Review for psychology pavlovs theory Essay

IDENTIFYING THE COMPONENTS OF A CLASSICALLY CONDITIONED RESPONSE: For each of the following identify the UCS, UCR, CS and CR. 1.Alexander is four years old. One night his parents decided to light a fire in the family room fireplace. A burning ember jumped out of the fireplace and landed on Alexander’s leg, creating a nasty burn. He cried because the burn hurt. A week later, when Alexander’s parents start to light another fire in the fireplace, Alexander begins to cry. (UCS: burn; UCR: crying; CS: fire in the fireplace; CR: crying) 2.Emily is driving to work during a heavy snowstorm when the brake lights on the car ahead of her come on. She hits her brakes but is unable to avoid hitting the car. She is badly shaken up in the accident. The next time she is driving in the snow she notices that she tenses up every time she sees brake lights come on ahead of her. (UCS: accident; UCR: shaken up; CS: driving in the snow; CR: tensing up) 3.Bill’s mom followed the same routine before serving dinner–she would put ice in the glasses and then call â€Å"come and get it, dinner’s ready†. Immediately upon hearing those words, Bill would quickly run down the stairs. After awhile, Bill would come running down the stairs when he heard the ice hitting the glasses. (UCS: mom calling â€Å"come and get it, dinner’s ready†; UCR: running down the stairs; CS: ice hitting the glasses; CR: running down the stairs) 4.Gary is the client relations officer at his firm. The phone in his office has â€Å"caller id† so that the client can be identified before he answers the phone. After receiving a call with a rude client, Gary would be very annoyed and agitated. He began to notice that the rude calls tended to come from clients that were identified by a â€Å"1-800† number on the caller id. Therefore, whenever a â€Å"1-800† number appeared, he would become annoyed. (UCS: call from a rude client; UCR: annoyance and agitation; CS: â€Å"1-800† number on the caller ID; CR: annoyance) 5.When Ann was a college freshman, she was assigned to live in a very old dormitory. The old plumbing system produced a problem when one person was taking a shower and one person need to flush the toilet–shortly after a person flushed the toilet, all of the cold water left the shower leaving only the hot water. The first time this happened, Ann was scalded by the hot water. She yelped and jumped back. The next day, as soon as she heard the toilet  flush she jumped back. (UCS: hot water on body; UCR: jumping back; CS: toilet flushing; CR: jumping back) IDENTIFYING OUTCOMES IN OPERANT CONDITIONING: Indicate whether each situation involves positive punishment, negative punishment, positive reinforcement or negative reinforcement. 1.Fred gets a speeding ticket. (positive punishment) NOTE: This example can be used to demonstrate one of the limitations of punishment–suppressing behavior but not eliminating it. Students will usually indicate that getting a speeding ticket leads some people to buy a radar detector! 2.Emily’s professor compliments her writing ability. (positive reinforcement) 3.Zachary is expelled from school for cheating on an exam. (negative punishment) NOTE: This example can be used to demonstrate that one person’s punishment is another person’s reinforcement. Expulsion from school is intended to be negative punishment–removing the privilege of attending school, presumably a pleasant stimulus. However, students could view it as negative reinforcement–removing the annoying constraint of being forced to attend school, known (at least to some students) to be an unpleasant stimulus! 4.Leon goes to the health club for a rare workout and pushes himself so hard that his entire body aches and he throws up. (positive punishment) 5.Linda buys her daughter a candy bar so that she will not be embarrassed by her daughter’s temper tantrum. (negative reinforcement for Linda, positive reinforcement for the daughter) NOTE: This example can be used to demonstrate that parents can unintentionally reinforce a child’s behavior–a nice warning for the students in class who may some day be parents. 6.George shoots up heroin to ward off the symptoms associated with heroin withdrawal. (negative reinforcement) NOTE: Some students will misidentify this as an example of positive reinforcement. They will indicate that shooting up heroin is pleasurable and presentation of a pleasant stimulus is the definition of positive reinforcement. Tell students that a situation can be viewed as either positive or negative reinforcement depending on how it is viewed. Shooting up heroin could be considered positive reinforcement if it is viewed from the perspective of producing a pleasurable â€Å"high† feeling.  However, if it is viewed from the perspective of avoiding the aversive stimulus of withdrawal symptoms then it is an example of avoidance conditioning–a type of negative reinforcement. 7.Edna constantly complains about her husband to colleagues at work. Her co-workers get tired of her and no longer provide her with sympathy. (negative punishment) TYPES OF FORGETTING: For each of the following indicate which type of forgetting is responsible for each situation: Alexander is having trouble using his new computer program because he keeps entering commands from the program he used to use. (proactive interference) Carolyn is in a serious boating accident. Afterwards, she cannot remember her name or where she lives. (retrograde amnesia) Although Scott used to drive a stick shift car, he can not remember much about how to shift gears manually since lately he has been driving an automatic car. (retroactive interference) Jerry is unable to remember the name of a restaurant when his friend, George, comes by and says, â€Å"I feel like I have died and gone to heaven because Joan has finally agreed to go out with me†. Suddenly, Jerry remembers the name of the restaurant–Taco Heaven. (lack of an appropriate retrieval cue) Robert was the passenger in a car involved in a head-on collision. He has been unable to remember anythi ng that has happened since the day of the accident. (anterograde amnesia)

Social class and participation in further education

At the first portion of this appraisal I need to indicate out the most of import points discussed at the article â€Å" Social category and engagement in farther instruction: grounds from the Youth Cohort Study of England and Wales † written by Ron Thompson. Before I carry on with my treatment, I have to squeal that this article had a great impact towards my personal thought refering the educational reform that is taking topographic point in Cyprus. I have found a batch of similarities refering our educational systems and its jobs with the one the writer is discoursing. At this paper, the writer examines the category distribution of immature people, aged 16-17 old ages, in colleges of farther instruction ( FE ) by utilizing informations from the Youth Cohort Study. He finds, contrary to popular perceptual experiences of FE colleges as being for ‘lower category people ‘s kids ‘ , middle-class pupils every bit good as propertyless pupils are good represented. In contrast, this does non connote that FE colleges are establishments of pick because middle-class representation is frequently related to take down accomplishment and, for low-achieving propertyless pupils, go forthing instruction wholly is more likely than entry to FE. In recent discourse on the instruction of immature people and grownups, and as Avis reference out, recounts how educational research from the 1980s, on the manner in which pupils ‘ experiences in instruction served to reproduce class-based orientations towards waged labor, came to be superseded by a place that, whilst supplying more complex histories of larning experiences, favoured procedures related to individualisation instead than the structural footing of category inequality. Furthermore, Avis calls for structural histories of societal inequality – including race and gender every bit good as category – to be placed one time more in the foreground, whilst retaining an consciousness of the complexness of educational and societal dealingss. ( Avis, 2006, p.344-345 ) Even though the writer efforts to highlight category in relation to educational patterned advance by concentrating on the engagement of 16-17 twelvemonth olds in farther instruction ( FE ) colleges in England and Wales, nevertheless these colleges are frequently conceptualized as mostly propertyless establishments, both historically and culturally, and as enduring from a marginalisation that belies the recent important additions in authorities disbursement on FE. As Richardson mentions the predominating attitudes to the sector that so far as those in Whitehall and the media are concerned, the cardinal but mute point about colleges of general FE in stratified England remains that they are tiring, difficult to understand and something best suited to ‘other people ‘s kids ‘ ( Richardson, 2007, p.411 ) . Not merely Richardson mentioned this but besides Raggatt and Williams ( 1999 ) are conveying similar points, observing a systemic disregard of FE that is class-based and related to images of FE as a 2nd pick establishment concerned with low-status vocational or reme dial classs. ( 455 ) UK authorities have topographic point a cardinal function refering the FE in the 21st century. The FE sector in England and Wales occupies an uneasy link of policies associating to societal inclusion and planetary fight. FE is holding a cardinal function in the creative activity of future high-skills, knowledge-based economic system and as lending to societal coherence, indirectly through wealth-creation stimulated by high accomplishments and straight by agencies of educational proviso aimed at deprived persons. However, these places have been questioned by many research workers, and the ‘competitiveness colony ‘ has acquired a hegemonic position within instruction and is responsible for much of the rhetoric permeating authorities policy. In pattern, FE is positioned within womb-to-tomb acquisition and as a supplier of academic and vocational classs whose common characteristic is their lower position compared with those offered by more esteemed establishments, such as universities, sixth-form colleges and school 6th signifiers. But as Bathmaker reference, many immature people, inscribing on a class in FE is a silent recognition of their lower position as pupils and of the fact that certain chances are closed to them, they ‘follow a peculiar path, non so much because they know what they want to make, but because they know what they can non make ‘ ( Bathmaker 2005, 86 ) . These pupils are improbable to reflect the authorities ‘s placement of FE within its rhetoric of ‘learning society ‘ . Indeed, their attitudes to larn may be seen as ‘reflecting non so much built-in capacities of single scholars, as a response to their placement in an instruction and preparation hierarchy. ( 252 ) Something that needs to be mentioned at this point is that the category distribution of immature people, aged 16-17 old ages, across the varied locations of post-16 instruction is examined. However, the great bulk are following full-time classs. For the higher societal categories, this is chiefly in schools and sixth-form colleges ; for the lower societal categories, attending at an FE college is non much less likely than attending at a school or sixth-form college combined. In old educational attainment is taken into history, the distribution of immature people in full-time instruction reveals that the category composing of FE is constructed as much from middle-class failure as from propertyless disadvantage. Working-class 16-17 twelvemonth olds in full-time instruction with five or more GCSE base on ballss at classs A*-C are twice every bit likely to go to an FE college as those from the highest societal category with the same scope of makings. At the same clip, 16-17 twelvemonth o lds from higher societal categories with fewer than five A*-C classs are more likely to be in FE colleges than similar propertyless pupils. ( 180 ) In decision, the societal composing of 16-17 twelvemonth olds in FE colleges in England and Wales derives from the interaction of two chief effects: the increasing likeliness of go toing such establishments with falling category place ; and an increasing engagement rate in post-compulsory instruction with go uping category place. These effects are strongly modified by old educational accomplishment, so that high-achieving working-class immature people are less likely to go to FE than their category place might bespeak, and low winners from the in-between category are more likely to happen themselves in a farther instruction college than might be expected. However, a important category consequence remains: in the higher class of attainment, working-class 16-17 twelvemonth olds are more likely to go to FE than equals from the in-between category, whilst in the lower class the contrary is true. Gender differences are besides mediated by category to some extent Furthermore, research that makes seeable middle-class immature people in the FE system alongside their working-class equals could assist to reply the inquiries raised.

The French and Indian War Essay Example | Topics and Well Written Essays - 2500 words

The French and Indian War - Essay Example At this point in the history of the world, nobody had ever seen a war with the credentials held by the French and Indian War. As the first "global war unfolded, the number of troops grew to record breaking proportions. World War I as we know it might be more properly referred to as World War II. This seven year affair involved two world powers along with a nation-to-be full of pioneers in addition to an entire race of American Natives. The rivalry for American soil between the British and the French was long running and is probably the fundamental grounding for the cause of the war. More generally, the dispute over the Ohio River Valley could sum up the spark that started the war between these groups. There are several occurrences throughout American history which helped define this country. This war was a tussle which eventually led to a successful endeavor by the British to achieve a central position in America and almost completely stripped the French of their claims in North America, the West Indies, and parts of India. The impact of this war greatly changed the American colonies in several meticulous areas. Britain and France, prior to the war, had always been rivals of one another and fought in century-long battles against each other. The French and Indian War erupted from conflicts over the control of the valuable fur trade, and the rich sugar production located in the West Indies. Throughout the war, both countries relied on military assistance from their colonists, and their Native American allies. The three major conflicts which triggered the French and Indian war were King William's War (1689 - 1697), Queen Anne's War (1702 - 1713) and King George's War (1744 - 1748). Following these series of wars, the last conflict between Britain and France for dominance over North America was known as the French and Indian War (1754 - 1763)1. It started as a struggle for control over the "middle ground" territory of the Ohio Valley. This "middle ground" between the French and English colonies in North America was subjugated by the Iroquois Confederacy. At that time, Britain was hailed to be a huge world power. A phrase heard all too often in that time states, "The sun never sets on the British empire." The French and Indian War would lead to a Proclamation that stirred much controversy in the colonies. This sparked a united period of disobedience, which would eventually guide the way to a revolution. The British was the main world power at this time. The French were forced to use "brain over brawn" tactics to survive the upcoming battle. For the most part, French pioneers in the new world were in good with the natives. They had trading posts set up for exchange of fur and goods. Many French even took on the surrounding native culture. Primarily, they did not settle in areas claimed by the Indians to avoid hostility. In fact, they did the opposite; for example, the Frenchmen often helped tribes work out disagreements. The general attitude of the British seemed to lean toward independence from the natives. In turn, the common inclination concerning the French appeared to be that amalgamating

Management in Apple Case Study Example | Topics and Well Written Essays - 500 words

Management in Apple - Case Study Example This was a threat to the company in their own country. There is also a negative expression on the company contributed by poor working condition cases at Foxconn. The opportunity for Apple Company is the expected high profit of $321 per iPhones that is an evidence of a global company’s profit. 3. The assertion sounded a bit harsh because as a citizen, the executive would have considered the company’s obligation towards America vital. However, considering the aim of every company of making the profit, the executive was right because the most important thing is growth, quality, and maximum profit. 4. Some of the key stakeholders are Apple Inc., Foxconn, the society and the government who have obligations. The company has an obligation of offering best quality products to their consumers. Foxconn has an obligation of adhering to high-quality work ethics that do not interfere with the Apple’s quality brand. The government has to ensure that Apple adheres to the trade and labor laws put in place. 6. If assembled in China with better labor conditions or pay, I will pay an averagely higher price compared with the current price because there will be an increase in labor cost. However, the lower cost of raw materials in China may make the cost of production not go that high. 7. The negative media coverage has hugely affected Apple’s recent decision to ask the FLA to do an independent assessment and the subsequent decision by Foxconn to raise some salaries because the company is committed to maintaining a brand name and wants to be associated with quality but not failure in the ethical issues.

Debate outline Research Paper Example | Topics and Well Written Essays - 500 words

Debate outline - Research Paper Example The ethical dilemma for the medical profession and the family of the afflicted individual give rise to ongoing debates. Both sides present strong arguments for their side. II. Facts for Pro and Con side a. Pro side-Seven facts to support the Pro side of the debate In more ways, the aging group is more susceptible to developing clinical conditions that require extensive hospitalization, as most present protracted medical status; however, the exact pathophysiological path towards worsening condition remained indefinable (Kaufman, 2009). As such, clinical practitioners may try a number of treatment procedures with vague clinical presentation, possibly even during critical times in patient status, but these measures may remain in futile attempts as they do not target the exact cause of geriatric condition. In most cases, the education and vast clinical experiences that health professionals have acquired in academic and clinical settings do not assure that they are no longer liable to mak e clinical errors, especially on the side of the â€Å"omnipotent† physicians in predicting the outcomes of patients’ condition and course of disease process.

Consultancy company Essay Example | Topics and Well Written Essays - 750 words

Consultancy company - Essay Example The analyses are chosen because they will provide a clear picture of the business environment. They will also enable one to identify the regions that need to be changed for growth to be achieved. It is crucial to collect information about the tourism market, so as to know how to effect the planned changes. The information needed for the analysis can be collected by various means. These include use of questionnaires, conducting interviews and use of secondary data from various trade records and government offices. Use of PEST is chosen because it will enable the company assess the suitability of the external environment in terms of political, environmental, social and technological factors. This will influence the suitability for expansion of the business. SWOT analysis will enable the identification of strengths and weakness; whereby, the company can amplify its strengths and minimise its weaknesses. Porters five model will enable the company to come with ways to curb competition. Philip (2004) provides a clear and coherent illustration of the five forces. Valentine (2001) is utilised since it provides a resource based approach into SWOT analysis. Roy (2009) illustrates the current trends in tourism which might help Squire Limited in decision making. A graph showing the inbound visits to the UK has also been utilised (Janine, 2011). The tourism industry has experienced immense growth owing to the current government support and emerging trends. On the current trends, the proportion of tourists to the UK has been slightly increasing over the past year (Roy, 2009). Inbound visitors are expected to increase in 2012 due to the Olympics and Paralympics. Britain is also hosting the Queen’s Diamond Jubilee ceremony. The inbound visitors’ spending has also been on an upward trend. This means that the business will benefit enormously with the current growth in the industry. In the UK, the tourism

Bible As Literature Essay Example | Topics and Well Written Essays - 750 words

Bible As Literature - Essay Example It is also very rich in literary forms that can develop a student's appreciation and analysis of literature. The study of the bible can also help students practice their respect for each other's beliefs by analyzing the books within an impartial academic context that sets aside emotionality. Studying the bible can be very beneficial to students not only for learning about literature but also about life in general. Any legal or educational system builds its foundations from a set of moral values. In fact, Harvard, Yale and Princeton were schools established to teach young men to be pastors and America's children were once generally schooled with the Christian moral values that upheld respect for authority figures like parents and disapproval of sin. ("Cause and Effect," n.d.) Studying the bible as literature can help students identify, appreciate, and implement moral values that can be very beneficial not only to them but to the country itself. regarding the authenticity of the story of creation but the narration about the life of its characters provide clues as to how man had lived in the past. If the genealogy of its characters is to be examined, the bible's information dates back to 4223 years before Jesus Christ was born. (Petrie, n.d.) Its pages write about the culture and beliefs of people who lived through many different eras that can help students appreciate history. There is a great chance that more people have heard about the bible but not read it yet if one turns to the printed text as a shaper of reading, one can truly go further. (Norton, 2000, p. 78) People frequently read the bible in religious perspective yet many artistic forms of writing abound in it. The bible is rich in similes, metaphors, metonymy, synecdoche, personification, anthropomorphism, apostrophes, ironies, hyperboles, euphemisms, litotes, pleonasm, ellipses, zeugma, aposiopesis, allegories, riddles, symbols, narratives, tragedies, poetry, parallelisms, oratories, epistles, etc. Throughout the books of the bible, students can read many samples of literary forms that can help hone their skills in analysis of literature. ("Literary Forms in the bible," n.d.) Studying the bible as literature can help students appreciate their religious differences without emotional involvement. Many different religions have interpreted the bible in their own perspectives and these analyses have even lead to the birth of many other religious sects. Should the bible be studied for its moral values and literary form, students can learn to respect diversity because the books are treated academically instead of spiritually which can be very personal. Teaching Through the bible One of the problems encountered by some students today reveals some professors who cannot help themselves from using the course on bible literature to impose their own religious beliefs. The bible must remain as a learning tool by ensuring that professors are impartial to it. The National Council on Bible Curriculum's web site

Local Lawsuit Essay Example | Topics and Well Written Essays - 1250 words - 1

Local Lawsuit - Essay Example Summary of the actions that lead to the lawsuit against Henry’s Turkey Service The U.S Equal Employment Opportunity Commission (EEOC) acting on behalf of thirty-two intellectually disabled former workers of Henry’s Turkey Services filed a lawsuit against their employer because of payment/ wages discrimination. The EEOC in their lawsuit accused Henry’s Turkey Service of deliberately paying the intellectually disabled workers less wages as compared to their able-bodied counter-parts who did the same job as the intellectually disabled workers. In specific, the EEOC accused Henry’s Turkey Service of paying each of the thirty-two intellectually disabled workers a total wage of $65 per month during the contract period, which was between 2007 and 2009 instead of the average $11 to $12 per hour, which their non-disabled counterparts got. The EEOC alleged that because of this wage discrimination at Henry’s Turkey Services, each of the thirty-two intellectual ly disabled workers accrued lost income in the range of $28,000 to $45,000 during the two-year contract (EEOC). Despite paying, the thirty-two intellectually disabled workers undeserving wage per month, the EEOC also accused Henry’s Turkey Service of verbally abusing them, physically mistreating them despite their condition, imposing crude punishments on them, and unlawfully restricting their freedom thereby interfering with the first amendment rights, according to O'Keeffe (1993). In addition, the employer also failed to provide them with appropriate health care as recommended by the labor laws and lastly, imposing on them inhuman terms and conditions in their employment contract such as forcefully housing them collectively in a substandard house. However, it is beneficial to note that the above-mentioned charges against Henry’s Turkey Service are set for trial hearing starting from March 2013. According to the studies conducted by Pimentel et al. (1992) and O'Keeffe (1993), Henry’s Turkey Service openly practiced pay discrimination, which violated the Americans with Disabilities Act that advocate for equal treatment as well as equal pay to disabled people within the American Society. The pay discrimination by Henry’s Turkey Service also violated the labor laws, which advocate for equal opportunity as well as treatment at the workplace and the international human rights law that advocate against discrimination of any member of the society based on race, gender, religion, cultural background or intellectual capacity (Cohen, 2005). Risk management by Henry’s Turkey Service There are a number of measures, which Henry’s Turkey Services could have implemented to prevent the likelihood of such a lawsuit from arising, and costing the company $1.3 million arising from the court’s verdict, which was in favor of the thirty-two intellectually disabled workers. One of the risk management strategies that the company could h ave implemented was awarding the thirty-two intellectually disabled workers same wage rate as their non-disabled counterparts who also worked at the evisceration line at the company’s premises. The equal payment is justified because a supervisor from West Liberty Foods acting as a witness for the EEOC stated that the intellectually di

Hnc Accounts - Business Law Outcome Essay Example for Free

Hnc Accounts Business Law Outcome Essay There are two institutions in the UK that have the power to make statutory legislation in Scotland. The first of these institutions is Westminster (London) where elected individuals serve in the House of Commons. These members are known as MP’s (Members of Parliament). Parliament is responsible for passing new laws (legislation). In the late nineties the House of Commons allowed the passing of devolved powers to the newly created Scottish Parliament. Only certain powers were transferred to Holyrood and Westminster still control the laws that govern Tax, National Security and many others. Westminster is still regarded as Primary Legislation. This means that any law made by Westminster in reserved matters of policy must be adhered to by the Scottish Parliament. The second of these institutions is Holyrood (Edinburgh) where 129 elected individuals serve in the Scottish Parliament. These members are known as MSP’s (Members of Scottish Parliament). The Scottish Parliament was created on the 11th Sept 1997. The voters in Scotland took part in a referendum where they voted on a Devolved Scottish Parliament. This meant that Westminster would allow this devolved parliament to create laws in certain areas of policy. The Scottish people voted for a devolved parliament and the devolved powers were transferred from Westminster to The Scottish Parliament on the 1st July 1999. Westminster reserved certain powers that still govern many areas of Scotland today but the devolved powers allow Scotland to pass laws and regulate in areas such as Agriculture, Health and Housing to name a few. The process of making primary legislation in the UK follows a very strict procedure of three distinct stages. An MP, Lord or a member of the public can raise a bill to suggest a change of law (legislation). The first stage  of the process involves a parliamentary committee of members. They will review the bill and decide whether it moves to the second stage. The second stage allows amendments to the bill and allows the bill to be scrutinized by the committee and member. If the bill passes this stage then the third stage involves a member vote. If a majority of the members vote for the bill then the bill will be passed and presented to the Queen to receive a Royal Assent. The bill is now law. Common Law has a major role in Scots law today and it draws on four separate elements. Common Law is often referred to as the ‘Unwritten Law’ or ‘Historical Law’. This unwritten law has developed over centuries and draws from different sources. 1. Common law is based on Equity. Equity is the process of allowing judges to apply fairness or justice when there is no legislation to refer to. They must base these decisions on fairness and equality for all. When the judge follows this process of Equity he/she is actually making the law. This is called Precedent and we will talk about this in more detail in point 4. 2. Common law is also based on Institutional Writing. Centuries ago men of a higher class would finish their schooling in the various cities of Europe. These men would learn the laws of other countries and on their return to their estates in the UK would write about these laws and use them to govern their own estates. Institutional Writings no longer hold the authority as days gone by as Government Legislation and Judicial Precedent are supreme and overrule Institutional writings if they are based on similar cases. 3. Common Law is also based on Custom. Custom is when over a long period of time a particular habit is recognized by the people or social grouping. An example of this would be ‘common law husband’ where the couple are not in fact married but have lived as such so therefore the man would be entitled to the same rights as a legal husband. 4. The most important piece of common law in the courts today is Judicial Precedent. Judicial Precedent is where a judge or jury has no other legislation or act of parliament to decide a particular dispute and any decision they make will be followed in the future for any other similar disputes. A precedent can only be superseded by a higher court, government legislation or act of  parliament. Judicial Precedent tries to keep the law stable. Consistency through the court system is vital when trying to uphold the virtues of Fairness and Equality. The four key institutions of the European Union are the Council of Ministers, European Parliament, European Court of Justice and the European Commission. Each of these institutions has a representative from each member nation to allow a voice from each of the member states. The European Commission along with the Council of Ministers can change and amend laws within the European states. The Commission, unlike The Council of Ministers, has the power to change Regulations and issue Directives (these are orders passed by the European Commission or The Council of Ministers to ensure legislation is implemented within all the member states). If a state, company or persons break or do not comply with European law then it is the European Commission who will raise a court action against those who are not complying. The Council of Ministers is the legislative body of the EU. They are head of decision making and law/regulation introduction in the EU. They are the most powerful of all the institutions in Europe. Although the Council has the highest power there are still areas of legislation that the Council cannot pass with the advisory input of the European Parliament. The European Parliament is to advise and make recommendations to the Council of Ministers in various areas of legislation. They will review any piece of legislation or directive and give their opinions on the matter. If the Commission does not implement the recommendations of the Parliament then they must advise why they have not done so. The Parliament cannot change, implement or make European law and are there solely as an advisory Parliament. The European Court of Justice is the highest court within the European states on Community law (laws that have been issued by the Commission or Council of Ministers). If a state, company or persons fail to abide by the regulations  and directives issued by the Commission then it is the Court of Justice responsibility to ensure the law is observed. The Commission will initiate the proceedings and allow the member state an opportunity to defend itself against the complaint. If that process does not result in the breach being rectified the action will then go to the Courts of Justice. There are two main types of European Legislation. They are Directive Regulation. 1. Directive legislation allows the European Commission to give a timescale for a piece to legislation to be introduced. Directives are issued to ensure that law is common throughout the European Countries. They keep the peoples equality to fairness and equality protected throughout the member states. If a country does not adhere to these directives sanctions can be issued. 2. Regulation Legislation is required in an emergency situation or crisis. They must be acted upon immediately by the state that the order is against. An example of this would be the BSE crisis in the 90’s when an immediate ban was put on the importing and exporting of beef from the UK. All member states had to adhere to this regulation to ensure that British beef stocks did not contaminate the other member states beef stock.

My diary for a week Essay Example for Free

My diary for a week Essay 8. 35 am. I arrive at the hall. I am the first member of staff to arrive so I unlock the cupboard and start getting the equipment we need for the morning out after looking at the daily planning sheet. I first put the tables and chairs out. Other members of staff now start to arrive and help to put the rest out. I then cover the big table with newspaper for our craft item of the morning. Our theme is the sea side. As this is my day today and I take the role of the leader I have chosen to do sun hats. I get the straw from the cupboard to stick onto the hats that I have already cut out. 9,0clock it is now time to let the children in so I go to the door and tell them to come in. I take the fees today so go to the counter where the book and cash tin are. I receive cheques or cash from 4 parents, so right out receipts and enter it in the book. 9. 10 The parents have now all gone home so it is time for me to call the register. I ask the children to sit on the mat. Then I make sure the outside door has been locked. I sit on a small chair in front of the children so I am at their eye level. I ask the children to be quiet as I am about to call their names. I say good morning to each child and most of them say it back. We then count the children together and find we have 15 in this morning. We then talk about what we are going to do today. The children now choose their activity. I go to the craft table and assist the children in their sticking. When all the children have finished their hats I get some old catalogues and some scissors, the children then have the choice to do more gluing. 10. 30 I help to pack some off the toys away then ask the children to sit on the mat for a story. We chose a book together and I read it. After we all talk about it. The children then wash their hands and I get them to sit at the tables. I Ask a little girl whose birthday it is if she would like to hand the biscuits out. I remind them all to say thank you. I then go to a safe place at the big table to have my coffee. 11. 0clock I ask if the children would like the bikes they all say yes so I get them out of the cupboard. I then choose the children that are sat quietly first to have a bike. I sit at the pony table and play with 2 children. 11. 30 I put the bikes back into the cupboard and get the tape recorder out. I put the action song tape on and we all join in with the songs. 11. 45 I give the bags out and let the parents in. I sit with the children until their mum or carer is in the hall. 12. 0clock I lock the cupboard and check the toilets then go home.

Differentiating between apperceptive agnosia and associative agnosia

Differentiating between apperceptive agnosia and associative agnosia Ans. According to Campbell, DeJong and Haerer, agnosia refers to the loss or impairment to know or recognize the meaning or import of a sensory stimulus, even though it has been perceived (Campbell et al., 2005, p.91). Numerous types of agnosia has been reported till now, like finger agnosia, visuospatial agnosia, optic agnosia , apperceptive and associative agnosia to name a few. The following essay discusses the last two forms. Apperceptive and associative agnosia was originally distinguished by Lissauer in Andrewes in 2001. Apperceptive agnosia is identified as failure in perception of vision despite intact visual sensation, put forward by Lissauer It is reported that these patients are unable to identify because their perception of objects in impaired in this form of agnosia (Andrewes, 2001). However, in associative agnosia perception remains unaltered but the patient is fails to recognize what the object is (Andrewes, 2001). Associative agnosia can be rightly defined as normal percept stripped of meaning (Teuber, 1968 as cited in Andrewes, 2001, p.50) The two terms, apperceptive and associative agnosia is used in two different ways (Farah, 1990 as cited in Andrewes, 2001) The first way is to do with rare neuropsychological syndromes and closely relating to Lissauers description of agnosia (Andrewes, 2001). The second way of using the terms is much broader and includes numerous neuropsychological signs (Andrewes, 2001). Hence, it can be said, a patient may be described as showing some signs of apperceptive agnosia without actually having all the features of the clinical syndrome (Farah 1990 as cited in Andrewes, 2001, p.50). This can be better understood from the following example. Signs of apperceptive agnosia may coexist with problems in recognizing pictures from atypical views or when it is surrounded by shadows (Warrington Taylor as cited in Andrewes, 2001) in a single patient. Some of the patients may also find it difficult to correctly recognize figures which is in midst of confusing and distracting shapes (Andrewes, 2001). When signs of apperceptive agnosia exist alone in an individual then he is able to recognize the object and corresponds it with its use. For instance, if a patient sees a bucket not only he will recognize it but when it is kept in its usual /normal orientation tell its use as well (Andrewes, 2001).It is often seen that patients showing signs of apperceptive agnosia have an unaffected conceptual knowledge but knowledge of common objects in unusual orientation deters (Andrewes, 2001). Hence, it can be said that top down information about the structural features of the objects are impoverished (Andrewes, 2001, p. 50). Such patients havin g signs of apperceptive agnosia are commonly referred to as apperceptive perceptive disorders. Apperceptive agnosics have better acuity, colour and brightness differentiation skills from the other visual capabilities although their shape perception is markedly impaired (Farah Feinberg, 1997). In fact, they have very good local perception of local visual properties, it is only when they are asked to extract a structure from an image they fail (Farah Feinberg, 1997). Associative agnosics have far better visual perception than apperceptive agnosics (Farah Feinberg, 1997). For example, they are able to recognize an object from its feel or spoken definition, thus implying that the general knowledge of the object is still at place (Farah Feinberg, 1997). It should be noted that associative agnosics fail to recognize an object (by sight) when kept alone (Farah Feinberg, 1997) thus indicating towards that this is not just a naming deficit but failure to recognize an object by nonverbal means (Farah Feinberg, 1997). Associative agnosia varies from person to person. For instance, some associative agnosics may suffer from face recognition, object recognition and printed word recognition problems, face recognition is being the most common and printed word recognition being rare (Farah Feinberg, 1997). The scans (MRI and CAT) of brains of apperceptive and associative agnosics have helped in understanding the localisation of lesion in this disorder (Kemp et al., 2004). Jankowiak Albert (1994) have put forward that in apperceptive agnosia lesions are found to be localized in the posterior cerebral hemisphere including occipital, parietal and posterior temporal regions bilaterally. Unilateral lesion is also found in this agnosia however, the possibility of it is very scarce (Kemp et al., 2004). Furthermore, poisoning by carbon monoxide is a very common cause of apperceptive agnosia (Adler, 1950; Benson Greenberg, 1969; Champion Latto, 1985; Mendez, 1988; Sparr et al., 1991 as cited in Kemp et al., 2004), it is reported that carbon monoxide poisoning results in spread of large number of small lesions known salt and pepper lesions resulting in scotomas all across the visual field (Champion Latto, 1985 as cited in Kemp et al., 2004). It is believed that since apperceptive agnosia res ults from bilateral lesions, its occurrence is much rare. However, it is opined by Jankowiak Albert (1994) that due to the paucity of accurate PET scans and imaging studies confirming the localisation of lesions no concrete conclusion can be drawn at this stage (Kemp et al., 2004). Associative agnosia is an outcome of bilateral posterior lesions (Jankowiak Albert, 1994 as cited in Kemp et al., 2004). The lesions occur in the region of posterior cerebral artery whose function is to supply of blood to visual cortex and temporal lobe (Jankowiak Albert, 1994 as cited in Kemp et al., 2004). It is suggested that lesion size is a decisive factor here, as large lesions will lead to perceptual deficits; additionally, considering the symptoms it is also said that the lesions in associative agnosia might cause damage to the perceptual pathway which links visual information with stored visual memory in posterior hemisphere of either side (Jankowiak Albert, 1994 as cited in Kemp et al., 2004 ). Moreover, occurrence of associative agnosia is more than apperceptive agnosia (Kemp et al., 2004). A very useful and a practical method through which we can distinguish apperceptive and associative agnosia can be testing them on the basis of their ability to copy drawings (Kemp et al, 2004). Rey figure copying test can come very handy here. Apperceptive agnosics are unable to copy a drawing due to their impaired perception of a picture, associative agnosics on the other hand can successfully copy a drawing although they are unable to recognize what the object is (Kemp et al., 2004). However, Lissauer gave his distinction between apperceptive and associative agnosia hundred years before but it is found to closely relate to the David Marrs distinction of the two forms of agnosia given in 1982 (Kemp et al., 2004). According to Marr, apperceptive agnosia is failure to form a three dimensional picture or a representation of a object whereas in associative agnosia an individual achieves a three dimensional picture but fails to connect it to the stored knowledge of the object perceived (Kemp et al.,2004).

Case #1- Toyota :: essays research papers

Toyota Revs up U.S. Sales Threats: †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The Japanese market is getting more competitive and Toyota is loosing sales to Nissan and Honda. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Chevrolet and Ford are selling better in the U.S. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The â€Å"Toyota takeover† is not assured. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Japanese manufactures gaining a foothold in the US market. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  American companies are working to update the styling of their cars. Opportunities: †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Exploiting the U.S. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Attaining more local managers in order to Americanize. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Import taxes and current risk are reduced by manufacturing 2/3 of the cars U.S. and keeping revenues and expenses in U.S. dollars. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Spending salaries on 123,000 American employees at their facilities. Strengths: †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Understanding the US consumer needs and wants. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Toyota will likely pass Ford’s sales in the near future. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Known for their effectiveness in long-term planning. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Not as dependant on Japan anymore. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Utilizing American designers to compete effectively in the U.S. market. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The American competitors have been slow to respond to Toyota’s threat. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The development of a car powered by a hydrogen fuel cell. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  As a company, Toyota is beginning to set better long-term goals. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Getting accepted as an â€Å"American Brand† Weaknesses: †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  In the beginning, Toyota had a very conservative approach to goals. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Failure to recognize a market opportunity to introduce a full-size truck. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Slowing economies in Southeastern Asian countries. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Loosing money in Japanese market. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Traditionalists inside Toyota do not like where the company is headed and want to stick to old ways. Ford 2 Toyota uses a multi-domestic strategy in their U.S. auto division. The company is international and caters to each country’s needs in which they do business. For example, in the U.S., Toyota has hired designers and managers in order to gain a better understanding of what Americans want. The cars Americans are buying today were manufactured here in the U.S. Thus, Toyota has kept their headquarters in Japan but is catering to consumers using different products and marketing strategies throughout the world while not treating the globe as a whole. This decision was based on information from the book as well as class lectures on chapter 8. According to the textbook, it seems quite possible for Toyota to achieve their corporate goals.

Use of Disquietude and Pleasure in Oedipus the King :: Oedipus the King Oedipus Rex

Use of Disquietude and Pleasure in Oedipus the King      Ã‚  Ã‚   At the very core of   Sophocles' tragedy, Oedipus the King, lies emotional confusion. Sophocles purposely creates within his readers this sense of emotional confusion and self-awareness through his use of both disquietude and pleasure.      When he grows up, unknowing of his adoption, he discovers his doomed fate from an Oracle.   Seeking to escape it, he flees from Colonus.   Once upon the road, Oedipus discovers his path blocked by a man, whom he perceives to be a robber.   He kills this man, who turns out to be his father, and unknowingly fulfills the first part of the prophecy.   Soon, he comes to Thebes, which is being terrorized by a terrible monster, the Sphinx.   The Sphinx wanders the streets surrounding the city, asking travelers an unanswered riddle.   Oedipus encounters the Sphinx, and answers its riddle, causing the Sphinx to kill herself in disbelief.   The citizens of Thebes, who have recently found themselves kingless, appoint Oedipus king and give him Queen Iocast? for his wife as a reward.   The couple lives together happily and produces four children.   Some years later, the city is beset by a terrible plague.   It is prophesied that the only way to cure the city is to find the kil ler of the previous king, and bring him to justice.   Oedipus, who wishes to solve the city's peril, relentlessly seeks out the answer to the problem.   He soon discovers the hideous truth; he has killed his father, married his mother, and fathered her children.   He returns home to find that his wife/mother has committed suicide, and, unable to deal with the reality of this wretched reality, he takes the broaches from her gown and gouges his eyes out.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The gruesome details of this story make for several examples of disquietude.   The most obvious example occurs when Oedipus gouges his eyes out with Iocaste's broaches.   This scene is vividly described by the Chorus of Theban Elders, "Deep, how deep you drew it then, hard archer, At a dim fearful range, and brought dear glory down" (name of author and page #).   Not only is this scene physically disturbing, but it is emotionally disturbing due to the dramatic irony.   Oedipus, before this, was blinded by his intellectual arrogance.   Now, he has been humbled by fate and sees his mistakes, but is physically blind.   Along with this example, there are two other examples of disturbing physical events.

Jim Crow Laws in to Kill a Mockingbird Essay

Whites Rise, Blacks Fall â€Å"Not only a Finch waiting on tables, but one in the courthouse lawing for n*****s!† (135). This is an insult clearly said by Mrs. Dubose, a fictional character introduced by Harper Lee in To Kill a Mockingbird. It is evident from Mrs. Dubose’s statement that blacks are discriminated against in Maycomb County, Lee’s fictional setting located in Alabama. The â€Å"Jim Crow† laws cause the inequality in the Maycomb community. The laws keep Negros from having the same rights as white citizens: â€Å"She ran to the front porch†¦she’s supposed to go around in back† (124). Scout, another fictional character created by Lee, is stating this. She is referring to the point that their black cook, Calpurnia, is going to the front door of a neighbor’s house instead of the back. The â€Å"Jim Crow† laws plainly explain that no Negro is supposed to go to the front of a white man’s house; blacks have to knock and enter from the back. Lee illustrates that the racial â€Å"Jim Crow† laws enforce segregation on social treatment to blacks and n*****-lovers in To Kill a Mockingbird. Negroes are considered as trash due to the influence of the â€Å"Jim Crow† laws. Mrs. Dubose mentions â€Å"Your father is no better than the n*****s and trash he works for!† to Scout one afternoon. (135). At this point in the story, Scout is almost accustomed to having insults thrown at her, but this is the first one from a mature adult. (136). Due to the â€Å"Jim Crow† laws, blacks and people who try to restore a bit of equality are given ghastly names. Atticus, another fictitious character of Lee and is also Scout’s father, tells Scout that â€Å"n*****-lover is just one of those terms that don’t mean anything–like snot-nose†¦ignorant , trashy people use it when they think somebody’s favoring Negroes over and above themselves. It’s slipped into usage with some people like ourselves, when they want a common, ugly term to label somebody† (144). Negroes and white citizens who do not discriminate against blacks are given the nicknames â€Å"n*****s† and â€Å"n*****-lovers†. Those who try to make life better for a colored citizen are victimized along with the blacks. â€Å"†¦ now he’s turned out a n*****-lover we’ll never be able to walk the streets of Maycomb again† (110) Most of the white population gets to be inhumane whenever blacks are mentioned in a discussion. Atticus does not get â€Å"why reasonable people go stark raving mad when anything involving a  Negro comes up† (117). Many colored citizens do not receive any education because of the â€Å"Jim Crow† laws. â€Å"Atticus said that Calpurnia had more education than most colored folks† (32) Due to the â€Å"Jim Crow† laws, the whites preside and discriminate against the Negros for a very long and dreary period. In Lee’s To Kill a Mockingbird, there is concrete evidence of the effect of the â€Å"Jim Crow† laws on her fictional characters and setting. The blacks in the story are bullied by most of the white population. The segregating laws prevent education for the blacks and regular day-to-day privileges that whites receive. Most of all, the â€Å"Jim Crow† laws counteract fairness and equality.

Bilingual Education and the Cycle of Native Language

The original objective of bilingual education was to ensure students would not fall behind academically because of a poor command of English and to gradually teach them English as a second language. If language-minority students were taught some subjects in their native tongue, proponents insisted, they potentially could learn English without sacrificing content knowledge. But bilingual education†s critics argue that the approach keeps students in a cycle of native language dependency that ultimately inhibits significant progress in English language acquisition. Proponents counter that if students first learn to read in the language they are fluent in and then transfer the skills over to English-their second language-they will develop stronger literacy skills in the long term. Plus, they argue that in an increasingly global society, schools, far from discouraging native-language retention, should work to help students maintain their native tongues, even as they also teach them English. Complicating the debate is the range of programs that, by some people†s definition, fall under the umbrella of bilingual education. Some use bilingual education to refer only to transitional bilingual education or two-way bilingual programs while others consider any program designed for students with limited proficiency in English to be â€Å"bilingual.† For instance, they may refer to English-as-a-second-language programs, where students are typically taught solely in English, as bilingual education. Public sentiment against transitional bilingual education has been growing. On June 2, 1998, California voters overwhelmingly approved Proposition 227, an initiative that largely eliminated bilingual education from the state†s public schools. Under the California initiative, most LEP students in that state are now placed in English-immersion programs. Arizona voters followed suit by passing Proposition 203, a measure similar to the California initiative, on Nov. 7, 2000. While the California initiative reduced the percentage of LEP children in bilingual education from 29 percent to 12 percent, the Arizona initiative is expected to end bilingual education because, unlike the California initiative, it makes it very difficult for parents to seek waivers from English immersion that would permit some bilingual education to continue. Arizona officials expect to implement the law by fall 2001. Despite the â€Å"English only† message that Propositions 227 and 203 bear, the debate over how best to instruct linguistically diverse students is far from decided nationwide.

The Rule Breakers of Yore

William Shakespeare and Mary Shelley are two prolific writers during their own time. Shakespeare was known for his countless plays like Othello, which tackled a variety of subjects, some touching delicate moral, social, and political issues (Miller n. p). On the other hand, Mary Shelley, a young woman who ran off with the young poet Percy Shelley was the author of a famous horror story called Frankenstein (Hamberg n. p). Both of these writers wrote stories of what may be considered as rule breakers of their time.Since Othello is a play by nature, there were only a few parts that are narrated. The main character Othello was an innocent victim of crude lies made by Iago, the envious villain. Most of the events that took place in the story were the effect of the twisted plan of Iago. People like Cassio, and Roderigo were manipulated according to Iago’s whim resulting to a tragic ending (Shakespeare and Sanders). This Shakespearean narrative proved to be a rule breaker indeed as a ll the elements therein point. The main character, Othello, was a moor in Venice, the country’s center of Christianity.Instead of putting a Christian at the point from which events should revolve, Shakespeare used a moor to represent how much hypocrisy that a Christian is capable of. This was of great importance because during the period when Shakespeare wrote the play, Christianity was stagnant and people were calling out for reforms (Muhlberger n. p) In the play, though the Christian characters were supposed to be portrayed as righteous and covetous, there were depicted as lying men who tried to get what they wanted at the expense of others.They were selfish and greedy, and were even willing to take another person’s life. This was a critical part of the play as it portrayed the city’s religion as one having anomalies and hidden controversies (Muhlberger). Another point that shows the defiance of this play was that a moor was not a very common site in Europe in reality during those days. But in the play, the moor was even a servant to the duke of Venice. He was even more affluent as compared to the other Italian characters (Cummings n. p).On the other hand, Mary Shelley’s Frankenstein also proved to rival the deviance of Shakespeare’s play. It was a story about a man, Victor Frankenstein, who created a hideous creature out of spare human parts from slaughtered houses and dissecting clinics. As did the Othello play of Shakespeare, Shelley’s story ended tragically with the main character and the subject of his torment dead (Hamberg n. p). The story strayed in deviance from the norms as it used a story where a man tried to play God by creating a man from chunks of flesh and parts sewn together.Using electricity, he was said to have breathed life into it. This was a form of disrespect because during that time, death was considered as a sacred event. Whether of Anglican or Protestant religion, people exerted all possible e fforts to produce a grand funeral for their dead. The dead were lavishly dressed, placed in elegant coffins and buried in cemeteries with the most beautiful tombstones or mausoleums (Alirangues n. p).Shelley was brave to have characterized a being out of stolen parts of the dead in a time when the dead seemed more important than those who were living. However, this was not yet the most defiant feat of her story as also during those times, in reality, Science and religion had such harmony that in creating a being through science was a form of sacrilege that may utterly destroy the harmony of the two subjects. This has almost been the case of Shakespeare’s Othello (Fyfe n. ).Given such, it may be concluded that the works by two of the most famous authors in history are indeed rule breakers in their own right, and in their own time. Whether they have created the narratives for the purposes of satire or to show the people harsh realities, they have successfully weaved literature treasures that are remembered not only because they were masterfully done, but because they have dared to break away from the norms in the subtlest yet very striking way.

Sample Cover Letter

Sample Cover Letter #1 Your Name Address City, State ZIP Code Phone Date Name/Address of Person Receiving your letter Dear Person’s Name: I am very interested in the Fitness Director position opening at the Los Gatos Sports and Wellness facility. I have a strong educational background and several professional health and fitness experiences which I feel uniquely qualify me for this job opportunity. I am currently a certified personal trainer and am completing my degree in Exercise Science at the University of New Mexico. My education and professional background has provided me extensive organizational and managerial experience.For instance, in my internship at CitiWorld I helped to established the fitness class program, market it, and was closely involved in designing the assessment and prescription exercise system now utilized. My Bachelor’s Degree in Exercise Science is a comprehensive education in anatomy, kinesiology, management concepts in sport and fitness settings , worksite wellness, fitness assessment and prescription, stress testing, EKG, and athletic training. I have also taken courses related to fitness for special populations, such as the elderly.I enjoy working in the fitness industry and feel I am most capable of developing great rapport with the people I help. I am reliable and dependable and take great pride in my performance as a professional. I am committed to working hard and seeing the challenges I accept lead to successful outcomes. In addition, I am an energetic team player who works well with co-workers and colleagues. Thank you for providing this opportunity. I would enjoy being a part of your organizational team and look forward to speaking with you in the near future. Sincerely,

Dance class jounal Essay Example | Topics and Well Written Essays - 2000 words

Dance class jounal - Essay Example Because it is not all the time dancers will have their tutors with them but ought to have heightened level of discipline while exercising as well as attending classes. Initially, dance classes may appear extremely weird to any person who has never attended one though with time the entire session turns out to be extremely interesting. This is only after mastering, starting enjoying respective classes as one mingles and learns more from other dancers who have earned their living through the same besides being international celebrities. For instance, the renowned Michael Jackson who not only was a great musician but also an international dancer known to thrill his international audience with exceptional dancing moves (Davis). Hence, prompting the world at one time calling him â€Å"Dancing Machine† as stated in Davis’ study due to the performer’s remarkable expertise in dancing. This journal seeks to explore, highlight varied dancing aspects already covered during t he ongoing dancing improvisation sessions, my nervousness before the commencement of classes and what the entire process entails. Initially, during the commencement of my dancing classes I experienced extremely state of nervousness. This is because in my life I have never attended such kind of sessions or tried to learn dancing moves in a formal setting except copying new trends after seeing my peers doing them and sometimes from the media. Therefore, dancing improvisation sessions to me during then presented a mixture of emotions though with time I managed to cope with the new them. In most cases, classes in these sessions encompass dancing freely without one claiming to do any given or known style. Hence, give participants adequate time meant for them to be innovative and come up with new moves, which they believe eventually when perfected would be extremely thrilling to the audience. In addition, much of the time availed by tutors who once in awhile join dancers in ensuring they are keeping with their respective practice, is to ensure they develop heightened level of flexibility, which is essential to any individual aspiring to be a talented dancer. Besides dancing classes scheduled by tutors together with their respective managing institutions to teach learners new moves, they avail dancers adequate time meant to discover themselves. This is especially in ascertaining which areas they prove to be innovative as well as exhibit highest level of expertise in order to specialize in them. This is because dancing career has numerous dancing styles, which vary based on culture, region, religion, music genre, generations and others. However, dancers owing to their creativity might come up with new and completely new moves never seen due to the current increasing rate of modernization, which has not only influenced varied global sectors but also how people think. This is especially among youths who are currently extremely innovative compared to those of American er a in 1920s. Consequently, this is the reason the tutor normally checks in once in awhile to ensure dancers are still practicing besides coming up with new strategies meant to arouse creativity in us. For instance, the teacher in many times encourages us to imagine being water, soldier, and animal. The core purpose of this exercise is to show dancers they ought not to develop moves limited within certain entities but to be free even in incorporating

Investment analysis Essay Example | Topics and Well Written Essays - 2000 words

Investment analysis - Essay Example Hedge Fund is an investment partnership of limited wealthy investors or institutions. The minimum investment requirement for entering a hedge fund is much higher than many other investment options. It is also a highly illiquid investment as the fund stays invested at least for a period of one year. Hedge fund is as similar as a mutual fund but differs in quantum of its investments and number of its participants. It is also less regulated than a mutual fund. Hedge funds are managed by a team of experts headed by portfolio managers. Most of the investors will have a say in the management of the fund. This essay will give a brief idea about the strategies adopted by hedge funds for managing funds and the implication of its operations in the overall financial sector. Hedge funds and its mode of operation Hedge funds operate in various methods to handle investment risk. There are several strategies being adopted by Hedge Funds to minimise the investment risk. Some of the most important st rategies are Long/Short Equity, Global Macro, Event Driven, Emerging markets, Equity Market-Neutral, Convertible Arbitrage, Fixed-Income Arbitrage, Short Sellers and Managed Futures. These strategies will be dealt in detail further. Long/short equity: As the name implies this strategy involves taking both long and short positions on stocks. The core concept of this strategy is to go short on overvalued stock and long on undervalued stocks. This strategy is adopted to make profit irrespective of whether the market rise or fall. It is used by hedge fund managers to make profit on both sides. The undervalued stock will increase in value to make profits while at the same time the value of overvalued stock will come down thus making profit on its short positions. â€Å"Thus, the goal of any equity long-short strategy is to minimise exposure to the market in general, and profit from a change in the difference, or spread, between two stocks.† (Barclay Hedge, 2011) Global Macro: Glob al Macro is a more sustainable investment strategy in the sense that it is based on top down analysis or the fundamentals. As the name signifies, this strategy considers the macro economic variables. Company specific investments are also based on factors like management quality, market share, company profits, market competition, financial position, and the like. This strategy also invests in all kinds of investment options like equities, commodities, currencies, etc. Hedge fund managers also hedge such portfolio with the use of necessary derivatives and other instruments. This has been proved to be one of the most successful strategies adopted by Hedge Funds. Event Driven: â€Å"An event-driven investment manager is typically looking to invest in situations where there is some form of corporate activity or catalytic change taking place.† (Leary, 2004) The events include mergers and acquisitions, bankruptcy, asset sales, or any other restructuring pertaining to a particular co mpany. Hedge fund managers predict the movement of the share price based on the nature of the event related to the company. For example a possibility

S6W1Dqs 1256 Assignment Example | Topics and Well Written Essays - 1000 words

S6W1Dqs 1256 - Assignment Example In addition, due to participation of other players in such efforts, there is likely to be a fear on one side of negatively affecting the other hence long-term strategies may not be viable (Carlsnaes, Risse & Simmons, 2012). As a result, the nations have always held the belief that the uncertainty created by the stated factors may hinder the progress of their peace-keeping missions, for instance, and hence the need to have short term goals as the situation is being monitored. However, this might hinder their efforts of nation building in the affected countries because it is through long term and realistic goals that such efforts may be effective. There is need for a more unified approach in tackling this issue so that peacekeeping and nation building in the identified conflict zones are highly prioritized for long-term sustainability. A2. According to the author, ‘fungibility’ of force refers to the ability of a country’s military force to peacefully influence othe rs. This can be through the winning of battles with other military forces or through indirect influence to decisions that are bound to be made at international levels to their favor. According to him, this ability may have great benefits compared to forceful use of military power. There are two effects of this ability according to the writer (Art & Waltz, 2004). First, the military influence of a country has a ‘spill over’ effects that might influence policy making to its benefit. Secondly, having a strong military asset base and therefore superior force may be of great importance to a country in terms of conflict resolution. This is because the country’s bargaining power is enhanced because of its perceived power. Art &Waltz (2004) therefore have held that just like in the economic sense, currencies may have different values, military power can also be wielded in a peaceful way to enable nations achieve their aspirations. By using the analogy of flooding, they s tate that when military force is used in, say one battle, the other nations are likely to feel the effects of it by judging from the aftermath that may be characterized by destruction. Fungibility therefore is an important aspect that may determine a country’s effectiveness in handling conflict resolution. When nations look at their power in terms of fungibility instead of the number of enemies destroyed in battles, there is likely to be peace in conflict zones. This is because bloodshed that results in military operations spread a lot of animosity among the parties involved hence making it difficult for peacekeeping and reconciliation efforts. A3. The United States is an example of a nation that has been able to exert influence through its power assets across the globe. This is despite the observation by the writer in his ‘democratic peace theory’ framework that democratic powers are likely not to favor this position. By overcoming the challenges of the power ba lance doctrines, the United States has been able to survive this condition (Rosato, 2003). First, the US has a policy of forming a partnership with the other military powers. A good example is the Afghanistan war that it involved other countries like Britain. Even though the United States was the major power in the initiation of that war, the involvement of

Pakistan and Indian International Conflict Essay

Pakistan and Indian International Conflict - Essay Example As described by CNN (1997) the countries have fought several wars over the disputed region of Kashmir that remains an unsolved matter between the two nations. The reason for this conflict comes from the partition of India and Pakistan of which Kashmir remains an unanswered question. At the time of partition, various states in India were given the option to join Pakistan, join India or to become independent. Muslim majority states with Muslim rulers predominantly opted to join Pakistan while Hindu majority states with Hindu rulers largely opted to join India (BBC, 2003). Kashmir was a case where the population was largely Muslim yet the ruler of the state was a Hindu who opted for India. The people of the state asked the newly formed government of Pakistan for help and a war was setup between the two nations that was eventually stopped by the UN. While the UN was supposed to conduct a referendum in the region, India asserted its legal right over the state even though the region is still recognized as being disputed (Global Security, 2005). The strategic importance as well as the tourism value of the region makes it important for both countries (BBC, 2003). It seems that there is no real cause for both nations to go to war since they have both committed time and again to find a reasonable solution to their problem. Further, their economies are being badly hurt by a continued conflict that has created instability in the region . India perhaps has more to loose from a war in economic terms since it is trying to show the world that it can be an economic giant. Pakistan has got more to lose in terms of territory since the Indian forces outnumber their forces 5 to 1 in many cases (Global Security, 2005). Any third party intervention into the situation is also very unlikely since both nations are declared nuclear powers that have the capacity and the capability to start a nuclear war. Due to their close proximity, the danger of a nuclear war in the

Research Strategy-Qualitative and Quantitative Aspects Paper

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Compare Plath and Larkin Essay Example for Free

Compare Plath and Larkin Essay Compare and contrast the ways in which death is portrayed in Philip Larkin’s poem ‘Days’ and ‘Ambulances’ and Sylvia plath’s ‘Lady Lazarus’ and ‘Death and Co’ The poems i am going to analyse are: †¢Lady Lazarus †¢Death and Co †¢Ambulances †¢Days It is understatement to say that both Sylvia Plath and Philip Larkin have immense depth and subsidiary meanings to their poems, both writers expertly structure their poems and used varied techniques to convey their themes of death and instil their messages to their readers. Plath goes about it an autobiographical manner and parades death as a theatrical show leaving the audience in shock and awe however Larkin presents death in a rather trivial manner in comparison to Plath. He juxtaposes the everyday street scene with horrific. He uses the ambulance as a momentary that death is every present and our lives ultimately lead to the journey of death. The oxymoron Lady Lazarus is significant to the poem. Lazarus, originally a man who is raised from the dead by Jesus is feminised and turned into Lady Lazarus. Plath summarises what she feels; â€Å"the terrible gift of being reborn†. The alliterative form of address â€Å"Lady Lazarus† liberates herself from the irrevocable influence of the male figure portrays her idea of feminine superiority over men and how women should excel over men in whatever they do however Larkin’s title â€Å"Ambulances† is a noun that is commonly associated with the negative imagery relating to accidents,hospitals ,blood, injuries and most importantly death. Both writers use lexical techniques to convey their outlook and opinion on the theme of death; some of which consists of rhyme, rhetorical devices and their choice of vocab. Rhyme is used in the first stanza as Plath declares â€Å"I have done it again/One year in every ten† she emphasises to the equal repartition of her near-death experiences and holds connotations of her suicide attempts, â€Å"one year in every ten† and one being premeditated at this stage. Plath speaks in hyperboles to emphasize her suicidal intention and her need to control her death and become a â€Å"walking miracle†. The pre modifier â€Å"walking† illustrates the fact that despite her many near death experiences she is still alive and ready as ever to attempt another suicide experience. The uoyant noun â€Å"miracle† that Plath describes herself as, demonstrates to the reader just how romantically Plath thinks of death to be and how her ending her own life is a seemingly phenomenal way of dying. In comparison to this, Larkin contrasts his lexical techniques in oppose to Plath, he begins with the first stanza being a dramatic, alliterative opener. The vehicles are â€Å"Closed like confessionals† and are â€Å"giving back none of the glances they absorb†; like a corpse. The alliterative statement â€Å"closed like confessionals â€Å"illustrates the Roman Catholic idea of confessing sins to a priest in a â€Å"closed† box. This also outlines the poems religious nature and demonstrates to us the religious idea of death which connotes it of being like a â€Å"closed† off box a coffin. This also depicts the closed off nature of death and how once a person dies everything, they are sealed off from the world, an end to everything. Larkin uses enjambment to emphasize the disconnection between people and death throughout the poem. In the first two lines, the lack of punctuation ironically causes the reader to stop at the end of each line. This symbolises the separation between the ambulance, and the city it is travelling through, as well as the glances the ambulance takes in. In the fourth stanza, Larkin uses enjambment in five out of the six lines, demonstrating the isolation of death throughout society. Specifically in the last three lines and into the last stanza, Larkin reveals that what unites one another across the years, at last falls apart there (in the ambulance and at the hospital), while connecting all four of those lines. Vocabulary is also an element used by Plath to depict death; her language register is bold and informal. The vocabulary and rhythms make out the conversational speeches within the poem and make them out to be colloquial and everyday spoken, the frequently end-stopped lines, the repetitions which have the effect of mockingly counteracting the violence of the meaning, all establish the deliberately dismissive note of death which Plath strives to achieve.. At times the tone is hysterically strident and demanding: â€Å"unwrap me hand and foot— The big strip tease. Gentlemen, ladies These are my hands My knees. Iambic pentameter is also used in Lady Lazarus because it mimics the rhythm of conversational speech and makes it closer to spontaneous speech. This also highlights Lady Lazarus aural quality as it is meant to be read aloud which emphasizes it rhetorical intensity and perhaps the power that Lady Lazarus has gained throughout the poem â€Å" I am your opus I am your valuable The pure gold baby† The spontaneous structure of the poem emphasises the emotional and physcological disintegration of Lady Lazarus and how she speaks spontaneously out of pain that she is feeling form her suicidal attempts On the contrary, Larkin also used five groups of six lines of poetry (sestet) of iambic trimeter and roughlythere are some irregularities, a, with the first and last lines of each sestet rhyming, and the middle rhyming â€Å"a–b-a-b† like a ballad. The second stanza, only the first and last lines have been ended with punctuation leaving everything in the middle flowing. The women in the shops are detached from the Wild white face inside the ambulance. The third stanza all ends with punctuation, excluding the first line. This one exception is very isolated within the stanza as it is the only line left to flow. The flow emphasizes that the solving emptiness is not an obvious encounter which we face every day. The â€Å"solving emptiness†, a description of death, lies just under all we do, not exposed. Moreover, Plath employs and uses unique language features to express her emotion; â€Å"soon, soon the flesh/the grave cave † repetition is used to emphasise her point across to the audience, she also repeats â€Å"soon† twice to comfort the audience as well as herself; this also correlates to Plath’s idea of death and how it is a welcoming experience not to be terrified by, something that makes her feel â€Å"at home†. To the readers and audience itself it is something disorientating and a lonely discomforting concept, but to Plath and her persona Lazarus, it is something they embrace with open arms and are anticipating it â€Å"soon†Ã¢â‚¬ ¦ However, Larkin goes about his language features differently; so much so that Larkin hardly uses devices such as repetition, exclamation , but rather settles for an indirect approach to his language, the only apparent use of language feature is the distinctive italic fronted text â€Å"poor soul† ,this highlights and emphasises the point Larkin wishes to make and also is his idea od the reaction given to the audience and the reader. This again relates to Larkin’s idea of death and his opinion being in total contrast to Plath. For Larkin, death is a dreadful thing, a cold, merciless, selfish thing and when death strikes it only can be described for the prey of death as â€Å"poor† which Larkin does, to have pity on those death has taken. †Soul† has In Lady Lazarus the audience are the spectators watching the performer show off her daring acts in order to prepare her to die. She in other words entertains the audience by producing her own death in a rather erotic manner. The audience is shown the grim reality of death through the pre-modifier ‘peanut-crunching’. This illustrates to the reader just how engrossed the audience is in watching Lady Lazarus attempt her suicide and are absorbed in the strangeness of her death and robotically carry on ‘crunching’ on their peanuts oblivious to just how dismal the death of Lady Lazarus is . Showmanship is portrayed through the use of first person â€Å"I† throughout the whole poem and the audience seems to develop a â€Å"charge† from the gothic striptease Lady Lazarus puts on for them or perhaps a charge the audience have to pay for watching. Using the metaphor â€Å"charge† gives connotations of the audience wanting a show, watching â€Å"Lady Lazarus† unwrap herself ,restored to life â€Å"The big strip tease† indicating sexual connotations of the audience being largely male and receiving some sort of sexual fulfilment from this. Plath also portrays her rather freakish desire for death by questioning the audience directly â€Å"O my enemy/ do I terrify? † The vocative â€Å"O† along with the possessive pronoun â€Å"my† directly challenges the audience as if the audience are somewhat responsible for the suicidal state that Plath is now in, intimidating them as she challenges them. The â€Å"O my† could also be taken as a form of loving address to her lover. If put next to ‘enemy’ it reflects her feelings about death as if it I something to long and lust for however death is all something that is utterly terrifying at the same time as it is a mystery to all of us. It also adds a sense of awkwardness throughout the poem as the reader begins to wonder about death and what appears in the afterlife. The audience also feels partly responsible for Plath’s terrible state and are also blamed for causing her death in such a manner. The rhetorical question â€Å"do I terrify† not only involves the audience directly, but also threatens the audience rather mockingly as if the answer to the question should be nothing but a yes. The verb â€Å"terrify† portrays Plath’s dual state, just like the Nazis she will not hesitate to inflict pain upon herself in order for her to die yet just like the Jewish race she fades beneath a strong force as she begins to doubt whether she is capable of ending her life. This again increasingly adds to awkward uncomfortable nature as audience beings to wonder what kind of miserable state she will be left in when she dies. However the audience in â€Å"Ambulances† are the people (mainly middle class) that are around where the death has taken place. They are the â€Å"children strewn on steps† and â€Å"women coming from the shops†. Here the normality of life trivialises the horror of death as ordinary people carry on living their life. They are watching horrifically as the body comes in. The audience here is rather sympathetic and empathise with the person that has just died. â€Å"Poor soul/they whisper at their own distress†. Using the verb â€Å" â€Å"whisper† Larkin wishes to portray how the audience not only whispers out of remorse, pity and respect for the person that has just died but also whisper because they feel a sense of relief and thankfulness that the person that has just expired was not themselves or their loved one. Here Larkin shows us the selfish nature of man and how man despite everything shall always care about them; in essence leaving everybody walking on their own. Through this Larkin shows us how death is, death shall leave every person unaccompanied and everyone shall be no one. Death is selfish and when the appointed time, death shall not wait and indeed â€Å"All streets in time are visited†. The visitor being death personified through the use of a vehicle, the Ambulance. The ambulance here is death. And Larkin portrays the randomness of death and how unexpected it can be by the use of the preposition â€Å"in† and the noun â€Å"time†. Here Larkin reminds the reader than death is inevitable and is always there, a god like figure. Larkin also presents the idea that the audience, the â€Å"onlookers† forgot about death yet are reminded when a death appears around their life and the â€Å"fastened doors recede†. The audience are perhaps morbidly fascinated by death as it appears strange to them but then the audience then begins to realise the â€Å"emptiness/That lies under all we do† and for a moment the audience understands that life has only one certainty; death. The title of the poem Death Co title is an etymological, lexical technique in itself and is employed by the writer to change the perception of the reader, for the reader to be open minded and to grasp the writers idea. The â€Å"co† referred to in the title refers to a business which begins to establish the ironic and mocking mood of the poem,. Death is often viewed with incongruity, something that coldly takes away life yet offers comfort to those who are in pain or believe in an afterlife. This again links to the idea of death being a business because the persona asserts that â€Å"there are two† referring to the two individuals that make up the entity called â€Å"Death and co†. To the persona it is â€Å"perfectly natural† that there are two people because a business must be compromised of at least two people. In Death Co the persona asserts that, â€Å"there are two,† personifying death the two individuals who make up the entity called Death Co. She comments that it is natural that there would be two, as most companies are made up of at least two people. The individual â€Å"exhibits // birthmarks,† and the speaker proclaims that they are â€Å"his trademark. † This claim subsumes the title of the poem, metaphorically revealing the business which is â€Å"Death Co. By doing this the ide of death is bought closer to the persona as it now becomes a threat that is visible and is standing before the narrator. † Sibilance is used to describe the trademark â€Å"the scald scar of water†. The effect of the assonance is that it creates harsh violent sound and emphasises the cruel and punitive nature of the partners in Death Co. Larkin however does not use his metaphoric objectified technique in the title but rather from within the poem itself. In the second stanza Larkin uses the â€Å"priest† and the â€Å"doctor† as symbols of different sentiments and values of â€Å"death†. The priest being a man of religion and the doctor symbolic to a man of science who both serves in â€Å"solving that question†; two people obsessed with the mystery of death appears after the question has been solved. The â€Å"priest† coat is black which represents death and he helps the person from moving from this life to the next. The â€Å"Doctor† coat is white which represents life as the doctor tries to revive the person. This again has connotations of conflict between science and religion Plath begins by using repetition of numbers â€Å"two of course there are two†. She is reasserting that death has come in two living forms before her. One of them looking grotesque, â€Å"whose eyes are lidded† and the other is attractive having â€Å"long and plausive† hair yet dangerous . She does this to juxtapose the idea of life and death, the fact that two mortal creatures are bring about her lifeless state. The two figures create a sense of fear within her as she finds it difficult to name the two. â€Å"he tells me how badly/He tells me how sweet†. The repetition of Second person pronouns and the juxtaposition of her divergent feelings towards death emphasises how at times death appears inviting and perhaps more easier alternative to life difficulties yet the sheer fact of suicide perhaps restrains her form ending her life as the fear of the unknown in the afterlife haunts her . Which perhaps emphasizes her fearful yet unrecognisable feelings towards death. She fears death and the reader can see that Plaths posseses a frightened predatory victimised outlook on death so she cannot find a specific name to address them as or perhaps there is no personal attachment to death as death is metaphorically recognised as a business, it performs it function and then leaves. On the other hand Larkin uses the same rhetorical feature of repetition but in a rather different manner. Days are repeated three times in the first stanza and this repetition forces the reader to think about the meaning of the word â€Å"days† which is the futility of existence ,the inevitable truth that all life must end in death. The reader is compelled to think about what would happen after the days has ended. Larkin gives day a spatial dimension as he describes days as â€Å"Days are where we live†. This raises about how time is measured the nature of it and its artificiality. Days are not a place,not a â€Å"where† but a when and it is in this paradox that leads to the blank response to the second question. †Where can we live but days†. From this question the answerer is now question themselves as they come to realise the inevitable truth behind days ,there is a lack of choice to the answer and the answerer realises that on the other side of dyas is the night which holds high connotations of death and the afterlife something which clearly fright and perhaps intrigues the answerer Once a person no longer has any days left to live in,the only other place that a person can occupy will be a place in his grave The use of a voice or persona is clearly present in both poem’s although again both poets use this craft differently to suit their own methods of portraying death. Larkin does not clearly portray the identity of the voice or the voices the reader perceives in â€Å"Days† however what we do know is that there is a clear distinction bewtween the voice that asks the questions and the voice that answers the questions. The questions that questioner asks are literally simple,naive and appear to be that of a child asking questions rather simple questions. Of course the underlying meaning which lies behing these unpretentious questins is the metaphor of death in the background. The second voice appears to be different and fluctuates throughout the development of the poem. This voice appears to be the answerer to the questions that are asked and answers the question in a rather straightforward manner . The answer to the first question: â€Å"Days are where we live† denotes a matter of fact, mollifying tone as the simple question is answered by an equally simple although equally worrying answer. At first the voice appears to be kindly positive reassuring the childish questioner that days â€Å"are to be happy in† which again holds connotations of death. It tells the questioner and the reader also that the inevitability of death is true so we should live our lives while we have it and enjoy and â€Å"be happy† within it. In the second stanza the answerer adopts a worldly macabre tone almost mocking and cruel as it dryly observes that the only place people can inhibit apaprt from days is death. the questioner is trying to find a simple answer and uses the filler â€Å"ah† to contemplate on what happens after days,the question become a lot of bigger then it initially seemed and the answerer realises there is no simplistic way to answer it and so the â€Å"preist† and â€Å"doctor† are suppousedly the only people that hold the answers to the question However Plath uses two male persona in her poem to portray death and reveal the double or schizophrenic nature of death. The use of male persona’s was chosen deliberately to emphasise the painful awareness of man’s seemingly innate Judas quality just as death can be cruel and snipe away happiness at the last moment.