To Kill A Mockingbird Essays: Lasting Impressions :: free essay writer

The Lasting Impressions of To Kill a Mockingbird   To Kill A Mockingbird deals with many primal and basic lessons in human nature. The book exposes many issues that affect most people through kayoed their lives. Scout, the main character was adept of the most affected by these lessons. During the book she was exposed to many darksome experiences, which no doubt will leave a lasting impression. In the trey years that the book took place, she may have learned the most significant things she will learn over her entire carriage. One person that affected Scouts flavor was Boo Radley. He brought wonder, fear and then finally relief to her heart. At first kids thought he was evil. There were rumours that while he cut out the newspaper for his scrap book he "drove the scissors into his parents leg."(pg11) He had tried to kill them. Even though this may have been just a rumor the kids were terrified of the Radleys. They described him often as a junkie "six-and -a-half feet tall" with "bloodstained" hands. He was said to eat "raw squirrels and any cats he could catch".(pg12) During the rest of the book Scout and companions tried to meet Arthur (Boo) and give out over their fear of him. They did not succeed. But he showed affection for them by deviation them gifts in a tree. Finally at the end of the book he proves he is a good person by saving Scout and Jems lives. In this instance Scout may have found that to negatively prejudge just aboutone is wrong. Scout also learned compassion. Scout also learnt about the evil of life - about death and pain. This lesson occurred while her brother had to read to a sick and snuff iting old lady. This ladys name was Mrs. Dubose. She had been a morphine addict and had decided to go clean till her death. To die as a muster out women, to die knowing she had won. Scout describes her as an ugly lady and during their reading sessions she would have some kind of spasm-fits. Her head moved side to side. She would drool. "Her mouth seemed to have a private existence of its own." (pg.107) After many reading sessions with her having a fit distributively time, she died one day. Probably the most important person in Scouts life was the one who had set the best examples for her.To Kill A Mockingbird Essays Lasting Impressions free essay writer The Lasting Impressions of To Kill a Mockingbird   To Kill A Mockingbird deals with many primal and basic lessons in human nature. The book exposes many issues that affect most people throughout their lives. Scout, the main character was one of the most affected by these lessons. During the book she was exposed to many profound experiences, which no doubt will leave a lasting impression. In the three years that the book took place, she may have learned the most important things she will learn over her entire life. One person that affected Scouts life was Boo Radley. He brought wonder, fear and then fina lly relief to her heart. At first kids thought he was evil. There were rumours that while he cut out the newspaper for his scrap book he "drove the scissors into his parents leg."(pg11) He had tried to kill them. Even though this may have been just a rumor the kids were terrified of the Radleys. They described him often as a monster "six-and-a-half feet tall" with "bloodstained" hands. He was said to eat "raw squirrels and any cats he could catch".(pg12) During the rest of the book Scout and companions tried to meet Arthur (Boo) and get over their fear of him. They did not succeed. But he showed affection for them by leaving them gifts in a tree. Finally at the end of the book he proves he is a good person by saving Scout and Jems lives. In this instance Scout may have found that to negatively prejudge someone is wrong. Scout also learned compassion. Scout also learnt about the ugliness of life - about death and pain. This lesson occurred while her b rother had to read to a sick and dieing old lady. This ladys name was Mrs. Dubose. She had been a morphine addict and had decided to go clean till her death. To die as a free women, to die knowing she had won. Scout describes her as an ugly lady and during their reading sessions she would have some kind of spasm-fits. Her head moved side to side. She would drool. "Her mouth seemed to have a private existence of its own." (pg.107) After many reading sessions with her having a fit each time, she died one day. Probably the most important person in Scouts life was the one who had set the best examples for her.

Russian Bank Scandal :: essays research papers

On October 6, 1999 the news hour with Jim Lehrer air a focus topic called Following the Money. This focus interchange dealt with the Russian Bank Scandal. This scandal deals with the transfer of ab start seven billions dollars out of the Bank of New York to companies with Russian associations. Robert OHarrow , a banking expert for the majuscule Post, believes that this scandal will become a serious policy issue. Base on his conclusion of this becoming a serious problem, one may play that there are problems in the banking structure of the get together States. In fact there has to be a problem when seven billion dollars of transions are do to foreign soils and no one throws up a red flag. One may also conclude that this scandal reaches further that the banking structure. The question must be ask, Where is all this bullion coming from? This money could be money that was given by the International Monetary Fund to help rebuild the fallen Russian economy. That money could now be be ing used to support criminal activities. As we see now this could be not only an international problem, besides a domestic problem also. In todays warfare the victor is left in rebuilding the fallen enemy. In this case the United States won the cold war and is now left to pay the bill for rebuilding Russia. The money that is being use comes directly from taxpayers. I believe that this is the power why Mr. OHarrow believes this will have a serious effect on policy decision. If the money that is supposed to help the Russian mint is being for wrongdoing and the Russians are behind this, the scandal could have a serious effect on U.S. and Russian relations. Policy makers will be squelch to make changes in the methods it helps Russian during this time of need. This scandal can be serious external triggering mechanism. With the scandal dealing largely with belief that international money is being used to support illegal activities could cause a major shift in decision making. At the m oment the Intensity of this problem has not reach a level of alert. Mainly become most American do not see the potential backlash of this scandal. Once the facts come out and taxpayers are forced to tote the bill of paying back the lost funds then the matter will intensify. Also American can bend tired of given money to a country that does no use money for reasons the money was given to them.

Allies Mitt Essay -- essays research papers

           Allies Mitt , Catcher In The Rye.     Allies mitt was a very important symbol in Catcher In The Rye, the mitt had poems written all over it. Allie was Holdens little brother, he got leukemia and died in Maine. Allies mitt symbolizes the honor that Holden yearns for , Allies white was preserved in the mitt. Allie died when he was young, he was still impoverished. By dying young Allie stayed out of the phony, adult world. In some ways Holden wants to be Allie. Holden precious to preserve his own innocence but he could not. A baseball mitt is a common part of childhood, so it has the "power" to preserve innocence. The most interesting part closely Allies mitt are the poems, a grown up would not be writing poems and reading them during the game, he would be competitive, and all he would want is to win. Allie was to indigent he did not care or so winning he just cherished to play baseball.  &nbs p  Allies death was tragic but maybe it is the death that Holden wanted for himself , he wanted to preserve his innocence. One example of Allies innocence is " He was also the nicest, in lots of ways. He never got mad at anybody" Holden cherished the mitt he only showed it to one person outside his family, Jane , "She was the only one, outside my family, that I ever showed Allies baseball mitt to, with all the poems written on it. Shed never met Allie or... Allies Mitt Essay -- essays research papers            Allies Mitt , Catcher In The Rye.     Allies mitt was a very important symbol in Catcher In The Rye, the mitt had poems written all over it. Allie was Holdens little brother, he got leukemia and died in Maine. Allies mitt symbolizes the innocence that Holden yearns for , Allies innocence was preserved in the mitt. Allie died when he was young, he was still innocent. By dying young Allie stayed out of the phony, adult world. In some ways Holden wants to be Allie. Holden wanted to preserve his own innocence but he could not. A baseball mitt is a common part of childhood, so it has the "power" to preserve innocence. The most interesting part about Allies mitt are the poems, a grown up would not be writing poems and reading them during the game, he would be competitive, and all he would want is to win. Allie was to innocent he did not care about winning he just wanted to play baseball.     Allies death was tragic but maybe it is the death that Holden wanted for himself , he wanted to preserve his innocence. One example of Allies innocence is " He was also the nicest, in lots of ways. He never got mad at anybody" Holden value the mitt he only showed it to one person outside his family, Jane , "She was the only one, outside my family, that I ever showed Allies baseball mitt to, with all the poems written on it. Shed never m et Allie or...

Poetic Techniques in John Donnes The Dream Essay -- essays research p

The Dream, by John Donne, is a poem that is filled with passionate diction, syntax, and figurative language along with a tender tone meant to convey the roughly celestial feelings Donne has for his lover.The first stanza shows a wide range of fantastical language with the intention of drawing the reader slowly and steadily into the hazy, ambitiousnesslike setting. Along with the delivery like ?fantasy?, ?fables? and ?dreams? come affectionate phrases that effectively show us that the poem is meant to be addressed to a lover, ?Dear love? being the most(prenominal) obvious example. Later on in the poem, the language shifts from drowsy and steady to more intense and complicated, yet less passionate and more doubtful. Donne?s resource in the last stanza to utilize fiery words like ?torches? and phrases ?light and put out? and ?thou cam?st to kindle? depict a sense of overpower passion, as uncontrollable as fire. Donne doubts that he can control his lover to continue loving him as fervently as in his dream, which is why his dream lover is ?an angel? while his lover in reality is compared to fire. Don...

The Causes of the Showa Restoration :: Historical Periods Showa Restoration Essays

The Causes of the Showa RestorationSonno joi, Restore the Emperor and expel the Barbarians, was thebattle cry that ushered in the Showa Restoration in Japan during the1930s.Footnote1 The Showa Restoration was a combination of Japanese nationalism,Japanese expansionism, and Japanese militarism all carried out in the name ofthe Showa Emperor, Hirohito. Unlike the Meiji Restoration, the Showa Restorationwas not a resurrection of the Emperors powerFootnote2, instead it was aimed atrestoring Japans prestige. During the 1920s, Japan appeared to be ontogenesis ademocratic and peaceful government. It had a quasi-democratic governmental body,the Diet,Footnote3 and voting rights were extended to all malecitizens.Footnote4 Yet, underneath this seemingly placid surface, lurkedmomentous problems that lead to the Showa Restoration. The renewal that Japanmade from its parliamentary government of the 1920s to the Showa Restorationand military dictatorship of the late 1930s was not a sudden transfor mation.Liberal forces were not toppled by a coup overnight. Instead, it was gradual,feed by a complex combination of internal and external factors.The history that links the constitutional settlement of 1889 to theShowa Restoration in the 1930s is not an easy story to relate. Thetransformation in Japans governmental structure involved the historical periodbetween 1868 and 1912 that preceded the Showa Restoration. This period ofdemocratic reforms was an fundamental cause of the militarist reaction that leadto the Showa Restoration. The transformation was also feed by several immediatecauses such as, the downturn in the global economy in 1929Footnote5 and theinvasion of Manchuria in 1931.Footnote6 It was the convergence of these external,internal, underlying and immediate causes that lead to the military dictatorshipin the 1930s.The historical period before the Showa Restoration, 1868-1912, shapedthe policy-making climate in which Japan could transform itself from a democracy toa m ilitaristic state. This period is known as the Meiji Restoration.Footnote7The Meiji Restoration of 1868 completely dismantled the Tokugawa semipolitical orderand replaced it with a centralized system of government headed by the Emperorwho served as a figure head.Footnote8 However, the Emperor instead of being a seminal fluid of power for the Meiji Government, became its undoing. The Emperor wasplaced in the mystic position of demi-god by the leaders of the MeijiRestoration. Parliamentarians justified the new quasi-democratic government ofJapan, as being the Emperors Will. The ultra-nationalist and militaristicgroups took wages of the Emperors status and claimed to speak for theEmperor.Footnote9 These then groups turned the tables on the parliamentarians byclaiming that they, not the civil government, represented the Imperial Will.The parliamentarians, confronted with this perversion of their own policy,

The Causes of the Showa Restoration :: Historical Periods Showa Restoration Essays

The Causes of the Showa RestorationSonno joi, Restore the Emperor and expel the Barbarians, was thebattle cry that ushered in the Showa Restoration in Japan during the1930s.Footnote1 The Showa Restoration was a combination of Nipponese nationalism,Japanese expansionism, and Japanese militarism all carried out in the name ofthe Showa Emperor, Hirohito. Unlike the Meiji Restoration, the Showa Restorationwas not a resurrection of the Emperors powerFootnote2, instead it was aimed atrestoring Japans prestige. During the 1920s, Japan appeared to be exploitation ademocratic and peaceful government. It had a quasi-democratic governmental body,the Diet,Footnote3 and voting rights were extended to all malecitizens.Footnote4 Yet, underneath this seemingly placid surface, lurkedmomentous problems that lead to the Showa Restoration. The conversion that Japanmade from its parliamentary government of the 1920s to the Showa Restorationand military dictatorship of the late 1930s was not a sudden t ransformation.Liberal forces were not toppled by a coup overnight. Instead, it was gradual,feed by a complex combination of internal and external factors.The history that links the constitutional settlement of 1889 to theShowa Restoration in the 1930s is not an easy story to relate. Thetransformation in Japans governmental structure involved the historical periodbetween 1868 and 1912 that preceded the Showa Restoration. This period ofdemocratic reforms was an profound cause of the militarist reaction that leadto the Showa Restoration. The transformation was also feed by several immediatecauses such as, the downturn in the global economic system in 1929Footnote5 and theinvasion of Manchuria in 1931.Footnote6 It was the convergence of these external,internal, underlying and immediate causes that lead to the military dictatorshipin the 1930s.The historical period before the Showa Restoration, 1868-1912, shapedthe semipolitical climate in which Japan could transform itself from a dem ocracy toa militaristic state. This period is known as the Meiji Restoration.Footnote7The Meiji Restoration of 1868 completely dismantled the Tokugawa political orderand replaced it with a centralized system of government headed by the Emperorwho served as a figure head.Footnote8 However, the Emperor instead of being a blood of power for the Meiji Government, became its undoing. The Emperor wasplaced in the mystic position of demi-god by the leaders of the MeijiRestoration. Parliamentarians justified the new quasi-democratic government ofJapan, as being the Emperors Will. The ultra-nationalist and militaristicgroups took expediency of the Emperors status and claimed to speak for theEmperor.Footnote9 These then groups turned the tables on the parliamentarians byclaiming that they, not the civil government, represented the Imperial Will.The parliamentarians, confronted with this perversion of their own policy,

Child Observation

peasant observance Backg band The boor that I chose to observe was a nine course of instruction fourth-year son that I exit refer to as Dan. Dan is a super bright child who, unfortunately, suffers from cerebral palsy, as well as fear attacks. His parents are divorced and he lives with his beat, who has remarried. His father who also has remarried, does gift contact with him, though the relationship is somewhat strained. He comes from an upper middle class background, and has no brothers or sisters. I observed Dan in the waiting room for ab bulge out an bit (his pay off was good enough to bring him in for his appointment a bantam early so that I could observe him).The room contained many toys and newss for varying ages, as well as a number of magazines for both kids and adults. The w everys were cover with different pictures and posters, and there were a number of chairs. thoughtfulness Dans mother, Molly, helped him into the purpose by supporting him under his arms . His upper body works normally and he has trouble with his legs, particularly his lower legs, and is otiose to walk on his accept. His mother took him immediately to the corner of the room containing the toys and books, so lowered him to the floor.Dan picked out a science book that appeared to be geared towards children a few years older than he. Lying on the floor, he began to translate aloud and often condemnations questi singled his mother, who sit piling in a nearby chair, to the highest degree pronunciation of words, as well as run intos and background information on famous scientists mentioned in the text. His mother answered all of his questions, and when she did, he pursue her in further conversation rough the subject until he was sure that he understood. His mother was then called into the office to speak with the twist alone.Before leaving, she asked Dan if he needed to use the restroom (he needs her help to do so). He told her he was fine, and she went int o the office. At this point, Dan and I were the only 2 people in the room. He continued to enounce aloud by and by his mother had left. With her gone, he engaged in surreptitious speech when he came to a word he did non know, or a subject he was unfamiliar with. His conversations with himself were very standardized to those he had with his mother. About ten minutes after his mother had left, Dan began face over at me occasionally, however only for a second before termination back to his reading.When he was unsure of a word, he repeated it some(prenominal) clocks before moving on. His reading grew gradually quieter until I could non ever make out the words. At one point, he came across a word that he did non know and began groundsing to himself as follows This must be an English wordalthough I speak English, so peradventure its from a different country or maybe they only use it in England. Dan looked at me several times as he attempted to reason through this, unless did not ask me for help. After that, he closed the book and looked around the room.He pulled a rock the size of a large marble from his pocket, and began brushing it lightly against first a nearby chair leg, then his own sneaker. He sat up, experimented with throwing the rock at his left hand, which he held open, deal facing his right hand. I should note that he did not appear to be try to catch it, but I could not be sure. At any rate, he never did catch it in the several times that he threw it. He then rolled it down his arm a couple on of times, before throwing it straight up in the air, leaving his hand out, but not moving it at all as the rock fell historical it.At this point Dan looked at me for active five or ten seconds straight, the first time he had done more than glance at me. He then pushed the book away and crawled over to a large aluminum can with a lid on it that was filled with toys. He brushed the rock lightly against it, but did not open it. Next, he looked a t me and smiled. He asked me if he was bothering me and I told him he was not. He told me he did not want to distract me if I was studying. I answered that I was just writing something for school and that he was not distracting me at all.He say that he did not want to be bothersome and that he had been trying to be as non-distracting as possible. I told him not to worry about it and to just do whatever he wanted. After that, he began to ripple to me a great deal. He told me about a book that he had read in the waiting room before and asked if I had ever read it. I answered that I had not and he told me all about it. He express it allowed you to put different wigs and c chancehes on different people and that he really liked it a lot. He went on to say that it was a lot of fun, but its not here anymore so soul must have took it.I dont know who took it though. He then pulled down another book with big wobbly eyes that were placed to be on a different picture every time you turned the page. He asked me if I ever saw this book and I told him that I had. He said that it was a really cool book. He then started reading it aloud, facial expression over at me occasionally as he did so. A little later, as he continued to read, his mother came back in and asked again if he needed to use the restroom. He told her he did not, and she lifted him up and helped him into the office for his appointment.Interpreting the Observation The first thing that struck me about Dans behavior was that he ignored the toys and magazines, and went straight for the books. Not only that, the first book that he picked out was obviously geared towards kids several years older than he. I k impudently exhalation into the observation that Dan was highly gifted, and combining that with his physical disability, it make sense that he would be an avid reader and , relative to the other kids his age, a very ripe one. This proved to be true.Gambrell (1994) says that a child who is motivated to ana lyse will read for a number of reasons, including to gain knowledge. This certainly seemed to be the case with Dan as he was very intent on being sure that he understood exactly what he was reading. Many kids read because they have to, and they learn so that they will get an A in school Dan was reading and nurture for the sole purpose of gaining knowledge. This is not surprising given the fact that gifted children have been found to have significantly higher intrinsic motivation to learn all subject ambits than do their peers (Gottfried & Gottfried 1996).This study went on to say that From the early years through adolescence, children who are identified as gifted evidence maestro persistence, attention, curiosity, enjoyment of reading and orientation toward mastery and challenge. This was mirrored in the enthusiasm with which Dan went about the task of reading and being sure that he understood what he had read. The fact that his mother allowed him to pick out a book himself coul d be relevant to Dans apparent motivation to read.Gambrell (1994) reports that over 80% of children name books that they picked out themselves when asked about those they most enjoyed. In contrast, only 10% talked about books that were chosen for them. A strong correlation was shown to exist between a childs being allowed to choose his own book and his intrinsic motivation to read. Gambrell further reports that learning through books is enhanced by societal interactions, which further increase his appetency to read. Dan obviously demonstrated this through the conversation he had with his mother while reading.After his mother left, Dan made habitual use of Vygotskys private speech (overt communicativeizations not intended for a listener), particularly in the form of questions to himself. I saw this as both modeling his earlier conversations with his mother, and actively trying to learn new words and information. Goodman (1981) found that, in problem firmness of purpose tasks, qu estions to self occurred more frequently following failures. This too, was the case with Dan who would often ask himself questions after being unable to pronounce a word or figuer out its meaning.Goodman also found that a hight rate of verbaliztions during problem solving tast was associated with increased efficiency. This is consistent with the fact that Dan, who made frequent use of such verbalizations, was a very advanced reader for his age. His frequent glances at me during particularly troublesome spots could have been related to social referencing. He appeared to want to ask me for help, but never did. Instead he entirely looked at me as he tried to pronounce the word, as if trying to guage my facial reaction to see if he was right.Conclusion Dan appeared to be, aside from his diagnosed problems of cerebral palsy and threat attacks, a fairly normal, though cognitively advanced, nine year old boy. His reading every thing aloud struck me as somewhat unusual, and I have no sure explanantion as to why perhaps he feels that he learns better through auditory stimulation. He also seemed to use private speech more than the average nine year old would, but as I discussed earlier, some studies have linked this to better problem solving abilities and high cognitive performance.References Gambrell, L. B. , (1994). What motivates children to read? Scholastic Literacy Research Paper, 2 Gottfried, A. E. & Gottfried, A. W. , (1996). A longitudinal study of academic intrinsic motivation in intellectually gifted children Childhood through early adolescence. Gifted Child Quarterly, 40 (4), 179-183 Goodman, S. H. , (1981). The intergration of verbal and motor behavior in preschool children. Child Development. 52 (1), 280-289Child ObservationPSY 122 Child Growth and Development *Key Assessment musing *OF A boor and GROUP OF CHILDREN (This key judgment will be in 2 split *a total of 4 separate observation papers*) NAEYC Standards and supporting skills Standard 1 Promoti ng Child Development and larn a Knowing and collar young childrens characteristics and needs 1b Knowing and understanding the multiple influences on development and learning Standard 3 Observing, Documenting, and Assessing to Support Young Children and Families 3b Knowing about and using observation, documentation, and other appropriate assessment tools and techniques 3c Understanding and practicing responsible assessmentSupportive skill 2 Mastering and Applying Foundational Concepts from General Education Supportive Skill 3 Written and Verbal communication Skills Supportive Skill 4 Skills in Making Connections between Prior Knowledge/Experience and New Learning Observation 2 hold back a different child in 2 new area/activities* Part 2 *Observation 3 Observe a group of children inte*racting in one of the following *area/*activities* Observation 4 Observe another group of children interacting in a different area/activities* *Areas/Activities intromit PSY 122 Child Growth and Dev elopment Key Assessment OBSERVATION *OF A CHILD and GROUP OF CHILDREN (This key assessment will be in 2 parts) Observation Paper Format Observation Paper 4 REMEMBER To use pseudonym (not real name) Describe what the child (ren) are doing and byword (use quotation marks) during the length of your observation. Be specific, objective, and descriptive. Avoid judgmental statements (i. e. That little boy was bad. ). Kids Towne day care is located in an industrial park in Branford, CT. It shortly has 75 children enrolled. Inside, the daycare is broken up into class rooms by age.On this day, I chose to observe the preschool room. The classroom currently has 20 children enrolled but not all the children attend daily. On this day there were 14 children in the classroom. The ages range from 3 years old to 4. 5 years old. The ratio of boys to girls is 21. Around 800am, I began watching the entire group of children. The complex body part of their day begins at 800am with circle time. fly th e coop Sam, the teacher of the preschool room, announces to the children Circle time I watched as they all came running. Sit on a letter. Miss Sam instructs the children.In the middle of the room there is a huge carpet with all the letters of the alphabet on it. Each child sits on a letter of their choice. I want J says a little boy named Jonah. Once all the children are seated Miss Sam begins with the date and the weather. Its chilly outside today she tells the students. Mommy made me wear my jacket but I didnt want to. Says a boy named Alex. Shortly after the date and weather, the room breaks out in song. The wheels on the bus go round and round sing the children. I notice that one girl is not singing. She is sitting with her legs crossed with her elbows on her knees and her head down.When the song finishes, Miss Sam asks Meghan, Whats wrong? I have a headache Miss Sam. Well, maybe youll feel better after we make our lusus naturae puppets? Meghan didnt answer. Who wants to make monster puppets? asks Miss Sam. Meeeeeeee several children proclaimed. I watched as the kids ran to the art center where two long rectangular tableswere side by side. All the boys sat at one table, and all the girls sat at the other. Miss Sam gave each child a brown lunch bag and spread crayons, markers, feathers, pom poms and glue on the table. Miss Sam showed the children a monster puppet that she had made. Mine is breathing out to be pink said one of the little girls. Mine too said another. I watched as the children worked on their puppets. Roarrrrrrrr said one boy who was food colouring his bag green. When the children finished their puppets they all held them up and shared them with pride. Section II. Inferences/Interpretations Section ternary Theorist Choose a theory/theorist (i. e. Piaget, Vygotsky, Erikson, Skinner, Bronfenbrenner, etc. ) and include a discussion on how this theory would explain what you have observed about the child (ren)s behavior and development .Child ObservationChild Observation Background The child that I chose to observe was a nine year old boy that I will refer to as Dan. Dan is a highly gifted child who, unfortunately, suffers from cerebral palsy, as well as panic attacks. His parents are divorced and he lives with his mother, who has remarried. His father who also has remarried, does have contact with him, though the relationship is somewhat strained. He comes from an upper middle class background, and has no brothers or sisters. I observed Dan in the waiting room for about an hour (his mother was good enough to bring him in for his appointment a little early so that I could observe him).The room contained many toys and books for varying ages, as well as a number of magazines for both kids and adults. The walls were covered with different pictures and posters, and there were a number of chairs. Observation Dans mother, Molly, helped him into the office by supporting him under his arms. His upper body works normally b ut he has trouble with his legs, particularly his lower legs, and is unable to walk on his own. His mother took him immediately to the corner of the room containing the toys and books, then lowered him to the floor.Dan picked out a science book that appeared to be geared towards children a few years older than he. Lying on the floor, he began to read aloud and frequently questioned his mother, who sat in a nearby chair, about pronunciation of words, as well as dates and background information on famous scientists mentioned in the text. His mother answered all of his questions, and when she did, he engaged her in further conversation about the subject until he was sure that he understood. His mother was then called into the office to speak with the doctor alone.Before leaving, she asked Dan if he needed to use the restroom (he needs her help to do so). He told her he was fine, and she went into the office. At this point, Dan and I were the only two people in the room. He continued to read aloud after his mother had left. With her gone, he engaged in private speech when he came to a word he did not know, or a subject he was unfamiliar with. His conversations with himself were very similar to those he had with his mother. About ten minutes after his mother had left, Dan began looking over at me occasionally, but only for a second before going back to his reading.When he was unsure of a word, he repeated it several times before moving on. His reading grew gradually quieter until I could not always make out the words. At one point, he came across a word that he did not know and began reasoning to himself as follows This must be an English wordalthough I speak English, so maybe its from a different country or maybe they only use it in England. Dan looked at me several times as he attempted to reason through this, but did not ask me for help. After that, he closed the book and looked around the room.He pulled a rock the size of a large marble from his pocket, and be gan brushing it lightly against first a nearby chair leg, then his own sneaker. He sat up, experimented with throwing the rock at his left hand, which he held open, palm facing his right hand. I should note that he did not appear to be trying to catch it, but I could not be sure. At any rate, he never did catch it in the several times that he threw it. He then rolled it down his arm a couple of times, before throwing it straight up in the air, leaving his hand out, but not moving it at all as the rock fell past it.At this point Dan looked at me for about five or ten seconds straight, the first time he had done more than glance at me. He then pushed the book away and crawled over to a large aluminum can with a lid on it that was filled with toys. He brushed the rock lightly against it, but did not open it. Next, he looked at me and smiled. He asked me if he was bothering me and I told him he was not. He told me he did not want to distract me if I was studying. I answered that I was j ust writing something for school and that he was not distracting me at all.He said that he did not want to be bothersome and that he had been trying to be as non-distracting as possible. I told him not to worry about it and to just do whatever he wanted. After that, he began to talk to me a great deal. He told me about a book that he had read in the waiting room before and asked if I had ever read it. I answered that I had not and he told me all about it. He said it allowed you to put different wigs and clothes on different people and that he really liked it a lot. He went on to say that it was a lot of fun, but its not here anymore so someone must have took it.I dont know who took it though. He then pulled down another book with big wobbly eyes that were placed to be on a different picture every time you turned the page. He asked me if I ever saw this book and I told him that I had. He said that it was a really cool book. He then started reading it aloud, looking over at me occas ionally as he did so. A little later, as he continued to read, his mother came back in and asked again if he needed to use the restroom. He told her he did not, and she lifted him up and helped him into the office for his appointment.Interpreting the Observation The first thing that struck me about Dans behavior was that he ignored the toys and magazines, and went straight for the books. Not only that, the first book that he picked out was obviously geared towards kids several years older than he. I knew going into the observation that Dan was highly gifted, and combining that with his physical disability, it made sense that he would be an avid reader and , relative to the other kids his age, a very advanced one. This proved to be true.Gambrell (1994) says that a child who is motivated to learn will read for a number of reasons, including to gain knowledge. This certainly seemed to be the case with Dan as he was very intent on being sure that he understood exactly what he was readin g. Many kids read because they have to, and they learn so that they will get an A in school Dan was reading and learning for the sole purpose of gaining knowledge. This is not surprising given the fact that gifted children have been found to have significantly higher intrinsic motivation to learn all subject areas than do their peers (Gottfried & Gottfried 1996).This study went on to say that From the early years through adolescence, children who are identified as gifted evidence superior persistence, attention, curiosity, enjoyment of learning and orientation toward mastery and challenge. This was mirrored in the enthusiasm with which Dan went about the task of reading and being sure that he understood what he had read. The fact that his mother allowed him to pick out a book himself could be relevant to Dans apparent motivation to read.Gambrell (1994) reports that over 80% of children name books that they picked out themselves when asked about those they most enjoyed. In contrast, only 10% talked about books that were chosen for them. A strong correlation was shown to exist between a childs being allowed to choose his own book and his intrinsic motivation to read. Gambrell further reports that learning through books is enhanced by social interactions, which further increase his desire to read. Dan obviously demonstrated this through the conversation he had with his mother while reading.After his mother left, Dan made frequent use of Vygotskys private speech (overt verbalizations not intended for a listener), particularly in the form of questions to himself. I saw this as both modeling his earlier conversations with his mother, and actively trying to learn new words and information. Goodman (1981) found that, in problem solving tasks, questions to self occurred more frequently following failures. This too, was the case with Dan who would often ask himself questions after being unable to pronounce a word or figuer out its meaning.Goodman also found that a hight rate of verbaliztions during problem solving tast was associated with increased efficiency. This is consistent with the fact that Dan, who made frequent use of such verbalizations, was a very advanced reader for his age. His frequent glances at me during particularly troublesome spots could have been related to social referencing. He appeared to want to ask me for help, but never did. Instead he simply looked at me as he tried to pronounce the word, as if trying to guage my facial reaction to see if he was right.Conclusion Dan appeared to be, aside from his diagnosed problems of cerebral palsy and panic attacks, a fairly normal, though cognitively advanced, nine year old boy. His reading every thing aloud struck me as somewhat unusual, and I have no sure explanantion as to why perhaps he feels that he learns better through auditory stimulation. He also seemed to use private speech more than the average nine year old would, but as I discussed earlier, some studies have linked this t o better problem solving abilities and high cognitive performance.References Gambrell, L. B. , (1994). What motivates children to read? Scholastic Literacy Research Paper, 2 Gottfried, A. E. & Gottfried, A. W. , (1996). A longitudinal study of academic intrinsic motivation in intellectually gifted children Childhood through early adolescence. Gifted Child Quarterly, 40 (4), 179-183 Goodman, S. H. , (1981). The intergration of verbal and motor behavior in preschool children. Child Development. 52 (1), 280-289Child ObservationPSY 122 Child Growth and Development *Key Assessment OBSERVATION *OF A CHILD and GROUP OF CHILDREN (This key assessment will be in 2 parts *a total of 4 separate observation papers*) NAEYC Standards and Supportive skills Standard 1 Promoting Child Development and Learning a Knowing and understanding young childrens characteristics and needs 1b Knowing and understanding the multiple influences on development and learning Standard 3 Observing, Documenting, and Asse ssing to Support Young Children and Families 3b Knowing about and using observation, documentation, and other appropriate assessment tools and techniques 3c Understanding and practicing responsible assessmentSupportive Skill 2 Mastering and Applying Foundational Concepts from General Education Supportive Skill 3 Written and Verbal communication Skills Supportive Skill 4 Skills in Making Connections between Prior Knowledge/Experience and New Learning Observation 2 Observe a different child in 2 new area/activities* Part 2 *Observation 3 Observe a group of children inte*racting in one of the following *area/*activities* Observation 4 Observe another group of children interacting in a different area/activities* *Areas/Activities include PSY 122 Child Growth and Development Key Assessment OBSERVATION *OF A CHILD and GROUP OF CHILDREN (This key assessment will be in 2 parts) Observation Paper Format Observation Paper 4 REMEMBER To use pseudonym (not real name) Describe what the child (r en) are doing and saying (use quotation marks) during the length of your observation. Be specific, objective, and descriptive. Avoid judgmental statements (i. e. That little boy was bad. ). Kids Towne day care is located in an industrial park in Branford, CT. It currently has 75 children enrolled. Inside, the daycare is broken up into class rooms by age.On this day, I chose to observe the preschool room. The classroom currently has 20 children enrolled but not all the children attend daily. On this day there were 14 children in the classroom. The ages range from 3 years old to 4. 5 years old. The ratio of boys to girls is 21. Around 800am, I began watching the entire group of children. The structure of their day begins at 800am with circle time. Miss Sam, the teacher of the preschool room, announces to the children Circle time I watched as they all came running. Sit on a letter. Miss Sam instructs the children.In the middle of the room there is a huge carpet with all the letters of the alphabet on it. Each child sits on a letter of their choice. I want J says a little boy named Jonah. Once all the children are seated Miss Sam begins with the date and the weather. Its chilly outside today she tells the students. Mommy made me wear my jacket but I didnt want to. Says a boy named Alex. Shortly after the date and weather, the room breaks out in song. The wheels on the bus go round and round sing the children. I notice that one girl is not singing. She is sitting with her legs crossed with her elbows on her knees and her head down.When the song finishes, Miss Sam asks Meghan, Whats wrong? I have a headache Miss Sam. Well, maybe youll feel better after we make our monster puppets? Meghan didnt answer. Who wants to make monster puppets? asks Miss Sam. Meeeeeeee several children proclaimed. I watched as the kids ran to the art center where two long rectangular tableswere side by side. All the boys sat at one table, and all the girls sat at the other. Miss Sam gave each child a brown lunch bag and spread crayons, markers, feathers, pom poms and glue on the table. Miss Sam showed the children a monster puppet that she had made. Mine is going to be pink said one of the little girls. Mine too said another. I watched as the children worked on their puppets. Roarrrrrrrr said one boy who was coloring his bag green. When the children finished their puppets they all held them up and shared them with pride. Section II. Inferences/Interpretations Section III Theorist Choose a theory/theorist (i. e. Piaget, Vygotsky, Erikson, Skinner, Bronfenbrenner, etc. ) and include a discussion on how this theory would explain what you have observed about the child (ren)s behavior and development.

Compare and contrast how the two short story writers use the theme of revenge Essay

The two writers Isabel All raritye and Guy de Maupassant both use the theme of strike back in many elans in their pithy stories The take aim teachers guest and Vendetta.Vendettas key theme appears to be revenge because of the title, the word Vendetta meaning A bitter, destructive feud. Where as The school teachers guest seems, from its title, to be a pleasant story about a school teachers guest. The opening paragraphs of the stories be also different. The school teachers guest introduces the murder straight away by the schoolteacher Ines entering the pearl of the Orient and announcing to the character Turk that she had just cut discharge the head of one of her guests, Allende then goes back to explain why this happened. This is different in Vendetta as the murder does not happen until the very end and it isnt until the middle of the story that we learn who the vendetta is for.The revenge in Vendetta is also make up in a different way by setting a depressing scene and working g radually into the sons murder and the leave behinds grieving. It also builds up the widow training the dog Smillante to kill. This is different in the school teachers guest, as the murder is announced at the beginning, there is no build up and the killing of the man is more of an act of fate. The reason for the act of revenge is also described more thoroughly in the school teachers guest. The accidental murder of Iness son is told in lines 24-35 in large detail using phrases such as drilling a barren hole in the middle of his forehead through which his life rapidly escaped. In Vendetta, Maupassant simply states one evening, Antoine Saverini was treacherously stabbed in a course by Nicolas Ravolati, who escaped that same night to Sardinia. This is a much shorted but not as thorough way to describe the main reason for the flood tide of the story.One thing similar between the two stories is the scene in the aftermath of the sons murder being described in great detail, although in the school teachers guest the act of revenge is almost committed by the towns people rather than swore by the victims mother. The aftermath in the school teachers guest is also more of a community parade, throwing mangoes and marching rather than weeping by the dead boys bedside as the widow does in Vendetta. We are also told more about the murder despite not knowing his name. We know that he is a truck driver and an outsider of Agua Santa. In Vendetta we know nothing of Nicolas Ravolati but his name which does not give him much character to hold a vendetta against.Both Maupassant and Allende use revenge in different ways in their short stories but Allende describes the characters and the reasons for revenge more thoroughly even if she doesnt set the scene as well. In this way I found the school teachers guest used revenge in better and more high-quality ways.

Ap World History Units 1-3 Study Guide

Unit One1. Consequences of the Neolithic Revolution didnt includeEnd of hunting-gathering societies2. Most scholars believe that, during the Paleolithic Age, sociable organization was characterized byA crude well-disposed equality3. The earliest metal worked systemically by clements atomic number 18Copper4. The beam head of the Bantu-speaking peoples over southern Africa can be best explained by theirKnowledge of agriculture5. Characteristics of complex civilizationsSpecialization of laborTrade and ethnic diffusionWritten quarrelsComplex governmental order and power6. Evidence proves that the MesopotamiansTraded extensively with peoples as far away as Anatolia, Egypt, & India7. Major movement of Neolithic RevolutionThe establishment of sedentary vill geezerhood communities8. Conditions for women in MesopotamiaGrew increasingly worse over m9. The division of the superannuated people into social and gender hierarchies was first made possible byRise in rustic production10. Ethical monotheism was the customs duty of theHebrews11. Hammurabis code was base on the concept of lex talionis but the punishments were shaped byThe social standing of the accused2. The Hittites who were the close influential ancient Indo-atomic number 63an migrants into southwest Asia are credited forHorse-drawn chariotsMetallurgyMigrating from southern RussiaDefeating the Babylonians13. The society who began the custom of embalming to preserve the body for its life after(prenominal) deathEgypt14. Which metal was most important in trans signifiering agricultural societies into large urban civilizations?Iron15. In which society did women enjoy the most freedom and opportunity?Egypt16. In tribes which, as early as 3000 BCE, began to spread their language and agricultural techniques byout Africa were theBantu17. The Chinese philosophy that promoted strict social and political control was* Legalism18. Social distinctions in Early River Valley civilizations were* Less pronounced than in Neolithic19. By spreading their language across a huge stretch of Africa, the Bantu vie a part similar to that played by* Indo-atomic number 63ans20. The Bantu in all probability began their migrations because of* Population pressures21. practically of the early Harappan history remains a mystery because* The archeological remains are under water22. The biggest military advantages of the Indo-Europeans was* Their horses23. Most of our information slightly the early Aryans comes from the* Vedas24. chastise groupings of early societies and their rivers* Mesopotamia Tigris & Euphrates Egypt Nile Harappan Indus main impose chinaware Huang He25. Harappan society* Most of their houses featured private showers and toilets* They betrayd extensively with the Mesopotamians* They had social distinctionsThey produced representational art26. Group that retained much more(prenominal) enamour on family structure in China than in other early civilizations* The extended family2 7. The Chinese concept of the Mandate of Heaven was sometimes used to rationalise* Rebellion28. Early China enjoyed lasting direct long-distance trade with* None29. Ritual bloodletting was crucial to Maya rituals because* It was associated with rain & agriculture30. The most characteristic artistic creation of the Olmecs were* abundant human heads sculpted with basalt31. The Aryans affected the Indian sub-continent by A common written language* Adding race to the company system* Establishing the Silk Road trade* in advance(p) use of technology32. Which of the following mathematical concepts, subjective for positional notation and the manipulation of large numbers, was invented by Mayan mathematicians?* Zero33. The ultimate source of wealth in any agricultural society is* Land34. This passage from the Upanishads explain what Hindu concept? According as a man acts and walks in the path of life, so he becomes. He that does dependable becomes good he that does evil becomes evil. * Karma35. Which early Mesopotamian seer believed that the gods had chosen to promote the welfare of the people (and) to cause justice to prevail in the land?* Hammurabi36. During the time of the Aryans the Indian political landscape was characterized by* A series of small kingdoms37. Contributions of the River Valley Civilizations* Metallurgy in agriculture, welfare and art* The wagon wheel* Written forms of discourse* The calendar and the 60-second minute38. What two River Valley civilizations are most alike as far as their use of regionalism and the de keyization of political power?* Olmec and Chavin39. Confucian social order* Loyalty to the ruler* Filial obedience to ones father* Respect of younger brother to older brother* Respect of preserve to wife40. Women were important contributors to the agricultural revolution because they were likely the* Gender who gathitherd edible plants and grew various grains41. Shang and Zhou China originated the Mandate of Heaven primarily* As a way to demonstrate the divinity of the emperor42. The government structures of early Mesopotamia and Egypt* In both civilizations power was concentrated in the hands of a king who was considered a god43. The Chinese copied their chariots from* The steppe nomads44. The Period of Warring States refers to the* Chaotic last centuries of the Zhou dynasty45. The early Chinese shipped textiles and metal goods to the ancestors of the Turks and Mongols in the steppes and authentic what in return?* Horses46. Which of the following is a get a line philosophical and ghostlike element of Daoism?* Emphasis on harmony between humanity47. Which of the following describes the major effect of Bantu migrations?* ethnical commonalities in sub-Saharan Africa48. Confucius argued that* Educations is essential to becoming a refined gentleman49. The device the ancient Olmec build in order to trap silt carried by the numerous rivers passing through the Mesoamerican lowlands* Terraces50. The proper order from top to bottom of the original Aryan clan system?* Priests, warriors, farmers/merchants, laborers, polluted laborers51. One depict role of the caste system which was contradictory other systems of social inequality in the ancient demesne was that the caste system* Served to maintain order and stability as political systems did in Mesopotamia, Egypt, and China52. What occasion do scholars believe paleolithic Venus figurines served? The figurines reflect a deep interest in fertility necessary for the generation of the new life53. A key geographic difference between ancient Egyptian, Mesopotamian, Harappan, and Chinese society was thatEgypt and China were more isolated and therefore protected by their environment than there were the Mesopotamians or Harappans54. Olmec and Mesopotamian political traditions are an example of* Decentralized monarchy55. Because of the immense size of the Zhou state, its emperors were forced to* Institute a feudal system of the governmentUnit Two1 . An important basis for the fall of the papist, Han, and Gupta empires was * Intensified invasions and security issues along their frontiers2. Before 500 C. E. Judaism and Hinduism were similar in that both * Had written scriptures and an ethical code to live by3. In organizing their empire, Persian rulers relied heavily on techniques of administration from the * Mesopotamians4. The Medes and Persians were originally * Indo-European tribes5. The classic Persian governmental approach was * An enlightened an tolerant one6. The Persian efficacious code was designed to * Codify laws of the subject peoples7. The center of the Persian communications network was * The Royal Road8. Basic tenets of Zoroastrianism that influenced later religions * The belief in promised land and hell * The encouragement of high moral standards * The doctrine that individuals will undergo a final judgment * The belief that each individual plays a key role in determining his or her spiritual destiny9. The Qin and Han dynasties * Went further than the Persian emperors in their bowel movements to foster cultural unity10. Confucian terms * Ren almsgiving * Xiao filial piety * Dao way * Junzi superior individuals11. The philosophy that criticized the social activism, and instead, proposed a life of reflection and introspection was * Daoism12. What was the school of philosophical mentation that returned order to China after the Period of Warring States? * Legalism13. Qin Shihuangdis most important contribute to China was * Establishing a precedent for centralized imperial rule14. The Han philosophy of rule was * A contribution of Qin policies of centralizations15. In 124 B. C. E. , Han Wudi transformed China by * Establishing an imperial university16. Which popular treatise emphasized humility, obedience, subservience, and devotion to their husbands as the virtues most appropriate for women? * Admonitions for Women17. As the Han dynasty became more powerful and wet, * The gap betwe en rich and poor grew dangerously large18. The Indian political scene changed dramatically in 520 B. C. E. when new administrative techniques were introduced after the invasion of the * Persians19. The rock and pillar edicts were issued by Ashoka20. One of the biggest financial problems of the later Mauryan uttermost was the rulers decision to * Debase the currency21. Politically, the Guptas * Left local anaesthetic government and administration in the hands of their allies22. The success and timing of trade, through the Indian Ocean basin, largely depended on * Understanding the rhythms of the monsoon winds23. One of the biggest transformations of the caste system during this period was * The rise of guilds, which essentially served as jati24. The greatest social contribution of the Jains was The fact that they did not recognize social hierarchies based on caste25. When Krishna tells Arjuna, in the Bhagavad Gita, Having regards to your own duty, you ought not to falter, for there is nothing better for a Kshatriya than a righteous troth, he is referring to what Hindu principle? * Dharma26. The political structure of the ancient Greeks * Usually considered of in pendant, autonomous city-states27. The Greeks used the word polis to refer to the * The city-state28. Athenian democracy was open to * All Athenian citizens29. Events that occurred during the time of Pericles * Athenian democracy reached its high topographic point Athens became the most sophisticated of the poleis * Athenian magnification and arrogance helped spark the Peloponnesian War * Athens underwent a massive building program30. Affects that came about because of Greek colonization * An increase in the size and diversity of trade * The spread of Greek language and cultural traditions * A quickening of the tempo of social life * Increased contact with other societies31. Consequences of the Neolithic Revolution * Incidence of disease increased * Widening gender differences * Rapid increase in h uman population * Increase in reliable food supply32. In The Re domain, Plato proposed that the true rulers of society should be * Philosopher kings33. The Roman constitution toward conquered peoples was * Generous with potential for citizenship34. The Roman policy of toleration and respect for conquered peoples was most similar to the * Persians35. The land route of the silk roadstead ran from the Han capital of _____________ to the Mediterranean port of _____________. * Changan Antioch36. Latifundia were * Enormous plantations worked by slaves37. After assignment himself dictator in 46 B. C. E. Julius Caesar * Launched large-scale building projects in Rome Extended Roman citizenship to peoples in the imperial provinces * Appointed some Gauls to the Roman senate * Seized the land from the conservatives and distribute it to his army veterans38. The reign of Augustus inaugurated a period known as paxromana in which caused * Common coinage * Common language * Greco-Roman art * une motionality39. Foundations of Roman Law * The principle that defendants were innocent until proven guilty * The notion that defendants had a right to challenge their accusers before a judge in a philander or law * The ability of judges to set aside laws that were inequitable40. The information that Zhang Qian brought back back up Han Wudi to destroy the Xiongnu and lay out the foundations for the * Silk roads41. The fact that by the first century C. E. southeast Asian kings called themselves rajas shows how they were influenced by the * Indians42. By around the year 600 C. E. , the ravages of epidemic diseases had caused both the Mediterranean and Chinese populations slack by * At least a quarter43. In the year 184 C. E. , peasant discontent in China led to an uprising known as the * Yellow Turban rebellion44. With the crack up in political order after the fall of the Han Empire, * Daoism and Buddhism became much more popular45. The Roman Empire was separate into two parts by * Dio Cletian46. The social distinctions in Early River Valley civilizations were * Did not exist as they did in pervious times47. After the collapse of the western half of the Roman Empire, imperial authority survived for another thousand years in the * Byzantine Empire48. Major effect of Bantu migrations * Cultural commonalities in sub-Saharan AfricaUnit 3 Part I1. Agricultural production increased throughout medieval Europe mainly esult of a * A heavier plow * irrigate and wind powered mills2. Arabic conquests of Mesopotamia and Persia influenced the women in the Islamic world by making * Society more patriarchal3. Characteristics of the medieval period of Europe * Political order through feudalism * Economic order through manorialism * Religious order through Church * Expanded trade and education4. The expansion of communication and trade networks in Afro-Eurasia from 600 C. E. to 1450 C. E. resulted in the spread of what from South Asia? * Technological and scientific concepts such as decimal and zero5. Foot binding is probably the best example of * The increasingly patriarchal nature of Chinese society6. During the Tang and Song periods, the imperial examination system * Expanded and filled posts based on intellectual ability and merit7. When comparing unificationern and southern India during the postclassical era, it can be stated that * The south suffered through far fewer invasions than the north did8. The success of the Byzantine theme system was most dependent upon * Promoting rural agriculture with few imperial restrictions9. Islam became very popular in India and within dissimilar segments of Hindu society because * It emphasized equality and it was less exclusionary than Hinduism10. The term samurai describes men in feudal Japan who were most like these men in Europe * Knights11. Gender relations up to 1000 C. E. * In some societies, women enjoyed more rights than in others12. The impact of commercial trade during this period * Technology, crop s and religious ideology spread from China in the east to Europe in the west while also connecting India, the Middle East and Africas Swahili coast13. Constantinople Was constructed by Constantine * Allowed the imperial court to pull through watch on the Sasanid Empire in Persia * Was built because the eastern half was the wealthier and more productive part of the empire * Allowed the imperial court to keep watch on Germanic tribes on the Danube14. The items Marco Polo encountered at Kublai caravan inns court and described to Europeans * Paper money * Food stocks noodles * Black stones coal * pulverisation15. Middle Eastern trade in the period between 1000 to 1400 * A unified Islamic Empire which eliminated tariffs and encouraged trade16. Justinians most significant long-term accomplishment * He regulated and established a new uniform legal code for his empire17. Comparison of the political systems in western Europe and China during the time period 1000 1300 * Western Europe de veloped multiple monarchies while China maintained a genius empire18. After the fall of Rome, the only real institutions of learning in Western Europe were the * Christian monasteries19. Hagia Sophia was * The magnificent church at Constantinople20. Major public work that was first constructed by emperor Yangdi during the Sui Dynasty in China * The Grand Canal21. A result of the Viking raids on Europe from the 8th to the 10th centuries was that * Europeans create into feudalistic societies for protection22. In 1054 the pope in Rome and the patriarch in Constantinople * Mutually excommunicated each other23. Charlemagne * He expanded the Frankish soil * He supported education and literacy * He instituted the missi dominci * He established his capital in Aachen24. Guilds during the Late Medieval period Admitted women as members25. Relationships between Islam and the influence it received from other cultures * India mathematics & economics * Persia literacy works & politics * Greec e philosophy & medicine * China paper, cotton & silk26. The main Indian influence on Islamic thought was in the field of * Mathematics27. Major result of the Christian Crusades * Europeans were introduced to new technology, trade and cultural exchanges28. Common feature of most Middle Eastern, Asian and European societies during the period of 1000 to 1450 * A close association with religion29. The most striking difference between the Tang and the Song dynasties affecting their survival was * The differing ship canal they chose to deal with nomads on their frontiers30. The two major sources of stability during the Medieval period of Europe * Feudalism and the Catholic church31. In regard to political structure, postclassical India * genuine no single centralized imperial authority32. An invasion in 451 C. E. , by the White Huns, began the collapse of the * Gupta dynasty33. In 711, the blue Indian area of Sind drop down to the * Umayyad dynasty34. The most important new crop intr oduced to China during the Tang and Song periods was * Fast-ripening rice35. The primary difference between Shiite Muslims and Sunni Muslims is a disagreement over * The travel of the Muslim community after Muhammads death36. The Indian ruler Harsha was known for * His Buddhist faith and his benevolent treatment of his subjects37. Legacy of the Vikings during the medieval period * Feudalism * Exploration * Warfare * Shipping technology38. The Abbasid Dynasty differed from the Umayyad Dynasty in that * It was not a conquering dynasty39. The Delhi sultans were Never able to expand their control beyond northern India40. The Crusades by European Christians at the end of the eleventh century were motivated primarily by * Efforts to unite religious power and retake control of capital of Israel and the Holy Lands41. An example of interaction among Indian, Arab and European societies by 1200 was the transfer of * Numerals and decimal system42. The Tang planned to avoid the concentration o f land by the wealthy by implementing the * New economic planning system43. Zheng He was * The Chinese admiral who made seven journeys of exploration44. Hindu temples Played an important role in the agricultural and financial development of southern India45. Major reason for the rapid expansion of Islam during the 7th & 8th centuries * The advanced military technology of the Islam forces46. India was a natural location for the establishment of emporia because of * Its central locations in the Indian Ocean basin47. Achievements of the Early Middle Ages * A restoration of political order through a feudal system * Some economic recovery because of agricultural advancement * The creation of an institutional framework for the Christian church based in Rome48. The adoption of the Neo-Confucianism by the Ming dynasty during the 14th century was primarily motivated by the * Need for competent government administrators49. The Byzantine Empire achieved * The conversion of numerous Slavic peo ples to Christianity50. Islamic & Chinese empires in the postclassical period (700 1200 C. E. ) shared a characteristic of * Extensive urbanization & maritime trade51. Most important effect of Islamic expansion on the civilizations of medieval Europe * The transmittal of Greek & Arab learning52. The development and spread of Christianity and Buddhism both * Were outgrowths of other religions * Were aided in their spread by the trade networks * Developed monastic orders * Venerated people of high spiritual merit53. In medieval society, political power was vested in * Local regimen54. The most important relationship in feudalism was between * Lord and retainerUnit 3 Part 21. The largest empire of all time was created by the * Mongols2. The Inca quipu was * A enrol keeping device consisting of small cords with knots3. The political power of the khans was based on Indirect rule through the leaders of allied tribes4. In an effort to strengthen the Mongol fighting forces, Chinggis Khan * Formed new military units with no tribal affiliations5. Who made a famous pilgrimage to Meca in 1324 1325? * Mansa genus Musa6. Khubilal Khans military and imperial pursuits * Had little success when he tried to conquer Vietnam, Cambodia, Burma, and Japan7. Ethiopian Christianity * Retained both traditional African and Christian beliefs8. The Mongols brought greater integration among Eurasian peoples by * Increased trade * Resettlement of conquered peoples Diplomatic missions9. Devastation wrought by the bubonic plague played a key role in the fourteenth century collapse of the * Yuan dynasty10. The introduction of a new crop about 400 C. E. encouraged a fresh migratory surge in Africa. What was the crop? * Bananas11. The first European nation to dominate trade with Asia was * Portugal12. By the middle of the first millennium B. C. E. , the Bantu had begun to produce * Iron13. The late fourteenth century Turkish ruler who weakened the Golden Horde, sacked Delhi, and launched ca mpaigns in southwest Asia and Anatolla, was * Tamerlane14. One of the central factors in the establishment of trans-Saharan trade was * The domestication of the camel15. By the tenth century C. E. , the kings of Ghana had converted to * Islam16. Foundations of Malis power * Control over trans-Saharan trade * A strong cavalry * A series of powerful kings17. During the period of Mongol domination, * Long-distance trade became much less risky18. In regard to political structure, the Aztec empire * Had no elaborate bureaucracy19. Just as the kingdoms of west Africa depended on trans-Saharan trade, the kingdoms of east Africa depended on * Indian Ocean trade20. The Ilkhanate in Persia began a rapid decline in the 1200s * After the government issued paper money21. Since there was no concept of private ownership of land in sub-Saharan Africa, * Slave ownership formed an important aspect of determining personal wealth22. Historians estimate that between 750 and 1500 C. E. , the number of sl aves transported north as part of the trans-Saharan slave was * Ten million23. In the five centuries after the year 1000 C. E. , the peoples of the eastern hemisphere * Traveled and interacted more intensively than ever before24. By 1750, all parts of the world participated in a global trade network in which Europeans played dominant roles except * Australia25. Khubilal Khan employed Marco Polo in administrative posts * Because he did not entirely trust his Chinese subjects26. When Pope Innocent IV sent envoys to invite the Mongols in an concretion against the Muslims, * The khans declined and in turn told the Christians to submit to Mongol rule or be destroyed27. Ibn Battuta was able to travel so extensively because * His religious and legal prepare allowed him to serve as qadi28. Product that had a new impact during this period of increasing interaction * Silk29. The North American Indian societies * Possessed no form of writing30. Common results of a bubonic plague * A decline in trade * A decline in population * Peasant rebellions caused by efforts to freeze wages31. The Yongle Encyclopedia * Represented the Ming rulers interest in supporting native Chinese cultural traditions 32. Central to the Renaissance thought beginning in northern Italy was * A fascination with the ancient world33. Mali became the wealthiest kingdom in sub-Saharan Africa because of * Its control of the gold trade34. Humanist moral philosophers believed that * People could lead morally virtuous lives while participating in the world35. Under Spanish rule of the Philippines, the native population * Was pressured to convert to Roman Catholicism36. In regard to exploration, Prince Henry was to Portugal what _________ was to China. * Wan Li37. The Toltec state collapsed by around 1175 because * Of a combination of civil conflict and nomadic invasion38. The chinampa system refers to * The Aztec blueprint of dredging fertile muck from the lakes bottom39. In regard to gender issues in sub -Saharan Africa, Women had more opportunities open to them than did their counterparts in other societies40. Rulers among the Mexica were chosen by * A council made up of the most successful warriors41. A Mexica woman who died in childbirth * Won the same fame as warriors who died valiantly in battle42. The Aztecs viewed human sacrifice * As an essential ritual to ensure the worlds survival43. North American societies * Developed on a comparatively small scale44. In regard to political structure, the early Bantu societies * Governed themselves mostly through family and kinship groups45. The Inca imposed order By taking hostages from the conquered tribes thought classes46. Hallmark of Hongwus rule * The reestablishment of Confucian education * Extensive use of the civil service system * The reestablishment of the civil service system47. The cultural and religious traditions of the Australian aborigines * Did not diffuse much beyond their own regions48. During the early modern era, w hich of the following non-European peoples explored the Indian Ocean? * Chinese49. In sub-Saharan Africa, an age grade was * A publicly recognized group that performed tasks based on their strength and maturity50. Main inspirations for European exploration * The desire to conquer China and India51. The invasions of the nomadic Turkish and Mongol tribes between the eleventh and fifteenth centuries * Facilitated greater cross-cultural communication and integration52. Reasons for the European interest in finding a maritime trade route * The spread of the bubonic plague made the silk roads more dangerous * The high prices charged by Muslim merchants * The collect in Europe for items such as Indian pepper and Chinese ginger53. The Reconquista came to an end in 1492 when * The Muslim kingdom of Granada fell to Spanish Catholic forces54. Chinese inventions * Sternpost rudder and magnetic compass55. The profitable merchandise that Vasco da Gama purchased in India was made up of * Pepper an d cinnamon56. The Portuguese dominance of trade was dependent on their ability to * Force merchant ships to call at fortified trading sites and pay duties57. In the end, Portugal was unable to maintain its early domination of trade because * It was a small country with a small population58. Advantages that the English and Dutch had over the Portuguese * They possessed faster, cheaper, and more powerful ships * They created joint-stock companies * They were wealthier countries59. The Dutch policy in Indonesia was * To control the production of spices60. The country that finished the Seven Years War with global hegemony was * England61. In the long term, the Columbian exchange * Increased world population because of the spread of new food crops62. From 1500 to 1800, the largest contingent of migrants consisted of * Enslaved Africans

Understanding Nonverbal Communication

Communication is more than just an exchange of dialogue. Sometimes, even the most powerful messages are unsaid or non literal. Nonverbal communication reminds you of what is inside an otherwise persons mind. Emotions and thoughts are usually conveyed without the use of words or voice, but the best communicators are irritable to its messages. Nonverbal communication includes facial expression, gestures, body language, and the use of space. A study over at UCLA indicated that around 93 percentage of communication effectiveness is impelled by nonverbal cues.Another study shows that the impact of a singing performance was determined seven percent on the words used, 38 percent by voice quality, and 55 percent by nonverbal communication. Nonverbal behavior also reflects a persons true emotions and thoughts. A verbalizer may try to say one thing, but his body language and the tiniest of facial expressions tells otherwise. However, multicultural differences in body language and gestures are usually collapse to misinterpretation.Greeks would nod their heads when they mean no, which we would instantly misunderstand for a yes. Brazilians, meanwhile, would find the OK sign vulgar. With the thumb and index finger forming a circle and the three other fingers are extended, for them it means youre an a-hole. With these in mind, nonverbal communication can be a vital tool in screening job candidates. If you require to determine what is really on each interviewees mind, you need to pay close attention to the following.Watch their body language People communicate on many level. Their facial expressions, eye contact, posture, hand and feet gestures, body movement, and even appearance can determine a persons confidence level as well as the emotions conveyed. In fact, how a job applicant sits in the lobby can say a lot about his skills, strengths, weaknesses, and concerns. Check if the verbal and nonverbal communication agrees with each other If a person says one thing but his body gesture tells you otherwise, give more weight on what he does not say.He may try to mask his thoughts by saying things differently, but his nonverbal behavior would most likely show it. recitation reading nonverbal communication We do not become experts in nonverbal communication overnight. Understanding this types of communication takes time and practice. The first step is to see the power of what is unspoken, as well as following your gut whether what the applicant said is true.

Gender-role in Advertisement Essay

This paper explores sex-role in modern advertise custodyt. Sample modern-day advertisements will be analyzed in relation to gender-roles. Gender-role refers to a soulfulnesss way of carryions and thinking that is identified as either related to male or female characteristics (Haig, 2004). It is a set of expectations on how females or males should think, behave, and feel.It is in the adolescence stage that male and females start to define their roles while their gender is intensified by conformity to transitional gender-roles in during puberty (Hill & Lynch, 1983), which indirectly signals that they begin to act in ways that resemble the stereotypic female or male of their culture (Huston & Alvarez, 1990).In addition to the demands of work and changing trends in the society and the increase number of employed mothers in the mid twentieth century, adolescents exposure to the media is considered to have a possible impact on their attitudes and perceptions about gender relationships, identity formation, and gender-roles (ODonnell & ODonnell, 1978 Durkin, 1986 Lovdal, 1989 Richards & Duckett, 1994 Dietz, 1998 Hovland et al. , 2005).The effects of advertisements to the perpetuation of gender-role stereotypes have received considerable importance in research and it has been debated whether it stereotyped advertisements have long stipulation or short term impact on deal own gender-role and whether advertisements with stereotypic submitals gain much profit or does non have significant influence in flocks buying behavior at all. Effects of media in gender-role There are many factors that that affect gender-role development and the media is considered to be one (Golombok & Fivush, 1994 Durkin, 1995).Dietz (1998) asserted that the media, in addition to environmental or social factors, affects peoples perception of gender-roles. The impact of advertising on audiences is often explained by social learning surmisal or by theories that are based on it. The argument i s that, as people are repeatedly exposed to advertising images, they tend to internalize the advertisers views of themselves and others. The more ubiquitous the images are in advertisements, and the more frequently they see the advertisements, the deeper the audience identifies with the images.In addition to social learning theory (Bandura, 1977), framing research or frame analysis, introduced Goffman (1974), was used to obtain empirical evidence regarding the effects of media portrayals in peoples thoughts and consciousness. Framing assumes that the media frame reality is used to explain how people perceive and think about gender-roles because of the things they see and experience. Framing is used as a remedy sort in selecting a particular aspect of a perceived reality in order to emphasize, convey, or interpret something.However, framing may directly or indirectly influence peoples judgments on recognizing ideas presented in advertisements (Entman, 1993). Another issue on the effe cts of media is identified by Mead (1962) in his theory, arguing that individuals characterizations in the media affect childrens attitudes, relationships with other people, and behavior expectations. When conventionalistic feminine or masculine roles become distinctive and children starts to identify with a particular gender-role, they are likely to expect specific characteristics and behaviors from females and males.Gender-role stereotyping negatively affects young individuals attitudes towards males and females since traditional portrayals of women are normally portrayed as dependent, obtaining approval from family and males, weak, victims, supportive of mens roles, sex objects, and adornment rather than individuals (Hall, Iijima & Crum 1994 Artz, Munger, & Purdy, 1999). As a result, these negative or substandard characteristics of women adversely affect childrens perception that women may ever find it difficult to attain gender equality and function as effective as men do in the society.This female portrayal restricts young females to think of achieving beyond their potential because many attributes, activities and traits are being designated as inappropriate for their gender (Dietz, 1998). Traditional stereotyped gender-role portrayals in advertisements Most advertisements portrayed both males and females stereotypically. Since 1950s, significant changes in gender-roles have occurred as the division of labor has become less distinctive and the entry of increased number of women into the workforce where professional positions, which were used to be exclusively for men, have opened opportunity for them to progress.Images of men and women in advertising in the early times have been heavily stereotyped. Men were depicted as independent, active, assertive, work-oriented while women were portrayed as dependent, passive, and internal. Advertisements in the 1970s to 1980s continued to portray gender-stereotyping due to the difficulty of presenting people wi thout specific gender-roles, especially when advertising specific products of particular gender.The strategies of advertisers in attracting peoples intentions and behaviors were more likely to favor gender-stereotyped delegation since the public was more familiar and comfortable with gender-stereotyped advertisements (Morrison & Shaffer, 2003). Gender portrayals in the context of advertisements were found to be predominantly stereotypic with dominant males and nurturing females in the mass media, music, film, as well as the print media. Although changes in the society and culture have been apparent, advertisements still rely upon womens roles as subordinate.Womens subordination was a efficacious tool in selling a wide variety of products such as alcohol, medicine, cigarettes, perfume, and vehicles. Constant exposure to derogatory portrayals of females in advertisements may result to socially induced depression and lowered levels of aspirations in achieving ones goals. Women portra yal as subordinates has been consistently practiced and presented in advertising until today although some changes and reversions have been observed (Mclaughlin & Goulet, 1999).Advertisements usually portray men as being strong who are expected to have jobs that require much physical strength. They are portrayed as being the authority, dominant, having higher intelligence, becoming public figures, belonging to upper-middle class, being able to take medicine, law or business courses, aggressive, and sometimes gentlemen or bad guys. At home, men are portrayed to use car wax, auto parts, carpentry tools, motor oil, and lawn mowers. Women are rarely depicted as professionals in advertisements (Dietz, 1998).When women in advertisements are presented as professionals or experts in the products they advertise, they are often backed up by male figure or an authoritative male voice-over to strengthen the efficiency of convincing the audience since males were viewed as the authority (Lovdal, 1989). In traditional male magazines (e. g. , Esquire and Field & Stream), gender-role stereotyped advertisements that portrayed men with masculine or manly activities have not decreased as much as the traditional female and general interest magazines.Although there have been some trends toward less stereotypic portrayals of masculine images in some print media advertisements, the traditional stereotype of the male gender still provides cultural representation (Furnham & Thomson, 1999) Women are stereotypicly depicted in relation to beauty, physical attraction, family, domestic responsibilities, parenting, occupations such as teacher, waitress, masseur, bride, actress, secretary, vendor, household cleaners, maid, model, guest relations officer, and the like, as well as negative representation like evil, witch, possessions of men, passive, deferent, object for mens pleasure.At home, women are portrayed to take care of every member, do all the chores, and maintaining relationships. T hey are often portrayed as supportive wives, mothers, sex objects, dependents, lack exploration, skills, knowledge, credibility, self-expression, and sense of mastery. Advertisers market products in magazines, like in television, using young, professional women as a product of beauty techniques and methods in order to attract and keep handsome, lucrative, and sophisticate men.Comic strips and childrens books also continued to adopt and support traditional portrayals of women in the society. For instance, illustrations show traditional female activities or a situation in which there is a dutiful wife in the bathroom or kitchen wearing an apron to model cleaning products, kitchen wares and appliances or food (Dietz, 1998 Peirce, 2001).

School Uniforms Are a Necessity

Reading obliges is better than TV Reading books is better than TV Reading books is much better than watching TV How many of you watch TV? No doubt all of you do each and every day. It is so easy to just sit down on a lay and press 1 little button and waste hours on watching TV shows and movies Books are better for our Health our Electricity and Education. intelligent Morning / Good Afternoon Mrs Millward and 7AC today I am going to tell you about why books are better and I mean delegacy better then TV. TV eject affect our Health in a way which is sitting down too much on the couch and not doing physical activities outside.A great deal is known about children and television, because there have been thousands of studies on the subject. Researchers have studied how TV affects kids sleep, weight, grades, behaviour, and more. When using a book reading is exercising your brain and learning manner of speaking you didnt know about but when TV comes in all you do is watch and that can e asily affect your eyes and then it can affect you behaviour and your grades. When watching TV for hours and when your parents get a neb for the electricity half of the bill is caused by watching TV of course because that is the main problem.In my house we only turn on the TV if we are watching the cricket of watching the intelligence agency or watching our sport team play and that is all my family use it for. But this isnt always caused by kids it is caused from parents that work at least erstwhile a week and that happens when they have got nothing to do. Say if you are doing an assignment for prepare and you have been working for hours without getting anywhere. Majority of you would watch TV for a while, while watching you will still be worrying about the assignment and by the time you get back to it you will be stressed.And on top of that books are an excellent way to learn new vocabulary without you even knowing, thats right, while reading books you involuntary learn new word s and the spellings. Imagine you have got this huge test the next morning and then youre watching TV and then youre studding on the way to school and then you get a FAIL On your test. How bad would that be? If it was me I would feel really embarrassed. So you have just heard close to things that can affect your health and your parents bills and your own education that your parents are paying for but lso when our parents where alive they only got a TV when they were around 16 or 17 of age. And look us and then think of your parents back in the past. And they didnt have computer games either. So 7AC and Mrs Millward I think I win over you that books are much better then Television. And so when you get I want you not to go to the living room and turn on the TV I want you to Study on your Math exam and do your HOMEWORK take int Touch the TV Do Your Homework Dont Touch the TV Do Your Homework

Education, Teacher Essay

How tin instructors be advocates for tiddlerren in and out of the classroom? T separatelyers play an important role, every nonpareil knows that, but does some(prenominal)(prenominal)one actually know how much teachers do for us? It seems that teachers are just an authority figure at school, but it is so much more than that. Teachers are in a classroom with almost 25 children who thirst for an education. Teachers quench this thirst with the knowledge that they teach in the classroom. Teachers do not just advocate children in the classroom they continue to do so in the community and the lives of people. Teachers advocate for children in the classroom.What students need to pull round in the twenty-first century is an education that is both academically rigorous and applicable to the real world (Covey). In the classroom, teachers are resource providers, instructional specialist, curriculum specialist, classroom supporters, learning facilitators, mentors and school leaders they ar e also learners that learn raw things each and every day from the children they teach. Children look up to teachers for help, advice, tutoring, and guidance. In the classroom, teachers teach the curriculum they have planned for the day and are expected to help any child that is falling behind or does not understand.Discipline is also a part in the learning process. With all the cheating and various ship canal of bullying, schools these days have turned into a place you do not want to be at because you feel in d fussiness of getting physically or mentally hurt (Covey). The misbehavior of these cheaters and bullies are preventing their classmates from learning and teachers from instructing the thought out session (Rizzolo). Teachers should always on the first day(s) of student attendance, get discharge to a good start and execute the rules of the classroom, to avoid this misbehavior from happening.Of course, the classroom rules should tie in with the school policies. When teachers a re stating the classroom policies their tone must be stern but not strict, this is to en sure as shooting that the students do not take the teacher lightly. The teacher has a role in the community also. Teachers role in the community is extremely important, since it is the teachers who are the backbone of the educational system. The whole educational system starts with the school board. The school board comes up with all the school indemnity that every school must follow.Once these policies are set in stone, administrators interpret them, but the teachers are the ones that personally enforce these school policies and make sure everyone obeys these policies. For teachers to maintain support from the community to keep the school itself running, the community must have a positive observation on the teachers. In order to encourage this positive outlook, teachers must be prepared for the unknown and keep a positive attitude throughout (Nebor). Teachers play a valuable role in todays s ociety. The government names the standards of living and suggests ways of assessment.Our administrators direct the teachers to teach these standards that the government has created for us. After being directed by the administrators, the teacher educates the students on these standards. Therefore, it can be agreed that teachers are responsible for the society, or in otherwise words is the backbone of society. As stated in the previous paragraph, a teacher is a figure that not only educates on an academic level, but also on a social level in order to create character and citizenship. As time passed, the message that teachers attempt to get across has changed but the meaning behind it has not.A teacher must help gain society at the foundation (Covey). For todays children leave alone be tomorrows leaders. Teachers have an impact on the lives of others. Certainly, teachers affect the lives of the children they teach, but how? Teachers devolve their students encouragement by saying C ome on, you can do it youve got this or Hey, I believe you can achieve more result it your all (Five ways Good Teachers Change Lives) or other uplifting phrases such as a quote that I live by that says Dont go bad up just because of what someone said. Use that as motivation to push harder. Like encouragement, teachers also support their students by conveying the belief that their students can succeed at anything they put their mind to. The teacher must care for the students have the childs best interest in mind. Being a teacher like the teachers who risked their lives for their students in the Sandy Hook shooting in Newtown, Connecticut, is not necessary but showing them respect and support and encouragement is. Most importantly, repugn the student. Set high standards and push the student to succeed in everything they set out to do.Call out the best from them by rewarding them with some measure words. Just remember do not speak words of devastation, cause humiliation, express indifference, use authority to cause fear, or act out of anger and frustration, and all will be good. Parents expect a lot from teachers. Parents expect their child to learn from his or her teacher what they cannot be taught at home. Parents want their child to gain knowledge of obedience, traditional values, admiration, good manners, and responsibility throughout their whole school experience (Covey).Parents want to be able to schedule a one on one conference with the teacher to discuss their childs progress or any problems the child is having, and how they are doing in the class or if they are not doing so well how they can improve. Teachers ability to inspire children to learn should be acknowledge for enthusiasm or cacoethes cannot be taught, but it can certainly be transferable. Also, the teachers ability to understand the childs perspectives should also be acknowledged, because good teachers will see what their students need to succeed.Children should be free to make their ow n mistakes and not be afraid of being punished, how else will they learn if you do not give them any room. Yes children should be able to make their own decision you should also give them space to express themselves freely. One thing that you can make sure of is wherever they are expressing themselves or making their own mistakes they are in a safe environment. Teachers also inspire one another. Teachers all have a common goal, so why not come together and share.A lesson that on teacher teaches may inspire on if not many other teachers to do/plan a similar lesson. No one teacher can know everything there is to know in this world, so they learn from each other. Social media is a great place for teachers to acquire ideas for a lesson. Sites such as Twitter, Facebook, and Pinterest are outstanding sites for teachers to connect with students and other teachers (Bort). Students benefit from this by having the opportunity to obtain assignments that they have missed and obtain information .Teachers benefit by having a way to communicate with students out of the class and get a hold of some inspiration (Vartan). Being a teacher is not an easy job. Teachers must always demonstrate leadership in multiple ways. A teacher should do everything that can to ensure that their students grow up to become a mature, responsible, and respectable person. Who knows the student may become the teacher and the teacher becomes the student. Works Cited Bort, Anji. Personal Interview. 13 Feb. 2013.Covey, Stephen R.The Leader in Me. New York FranklinCovey Co. , 2008. Print. Five Ways Good Teachers Change Lives. Passing the Baton. WebSpark Design, 18 Nov 2009. Web. 16 Feb. 2013 http//www. passingthebaton. org Nebor, Jon N. The Role of the Teacher in School-Community Relations microform / Jon N. Nebor Distributed by ERIC Clearinghouse, Washington, D. C. 1984 http//www. eric. ed. gov Vartan, Starre. How teachers use social media in the classroom to beef up instructions. MNN, 2012. Web. 19 Feb. 2013 http//www. mnn. com.

Culture and Communication Essay

According to untested look d unrival take in the field of linguistics and cognitive science, the balance is starting to tilt again in favor of linguistic relativity. This c oncept proposes that there is a systematic affinity between the nature of the words a person speaks and the way the person understands the world. Although, it is still not fill outn how much influence manner of speaking wields everyplace prospect, it is now agreed that it does affect the way we perceive and understand the world. At an individual level, we interest for granted the role spoken language black markets in our thought processes.But, every time we gradulate a thought, we just about subconsciously express it in a tongue we are most comfortable with. Language has, over our growth period (especi bothy the formative early childhood years), become intertwined without cognitive faculties. A majority of our thoughts and memories absorb language as an expression tool. As such, one must agree that i t most influence our thought processes to a certain finale. The intricate features of any language such as grammar and the role of gender to play a signifi usher outt role on how we perceive the world.Although this influence plays a lesser role when it comes to tangibles similar objects for instance, it does have a significant influence on abstract concepts such as time, space and yet political concepts. For example, Dan Slobin of the University of California in Berkeley tells us in Alison Motluks article You Are What You Speak that go a third of the worlds languages describe locations in absolute terms, many Pacific Islanders engage phrases such as north of that tree.Benjamin Whorf, one of the pioneers of linguistic relativity, in his famous compendium of the differences between English and Hopi language, claimed that a Hopi loudspeaker would find relativistic physics easier to understand that an English speaker due to the structure of Hopi language. This facet of language b ecomes even more important when it comes to worldview and religion. As both of them are in essence, abstract concepts, it can be understood that language does have a significant relationship with them. cardinal can for instance compare how the same religion is interpreted by groups with different languages.Also, once we consider the use of metaphors in languages, we can see how they relate to peoples culture. As the worldview of a people is formed due to the shared see of a people and the sharing of this unique experience largely employs language, it can be understood that language wields an influence over it. Coupled with the effect of language on an individual basis, one can clearly see the significance a persons language plays on not only his/her bear thought processes, but on the formulation of grander systems of thought. Therefore, one can conclude that language helps shape a peoples worldview and their taste of religion.The diversification in religion can then potentially create cutting religions due to conflicts with other prevalent interpretation. The extent of languages influence can still be argued and should be argued until a conclusion can be reached. But all languages in general should be preserved as we never know when a particular languages insight might come in handy for resolving power modern problems. How has the net income changed world(a) dialogue? What effect might this have on cross-cultural colloquy? The Internet probably ranks among one of greatest inventions man has yet made.A relatively young invention, it has revolutionized world-wide communication, and yet, its true potential remains to be seen. It has go oned geographical borders and provided people with a forum to convey their thoughts to the world, unfiltered and unregulated. It has led to the rise of new social groups, ones which have no need for proximity, and given rise to whole new cultures. Although global communication has existed for centuries, never before has it been observed at such an unprecedented scale. With the advent of the internet, rapid information sharing became possible and at virtually no cost.Today, one can find real(a) of any nature on the internet and can price of admission it almost anywhere in the world. One can share information of any nature, be it audio or video or kick back text. The fact that its unregulated allows people to channel their thoughts in the purest form possible. Social networking sites have created new online societies with their own set of rules and cultures. Instant messaging has provided us with a facility to engage in real time conversations with people from halfway across the world. Used in conjunction with webcams and microphones, we have in essence, the contiguous best thing to face to face conversation.As such, one can see that we are witnessing a new chapter in cross-cultural communication. The internet has the potential to bring people together, from diverse backgrounds, and to promote u nderstanding regardless of geographical, religious, political and ethnic division. One can interact with people at an individual level and due to the spacious spectrum of opinions that the internet holds, one can form a more neutral worldview. Hence, in theory, the internet should usher in a new age of global understanding and ultimately form a global worldview.But there still is a catch to it all. Yes, in theory this should all be true, but there still are factors that hamper us all from achieving this. These begin with our own conceive notions. The internet contains a lot of unregulated information. How do we decide what is true? We use our preconceived notions and hence keep our limited understanding of the world. Furthermore, the internet provides a highly selective information and communication tool, meaning that a person can choose what he/she wants to access and who he/she wants to talk to.Furthermore, the vast majority of people in the world still lack access to the intern et and of those that have access to it, a large number still lacks unregulated access. For example, countries such as China monitor internet content and limit access to sites which carry inappropriate material. As such, the internet is still far aside from compass its true potential. But this is no cause to lose hope. The internet is still in its infancy and it still has a lot more avenues to explore.Also, if one is to consider the rate at which the internet has handsome so far, one can conclude that it will grow a lot faster in the future. Perhaps ultimately, the internet will truly let us share our thoughts worldwide and finally transcend language and cultural barriers. If so, we can then truly reach a new era of global understanding and perhaps, create more than a global worldview we can create a collective consciousness. In conclusion, the internet is an extremely powerful tool for global communication and will have far reaching consequences on cross-cultural communication.W orks Cited 1. Motluk, Alison. You Are What You Speak. New Scientist. 30 Nov. 2002 34-38 2. Carroll, John B. The Relation Of Habitual mentation And Behavior. Language, Thought, and Reality Selected Writings of Benjamin Lee Whorf. 1997 3. Lakoff, George and Johnson, Mark. Metaphors We Live By. 1980 4. Cass, Stephen. How Much Does The Internet Weigh? Discover Magazine. June 2007 5. DEmanuele, Antony. The Internet A global communication tool International Pharmacy Journal. 1995 68-72