score of male students (M= 27.26). This shows that female management students are having more positive modernization attitude than their male counterparts. There is also a significant difference in female and male scores on two dimensions of modernization viz. Social Mobilty and Position of Women. The t-value of female and male in Social mobility is 4.12 which shows significant at .05 level and mean of female (M=6.15) was higher than mean of male (M=5.41). This indicates that female students have a more positive attitude towards social mobility in terms of eradicating untouchability, caste system and believe in the upliftment of the minority section of people. This result shows that female students are more welfare oriented tow ards the upliftment of society. According to the liberal theory of industrialism, economic development sponsors more mobility and encourages equal opportunities (Dribe, Helgertz and Putte, 2012). The t-value (3.12) shows significant differences between female and male management students in their attitude towards position of women. The mean of female (M=6.58) was higher than mean of male (M= 6.13). This is understandable that female will have higher regards for the position of women in the society. The position of women in society is closely related to family values. This finding shows that female students have higher opinion about the upliftment of the female role and equality in the eyes of society. In the long term, it is seen that that modernization brings systematic, predictable changes in attitudes towards gender roles. Mukherjee (1997), in his study on the ideas and attitudes of students towards modernization, found that female students wished to become economically independent and acquire equal status with males in jobs and houses. The t-value in family planning; marriage and religion and superstition shows no significant differences between females and males; even th ough in terms of Attitudes towards Marriage, the mean of female (M=5.61) is having higher than male (M=5.16). Thus, our hypothesis 2 which states that there is a significant difference in attitude towards modernization among female and male management students, is partially accepted and partially rejected. Conclusion Modernity is the attitude to adjust to the rapidly changing condition of socio-cultural and economic milieu and to break from traditional mode of life. Modernity is one thing towards which every society is inevitably moving, although at different rates of development. The findings of this study show that the attitudes of management students towards the different facets of modernization are positive and they favor development. This could be due to the reason that standards of education determine attitudes towards change and modernization. The more education people have, the more easily they identify with modernity; the less they educated they are, the more negative and suspicious they are of modernity and consequently the more resistant they are to change and modernization. Also, interestingly, female students were found to have a more positive attitude towards overall modernization and also towards the two dimensions of Social Mobility and Position of Women. Female students favor the integration of social classes and do not consider themselves as a weaker section of the society. They want to be stronger; free from being prejudiced and no longer under the domination of male counterparts.

Absolute Essay -- essays research papers

An elephant was brought to a group of blind men who had never encountered such an animal before. One felt a leg and reported that an elephant is a great living pillar. Another felt the trunk and reported that an elephant is a great snake. Another felt a tusk and reported that an elephant is like a sharp ploughshare. And so on. And then they all quarreled together, each claiming that his own account was the truth and therefore all the others false (traditional parable). None of the accounts that the blind men made about the nature of the elephant are absolute truths, nor are the accounts false. An absolute truth, or one that is true for all, can not be achieved because of the constant motion of circumstances of who said it, to whom, when, where, why, and how it was said. Instead of absolute truths, the concepts or beliefs that the blind men claim are viewpoints that each one clarifies the nature of the elephant. Everybody has learned to see things from his or her own sense of reason and logic. The many things that people experience throughout their lifetimes, help to determine the judgments toward the different issues and objects that they encounter. Because individuals has his or her own sense of reason and logic, the perceptions that people encounter are ultimately true, and not false. Life does not contain one truth for any idea or object, but truths can be found in one’s perception. It is difficult to determine that anything is the absolute truth. One should not prove tha...

Fools In _King Lear_ :: essays research papers

Fools and Kings Shakespeare's dynamic use of irony in King Lear aids the microcosmic illustration of not only 16th century Britain, but of all times and places. The theme that best develops this illustration is the discussion of fools and their foolishness. This discussion allows Shakespeare not only to portray human nature, but also to elicit a sort of Socratic introspection into the nature of society's own ignorance as well. One type of fool that Shakespeare involves in King Lear is the immoral fool. Edmund, for instance, may be seen as a fool in the sense that he is morally weak. His foolishness lies in the fact that he has no sense of right or justice, which rewards him with an untimely, ironic death. He discusses this as his father, Gloucester, leaves to ponder the "plotting" of his son Edgar. Edmund soliloquizes, "This is the excellent foppery of the world, that when we are sick in fortune... ...we make guilty of our disasters the sun, the moon, and stars, as if we were villains on necessity; fools by heavenly compulsion." (I. ii. 32) for the sole purpose of illustrating his wickedness. Edmund realizes that his evil is self- taught. This soliloquy shows the audience Edgar's foolishness in his belief that malevolence is the force that drives one to greatness or prosperity. It also illustrates the bastard's mistaken belief that by fooling his father, he might be able to eliminate Edgar, the competition for Gloucester's title, and possibly rid himself of his father in the same act. This is a prime example of immoral foolishness in King Lear. Another type of fool in King Lear is the ignorant fool. Whereas characters such as Goneril, Regan, and Edmund are fools because of their tendency to harm others for self- gain, the ignorant foolish are not necessarily driven to evil. However, the evil are almost always driven to foolish actions. Gloucester, arguably Lear's foil, puts forth an interesting perspective in the play. His character is presented as one who is blind to the truth, and ironically, one who becomes physically blind in the end. In actuality, it is his blindness to the truth of Edgar's love and Edmund's greed and apathy that ultimately brings about Gloucester's demise. When he says, "I have no way and therefore want no eyes, / I stumbled when I saw" (IV.i.173), he seems to be illustrating the realization of his own

Flagella And Cilia :: essays research papers

FlagellaFlagella are necessary for the active movement of bacterial cells and protozoa. Flagella are single, whip-like structures that propel an organism through an aquatic environment. They use undulatory motions, where the waves of motion start at the base of the flagellum. The size, the volume of the medium, the length, position and width of the flagella on the organism determine the direction and speed propulsion of the cell. There are three different types of flagella movement. They are either planar, oarlike beating, or three dimensional waves.In the three dimensional wave movement, the flagella whips back and forth. As a result, the organism moves forward in the direction of the flagellum.The planar waves are mostly asymmetrical, and are on a single plane. The planar waves make the protozoan rotate on it’s longitudinal axis. The direction of movement is opposite of the direction of the wave.The oarlike flagellar movement is the same as planer, but the waves are often v ery asymmetrical, and have more side to side swing. Also, the protozoan usually rotates and moves with the flagellum from the front end.CiliaCilia are tiny hairlike appendices that swim or beat individually or in large fields. They work like flexible oars. The movement of each cilia must be closely coordinated with all of the other cilia. This is called metachronal rhythm, which is a wave of simultaneously beating groups of cilia moving from the anterior to posterior end of the organism and is responsible for the transport of objects and materials.Cilia play an important role in nearly all life functions in most species in the animal kingdom, including humans. Some of which are, feeding, reproduction, sensing, swimming, and transportation. Since they are so important, there has been a great deal of research done on them. Hancock made the first theoretical breakthrough in the mid-50’s, although cilia have been known about for 250 years. Flagella And Cilia :: essays research papers FlagellaFlagella are necessary for the active movement of bacterial cells and protozoa. Flagella are single, whip-like structures that propel an organism through an aquatic environment. They use undulatory motions, where the waves of motion start at the base of the flagellum. The size, the volume of the medium, the length, position and width of the flagella on the organism determine the direction and speed propulsion of the cell. There are three different types of flagella movement. They are either planar, oarlike beating, or three dimensional waves.In the three dimensional wave movement, the flagella whips back and forth. As a result, the organism moves forward in the direction of the flagellum.The planar waves are mostly asymmetrical, and are on a single plane. The planar waves make the protozoan rotate on it’s longitudinal axis. The direction of movement is opposite of the direction of the wave.The oarlike flagellar movement is the same as planer, but the waves are often v ery asymmetrical, and have more side to side swing. Also, the protozoan usually rotates and moves with the flagellum from the front end.CiliaCilia are tiny hairlike appendices that swim or beat individually or in large fields. They work like flexible oars. The movement of each cilia must be closely coordinated with all of the other cilia. This is called metachronal rhythm, which is a wave of simultaneously beating groups of cilia moving from the anterior to posterior end of the organism and is responsible for the transport of objects and materials.Cilia play an important role in nearly all life functions in most species in the animal kingdom, including humans. Some of which are, feeding, reproduction, sensing, swimming, and transportation. Since they are so important, there has been a great deal of research done on them. Hancock made the first theoretical breakthrough in the mid-50’s, although cilia have been known about for 250 years.

Relational Database Concepts and Applications: Research Paper Essay

Introduction In order to successfully transition from our current paper and email based equipment request method to a completely paperless online system, we must build and implement a relational database. A relational database will allow us to store, filter, make changes to, and share of the data that is needed in our new online equipment ordering system. Relational Database Overview â€Å"Databases are a mean for storing information in such a way that information can be retrieved from it. In simplest terms, a relational database is one that presents information in tables with rows and columns.† â€Å"A table is referred to as a relation in the sense that it is a collection of objects of the same type (rows).† â€Å"Data in a table can be related according to common keys or concepts, and the ability to retrieve related data from a table is the basis for the term relational database.† â€Å"A Database Management System (DBMS) handles the way data is stored, maintained, and retrieved.† â€Å"In the case of a relational database, a Relational Database Management System (RDBMS) performs these tasks. Oracle, 2014)† Why We Should Implement a Relational Database â€Å"Establishing a relational database management system is a great way to increase data integrity, efficiency, ask questions, sort and filter data, provide stronger security, and share information in one concise design which is very user friendly if developed correctly. Relational databases allow the ability to cross-reference data stored by the business and as a result provide a higher level of integrity.† â€Å"The key to success is in the  foundation of the database’s design.† â€Å"Relationships of data must be accurately assessed and once this connection is established, the rest falls into place rather smoothly. (Goessl, 2009)† Companies Using Relational Data Solution Barrodale Computing Services Ltd, a contractor of the Naval Meteorology and Oceanography Command, is an example of a company having success using relational data solutions. The company has a great deal of success with relational databases to include Object Relational Database Management Systems (ORDBMSs). â€Å" The company’s experience in using ORDBMS technology to provide solutions to six applications involving the management of complex data, ranging from integers and text strings to satellite imagery, 4D weather grids, and video.† â€Å"Some of the types of data that might be stored in a meteorological/oceanographic the data has a strong geospatial component, with each feature being localized in space and, optionally, in time. (Barrodale Computing Services Ltd., 2011)† Relational databases are everywhere from computer user accounts at any company using Microsoft’s Active directory service to control access control, to community based libraries who have to switched to electronic checkouts . â€Å"This is mainly due to its capacity to eliminate duplicated data, this also increases the degree of data integrity which helps management or employees make correct decisions based on the information they can extract.† â€Å"There are no worries about the same customer or employee record being duplicated because this is eliminated in the underlying design of the database.† â€Å"Updates are made quickly and everyone with access to the system can view these changes immediately.† â€Å"Decision makers find the aspect of data integrity to be one of the primary business advantages of the relational database. (Goessl, 2009)† Conclusion In conclusion, a relational database will enable our company to transition from our current paper and email based equipment request method to a completely paperless online system. The relational database will allow us to store, filter, make changes to, and share of the data that is needed in our new online equipment ordering system. References Barrodale Computing Services Ltd. (2011). Applications of Object Relational Database Management Systems at BCS. Retrieved from Barrodale Computing Services Ltd. (BCS): http://www.barrodale.com/docs/ORDBMS%20Applications%20at%20BCS.pdf Goessl, L. (2009, November 23). Business Advantages of a Relational Database. Retrieved from Inside Business 360: http://www.insidebusiness360.com/index.php/business-advantages-of-a-relational-database-15806/ Oracle. (2014). A Relational Database Overview. Retrieved from Java Tutorial: http://docs.oracle.com/javase/tutorial/jdbc/overview/database.html

Do We Depend Too Much on Computers Essay

As civilization advances we depend more and more upon our invention. There is technology that saved many lives, as well as the one that have destroyed whole cities. Good morning members of the jury, parents, teachers and students. My name is Hugo Mendoza and I will talk about dependency on computers. I choose it because I think people must know all the benefits it brings to our daily life. So, do we depend too much in computers? The answer is that yes, all days we use computers in the business, public services, education, and the most of all entertainment. Even if we don’t note it our life is affected by technology and computers behind all. I will focus about technology in general. After all these years, technology has been evolving constantly; it has facilitated our life in all aspects. First of all, medicine, medicine has improved a lot by the use of technology in hospitals and labs, improving the health of the sick and in bringing up a new medicine for a no before-seen disease quicker than before. There are healing machines that can cure people faster than would take by human hand. Then, there are vehicles such as cars that use the GPS or the monitor to show how much gas is left select music and more. There are even airplanes that can be monitored by computers, and trains that are controlled by computers to prevent a collision. Children play videogames like PS3 or Xbox, with these videogame consoles they will have better experience in computers and will be able to understand better the technology when they grow up. Computers like PC’s and Mac are used by us every day for school, work, and assignments. Students can get into the internet and find any information they want, we can communicate by long distances, and even get an online tutor for any class. By the other hand, technology has been used to create destruction by fabricating guns, war machines and devices like nuclear bombs. This is the other face of technology, and has been used in wars such as World War II. If we continue to make guns, war machine and bombs with the improvement of technology maybe in the future there will be a bomb huge enough to destroy a country or a continent. It would be the end of the world if it’s like that. Scientists fear that in next generations, machines replace completely work done by humans and we doing nothing; they fear that we will not do sport and depend completely on computers. If it’s like that, what would happen if the systems fail to work? There would be complete chaos. Or worse, what would happen if all the systems refuse to listen to people’s orders and do what they want? Nobody knows, and we don’t want to know. We have to do something about this. In my opinion, technology and computers have to do a lot in the world we lived today and we can’t live anymore without them, as we got used too much on them. However, technology is a double-edge sword and we should find the way to make this dependency less dangerous and safer for future generations. There most only be new inventions when we really need they are really important, useful and helpful for humans.

Dong Qichang, in the Shade of Summer Trees, 17th Century, Ming Dynasty

This painting is from the Ming Dynasty, and very clearly depicts and captures the essence of The Southern School, or Literati painters. The first thing to note is the overall composition of the painting. First and foremost it is a landscape painting. The colors are very monochrome; the space is stretched to reveal a depth to the painting that the eye cannot capture; and there is stillness to the art that embraces nature and serenity of life. In the right-hand corner of the painting there is calligraphy. The calligraphy lacks the precision, but is very clear in its form, much like the depiction within the painting itself. There are three men in the painting. The men are at ease and are almost lost in the painting. The men do not seem distinct from their surroundings but rather just another natural element in the bigger picture. The men are in poses that do not suggest positions that can be held for long periods of time, but rather only a moment. The men appear to be marveling at their surroundings as they look out into the vast wilderness. Above them, and hidden behind trees, there is a building. Just like the men, the nature and trees overwhelm the structure itself, clearly defining the more important and powerful of the two. Just below the men, there is a waterfall. The water appears to be making its way downward winding its way through the clusters of rocks. Water, representing the source of life, flows in this painting with great force, capturing the vitality and life of an individual moment in nature. This painting possesses a narrative emphasizing nature and the life that exists beyond human existence. It is the influence of nature on the human and not the influence of the human on nature. While the painting lacks the formal resemblance we recognize from photographs or our own perception, there is an overall impression that the viewer is left with: a true introduction to nature, and an intimate glimpse into a particular moment. The painting takes what the eye can see and extends it further, to a realm that cannot be captured by someone unless they have the patience and diligence to see beyond the obvious and capture more than the eye permits. Dong Qichang is revealing his discovery of nature and its importance and relevance to himself at a particular moment in time. There is an inner truth and realization that is depicted with every stroke of the brush and as each different element is unveiled, a different realization of life and nature is put down as a record. After attempting to emulate the techniques of Dong Qichang, and create a literati painting using the California scenery, I have realized many things. One is that I would never make it as a painter. The other things revolve around the life of the painting. The painting seems to resonate with a vitality that is captured through the depiction of a moment in time. The wind moves all the trees, and forces them to take on a life of their own and assume a position that seizes a particular moment, even though the layout and the trees themselves seem to lack the likeness to what we would expect to see in nature. The water is caught in a single moment, and we can see the life in it as it tries to get past the rocks and settle below. We know that the water is only in that particular position for a miniscule amount of time, and we can see that the painting truly captures a very distinct and precise time. The painting shows three men, one of whom is lifting his arm to point to something in the distance, and all three men follow with their heads to the direction of his arm. This is also capturing a single moment in time, and the painting serves as the record for a past event that will never be again, and captures emotions distinct to that moment, that will probably never be felt in the same way again. We can see the instantaneous placement of the cloud creating a fog and with it an illusion of something that is unknown and mysterious. This moment is captured so expertly before the fog can be burned away, or hidden by night, or pushed away with the wind. There is also emptiness in the painting. I did not realize this until I started to try to do a landscape drawing of my own. While the emptiness lacks any objects, it seems to have, or be, purposeful in the painting. It represents something, and is a source to the elements in the painting. It could be the wind that is moving the trees, or gravity that is causing the water to fall. The empty part of the picture seems to hold significance to the individual perspective and time of the painting. The artist’s personal feelings and reasoning once again captured and recorded in the painting. All of this being said, the question of how much of the painting is natural and how much of the painting is artifice arises. I think that the best way to tackle this question is from the largest perspective, and narrowing thereafter. That which the painting references is natural, and that which is within the painting is natural, but the composition and interaction between the different elements is artifice. Everything within the painting draws on what is natural: trees, water, rocks, mountains, clouds, humans, etc. It is how these elements interact with each other and with the canvas that enriches the painting with artifice. The interaction between the artist’s thoughts and emotions and nature, are so intertwined that the painting almost masks the artist’s true feelings with the natural behaviors of the elements. It is when the viewer steps back and looks at the whole painting, that one is able to appreciate the importance this painting plays as a record to an individual moment- both for the artist and its muse, nature.

Preschool Observation Essay

On November 13, 2014 at Grossmont College’s Child Development Center, I observed Konnor who was born on March 11, 2011. At the center, there are roughly around 15 children between the ages of three and five; there is one adult for every six or so kids. The preschool center’s indoor environment is safely secured with a locked gate that separates the outside door which leads to the younger children centers and parking lot with the hallway to the learning and play area. There are two separate rooms, but they both have screen doors that lead to the same play area outside. The room on the left, which Konnor is placed in, was smaller than the room on the right but they both had similar types of equipment and activities that children could join in on together. Both rooms were decorated with the colorful artwork of the preschool children, several tables and chairs were surrounding the indoor area, and there was an activity awaiting for kids in every corner; not one child was le ft with nothing to do. The outdoor environment is secured with a tall fence surrounding the outside area, along with a locked gate. The outdoors have many activities that encourage the kids to interact with one another. There are bicycles, a painting station, a mini-garden, a playground equipped with slides, a playhouse, large plastic blocks, and even a small stage for children to perform in dramatic play. The indoor and outdoor environment is secure for the children and encourages the children to interact with each other and play as well as learn. Tantrums were thrown, children disobeyed orders, but, the adults handled every situation presented with a calm voice and they let the children know why their action was wrong and what they can do to fix it. For example, Konnor threw a fit because there was no bicycle available for him to use, a teacher came by his side and leaned down to his level, allowing eye-to-eye contact, and talked to him about it. Konnor explained the situation through sobs, but the teacher showed no look of frustration and stood with Konnor until a bicycle was available again. The center was decorated with photos of diverse kids in  ethnicity and culture which is a eye-appealing way to teach kids about the diversity amongst each other. The Child Observed: Konnor is a 3 year and 8 month old male preschooler born on March 11, 2011. Konnor is lean with a fair complexion, blue eyes, a button nose and short blonde hair. He was wearing army pants, a gray t-shirt with a red and blue jacket, and gray sneakers. Konnor is of average height for a 3.9 year old at around 38 inches and weighs roughly around 30 pounds. Towards the beginning, Konnor interacted with many of his peers, he threw a tantrum, and even began to suck his thumb. Observing Konnor from the beginning, he reminded me of almost every topic discussed in class for his age group which made me choose him for the preschool observation. Biosocial Domain: Konnor jumps on the wooden stage in front of his peers and teacher and throws his hands above his head and into the air. With his legs in a straight position and slightly parted, Konnor leans down and places his hands onto the platform beside his feet. Keeping a firm, balanced position, he bends his elbows, places his head down, and tumbles his body over, creating a somersault. Konnor shows a growth pattern and according to Kathleen Berger, growth patterns are obvious with a comparison between a toddler and a preschooler, â€Å"The center of gravity moves from the breast to the belly, enabling cartwheels, somersaults, and many other motor skills† (225). Konnor shows a growth pattern because he was balanced when he leaned his body over in preparation for the somersault, and his hands and feet were placed firmly on the ground; he did not tumble over or stumble once. At 3 years and 8 months old, Konnor is within the norm for this growth pattern since it appears at 2 years old (Ch . 8 PowerPoint). Konnor begins to unstack the colorfully large, plastic Lego blocks. He grabs one blue block and places it to one side, and begins to do that with every other color presented to him. Konnor begins to stack up the Lego blocks separately according to the color; all the blue blocks were stacked neatly in a separate stack, as well as the red blocks and so on. Konnor shows maturation and according to Berger, maturation of the prefrontal cortex can be identified through observing children play certain games such as Simon  Says, and â€Å"the color game,† which was found that children were able to sort the cards out by their color. (234) Konnor shows maturation because he was able to unstack the uncoordinated colored blocks to color coordinate them, unlike a few children surrounding him who profusely stacked the blocks, regardless of the color order. At 3 years and 8 months old, Konnor is within the norm for this development since it appears at 3 years old (Berger, 234). Konnor picks up a tree branch that has fallen beside a tree, he stares at it and looks up at the tree and back at the branch. With the branch still gripped firmly in his hand, Konnor begins to lift his body to wrap his arms and legs around the tree. Hugging the tree with his body, Konnor begins to ease his way up the tree by pushing his legs up first to scoot the lower half of his body up, and then lifting his arms up further to scoot up his upper body as well. Konnor shows gross motor skills and according to Berger, gross motor skills are defined as, â€Å"physical abilities involving large body movements, such as walking and jumping† (145). Konnor shows gross motor skills as he lifts his body to meet the tree as well as scooting his legs and arms up the tree to move up further which requires the use of his large muscles in both his lower and upper body. At 3 years and 8 months old, Konnor is within the norm for gross motor skills as it appears 8 to 10 months after birth (Berger, 145), but, Konnor is not within the norm for an activity, such as climbing a tree, since it appears at 5 years old (Berger, 238). Cognitive Development: Konnor picks up a tree branch that sits beside a tree and he begins to feel the leaves hanging from the branch and curves his lips upwards. Konnor takes a deep breath and says, â€Å"Hi, plant! How was your day?† as he begins to shake the plant for a response, Konnor responds to the tree branch that he, too, is having a good day. He sets the branch down back where he found it and says his goodbyes to the branch as he walks away. Konnor shows animism, which Kathleen Berger defines as, â€Å"the belief that natural objects and phenomena are alive† (259). Konnor showed animism because he began to have a minimal conversation with the tree branch and asking it how its day was as if it were animate. At 3 years and 8 months old, Konnor is within the norm for this development as it appears at 2 years old (Berger, 257). The teacher gives Konnor a cup and spoon like hers and asks Konnor to wait for further instructions. Konnor begins to stir the brown sugar that the teacher placed in his cup until it is well mixed like her mixture. The teacher pours some vanilla extract into her cup and then hands over the vanilla to Konnor and asks him to pour it into his cup full of brown sugar. Konnor does what he is told and waits for the rest of his teacher’s instructions; the teacher tells Konnor to stir the mixture once again just as she does hers until the caramel is formed. Konnor shows guided participation, which Berger defines as, â€Å"the process by which people learn from others who guide their experiences and explorations† (262). Konnor was able to make the caramel by watching his teacher do every step in making the dip along with her explaining to him verbally as to what to do in each step. At 3 years and 8 months old, Konnor is within the norm for this development since it appears at 3 years old (Berger, 262). Konnor holds the tree branch in front of his face while two of his peers surround him. He keeps a grasp onto the stem until the leaves on the branch begin to rustle against each other and Konnor opens his mouth in a form of an ‘O’ and raises his eyebrows up. Konnor turns to his friends and says, â€Å"Did you see the leaves move?! That means the plant is dancing and is happy to see me.† Konnor shows theory-theory, which Berger defines as, â€Å"the idea that children attempt to explain everything they see and hear by constructing theories† (266). Konnor must have seen leaves rustle in the trees previously and waited with his peers for something to occur with his branch. Konnor believes that when the leaves on a tree or a plant begin to move along with the wind, it means that the tree/plant is dancing because it is happy. At 3 years and 8 months old, Konnor is within the norm for this development since it appears at 3 years old (Berger, 267). Language: Konnor stands across his peer on the wooden play stage and lifts his arms up and roars like an animal. His peer proceeds to do the same, but Konnor stops and says to his peer, â€Å"you have to be louder; throw your hands up and roar!† His peer does what Konnor suggests and Konnor nods his head at him. â€Å"Now get on the floor and roar!† Konnor says as he shifts his body down on the wooden  platform so his knees and hands are placed on the floor. Konnor continues to roar along with his peer on the play stage and tells his peer to follow him just as he begins to circle his body around the stage. Konnor shows social mediation, which Berger defines as, â€Å"human interaction that expands and advances understanding, often though words that one person uses to explain something to another† (264). Konnor had to stop to explain and show his peer how to roar loudly like him by telling him how through a minimal conversation as well as demonstration. Konnor then instru cts him what to do next such as to get on the floor and to follow him and continue to roar. At 3 years and 8 months old, Konnor is within the norm for this development since it appears at age 3 (Berger, 264). Konnor picks up a tree branch that sits beside a tree and he begins to feel the leaves hanging from the branch and curves his lips upwards. Konnor takes a deep breath and says, â€Å"Hi, plant! How was your day?† Konnor waits for a response while the branch is held in front of his face, then continues to talk to the branch by saying â€Å"I’m having a good day too, plant!† Konnor shows fast-mapping, which Berger defines as, â€Å"the speedy and sometimes imprecise way in which children learn new words by tentatively placing them in mental categories according to their perceived meaning† (270). When talking to the tree branch, Konnor kept referring the branch to a â€Å"plant† because he believes that anything with wood and leaves is considered a plant. At 3 years and 8 months old, Konnor is within the norm for this development since it appears at around 12 to 18 months (Berger, 270). Konnor stacks the plastic Lego blocks on top of one another with a peer until their desired height. His peer grabs a blue plastic Lego block and throws the plastic block at the stack which causes Konnor to gasp and raise his voice at his peer. A teacher comes over to the two boys to see what the problem was and Konnor says, â€Å"teacher, he throwed the block and ruined this.† while referring to the now tumbled over stack. Konnor shows overregulation which Berger defines as, â€Å"the application of rules of grammar even when expectations occur, making the language seem more â€Å"regular† than it actually is† (272). Konnor shows overregulation by saying â€Å"throwed† instead of the proper past tense term â€Å"threw†. He believes it is the proper  term because he shows that he knows that the letters â€Å"-ed† create a past tense word. At 3 years and 8 months old, Konnor is within the norm for this development since it appears at 3 years old (Berger, 272). Psychosocial Domain: Konnor stacks the plastic Lego blocks on top of one another with a peer until their desired height. His peer grabs a blue plastic Lego block and throws the plastic block at the stack which causes Konnor to gasp and raise his voice at his peer, asking him why he did that. A teacher comes over to the two boys to see what the problem and Konnor explains. Konnor shows emotional regulation which Berger defines as, â€Å"the ability to control when and how emotions are expressed† (289). Konnor shows this behavior because even when he expressed his feelings toward his peer by raising his voice, he knew not to overreact verbally or physically and asked his peer why he did what he did instead. At 3 years and 8 months old, Konnor is within the norm for this development since it appears between the ages 2 and 6 (Berger, 289). As Konnor finishes stirring his brown sugar and vanilla extract in the cup, he looks around the round table where a few of his peers surround them; he sees that they are still stirring their ingredients in their cups. Konnor curves his lips upwards, and raises his cup to his teacher and says, â€Å"look, teacher! I’m done!† the teacher responds with, â€Å"well done, Konnor! Wait for everyone else to finish their dip.† Konnor continues to curve his lips upwards and sits back in his chair while his peers finish mixing. Konnor shows pride which a very positive high concept and self esteem (Ch. 10 PowerPoint). Konnor shows pride once he realizes that he was the first to finish mixing the ingredients together and shows his teacher that he was already finished. At 3 years and 8 months old, Konnor is within the norm for this development since it appears at age 3 (Berger, 290). Konnor stacks the plastic Lego blocks on top of one another with a peer until their desired height. His peer grabs a blue plastic Lego block and throws the plastic block at the stack which causes the stack to tumble over and the blocks scattering around the floor. Konnor gasps and furrows his brow at his peer and says, â€Å"You are mean! I don’t like you!† Konnor shows  antipathy which Berger defines as, â€Å"feelings of dislike or even hatred for another person† (305). Konnor shows antipathy toward his peer right after his peer knocked over their stack of Lego blocks, which required much of their time, by furrowing his brow and raising his voice at his peer. At 3 years and 8 months old, Konnor is not within the norm for this behavior since it appears at age 4 (Berger, 306). Konnor stands beside the tree and watches his peers ride on the tricycles. Konnor furrows his brow and raises his voice saying, â€Å"I want to ride on one!† A teacher walks to Konnor, asking what’s wrong, and Konnor says, â€Å"I want to ride on a tricycle!† Konnor’s teacher explains to Konnor that they are all taken by his peers and that he would have to wait until one is available. Konnor stomps his foot on the ground, continuing to furrow his brow and says, â€Å"No, now!† Konnor walks over to one of his peers who is sitting on his parked tricycle and demands him to get off so he could ride it. His peer tells Konnor that he is riding it, which makes Konnor grasp onto one of the handles and pull it towards his body, causing his peer to raise his voice and call for a teacher’s help. Konnor shows instrumental aggression which Berger defines, â€Å"behavior that hurts someone else because the aggressor wants to get or keep a possession or a privilege† (306). Konnor shows this behavior because he kept raising his voice at his teacher and his peer in order to get what he wanted, which was to ride one of the occupied tricycles, as well as pulling a tricycle towards him from a peer who was already using it. At 3 years and 8 months old, Konnor is within the norm for this behavior since it appears at age 2 (Berger, 306). Play!: Konnor and his peer get on their hands and knees in the sand and begin to shift their bodies to move around the play area. Konnor raises one hand in the air and sways it back and forth as he says, â€Å"roar!† His peer waits until Konnor finishes his ‘roar’ then proceeds to do the same and then continue to crawl around in the sand and raise their voices to, â€Å"roar† together. Konnor shows cooperative play which Berger defines as, â€Å"children play together, creating dramas or taking turns† (296). Konnor shows this behavior since he played with another individual in the act of being an animal and taking turns in roaring and swaying their arms around. At 3 years and 8 months old,  Konnor is within the norm for this behavior since it appears at 3 years old (Berger, 296). Konnor stands across from his peer and throws his hands in the air over his head, furrows his brow and says â€Å"roar! I’m a tiger and I’m going to eat you!† his peer jumps, turns around, and proceeds to run around the play area while his mouth is open and his lips are curved upwards, he says â€Å"you can’t get me!† Konnor runs right behind him, his arms still rose above his head and continues to say, â€Å"Roar!† Konnor shows rough-and-tumble play which Berger defines as, â€Å"play that mimics aggression through wrestling, chasing, or hitting, but in which there is no intent to harm† (296). Konnor shows this behavior by acting like a preying tiger and telling his peer that he will eat him while roaring and then chasing him around the play area. At 3 years and 8 months old, Konnor is within the norm for this behavior since it appears at 3 years old (Berger, 297). Konnor stands across his peer on the wooden play stage and lifts his arms up and roars like an animal with his peer. Konnor throws his hands up above his head and lifts his knees up then stomps his feet across the platform and continues to roar and growl. Konnor stands across his peer and furrows his brow at him, which makes his peer do the same; Konnor then shakes his head from side to side, his arms still above his head and he roars once again. Konnor shows sociodramatic play which Berger defines as, â€Å"pretend play in which children act out various roles and themes in stories that they create† (297). Konnor shows this behavior since he and his peer began to pretend that they were animals on the wooden stage. He and his peer were roaring just as they have probably heard an animal do and also stomp their feet which mimics an animal pouncing. At 3 years and 8 months old, Konnor is within the norm for this behavior since it appears at 2 years old (Berger, 297). Though there was a painting station that gave children the opportunity to sit down and paint whatever they wanted to, Konnor did not take part in the activity during the time I observed him; thus, not showing the behavior of artistic expression. Artistic expression is defined as young children being  imaginative and creative and loving to show it in drawing, dancing and building without being self-critics (Berger, 242). Berger states that the norm for this behavior is 2 years old (242). Reflection: Significance and Application While observing Konnor, I had noticed that there were times that he was much like his peers in many behaviors, and also different than his peers in other behaviors. I believe the preschool has been a major influence on Konnor’s development because when there are acts of good behavior, he is praised and when there are acts of wrongdoing, he is informed of why that is and given time to reflect on his behavior. From the observation and from this assignment, what I’ve learned about child development is that no matter how any child is raised in their own home and environment, they all share many similar attributes behavior wise. Towards the beginning, I was overwhelmed when I saw all of the children running around freely; I didn’t think I could choose just one child, and if I did, I didn’t think that their behaviors and acts of play would suffice. Surprisingly, when observing Konnor and his peers that he would play with, I noticed that they are all much alike even if they show it just a little bit differently than another child. Kids will be kids, as they say.