Daffodils by William Wordsworth Essay Example

Daffodils by William Wordsworth Paper I’d like to analyze a poem that was written by a famous English poet William Wordsworth â€Å"Daffodils†. William Wordsworth (1770 – 1850) was a Romantic poet and a major influence in bringing about the 18th centuries’ Romantic Age of Literature. An original poet for many different artistic qualities, his personality and emotional intelligence had made him the perfect forefather for a literary movement that would resound philosophically and poetically to this day. Romanticism, defined by it predisposition towards nature and its deep emotional connection with the feelings of the poet, is what makes William Wordsworth’s â€Å"I Wandered Lonely as a Cloud† such a perfect example of Romantic poetry. One of the features of the poem is language simplicity that was realized both in structure and word-choice. If analyzing the line it is as a rule end-stopped. The meter is Iambic hexameter, i. e. it is a rising one. Within the poem the meter is constant with rare modifications that attract the reader’s attention on the meaning of those lines. Such meter scheme is a sign of a cheerful, light and optimistic tone. The rhyme is masculine exact with cross rhymes in the first 4 lines followed with the couplet. This form of the structure is first – describing, second – emotional, and third – dynamic. The first-person speaker is a grown-up man who is philosophically-minded. The general tone of the lyrics is a little pessimistic in the beginning though the narrator admires the environment and satisfied in the ending. In the first stanza William Wordsworth describes his state of mind during a walk. We will write a custom essay sample on Daffodils by William Wordsworth specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Daffodils by William Wordsworth specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Daffodils by William Wordsworth specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The author makes use of epithets here like â€Å"golden† – showing the connection between daffodils with luxury of the sun, the richness of the sky, its freedom; then there are metaphors that depict easy, light and bright glittering life as â€Å"cloud that floats†, â€Å"fluttering and dancing†. The only meter modification here is the last line â€Å"Fluttering and dancing in the breeze† that attracts the reader’s attention to the character of an action – it is cheerful, carefree and dreamy. Some would say that the first stanza is rather depressive as the author uses such words as â€Å"lonely†, personification in â€Å"a crowd, /A host, of golden daffodils† – they sound hopeless and pressing. Nevertheless, the last two lines make the general emotion of the stanza. It is a daydream; the narrator’s thoughts are far away, unconcerned with the immediate circumstances in which he finds himself. Wordsworth, ever the Romanticist, perhaps uses these two introductory lines to describe the disconnected and dispassionate ways that e all live our lives; walking through life in a haze of daily ritual and monotonous distractions in a pointless and spiritually disinterested state where we fail as emotional creatures to appreciate the quiet beauties of life that we as human beings need for spiritual sustenance. William Wordsworth’s â€Å"lonely cloud† is our own private impersonal perception of the world, floating miles above it and missing the quiet virtues of nature, beauty, and other sources of emotional nourishment. The second stanza opens with the description of the clouds with the help of different stylistic devices: simile – â€Å"as the stars†, hyperbole – â€Å"never-ending†, â€Å"ten thousand at a glance†, metaphor – â€Å"their heads†, and epithet – â€Å"sprightly†. These help the reader to visualize, to imagine and to feel the atmosphere and the mood of the walk with daffodils. So, the speaker here is depicted as having a moment of quiet introspection. The tone of the second stanza then is relaxing – the choice of words creates an image of a resort or a holiday: stars, shine, twinkle, margin of a bay, dance. The second modification in meter is observed here in the last line: â€Å"Tossing their heads in sprightly dance† where this sprightly dance, to my mind, can be compared with red old wine of the highest quality. The third stanza contains the main idea of the text: â€Å"A poet could not be but gay,/ In such a jocund company†. The author means to say that the light and joyful society cannot but bring pleasure and wish to write for them, to tell about their happiness. Such epithets as â€Å"sparkling† and â€Å"jocund† depict the privileged class. They have everything they need and now they can dance for everybody to gaze at them. The ending stanza brings the speaker back to his couch. Although the mood remains to be shiny, or â€Å"vacant, pensive† the narrator feels still in the dream dancing with the daffodils. This stanza has no modifications like the previous one which signifies achieving harmony, joy and calmness in the heart of the speaker. For this the author also makes use of such stylistic devices as oxymoron â€Å"the bliss of solitude† that points out some positive moments of being alone, inversion â€Å"And then my heart with pleasure fills† shows the process and the character of this process of â€Å"filling the heart†. The main idea of the poem is that people are never alone – they are accompanied by nature beauty. The things around can make your heart beat, can touch a soul by the scene of a thousand-fold host of yellow daffodils swaying in the breeze against the backdrop of waters breaking against the rocks of the bay. In William Wordsworth’s â€Å"I Wandered Lonely as a Cloud†, the daffodils become much more than mere flowers. They are a symbol of natural beauty and, more importantly, symbolize living a life as rich in experience and sensation as would make a life worth living. They represent, in their light-hearted dance, the joy and happiness of living an adoring and fulfilling life, embracing it for every drop of nectar it could so bring.

Environmental Analysis Of Landis Lund Essay Example

Environmental Analysis Of Landis Lund Essay Example Environmental Analysis Of Landis Lund Essay Environmental Analysis Of Landis Lund Essay The basic stakeholder objectives of any supplier are to be paid for providing a product or service, but the objectives are usually more complex than this. Our suppliers can be categorised into suppliers that serve the business needs (paper, stationary, car hire), and those that serve the product (grinding wheels, gauges, sensors). The suppliers we use for the business dont really get changed that often as we generally use standard products. Unless the supplier introduces an unjustified price increase, we will remain with that supplier. With the advent of the Internet I feel we could reduce costs if consumables within Landis Lund. As well as there being many price comparison websites, that allow you to choose, there are also sites that are basically mail order via the web, they dont incur high labour costs as they dont have any high street shops to finance. This approach has been mentioned to senior management but they feel, at this moment in time, the administrative costs to Landis Lund to setup an new supplier account, set up payment terms etc, do not justify the time spent searching for a cheaper alternative than what we already use. The objectives then of our business suppliers are to receive regular business from Landis Lund as we stay in business, the amount of revenue they will generate is not really dependant on busy we are, just as long as we are in business The business objectives of the product based suppliers differ in the fact that the more machines we produce, the more business they will receive from us. Their objectives are to produce reliable goods for Landis Lund so we will continue to use their product. We have very few reliability problems with suppliers as they are also providing complex equipment, so the investment and research into these products is of a very high standard. Our product dependant suppliers are either chosen by our engineers or chosen by our customers. As machines are always variations on a theme, the knowledge of suppliers components is high so our engineers can design assemblies using products they know. Headaches can occur when a new supplier insists we use their preferred supplier that we have never used before. The functions of the components this new supplier provides will usually be the same, but if they are cosmetically different then some reengineering has to be done. Landis Lund has in the region of six hundred and fifty, but only around fifty are vital to the company. These fifty are responsible for supplying the key equipment for our machines, equipment that has had huge investments in the form of RD. Over the years we have built up excellent partnerships with our main suppliers and we both benefit from them prototyping their products on our machines. The prototyping allows the suppliers to recreate real life scenarios, in which to evaluate their products. These suppliers are market leaders in their industries, allowing Landis Lund to capitalise on being the first users of such products and maintain our technological advantage. Unfortunately the budget for RD has been slashed in order to reduce costs, while we are still out in front in terms of technical superiority we are losing orders to low bid. The reduction in our RD budget has meant that the prototyping has to be done on live projects, resulting in some embarrassing longevity problems once the machines are out in the field. While the majority of these live tests are serving us well, it may only be a matter of time until they cause a serious headache for the customer and ultimately a loss of future orders. The supplier payment process has recently been changed as well. What was happening was that the Financial Director was only allowing a fixed amount per month to be allocated to supplier invoices. The purchase clerk always sorted invoices into supplier name order, and worked through the invoices until the allocated amount had been reached resulting in suppliers starting A, B, C etc getting paid every month. This process continued until we got put on stop from some major suppliers with company names lower down the alphabet. While some suppliers are chosen for us through customer specifications, our continued collaboration with our preferred suppliers is vital for Landis Lunds survival. Stakeholder analysis of employees While our partnership with major suppliers is vital to our technological leadership, its the employees within Landis Lund that enable this synergy to be created. The objectives of Landis Lund employees is the same of a supplier; they expect to be paid for the service they provide to the company. Again, this needs to be expanded. Different employees have different objectives: Some employees want to do as little as possible, go through the day doing only what is asked of them, and at the end of the week collect their wage. Others feel like they have more to offer and a better work ethic, they seek ways in which to improve the company, they understand that if they can be more efficient and productive, the company will become more efficient and productive, while very few see Landis Lund as a stepping stone to greater things, using Landis Lund to gain experience and knowledge that they will use elsewhere. Every single manager apart form the Finance Director has completed a Landis Lund apprenticeship. This allows the continued evolution of grinding machine know-how to be passed down. The technical knowledge of our engineers has resulted in many machine tool related patents being accredited to Landis Lund. The excellent working conditions and wages that Landis Lund provides results in a very low rate of staff turnover. The highest rate of staff turnover is during the apprenticeship when you know one way or the other if a life of engineering is for you. Landis Lund is always quick to implement any new legislation regarding employee welfare, this maybe to do with being influenced by our US parent company, where the blame culture there can result in employees suing their employers for failure to provide the latest safety equipment. Landis Lund provides free eye tests for VDU operators, free safety glasses, free protective clothing and footwear depending on risk. While the current crop of managers and engineers will stand Landis Lund in good stead for at least a generation, the recruitment of apprentices whose passion is engineering is slowly declining. Indeed we have lost several key apprentices lately who wanted to pursue a university degree as well as still working at Landis Lund. But in their wisdom senior management failed to see the value add that this extra knowledge can provide and made them choose, hardly surprising that they opted for university. Apprentices are usually split into craft and technicians, craft apprentices are trained up to work in the machine shop, while technicians are trained up to work as service engineers or in the drawing office. If the UK manufacturing industry keeps reducing the way it is, both types of apprentice could become scarce. The craft through outsourcing to low labour countries and the technicians could not be as high calibre as is required. Landis Lund employees objectives are fulfilled across the workforce, for those that are here just to get paid, providing they complete what is asked of them, they are OK. If you want to better yourself and the company, training is available where appropriate (workers in the machine shop do not get funding for IT courses and accounts staff dont get trained on the fork lift truck). Stakeholder analysis of Overseas Sales agents Agents play a pivotal role in the customer relations process. They are mainly used in countries where English is not the primary language. We have long standing partnerships with many agents in different countries. This has allowed the agent to become very familiar with Landis Lund machines so explaining the specifications to a potential customer is easier. The objective of a Landis Lund overseas sales agent is to get paid for a service he provides. The service he provides is to be a link between the customer and Landis Lund. The agent is tasked with chasing the customer for outstanding items and to act as mediator in any dispute. We let the agent front any contact with the customer, this is to allow then to communicate effectively what we are trying to achieve. Our philosophy is to use one agent per country within the EU. We have agents in France, Germany, Spain and Italy. The same agent can be used in different countries, Polack for example are our German agents as well as our Swedish agents. As well acting in a sales capacity, some agents also work as service engineers. The agents come to Landis Lund for their service engineering training. This liaison allows the agent full cycle involvement; From the quotation and sale of the machine, through machine build and acceptance and then installation. As agents are on commission it is in their interest for Landis Lund to be successful, it also allows a more aggressive form of sales within the agents country. Unfortunately due to this commission (usually 3%), then this is obviously a loss in profits for Landis Lund. But for this 3% they do provide an excellent service, a service that we would find very hard to replace with our long established agents. Not only do they have tacit knowledge of our products, but the customer relations skills they have maybe hard to instil in a Landis Lund employee. While it has been suggested that we try and phase out agents in favour of training up our service engineers to speak another language, the risk in a loss of customer relations is too high to take. Our recent penetration into China has reversed our agents philosophy. We are trying to use as many agents as we can to spread ourselves further and hopefully increase awareness of Landis Lunds products. At each end of the economic spectrum you have pure capitalism and socialism. Pure capitalism is only an economic theory and doesnt actually exist in real life. Capitalism Also known as Free Market, in this market money is king, both to the consumer and to the supplier. Private investment and entrepreneurs are the norm. Companies sell products at the price they want, to who they want. The same goes for the consumer, they are free to spend their money on what they want. In capitalist societies there is little or no barriers to entry, anybody with an idea and some capital can start up a business. This is a huge benefit to consumers as the fierce competition between suppliers, forces down prices and increases quality. In a free market there is no involvement from the government, the State does not interfere in how businesses are run and regulated. The individual or the company does their own planning, they are free to set their own agendas, create strategies and make plans that are tailored to suit their needs. Capitalism forces many different levels of personal wealth as companies and consumers are free to buy and sell at any price. Nearly every product has examples at either end of the price scale, from houses and cars, to clothes and electrical items. In fact, if youve got the money, you can buy virtually anything you want. An excellent example of this is using the auction website eBay, where everything and anything is for sale. A quick search shows that I could purchase a $24,000 grinding machine! Although capitalism promotes growth, competition and efficiency, there is also a downside. Companies and industries that are out to make a quick gain can end up making huge losses. In the search for profit, resources can quickly become scare, forcing the closure of factories and companies. These closures can have a knock on effect on the local economy, businesses that were created to compliment these large industries may also have to close. Unemployment quickly gathers pace throughout the region. Outside investment ceases, businesses that were there due to high population relocate. No-one can afford to move house, and no-one wants to buy a house in these areas. Social standards can drop and crime levels increase. The closest pure capitalist economy is considered to be America where people are able to buy and sell almost anything, resulting in wealth for some and poverty for others. This can be seen in the state of California, where the so called Silicon Valley, if treated as a separate economic market would be the worlds fifth largest, where as in the slums of Compton deaths by firearms are one of the highest in the world. Socialism Where as Capitalism promotes business to be profit orientated, Socialism shares the wealth. The government runs socialist economies. It is they who decide what is to be made, who is to make it and with what. (Also known as Planned Economies). Every citizen works for the country, there is no unemployment as there is always something to be done. The exclusive way in which the government controls the economy can cause great inefficiencies. It is perceived that the government are experts in business and therefore have the ability to make fundamental economic decisions. It is because of this central planning that socialist governments only produce a limited range of goods, goods whose production are easily managed. The businesses are usually entered around agriculture, raw materials and mass production of basic, low quality products. As there is little or no imports, if the product cannot be made from materials within the country, it isnt usually made. While pure capitalism is only a hypothetical economy, there are a number of socialist countries. Large, highly populated countries such as China and Russia, with an abundance of labour and materials are good examples. Although many westerners see socialism as an oppression or inefficient way to run an economy, it removes boom and bust cycles, the decomposition of social values in areas in areas of high unemployment and the corruption that can be created due to peoples obsession with money. This isnt to say that socialist countries are free from corruption; usually there is a strong black market in these countries for western products, such as Levi jeans. Black markets begin because the State controls the price of products, if they set the price artificially high, then the demand of getting these products at a cheaper value in created. The inefficiency of the import/export market of socialism also creates black markets for products as the government will not import goods that can be manufactured in its own country. An economic system isnt either capitalist or socialist. For non-socialist economies the economic system is said to be mixed. The mixture comes about by companies being free to run their businesses how they see fit, but the government provides the rules and regulations within which they operate. The government usually controls the businesses that are seen to be for the people; the trains, water, electricity, refuse collection. For the U.K many of these people business were privatised under the Thatcher government, the privatisation was a process in which the government palmed off decaying infrastructures that needed heavy investment, allowing them to become more efficient through business savvy people running operations as opposed to politicians and also to generate extra funds for the government. Workers in mixed economies also contribute to the countries welfare by paying taxes through their wages and purchases. It is in the governments interest to create an economic system that allows businesses to flourish and keep people in jobs. The more workers, the more tax is paid through wages and the more disposable income citizens have, spending more and contributing more taxes, and the more workers there are, the less the government have to give back in the form of benefits. The UK is an example of a mixed economy. It is within this mixed economy that Landis Lund operate. We also benefit from having the capitalist funding from our US parent company, as well as making inroads into socialist economies such as China.

Research methods Essay Example | Topics and Well Written Essays - 750 words - 1

Research methods - Essay Example Burnout at work can happen for different reasons and in different circumstances. It usually takes place when people are giving too much at their workplace and receiving very little in return. The little return could be the absence of appreciations, rewards, and social interactions (Schaufeli and Enzmann, 1998) Research suggest that negative appraisals at work usually lead to a stage where employees start feeling burnout and suffer from the thought that they can’t give anymore to their jobs. The negative appraisals could be from managers as well as colleagues. Employees feel left out from rest of the workplace colleagues after such appraisal and feel let down.(Kohan and Mazmanian, 2003) One of the researches in human service sector expanding 5 years and including 2,391 employees from all parts of the professions found out some interesting facts about work burn out. The research found that there can be three types of work burnout; they are related to work, customer, and personal life. Some professions had work burnout due to office related workload and stress, others profession in which interaction with customers was direct and daily basis had customer related burnout, last but not the least; personal burnout happens in all professions of human service sector. The study also found some penalties as a result of burnout which included poor physical condition, low job satisfaction and non-attendance at job. These consequences ranged from emotional to physical damage depending on the situation. (Borritz et al., 2006) It is notable that the problems at workplace are not only caused by extra workload but also by less appreciation and low sense of accomplishment. This usually leads to mental problems, in many cases people quit their jobs or take early retirement in order to get their life back. (Keel, 1993) It was made clear in a research the emotional exhaustion is one of the key reasons why people feel burnout at jobs. Organizations fail to realize that

Stock investment project Essay Example | Topics and Well Written Essays - 750 words

Stock investment project - Essay Example The failure of one investment has less chances of hurting my overall performance since I have other investment to depend on for their profitability. Investing in mutual funds enabled me to have a larger number of investments than when I did not consider the option. I was able to exploit the opportunity of dollar cost averaging (DCA) whereby I would invest any amount through the investment manager. I considered that in the absence of mutual funds I would have suffered the risk of higher cost arising from investing in variety of stocks. The management expense ratio (MER) is the same regardless of the amount of stock I had invested in; hence the possibility of investing in large number of stock without dreading the influence of the commission fees (Rowland & Lawson, 2012). The brokerage fee for entering and exiting the market also acted as a percentage loss on my investment thereby calling for investment in mutual funds. Performance I invested in six different stocks in the market inclu ding: SOHU.COM Inc, Packaging Corp of America, Intel Corporation, Yahoo Corporation, Cambrex Corp, GIS. The invested had a net worth of $100,044.46. Net worth for the whole project was $100,044.46; buying power for the stocks was $115039.92 with cash remaining of $14,995. The overall gain was $44.46 while the overall return was 0.04% and today’s gains was 1.39%. On November 2, 2013 the following was how the stock sold in the market for the company I chose with each having brokerage fee of $10 attached. The following is the image showing the overall performance of the stock and that reported by the 6 different stocks in the market. A gain of 1.39% is good for starting a project, and I consider continuing to invest in these market stocks. Influence of economic conditions The prevailing economic conditions impacted on the profitability of my stock portfolio. Uncertainity about current global economic conditions acted as a major aspect in my investment decision (Rowland & Lawson, 2012). I dreaded for the uncertainty since this usually reduces the spending ability of the businesses and the consumers. The companies and the consumers would reduce on their spending especially because of the negative financial news and tighter credit in the market. Tighter credit implies the likeness of higher cost to be associated with any investment conditions. The presence of these conditions made me to hesitate in making investment decision in the market. Further the prevailing uncertainty in global economic conditions also triggered the notion of demand greatly differing among different countries. This means that the action by the companies in raising prices on goods and services to raise their profitability, would have less impact since the wiliness of the consumers to buy is so much different in other countries. Intuitively, the condition subjected the companies to witnessing variability in their income and expenses because of the gains or losses realized from the sale or exchange of financial instruments (Rowland & Lawson, 2012). Consequently, I had made a decision in relation to company’s preparedness towards compensating for the possible losses resulting from the uncertainty in the global economic trend. The above conditions affected the cost associated to investment, especially the starting cost. In my case, the

Project Promotional Campaign Essay Example | Topics and Well Written Essays - 1500 words

Project Promotional Campaign - Essay Example make a point that they are the largest hotel brand in the service industry they offer client’s a money back guarantee that is termed as â€Å"Good Night Guarantee†, which covers for the rooms, hospitality, service and the overall experience at the hotel (Premier Inn, 2009). The hotel offers a lot of packages to its clients’. The most noticeable ones’ are the 2 for 1 package where a customer pays for the rent for one individual but can accommodate two, additionally the kids are free. Then there is the park and fly package, which includes a nights stay, car parking facilities and Grab & Go Breakfasts. Another important offering to the clients is the premier offer that allows people to stay at the hotel for as low as  £ 29. This cheap accommodation is only provided to customers if they plan and book their stay online at least 21 days prior to their arrival. The objectives of the promotional campaign are focused around the increasing the brand value. There are several factors which can be used to increase the brand value. The first one is building awareness of the offer in the mind of the target market. In order to sell a service it is of utmost importance to reach out to the customers effectively and portray to them exactly what is on offer. Then, the company should focus on creating consumer interest and providing information through easy and well communicated channels. Another important objective of the campaign is to stimulate the demand; the right promotion can drive customers to make a purchase. Finally, the most important objective of the promotional effort is to reinforce the brand name (Know This, 2009). Promotion should not be viewed as an effort to incur a onetime sales but it should be an effort that promotes the brand. The brand value and brand loyalty will reap long term benefits and hence the effort and the cost associate d with the promotional campaign should aim to increase the brand value and loyalty. The target audience for this offer is

Importance of Teaching Styles in Classrooms

Importance of Teaching Styles in Classrooms All people learn in different ways, it is therefore essential that teachers try to incorporate as many different teaching styles as possible into the delivery of what they are teaching. Marshal ( Marzano 1992) suggests that the concept of learning has to include positive attitudes, the ability to acquire knowledge, allowing learners to extent their own knowledge and then applying their knowledge to everyday life. Marshal (Marzano 1992) also believes that a teacher must develop these concepts in order to help learners develop, and make learners learn independently, so they may continue to develop and gather knowledge for the rest of their lives. There are many different approaches and theories on teaching styles. Most agree that for all pupils to have an equal experience in education, teachers must adapt their teaching styles so that everyone benefits within the classroom. Marzano (1992) suggests that lower ability pupils should be taught through closed tasks. A closed task has a specific structure and set of instructions to give pupils a clear idea of how a task should be approached and completed. Marzano (1992) then suggests that higher ability pupils should experience more open-ended tasks, allowing pupils to develop their thinking skills. This style of teaching is very much learner centred as the teacher must adapt their style of teaching to suit the needs of pupils in their class. Mishra (2007) has a different theory of teaching styles. Mirsha (2007) argues that there are three styles of teaching; discipline centred, instructor centred and student centred, although there are many more different teaching styles and theories suggested by different authors. The discipline centred style of teaching is very structured, not allowing for flexibility for what is taught and when it is taught. This style of teaching may be completely centred around the national curriculum, without deviating from it. This style of teaching is as ineffective as it is unpractical, as teaching must allow for flexibility to ensure that all pupils are learning and achieving in schools. Instructor centred style of teaching focuses on the teacher as being the main source of knowledge for pupils. Everything that pupils learn may come from the teacher, without obtaining knowledge and information from other sources. Much like the discipline centred style of teaching, the instructor centred style i s very limited and does not help learners develop, as pupils do not have to seek ways of finding out information themselves, but simply ask the teacher. It is also very limited as the teacher can not be expected to be able to answer all of the questions the pupils may have, and may have limited knowledge in certain areas of the curriculum. The third teaching style suggested by Mishra (2007) is the student centred style of teaching. This style is much more learner centred and is very much focused on the cognitive development of students. Through this teaching style, pupils are encouraged to learn through enquiry, and develop their own thinking skills obtain knowledge and solve problems. Unlike the other two styles suggested by Mirsha (2007), the student centred style of teaching also focuses more on the needs of individual learners. This style of teaching allows for pupils to learn in different ways as the teacher adapts their teaching style to suite all learners, of all abilities. However, the three teaching styles suggested by Mirsha (2007) are limited as they do not consider the variations between different classrooms and schools. There are many different teaching styles, all of which must be focused on what best suites the learner (Association of Teachers and Lecturers 2011). Perhaps therefore, it is more important to focus on how pupils learn rather than just focusing on teaching styles, as no style will suite all learners. One of the most accepted models of learning styles is Flemings Visual Auditory Kinaesthetic (VAK) model which has been further developed by Grinder. The first types are the visual learners. Visual learners learn by seeing different types of information such as pictures, diagrams and models. They may also prefer to read a piece of text for themselves, rather than have someone read it to them. Visual learners often remember information by picturing it (Cheminais 2008). To help visual learners, teachers must adapt their teaching style to incorporate as much visual elements into their lessons. An example of this could be to making sure the structure of the lesson is indicated on the whiteboard so that pupils can see what the lesson will focus on. It is also important that the teacher writes down key information from the lesson so that the learner can memorise the information visually. Secondly there are auditory learners. These learners may prefer to listen to information such as being read a story, rather than read it themselves. They may also benefit more from group discussions as often, auditory learners remember information by remembering what they have heard (Cheminais 2008). To hep auditory learners, teachers can incorporate group discussion, audio activities such as listening to music and reading a book out loud so that auditory learners can remember information that they have heard. Thirdly there are kinaesthetic learners. These types of learners prefer to be engaged physically with the work by means of touching and doing. Kinaesthetic learners achieve best when lessons incorporate hands on activities that allows learners to be actively involved with the lesson (Grinder 1991). It is argued that the best teaching style is to use a multi sensory approach. This will incorporate all learners of different abilities as it helps learners retain knowledge and information in a way that best suites them. Studies from the National Institutes of Child Health and Human Development have suggested that this style of teaching greatly benefits children who have dyslexia. A dyslexic child may experience problems with reading and writing, because they have problems seeing and then processing words. However, if a multi sensory style of teaching is used, it benefits dyslexic pupils greatly as they are able to use other senses such as touch (kinaesthetic). This style of teaching has been proven to help dyslexic children in particular as it builds up kinaesthetic memory to complicate visual and auditory ones (Bradford 2008). A different model explaining how pupils learn is Piagets Theory/ Model of Cognitive Development. Piagets model is a Constructivist model, meaning that pupils continually build upon previous knowledge, this is also called schema (Carrell 1984). Whilst studying the way pupils learn, Piaget focused on Assimilation and Accommodation. According to Piaget, assimilation is the process whereby pupils receive new information and experiences from their learning environment. Accommodation is the follow on effect from assimilation as the pupil adapts their mental views because of the new information and knowledge they have acquired (Atherton 2010). From his studies, Piaget concluded that as pupils matured, so they were able to understand and absorb more knowledge. Piaget believed pupils were not able to carry out certain tasks until they were mature enough to be able to do so (Atherton 2010). From his findings, Piaget created a four stage Model of Cognitive Development. The first stage is the Se nsory Motor Stage and lasts roughly from birth to two years old. At this stage, the child begins to differentiate themselves from other objects in their environment as they begin to develop their senses. Also at this stage, the child is deemed ego-centric, as they are unable to consider others needs. They may also recognise that they need to do something, in order to make something else happen e.g. they need to push a toy car in order to make it move (Jardine 2006). The second stage is the Pre-operations Stage and lasts roughly from two to seven years old. During this stage the child begins to develop language and vocabulary. They then associate language with objects and words (Atherton 2010). The child will usually classify objects together because of one common factor such as different shapes being classed together because they are the same colour, despite their differences in size and shape. Piaget argues that children in this stage are still ego-centric, but are beginning to dec entre their view of the world and other people. Piaget also argues that children in this stage have a certain amount of animism as children believe that non living objects such as cars, share the same feelings as them (Jardine 2006). Stage three is the Concrete Operations Stage and lasts approximately from seven to eleven years old. During this stage of development, the child becomes more mature and animism and egocentric way of thinking begins to disappear in most people. Also during this stage, children begin to see objects in different ways (Jardine 2006). For example, before this stage, children may see a spilt pint of milk as being more than a pint of milk in a bottle. However, during the Concrete Operations Stage, children develop reversibility, or that things remain the same after they have changed. For example, children learn that the spilt pint of milk is actually the same as the milk in the bottle even though it appears different. The final stage is the Formal Operations S tage and lasts from eleven to sixteen years old. During this stage, the pupil develops to think like an adult. If the pupil is faced with a problem, they may search for all the possibilities to solve it. Pupils are also able to evaluate different ideas without having to relate them back to something that already exists in the real world (Bybee et al 1982). From a teaching perspective, it is important to take into Piagets Theory/ Model of Cognitive Development when planning or teaching children. As Piaget suggests, children develop different skills and qualities and different stages of their life. It is their fore unfair to set a task that is suitable for a child in the Concrete Operations Stage when they are still in the Pre-operations Stage. Taking account Piagets model, it is important for teachers to adapt their style in order to suit the pupils they are Gardner offers a different theory of learning. Over the last half century, suggestions have been made that people have different types of intelligences. One of the most well known is Gardners Multiple Intelligence Theory (Ginnis 2008). Gardner argued against past theories that people were born intelligent, and instead suggested that all people are intelligent, but in different ways. In 1983, Gardner developed seven different types of intelligence (Ginnis 2008). More recently, Gardner has suggested that there are eight different types; linguistic, logical (mathematical), spatial, musical, kinaesthetic, interpersonal, intrapersonal and naturalistic. In 1999 Gardner claimed I now conceptualise an intelligence as a biopsychological potential to process information that can be activated in a cultural setting to solve problems or create products that are of value in a culture (Ginnis 2008). Gardners Multiple Intelligence Theory benefits both teacher and pupils. Gardner claims that everyon e is intelligent, just in different ways. This can help build pupils self esteem and confidence as they may struggle in some subjects but thrive in others. His theory also allows a more prestigious status for certain tasks in the classroom, which in the past may not have been deemed as showing intelligence in a child. Gardners theory is also very beneficial to teachers and the style they use as it allows teachers to have higher expectations of every child (Ginnis 2008) and therefore push each child further. Gardners theory also helps teachers differentiate their lesson planning to include all pupils equally. In the past, pupils may have been grouped by ability only in certain subjects. However, using Gardners theory, the teacher is able to see which pupils progress better in which subjects, and can therefore plan and group pupils together according to their ability in a range of different subjects. This does however depend on the overall style of the teacher as they may deem mixed a bility groups more appropriate for certain tasks. Teachers may also use Gardners theory to identify which subjects or task pupils feel less comfortable carrying out, and then try to support them more when participating in these. Professor Anthony Gregorc again offers a different approach to learning styles. Gregorc suggests that people perceive (acquire) and order (organise/ store mentall) information in different ways. From this, Gregorc developed different scales for both Perceiving and Ordering. On the perception scale, Gregorc argues that there are Concrete learners at one end of the scale and Abstract learners at the other (Ginnis 2008). According to Gregorc, Concrete learners need the physical aspect of learning, they are kinaesthetic learners and need to be actively involved with a task in order for them to benefit from it. Gregorc then argues that at the other end of the perception scale there are Abstract learners. These types of people use experiences to help them memorise information. They also look for patterns in work and how things are similar or different (Jonassen et al 1993). It is important to highlight that the majority of people fall somewhere in between the two ends of the perception sca le. On the Ordering scale, Gregorc argues that there are Sequential people at one end, and Random people at the other. Sequential people are very logical, focused and are able to memorise facts easily. When carrying out a task they follow a step by step plan in order for them to complete the task effectively. Random people, Gregorc argues, are not so focused and find it hard to memorise facts. Random people may be able to answer a complex question, but not be able to say how they came to their answer (Jonassen et al 1993). Like the Perception scale, most people fall between the two ends of the scale. From his research, Gregorc argues that there are four types of learners; Concrete Sequential, Abstract Sequential, Concrete Random and Absract Random. With regard to teaching style, it is important for a teacher to realise what learning style/ styles pupils may be, in order to set tasks that will be most beneficial to them. Concrete Sequential learners need structured, practical activities. These types of learners need to be told exactly what to do and may require a checklist, such as a success criteria, in order to complete a task. They also require regular feedback to make sure they are correctly carrying out the task. Abstract Sequential learners prefer to do their own research, but the research must be structured for them, for example a worksheet where pupils have to fill in the gaps. These types of learners also like to evaluate work and like different ideas and theories. Concrete Random learners prefer to work with a certain amount of freedom without having to worry about deadl ines. These types of learners do not like working with others, unless they chose who they work with. They are curious learners and like challenging work such as researching ideas for themselves. Finally, Abstract Random learners are very creative, and like to work in groups. They learn best through discussion, either in small groups or with the entire class. They are very flexible learners, who dont mind making mistakes. They also learn best when humour is used when teaching information (Ginnis 2008). Teachers can use Gregorcs work to help them plan and adapt their style of teaching to suit all learners. Although it is not possible to teach in a style that will benefit all learners in every lesson, it is important to try and incorporate all learning styles over a series of lessons (Jonassen et al 1993). Teachers can also use Gregorcs work to approach teaching with a more personal style. For example, a Concrete Sequential learner may prefer a task broken down into small stages, so the teacher can use this knowledge of learning style to plan effectively for them. Also, an Abstract Sequential learner prefers to work in groups, so the teacher can make sure that a lesson involves group work, or discussion of some kind (Ginnis 2008). Although there are many different approaches and theories regarding teaching and learning styles, all suggest that there is a relationship between the two. It is impossible for a teacher to have a strict teaching style, as it will not benefit all pupils within their class. Instead, a teacher must identify what different learning styles pupils within their class may have, and then use this information to adapt their teaching style so that all pupils benefit from their teaching. My school experience placement took place in a Church of Wales school in a small town in central Powys. The school has eight full time teachers and eighteen teaching assistants, some specialising in supporting special needs children. The school is a dual stream co-educational primary school and between Infants and Juniors there were one hundred and eighty pupils. In my class (year six) there were seventeen pupils aged either ten or eleven years old. The class had one teaching assistant who was a full time assistant to a pupil with Autism. The school is organised into eight classes, three in the foundation phase and three in Key Stage Two, with years four and five combined. These classes are taught through the medium of English. The other two classes are taught through the medium of Welsh and range from reception to year six. Pupils are able to attend the Welsh medium classes, irrespective of home language. Even though the Welsh medium classes are separate from the rest of the school, the whole school comes together for assemblies, break and lunch times and after school clubs. In 2008, the school received a positive ESTYN inspective report. In Autumn 2010, the school was re-awarded the Basic Skills Quality for Maths and Language. The school is also a Green Flag Eco-School and a Healthy School for its good work in Education for Sustainable Development (eco-schoolswales.org). . The school followed the National Curriculum of Wales. Core subjects the non-core subjects of History, Geography, Art, Design Technology, Music, Physical Education and Religious Education are taught. As the school is a Church of Wales school, Religious Education is taught in accordance with the Church of Wales syllabus, which look at all religions and compares them to a childs own beliefs. Collective Christian worship takes place on a daily bases. Whilst on school experience I witnessed many different styles of teaching in the non-core subjects. The teaching style were different not only in each subject, but depending on what task was being carried out, and what the teacher felt was most suitable for the pupils in the class. In art, the whole class made wire men, which were later covered with mod-rock and painted. To explain the task to the children, the teacher firstly demonstrated what they had to do. This helped visual learners, as they were able to see exactly what they had to do in order to complete the task successfully. When the pupils actually carried out the task themselves, it was very hands on, and the children were actively involved. This type of learning supports Grinders kinaesthetic learner, were using senses such as touch and sight while carrying out the task. Throughout the lesson the teacher continuously gave feedback to pupils. By giving constant feedback the teacher was supporting Gregorcs Concrete Sequential learners. In art, it is easier than most subjects to use a multi sensory teaching style, as the subject itself presents very practical work, suited to the kinaesthetic learner. History also presents a teacher with the ability to use different teaching styles. On school experience, the class covered the Second World War in History. The teacher and I used different objects from the war such as a helmet and air raid siren, to help pupils learning. This style of teaching helped both visual and kinaesthetic learners as they could see and touch the different objects to aid their knowledge and understanding of the War (Grinder 1991). Also while studying this area of history, there were group and class discussions. This style of teaching would aid Gregorcs Abstract Random learners (Ginnis 2008) and also auditory learners as pupils would learn by discussing and listen to information about the War. There are many different methods and style of teaching music in Key Stage Two. Music is a subject that allows pupils to express themselves more than they may normally do in other subjects. Also, Gardner suggests music as one of his eight intelligences (Ginnis 2008). It is important for a teacher to realise a pupils capability in music in order to teach them effectively and help them advance. Music is a very multi sensory subject as it benefits visual, auditory and kinaesthetic learners through reading music or lyrics, listening to different types of music and physically playing different instruments. While on school placement, the class composed a song in Welsh, to the tune of What shall we do with a drunken sailor. Instead of just letting the pupils write any lyrics they wanted, the teacher showed them a clear structure that they had to follow. The pupils then worked in groups to help compose lyrics to the song and then performing it. This teaching style benefitted a range of differ ent learning styles. Firstly, Concrete Sequential learners benefited as they were provided with a clear structure of what they had to do to compose the song. Secondly, Abstract Random learners benefited from the group work and the creativity to compose song lyrics. During this lesson, the teacher had purposefully adapted their teaching style so that different learning styles would benefit from the lesson. Design and Technology (DT) again offers a teacher the opportunity to adapt their teaching style in order to benefit different learning styles. On school experience the DT topic focused on healthy eating, and designing and making healthy pizzas. The class began the topic by discussing in groups and whole class discussions, different ideas about healthy eating and different types of pizza. The discussion benefited Abstract Random learners and also auditory learners (Jonassen et al 1993, Grinder 1991). Before pupils made pizza themselves, the teacher demonstrated how to make one, showing each step clearly. This would benefit visual and auditory learners and also Concrete Sequential learners (Ginnis 2008), as they could see clearly what they would have to do in order to make a pizza. Also as part of this topic, pupils had to create a recipe for making a pizza. Higher ability pupils in the class wrote the recipe without aid from examples. However, some lower ability pupils in the class we re provided worksheet where they had to fill in the gaps (see appendix 1). This worksheet would not only benefit lower ability pupils, but also Abstract Sequential learners as they could fill in the gaps (Ginnis 2008). Physical Education (PE) in general is very much suited for kinaesthetic learners as it is a very actively involved subject. However, depending on which teaching style the teacher uses, depends on how much other types of learners benefit from PE. On school experience, the pupils focused on dance during their PE lessons. Pupils were asked to work in pairs and groups to create different dance routines. This benefitted visual, auditory and kinaesthetic learners as they were able to see different dance routines, listen to them be explained, and then physically carry them out. Also, by physically doing the dance, the pupils were able to learn the routine very quickly. The partner and group discussion also benefited Abstract Random Learners (Ginnis 2008). In Geography on school experience, pupils looked at a comparison between there home town and a small village in Uganda. To introduce the topic, the teacher showed the pupils a video of the village in Uganda. This benefited visual and auditory learners as they were able to see the village and hear different things about it from the people who lived there. The teacher also paused the video occasionally to ask questions and recap what the pupils had learnt so far. This was particularly effective as it made pupils concentrate on the video in case they were asked a question about it. The discussion following the video also benefited Abstract Random learners (Ginnis 2008). The pupils were then given a treasure map of the village in Uganda. The aim of the activity was for the pupils to discover where they could by milk, and to plot different locations on the map. The map consisted of different questions. The answer of the question gave a clue either to where the next location was on the map , or what the next question was. This activity suited a range of different learning styles. Pupils could see the different locations on the map, discuss them with there partner or group (Abstract Random Learners), and be actively involved in answering questions. The step y step instructions of how to complete the task also benefited Concrete Sequential learners. This task was particularly enjoyable for the pupils and they learnt a lot of information about the village in Uganda from it. This shows that the teaching style used to provide information about this area was very successful. In Religious Education, the class covered the nativity story. The teacher began the topic with a class discussion to produce a timeline of the order of events of the nativity story. This again benefited Abstract Random learners. After the class had completed the timeline, pupils given page book, chapter and verse references and were asked to locate the nativity story in different parts of the Bible. This benefited visual and kinaesthetic learners. Also, the research methods used in this lesson also benefited Abstract Sequential learners (Ginnis 2008). Once the pupils were more aware of the nativity story, the class looked at it as a drama activity. This activity greatly benefited kinaesthetic learners, as they were physically involved with the nativity story and therefore were able to learn the story far easier than simply reading, or being told about it. It is important for teachers to adopt a range of different teaching styles when teaching different subjects. Teachers must find the most suitable style for the lesson content, but more importantly, a style which will suit all learners and allow them to benefit from the teaching. To be able to teach effectively, teachers must use approaches and theories such as Gardners Multiple Intelligence Theory, Piagets Theory/ Model of Cognitive Development, Grinders VAK model and Gregorcs approach to learning styles, in order to discover what style of teaching would be most suitable and beneficial to their pupils. It is not possible for teachers to consider all of the different learning styles when planning each lesson. It is important however that a range of learning styles are covered over a series of lessons, so that all learners benefit from the teaching. Referenes Mishra, R. C., 2007. Teaching Styles. APH Publish Corporation: Bybee, R.W., Sund, R.B., 1982. Piaget for Educators. 2nd ed. Columbus: Merrill Publishing Company Jonassen, D.H., Grabowski, B.L.H., 1993. Handbook of Individual Differences, Learning and Instruction. New Jersey: Lawrence Erlbaum Associates Atherton, J.S., 2010. Learning and Teaching; Piagets Development Theory. [online] UK. Available at: http://www.learningandteaching.info/learning/piaget.htm [Accessed 3 February 2011] Ginnis, P., Ginnis S., 2008. Learning Style Revisited. [online] Derby: Derby City, A local Authority Initiative. Available at: www.derby.gov.uk/NR/rdonlyres//LearningStylesRevisited.pdf [Accessed 2 February 2011] Bradford, J., 2008. Using Multisensory Teaching Methods. [online] UK: World of Dyslexia Ltd. Available at: http://www.dyslexia-parent.com/mag30.html [Accessed 2 February 2011] Jardine, D.W., 2006. Piaget and Education. New York: Peter Lang Publishing Marzano, R.J., 1992. A Different Kind of Classroom: Teaching with Dimensions of Learning. USA: Association for Supervision and Curriculum Development Carrell, P.L., 1984. Schema Theory and ESL Reading: Classroom Implications and Applications. The Modern Language Journal. 68 (4), pp.332-343 Watkins, C., 2003. Learning a sense-makers guide. [online] London: Associations of Teachers and Lecturers. Available at: http://www.new2teaching.org.uk/tzone/images/Learning_tcm7-26270.pdf [Accessed 6 February 2011] Cheminais, R., 2008. Every Child Matters: A Practical Guide for Teaching Assistants. New York: Routledge Grinder, M., 1991. Righting the Educational Conveyor Belt. USA: Metamorphous Press

My Reason :: Personal Narrative Moving Essays

My Reason The process of ending up where I did was a long one. I came to this town merely by chance, not knowing what to expect, or who I would meet. I didn’t have dreams of going to a cool mountain town, or a small city to attend college; I just fell into it not knowing where I would end up. I had good reasoning, coming from a small town, I had good expectations from my prior visits, and I fit into the college life making friends very easily. After months of searching, this is where I ended up. I grew up in a tourist town at the foot of the Rocky Mountain National Park called Estes Park. It is a beautiful mountainous town with an elevation of six thousand feet. (Estes Park is very similar to Flagstaff.) It was a wonderful place to grow up, but by the time we moved from Estes Park, I was ready to go. The town had just grown to be too small for me. From there, at the age of fourteen, I moved down to a much bigger city called Fort Collins. This is where I lived and established a new life for the next five years ahead of me. When my senior year came, and it was time to begin the process of sending in my applications for college, and I was not ready. I had absolutely no idea what I wanted to do with my life at that point. My mother would pressure me everyday to start looking into colleges (In-state and out), and applying to the ones I liked. My parents had told me of some pretty places they had traveled through in Connecticut, Arizona, Washington, and Colorado. Taking their word for it, I applied to a few. In December, I had finally made a decision. I wanted to go to school in California. San Diego State had become my school of choice. It had a beautiful campus, it wasn’t too big of a school, and it was very close to where my Father wanted to retire. I soon found out that I was too late. San Diego, and most California schools, had their application deadline back in November. So I had to start looking in a different direction. My stepfather decided that he wanted to help out. I had been leaning towards Arizona State University or Northern Arizona University mainly because of my sister.

World Without Money

What is money? Money is a currency accepted as exchange for goods and services. It is just a piece of paper that everyone would envy. People are obsessed with money and many would kill for it – there is no reason why they would not. Some even choose money over their own family or friends. Money is the reason the world operates, Thousands of people are dying everyday in the world, and all people care about is how they should spend their money after making it. Since money is the reason the world operates, just imagine the world without money to spend. Money makes the world go around.Imagine the world without money; there will be no future. Not everything comes with a price tag, but money can buy people fame, power, and sometimes even a rescue to a life. Most of the wealthy people think that money is the most important aspect of life. Young adults in this generation believe that pursuing wealth will bring them happiness, having enough money is also an achievement now as a goal in life. This essay will discuss about how money affects people’s lives and minds. The cause of death in third-world countries is malnutrition, which leads to starvation and diseases.Money can lead to starvation, which can lead to death. Millions of people die after natural disasters, problems will occur such as shelter, food, and protection. The only solution to that is money, money will be able to buy them the food they need, but the problem is that they do not have enough money. Even their own government cannot help, either because the government is having a financial crisis and are completely broke or they are not willing to spend their last bit money on their own people. That is the reason why charities are involved.Despite the fact that they are already starving to death, some poor countries still have their own governments making them pay taxes. In Africa, one of the major disease is malaria, the causes of it all leads back to money. Why are Africans vulnerable to mosqui tos? That is because they do not have enough money to build proper homes, but USAID (Government agency providing humanitarian assistance) has provided millions of bed nets to avoid malaria; and that has decreased the amount of malaria happening in Africa and other countries (â€Å"House Holds Hang Up Mosquito Nets†. The government also pays the staffs of USAID; people really cannot live without money. Even writers back then, like Shakespeare, wrote about how money changed everything including the feelings one has for another; even in the past, all people cared about was money. For example, if a person was not rich enough, then that person’s lover’s parents wont approve of him or her. An example of that is Romeo & Juliet. People nowadays want more than what they need, that is the cause of greediness. People who are greedy have an excessive or rapacious desire, especially for wealth or possessions. People shop for things that are not necessary, more than half the people in Hong Kong are using an iPhone or an iPad, but it is not really necessary to buy an iPhone or iPad; the point of people buying an iPhone or an ipad is just to show people that they can afford an iPhone or an ipad. Greediness is in everyone, but some people are just greedier than others. Rich people tend to get greedier than others, and that explains why they are so rich. Hard work is required obviously but they do not share usually, because they are scared that their wealth will suddenly get stolen.The problem is once people have the money and power, people are going to want more of those, and then those people would want to become richer than the wealthiest. When people get wealthier, some of them start belittling the people who they think are worth less than them. When in fact, everyone should be equal it does not matter if people are rich or poor. People crave for money; it is okay to crave for money just as long as people do not turn greedy. Because all of that hard wor k will disappear once that person gets buried. Ang 2 Ang 2Researchers have found that countries with wealthier people tend to be happier than the ones who are poor. Rich people can afford fully furnished house that will make them happy, but on the other hand, poor people can barely even afford enough food to feed their own family; that would not make them happy will it now. Can money buy happiness? Yes, money can buy Ang 3 Ang 3 happiness. Money can buy people enough satisfaction in life, but they just want more and more. Once a person gets what they want then that person will want more again, it is like a cycle.They want to have more than what other people have, and it ends up as a competition of who’s the richest. When all that money spent on useless items can be donated to charities with much more necessities. Money can buy happiness in so many ways; like riding a first class in the plane or going on vacation with the whole family while staying in a five star hotel. In som e cases though, money can only buy happiness in a short period of time. When people loose the person they love, they cannot buy that persons life.What people can do in order to forget is to use a little bit of money to have fun, like maybe buying a pint of ice cream or a box of chocolate’s might cheer a person up. Money also cannot buy love, a lot of people now are treating love as if it is a game, and all they are targeting is the money; so people should not get tricked by the ones who they think really loves them because people might also use wealthier people for the money they have. Good schools lead to brighter futures, and in order to get into good schools people need to have the money to get in; unless that person is smart and gets a scholarship.People usually want to go to international schools so that they can get into good universities in the future, kids who’s parents do not have enough money usually get sent to public schools where they do not learn as much as international schools, so meaning they wont get into good universities. People who get into good universities need money or connections, unless they get a scholarship; this is where bribing comes in. Usually if a person is rich they can sometimes just pay the head minister the amount of money they want and just get in.Though a lot of people who do quite good universities tend to become the millionaires in the end, such as Bill Gates and Steve Jobs. Money is a motivation for a lot of people, why do people think they want to go to a better university, its so that they can have a job that pays well. Steve Jobs built the first Apple laptop so that he can prove to his friends that his not just another nerd. Since that went successfully, Jobs thought that that would help him earn some money, and money motivated Ang 4 Ang 4 Jobs to create more of the advanced technologies we have today; such as the iPhone, ipad and MacBook.If money were not there to motivate people to work their brains, then the technologies would not have been as advanced as they today. Bibliography: This website talks about a group in the United States called the USAID who helps provide shelters or food for the countries in need. In this article, it talks about how USAID helps countries; they provided thousands of bed nets for thousands of Africans. This helps the essay because my essay mentions why money affects third world countries, because money can buy them food and a place to live. †About USAID. † USAID. N. P. , 11 Nov. 2011. Web. 1 Mar. 2012. This chapter of the book is about greediness, how people are becoming greedier because of money, and why money isn’t the most important thing on earth. People only think about money, and they stop focusing on other important aspects in life, like family and friends. This helps the essay because it talks about how it makes people greedier because of money and how money will change the way people think and act. Byrne, Rhonda. â€Å" The Secret To Money† The Secret. New York: Atria Books/Beyond Words, 2006. Print. This article is about how money can buy happiness.Researcher’s tried to see if wealthier people were happier than those who were less wealthy, and yes they were happier. This helps the essay because one of my paragraphs talks about whether money can buy happiness or not. â€Å"Can Money Buy Happiness? † CNNMoney. Cable News Network, 18 July 2006. Web. 11 Mar. 2012. This database is about how money buys almost everything in life and you need money to survive. It talks about how you need money to live because everyday you eat, and the only way to get food is to buy it with money. It helps with the essay because the essay is about how money can almost buy anything in life.Chamot, Dennis. â€Å"Money Matters. † Chemical & Engirneering News. 2008 (Apr. 2008): 55. Pubs. Acs. Web. 19 March. 2012. This article is about how money is what is motivating people try their best. It talks a bout the reasons why people takes opportunities, its so people can earn money from it. This helps because part of my essay is about how money can also motivate people into doing more work. The reason why our technologies are advancing now is because of money, because money is what is pushing people to do work or to work harder. Dewhurst, Martin. Guthridge, Matthew. Mohr, Elizabeth. Motivating People, Getting Beyond Money. † Mckinseyquarterly. Web. 11 Mar. 2012. Like the first citation, this article is about a group in the United States called USAID that helps people around the worlds. Households hang up mosquito nets is about USAID providing thousands of bed nets for the families in East Africa and saving their lives from preventing Malaria. This helps the essay because a part of the essay is about how money affects peoples lives and the employees of USAID are getting paid my the government, so without money, USAID would not have any employees. †Households Hang Up Mosqui to Nets. eastafrica. usaid. N. p. , 12 July. 2011. Web. 11 Mar. 2012. This book is about how a rich dad did not finish school but became a millionaire, while the poor dad finished university but ended up poor. It does relate to the essay because it talks about how money is still what motivates a person to work hard, like the rich dad in the book. What motivated him to quite school was because he knew he was going to be rich. Kiyosaki, Robert. Lechter, Sharon. Rich Dad Poor Dad. New York City: Warner Books Ed, 2001. Print. This database is about how money saved a natural disaster that happened in California.Which supported my claim of why money does save thousands of lives, because without money there wont be people helping out in natural disasters, since they get paid for helping. Maggs Ward, William. â€Å"Money for quakes. † Eos Trans. 70(45). Agu. Web. 19 March. 2012. This article is about why the society is becoming unfair, and people are becoming greedier. It also talks about how money does make the world go around, and why money makes people happy. It helps with the essay because the essay talks about greediness and how money affects happiness. Merkin, Daphne. â€Å"The Rich Aren't Like You and Me†¦ † Elle. 13 Sept. 2010. Web. 11 Mar. 2012.

The Scarlet Letter Plot Summary

'The Scarlet Letter' Plot Summary The Scarlet Letter is an 1850 novel by Nathaniel Hawthorne set in Boston, then the Massachusetts Bay Colony, in the mid-17th century (about fifty years before the nearby Salem Witch Trials). It tells the story of the relationship between the Puritan community and Hester Prynne, the protagonist, after it is discovered that she bore a child out of wedlock- an act that cuts against society’s religious values. As punishment for her actions, Prynne is forced to wear a scarlet â€Å"A,† which, as it is never said outright, presumably stands for â€Å"adultery† or â€Å"adulterer.† The narrative, which is framed by an introductory piece entitled â€Å"The Custom-House,† depicts the seven years following Prynne’s crime. The Custom-House This introduction, written by a nameless first-person narrator who shares many biographical details with the book’s author, serves as the main narrative’s framework. In this section, the narrator, who has an interest in writing, tells of how he works as a surveyor at the Salem Custom House- a moment he takes as an opportunity mainly to disparage and mock his colleagues, many of whom are older and have secured lifetime appointments through family connections. This section takes place in the mid-19th century, and, as such, the Custom House has much less activity than it did during its heyday two centuries earlier. As a result, the narrator spends a good deal of his time snooping about in the attic of the building, whereupon he finds an old piece of red cloth in the shape of the letter â€Å"A,† as well as a century-old manuscript by a previous surveyor named Jonathan Pue, about a series of local events from a century even before his time. The narrator reads this manuscript, and then reflects on how his Puritan ancestors, whom he holds in high esteem, would have looked down on him writing a work of fiction, but, after he loses his job as a result of a shift in local politics, he does so anyway. His text, loosely based on the Pue manuscript, becomes the basis of the novel. The Scarlet Letter In mid-17th century Puritan Boston, then the Massachusetts Bay Colony, a local woman, Hester Prynne, is discovered to have had a child out of wedlock. This is a major offense in the extremely religious community. As punishment she is made to stand for several hours with her child, Pearl, in  a stocks on a scaffold in the town square, and then to wear a scarlet A embroidered on her clothing for the remainder of her days. While standing on the scaffold, exposed to the public, Prynne is hectored by both the mob and the prominent members of the town, including the adored minister Arthur Dimmesdale, to name the child’s father- but she stalwartly refuses. Also while she is standing there, she sees a white man, guided in by a Native American man, enter the scene at the back of the mob. Prynne and this man make eye contact, but he puts a finger in front of his lips. After the spectacle, Prynne is brought to her prison cell, where she is visited by a doctor; this is the man she had seen at the back of the crowd, who is also, it turns out, her husband, Roger Chillingworth, recently arrived from England after having been thought dead. They have an open and amiable conversation about each of their shortcomings in their marriage, but when Chillingworth demands to know the identity of the child’s father, Prynne continues to refuse to reveal it. Upon her release from prison, Prynne and her daughter move to a small cottage on the edge of the town, where she devotes herself to needlework (producing work of notable quality), and helping others in need as best she can. Their isolation eventually starts to affect Pearl’s behavior, as lacking playmates other than her mother, she grows into a rambunctious and unruly little girl. Her behavior starts to attract the townspeople’s attention, so much so that members of the church recommend that Pearl be taken away from Prynne in order to receive better supervision. This, obviously, greatly upsets Prynne, who goes to speak with Governor Bellingham. With the governor are the town’s two ministers, and Prynne appeals to Dimmesdale directly as part of her argument against the townspeople’s motions. Her plea wins him over, and he tells the governor that Pearl should remain with her mother. They return to their cottage as before, and, over the course of several year s, Prynne begins to earn herself back into the town’s good graces through her helpful deeds. Around this time, the minister’s health begins to worsen, and it is suggested that Chillingworth, the new physician in town, take up residence with Dimmesdale to watch over him. The two get along at first, but as Dimmesdale’s health deteriorates, Chillingworth begins to suspect that his condition is in some way the manifestation of psychological distress. He begins to ask Dimmesdale about his mental state, which the minister resents; this pushes them apart. One night, shortly thereafter, Chillingworth sees on Dimmesdale’s chest, while the latter is sleeping, a symbol that represents the minister’s guilt. Dimmesdale then, tormented by his guilty conscience, wanders one night into the town square and stands upon the scaffold where, several years before, he had looked upon Prynne as the town antagonized her. He acknowledges his guilt within himself, but cannot bring himself to do so publicly. While there, he runs into Prynne and Pearl, and he and Prynne finally discuss the fact that he is Pearl’s father. Prynne also determines that she will reveal this fact to her husband.  Pearl, meanwhile, is wandering around beside her parents throughout this conversation, and repeatedly asks Prynne what the Scarlet A stands for, but her mother never responds with a serious answer. Shortly thereafter, they meet again in the forest, and Prynne informs Dimmesdale of Chillingworth’s desire for revenge on the man who usurped him. As such, they make a plan to return together to England, which gives the minister a new bout of health and enables him to give one of his most rousing sermons at Election Day a few days later. As the procession leaves the church, though, Dimmesdale climbs up onto the scaffold to confess his relationship with Prynne, at which point he promptly dies in her arms. Later, there is much discussion amongst the townspeople over a mark seen upon the minister’s chest, which many claim was in the shape of an â€Å"A.† With this affair now effectively settled, Chillingworth soon dies, leaving Pearl a large inheritance, and Prynne voyages to Europe, though she returns several years later and resumes wearing the scarlet letter. At some point thereafter she dies, and is buried in the same plot as Dimmesdale.

Streetcar Named Desire - Blanches Downfall essays

Streetcar Named Desire - Blanche's Downfall essays In Tennessee Williamss play A Streetcar Named Desire, the character Blanche DuBoiss mental state deteriorates as the story progresses. During the play, several events in Blanches past are revealed. These events allow one to understand why Blanche acts the way she does, and why certain events affect her the way that they do. In the end, these events cause Blanches total mental breakdown. The event that started Blanches mental deterioration was her husbands suicide. Her husband was a homosexual, and Blanche had caught him with another man. Later, while dancing with him to the Varsouviana, she told him that he disgusted her. He ran off the dance floor and shot himself. Blanche always blamed herself for her husbands suicide, and grief overcame her. As she says in the play, the light that her husband cast on her world went out. Without her husband, Blanche was lost. Blanches familys estate, Belle Reve, was lost after the deaths of many family members. The bills for the funerals of her family fell upon Blanche. Now she was not only stricken with grief after the loss of family members, she was forced to give up her home. The estate her family had owned for hundreds of years was gone. Blanche was forced to find a place to stay, and a place for her to try and pick up the pieces of her shattered life. In order to try and end her grief, Blanche was intimate with many men over a short period of time. She lived in Laurel, in a sleazy hotel called the Flamingo. During her time in this hotel, she became quite infamous. She would try to fool men into believing that she was an innocent southern woman. Since the town was small, the facts about Blanche spread rapidly, and she was asked to turn her room key in at the Flamingo. She realized that she had failed to make herself feel better. Her relations with these men only made her feel worse in the long run. ...

History of Immigration to the United States Essay

History of Immigration to the United States - Essay Example ormation relative to the history of immigration to the US is quite exhaustive because the author has included not only the historical causes of immigration but also the social, economic and political impacts that immigration created on these people. Such aspects strongly influenced the achievements and social lives of these people who migrated from different parts of the world in creating a diversified diaspora, which in turn contributed to altering the social structure of the country in different ways. The book examines historical issues relative to the consequences of citizenship, diasporic, gender, identity and nationality for both old and new immigrant groups such as Asian Americans, Hispanic Americans, African Americans and White Americans. The author’s efforts are noteworthy because there is very less literature throwing light on both ethnic and race relations in the US and the issues can be meaningfully understood only from the perspective of the history of immigration that has been commendably examined by Tsuda (Tsuda, 2010). The author has carried out a proportional research through multi site studies that focused on immigrant and ethnic minorities during different periods and in different regions of the country from a viewpoint that focused upon the diasporic and transnational perspectives relative to their cultural practices, ethno-national identity, socio-economic mrginalization and concepts of native land and home. It becomes known in the context of history of immigration in the US as outlined in Tsuda’s book that immigration has had a major impact upon the structure, dissemination and size of the American population. Given that fertility and mortality rates in the country have been declining, the role of immigration in the past several decades has been gradually increasing in impacting local, state and national populations. Tsuda has examined the historical experiences and practices of ethnic immigrants through several decades as they migrated

General Psychology Essay Example | Topics and Well Written Essays - 1250 words - 1

General Psychology - Essay Example Focusing on ways to prevent sleep deprivation and moving toward practices of healthy sleep can assist one with mental, physical and emotional activities through daily life. The importance of sleep begins with the stages of sleep which occur as well as how this affects different stages that one goes through with the activities in the mind. The main cause of sleep is based on wave patterns in your mind that balance the sleeping and waking systems. When the wave patterns slow down, it communicates to the mind that the body should also move slower, which leads to sleep. The result is a slower pattern of brain waves which is required for certain periods of time each night. There are four stages of sleep that are a part of the cycle. Stage 1 is a light sleep where the heart rat slows down and breathing is irregular. Relaxation and alpha waves, a slower brainwave, are the two features of stage 1 sleep. Stage 2 leads to a drop of temperature and spindles of brainwave activity. Stage 3 leads to delta waves in the brain which are larger and slower than other brainwaves. Stage 4 is deep sleep and is typically reached after 1 hour. This is a slow wave of delta and can lead to a lack of consciousness from the brain (Coon, Mitterer, 186). The stages associated with sleeping are an indicator of why sleep is needed as well as what occurs when one gets enough sleep. If one doesn’t receive enough of stage 4 sleep, it can become detrimental to health, both physically and mentally. The body requires the brainwaves to move at a slower pace for a given period of time and to begin to change and relax for given periods of time. Learning, memory and functions that are associated with mental capacity aren’t able to function at full capacity if one doesn’t receive enough sleep. The complications occur with neuronal