Cliffside Orchards Case Study Example | Topics and Well Written Essays - 2500 words

Cliffside Orchards - Case Study Example Cliffside Orchards generated its first profit in the year 1989. Then, the Hermans were operating as wholesalers. By the end of the year 1990, however, the Orchard recorded fewer profits as a result of a decline in crop yields. The Hermans decided to venture into farmer markets such as Sandpoint, Codalaine and Spokane. Jeff Herman stated that this â€Å"was a big change, emotionally and spiritually.† The couple states that when they began, 32 years ago, they lacked the technological advantages and technical knowhow that is enjoyed by many farmers today. Jeff, however, acknowledges Phil Unterschuetz’s publication on Organic Integrated fertility Management publication as a crucial guide that helped them through the numerous challenges that they faced over the past 32 years such as the Alar scare of 1989. The couple has witnessed firsthand the effects of unsustainable agriculture and the use of extreme chemicals in crop growth. As such, they have endeavored to adopt healthy crop growth practices for the sake of their children and the environment. The Cliffside Orchards has been a success story for farmers all over fighting for the cause of purely organic agricultural practices. Part of the couple’s objectives is to provide an example of how maintained organic practices can yield healthy and nutritious tree ripened fruit that is sweet.

Focus Paper on Grand Conversations Essay Example for Free

Focus Paper on Grand Conversations Essay Grand conversations are effective instruments of instructional design and learning, which may be easily integrated into any type of curriculum content. Mark Twain’s Huckleberry Finn is an excellent example of the book that can be used in elementary school grand conversations. To make grand conversations even more effective and interactive, they may also be combined with shared reading. In grand conversations, elementary school learners develop necessary interactions, which lead them to developing extensive reading and comprehension skills. Focus Paper on Grand Conversations Introduction Grand conversations are effective instruments of instructional design and learning, which may be easily integrated into any type of curriculum content. Grand conversations are particularly important for the development of communicative skills in learners. The use of grand conversations is integrally linked to student-centered approaches, providing students with additional opportunities to speak, express their thoughts and opinions, and study the most problematic curriculum topics in depth. In elementary classroom, grand conversations may be used as the means for studying literary texts and developing extensive connections between literature themes and student realities. Elementary school teachers pay special attention to the development of literacy and communicative skills in young learners. By linking reading to discussion and exploration, education specialists are trying to develop more effective approaches that would motivate young learners to read, and communicate their views in classroom. â€Å"Grand conversations are discussions held by the entire class community. What makes grand conversations different from other forms of whole group activities is that the teacher does not direct grand conversations† (Buis, 2004). Thus, the teacher’s task is to choose the content which is the most appropriate for classroom discussion, and to set the tone of the group conversation, which will further be directed by learners and will help them investigate the plot, the theme, the characters, and the setting of the original text in more detail. Unfortunately, teachers tend to use more traditional standardized strategies in text analysis; a short-lived conversation is a widely acceptable teaching technique that may save time during the lesson but does not improve student knowledge in class. However, it is not enough for a teacher to understand the importance of grand conversations in class; it is essential that elementary school teachers develop effective and multifaceted approaches, to give students an opportunity for practicing their communicational skills. As teachers, we cannot guarantee that our small students will be able to understand all literary implications of particular texts. That is why it is important to develop meaningful chains that would help learners understand the content, the context, and the idea of a literary work. The book to be discussed should be written in simple language and should be close to what children feel, see, and do in their daily lives. â€Å"The book should be enjoyable, of superior literary quality, engage student interests, allow for good discussions and invite students to revisit them over and over again† (Buis, 2004). Mark Twain’s Huckleberry Finn is an excellent example of the book that can be used in elementary school grand conversations. To make grand conversations even more effective and interactive, they may also be combined with shared reading of the most interesting passages. A sample grand conversation may start with a simple question: â€Å"Do you think that Huckleberry Finn could live in our society? † This question may further be extended to discussing the similarities between Huckleberry Finn’s realities (clothes, behaviors, thoughts), and those of contemporary learners. It is expected that students’ answers will not be limited to â€Å"yes† or â€Å"no†, but will encourage other students to express their thoughts and develop reliable connections between their personal experiences and those of a literary character. Children will be free to discuss their best impressions, feelings, or their favorite clothes. It is expected that by the end of the discussion session, children will be able to determine, what makes Huckleberry Finn different from them. Choosing a picture book would also facilitate the discussion and drive learners’ imagination, giving elementary students a special feeling of â€Å"reading joy† (Buis, 2004). As teachers, we should also be prepared to the situation when learners’ experiences and opinions differ and are even be opposite to each other; as a result, we will need to use available instruments for turning this opposition into the subject of a detailed discussion. Grand conversations will further engage all learners into a risk-free environment, and expose them to the world of classic literature through the prism of their most pleasant life experiences. It should be noted that â€Å"participation in a discourse community is crucial for the cultivation of deeper levels of vocabulary knowledge. Language learning is fuelled by students’ curiosity and their desire to connect and communicate with others† (Buis, 2004). For grand conversations to be effective, it is important that the teacher does not limit the discussion to one single interpretation of the book. Children should be encouraged to express their ideas about the plot, the meaning, and the importance of particular passages. Although grand conversations are not directed by the teacher, some scaffolding may be appropriate to motivate and encourage young learners. Traditionally, students are not involved into active group discussions in class; they are used to the situation where teacher carries the main load of talking. As a result, students may be prevented from supporting conversation at deep levels. Several grand conversations will be required to ensure that students have fully understood the meaning of Twain’s text and that they are able to formulate their thoughts as applied to the context, structure, and the meaning of the plot. Every new text distracts students from digging deeper into particular literary elements, but attracts their attention to new events within the story; that is why several literary conversations will help young learners concentrate on particular meaningful elements that will gradually lead them to understanding the real or virtual place of Huckleberry Finn in his and in our time. Conclusion Grand conversations reveal the new facets of elementary students’ communicative skills and abilities. This type of instructional methodology helps revisiting the most interesting literary texts and exploring them through the prism of learners’ personal experiences. In grand conversations, elementary school learners develop necessary interactions, which lead them to developing extensive reading and comprehension skills and provide them with unlimited opportunities for sharing their comments and offering new ideas in classroom-wide discussions. References Buis, K. (2004). Making words stick: strategies that build vocabulary and reading comprehension in the elementary grades. Pembroke Publishers Limited.

The Apollo 11 Space Flight: Man Explores the Moon and Gains Perspectiv

The 1960's brought cultural transformation through outbreaks of violence and contention. The "Love and Peace" slogan led to a bloody fear of "War and Hate." It was an era of protest and revolt. The decade began with the assassinations of John F. Kennedy and Martin Luther King Jr., escalated with the viciousness of Vietnam, and ended with the suspicion of Watergate. And somewhere in the terror of freedom, we saw two Americans walk on the moon. It was while staring at that crystalline sphere hovering above us that we pondered the scope of our opportunity. On that warm summer night it was a miracle of technology, a step into a new world, a celebrated triumph. We engaged in a political race to the moon against the Communists with a democratic pride that launched us to a new age of scientific exploration. They were footsteps that would be talked about for centuries bringing information that would influence us for decades. America's Race for the Moon Following the Atomic Bomb of World War II, the United States was a recognized "Superpower," the technological king of advancement. Through our new Elvis albums and poodle skirts, we were enjoying the satisfaction of being the "winning team." However, in 1957, our pride was pierced when news hit that Russia had successfully launched "Sputnik," the first artificial satellite to circle the earth. As President Kennedy said, "We are behind and will be for a period in the future" (Sullivan 142). We were no longer the superior champions we once were. The Soviet Union seemed unstoppable; by 1961 Russian Major Yuri Gagarin became the first man to orbit the earth in a spaceship. Less than two months later, the United States publicly announced their 20 billion dollar space program, Project... ...s. By viewing the Earth as a whole, we discovered truths about humanity that sparked a new perspective of thought and understanding for our generation and the generations to come. "We touched the face of another world, and became people without limits" (Chaikin ix). Works Cited Chaikin, Andrew. A Man on the Moon: The Voyages of the Apollo Astronauts. New York: Penguin Books, 1994. Folger, Tim, Sarah Richardson, and Carl Zimmer. "Remembering Apollo." Discover July 1994: 38-58. Spirit of Apollo: A Collection of Reflective Interviews. AIAA (American Institute of Aeronautics and Astronautics, 1989. Sullivan, Walter, ed. America's Race for the Moon: The New York Times Story of Apollo. New York: Random House Publishers, 1962. Wilford, John Noble. We Reach the Moon; the New York Times story of Man's Greatest Adventure. New York: Bantum Books, 1969.

English as a Second Language Essay

It has been said that the Earth is shrinking. Not only has air travel reduced the time it takes to get from one country to another, but the internet has also served to shrink our planet. With new technology like email, Skype and Facebook bridging people together in spite of how far apart they may be, it is more likely than ever that a person will need to speak a second language. If one is interested in taking advantage of our shrinking planet, and using these new technologies to acquire information then I would recommend learning English as a second language. For the time being at least, I believe English is the language that doors to information and opportunities. Many of the new technologies that allow people to connect from across the world are primarily conducted in English, Facebook, Tumblr, Linked In and other networking sites cater to English speaking users. The speaker of another language who can master English will have a whole array of communicative networking sites at their disposal. The speaker of English would also have many sources of information open to him. News sources like the BBC, CNN as well as less popular but still thought provoking sources like Slate, Salon and The Huffington Post, Furthermore, research sources like J-Stor and LexisNexis would be there to provide papers, articles and research materials on thousands of different topics and areas of study. If you look at many of the job search sites on the internet, it is becoming increasingly apparent that knowledge of a second language is primary qualification for job seekers. As companies have become more global, their desire for bilingual speakers has become more urgent. The applicant who speaks English as a second language has significant advantage over other applicants. In conclusion, I believe it is clear that there are many advantages to speaking English as a second language. More networking is possible, more information is available and job prospects are better. Many rewards await the person wh o takes the time to learn English as a second language. For these reason I would advice someone who is considering learning a second language to choose English.

Actions Speak Louder Than Words

Title: Actions speak louder than words: comparing automatic imitation and verbal command Authors: Helge Gillmeister, Arnaud Badets and Cecilia Heyes University College London, London, UK Corresponding author: Helge Gillmeister Department of Psychology, University College London, 26 Bedford Way, London WC1H 0AP, United Kingdom Tel. : +44 207 679 5379 E-mail: h. [email  protected] ac. uk Running head: Actions speak louder than words Word count: 3904 Actions speak louder than words AbstractAutomatic imitation – copying observed actions without intention – is known to occur, not only in neurological patients and those with developmental disorders, but also in healthy, typically-developing adults and children. Previous research has shown that a variety of actions are automatically imitated, and that automatic imitation promotes social affiliation and rapport. We assessed the power of automatic imitation by comparing it with the strength of the tendency to obey verbal comma nds. In a Stroop interference paradigm, the stimuli were compatible, incompatible and neutral compounds of hand postures and verbal commands.When imitative responses were required, the impact of irrelevant action images on responding to words was greater than the effect of irrelevant words on responding to actions. Control group performance showed that this asymmetry was not due to modality effects or differential salience of action and word stimuli. These results indicate that automatic imitation was more powerful than verbal command. 1 Actions speak louder than words Introduction Even when we do not intend to imitate others, we are inclined to copy their body movements.This tendency, known as ‘mimicry’ or ‘automatic imitation’, was once thought to be confined to patients with frontal brain damage (Lhermitte, Pillon, & Serdaru, 1986), atypically-developing individuals (e. g. Charman & Baron-Cohen, 1994), ‘savages’ (Darwin, 1989) and nonhuman a nimals (Thorndike, 1898). More recent research has shown that automatic imitation is also common in healthy, typically-developing adults (e. g. Wallbott, 1991; Lakin & Chartrand, 2003; Brass, Bekkering, Wohlschlager, & Prinz, 2000) and children (Simpson & Riggs, 2007).The purpose of the present study was to estimate the strength of our tendency automatically to imitate the behavior of others by comparing it with the strength of our tendency to do what we are told; to perform actions on verbal command. Most previous research on automatic imitation has been concerned, not with the strength of this tendency, but with its pervasiveness and effects on social attitudes. Carefully controlled laboratory studies have found automatic imitation of facial expressions (e. g. Wallbott, 1991), as well as finger (e. . Brass et al. , 2000), hand (Heyes, Bird, Johnson, & Haggard, 2005) and arm movements (e. g. Kilner, Paulignan, & Blakemore, 2003). Studies investigating the ‘chameleon 2 Actions speak louder than words effect’ in semi-naturalistic social situations have shown that gestures such as eartouching and foot-wagging are automatically imitated, that this kind of mimicry can occur without the imitator’s conscious awareness, and that it promotes affiliation and rapport between social partners (e. g. Lakin & Chartrand, 2003).Indirect evidence of the pervasiveness of automatic imitation has been provided by functional imaging and transcranial magnetic stimulation (TMS). For example, imaging has shown that the observation of hand, foot and mouth movements activates the same areas of premotor cortex active during their execution (Buccino et al. , 2001). Revealing yet further specificity, the observation of hand and arm movements selectively increases TMS-induced motor evoked potentials from the particular muscles involved in executing these movement (e. g. Strafella & Paus, 2000).In behavioral studies, stimulus-response compatibility (SRC) procedures are o ften used to detect automatic imitation. These procedures provide some indication of the strength of the automatic imitation tendency by showing that it can interfere with performance based on task instructions. For example, Kilner et al. (2003) instructed participants to make sinusoidal arm movements in a vertical plane while observing a model perform the same vertical movements (compatible condition) or sinusoidal arm movements in a horizontal plane (incompatible 3 Actions speak louder than words condition).Although participants were, presumably, equally motivated to obey instructions in the two conditions, their movements showed more, counterinstructional deviation from the vertical plane in the incompatible than in the compatible condition. Other SRC studies have shown that automatic imitation interferes, not only with the spatial properties of movement, but also with its timing. Participants instructed in a simple reaction time (RT) task to open their hand as soon as an observe d hand began to move, initiated the opening movement faster when the stimulus hand opened than when it closed (Heyes et al. 2005). Similar studies have shown that automatic imitation can influence the timing of hand and finger movements even when the observed movements are taskirrelevant, i. e. when participants are instructed to respond, not to the observed movements, but to arbitrary stimuli such as digits (Brass et al. , 2000), crosses (Bertenthal et al. , 2006) or colors (Sturmer, Aschersleben, & Prinz, 2000). As far as we are aware, only one study has explicitly compared the strength of automatic imitation with that of other response tendencies (Brass et al. , 2000).This study found that the impulse to imitate finger movements was stronger than the tendency to respond with finger movements to arbitrary symbols and to static spatial markers. The results were important in providing evidence that automatic imitation is genuinely automatic (i. e. that it occurs contrary to task ins tructions), and that it is not reducible to spatial compatibility (see also Heyes et al. , 2005; 4 Actions speak louder than words Bertenthal et al. , 2006), but Brass et al. (2000) provided only a very conservative estimate of the strength of automatic imitation.Theories of imitation assume that it is based on stimulus-response connections that are either innate (e. g. Meltzoff & Moore, 1997) or the product of long-term learning (e. g. Heyes & Ray, 2000). If this is the case, it is not surprising that the tendency to imitate is stronger than the tendency, based solely on task instructions, to respond differentially to symbolic cues. Like imitation, spatial compatibility effects depend on innate or learned response tendencies (Tagliabue, Zorzi, Umilta, & Bassignani, 2000). However, Brass et al. s study did not show that automatic imitation is generally stronger than the tendency to respond to the site of stimulation; only that automatic imitation is stronger than spatial compatibili ty when the spatial cue is smaller and less dynamic than the body movement cue. The present study provided a more stringent test of the strength of automatic imitation by comparing it with that of the tendency to obey verbal commands. Like imitation, verbal command is a common method of instruction in everyday life, and the power of words to evoke actions is a product of deeply engrained mechanisms.Indeed, one theory of imitation, the associative sequence learning (ASL) model (e. g. Heyes & Ray, 2000), suggests that the two response tendencies become engrained in the same way; that we learn to imitate through correlated 5 Actions speak louder than words experience of observing and executing action units, just as we learn the meanings of words through correlated experience of the words and their referents. We used a Stroop procedure to compare the strengths of automatic imitation and verbal command. There were four groups of participants.In the focal group (Manual-Auditory), particip ants were required in each trial to open or to close their hand in response to a compound stimulus. The compound consisted of an image of a hand in an open, closed or neutral posture, and the sound of a word: ‘open’, ‘close’ or a neutral nonword. In one condition, participants were instructed to imitate the action and to ignore the word (action-relevant task), and in the other condition they were told to obey the verbal command and to ignore the action (word-relevant task).In any given trial, the stimulus on the taskirrelevant dimension (the word in the action task, and the action in the word task) was compatible, incompatible or neutral with respect to the stimulus on the taskrelevant dimension. For example, in the action task, an image of an open hand was accompanied equally often by the word ‘open’ (compatible), the word ‘close’ (incompatible) and by a nonword (neutral). If the tendency to imitate is stronger than the tendency t o obey verbal commands, then, in this focal group, one would expect the impact on performance of action stimuli in the word task to be greater than the impact of word stimuli in Actions speak louder than words the action task. More specifically, one would expect the compatible taskirrelevant stimulus to speed responding, and /or the incompatible task-irrelevant stimulus to slow responding, more in the word task than in the action task. However, an effect of this kind would not be sufficient to show that automatic imitation is stronger than the tendency to obey verbal commands, for two reasons. First, it could be that the action images used in this experiment were more salient or easier to discriminate than the word stimuli.In this case, one would expect action images to be more potent stimuli, not only for automatic imitation, but also for nonimitative responding. To address this issue, we included a second group of participants (Vocal-Auditory) who were presented with exactly the s ame stimuli as the focal group, action images in compound with word sounds, but they were required to make vocal rather than imitative responses. For example, in the action task, this group said ‘open’ when they saw an opened hand, and ‘close’ when they saw a closed hand.Langton, O’Malley, & Bruce (1996, Experiment 5) found that irrelevant gestures affected vocal responses to words to the same extent as irrelevant words affected vocal responses to gestures. Therefore, we expected that, in contrast with the focal group, the performance of the Vocal-Auditory group would be affected equally by irrelevant actions in the word task, and by irrelevant words in the action task. 7 Actions speak louder than words The second issue concerns modality of stimulus presentation.In the focal group, actions were presented visually and words were presented in the auditory modality because those conditions are typical of everyday life. In the course of development, it i s likely that simple verbal instructions, consisting of a single word, are more often heard than seen. However, because spoken words unfold over time, whereas images are instantaneously available for processing, auditory presentation of verbal commands could put them at a disadvantage.In other words, if irrelevant actions have a greater impact than irrelevant words in the focal group, this could reflect, not the relative strengths of automatic imitation and verbal command, but faster processing of visual than auditory stimuli. To address this issue we included two further groups in which the word stimuli were written rather than spoken. One of these groups (Manual-Visual) made hand movement responses, and the other (Vocal-Visual) made vocal responses. Thus, there were four groups: Manual-Auditory, Vocal-Auditory, ManualVisual and Vocal-Visual.We predicted that in the focal Manual-Auditory group the effect of irrelevant actions on speed of responding to words would be greater than th e effect of irrelevant words on responding to actions. If this asymmetric effect indicates that the automatic tendency to imitate is stronger than the tendency to obey verbal commands, rather than an effect of nonspecific features of the stimuli or stimulus-response mapping, then it should also be present in the Manual-Visual group, but not in the Vocal-Auditory or Vocal-Visual groups. 8 Actions speak louder than words Method Participants Forty-eight right-handed volunteers (15 men, mean age: 22.  ±7. 5 years) were randomly assigned to one of four groups: Manual-Auditory, Vocal-Auditory, Manual-Visual and Vocal-Visual. All had normal or corrected-to-normal vision and normal hearing. The experiment was carried out with local ethical approval and written consent. Stimuli and Apparatus Warning and imperative stimuli were compounds of hand actions and words with coincidental onsets. Hand actions were life-sized images of postures made by a male right hand, taken from the angle at whic h one normally views one’s own hand, and presented on a laptop computer screen (60Hz, 400mm, 96DPI) in color on a black background.For the warning stimulus, the hand was in a neutral posture, with the fingers closed and pointing upwards in parallel with the thumb (visual angle: 6. 96 ° x 13. 33 °), and was shown for a variable duration between 800ms and 1520ms. For the imperative stimuli, the hand was in an opened (15. 5 ° x 13. 5 °), closed (7. 0 ° x 11. 2 °) or inverted neutral posture (see Figure 1D for examples), and was shown for 640ms. Word stimuli were either sound files presented via the laptop’s internal speaker (auditory) or superimposed in white 9 Actions speak louder than words nk on the hand stimuli in the centre of the screen (visual; 6. 5 ° to 7. 1 ° x 2. 6 ° to 3. 1 °). For the warning stimulus, the nonword clepo was presented for 650ms (auditory) or between 800 and 1520ms (visual). For the imperative stimuli, the word ‘openâ⠂¬â„¢, ‘close’ or the nonword pocle (see Figure 1C for examples) were presented for 640ms (visual) or between 600ms and 640ms (auditory). The nonwords clepo (warning stimulus) and pocle (neutral stimulus) were phonotactic amalgams of phonemes contained in the two words ‘open’ and ‘close’.Pocle contained the same syllables as clepo, presented in reverse order. For the manual response groups, response onset of opening and closing hand movements was measured by recording the electromyogram (EMG) from the first dorsal interosseus muscle of the right hand (see Heyes et al. , 2005). For the vocal response groups, onset of voice responses was measured via a free-standing electret microphone (Vivanco EM 32, Vivanco-direct. com). The RT interval began with the onset of the imperative stimulus, and ended with EMG onset (manual responses) or the activation of the microphone (vocal responses).Design and Procedure Participants sat at a viewing distance of a pproximately 700mm from the stimulus presentation screen. For the manual response groups, the participant’s right forearm lay in a horizontal position across his/her body, supported from elbow to wrist by an armrest. The wrist was rotated so that the fingers moved 10 Actions speak louder than words upwards during opening responses, and downwards when closing. Thus, the plane of response movement (up-down) was orthogonal to the plane of action stimulus movement (left-right), controlling for any effects of left-right spatial compatibility.After making each response, participants returned their hand to the neutral starting position; their fingers closed and parallel to the thumb. Each trial began with the presentation of the warning stimulus. After a variable duration it was replaced by the imperative stimulus. Participants were instructed to respond to the imperative stimulus as quickly as possible, without making errors, by opening or closing their hand (manual response groups ) or by saying ‘open’ or ‘close’ (vocal response groups) as soon as they saw an open or closed hand posture (action-relevant task), or heard or saw the word ‘open’ or ‘close’ (word-relevant task).They were instructed to ignore the irrelevant dimension. After the presentation of the imperative stimulus, the screen went black for 3000ms before the next trial. Four action-relevant and four word-relevant task blocks of 60 trials were presented in alternating order, counterbalanced between participants. Relevant and irrelevant stimulus compounds were compatible (e. g. an open hand accompanied by the word ‘open’), incompatible (e. g. an open hand accompanied by the word ‘close’) or neutral (e. . an open hand accompanied by the nonword pocle). The six trial types, defined by compatibility (compatible, neutral or 11 Actions speak louder than words incompatible) and relevant stimulus (open or close), were equiproba ble and randomly intermixed within each block. Results Mean RTs are plotted as a function of task and compatibility in Figures 1AD. Incorrect responses and RTs less than 100ms or greater than 1500ms were removed (3. 1%). Figure 1 about hereAs predicted, in the focal Manual-Auditory group (A) the impact of irrelevant actions on responding to words was greater than the impact of irrelevant words on responding to actions; there was an asymmetry favoring actions over words. This asymmetry was not observed in the Vocal-Auditory group (B), who responded to exactly the same stimuli using vocal responses rather than hand actions, suggesting that the asymmetry was not due to greater salience of the action than of the word stimuli.The asymmetry favoring actions over words was present in 12 Actions speak louder than words the Manual-Visual group (C), who saw rather than heard the word stimuli, indicating that it did not depend on faster processing of visual than auditory stimuli. Providing fur ther confirmation that this asymmetry was not due to nonspecific factors, the Vocal–Visual group (D) showed the reverse asymmetry; irrelevant actions had a lesser effect on responding to words than did irrelevant words on responding to actions.These impressions were confirmed by an initial ANOVA, in which task (action-relevant, word-relevant) and compatibility (compatible, neutral, incompatible) were within-subject factors, and response mode (manual, vocal) and word modality (auditory, visual) were between-subject factors, and by subsequent analyses in which a 2Ãâ€"3 ANOVA (task x compatibility) was applied to the RT data from each group separately. The initial analysis indicated a significant three-way interaction (task x compatibility x response mode: F(2, 94) = 35. , p < . 001), and a nonsignificant four-way interaction (task x compatibility x response mode x word modality: F(2, 94) = 1. 1, p = . 341). The separate analysis of the data from the focal Manual-Auditory group yielded a significant interaction between task and compatibility (F(2, 22) = 20. 8, p < . 001), confirming that there was an asymmetry favoring actions over words. This interaction was also significant in the Manual-Visual group (F(2, 22) = 25. 5, p < . 001), but it was 13 Actions speak louder than words bsent in the Vocal-Auditory group (F(2, 22) = 1. 5, p = . 252), and reversed in the Vocal-Visual group (F(2, 22) = 5. 5, p = . 017). In the two groups where there was an asymmetry favoring actions over words, mean RT in the action-relevant task was shorter than in the word-relevant task (Manual-Auditory: F(1, 11) = 48. 7, p < . 001; Manual-Visual: F(1, 11) = 172. 3, p < . 001). To check whether the action-dominant asymmetry was dependent on this main effect of task on RT, the data from these groups were subjected to bin analyses.For each group, RTs of each participant in each task were divided into five bins of equal size (Ratcliff, 1979). Three quintiles were selected in which, wi thin group, mean RT on neutral trials was approximately equal in action-relevant and word-relevant tasks. The data from these quintiles were subjected to 2x3x3 ANOVAs (task x compatibility x bin). These analyses showed that, in each group, although there was no main effect of task on RT (Manual-Auditory: F < 1; Manual-Visual: F(1, 11) = 1. 1, p = . 16), there was a significant task x compatibility interaction (Manual-Auditory: F(2, 22) = 11. 8, p < . 001; Manual-Visual: F(2, 22) = 11. 9, p = . 001). Thus, the action-dominant asymmetry observed in the Manual-Auditory and Manual-Visual groups did not depend on faster responding in the action task than in the word task. 14 Actions speak louder than words Discussion Previous research has shown that healthy adult humans have a pervasive and automatic tendency to imitate the actions of others, but this is the first study to provide a stringent test of the strength of this tendency.Using hand actions in a Stroop procedure, the power of act ions to elicit imitative responses was compared with the strength of our tendency to obey verbal commands. The results from the focal group, who made manual responses to simultaneously presented actions and spoken words, showed that the impact of irrelevant actions on responding to words was greater than the impact of irrelevant words on imitative responding to actions. The same asymmetry was observed when written, rather than spoken, words were presented, indicating that it was not due to faster processing in the visual modality.The same asymmetry was not observed when participants made vocal, rather than imitative, responses, indicating that the action-dominant asymmetry was not due to greater salience or discriminability of the action images than of the verbal stimuli. Therefore, these findings suggest that the human tendency to imitate is stronger than the tendency to obey verbal commands. Previous studies have indicated that irrelevant actions influence the control of movements made in response to color, spatial and symbolic cues (Sturmer et al. , 2000; Bertenthal et al. 2006; Brass et al. , 2000). The present findings show for 15 Actions speak louder than words the first time that automatic imitation effects occur, not only when the imperative stimuli bear an arbitrary or purely spatial relationship with responses, but also when they are verbal commands; that is, when the relationship between the imperative stimulus and the response is both specific and overlearned. Langton, O’Malley, & Bruce (1996, Experiment 5) used a Stroop procedure to compare the power of actions and words, but they did not examine imitative responding.Instead, they required participants to make vocal responses to directional gestures (a person pointing up, down, left and right) and to their verbal equivalents, and found symmetrical compatibility effects; irrelevant gestures affected vocal responses to words to the same extent as irrelevant words affected vocal responses to g estures. We found the same symmetrical pattern in our Vocal-Auditory group, when participants were making nonimitative responses, but a contrasting pattern, indicating action dominance, when participants were making imitative responses.Thus, comparison of the two studies i) confirms that action dominance is specific to imitation, and ii) indicates that, in the case of nonimitative vocal responding, actions and words have comparable impact both when the action stimuli are pointing gestures and when they are opening and closing hand movements. 16 Actions speak louder than words In a variant of the game ‘Simon says’, played at teatime in Victorian England, children were required to grip the tablecloth when an adult, gripping or releasing the cloth, said ‘Hold tight! ’, and to release the cloth, regardless of the adult’s action, when he said ‘Let go! . Presumably, amusement derived from the fact that, like the participants in the present experiment , children could not resist the influence of automatic imitation, and were therefore compelled flagrantly to disobey the authority of verbal command. However, the results of the present study do not merely vindicate the disobedient behavior of Victorian children. They show that automatic imitation is much more than a parlour game, or a device that experimental psychologists can use to investigate the processes involved in stimulus-response translation.These findings show that automatic imitation is not only pervasive but also powerful. Even among healthy, typicallydeveloping adults, it is more powerful than the tendency to obey verbal commands. In this context, actions do indeed speak louder than words. 17 Actions speak louder than words References Bertenthal, B. I. , Longo, M. R. , & Kosobud, A. (2006). Imitative response tendencies following observation of intransitive actions. Journal of Experimental Psychology: Human Perception and Performance, 32, 210–225. Brass, M. , Be kkering, H. , Wohlschlager, A. , & Prinz, W. 2000). Compatibility between observed and executed finger movements: comparing symbolic, spatial, and imitative cues. Brain and Cognition, 44, 124-43. Buccino, G. , Binkofski, F. , Fink, G. R. , Fadiga, L. , Fogassi, L. , Gallese, V. , Seitz, R. J. , Zilles, K. , Rizzolatti, G. , & Freund, H. J. (2001). Action observation activates premotor and parietal areas in a somatotopic manner: an fMRI study. European Journal of Neuroscience, 13, 400-404. Charman, T. , & Baron-Cohen, S. (1994). Another look at imitation in autism. Development and Psychopathology, 6, 403-413.Darwin, C. (1989). Voyage of the Beagle. London: Penguin Books. 18 Actions speak louder than words Heyes, C. M. , & Ray, E. D. (2000). What is the significance of imitation in animals? Advances in the Study of Behavior, 29, 215–245. Heyes, C. M. , Bird, G. , Johnson, H. , & Haggard, P. (2005). Experience modulates automatic imitation. Cognitive Brain Research, 22, 233-240. Kilner, J. M. , Paulignan, Y. , & Blakemore, S. J. (2003). An interference effect of observed biological movement on action. Current Biology, 13, 522–525. Lakin, J. L. , & Chartrand, T. L. (2003).Using nonconscious behavioral mimicry to create affiliation and rapport. Psychological Science, 14, 334-339. Langton, S. R. H. , O'Malley, C. , & Bruce, V. (1996). Actions speak louder than words: Symmetrical cross-modal interference effects in the processing of verbal and gestural information. Journal of Experimental Psychology: Human Perception and Performance, 22, 1357–1375. Lhermitte, F. , Pillon, B. , & Serdaru, N. (1986). Human autonomy and the frontal lobes. Part I: Imitation and utilization behavior: a neuropsychological study of 75 patients. Annals of Neurology, 19, 326-334. 19Actions speak louder than words Meltzoff, A. N. & Moore, M. K. (1997). Explaining facial imitation: A theoretical model. Early Development and Parenting, 6, 179-192. Ratcliff, R. (1979). Group reaction time distributions and an analysis of distribution statistics. Psychological Bulletin, 86, 446–461. Simpson, A. & Riggs, K. J. (2007). Under what conditions do young children have difficulty inhibiting manual actions? Developmental Psychology, 43, 417-428. Strafella, A. P. & Paus, T. (2000). Modulation of cortical excitability during action observation: a transcranial magnetic stimulation study.Neuroreport, 11, 22892292. Sturmer, B. , Aschersleben, G. , & Prinz, W. (2000). Correspondence effects with manual gestures and postures: a study of imitation. Journal of Experimental Psychology: Human Perception & Performance, 26, 1746-1759. Tagliabue, M. , Zorzi, M. , Umilta, C. , & Bassignani, F. (2000). The role of longterm-memory and short-term-memory links in the Simon effect. Journal of Experimental Psychology: Human Perception & Performance, 26, 648-670. 20 Actions speak louder than words Thorndike, E. L. (1898).Animal Intelligence: An Experimental Study of the Associa tive Processes in Animals (Psychological Review, Monograph Supplements, No. 8). New York: Macmillan. Wallbott, H. G. (1991). Recognition of emotion from facial expression via imitation? Some indirect evidence for an old theory. British Journal of Social Psychology, 30, 207-219. 21 Actions speak louder than words Author note AB is now at Faculte de Psychologie et des Sciences de l'Education, Universite Catholique de Louvain, Louvain-la-Neuve, Belgium. 22 Actions speak louder than words Figure caption Figure 1.RTs in compatible, neutral and incompatible trials for word-relevant (solid line) and action-relevant (broken line) task conditions. Results are presented separately for the four different participant groups: (A) ManualAuditory, (B) Vocal-Auditory, (C) Manual-Visual and (D) Vocal-Visual. Vertical bars indicate standard error of the mean. Images show compatible, neutral and incompatible stimulus compounds in action-relevant (Panel C) and word-relevant (Panel D) task conditions fo r the visual word modality groups (C and D). For the auditory word modality groups (A and B), words were spoken. 23

Regional Geography Overview

Regional Geography Overview Regional geography is a branch of geography that studies the worlds regions. A region itself is defined as a part of the Earths surface with one or many similar characteristics that make it unique from other areas. Regional geography studies the specific unique characteristics of places related to their culture, economy, topography, climate, politics and environmental factors such as their different species of flora and fauna. Also, regional geography also studies the specific boundaries between places. Often these are called transition zones which represent the start and end of a specific region and can be large or small. For example, the transition zone between Sub-Saharan Africa and North Africa is rather large because there is mixing between the two regions. Regional geographers study this zone as well as the distinct characteristics of Sub-Saharan Africa and North Africa. History and Development of Regional Geography Although people had been studying specific regions for decades, regional geography as a branch in geography has its roots in Europe, specifically with the French and geographer Paul Vidal de la Blanche. In the late 19th century, de la Blanche developed his ideas of the milieu, pays, and possibilisme (or possibilism). The milieu was the natural environment and pays was the country or local region. Possibilism was the theory that said the environment sets constraints and limitations on humans but human actions in response to these constraints are what develops a culture and in this case aids in defining a region. Possibilism later led to the development of environmental determinism which says the environment (and thus physical regions) is solely responsible for the  development of human culture and societal development. Regional geography began to develop in the United States specifically and parts of Europe in the period between World Wars I and II. During this time, geography was criticized for its descriptive nature with environmental determinism and lack of a specific focus. As a result, geographers were seeking ways to keep geography as a credible university-level subject. In the 1920s and 1930s, geography became a regional science concerned with why certain places are similar and/or different and what enables people to separate one region from another. This practice became known as areal differentiation. In the U.S., Carl Sauer and his Berkeley School of geographic thought led to the development of regional geography, especially on the west coast. During this time, regional geography was also led by Richard Hartshorne who studied German regional geography in the 1930s with famous geographers such as Alfred Hettner and Fred Schaefer. Hartshorne defined geography as a science To provide accurate, orderly, and rational description and interpretation of the variable character of the earth surface. For a short time during and after WWII, regional geography was a popular field of study within the discipline. However, it was later critiqued for its specific regional knowledge and it was claimed to have been too descriptive and not quantitative enough. Regional Geography Today Since the 1980s, regional geography has seen a resurgence as a branch of geography in many universities. Because geographers today often study a wide variety of topics, it is helpful to break the world down into regions to make information easier to process and display. This can be done by geographers who claim to be regional geographers and are experts on one or many places across the world, or by physical, cultural, urban, and biogeographers who have a lot of information to process about given topics. Often, many universities today offer specific regional geography courses which give an overview of the broad topic and others may offer courses related to specific world regions such as Europe, Asia, and the Middle East, or smaller scale such as The Geography of California. In each of these region-specific courses, topics often covered are the physical and climatic attributes of the region as well as the cultural, economic and political characteristics found there. Also, some universities today offer specific degrees in regional geography, which normally consists of general knowledge of the worlds regions. A degree in regional geography is useful for those who want to teach but is also valuable in todays business world that is focused on overseas and long distance communications and networking.

Gillian Clark And The Subject Matter Of Her Poetry Essays

Gillian Clark And The Subject Matter Of Her Poetry Essays Gillian Clark And The Subject Matter Of Her Poetry Gillian Clarke is obviously a poet of her locality - Wales, and she also writes in her poems of what it's like to be a woman. In this essay I intend to show whether or not her awareness of this affects the subject matter of her poetry. Gillian Clarke being a woman might affect the subject matter of her poetry, because in the poem: Letter from a far country, Gillian Clarke undoubtedly uses the idea of what its like to be a woman to get her point across. She says in her poem that basically women do great things but these are not always appreciated my males, because men do not see these tasks as being great. Clarke for instance obviously believes that the tasks she does at home are extremely important. I move in and of the hive all day, harvesting, ordering. Clarke obviously believes she brings order to a mess in her household, which is in her eyes a important task which is not always appreciated by men. Gillian Clarke being a woman might not affect the subject matter of her poetry because in the majority of her other poems she does not mention the theme of women. Indeed, except for Letter from a far country, and a slight theme which I feel significant in East Moors, Gillian Clarke does not mention the theme of women. So therefore one could say that Clarke being a woman does not overly affect the subject matter of her poetry. Gillian Clarke being Welsh may have a dramatic impact on the subject matter of her poetry. One example could basically be the title Miracle on St David's Day. Now I see this title as being significant because if Gillian Clarke was English she would not have written a poem entitled miracle on St David's Day. Also, Clarke's being Welsh might affect the subject matter of her poems because, in East Moors, she writes about how a steel works has shut down and how it has affected the community and how many people have lossed their jobs. For instance it is obvious that unemployment will be quite high, Clarke mentions Lethargy settles in front rooms and wives have lined up little jobs for men to do. Boredom is obviously a major problem after the community's biggest employer closed down and women have prepared tasks for the men. If Gillian Clarke was not Welsh she would not have written a poem of this nature. However one may argue that, Gillian Clarke being Welsh does not have a significance on the way she has written her poems. People could say that Gillian Clarke in fact only wrote East Moors, because it had a strong impact on her community, and if she had been say for instance a Newcastle native and a similar community tragedy had occurred she would also have written of it. Also if you think about it Gillian Clarke does not mention the fact that she is Welsh in the majority of her poems. However someone could say that although she does not use the theme of Wales in the majority of her poems she still uses some Welsh Language in them. For instance in Last Rites, where she writes of a young man being killed in a road accident, even though she does not say she is Welsh in the poem, she uses the word cariad, which shows that she being Welsh has a significance on her poetry. On conclusion, I would have to say that Gillian Clarke being Welsh and being a woman does have an affect on the subject matter of her poetry because in her most significant poems she uses the fact that she is a woman and that she is Welsh. If Gillian Clarke did not emphasise the fact that she is a woman then she would not have been able to write Letter from a far country, and if she was not emphasising the fact that she was Welsh she would not have written East Moors, or Miracle on St David's Day, which uses imagery of daffodils (the Welsh emblem) to the same affect.

How to Get Your CDL in Wisconsin and Delaware

How to Get Your CDL in Wisconsin and Delaware If you live in Wisconsin or Delaware, learn the guideline for getting your Commercial Driver’s License (CDL) below. For information regarding other states, TheJobNetwork has published a very comprehensive guide on how to apply for a CDL in all states. WisconsinIn Wisconsin, you must obtain a CDL if you are operating the following:A vehicle or vehicles with a combined weight of 26,000+ poundsA vehicle carrying  hazardous materials that require placarding under federal lawA vehicle  designed or used to carry 16 or more persons including the driverFirst, in order to obtain a CDL, you must take and pass the General Knowledge Test. A passing score is answering 80% of more of the questions correctly. You must present a valid Class D license at the time of testing.You are then eligible to obtain a Commercial Driver Learner Permit (CLP). In order to obtain one, you must:Complete a Wisconsin Driver  License ApplicationComplete a Commercial Driver CertificationPresent a  valid F ederal Medical CardProvide Proof of Citizenship or Legal Status in the U.S.Pay the required fee(s)Your CLP  is  valid for 180 days. When you have a CLP, you can  practice driving with a qualified instructor or CDL driver holding a valid license at or above the level of your permit.  You must hold the permit for 14 days prior to taking the road tests you must pass in order to obtain a CDL.Finally, you must take and pass your skills tests.  During the skills tests, you drive in the type of vehicle you seek a  license for.  You will be tested in pre-trip inspection, basic vehicle control, and on-road driving.DelawareIn Delaware, you must have a CDL to operate:Any single vehicle with a GVWR of 26,001+ poundsA combination vehicle with a GCWR of 26,001+ pounds, if  the GVWR of the vehicle(s) being towed is more than  10,000 poundsA vehicle designed to transport 16+ passengers (including the driver)Any size vehicle requiring hazardous material placards or carrying materia l listed as a select agent or toxin in 42 CFR part 73Knowledge TestsTo obtain a CDL, you must first pass one or more knowledge tests,  depending on what class of license and what endorsements you need.The general knowledge test is taken by all applicants.The passenger transport test is taken by all bus driver applicants.The air brakes test is required  if your vehicle has air brakes (including air over hydraulic brakes).The combination vehicles test is required if you want to drive combination vehicles.The hazardous materials test is required if you want to haul hazardous materials as defined in 49 CFR 383.5.The tank vehicle test is required if you want to haul any liquid or gaseous materials in a tank or tanks with  an individual rated capacity of 119+ gallons and an aggregate rated capacity of 1,000+ gallons permanently or temporarily attached to the vehicle or chassisThe doubles/triples test is required if you want to pull double or triple trailersThe school bus test is req uired if you want to drive a school busSkills TestsIf you pass the required knowledge test or tests, you must then  take and pass the CDL skills tests. There are three skills tested.   You must take these tests in the type of vehicle for which you wish to be licensed.Vehicle InspectionThis test will see if you know whether your vehicle is safe to drive. You will be asked to complete an inspection of your vehicle and explain to the examiner exactly what you are doing and why.Basic Vehicle ControlThis test will assess your control of  your  vehicle. You will be asked to move your vehicle forward, backward, and turn it within a defined area.On-Road TestThis test will assess  your skills safely driving your vehicle in a variety of traffic situations like left and right turns, intersections, railroad crossings, curves, up and down grades, single or multi-lane roads, streets, or highways.

Markets and Society Essay Example | Topics and Well Written Essays - 1500 words

Markets and Society - Essay Example But who is Smith? Adam Smith contributes to the Scottish Enlightenment in the 18th century. He was born in born in 1723 in Kirkcaldy, Fife, Scotland and later enjoyed scholarship at the University of Glasgow (Smith, 1994). At 14, he continued his studies at Balliol College at Oxford (Smith, 1994). He became a professor at the University of Glasgow teaching logic course in 1751 and extolled later as the chair of moral philosophy in 1752 (Smith, 1994). Some of Smith’s academic studies were inked in his work of Theory of Moral Sentiments publicized in 1759 (Smith, 1994). In 1764, Smith decided to leave the academe and tutor the Duke of Buccleuch. Only after he retired whence he started writing the book on Wealth of Nations. Smith remained single all his life and died in Edinburgh in 1790 (Henderson, 2007). Although Smith was considered as economist by heart, he was primarily a philosopher and his teachings are inspired by philosophy. Since the theory is philosophically explicated , the contemporary economic disciplined remained applicable up to these days (Smith, 1994). Smith is considered by economists worldwide as the â€Å"father of economics†. He wrote the most integrated and influential book â€Å"An Inquiry into the Nature and Causes of the Wealth of Nations† in 1776 (Smith, 1994). ... 1).† Smith was the first author who viewed the significance of the specialization and division of labor as primary source of productivity and the principle of â€Å"invisible hand† to illustrate the potential tendency of self-interest-motivated individuals to be directed to undertake works and collaborative activities in accordance to free market system and based on legislated economic and market policies (Smith, 1994; Henderson, 2007). Division of Labor & Contemporary Implications The increase of population, peoples’ migration, and increasing needs of urbanization found division of labor as mechanism to address problems on scarcity of goods and needs for trading. With labor being categorized based on their expertise and skills, companies created branches or divisions to meet its peculiar production needs with the use of technology. For instance, in the production of microSD chips, the ten persons are expected to produce at least a specific number per day. Hence, the division of labor remained significant up to these days because companies are still bound by targeted results with the highest level of industry as desired consequence. This is also true to agro-industrial company. For example, in a pineapple company, the farm-workers are divided into managers, ploughman, harrower, sower, reaper or harvester, pealer, cutter, canning, and labeling. The work forcers will also have that in-charge for marketing, distribution, and accountants. All of these functions are technologically assisted to keep pace with the improvement of trading relations; supply-demand factors; and by the drive for profit. Modern economists call this systematization of labor forces as optimization of performance management. In this theory, workers are

Constitutional & Judicial Review Essay Example | Topics and Well Written Essays - 1250 words

Constitutional & Judicial Review - Essay Example Al is a US citizen and cannot claim entry to another country as a matter of right, unless that country is willing to grant entry to him. Under the circumstances, the Home Secretary to UK is of the opinion that violent speeches and statements of Al against the ongoing war in Europe may create violent eruptions in UK society. His meeting in Washington DC has already resulted in unpleasant violence and arrests, and this incident combined with his earlier writings and statements led the Home Secretary to presume that his presence in United Kingdom might result in violence and clashes. Home Secretary is within his right to reject permission to enter UK1. Home Secretary need not give explanations to entry denial actions. A judicial Review action against the United Kingdom Home Secretary might not be very successful, even though Al's speeches in United States could not be termed as violence provoking. This charismatic leader belongs to an anti-war pressure group and it is not an offence to oppose a war. There is a lot of difference between an anti-war pressure group and a terrorism-provoking group. Anti Government sentiments are not exactly terrorist acts. Violence broke out because of pro-war protesters and it was a mere clash between the two groups that could happen anywhere. There was no bloodshed and the event did not leash out any anti government euphoria. Al can fight the decision by saying that condemning the war in Iraq is not exactly fomenting terrorism and he has a right to express his opinion2. But his rights to go to the European Human Rights commission are limited as he is neither a citizen of European Union, nor of one of its Member States. In the second case, Shoab, a Muslim clerk from Libya was given permission to stay in UK as postgraduate student till August 2003. He applied for indefinite leave to remain in United Kingdom. As Shoab is on student visa, it is difficult for him to get indefinite leave to remain even under normal circumstances. Usually student visas are extendable only during the period of study and it is never indefinite and Shoab's visa did not get extended. Home Secretary informed him that 'on account of your connections with Islamic terrorists groups, your deportation from the United Kingdom would be conducive to the public good'. Home Secretary believes that Shoab has connections with MAWI (Muslims against Western Imperialism), a group implicated in recent terrorist incidents in the West and had adopted a policy of seeking to deport all foreign nationals with links to MAWI. Home Secretary is also accused of gaining mileage and electoral support for government in the approaching election. At a hear ing of the Special Immigration Appeals Commission (SIAC), the deportation order was confirmed. Shoab's barrister was however prevented from cross-examining witnesses and from knowing full details of the case against him. As Shoab is living in United Kingdom as a student he can approach European Union Human Rights Court against his deportation. He can go to the court and to Human Right Activists.

Comparison of health and safety aspects between Bahrain & UK Essay

Comparison of health and safety aspects between Bahrain & UK - Essay Example This research paper identified the main reasons as to why OSH regulations and standards in Bahrain are not at par with that of United Kingdom. The research paper also identified the main problems that face Bahraini OSH standards. The paper has also given some suggestions with regard to improving OSH standards in construction sites. TABLE OF CONTENTS 1.INTRODUCTION 4 2.RESEARCH OBJECTIVES/AIMS 5 3.RESEARCH PROBLEM STATEMENT 5 4.LITERATURE REVIEW 7 4.1 Hazards and risks associated with construction of sites 7 4.1.1 Factors that increase risks in construction sites 7 4.1.2 Types of health and safety hazards associated with construction sites 8 4.2 Occupational Health and Safety in construction sites in Bahrain 10 4.2.1 Reasons why Occupational Health and Safety in construction sites in Bahrain are not in at par with those of United Kingdom 10 4.2.2 Current status Health and Safety in construction sites in Bahrain 12 4.3 Occupational Health and Safety in construction sites in United King dom 14 5.RESEARCH METHODOLOGY 18 5.2Primary Data Collection 19 5.3Secondary Data Collection 19 6.RESEARCH RESULTS 20 6.1 Primary Data analysis 20 6.1.2 Responses from Bahrain 20 6.1.3 Responses from United Kingdom 27 7.ANALYSIS AND DISCUSSION OF THE RESEARCH RESULTS 30 7.1 Comparison of OSH aspects in United Kingdom and United Kingdom of Bahrain 30 7.2 Risk Management 33 7.2.1 Risk Assessment and Management in Construction sites in United Kingdom 34 7.2.1 Risk Assessment and Management in Construction sites in Bahrain 35 8. RECOMMENDATIONS 36 9. CONCLUSION 36 10. References 38 1. INTRODUCTION Working in construction sites is amongst the most hazardous occupations in the entire Universe. This is due to the fact that workers in these construction sites are at great risks of being exposed to various health hazards (Sambidge 2009). These hazards may result into workers’ disability, injury, death or illness (DOSH 2011).Another factor that makes working in these construction sites even worse is that protecting workers against these hazards is amongst the greatest challenge facing the managementof these construction sites.The challenge of protecting workers against these hazards is due the risks involved, anddynamic nature of construction activities(DOSH 2011). Due to hazards in involved in construction sites and activities, construction occupational safety and health have been developed by various nations and internationally. Even though it is the responsibility of every construction company in every country to ensure that the safety and health of its workers are upheld, the standards at which th

Social work paper on Walmart Essay Example | Topics and Well Written Essays - 500 words

Social work paper on Walmart - Essay Example This paper discusses the positive and negative aspects of having a Wal-Mart store in your neighborhood. Wal-Mart become the largest firm the world by utilizing a business strategy that emphasis in supply chain superiority that translated in the firm being able to offer its customer a greater product variety and lower prices. The people in the community benefit as consumer of Wal-Mart because the company provides them savings in essential items for their family such as clothes, food, medicine and household merchandise. In small rural towns a Wal-Mart establishment provides a great advantage for the consumers because in these regions the amount of business activity and alternative buying options are limited, thus having a place where the consumer can purchase everything they need in the same store is tremendous. The families obtain transportation cost savings, a higher supply of products, and save time by choosing the Wal-Mart alternative. The presence of a Wal-Mart has a great impact in the community. These establishments create lots of jobs for people of all ages. These establishments occupy large physical facilities that generate high property taxes and million of dollars of annual sales which boost the tax collections of the towns and cities. The problem with Wal-Mart is that they hurt the retail activity of other business in the community which can not offer the same prices or product variety. The job creation a Wal-Mart offers for a community is offset by the job losses due the closure of small business as a consequence of Wal-Mart moving into the neighborhood. A study perform between 1977-1998 found that for every 100 jobs Wal-Mart creates, 50 retail jobs and 20 wholesale jobs are lost (Renkow, 2005). To add to the problem the community are downgrading the quality of the job creation since most of Wal-Mart job offering is for part-time workers. The

Stateless Nation Essay Example | Topics and Well Written Essays - 1000 words

Stateless Nation - Essay Example Statelessness has serious humanitarian results for the affected individuals (Blitz, p.116). It has been recorded in the research papers and reports that stateless persons face immense challenges in the course of their lives as stateless persons and until they acquire particular citizenship. Human rights accomplishment is one of the key challenges affecting such people. It should be acknowledged that there is a close link between fulfilment of global human rights and citizenship. For instance, when a non-governmental organisation takes up protection of Universal human rights without the acknowledgement of the state they become prone to human rights violations leading to inability to satisfy most of the domestic and political privileges. Every human being is entitled to recognition before the law, be equal before it, possess freedom of movement and association, as well as the right to participate wholly in the affairs of the state. It would be wrong to imagine that the stateless people are denied civil and political rights alone. In fact, social, fiscal and traditional privileges rank high in the list of unfulfilled list of rights for the stateless people. Such matters as the right to self-determination, working rights, education, registering of birth, social security just to mention a few are guaranteed with the citizenship and none of these is guaranteed when someone is stateless.

Swans Reflecting Elephants Essay Example | Topics and Well Written Essays - 750 words

Swans Reflecting Elephants - Essay Example Swans Reflecting Elephants is similar to a brain teaser, or an optical illusion, which is what Dali was aiming at when he painted this piece. At first glance, the painting seems to consist of three swans sitting on a lake. They are surrounded by leafless trees, suggesting that the painting takes place in autumn, and some cliffs, and a few stray clouds drift across the sky. Despite the washed-out appearance of the colors, it is a very serene image. However, the closer that one looks at the painting, the more of the subject matter that they can make out. While the image is clearly that of swans sitting on a lake, a second, more closer examination of the piece reveals that the swans and the trees behind them reflect elephants on the lake. The bare trees become the legs of the elephants and the swans become their trunks and bodies. The perfect placement of the trees and swans allow for this double image, essentially offering two paintings, or two stories, in one. In his Swans Reflecting Elephants, Salvador Dali wanted to show that life is not always what it seems at first glance. His use of the double image, with the swans fading so seamlessly into elephants, reveals that our perception can pick up on aspects or features of life that are not immediately recognizable. This is similar to finding constellations among a smattering of stars, or picking out images or designs in the stucco of walls. Our eyes are capable of finding more than just the original image. Furthermore, Dali gives evidence.

Stateless Nation Essay Example | Topics and Well Written Essays - 1000 words

Stateless Nation - Essay Example Statelessness has serious humanitarian results for the affected individuals (Blitz, p.116). It has been recorded in the research papers and reports that stateless persons face immense challenges in the course of their lives as stateless persons and until they acquire particular citizenship. Human rights accomplishment is one of the key challenges affecting such people. It should be acknowledged that there is a close link between fulfilment of global human rights and citizenship. For instance, when a non-governmental organisation takes up protection of Universal human rights without the acknowledgement of the state they become prone to human rights violations leading to inability to satisfy most of the domestic and political privileges. Every human being is entitled to recognition before the law, be equal before it, possess freedom of movement and association, as well as the right to participate wholly in the affairs of the state. It would be wrong to imagine that the stateless people are denied civil and political rights alone. In fact, social, fiscal and traditional privileges rank high in the list of unfulfilled list of rights for the stateless people. Such matters as the right to self-determination, working rights, education, registering of birth, social security just to mention a few are guaranteed with the citizenship and none of these is guaranteed when someone is stateless.

History of Iraq - Terms Essay Example | Topics and Well Written Essays - 1500 words

History of Iraq - Terms - Essay Example Basra and Baghdad were formally integrated as founding units of one structure in the early part of 20th century in the post First World War scenario. The country is a Shiite majority region with minor traces of Sunni communities existing in traces and the differences in faith have often led to conflicts and political tilt in policies throughout its history of existence. The Assyrians constitute for the minority non Muslim population residing in Iraq mostly around the parts of Mosul. The Abbasids had established their rule around Baghdad and parts of Arabian gulf towards the 8th century A.D. Traces of non Muslims in Iraq include the Jews in the form of Semites. Sargon of Akkad was another famous ruler and king who ruled over the region and had his affiliations with the Semites and Jews community. Hence Iraq had a diverse form of ruling over it than spanned in the early days of the 10th to 11th century A.D. Ummayads were another set of individuals and dynasty that ruled in that area and phase and enabled good rule following and law and order establishment. They even sent their representatives to the other parts of the region. The history of Baghdad and Iraq stretches to the days of 12th century A.D when the Mongols invaded the region and captured parts of the modern day Iraq along with the Middle East region countries. The historians that came along with the period of time also included the likes of sociologists and experts on history included intellectuals such as Ibn- Khaldoon. The fact that he brought about a code of ruling and political system was unique at that time, he further enabled keeping a strong hold on the Babylonian Empire at that time. In the context of Babylonian Empire and the Iraq history, the traces can be stretched to as far as Nebuchadrezzar who was instrumental in the context of developing areas and bridges that were not commonly known and seen in those days. Leading further to the B.C era Marduk was considered as one of

Freud And James Theoretical Positions Essay Example for Free

Freud And James Theoretical Positions Essay Sigmund Freud and William James helped unveil a new zeitgeist in the burgeoning field of psychology. Freud’s psychoanalysis and James’ functionalism would influence theorists and practitioners for decades, earning each man a prominent place in psychology’s history books.   What are the cornerstones of these milestone theories of human behavior, and how do they compare? In regards to basic human nature, James and Freud could not have been more divergent in their views. William James’ functionalism promoted a free will that carries us toward a â€Å"final destination. † A personal analysis that reflects one’s own unique individual experiences was highly valued. Each event in our lives moves us through a constant stream of different contexts and consciousness. Therefore, James did not focus so much on our good or evil natures, preferring instead to view our world as painted with a palette of varying shades of gray. Human beings cannot be divided into convenient categories and labels, but rather exist as unique and complex individuals. James’ pragmatic and functional mentality (we all have a purpose) leant him a slightly humanistic view in which most people strive toward a common good for the betterment of society. (James, 1983) In stark contrast, Sigmund Freud heralded a rather pessimistic view of human nature, emphasizing instincts as our innate drive and aggression or sex as our primary channels for those desires. Much of his psychoanalytic theory centers around the concept of a libidinous id—a force deep within us and beyond our awareness which harbors all of our secret impulses and desires unfit for society. Most of our lives, our personality is spent in a conflict between the bad id and the good, law-abiding superego. We repress most of our negative feelings out of conscious awareness, but they still manifest themselves in the form of physical illness and mental neurosis, just as the infamous â€Å"Anna O.† demonstrates.   Also, Freud’s proposed psychosexual stages of development further reveal his emphasis on instincts (primarily sexual) in molding everyone (Schultz Schultz, 2000). The emphasis on innate physical causes for behavior represented a strong departure from structural and empirical schools of thought, and both Freud and James brought this difference to the forefront, albeit in different forms. â€Å"No mental modification ever occurs which is not accompanied or followed by a bodily change†Ã¢â‚¬ ¦.†The spiritualist and the associationist must both be cerebralists†Ã¢â‚¬ ¦.Psychology is â€Å"the adjustment of inner to outer relations†Ã¢â‚¬ ¦.The psychologist must be a â€Å"nerve-physiologist†Ã¢â‚¬ ¦..All of the preceding statements, taken from William James’ Principles of Psychology (1983), highlight an underlying theme in his theory—the body (most especially the brain) is a vital and essential component of â€Å"mental life.† Consciousness, he asserted, must be studied in its natural setting, and study of the â€Å"conditions† (the physical components) of â€Å"phenomena† is crucial. He cited as proof of the brain’s importance how factors such as a blow to the head, drug use, or other sorts of brain trauma have the potential to almost complete reverse someone’s behavior and personality. In addition, his theory of habits also indicates his belief in the brain’s ability to mold lifelong behaviors. Also, James held that emotions were the direct result of physiological reactions to stimuli (Schultz Schultz, 2000). Despite his nativist assertions, however, James did appreciate that vital role environmental factors played in human development. According to functionalist thought, the function of our consciousness is to freely adapt to our environment in order to survive. We accomplish this through â€Å"choosing† our paths. An active mind that filters, combines, selects, rejects, and generally â€Å"weave(s) an endless carpet† appealed to James. He prized the role of motivation in directing our attention. Far from being mere passersby on the highway of life, we are rather highly energetic and involved â€Å"drivers† paving our own indelible mark and fueled by free will (James, 1983). Freud shared James’ basic nativism. Freud’s study of Anna O. demonstrates his certainty that the mind can exert a tremendous influence upon the body. The whole concept of neurosis states that physical bodily symptoms which have no apparent physical origin are likely the result of defects or repressions within the mind (Schultz Schultz, 2000). Freud always remained very deterministic in his theories. All people are born with innate libidinous impulses. All people repress those instincts, resulting in various complexes. All people pass through the psychosexual stages of development, and the personality of everyone is basically set by the age of seven. However, unlike William James, Freud’s stance is rooted in a passive mind completely helpless to impulse. Perhaps this passivity—and lack of faith in the human condition—is the strongest contrast between Sigmund Freud and William James. However, both men will continue to influence psychologists across the world for many generations.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  References James, W. (1983). The Principles of Psychology. Cambridge: Harvard University Press. Schultz, D. P. Schultz, S. E. (2000). A History of Modern Psychology. Belmont: Wadsworth Thomson Learning.

In Favor of Regulating Media Violence Essay -- Media Censorship

Media Controversy With the nation's violence rate increasing over the past few years, one must ask, "why?" Harold Lasswell formulated the core of questions of content analysis: "Who says what, to whom, why, and to what extent and with what effect?" The issue of media content has become an increasingly popular, as well as controversial, topic. There have been many concerns from parents regarding exposure of their children to inappropriate themes in the media. An overall increase of violence and crime in America suggests that the children are being exposed to violence too early, allowing them to become comfortable in seeing and ultimately portraying violence. Prolonged exposure to such media portrayals results in increased acceptance of violence as an appropriate means of solving problems and achieving one's goals. Since children younger than eight years cannot discriminate between fantasy and reality, they are uniquely vulnerable to learning and adopting as reality the circumstances, attitudes, and beh aviors portrayed by entertainment media. Therefore, media content should be regulated, especially for younger children, as well as increasing the difficulty of access to such content. This topic of violence in the media is hardly new. It has come to attention several times in the past decades and it seems like the only solution has been the ratings system. The rating system essentially rates the level of maturity of certain movies and games and puts a grade on them. These ratings range from ?E? for everyone to ?M? for mature on games and ?G? for general audience and ?NC-17? for not appropriate for those under 17 years of age on movies. In addition to these ratings, certain boxes contain warnings that caution... ...he majority of these incidents. The minors could not have received any professional training in the use of a firearm, and yet they were able to use one efficiently. Investigators said that the primary source of knowledge in the use of these weapons most likely came from the first-person-shooter games that were found in most of the gunners? possession. Clearly, certain measures must be taken to contain this problem. Violence in the general media is a very serious and real problem in our society today. The harshness of reality and popularity by demand ensures that the eradication of all violence from the media will never happen. But, one thing is certain: the growing culture of violence must be stopped as soon as possible. The human toll is too great to look the other way. As Victor Cline, the author of a book on media violence says: ?Where do you draw the line?? In Favor of Regulating Media Violence Essay -- Media Censorship Media Controversy With the nation's violence rate increasing over the past few years, one must ask, "why?" Harold Lasswell formulated the core of questions of content analysis: "Who says what, to whom, why, and to what extent and with what effect?" The issue of media content has become an increasingly popular, as well as controversial, topic. There have been many concerns from parents regarding exposure of their children to inappropriate themes in the media. An overall increase of violence and crime in America suggests that the children are being exposed to violence too early, allowing them to become comfortable in seeing and ultimately portraying violence. Prolonged exposure to such media portrayals results in increased acceptance of violence as an appropriate means of solving problems and achieving one's goals. Since children younger than eight years cannot discriminate between fantasy and reality, they are uniquely vulnerable to learning and adopting as reality the circumstances, attitudes, and beh aviors portrayed by entertainment media. Therefore, media content should be regulated, especially for younger children, as well as increasing the difficulty of access to such content. This topic of violence in the media is hardly new. It has come to attention several times in the past decades and it seems like the only solution has been the ratings system. The rating system essentially rates the level of maturity of certain movies and games and puts a grade on them. These ratings range from ?E? for everyone to ?M? for mature on games and ?G? for general audience and ?NC-17? for not appropriate for those under 17 years of age on movies. In addition to these ratings, certain boxes contain warnings that caution... ...he majority of these incidents. The minors could not have received any professional training in the use of a firearm, and yet they were able to use one efficiently. Investigators said that the primary source of knowledge in the use of these weapons most likely came from the first-person-shooter games that were found in most of the gunners? possession. Clearly, certain measures must be taken to contain this problem. Violence in the general media is a very serious and real problem in our society today. The harshness of reality and popularity by demand ensures that the eradication of all violence from the media will never happen. But, one thing is certain: the growing culture of violence must be stopped as soon as possible. The human toll is too great to look the other way. As Victor Cline, the author of a book on media violence says: ?Where do you draw the line??

The OSI Model and The Pony Express Essay -- Essays Papers

The OSI Model and The Pony Express The Open Systems Interconnection (OSI) reference model is essential to the world of computer networking. The model was created in 1977 by the International Standards Committee, in response to a difficulty that was facing computer networkers at the time (Shelly, Cashman, and Serwatka 142). In order to understand the difficulty, one must first realize that computer networks consist of computer hardware, the software that is to be used in conjunction with this hardware, and the medium (such as wiring or cabling) that will interconnect the computing devices that are in the network. The computer networker’s job is to determine which hardware, software, and medium types will create the network that will best suit his client’s needs. Then, the networker must combine these elements into a functional system of interconnected computers (Fortino and Villeneuve 112). It was in attempting this latter task that the computer networker of the late 1970s often found himself in a pickle. The problem was that each vendor of computing equipment had developed his own unique set of products; products that were incompatible with the products of other vendors. This incompatibility made it very difficult for a computer networker to combine the various network components into an operational computer network (Stamper 27). The OSI model provided for a solution to this problem. The model organized those tasks that are essential for computer network operation, into seven groups. These groups were called layers. All manufacturers of computing equipment were recommended to make their products compliant with the OSI model. This meant that each computing product was to perform the functions associated with a specific layer within the model; any method of accomplishing these functions was acceptable. In a network composed of equipment that operated according to OSI guidelines, a separate product would be used to perform each layer of OSI functionality. Thus, all elements of the network would be aware of the specific jobs performed by every other network element; this would allow for compatibility between networking products that were created by different vendors. By designing networks according to OSI guidelines, the networker was able to combine any group of products, made by any number of vendors, into a fu nctioning computer network (Stamper 28). .. ...he secret of its success in the field of computer networking, and this is also the key to its use in other areas of communication as well. Works Cited Derfler, Frank J., Jr., and Les Freed. How Networks Work. California: Macmillian Computer Publishing, 1996. Dicerto, Joseph J. The Pony Express: Hoofbeats In The Wilderness. New York: Franklin Watts, 1989. Fortino, Andres, and Arnold Villeneuve. Networking Technologies: A Complete Guide To Passing The Novell CNE Exam. New York: The McGraw-Hill Companies, Inc., 1996. Introduction To Networking. Diskette. 1992. Networking Technologies. Diskette. 1992. Oslin, George P. â€Å"Pony Express.† Encyclopedia Americana. 1999 ed. â€Å"Pony Express.† Microsoft Encarta 98 Encyclopedia. CD-ROM. Microsoft, 1997. Settle, Raymond W., and Mary Lund Settle. Saddles and Spurs: The Pony Express Saga. Lincoln: University of Nebraska Press, 1955. Stamper, David A. Business Data Communications. 5th ed. Massachusetts: Addison Wesley Longman, Inc., 1999. Shelly, Gary B., Cashman, Thomas J., and Judy A. Serwatka. Business Data Communications: Introductory Concepts and Techniques. 2nd ed. Massachusetts: Course Technology, 1998.

Kurt Vonnegut Essay

Kurt Vonnegut’s novel, Slaughterhouse – Five appeared on the list of Time magazine’s 100 all time best English language novels since 1923. Written in 1969, this novel is considered a classic and is also known as one of his best works. Slaughterhouse -Five spans the different time periods of the life of Billy Pilgrim, the protagonist. Vonnegut witnessed the Bombing of Dresden in World War II, and this novel portrays the aftermath of the war. Vonnegut uses time travel as the plot device to portray human conditions from an unusual perspective. He was a prisoner in the Battle of Bulge in December 1944; in Dresden, Germany as a battalion scout. In all likelihood, the bombing of Dresden saved him from being sent to the Auschwitz gas chambers. Vonnegut was among the few survivors that were taken as prisoners to a slaughterhouse during the war and he worked in a meat-locker under this slaughterhouse, making diet supplements for pregnant women . The title refers to the slaughterhouse where Billy stayed as the prisoner of war. Vonnegut combines science fiction elements along with human conditions in the aftermath of the Dresden bombing, to drive the point. Slaughterhouse-Five is the story of a man Billy Pilgrim who has â€Å"come unstuck in time†. This term refers to his surviving a plane crash where he suffers a minor brain damage. Vonnegut has created a satire on fatalism. He believes that no matter how distressing the situation of a man is; he has the power to create his own reality through the sheer power of imagination. Billy Pilgrim experiences different time periods of his life especially his experiences of the World War II. The seemingly random happening of his life structures the thematic elements of the novel in an unraveling order. The novel examines many events in Billy’s life. This includes the death of his wife, his capture by the Nazis in World War II, and the unfortunate bombing of Dresden, which also became the inspiration of this book. The major theme comprises of the narrative that depicts Billy’s difficult times in Dresden, the secondary theme that runs through is his easy and affluent life as an optometrist in the city of Illium, New York, which is a fictional stand-in for Troy, New York, the city of Schenectady, New York. This is the place where Vonnegut has based most of his novels. The fiction runs parallel to the story of Vonnegut’s own transition from the depressing years of 1930’s, which was also the time period when ‘The Great Depression’ occurred, to a well to do existence that followed. The satirical essence of the novel is portrayed by the repetitive phrase, â€Å"so it goes† which Vonnegut uses to describe death and dying; whether it is of man, animal or the bubbles of champagne. He uses it to downplay the fact of ‘mortality’; making it sound humorous and routine. Some would say that his writings are creepy, but the fact is that he wrote beautiful, bizarre and horrifying novels replete with dark humor, and that set him apart as a unique writer. In Slaughterhouse –Five he uses words and phrases such as, â€Å"mustard gas† and â€Å"roses† to describe the rotting smell of a corpse, and the breath of an alcoholic. This novel explores the idea of fate, freewill and illogical nature of human beings. In the first chapter the narrator apologizes about the fact that the novel is so â€Å"short and jumbled and jangled† and then goes on to explain the fact that there is nothing intelligent to say about a massacre. The satirical tone and the dark humor is the alibi, which he uses to describe the horrific aftermath of bombings and war in general. There are three themes that he uses in Slaughterhouse –Five. The first and foremost theme is the- War. He writes about the contrasts of war; which is love, beauty, humanity, innocence, humor etc. In Slaughterhouse –Five just like his many previous novels, he says that war is bad for us and it is better to love one another and live in peace, than have wars. However, she doesn’t use love as the contrast of war, since Billy Pilgrim was not shown as a man who is madly in love with his wife. Yet he chose to depict it in a light yet effective manner. An interesting contrast Vonnegut uses in his novels are differences between the characteristics of men and women. Men are shown as cruel and ready to he engage in war any time, and the females are the shields, playing the shock absorber’s effect capably, as they are always engaged in trying to dissuade men from getting into wars. Women in Vonnegut’s novels are more humane, loving and have strong wills. The most compelling theme is that we as people are like bugs trapped in an amber and there are no â€Å"whys â€Å" to it. In a sequence in the novel, when Billy is trapped in Tralfamadorin Flying Saucer he asks, â€Å"Why me? † â€Å"†¦. Why you? Why us for that matter? Why anything? Because this moment simply is . Have you ever seen bugs trapped in amber? † Billy was asked, and he recalls that he in fact had a paperweight in his office, which was a blob of polished amber with three ladybugs trapped inside it. Billy answers in affirmation and he is told: â€Å" Well, here we are, Mr. Pilgrim, trapped in the amber of this moment. There is no why. † (ibid pg. 76-77). This extraterrestrial experience of Billy is symbolic of the fact that we are physically stuck in this world with no choice over our circumstances. In Vonnegut’s novels there are no set themes or plot that follows the story of heroes, heroines or villains. As Ernest W. Ranly says that all the characters in Vonnegut’s books are â€Å"comic, pathetic pieces, juggled about by some inexplicable faith, like puppets. † (Riley, 1974, pg. 54). Vonnegut himself says in his book Hocus Pocus that if there is no one to take the blame for the bad happenings in the book, it can only mean that the villain is God Himself; â€Å" or Herself or Itself or Whatever† (Vonnegut, Hocus Pocus, 1990). Another significant theme is that there is no soldier, only man. Being a soldier is a myth as a soldier is just a puppet of war used to do as the war demands. He doesn’t remain a human being anymore. Vonnegut expresses this thought most noticeably in this extract from the novel from the time when Billy was imprisoned in Dresden. When the three fools found the communal kitchen, whose main job was to make lunch for workers in the slaughterhouse, everybody had been waiting for them impatiently. She was a war widow. So it goes. She asked Gluck if he wasn’t awfully young to be in the army. He admitted he was. She asked Billy Pilgrim what he was supposed to be. Billy said he didn’t know. He was trying to keep warm. â€Å"All the real soldier are dead. † She said. It was true. So it goes. (Vonnegut 1969. Pg. 159). Another obvious theme is that death is inevitable. It also goes on to explain that life goes on, no matter what happens and who dies. The phrase â€Å"so it goes† occurs one hundred and six times throughout the novel; it happens every time someone dies, to take away the seriousness of death and impart a humorous quality to its inevitable graveness. This book has different meanings for different people, as everyone would be likely to interpret its subtle messages in their own way. The point that Vonnegut wanted to make was that no matter what happens , we should retain our humanity.

Michael Caine Essay

The Oscar winning British actor Michael Caine was born in 1933 at Bermondsey in London. He did not come from a theatrical family. His father was a porter at the Billingsgate fish market. His mother was a charlady (cleaning lady). His real name was Maurice Joseph Micklewhite. Young Maurice was evacuated from his home during the German World war II Blitz. He was placed in a home for 6 weeks where he was badly mistreated. He was beaten and poorly fed. At times he was locked in a cupboard. Finally his mother rescued him and throttled the lady who had mistreated him. The family expected Maurice to follow in his father’s footsteps, but he had other plans. He had early, if non-professional experiences with acting. At the age of 3 years on a regular basis he would have to convince the rent collector that â€Å"Mummy’s out†, while she hid behind the front door coaxing him. Family Michael did not come from a theatrical family. His father was a porter at the Billingsgate fish market. His mother was a charlady (cleaning lady). Michael’s father liked to gamble. His mother worked as a cleaning lady to give her sons a better life. Brothers Maurice grew up with his brother Stanley. The boys had an older brother, David, who was born with epilepsy. He was institutionalized as a baby. It was widely assumed in the 1920s that epilepsy was a form of mental illness which was untreatable. Their mother kept David’s existence a secret until her dying days. Childhood The Oscar winning British actor Michael Caine was born in 1933 at Bermondsey in London. His real name was Maurice Joseph Micklewhite. The family expected Maurice to follow in his father’s footsteps, but he had other plans. He had early, if non-professional experiences with acting. At the age of 3 years on a regular basis he would have to convince the rent collector that â€Å"Mummy’s out†, while she hid behind the front door coaxing him. World War II Evacuation Young Maurice was 6 years old when war was declared with Germany. He and brother Stanley were evacuated from his home during the German World war II Blitz. He was placed in a home for 6 weeks where he was badly mistreated. He was beaten and poorly fed. At times he was locked in a cupboard. Finally his mother rescued him and throttled the lady who had mistreated him. His mother was later evacuated as well. Education After the Blitz, Michael attended Wilson’s Grammar School, an academically selective secondary school. It was located in Peckham, close to where Last Orders was filmed. He did not like school and left at age 16. A Methodist minister introduced him to amateur theatricals which he did enjoy at school. Military Service He entered the army as a private after a few years of low-paying jobs. He was stationed in Korea and did not like the army either. Family Caine married one of his rep co-stars, Patricia Haines. The two had a daughter, Nikki, before divorcing. Caine later married Shakira Caine (nee Baksh) in 1973, Thy have two children: Dominique and Natasha. Career Caine has become a major film star, appealing to both men and women in his wide range of films. He is a versatile and very hard-working actor. His film career was launched by playing gritty working-class roles. The first was Alfie (1966) in which he played a womanizing Cockney in swinging London. Then came a trilogy of spy movies which were big successes. He played Len Deighton’s bespectacled agent, Harry Palmer, in Ipcress File, Funeral in Berlin, and The Billion Dollar Brain. He received Oscar nominations as Best Actor for Alfie, Sleuth and Educating Rita, he has won two Best Supporting Actor awards: for Hannah and her Sisters and The Cider House Rules. One film critic claims that Caine’s poor background caused him to take on a variety of roles in poor movies just to keep on working. Films Caine’s best remembered films are probably: Ipcress File, Zulu, Mr. Destiny, A Bridge Too Far, Miss Congeniality, Last Orders, The Man Who Would Be King, The Muppet Christmas Carol, Sleuth, Dirty Rotten Scoundrels, and Hannah and Her Sisters. Interestingly in Zulu he plays a dilated aristocratic British officer, quite a stretch from his background. The portrayal was right on, at least with American audiences. I’m less sure about British audiences. Sources Caine, Michael. What’s It All About (1992)

Looking Glass Self Essay

In the most basic terms the Looking Glass self is your self image which is formed by the views others hold of you. These views the people around you have can have either a positive or negative effect on your self imagine. First we picture how our personality and appearance will come off to others, and then we think about how they will judge our personality and appearance. As people around us pass judgment on who we are this is when our self-concept develops, basically who we think we are and how we feel about ourselves as a whole. These judgments’ can have a powerful effect on ones beliefs and feelings about themselves. I’ve felt and been effected by the beliefs another person has about me. When I was in the 8th grade I thought I was a wonderful student, smart, well behaved. I felt as though my teachers all thought the same way. Then one day my homeroom teacher called me stupid for missing a homework assignment. To be called out in front of the class like that was horrifying. Though that wasn’t the only time an incidence like that occurred. In the 9th grade I struggled with math. I did poorly on tests, I already lacked confidence in the subject and it took one day with a substitute teacher to shatter it completely. I will never forget the words she said to me â€Å"Why can’t you finish the test? Are you stupid? † As child of any age, those words are damaging to the way you feel about yourself, and the way you think others perceive you. â€Å"Tell a child he’s stupid enough times and eventually he’ll start believing you, claims Benj Vardigan, with the Behavioral Institute. When a child makes mistakes or doesn’t understand a concept, his knee-jerk reaction may be to conclude that he’s stupid. Take that one step further and watch a child stop trying to understand or stop trying to learn a concept because he automatically assumes he can’t figure it out. † (Hatter) In A Class Divided on of the first examples of looking glass self that I picked up on was when the children came back in from recess after fighting. Mrs. Elliot asks â€Å"What’s wrong with being called brown eyes? † and a little  boy, Roy, says â€Å"It means we’re stupider and – well, not that†¦Ã¢â‚¬  It’s immediate how the effect of this experiment took hold. These children took to heart what their teacher, Mrs. Elliot had said, that brown eyed children are less than blue eyed children, they aren’t as smart or as well behaved. In the first day of the lesson the effects on their peers perception of them had caused so much turmoil that it caused one child to hit another, clearly the negative aspect of looking glass. In the Teaching Adults section, Mrs. Elliott describes how she gave tests before during and after the lesson on discrimination. Telling the audience that the student test scores raise on the day they are on top, scores drop when they are on the bottom and after the experiment the children’s testing scores maintain a higher level. She attributed this to the children discovering how good they are. I believe instilling a positive self-imagine in a child is one of the most important things a parent, or teacher can do. â€Å"Whether self-concept is positive or negative can influence important areas of a child’s development and achievement. Educators have recognized that there is a link between self-concept and performance in school. Students with a strong self-concept tend to have good grades and take an active role in school. They are able to accept challenges and enjoy new learning experiences. Students with a negative self-concept tend to have both attitude and behavior problems. They may be unwilling to try new things, because they believe they will fail anyway, or they may not work up to their potential. Some educators feel that a positive self-concept is so important that children need to be taught to like themselves before they are taught academic skills such as reading, writing, and mathematics. † (Myers-Walls and Hinkley)