Diary Task Unit 4 Task 1 Essay

So as to finish the journal task, it is significant that you utilize the organization given. Inside this journal task, you have to draw from your encounters inside your nursery position. You have to guarantee that your chief signs your journal sheet before accommodation (on the final page 360). Your work won't be acknowledged without it and your work will consider a late accommodation. You additionally need to present your evaluating rules sheet (Page 363). There is no word limit. You have to compose completely (however reasonably). Try not to compose as much as a task. You have to utilize the headings that have been given to you beneath. Undertaking 1: Choose TWO 2 different ways from the rundown in which you have been associated with guarding youngsters: †¢ Identifying potential risks in the setting †¢ Sterilizing taking care of hardware †¢ Encouraging youngsters to utilize assets in a sheltered and controlled manner †¢ Comforting a youngster who is sick and revealing essential data to the suitable individual †¢ Dealing with a minor mishap or injury †¢ Following a method to abstain from transmitting contamination †¢ Maintaining security during appearance and flight times in the setting P4.1 Describe your contribution in EACH circumstance You have to distinguish the two focuses that you have picked. You at that point need to portray your contribution in every circumstance (We recommend you answer them in two separate passages) Make sure to connection to your training and give instances of how you have been advanced. P4.2 Show proof of your insight into techniques in EACH circumstance You have to connect plainly to your training We prescribe that you connect to polices and systems in the setting to show proof of your insight. You can have addendums in the event that you wish yet just put in significant data that you will allude to. P4.3 Evaluate quickly your job in EACH circumstance You have to consider how important your job was Accomplished something turn out badly? Why? What could have been done any other way? What was the effect on the kids and other staff? Is it accurate to say that you are offered chance to build up your job in these territories? On the off chance that so how and on the off chance that not, at that point what activities are you going to establish for example meeting with your administrator. Make sure to reference to back up your thoughts and give a list of sources Update: Please invest energy in your journal undertakings as you have to guarantee you accomplish at least 80 Marks by and large to get an evaluation E. It would be ideal if you allude to the CACHE Candidate Handbook for additional direction (P.395).

Introduction to Operation Management Essay

In the event that you might want to pick an association that isn't from the above rundown, if it's not too much trouble counsel your educator. For SLP 1, distinguish the accompanying by composing a paper (with passages, including an early on, body, and closing segment): 1) The organization’s name and fundamental line of business, 2) A particular sort of tasks process that happens there (either administration or item), 3) Describe the idea of the activities given your freshly discovered comprehension of activities the board and profitability. 4) You may distinguish the technique or worldwide system of that association. Don't hesitate to counsel foundation readings, peruse our library to discover more articles, and check the applicable sites to help your contention. Presentation An association productivity and viability are important to surface in this new time of business where keeping up a serious edge is the distinction among succeeding and vacillating. In this paper I will depict and break down the activity the executives by portraying and examining the various tasks the board points of view and its profitability. Body The association I have decided to consider and examine is Wal-Mart Stores, Inc., their line of business is retail. Since Wal-Mart is one of the top general store chains in the nation sending out to 27 nations and sells countless items, the organization runs on various levels and since certain items have unexpected guidelines in comparison to other clearly the activity the board has tuned to the particular needs of the item. Not just has the activity the board related for products as well as for administrations. Since 2009, The Sustainability Consortium (TSC) and Wal-Mart have cooperated to make a framework that measure and report the manageability of items by creating devices to improve the ability to understand and express the natural, social, and monetary impacts of items. This procedure of investigating item manageability is utilized to grow information on top netting items and discover how to improve the nature of the items. By improving the quality they can fabricate better items at a lower cost and sell it the equivalent of more significant expense expanding benefits. Then again, by testing item manageability new eco-accommodating items can be produce and lower the ecological effect while as yet fulfilling shopper request. The subsequent advance is looking into the buyer, their opinion of the item and how the item is utilized. This empowers producing organizations to meet the purchaser needs. After all the scientist is done, newly discovered information is joined with new apparatuses to deliver better item quality and straightforwardness making a more grounded trust between Wal-Mart and its client. The idea of this activity depends on bringing down expenses while looking after benefits. By examining the items they become familiar with the intricate details of how it is made, the expenses of creation, and the supportability of the item. This permits them to investigate less expensive strategies and materials while still keep up same wellbeing, wellbeing and ecological principles. Moreover when they explore the purchaser, they discover what the buyer actually needs and give more to fill that need. Whatever benefits are spared they can put into better apparatuses, creation hardware, or anything used to additionally propel the organization. The worldwide technique (just as general methodology) is to put resources into lower costs. By growing the sorts of items sold and bringing back arrangements the client base is extended, since now the comfort of discovering all that you need in one spot is accessible. At the point when this comfort is joined with lower costs, it makes Wal-Mart a retail juggernaut that will be about difficult to top. End Taking everything into account, activities the board is a key instrument in controlling all parts of a business. By overseeing activities you can reduce expenses, mishaps, or even increment benefits. A model would be Wal-Mart’s item maintainability the executives. By putting resources into this procedure they have propelled their organization in numerous viewpoints, giving them a preferred position in their business. References Plenert, Gerhard J. (2002). Universal Operations Management. Recovered January 17, 2013 at: http://site.ebrary.com/lib/tourou/search.action?p00=International +Operations+Management&fromSearch=fromSearch&search=Search Wal-Mart Stores, Inc. (2012) 2012 Annual Report. Recovered on January 17, 2013 at: http://www.walmartstores.com/destinations/yearly report/2012/CEOletter.aspx Wal-Mart Stores, Inc. (2012) Global Responsibility. Maintainability Index. Recovered on January 17, 2013 at: http://corporate.walmart.com/worldwide duty/condition supportability/maintainability record

Keep Your Dream

Keep Your Dream I have a friend named Monty Roberts who owns a horse ranch in San Ysidro. He has let me use his house to put on fund-raising events to raise money for youth at risk programs.The last time I was there he introduced me by saying:I want to tell you why I let Jack use my horse. It all goes back to a story about a young man who was the son of an itinerant horse trainer who would go from stable to stable, race track to race track, farm to farm and ranch to ranch, training horses. As a result, the boys high school career was continually interrupted. When he was a senior, he was asked to write a paper about what he wanted to be and do when he grew up. That night he wrote a seven-page paper describing his goal of someday owning a horse ranch. He wrote about his dream in great detail and he even drew a diagram of a 200-acre ranch, showing the location of all the buildings, the stables and the track. Then he drew a detailed floor plan for a 4,000-square-foot house that would sit on a 200-acre dream ranch.He put a great deal of his heart into the project and the next day he handed it in to his teacher. Two days later he received his paper back. On the front page was a large red F with a note that read, `See me after class.'The boy with the dream went to see the teacher after class and asked, `Why did I receive an F?'The teacher said, `This is an unrealistic dream for a young boy like you. You have no money. You come from an itinerant family. You have no resources. Owning a horse ranch requires a lot of money. You have to buy the land. You have to pay for the original breeding stock and later youll have to pay large stud fees. Theres no way you could ever do it. Then the teacher added, `If you will rewrite this paper with a more realistic goal, I will reconsider your grade.'The boy went home and thought about it long and hard. He asked his father what he should do. His father said, `Look, son, you have to make up your own mind on this. However, I think it is a very importa nt decision for you. Finally, after sitting with it for a week, the boy turned in the same paper, making no changes at all.He stated, You can keep the F and Ill keep my dream.'Monty then turned to the assembled group and said, I tell you this story because you are sitting in my 4,000-square-foot house in the middle of my 200-acre horse ranch. I still have that school paper framed over the fireplace.He added, The best part of the story is that two summers ago that same schoolteacher brought 30 kids to camp out on my ranch for a week. When the teacher was leaving, the teacher said, Look, Monty, I can tell you this now. When I was your teacher, I was something of a dream stealer. During those years I stole a lot of kids dreams. Fortunately you had enough gumption not to give up on yours.'Dont let anyone steal your dreams. Follow your heart, no matter what. Author Unknown

Gossiping About Masked Strangers - 703 Words

One day, my friend and I were gossiping, and as we walked down the hallway, we pointed to every person we layed our eyes on and whispered, Fake. Fake. Fake. Fake. Fake. I giggled at our secretive insult, but I lost focus for a second. In my head, I imagined a mirror. I saw myself - a girl with a big smile painted across her face. Then, this girl pointed to her own reflection. Fake. Every day, my eyes scan this stupid place called high school - a dark tunnel I never find light at the end of. Heres a list of people I see: 1. Attention whores Girl I Hate Number One with Girl I Hate Number Two, and their little hater-ettes following close behind. Whats so great about them? Its obvious everyone loves them; no one hates or even dislikes these bitches. But, the way they act on the outside doesnt cover up whats on the inside: rude, bitter hatred. No one sees beyond this. They are viewed as the most gorgeous and fun girls ever. Ugh. 2. Miss High School Burnout The druggie-alcoholic, yet still popular-as-ever, girl. I have no idea how someone with zero morals gets so many friends. Clinging to her is her little freshman slave (premature attention whore to the max) who everyone also likes, though I dont know why. The only thing Mary Jane talks about is how high and wasted she gets. All. The. Time. Last weekend was killer - shots after shots after shots... Super baked right now... Up in the club with drinks and joints. How does no one get tired of

The s Portrayal Of The Vampire - 1371 Words

Vampirisms Portrayal Many years ago in Wallachia, Romania, there was a price by the name of Vlad III Tepes. This man was seen by many people of Romania as well as other parts of Europe, as a hero for his protection of the north and south Romanians in which he was later recognized and honored in his leadership. At first, he had many followers, but then they started to fade due to his practices of impaling his enemies, he was labeled â€Å"The Impeller.† His reputation started to grow in a negative way because of the excessive cruelty. This excessiveness of cruelty against his enemies cause a lot of blood shedding in which this started the beginning of the vampire myth. Throughout time, we can see that the myth of vampires has not only stayed in Romania. We see it in literature dating back to the very beginning or discovery of this â€Å"creature† through the cruelty of Prince Vlad III. However, the portrayal of the vampire did not stay the same as time went by. The portrayal of vampirism has come long ways and changed as society did. The specific roles and details of the vampires are crafted in relation to what society wants. However, the symbolic meaning behind the vampire stays the same even if their role has changed; they represent what we both fear and desire as humans: beauty, strength, and immortality. I will be analyzing the different representations and treatments of vampirism in three different books, Dracula by Bram Stoker, Madness of Angels by Kate Griffin, and FledglingShow MoreRelatedThe Vampire Is An Embodiment Of Society s Deepest Fears1382 Words   |  6 PagesThe vampire is an embodiment of society s deepest fears. Througho ut literary history, the vampire has always been characterised as a vile figure of pure evil. However the depiction of the vampire is affected by the social, historical and political context of the time. As context shifts, so does the collective fear of society, with the portrayal of the vampire following suit. Dracula, I Am Legend and Twilight, three extremely popular books of vampire fiction created during vastly different periodsRead MoreReview Of Jemaine Clement s The Shadows 1482 Words   |  6 Pagesmodern representations of vampires paired with conventional forms of vampire representations. This shift shows the new found moral ambiguity that was not present within more predatory portrayals of the vampire genre. Each of the flatmates represents a former portrayal of vampires within the horror genre. We can see how What We Do In The Shadows is drawing from previous texts to make commentary on the shift within the genre and within society. Earlier representations of vampires w ere developed in theRead MoreThe Mystery Of The Vampire1129 Words   |  5 PagesVampires, zombies, ghosts, and demons are the four biggest genres of Western horror. 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Like many monsters, vampires evolved to reflect societal fears which was taken advantage of by severalRead MoreThe Mystery Of Vampire Legend1350 Words   |  6 PagesVampire legend is one that has frightened and fascinated people across the world for generations. The concept of a being that lurks through the night pouncing on unknowing suspects searching for blood is just as popular today as it was centuries ago. While cultures all across the globe have different variations on the vampire folklore, they all share one thing in common, the need for blood. Bram Stoker’s â€Å"Dracula† was originally published in 1897 and from then on, the main character set the paradigmRead MoreFilm Adaptation Of Bram Stoker s Dracula1320 Words   |  6 Pagespenned. In 1987, Bram Stoker wrote the revolutionary tale Dracula that played off the fears of the people of the era. The plot and characters that make the novel great also translate nearly perfectly to cinematic adaptations. Starting in the early 1900’s, directors have done their best to portray the terror that the original novel inspired. Francis Ford Coppola’s Bram Stoker’s Dracula was released in 1992 and follows the book’s storyline very closely. However, to appeal to his generations ideals on relationshipsRead MoreAn Accurate Representation Of History1503 Words   |  7 Pagesthe historical event and include multiple perspectives. It is also important for a student to read multiple writings about the time period and event in order to grasp an accurate portrayal of the historical event and significance. In the West African History portion of the class we learned about the women’s war. The women s war was a war against the women of Africa and colonialism. The women were tired of being oppressed and eventually fought back. Not only did the women fight back, they fought inRead MoreCould Schizophrenia Be the Answer to the Mysterious Vampire Legend1671 Words   |  7 PagesCould Schizophrenia be the Answer to the Mysterious Vampire Legend? The vampire legend and many behaviors and experiences of schizophrenics seem to share many common traits. The traits that are most recognizable are fears of being enclosed, periods of semistarvation or complete starvation, which can be associated with periodic gorging, reversal of the day-night cycle, and a preoccupation with or dread of mirrors (Kayton 304). 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Novels involving vampires never portrayed the vampire as a heroic character, but rather as the villain who was then destroyed in the end. Stereotypical vampires terrorized towns, lived in grim, dark, towering castles

Green Tea Free Essays

Leeds, describes t h sec h e m is t ray of black tea manufacture Tea is the m so two I d e I yes o NSA u m De beverage in the w o r old . The economic importance of an annual w o r I d production of tea estimated to be in the region of 1-15 million tones has resulted in considerable attention being paid to the understanding of the chemical and physical changes w h I c h take place during tea manufacture. The three main types of tea, black, green and instant tea, are made by processing the y o n g shoot or flush, comprising the terminal b u d and t w o adjacent leaves of the tea plant (Camellia genesis), s h o w n opposite. We will write a custom essay sample on Green Tea or any similar topic only for you Order Now Of these types of processed tea the most important is the familiar black tea, w h I c h is a fermented product, the coloring matter arising f r o m enzymes oxidation of phenol components of the tea leaf. Green tea, o n the other hand, resembles m o r e closely the dehydrated leaf, any chemical changes being non-enzymes and its brews do not contain highly colored products. Green tea is the m so t popular of r m of tea in a number of countries including China and Japan. Instant tea may be prepared f r o m both black and green tea, the process essentially involving extraction w I t h water, concentration and dehydration. The w o r I d market for instant tea, however, is small (some 5% of w o r I d tea production), indicating perhaps that satisfactory products have not yet reached the customer. The market has been further affected by the introduction of tea bags. In view of the commercial importance of black tea and the intricacy of the mechanisms of its manufacture, this product has received by far the most attention and the purpose of the present article is to outline some findings in this field. The black tea process 1 The freshly plucked tea flush is allowed to wither in air for some 18-20 hours, or for shorter periods when heated air is circulated, when it loses water and acquires a kid-glove feel. Important chemical changes have already begun to take place 2 . For example, amino acids are formed as precursors of compounds ultimately leading to the production of flavor and non-enzymes browning, the formation of kite compounds as flavor precursors and the 2 formation of caffeine. The leaf also becomes capable of acquiring a twist, rather than breaking up, when it is subsequently rolled. Fermentation is initiated by rolling when the enzyme, normally located in the chloroplast, and the phenol substrate, found in the cell vacuoles, are mixed in the presence of oxygen, without extensive damage to the outer cell wall. A three hour fermentation results in less than 10% of unchanged substrate remaining 3 . Fermentation is arrested by firing in a stream of hot air which also dries the product to some 3% moisture content. The final stage is grading. Enzymes oxidation Phenols or polysaccharides are enzymes which mediate in the oxidation of o-depletion to o-quinine’s in the presence of oxygen but most of these enzymes are also capable of oxidation monopoles to o- quinine’s. The tea enzyme is a polysaccharides but, unlike the ordinary for the so called fermentation are flavor components of the tea leaf. These are based on the flan structure, figure 1 . Polyphonic components comprise some 25-35% of the tea flush on a dry weight basis, of which some 20% may be found as flavor 4 . Specific flavor structures are shown in figure 2. They may clearly be divided into two groups ? the catechist and the collocations according to whether there are two or three hydroxyl (OH) groups in the right hand phenol ring. In fact, each group of compounds may be further distinguished according to the arrangements of groups around carbon atoms 2 and 3, resulting in four possible isomers. For example, the isomers of the catechisms are: (-) catechist, (+) catechist, (-) peachiness and (+) peachiness. In addition, these compounds exist as esters with Gaelic acid, figure 3. The most abundant are the collocations and specifically (-) epistemologically and its gallant ester (ca. 10% dry weight). In order of abundance, this is followed by (-) peachiness and its gallant (ca. 5 by weight) 4 . It is reasonable to assume that the first stage of oxidation involves conversion of Nutrition and Food Science these substrates to o-quinine’s and is followed by condensation of these quinine’s to dimmers and polymers. Flavor derived products in black tea The oxidation of flavors by way of quinine leads to the formation of dimmers by meaner of bonds between adjacent molecules, such that the 2†² position on one molecule, figure 2, links to either the 6 or 8 position on another in the case of catechist (ahead to tail’ dimmers), and in the case of collocations the 2†² position on one molecule becomes linked to the 2†² position on another (tail to tail’ dimmers). These tail to tail dimmers have been identified in black tea and are found to be derived from (-) epistemologically and its gallant as expected 5 . During fermentation carbon dioxide is evolved and this is believed to arise from an unusual but most important reaction leading to the formation of a seven member ring. Carbon rings of this size are infrequently found in organic chemistry but the essentials of this reaction are illustrated by the oxidation of paroxysmal to form purloining, figure 4. Gaelic acid, found extensively in fermented tea, can undergo a similar reaction to form purpurogallincarboxylic acid. The thyroxin grouping of the collocations can react in a similar manner to paroxysmal and it is therefore, not surprising that compounds such as paleontologist, figure 5, are found to be present in black tea 6 . It is also found that the catechist can take the place of one molecule of reactant in the purloining reaction. Thus, catechist can react with Gaelic acid to form diphtheria acids, figure 6, but, more importantly, one molecule of catechist is capable of reacting with one molecule of collocating, again in a purloining type reaction 2 . The product is known as deflating and the structure is shown in figure 7. Deflating and its gallant esters are very important orange-red coloring matters in black tea constituting some 2% by weight on a dry basis. However, by weight, the most important group of coloring matters in black tea is that known as therapeutics constituting more than 10% 7 . Their structure is still unknown but they may also Evaluation of tea Tea is evaluated under five headings: strength, color, briskness, aroma and quality. Strength is a measure of the total concentration of deflations and therapeutics and, since they are responsible mainly for the color of tea, with small contributions from paleontologists and products of November 1979 3 TEA continued non-enzymes browning, color and strength are related. However, the assessment of color is more a measure of the brightness of the color rather than total color and so is a measure of the balance between the deflations and therapeutics, the former contributing sensory brightness and the latter the depth 8 . The extent of popularization of tea polyphony’s depends on such factors as time and temperature, more extensive popularization giving rise to reduction of solubility. The polymers combine readily with caffeine and the result on cooling is known as creaming, the compounds so formed tending to separate out. This is particularly undesirable in teas intended for making iced tea. Creaming can be assessed through the cream index which is determined by deliberate coagulation with acid. The astringency of tea is largely dependent on the amount of polyphonic compounds present, the degree of oxidation of the tea flavors and particularly by the amount of Gaelic acid groups present on the flavors and their oxidation products. Caffeine is reported to improve the briskness of tea and milk or lemon Juice may modify the taste of the polyphony’s 2 . The overall quality of a tea infusion may also be related to he proportions of deflating and therapeutics present and also to the sum of their concentrations. The aroma of tea is not related to tea polyphony’s but is determined by the volatile components. Some three hundred compounds have been identified in black tea and recent discoveries are listed in the latest review 2 . They comprise leaderless, stones, esters, pyridine’s, paralyzes, thistles, squishiness, aromatic amines, amides and other compounds. The formation of carbonyl compounds is a result of Stretcher degradation reactions between amino acids and oxidized flavors according to: usability stresses the importance of the formation of amino acids during the withering stages of tea manufacture. Tea leaves, being photosynthetic organs, also contain a significant amount of cartooned and important black tea aroma components are probably produced as a result of the oxidative degradation of carotids. The oxidation of unsaturated fats may also contribute to flavor. Conclusion The most important stage of black tea manufacture involves enzymes oxidation of flavor substrates. Demerit flavors and particularly deflating are important contributors to tea quality together with the higher polymers known as heartburning. It is worth noting, however, that condensation does not stop when the enzyme is inactivated during firing. How to cite Green Tea, Papers

The action or state of setting someone or somethin Essays

The action or state of setting someone or something apart from other people or things or being set apart. When slavery was reaching its end a new set of laws in the United States emerged, called the John Crow Laws. Between the end of Reconstruction in 1877 and the beginning of the civil rights movement in the 1950s. Jim Crow Laws enforced segregation and discrimintation. Jim Crow Laws made it legally acceptable to force African Americans to use separate washrooms, entrances, water fountains, schools, and transportation than white Americans. Jim Crow Laws were meant to establish the right of 'white' Americans to treat African Americans 'separate, but equal'. First Nations were also prohibited from using the same facilities in transportation - rail cars, accommodations on steamships are two examples. Both First Nations, and Asians were restricted from some professions in the early 20th Century. Indians were also prohibited from entering pool halls or bars. The right to vote was granted to Indians in 1960 for federal elections. Other non-white groups acquired voting rights earlier - shortly after World War Two. The African-American Civil Rights Movement was an ongoing fight for racial equality that took place for over 100 years after the Civil War. Leaders such as Martin Luther King, Jr., Booker T. Washington, and Rosa Parks paved the way for non-violent protests which led to changes in the law. When most people talk about the "Civil Rights Movement" they are talking about the protests in the 1950s and 1960s that led to the Civil Rights Act of 1964. The Civil Rights Act of 1964, which ended segregation in public places and banned employment discrimination on the basis of race, color, religion, sex or national origin, is considered one of the crowning legislative achievements of the civil rights movement. Jem is confident that his dad is gonna win but Reverend Sikes tells Jem not to be so confident because he had never seen a jury in favor of a black man over a white man.

The Difference Between Bienvenu and Bienvenue

The Difference Between 'Bienvenu' and 'Bienvenue' Mistakes will always be made in French, and now you can learn from them. When wanting to express Welcome! as a stand-alone phrase, beginners to French will often write  Bienvenu! ​instead of  the correct spelling of Bienvenue! Explanation of Bienvenue vs. Bienvenu Bienvenue used as a greeting is short for je vous souhaite la bienvenue, which literally means I wish you welcome. When saying Welcome! with no verb, you always have to use the feminine:  Bienvenue! Bienvenu with no e is an adjective often used as a noun conforming to a subject. To use this spelling of Bienvenu, the employed sentence needs to have a subject. Because of this, only when using a complete sentence can you say either Soyez le bienvenu or Soyez la bienvenue, according to the gender of the person you are talking to. You can say Soyez les bienvenus if its more than one person. The distinction is confusing and often leads to mistakes. A famous example is that of a sign in Utah that reads: Bienvenu internationale voyageurs. This sentence is wrong on many levels. Because it possesses no subject, the correct spelling would be Bienvenue ending with an e. In this instance, it would also need to be followed by the preposition . On a different but related note, the adjective international should be plural instead of feminine (to agree with voyageurs), and it should follow rather than precede the noun. The apostrophe has no business there either. Better French Greetings for the sign would be: Bienvenue aux voyageurs internationauxVoyageurs internationaux : soyez les bienvenus

German Verb Future Tense Conjugations

German Verb Future Tense Conjugations In German, the  future tense  (das Futur) occurs less frequently than in English. Even more frequently than in English, German often substitutes the present tense for the future (Wir sehen uns morgen. - Well see you tomorrow.) However, German verbs do follow an easy-to-learn and predictable pattern in the future tense. Once you learn the pattern for just about any German verb, you know how  all  German verbs  are conjugated in the future. Even irregular verbs are no exception. Das Futur I: The Basics German uses the basic  werden infinitive  formula to form DAS FUTUR. To conjugate any verb in the future, you simply conjugate  werden  and add the infinitive of the verb you want to have in the future. Basically, if you can conjugate  werden, you can form the future tense of all verbs. The chart below shows a sample German verb in the  future tense. Spielen  - To PlayFuture Tense -   Futur I Deutsch English Sample Sentence SINGULAR ich werde spielen I will play Ich werde Basketball spielen. du wirst spielen you (fam.)will play Wirst du Schach spielen? (chess) er wird spielen he will play Er wird mit mir spielen. (with me) sie wird spielen she will play Sie wird Karten spielen. (cards) es wird spielen it will play Es wird keine Rolle spielen. (It wont matter.) PLURAL wir werden spielen we will play Wir werden Basketball spielen. ihr werdet spielen you (guys) will play Werdet ihr Monopoly spielen? sie werden spielen they will play Sie werden Golf spielen. Sie werden spielen you will play Werden Sie heute spielen? (Sie, formal you, is both singular and plural.) Futur II: The Basics  (Future Perfect) The  future perfect  is somewhat rare in German. To form the future perfect (das Futur II) in German, you take the past participle of the verb being conjugated (for example,  gespielt/played) and use it with a conjugated form of  werden. The infinitive of the helping verb (haben  or  sein) is placed at the end of the sentence: â€Å"Wir werden die ganze Nacht gespielt haben.† (We will have played all night.) Spielen - To PlayFuture Perfect -   Futur II / vollendete Zukunft Deutsch English Sample Sentence SINGULAR ich werde gespielt haben I will have played Ich werde Gitarre gespielt haben. du wirst gespielt haben you (fam.) will have played Wirst du Schach gespielt haben? er wird gespielt haben he will have played Er wird mit mir gespielt haben. sie wird gespielt haben she will have played Sie wird Karten gespielt haben. es wird gespielt haben it will have played Es wird keine Rolle gespielt haben. (It will not have mattered.) PLURAL wir werden gespielt haben we will have played Wir werden Basketball gespielt haben. ihr werdet gespielt haben you (guys) will have played Werdet ihr Monopoly gespielt haben? sie werden gespielt haben they will have played Sie werden Golf gespielt haben. Sie werden gespielt haben you will have played Werden Sie gespielt haben?

Summarize the article provided into one page Essay

Summarize the article provided into one page - Essay Example Feyerabend makes the claim that, unlike religion, science does not leave room for people to think freely. People have become so dependent on science that once something has been scientifically proven, it becomes law. Feyerabend says that it is this that has made science an anti-liberating ideology; people have regarded science as the superior mode of thought, refusing to let themselves think past anything that science has staked a claim. The counterargument in this regard is that science works and is a success. However, this is all the more reason to approach science with skepticism. Feyerabend does not consider results or success as much as he considers the method, which is always scientific; otherwise, the results are questionable. In regard to religion, Christians can question their beliefs against Buddhists and Jews. For each person, there will be a new side to an argument or theory. Science, on the other hand, does not allow this as an option. Once something has been proven scientifically, people let it go. They have no one else to glean an understanding from. Where there is an absence of contrary opinions, science is turned from an ideology into a dogma, providing a cut-off point for people to continue to think. People react to science much as they did when religions began to rise and spread. There was curiosity, skepticism, and a plethora of questions. Even after the rush of religion died down, all of this remained. When science first reared its head, it received a similar reaction. Everyone was curious and scientists set out to answer questions and find solutions. After they answered what they needed to, there was nothing more to do. People found it useless to continue to think on something that had already been answered. All the same, science is looked to as one of the greatest ideologies, and as the final voice on the thinking process, which is why Feyerabend believes that the hype surrounding science should not

'Prison works and community sentences are a soft option.' Critically Essay

'Prison works and community sentences are a soft option.' Critically discuss - Essay Example Nevertheless, the public and the government remain divided on the issue of sentencing and punishments. On the one hand, there are people who believe that punishments are not as tough as they should be (Bowditch 2008). They believe that hardened and repeating criminals do not deserve mere slaps in the wrists through community sentences (Powell 1999, p.209). On the other hand, others insist that community sentences and prison works have worthy merits (Gibb 2006). They are cheaper than imprisonment and can be effective punishment alternatives on their own. Community sentences, if properly managed, can do more rehabilitation than custodial sentences (Edwards 2011). This paper explores the issue that asserts that prison works and community sentences are soft options and it also discusses dissent against soft options, especially in an era that demands stiffer penalties. This statement underscores that these soft options are only for minor crimes and not recommended in resolving penology an d social problems. This paper argues prison works and community sentences are soft options, compared to custodial sentences, but they can also be effective in addressing penal issues and decreasing the social concern of recidivism, as long as they are properly and strictly managed and implemented. Community sentences Notions of probation can be traced to local court practices in the early nineteenth century, where young offenders or those guilty with small offences could be discharged or bound if a suitable person offered to take accountability for supervising future conduct (Raynor 2002: 1172). In 1876, the Church of England Temperance Society started to create an active presence in some city police courts to promote moral reform of offenders and to keep them abstained from alcohol (Raynor 2002: 1172). From the 1950s to the 1980s, probation experienced two reformulations and rethinking, with major effects on the questions tackled by probation research (Raynor 2002: 1174). Wilkins ( 1958) and Radzinowicz (1958) asserted that the effects of probation can be located in the â€Å"treatment model,† where for Radzinowicz (1958), probation was â€Å"a form of social service preventing further crime by a readjustment of the culprit† (Raynor 2002: 1174). Wilkins agreed that the treatment model focused more on subsequent behaviour of offenders and not issues of the criminal justice system (Raynor 2002: 1174). As the 1970s ended, the â€Å"treatment model† faced strong criticisms. Empirically, the studies of the effectiveness of penal sanctions of different forms led to negative results and the general finding that â€Å"nothing works† (Raynor 2002: 1175). There were also moral and philosophical arguments against the treatment, such as the objectification and dehumanisation of subjects and resting on the unverified claims of superior professional knowledge† (Raynor 2002: 1175). Community sentences were first enacted by law in 1907 for th e â€Å"probation† of offenders (Ministry of Justice 2008: 1). They departed from the treatment agenda, because they focused on effects of systems, instead of people (Raynor 2002: 1177). During the 1980s, an emphasis on community sentencing emerged as part of crime policymaking (Charman and Savage 1999: 194). Community service and supervision orders took greater priority over prisons as ways of resolving crimes (Charman

Stylistic Features in Hawthornes Young Goodman Brown Essay examples --

Stylistic Features in â€Å"Young Goodman Brown†Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚         Henry Seidel Canby in â€Å"A Skeptic Incompatible with His Time and His Past† states: â€Å"And indeed there is a lack of consistence between the scorn that our younger critics shower upon Hawthorne’s moral creations and their respect for his style. They admit a dignity in the expression that they will not allow to the thing expressed† (62). The style found in Nathaniel Hawthorne’s â€Å"Young Goodman Brown† has not only a â€Å"dignity in the expression† as stated above, but also many other interesting aspects, discussed in the following essay.    Canby continues:    Hawthorne’style has a mellow beauty; it is sometimes dull, sometimes prim, but it is never for an instant cheap, never, like our later American styles, deficient in tone and unity. It is a style with a patina that may or may not accord with current tastes, yet, as with Browne, Addison, Lamb, Thoreau, is undoubtedly a style. Such styles spring only from rich ground, long cultivated, and such a soil was Hawthorne’s. . . . Holding back from the new life of America into which Whitman was to plunge with such exuberance, he kept his style, like himself, unsullied by the prosaic world of industrial revolution, and chose, for his reality, the workings of the moral will. You can scarcely praise his style and condemn his subjects. Even romantic themes that would have been absurd in lesser hands get dignity from his purpose. . . . As Shakespeare, the Renaissance man, gave feudalism its final lift into the imagination, so Hawthorne, the skeptic with a moral obsession, raised New En gland Puritanism – not the theory, but the practice and still more the results in mind and spirit – into art. This lies behind his style (63). .. ...: Prentice-Hall, Inc., 1966.    Fuller, Edmund and B. Jo Kinnick in â€Å"Stories Derived from New England Living.† In Readings on Nathaniel Hawthorne, edited by Clarice Swisher. San Diego, CA: Greenhaven Press, 1996.    Hawthorne, Nathaniel. â€Å"Young Goodman Brown.† 1835. http://www.cwrl.utexas.edu/~daniel/amlit/goodman/goodmantext.html    James, Henry. Hawthorne. http://eldred.ne.mediaone.net/nh/nhhj1.html    Kaul, A.N. â€Å"Introduction.† In Hawthorne – A Collection of Critical Essays, edited by A.N. Kaul. Englewood Cliffs, NJ: Prentice-Hall, Inc., 1966.    Swisher, Clarice. â€Å"Nathaniel Hawthorne: a Biography.† In Readings on Nathaniel Hawthorne, edited by Clarice Swisher. San Diego, CA: Greenhaven Press, 1996.    Wagenknecht, Edward. Nathaniel Hawthorne – The Man, His Tales and Romances. New York: Continuum Publishing Co., 1989.   

Theories on Children’s Cognitive Development & Case Studies Illustrating Them

Gleaning insights proposed by the earliest psychologists like Jean Piaget, socio-cultural theorists like Lev Vygotsky, radical behaviorists like B. F. Skinner and other well-known psychologists like Howard Gardner, who challenged the earlier views on children’s cognitive development, can be very important. By drawing insights and gaining a better understanding of how children’s thought processes are formed, as well as the factors that influence them, and the overall impact on children, parents, caretakers, educators, and therapists find themselves in a better position to guide and help growing kids achieve their optimum potential. In most of the theories set forth , factors like genetics and the environment or outside influences come into play. Swiss psychologist Jean Piaget, who formed his theories after conducting actual observations of kids, opined, â€Å"The mind of the child is not that of a miniature adult†¦ the mind develops by forming schemas that help us assimilate our experiences and that must occasionally be altered to accomplish new information. In this way, children progress from the sensorimotor simplicity of the infant to more complex stages of thinking† (Myers 1989: 85). This theory, which presupposes that children’s cognitive skills develop spontaneously, is highlighted by the different developmental stages to which children’s learning must adjust. Most teachers rely on Piaget’s cognitive developmental theory which, in essence, maintains that â€Å"the reasoning processes of children at various ages†¦ cognitive development proceeds in four genetically determined stages that always follow the same sequential order† (Child Development Theories, n. d. ). The Piagetian theory boils down to the fact that children must not be forced to absorb concepts. Instead, knowledge and learning must take place at the designated time or age of the child. Even if they undergo the same stages – infancy, early childhood, adolescence, early adulthood, and so on, individuals, of course, exhibit varying capabilities or rate of cognitive development. Piaget presupposed that children gradually find out what there is to learn about the objects and people around them through a gradual learning process. Nothing must be foisted on young minds. Instead, the young mind should be allowed to form relationships and learn through a stage-by-stage assimilation of concepts and facts. The focus is on the knowledge learned, then. Most pre-schools find the Piagetian theory quite applicable and useful. In fact, the Piagetian theory has been widely used as underlying structure or foundation for child education & care in America and other parts of the world. There are some educators or schools, though, which combine the Piagetian concept on children’s cognitive development with other theories like the socio-cultural theory set forth by Russian developmental psychologist Lev Vygotsky, to let children realize their full potential. Vygotsky held that â€Å"cognitive processes are formed in the course of socio-cultural activities†¦ the individual comes into possession of a variety of cognitive processes engendered by different activities† (Kozulin, n. d. ) and with the guidance of a learned individual. â€Å"A knowledgeable person can help to add meaning to what is familiar to the child when he or she enters the child's zone of proximal development (ZPD), that place for learning located somewhere between the child's present understanding and potential understanding† (Steele 2001). Simply put, children’s cognitive skills are hastened when they come into contact with more knowledgeable elders, or more experienced, older mentors. There may be cases when even other kids of the same age but with greater intellectual capacity may help shape or form a slow-learning child’s understanding of basic concepts like music or the alphabet. The difference between the child’s own cognitive development and his potential to assimilate greater knowledge is the zone of proximal development. When schoolage kids interact and talk to and help each other learn, while also listening attentively to what their teacher says to them, they enter the zone of proximal development. In contrast to Piaget, Vygotsky laid greater emphasis in the way a child can utilize the joint approach or co-mingling with a well-informed adult in order to achieve full learning potential. Cases of teachers teaching young children to play a musical instrument like the piano may illustrate both the Piagetian concept of learning and Vygotsky’s socio-cultural theory. A child falling under the pre-operational stage, correlating to children in the age bracket of two to seven years, who is tinkering with the piano is still in the process of mastering symbols and will not really learn how to play the instrument well on his own. An adult’s expert guidance will jumpstart the child’s learning process. On the other hand, the piano teacher must prepare lessons that will suit the age of the child, or his developmental stage. Indeed, it can be noted that Piaget’s cognitive development theory has been used as jump-off point by his contemporaries and succeeding psychologists. One of those who challenged the Piagetian concept and maintained that a child’s cognitive ability is but one aspect of development is Howard Gardner. The latter proposed that individuals have â€Å"a number of domains of potential intellectual competence which they are in the position to develop, if they are normal and if the appropriate stimulating factors are available† (Gardner 2004: 287). Musical intelligence is one of the kinds of intelligence that Gardner said kids may cultivate. The example of a piano teacher giving a child his/her first set of piano lessons may encompass both the Piagetian concept, Vygotsky’s socio-cultural theory, and Howard Gardner’s theory on multiple intelligence. As far as Howard Gardner’s multiple intelligence theory is concerned, it runs counter to the Piagetian theory. Gardner believed in the vast potential each child has. He surmised that at any one instance, the well-nurtured child can be at different stages, honing his/her latent abilities – whether in spatial reasoning or body-kinesthetic or interpersonal skills, intrapersonal sensitivity, linguistic or musical inclinations. Even at a young age, children may nurture any of these multiple intelligences. A two-year-old child, for example, may be exposed to the piano playing of parents, and a couple of years later made to attend group lessons to observe, such that by the time the same child reaches the pre-teen years, he/she would have already developed a keen musical appreciation. Unlike the Piagetian method focus which tends to focus on test scores or the knowledge acquired per se, Gardner’s multiple intelligence theory focuses on forming â€Å"a strong, positive and attractive character† (Gardner 2004: 374). In the case of the child who grows up with musically inclined parents and eventually nurtures the talent , the resulting remarkable piano performance, is actually just a means to creating the child’s well-rounded character. Nonetheless, Piaget’s cognitive development concept has long been considered a universal learning theory which has found its way in numerous preschools all over the world. If most preschool classroom settings vividly illustrate Piaget’s cognitive developmental concept, particularly in the pre-operational stage, a clear-cut example of Vygotsky’s socio-cultural theory is the traditional education or cultural transmission taking place in most rural communities across the world. Let us take, for instance, the case of oral narratives about ancestral heroes and events transmitted by older males to their young in Ethiopian rural communities. â€Å"Children who sit patiently and silently on the periphery of the story-telling circle gradually absorb the cultural content and verbal technique (which) lasts for hours and constitutes an integral element of everyday life. † (Kozulin, n. d. ). By relying on their elders for their socio-cultural assimilation of ideas, the children very well mirror Vygotsky’s socio-cultural theory. An adult comes into the picture to impart greater learning at a quicker pace than if the children were to come across the same body of knowledge on their own. The traditional oral transmission of culture such as that perpetuated in the Ethiopian village, however, is no longer practiced in most other societies. Written records have supplanted the oral tradition. In his book, â€Å"Frames of Mind – The Theory of Multiple Intelligences,† Gardner cited numerous examples of people and situations affecting children’s cognitive learning skills. One of these is the structured method inspired by Japanese violinist Shinichi Suzuki to teach kids to learn music. Hinged on the basic principle that kids have an innate ability which â€Å"can be developed and enhanced through a nurturing environment† (The Suzuki Method 2005), the Suzuki Method lays emphasis on other intervening factors that may affect how young students learn music or instrument playing. These factors include starting lessons at an early age; recognizing just how important listening to music is; getting a first-hand grasp in learning how to play an instrument even before learning how to read; parental participation; well-trained teachers who instill quality teaching standard; realizing the importance of communicating and socially interacting with other children (The Suzuki Method 2005). Gardner also cited the method of imparting learning in traditional African bush society, wherein â€Å"the youngsters are divided into groups according to ages and aptitudes and receive instruction in the assorted lore of native life†¦particular stress on the historical background of the population as a means of stimulating group consciousness† (Gardner 2004: 343) is made. Gardner made the distinction of such ritualistic methods from more scientific ways of obtaining knowledge. â€Å"With formal schools, we behold a transition from tacit knowledge to explicit forms of knowledge† (Gardner 2004: 345). Such sensitivity to spoken knowledge displayed by native communities, when melded with modern methods of learning and technical requirements, may comprise what Gardner refers to as linguistic intelligence. When kids hailing from their native communities are absorbed in mainstream society, they are accorded the chance to fully develop this linguistic intelligence. Such language development also reflects or applies Vygotsky’s socio-cultural theory, which highlights the important role of language and social context in children’s cognitive processes. Language, in the case of African communities with an oral tradition of teaching kids, is used primarily to retain key concepts in the minds/memory of the youngsters. In such scenarios, children obtain greater understanding of their roots, including their ancestors, traditions, and culture as a whole, and piece together a logical picture in their minds by internalizing the various words and concepts articulated by knowledgeable elders. Vygotsky’s socio-cultural theory likewise finds itself applied in contemporary society. As an alternative to the Piagetian concept as well as to the behaviorist schools of thought which had theorists like B. F. Skinner postulating that mental processes or learning occurred as a consequence of the individual’s response to, or interaction with, the environment†¦ and with reinforcement and punishment playing a crucial part in molding behavior (Child development theories, n. d. ), Vygotsky’s socio-cultural theory articulated that learning is more of â€Å"a shared/joint process in a responsive social context† (Psychology applied, n. . ). Vygotsky debunked the view that learning depends or follows a child’s stage of development or maturation. Vygotsky veered away from the â€Å"biologically-based understanding of human behavior† or from the rewards and punishment concept set forth by behaviorists as main determinants of children’s thinking & behavior. Instead, he placed emphasis on the impact of social/cultural forces on human c ognitive processes and activity. He discovered the connecting links between socio-cultural processes taking place in society, and mental processes taking place in the individual† (Psychology applied, n. d. ). A modern example that applies in part Vgotsky’s learning theory of having a knowledgeable adult supervise the learning process and B. F. Skinner’s behaviorist approach is a structured skills-based tutoring service that offers individualized instruction to slow or advanced learners wishing to strengthen their foundation in key subjects like math, reading, and writing. Tutoring Club, one such company, has in its employ well-schooled and well-trained tutors who guide enrolled students who need to obtain better understanding of concepts in certain academic areas. The students work on modules of exercises designed to sharpen their cognitive skills, and every time they meet the desired output, an incentive (reward) comes in the form of a merchandise that they may get from a mini store inside the learning center, traded for chips which students accumulate for each module they complete. Another case in point is a modern-day Mathematics teacher who is instilling basic concepts to her students. An investigative research that zeroed in on a teacher who adopted the Vygotskian socio-cultural perspective in teaching Mathematics to her students showed how helpful it can be to encourage students to share their thoughts, ideas and assumptions with their peers under the teacher’s knowledgeable guidance and prodding. As the teacher opined, â€Å"Sharing clarifies their thinking. It lets them verbalize. nstead of just having it in their minds†¦ students become aware of how they think so that when they verbalized their thinking processes, she (the teacher) could help them with any difficulties they had† (Steele 2001). Based on the Vygotskian theory, language and communication – whether in remote rural communities or the contemporary setting, utilizes language and communication as essential tools to stimulate children’s cognitive development. The approach, of course, will vary depending on the physical state of each child. A different approach is taken for children with defects or physical impairment. Vygotsky may also be credited with tailorfitting the teaching method to the particular needs — as well as dysfunctions – of children. â€Å"Within his general theory of child development, (Vygotsky) created a comprehensive and practice-oriented paradigm of educating children with special needs (and) introduced the notion of `primary’ defects, `secondary’ defects, and their interactions in the field of psychopathology and different disabilities† (Psychology Applied, n. . ). Vygotsky believed that because cognitive development is hinged largely on stimulation of the senses, the physically and mentally impaired child is inhibited from obtaining knowledge at a generally accepted rate. More than the physical handicap of the special child, though, it is the â€Å"social consequences† (Psychology Applied, n. d) arising from that child’s impairment which must be gi ven focus. Cognitive developmental theories may be applied beyond the classroom, or in many other areas of children’s learning and lives. Various other factors that come into play which influence cognitive processes, like interactive media, also cannot be discounted. The condition of the child is likewise important in determining the right approach to inculcate learning. In any case, early cognitive developmental interventions, finetuned by succeeding theorists, serve not just to enhance academic outcomes but help shape the well-rounded personalities of today’s kids. Nowadays, the sound body of knowledge aimed at the workings of children’s mind continues to evolve and grow. In the end, it is up to parents, schools and other learning institutes, to determine which ones are truly suitable and will contribute in a healthy manner to the development of children’s cognitive skills. It can be seen that the pioneering works of such psychologists as Jean Piaget – who emphasized biologically-based or natural development of children’s cognitive skills — certainly provided good foundation or strong footing for succeeding child development theories to come out with improved concepts. Given the numerous cognitive development theories set forth and utilized for classroom teaching and/or child care, and the distinct differences and similarities in the main points of contention of the theorists laid out for people to grasp, which have undergone further study and enhancements and complemented by other theories throughout the years, parents and educators have been able to devise new and improved methods of enhancing children’s cognitive skills and potential.

Essay On The Relationship Between Nick And Gandby In The...

The Great Gatsby develops a complex, ambivalent relationship between Nick and Gatsby and describes some puzzling similarities between the two men. Eventually, the themes expand to show Gatsby as a symbolic representation of the pursuit of the unreachable American Dream in the early 20th century. Throughout the novel, Nick’s behavior and emotions mirror Gatsby’s. The novel starts of with a description of Nick, who admits that he has moved to New York to join the bond business. Nick is chasing the American Dream in the hopes of becoming rich like Gatsby. Unlike Nick, Gatsby has already achieved the American Dream by pulling himself out of poverty. In addition, Nick’s meager, modest house in a much smaller version of Gatsby’s mansion,†¦show more content†¦Nick’s contracting opinion Gatsby stems from his opinion on Gatsby’s elaborate plot to win Daisy. Though Nick respects Gatsby’s pursuit, he is also disapproving of Gatsby’s overzealous means of achieving his dreams (buying the expensive house, the parties,etc) and is skeptical on whether Gatsby can actually repeat the past. Nick’s ambivalent attitude to Gatsby’s dream may also reflect his view on those trying to achieve the American Dream as well: h e is skeptical of but simultaneously drawn to the Dream. Nick’s understanding of Gatsby’s dream goes beyond just establishing the friendship between the two men. Nick is one of the few ordinary, middle-class characters in the novel, and in many ways, he represents the American people as a whole. Though Nick is the narrator of the story, he does not directly drive the plot besides helping to reunite Daisy and Gatsby in his home. Nick lives a middle class life unlike the extremely wealthy people around him, and admits several times that he does not feel part of this elite group, even imagining himself outside of the party. By developing Nick as an ordinary, middle-class character rather than part of the abnormally wealthy people in the novel, Nick becomes