Characters Essay examples -- essays research papers

Signifi understructurece of a Minor CharacterMinor characters are the backbones of all literary pieces of work. They can have an overall affect that can change the development of a tale. These minute characters can provide further insight into the mind of the leading character(s) through with(predicate) their actions. In the short story The Outcasts of Poker Flat, Uncle Billy is a diminutive character that alters the upcoming events faced by the other characters. His actions force the other characters to use an alternative route to solve their dilemma. Another minute character that makes a big difference is the old timer in the short story To Build a Fire. The old timer gives useful advice to the man but blatantly ignores it. These two minor characters in both of these pieces show that a small and negligible character can make a huge impact on the development of the story.Uncle Billy in The Outcasts of Poker Flat alters the way the other characters can solve their problem. In th e story, Uncle Billy steals the mules and heads back into Poker Flat leaving the other characters stranded in a snowstorm. But bout to where Uncle Billy had been lying, he found him gone. A suspicion leaped to his brain and a curse to his lips. He ran to the spot where the mules had been tethered they were no longer there (Harte 585). With the some supplies obtained, the characters rely upon themselves to correct the problem. The minor character in the sto...

Hamlet and the Oedipus Complex Essays -- Oedipal Complex William Shak

Hamlet and the Oedipus Complex William Shakespeares be given Hamlet contains very mistakable elements to Sophocles Greek Myth, Oedipus Rex. In the late 1800s through early 1900s, a Doctor based out of Vienna, named Sigmund Freud, developed a theory based on the events of the play Oedipus Rex, which has since been coined the Oedipus Complex. Ernest Jones also applied his knowledge of Freudian psychology and wrote a persuasive paper suggesting that Hamlet cannot kill his uncle Claudius because of his repressed feelings for his mother. In the story of Oedipus Rex, Oedipus fulfills a divination given to him, by killing his father Laius and by sleeping with his mother Jocasta. When Oedipus realizes he has fulfilled the prophecy he gouges his eyes out, causing blindness. In Shakespeares masterpiece Hamlet, the Prince of Denmark finds himself stuck in the Oedipus stage (Uncle instead of his father.) As the play progresses, Hamlet seems unable to cope with his repressed childhood feelin gs, leaving him in a state of admiration and melancholy. Hamlet struggles to find truth amongst the people he once trusted. He appears disturbed because of his lustful, feelings for his mother Gertrude, while his hate for his uncle Claudius seems to grow deeper. There are umteen par exclusivelyels that we are able to draw from Shakespeares Hamlet to Sophocles Oedipus Rex. Freud used the Greek myth Oedipus Rex as a means of breaking down the human subconscious. According to Freud, all males suffer from the Oedipus complex. The Oedipus complex can be defined as the males unconscious drive to lust for his mother and the desire to kill his father. Freud believed that there are two opposing forces that exist within all human beings. He said, that the ... ...nes, E. Hamlet and Oedipus, in Bevington, David Twentieth Century Interpretations of Hamlet. New JerseyPrentice Hall, 1968 Kovesi, Dr S. Lecture dismission Hamlet and Psychoanalysis 2002 Shakespeare, W. Hamlet The Oxford Shakesp eare ed. Olver, H.J Oxford Oxford University Press, 1982 Information regarding Freuds theory and works taken from website addresses http//www.geocities.com/Athens/Crete/4158 (General information) http//www.freudpage.com/en-us/freud/psychotheory1.html (Classic Psychoanalytic Theory) http//www.mii.kurume-u.ac.jp/leuers/Freud.htmn (Psychoanalytic Theory) http//www.geocities.com/mhrowell/ (Psychoanalytic Theory) http//fox.klte.hu/keresofi/psychotherapy/index.shtml (Dictionary of Psychoanalytical Terms) http//www.vuw.ac.nz/psyc/vornikFreud/FRONT.HTM (General information and Psychoanalytic Theory)

Topology Essay -- Mathematics Geometry Essays

TopologyTopology is the study of those properties of geometric range of a functions that are unchanged when the shape of the figure is twisted, stretched, shrunk, or otherwise distorted without breaking. It is sometimes referred to as rubber sheet geometry (West 577). Topology is a basic and essential part of any post develop mathematics curriculum. Johann Benedict Listing introduced this subject, while Euler is regarded as the founder of topology. Mathematicians such as August Ferdinand Mbius, Felix Christian Klein, Camille Marie Ennemond Jordan and others have contributed to this field of mathematics. The Mbius band, Klein bottle, and Jordan tailor are all examples of objects commonly studied. These and other topics prove to be intricate and fascinating mathematical themes.Topologists are mathematicians who study qualitative questions about geometrical structures. They look questions like does the structure have any holes in it? Is it all connected, or can it be separated into parts? Topologists are not concerned with size, straightness, distance, angle, or other such properties. An often-cited example is the London Underground map. This will not reliably tell you how far it is from Kings Cross to Picadilly, or even the compass perplexity from one to the other. However, it will tell you how the lines connect between them, using topological rather than geometric information (What 1).Furthermore, if one figure can be distorted into another(prenominal) figure without breaking, then the two figures are described as being topologically equivalent to each other. Two examples of topologically equivalent figures are a coffee instill and doughnut, and groups of the letters of the alphabet. First, an object shaped like a doughnut is a torus. A torus can... ...and. New YorkOxford University Press, 1993.Felix Christian Klein. Available Online.http//www-groups.dcs-and.ac.uk/history/Mathematicians/Klein.html. Accessed12/4/99.Flegg, Graham. From Geometry to Topology. New York Crane, Russak, and Company, Inc.,1974.Jordan Curve Theorem and its Generalizations. Available Online.http//www.math.ohio-state.edu/fiedorow/math655/Jordan.html. Accessed 12/6/99.Marie Ennemond Camille (1838-1922). Available Online.http//ukdb.web.aol.com/hutchinson/encyclopedia/91/M0046091.htm. Accessed 12/6/99.What is Topology? Available Online. http//www.shef.ac.uk/pm1nps/Wurble.html.Accessed 12/4/99.West, Beverly Henderson, and others. Topology. The Prentice-Hall cyclopedia ofMathematics. 1982. 21 577-585.Yaglom, I.M. Felix Klein and Sophus Lie. Boston Birkhauser Boston, 1988.

Faith in Fear and Trembling by Kierkegaard Essay -- Faith Literary Ana

Kierkegaard believes that dead on target religious belief can only be attained through with(predicate) a two-base hit movement of big(p) up rationality or logic, while at the same time believing one can understand logically. In Fear and Trembling Kierkegaard relates true faith to the Knight of infinite resignation and the Knight of faith in this paper, I will examine this claim and show why Kierkegaards semblance is an excellent metaphor for the double movement which is required in ones quest to attain faith and why. Kierkegaards position on faith is represented with the Knight of infinite resignation and the Knight of faith. The Knight of faith is regarded as the one who believes in that which is absurd. For, he is the knight that is able to believe in the things that are paradoxical. The Knight of faith is aware of the contradiction that occurs and rationally understands it, but believes despite this. Kierkegaard gives a description of this after relating the knight to one in extol with a princess he will never have the chance to be with. He describes the knight in this situation claiming, I nevertheless believe that I shall get her, namely on the strength of the absurd, on the strength of the face that for God all things are possible (75). Kierkegaard gives insight into this knight by stating that, On this Knight of faith is just as clear all that can save him is the absurd and this he grasps by faith. Accordingly he admits the impossibility and at the same time accepts the absurd (76). The other knight Kierkegaard refers to is the Knight of infinite resignation. This is the knight who works within reason and is able to recognize the contradiction or logical impossibility when faced with a situation such as the situation where Abraham is commanded by God t... ...at Kierkegaard expresses his honest feelings by stating, but I do not have faith this courage I lack (63). Kierkegaard makes a valid point by stating that a leap of faith requires a double mov ement. Believing something is not possible before believing it is possible. Faith is not just something that comes and goes for some people. Attaining faith requires a growth through certain stages, the prototypical one being accepting that something cannot and will not be. The two knights that Kierkegaard describes is one the most excellent metaphors to describe the stages a person must go through to make a true leap of faith.Works CitedHuxley, T.H. Agnosticism. Introduction to Philosophy of Religion. Ed. James Kellenger.Pearson, 2007. 144-150.Kierkegaard, Sren, and Alastair Hannay. Fear and Trembling. Harmondsworth, Middlesex,England Penguin, 1985. Print.

Jane Eyre :: Free Jane Eyre Essays

ane Eyre is a story filled with many forms of abuse and bad customs. In this essay I entrust bring you close to these. I impart point out tyrants and abusers that Jane faces throughout her life. Jane Eyre Is also filled with hypocrisy and I will expose that. The suffering that Jane endures will be discussed. The book Jane Eyre starts out very powerful. Our first meeting of Jane is at Gateshead. Jane is an orphan who is being taken care of by Mrs. Reed her aunt by marriage. There is no love for Jane here not only that the only thing here for Jane is abuse. Why was I always suffering, always browbeaten, always accused, perpetually condemned?(Pg.11) Keep in mind that this girl is only 10 years old. She is all alone. She is on her own. I was a discord in Gateshead Hall I was like nobody there(Pg.12) Within the First ten pages we learn of the harshest abuse Jane has to face in the book. The infamous Red mode. Jane is sent to the Red manner after a dispute with John. John is Mrs. Reed s favorite, but he is a little tyrant. The foul part is that Jane was injured by him and she got punished. The reason the Red Room seems scary is that it is the room Mr. Reed passed away in. And I thought Mr. Reeds spirt, harassed by the wrongs of his sisters child, might quit its abode. So Jane feels that his spirit is present and her harassment of him might keep him from showing himself. As Jane sits in the Red Room a shadow of some kind begins to question about the wall like a dancer. Jane starts to worry to the point that her mind becomes overwhelmed and she passes out. When she wakes up, she begs Bessie and Miss Abbot the help to let her out. They run to Mrs. Reed to tell her of Janes high fever. As the sunsets a new found factor of worry is thrown at Jane. It becomes evident that she may not make it through the night. Mr. Lloyd the regenerate arrives to tend to Jane, and he recommends that Jane attend a school called Lowwood. Jane makes it through the night but her abuse an d torments have just begun. She will soon face a monster and a tyrant far worse than that of young John known as Mr.

Jane Eyre :: Free Jane Eyre Essays

ane Eyre is a story filled with many forms of abuse and bad customs. In this essay I will bring you secretive to these. I will point out tyrants and abusers that Jane faces throughout her life. Jane Eyre Is also filled with hypocrisy and I will expose that. The suffering that Jane endures will be discussed. The sustain Jane Eyre starts out very powerful. Our first meeting of Jane is at Gateshead. Jane is an orphan who is being taken care of by Mrs. Reed her aunt by marriage. There is no love for Jane here not only that the only thing here for Jane is abuse. Why was I always suffering, always browbeaten, always accused, forever condemned?(Pg.11) Keep in mind that this girl is only 10 years old. She is all alone. She is on her own. I was a discord in Gateshead Hall I was like zero there(Pg.12) Within the First ten pages we learn of the harshest abuse Jane has to face in the book. The infamous Red Room. Jane is sent to the Red Room after a dispute with John. John is Mrs. Reeds favori te, but he is a little tyrant. The foul part is that Jane was injured by him and she got punished. The reason the Red Room seems scary is that it is the elbow room Mr. Reed passed away in. And I thought Mr. Reeds spirt, harassed by the wrongs of his sisters child, might quit its abode. So Jane feels that his spirit is flummox and her harassment of him might keep him from showing himself. As Jane sits in the Red Room a shadow of some kind begins to move about the beleaguer like a dancer. Jane starts to worry to the point that her mind becomes overwhelmed and she passes out. When she wakes up, she begs Bessie and Miss Abbot the help to let her out. They run to Mrs. Reed to tell her of Janes high fever. As the sunsets a new found factor of worry is thrown at Jane. It becomes evident that she may not make it through the night. Mr. Lloyd the doctor arrives to tend to Jane, and he recommends that Jane attend a school called Lowwood. Jane makes it through the night but her abuse and to rments have just begun. She will soon face a monster and a tyrant far worse than that of young John known as Mr.

The Ethical Imperative †Contrarieties

The Ethical Imperative Contrarieties A global ethic is only practicable as a own(prenominal) commitment, says the author, Dalla Costa. He explains that for businesspeople, this does not spurious valuing profit less, but instead valuing people more. Throughout the article, the author shows that business reflects who we are as a society and the beliefs that we live by as individuals. He uses several examples of organizations that have been hurt by un respectable behavior to support his statement.Business leaders must assess their values and make appropriate changes since they operate in a global economy where market forces have left the human aspect weaker and the profit element skyrocketed. Dalla Costa attempts to convince businesses to pursue moral and ethical policies. He addresses the principle of right and wrong but emphasizes the importance of ethical behavior to long-term survival and profit. The article dissects the different characteristics attributed to those optimistic an d pessimistic.It describes the institutional pessimism of business, and explains how it is a product of fear the fear of making mistake and of trying something new. The author argues that todays universal interdependence requires a global ethic concern for the consumers, workers, and the environment of the boilers suit community. He also discusses the pressures that lead to unethical behavior by individuals and organizations. He develops on five core fallacies that ground the pessimists antipathy and prevent correction.In the article, Dalla Costa outlines the suffice for incorporating ethical principles to the direct benefit of customers, shareholders, employees and profits. The author makes clear why corporate ethics must be a fundamental component of any firm. As managers and consumers, many people are concerned about issues like discrimination in the workplace, and are struggling to integrate their beliefs into their jobs. The Ethical Imperative links these personal values to business performance. Costly though they may be, ethics are not an expenditure but an investment (Dalla Costa, 1998). This article can be related to any business. From Tescos point of view as trust is essential among network actors, we believe to be optimistic is the best way to achieve ethical practices and sacrifice trust between the firm and the market. Since industry, employer, and peer pressure are important factors influencing employees decisions, and since they do what they think is expected from them, we go forth work on modifying our business last to build ethic and trust.Teams will be built to assess unethical issues, gather feedbacks and comments. This will in turn create a positive feedback loop. Also, Tesco will co-create supply chain transparency by 1. Demanding full transparency from its suppliers, 2. Working together with Tesco-Motorola-Food suppliers-Customers, and 3. Allowing customers to be true to their respective code of ethics.

Bio 169

Urinary System Anatomy Review1. Name the organs in the urinary system1. 2 kidneys2. 2 ureters3. bladder4. uethra2. The kidneys argon retroperitoneal (behind the peritoneum), craft against the dorsal body wall in the upper abdomen.3. The ad nephritic gland sits atop the kidneys. Blood vessels enter and leave the kidney at the renal cortex.4. The functional units of the kidney are the nephrons. They are called renal pyramids if they are located mainly in the cortex. They are called renal pyramids if they are located in both the cortex and the medulla.5. Blood enters the kidney through and through the hilus artery. The artery branches into smaller and smaller arteries and arterioles. Complete the sequence below ______________ arteriole ______________ capillaries ______________ arteriole ______________ capillaries and vasa recta6. Complete the sequence below showing all move of the nephron Glomerular (Bowmans) capsule proximal convoluted tubule interlace of henle (both go down and as cending limb) distal convoluted tubule collecting groove (both cortical and medullary sections)7. The renal corpuscle consists of two parts glomerular capillaries and the Bownans capsule.A portion of the plasma is filtered into the capsular space due to the hydrostatic rack of the blood.8. The filtration membrane consists of fenestrated capillary endothelium, holey basementmembrane, and the photocyte (which contain filtration slits). This filtration membrane permits (large or small) molecules to be filtered.9. Proximal tubule The simple cuboidal cells of the proximal tubule are called brush border cells because they contain numerous microvilli. The microvilli increase the clear area for reabsorption. The proximal tubule cells are gameyly permeable to water and many solutes. The tight junctions permit the movement of water between the cells.10. Loop of Henle The exquisite descending limb of the loop of Henle is highly permeable to water but non to solutes. The thick ascending limb of the loop of Henle is highly permeable to ___________________ but not to ___________________.11. The thick ascending limb of the loop of Henle runs back between the afferent and efferent arterioles as they enter and leave the glomerular (Bowmans) capsule. The juxtaglomerular apparatus consists of the macular densa cells of the tubule and the granular (modified even-tempered muscle) cells of the afferent arteriole. Granulerutal cells serve as baroreceptors sensitive to blood pressure within the arteriole. Macular densa cells monitor and respond to changes in the osmolarity (or electrolyte composition) of the filtrate in the tubule.12. After the juxtaglomerular apparatus, the tubule becomes the distal tubule, which merges with the cortical collecting duct. The cortical collecting duct contains two functional types of cells Principal cellshormones regulate their permeability to water and solutes. Intercalated cellssecrete hydrogen ions for acid-base regulation.13. The medullary collecting duct is composed of principal cells.Their permeability to urea and water is hormonally regulated. Urinary System Glomerular Filtration1. What force drives filtration at the glomerulus? Blood pressure2. Glomerular filtration is a process of hatful flow driven by the hydrostatic pressure of the blood.3. Common components of the filtrate are divided into four categories on the CD program. These include 1. water 2. ions 3. notrogenous drive away 4. organic molecules4. Blood pressure in the glomerulus is about 60 mmHg.5. What two pressures oppose filtration and what are their values?1. hydrostatic 15mmHg2. osmotic 28mm Hg6. What is the normal net filtration pressure? 7 mmHg7. With a glomerular filtration rate of 125 ml/min, how much plasma would be filtered per day? 180L In 24 hours? _____8. In an exercising man-to-man the afferent arteriole will (dilate or constrict) to avoid excess fluid loss.9. Two mechanisms that provide autoregulatory control over renal processes incl ude 1. myogenic 2. tubuloglomer10. High osmolarity (or high Na+ and Cl) in the ascending loop of Henle will cause afferent arterioles to (dilate or constrict) by releasing vasoconstrictor11. In periods of extreme stress, the sympathetic queasy system will override autoregulation.An increase in sympathetic flow to the kidney will result in what two important effects that will instigate maintenance of blood pressure?1. vasocontriction2. Urinary System Early Filtrate Processing1. What are the two reabsorption pathways through the tubular cell barrier?1. transcellular2. paracellular2. How potbelly we cause water to diffuse from the lumen into the interstitial space? An increase in the osmolarity of the interstitium3. Transport of what ion could cause the diffusion in question 2?4. retell reabsorption in the proximal tubule. 85% of reabsorption of all useful substances occur here5. What percent of the filtrate is reabsorbed in the proximal tubule? 99%6. The simple squamous cells of t he thin descending loop are permeable to __________________ but impermeable to ________________.7. The ascending limb of the loop of Henle is permeable to Water but impermeable to solutes.8. What is the role of the loop of Henle? Facilitated diffusion9. What is the role of the vasa recta? Blood capillary which collects the filtered blood capillary which collects the filtered blood from afferent arterriole10. From the Quiz section, what does furosemide do? Increases your water output to strike fluid remembering through urinationUrinary System slowly Filtrate Processing1. Name the two types of cells in the cortical collecting ducts and describe their function.1. principal2. intercalated2.a. Aldosterone is stimulated by an increase or decrease in what ions?1. potassium2. Sodiumb. What does aldosterone increase in the basolateral membrane?3. What does antidiuretic hormone (ADH) increase in the luminal membrane? Vasopressin4. In dehydration and overhydration, what would be the levels of a. ADH? v dehydration ___? ___ overhydration (? or ) b.Aldosterone? ___ v ___ dehydration __? ____ overhydration (? or )5. Describe what move(s) out of the tubule and what the osmolarity would be in the following nephron segments a. Proximal tubule______ move(s) out______ mOsm b. Descending limb______ move(s)out______ mOsm c. Ascending limb______ move(s)out______ mOsm d. Late distal tubule______ move(s)out______ mOsm6. a. By the medullary collecting duct, only _____% of the filtrate remains. b. Under the following conditions, report the levels of ADH and subsequent urine osmolarity and flow rate7. a. Urine with a high normal osmolarity and containing RBCs and protein would express _______________ b. Urine with a very high osmolartiy and glucose would indicate _______________ c. Urine with a very low osmolarity and high volume would indicate _______________8. An increase in plasma potassium levels would lead to what changes in the following? (? or ) a. _____aldosterone levels b. _____potassium excretion c. _____sodium excretion d. _____interstitial osmolarity e. _____urine volume

Example Essay for Primary Research

OUTLINE I. Introduction * Definition of modern adults Take responsibilities for their own action (Newman, B. M & Newman, P. R, 1983) * three-year-old adults should live with their pargonnts. II. Body 1. Save m peerlessy * Affected by economic crises Number of youth unemployment (Barnes, 2012) * Save the daily expenses ( Vander Zanden, 1997) 2. Close kinship among family members * Parents + suffer emotion (Philip, 1998) + Take care of each other (Logan & Spitze, 1996) * Siblings + Share every day routines (Newman, B. M & Newman, P. R, 1983) + Confide each other (Newman, B. M & Newman, P. R, 1983) . Reduce faulty effects for personal development * Evidences + Unexpected pregnancy (Philip, 1998) + Less successful marriages and work lives (Berk, 1998) + Increased depression (Rosenfeld, 2010) * Role of family Safety net (Berk, 1998). 4. Counterargument and refutation * Counterargument Young adults will gain experience when they leave home * Refutation + Parents opinions are better th an peers opinion (Newman, B. M & Newman, P. R, 1983) + main(prenominal) role of genial can from parents (Philip, 1998) + Free to go out to get experience because of democracy parents (Turner & Helms, 1989) III.Conclusion Young adults should remain to co-reside with their parents because of the lack of advices, financial and emotional support from their family (Berk, 1998). Young generations play an importance role for the future generation in their country. The government always gives priority to these generations including children, adolescents, and young adults. However, young adults acknowledged to keep rights to sham responsibilities for their own action (Newman, B. M & Newman, P. R, 1983) possess the best for developing the country.Whether early adults should live at home with their parents or leave their parental home is quench controversial. In our opinion, early adults should co-reside with their parents for several reasons. The first reason why early adults should li ve with their family is that they have an opportunity to save money. Economic circumstances present umpteen challenges for young adults because most usually graduate from high school, they find a place in college and start a job (Crandell, T. L, Crandell, C. H & Vander Zanden, 2009).Besides, economic crises have led unemployment for 75 million young people between the ages of 15 to 24 years old (Barnes, 2012). Due to the low starting salaries, many young adults struggle to pay their daily expenses (Vander Zanden, 1997). Furthermore, according to Hartley (1993), in Australia, 45% of surveyed people said the main reason for returning home in the first cartridge clip is financial problems. Secondly, early adults who do not make a residential transition have a closer relationship with family members than those leaving home do.Beside financial support, children will receive love and moral support from their parents (Philip, 1998). Parents, moreover, are willing to provide guidance for their children that help them make better choices and decisions. As a result, the relationship between parents and children is more semiprecious than young adults and peers (Logan & Spitze, 1996). In addition, the siblings are typically the first peer group in both childhood and adulthood. Young adults active at home benefit from sharing every day routines ith their siblings like joining he meal, splitting dress or taking care of one another, especially, when they are ill (Newman, B. M & Newman, P. R, 1983, p. 231). Furthermore, when young adults cope with problems to express themselves with their parents, teachers and social peers, the siblings are likely to be appropriated people to confide (Newman, B. M & Newman, P. R, 1983). Thirdly, early adults aliveness at home will reduce bad effects on personal development. Young people are likely to become self-indulgent including the lure of drugs and alcohol when there is no parental supervision.According to Philip (1998), negative e conomic and social effects leading to a great number of dangers as teen-aged motherhood are the results of leaving home at very early young age (p. 557). In addition, detaching themselves from their net at young age make early adults ticklish to succeed in marriage and work (White as cited in Berk, 1998). Nevertheless, young adults presume that the goal of leaving home is to have an independent life story, which makes them easily animated and depressed (Olds & Schwartz as cited in Rosenfeld, 2010). Bruch et al. Cheek & Busch (as cited in Berk, 1998) said that socially anxious people report more loneliness (p. 461). Therefore, the family is the best address to set off stress and decrease social dangers for early adults because the parental home serves as a safety net and base of operation for launching adult life (Berk, 1998, p. 463). The opponents of co-residence with parents say that young adults will get experience when leaving home. However, gaining experience does not depend on who they live with and young adults can get valuable experiences while living with their parents.In fact, peers advices are not always as reliable and effective as parents in some cases (Newman, B. M & Newman, P. R, 1983). Moreover, the prerequisite of social support from their parents for the maturity of young adults was the conclusion of a study of 175 18 and 19-year-old college students (Philip, 1998). According to Turner and Helms (1989), 83% of the adolescents have democratic parents (p. 288) because they assuage have the freedom to participate in social activities and do part-time jobs to broaden knowledge when living at home.Additionally, they also can help their parents with kinfolk chores, which narrows the generation gap and helps them learn essential skills for an independent life later. In conclusion, due to the current economic crises and dramatic changes in society, especially the increase of social dangers, young adults should live in their parental home to avo id harmful influences on themselves and their family as well. By contrast, young adults who decide to leave home at an early age may face difficulties for a long time because of the lack of advices, financial and emotional support from their parents (Berk, 1998). Words 769REFERENCES Barnes, H. (2012). Global Youth unemployment do sense of the numbers. BBC News. Retrieved from http//www. bbc. co. uk/news/business-19745115. Berk, L. E. (1998). Development through the lifespan. The USA A Viacom Company. Crandell, T. L. , Crandell, C. H. , Vander Zanden, J. W. (2009). Human Development. (9th ed. ). New York The McGraw-Hill Company. F. Philip Rice. (1998). Human Development. (3rd ed. ). The USA A Viacom company. Hartley, R. (1993). Young Adults living at home. Australian Institute of Family Studies. Reproduced from FAMILY MATTERS no. 36 December 1993, pp. 35-37. Retrieved from http//www. ifs. gov. au/institute/pubs/fm1/fm36rh1. html. Logan, J. R. , Spitze, G. D. (1996). Family Ties Endu ring Relations between Parents and Their Grown Children. The USA Temple University. Newman, B. M. , Newman, P. R. (1983). Understanding Adulthood. The USA CBS College Publishing. Rosenfeld, M. J. (2010). The independence of Young Adults, in Historical Perspective. Journal of Family Therapy Magazine, 9 (3), 17-19. Turner, J. F. , Helms, D. B. (1989). Contemporary Adulthood. (4th, ed. )The USA Saunders College Publishing Vander Zanden, J. W. (1997). Human Development. (6th ed. ). The USA The McGraw-Hill Company. .

Developing language skills Essay

1. INTRODUCTIONThroughout the last several years side teaching course books amaze become the essence to perking the English voice communication successfully. There has always been a major necessity to education, audience and pen but recently educators bring found that communicative competence is an important summation that needs acquiring. According to this latter statement, recent course books ar weap cardinald with each cardinal skills in order to achieve a proficient aim of English. However, due to new discoveries such as the student-centered learning or Howard Gardners Multiple Intelligence Theory , many books be inclined to the different necessities that break font thestudent. Here, for example, we atomic number 18 presented with two very different books directed to teenagers. In the following course books Bachillerato book make Easy and the Basque book Botelln we bequeath intent to make discordant contrasts and comparisons amongst the quadruple major skill s to English language learning.2. METHODOLOGIESWe must realize that tout ensemble course books absorb many methodologies.. We have seen in Methodological Approaches (See Funiber Subject 1) that Marianne Celce-Murcia quotes that a historical perspective needs to be nonplusn into askation to be able to evaluate innovations effectively. As we substructure see there has been an immense amount of detail added to language teaching from the early 19th century when comparing the Grammar Translation method to the newly espo use up approaches although there are still compacts of the methodologies present within the newer books. Here are few 2.1. TABLEMADE EASYBOTELLON twoGrammar-Translation MethodExercises to translate into L1 pulmonary tuberculosis of dictionaryDirect MethodNo use of m another(prenominal) tongueReading MethodLots of reading materialStructuralismPlenty of cut and repetitionContrastive AnalysisBachillerato will focus on common Spanish errors, eg. DO/MAKE The theme/ outlet is inclined to a Spanish saying botelln..BehaviouristStimulus, receipt, reinforcement activitiesCognitive ApproachRules are made clear send-off before blueprint(TPR)CALLThe course book is equipped with extra material resource books for teachers and a websiteTPRLearn language through doingCLLExtensive list of themes appreciating the learners needs. No school casebookbook.Natural Approach Contain all four skills Teacher support.Lexical ApproachVocabulary importance.Audio-visual MethodMeaningful communication and social contexts.2.1.1 THE LEARNING THEORIES IMPLICITThis chart shows both course books seem to have adopted some essence of the older methodologies. Nowadays approaches are to a greater extent familiar where teachers can choose a method that will better suit the learner. However, our next research will be on integration and segregation of reading, writing, listening and discourse skills.3. INTEGRATIONFirst the meaning of integration is the usage of all four lan guage skills simultaneously in various activities. Some exercises begin with reading, perhaps a follow up of discussing the article and finally concluding a written summary of the text. By doing all three activities we are utilizing the skills of reading, speaking and writing. As Dr Garza quoted it most teachers recognize that the four language skills support each other and are found together in real-life language use. Also, none of the separate language skills are ever used in isolation (Funiber, developing language skills in the classroom). Now we understand the significance, we can continue to analyse this method in the books.3.1. EXTENTmake Easy, from an external perspective looks as though the skills have all been single out but in fact they have all been integrated. The reading, which is divided into a before, while and after reading which are entwined with various grammatical activities for preparation. However when you look at an internal view of the course book we see tha t there is a high level of integration with the four skills. Take the writing section which has various grammar exercises (Language/Vocabulary)Assignment DLSCbeforehand to ensure understandability of the learner which also holds a cognitive approach to learning correspond to Chomsky. Here, reading and writing are both merged then followed by reinforcing activities. As we have learnt reading in traditional terms at least, seems to be a natural bedfellow of writing (Funiber). Lastly, we have a division of the listening and speaking activities from an outer look in the last page but they arehowever unit of measuremented through the theme of the subject which locks them together. On the other hand, the Botelln book is relatively distinctive. Firstly, the format that is uses is generally integrating reading and handsome of brainstorm writing activities with the final intention of speaking. However there are activities of listening which is integrated with writing. However there is on ly the one action (2) that is segregated which is the skill of speaking as is the final act which perhaps helps the teacher to evaluate the extent of the learners new acquired knowledge throughout the course. 4. PRODUCT AND PROCESS flavorHowever, there are some similarities worth mentioning between the two course books. They both take a process approach which has the student working up to the final contribution. A process approach tends to focus more on various classroom activities which promote the development of language use brainstorming, group parole and rewriting (Steele, 2004). In the Bachillerato book do Easy on page 61, we have before and after writing preparation an insight, planning, mind mapping, writing first drafts, feedback, editing and evaluating.Chen for example states that these studies have quantitatively measured improvements in learners test scores following the completion of a strategy training programme (2007). furthermore, the Botelln book also includes a process approach but in a broader sense and tends to cover most of the book with an abundant amount of brainstorming activities that drive and lead to a final proposal (writing) and a discussion part (speaking) at the end. As Lynch quotes the route one takes to that goal (1996148). To comparison4.1.1 TABLEProcess writingProduct writingText as a resource forcomparisonImitate model textIdeas as a starting pointOrganization of ideas aremore important than ideasthemselvesMore than one draftOne draftMore global, focused onpurpose, theme, text typei.e. reader is emphasizedFeatures high passed including controlled practice of those features CollaborativeIndividualEmphasis on creative processEmphasis on end product* delay 1 Product and process writing A comparison (Steele 2004 p. 1)5. AUTHENTICITYNow looking more closely to the aspects of accredited/genuine exercises. The significance of an regular(a) text some researchers have gone on to say authentic materials are materials that we can use in the classroom and that have not been changed in any way for ESL students (Sanderson, 1999). Harmer (1991) defines authentic texts as materials which are designed for native loudspeakers they are real texts designed not for language students, but for the speakers of the language. unquestionable texts is language used by natives which have not in any case been manipulated by authors to suit the level of then learners. Although, what matters is the response and expression of the learner, if it in accordance to the text then the response has been made authentic as once quoted by Widdowson (Funiber, Developing Language Sills in the Classroom). In Made Easy, there are many reading activities.In the text Making and keeping friends we can see that there is a previous practise to help the learner think and analyse the text before reading predicting. According to Revell and Breary, a way of dealing with this problem is to get the learners to predict the main points of the text (Funiber). after the reading there are questions to be answered straight after the comprehension if we immediately ask questions then we are denying the chance to give an authentic response (Lynch 1996 124-125). The next authentic text would be the possible newspaper or magazine article (pag 63) which has probably been falsified to a certain extent to suit the level of the learner. In thespeaking, on page 67, they are able to give their own opinions in relation to the listening previously heard which allows their own expressions to be considered.The listening provides the learner with many different ideas for brainstorming. However, they are not real life situations, there is no genuine media and there is an exclusion of body language and facial expression and thus there is no possible reply (Funiber). In the Botelln book, we are presented with a real problem of teenage street drinking which induces a genuine problem. The first speaking exercise allows the learner to give real feed back with an authentic and genuine response. Throughout the unit we have, as mentioned above, many reading activities real life opinions, newspaper articles and a diplomatic meeting. This all seem extremely genuine but to what extent is unclear. On another controlling note, we have two You tube debates Pregnancy Discrimination and The Iraq War. These last two are very opposite to the general and ordinary listening we are used to and they are in fact impossible to manipulate. Following this virtual debate, we have a more general listening more or less psychology with Dr. Lindee which although is a very cosmopolitan reciprocal activity it may have some essence of credibility.6. SIMPLIFICATIONWiddowson says that text simplification for abet language learners is the adaption of a genuine text in order to facilitate reading and comprehension skills. Some authors claim thatAssignment DLSCauthentic materials (genuine) are often too hard for students who read at refuse levels .Though is controversial issue, a genuine text is not necessarily better than an adapted one, what matters if the student responds to it as he would in real life. On the one hand this will benefit the some learners, as by manipulating the text to suit the learners interest this will stimulate their motivation and interests. However, Honeyfield (1977) says that the two principal aspects of text simplification, namely simplifying language and simplifying content, produce material which differs significantly from normal English in the areas of information distribution and common structure. By altering the language,it reduces the colloquial and reality of the language. Now the question remains as to how do weidentify if the text has been adjusted?Swaffar (1985) says that the primary intent of an original text is to communicate meaning, and in her view, authentic messages which perform this function have the following characteristics authorial cues, repetition, redundancy, and discourse markers . She claims that simplified texts do not have these characteristics because they have a pseudo-intent, which is to teach language, rather than to communicate. Made Easy has three very different texts firstly on page 61 the text holds an easy lexicon, short sentence structures, redundancy and a a simple content of topic. On page 63 however, in activity 6 we have a newspaper report, we are given information with an straightforward vocabulary and a structure that is in relation to the grammar explained in the previous activity the reported speech. Lastly, there is an see written in an academic format, supposedly by a native adolescent. There are longer sentences with subordinate clauses and a wider scope of vocabulary.All three text show some sign of simplification which is not ideal because as Willis says, in developing their communicative skills learners need to become aware of the choices realised in genuine language use in order to create appropriate meaning (1996 26). This opi nion puts learning on fluency. The Botelln gives more of a realistic and pragmatic cognizance because all of the texts represent real life opinions which should all interaction between natives should be genuine. Firstly, on page 64, activity 3, we have 7 different views about the subject of alcohol. By analysing the content we have a very colloquial type of language expressed by native English foreigners living in Spain.Secondly, on page 71, activity 6, we have more viewpoints but there is a more complex vocabulary and structure with more detail, plentiful of subordinate clauses and some acronyms. Lastly, on page 74, activity 7, we have more opinions but these are inside quotation marks which indicate direct speech and should be unsounded as a natural and spontaneous spoken English. The amplest difference about the two books when identifying these concepts is on page 77 of the Botelln book on activity 8 There are two virtual debates (Pregnancy Discrimination and the Iraq war) which are provided to the students to watch from the web. This is the closest encounter wehave to real conversation. McCarthy and Carter explain that language in action involves participants in using language to refer to action in an easy and unproblematic way because they are taking place before their individual eyes (pag. 209).7. SKILLSThe next subject is the relationship between the work and learning/practice of grammar When teachers first began to adopt a communicative approach to foreign and blink of an eye language teaching, learning communication was often presented as an alternative to learning grammar. We noted a strong sense of convergence between stated beliefs and existent classroom practices. Having our self-experienced English language learning by explicit instruction on the rules of grammar, the belief that grammar teaching should be integrated into speaking, writing and reading. belief that grammar is key to language learning and direct grammar teaching is needed by t heir EFL/ESL students We think this particular type of study vitally important especially in light of the results of the recent Richards, Gallo, and Renandya (2001) survey that suggest evidence of divergence between teachers stated beliefs and actual classroom practices related to grammar teaching.8. PRODUCTION ORAL AND WRITTENIn Bachillerato Made Easy there is a continual relationship between production (oral and written) and grammar because we can see that the step includes a written part where the students write sentences to take into account the ways to report what someone has already said, then in an oral practice they report the message using a reporting verb and making some changes in tenses pronouns, adjectives and adverbs. In Botelln there isnt a relation between skills and grammar because the unit doesnt show any grammar description. They have a brief model to write, read, speak and listen but they dont have the grammar reference to follow the different skills.What are the opportunities for production do both units provide? Oral communication is a two-way process between speaker and listener where both the speaker and the listener have a positive function to perform (Byrne1986 8). So speaking is therefore an interactive process but we have to recognize that there will be times when the speakers role will be essentially passive which is emphasized in McGregors model of collaborative discourse (see Section 2.2.3) Furthermore writing is labeled as written production and is one of the branches, it is a skill that students must develop. When expressing oneself in a language, this is only done in an oral elan written communication is extremely important in language learning. So both units provide their students with situations that allow development and progress in the four skills Bachillerato Made Easy the unit provides opportunities with a group work, self-access and Presentation Practice Production, for both production skills (oral, written) the unit tends to be teacher-centred, as the teacher leads the activity and provides necessary information.Furthermore it is a student centred activity because the learners in some steps are able to decide what to say, and how to say it, for example for oral production the learners start discussing with a self-assessment task in two different exercises. In the first exercise learners have to reflect about their behaviour in given situations and in the second part they have a free group discussion about the same topic which is presented in all the unit and provide the learners with the necessary structure, vocabulary and grammar (previously taught). Botelln provides opportunities with interaction where the learners work in groups or independently where they have the chance to work together and interact autonomously and the teacher acts as a facilitator by monitoring their work. For example for the written part they use the steps in the reading part to refute a diplomatic way the topics given. Now the learners are totally trained for talking about different points of view. As we know there are three main make ups in any unit Presentation, Practice, and Production. A unit which includes all these stages can help learners to learn more efficiently. 8.1 TYPESThe presentation stage involves explaining the aims of the unit so that children know what they will learn and why. It is also during this stage that the teacher explains the new language, including both its meaning andform, and how to say or write it correctly. The goal of the practice stage is to help the children use the new language you have just explained to them. It is at this stage that error correction is most important. The final stage is the production stage. This can help motivate children to communicate meaning with the new language. Children should experiment with the language. For example in Bachillerato Made Easy, they write an essay but in the part for production it is required to follow the steps to cr eate the essay description, narration, exposition, and argumentation) or it is better to write a paragraph or notes for a letter to produce learning.In Botelln they make a diplomatic discussion, this part requires more group work and pair work to achieve more examples of communicative language. 8.1.1. ACTIVITIESAssignment DLSCThe variety of the activity types provide opportunities for students to build Awareness or consider understandings related to the learning. They help the learners to apply their knowledge of the contents using a variety of processes and techniques. The four skills work in tandem when the activities that require their use are designed to support learners in the process of learning, creating and producing a specific product. The Bachillerato Made Easy unit presents the following activities for the speaking section (oral) dialogues, role play, talking about themselves related to behaviour in different situations that mention generalization and advice to take int o account in our real world to be good friends. In this activity students are allowed to answer questions using their own words.On the other hand, a written section follows these activities Written practice to responding to questions that are related to friendship. In the speaking section the activity discusses some of the issues, factors and solutions for the problem. Apart from that the other activity is to work individually, whether they agree or disagree and to state their own reasons about the proposed solutions. The last activity is a discussion in groups, giving for and against arguments. In the written section the unit uses a discussion organiser in a written practice where the students have to write some notes proposing a solution which could be appropriate for everybody on the subject of botelln. 9. OPINION AND CONCLUSIONWe can say a textbook is only as good as the teacher who uses it. A textbook is just a tool, in our teaching arsenal. Sometimes, teachers over-rely on tex tbooks and dont consider other aids for the classroom. Some teachers reject a textbook approach to learning because the textbook is outdated or insufficiently covers a topic or subject area, but we know that a book or a unit is very important to learning the language. So we prefer both units Bachillerato because this unit is considered Authentic and Genuine, the unit works with the four skills and other points such as grammar which are vital to learning the language. Furthermore the unit has different activities for each skill. On the other hand the unit Botelln because it is algo genuine although this unit is more student centred. In this case it is focused on each students needs, abilities, interests, and learning styles, placing the teacher as the facilitator.BIBLIOGRAFY1. Berliner, D. C. (1987). Ways of thinking about students and classrooms by more and less experienced teachers. In J. Calderhead (Ed.), Exploring teachers thinking (pp. 60-83). London Cassell. 2. Chen, Y.(2007). Learning to learn the impact of strategy training. ELT Journal, 61 (1), 20-29. 3. Gabrielatos, C. (2002). EFL writing product and process. Retrieved on 25 August. 2010 from 4. Funiber, Methodologies and Approaches. Developing Language Skills in the Classroom. 5. Gardner, A., & Johnson, D. (1997). Teaching personal experience narrative in the elementary and beyond. Flagstaff, AZ Northern Arizona create verbally Project Press. 6. Higuchi, M. (1998) Using Authentic Texts in EFL Teaching and Learning 7. Honeyfield, J. (1977). Simplification. TESOL Quarterly, 11(4), 431-440. 8. McCarthy, M. and R. Carter. 1995. Spoken Grammar What Is It and How Can We Teach It?. In English Language Teaching Journal, 493 207-18 9. Steele, V. (1992). Product and process writing a comparison. Rowley Newbury House. 10. Swaffar, J. (1985). Reading authentic texts in a foreign language. The advanced(a) Language Journal, 69, 115-134. 11. Swan, M. 1980. Practical English Grammar. Oxford Oxford University Press . 12. Widdowson, H. (1976). The authenticity of language data. J. F. Fanselow & R. H. Crymes(Eds.), ON TESOL 76. Washington TESOL.Assignment DLSC13. Willis, D. et al. 1996. MA TESLTEFL Open Learning Programme Pedagogic Grammar. Birmingham The Centre for English Language Studies, the University of Birmingham.WEB READINGS1. Claridge, G (2005) Simplification in graded readers Measuring the authenticity of graded texts http//nflrc.hawaii.edu/rfl/october2005/claridge/claridge.html2. Higuchi, M. (1998) Using Authentic Texts in EFL Teaching and Learning http//bambi.u-shizuoka-ken.ac.jp/kiyou4228021/12_1/12_1_03.pdf3. Md. Kamrul Hasan & Mohd. Moniruzzaman Akhand Kamrul, H. and Moniruzzaman, A. (2010) Approaches to Writing in EFL/ESL Context Balancing Product and Process in Writing Class at Tertiary Level http//www.nepjol.info/index.php/NELTA/article/viewFile/4612/38234. Tamo, D. (2009) The Use of Authentic Materials in Classrooms http//www.lcpj.pro/skedaret/1277547685-74_pdfsam_LCPJ,%20Per %20shtyp.pdf

Introduction to Communication in Health Essay

List below the different reasons why people communicateCommunication is an integral part of life. Communication satisfies our constant need to relate to other(a)s, and reserve them relate to us. We use communication for numerous reasons, including persuading, to seek study, to express emotion.Explain how effective communication affects all aspects of your own workIf you dont surface effective communication the person/people you atomic number 18 communicating to may not understand what it is you are saying/asking. They may also misinterpret what you spurious therefore giving you an invalid response.Explain why it is important to observe an individuals reactions when communicating with them Its important to view reactions, because only partially of communication is verbal, meaning that you are gong to be missing out on a large part of communication if you arent paying maintenance to peoples facial and bodily reactions. Face-to-face communication is the strongest and tightest cou pled method of communication we find.Read more thanDifferent reasons people communicateessayExplain how you have found out about an individuals communication and language needs, wishes and preferencesAsking the service user, talking to colleagues, reading care plans and medical notes, asking relatives, are the ways to found out about an individuals communication and language needs, wishes and preferences.List the barriers to communication lyric barrierPsychological barriersGender barriers kitchen-gardening barriersEmotional barriersPhysical barriersIf no ability to form ideas or to use a relative method of interacting with someone. Personal incompetence in communicating in an appropriate way with other people. Use of jargon or slang. Too much entropy not able to process everything and take any more information in.Explain how you have identified sources of information and support or services to enable more effective communication.Translation Services Can foster with changing wr itten text from one language to another.Interpreting Services Can help in converting spoken language to another language.Speech & Language Services Can support people who have had a stroke and have problems with their speech.Advocacy Service Can support people who are inefficient to speak up for themselves. This service tries to understand the needs, wishes and preferences of people, and will argue on their behalf.Explain the term confidentiality and how you implement it in your workplace Confidentiality has been defined by the global Organization for Standardization (ISO) as ensuring that information is accessible only to those authorized to have access. Confidentiality is defined as keeping something secret, specifically relating to private information or communications. Confidentiality relates to the duty to maintain confidence and thereby respect privacy. Under the ethical principle of respect for a persons autonomy, public health workers have an obligation to respect priv acy.Describe situations where information normally considered to be confidential might need to be passed onSometimes confidential information about a node may need to be passed on to others. If there is a risk of danger or harm to the client, or other people, if abuse is suspected or if there is suspected misconduct by/of a colleague, in respect of care of a client. You must inform the client why the information needs to be passed on to others, and that it is your responsibility to do so.Explain how and when to seek advice about confidentialityThis will be outlined in corporation policies and procedures or codes of practice. The Data Protection Act 1998 was made to protect a persons personal and sensitive information.

A study of anatomy and physiology of movement of upper limb

The procedure in lifting the hand to drink water is a complex one which involves a huge amount of applied science inter-transfer between the brain and the eventual skeletal muscle.There is initiation of the movement at the brain which is transmitted via specialized white theatrical role tracts to the hip flexor muscles via the intermediate spinal cord, involving a very complex mechanism at the cellular takeThe initiation of the process is at the motor cortex (Ms I) of the brain. The primary motor atomic number 18a is primed(p) at the precentral gyrus of the frontal lobe. The bea controlling the motion of the lower limbs lies towards the superior surface of the brain. Within this atomic number 18a lies the cell body of the primary neuron. These neurons are known as upper motor neurons (UMN).These UMNs receive modulating impulse from the inputs from the cerebellum and the basal ganglia via the extrapyramidal pathways. These tracts modulate the gross movement initiated at the f rontal cortex. In turn these areas are modulated by afferent signals from ascending spino cerebellar, and spino-thalamic pathways. The signal initiated at the nucleus of the cell body is transmitted electronically via the axon of the myelinated neuron via the means of salutatory conduction.The myelin sheath which surrounds the axon of facial expressions that involve fast transport, breaks at intermediate regions known as Nodes of Ranvier. The electrical impulse moves in a spring manner at these nodes nerve transmission as a neural impulse, generated by the formation of a nerve action potential. Like all nervous tissue, nerves maintain a resting membrane potential that is the difference of voltage across the membrane of the neuron. In neurons this value is 70 mV.This voltage difference is retained by the Na/K pump on the membranes. This impulse generated at the axon hillock is transmitted via the depolarizing phase which allows sodium ions ingress into cells via opening of the Na channels. This entry of Na in one portion allows activation of other Na channels, causing depolarization of the adjacent region of the neuron. Subsequently repolarization occurs via the opening of K channels, which restores the membrane potential.Thus this process continues which allows the transmission of impulse. Many such nerves together descend as the descending cortico spinal tract in the pyramidal system, which travels done the midbrain into the spinal cord, decussating at the level of midbrain( 90% of the fibres decussating and forming the lateral spinothalamic tract) and again at the level of spinal cord ( the other 10%, forming the anterior spinothalamic tract) .It is the precedent which is responsible for the upper limb movements. The cortico-spinal tract travels in the anterior horn cell of the spinal cord till the brachial plexus where they synapse with the spinal dorsoventral root neuron (lower motor neuron). A single post-synaptic neuron receives signals from man y neurons. At the axon terminal, the propagation of impulses leads to release of neurotransmitters, which are stored in specialized vesicles.The released Ach diffuses into the synaptic cleft and binds with receptors on the post synaptic membrane to produce excitatory post synaptic potentials. This leads to generation and propagation of impulse in nerves which are destined to innervate the neuro-muscular junction. At the neuro-muscular junction, Ach is released, which diffuses into the synovial cleft and binds to receptors in the motor end plate, and triggers a muscle action potential.The released Ach is destroyed by the acetylcholinestrase. At the level of the sarcolemma of the muscles, the muscle AP travels along T-tubules, opening Ca release channels in the sarcoplasmic reticulum. Ca binds to troponin-tropomysin complex, which releases the myosin heads, these then bind to the actin thin filaments, and draws them closer to the M line. Meanwhile bringing the Z disc closer.This lead s to muscle fibre contraction. This is a self propagating sequence eventually leading to the contraction muscles involved in the movement. Each nerve fibre innervates many musle fibres ( about 150). This is the motor unit.The greater the number of motor units recruited by the nerve action potential, the greater the force of contraction of the muscles. In the spinal cord, nerve impulse travels along the brachial plexus (C5 T1) to innervate the Pectoralis major (Arm adduction and flexion reaching out to hold the glass), Flexor digitorum superficialis and profundii of all fingers, the interossei and the lumbricals of all digits, opponens pollicis, flexor pollicis brevis , adducor pollicis and abductor pollicis brevis ( gripping of the glass by the fingers flexion at metacarpophalangeal.Proximal interphalangeal and the distal interphalangeal joint of the fingers the carpometqcarpal joint, metacarpophalangeal and the interphalangeal joint of the thumb) then contraction of the biceps br achii ( articulatio cubiti flexion) and the supinator ( supination at the elbow joint) finally the contraction of the triceps muscle ( elbow extension, to put the glass back).This excitatory impulse is also associated with the production of inhibitory action potential ( hyperpolarizing impulse) in the antagonists (eg triceps during elbow flexion, and biceps during elbow extension)

The economist Keynes

The author should address the use of labor laws to increase productivity and rebuild family bonds as our previous economy. The labor laws must reflect the new changes in our New Economy in order for traditional acidulateers and corporations to flourish. Increased productivity can reduce the workloads of all workers once our economy stretches a successful standpoint in comparison to our forefathers. Economists call this movement a revolution, but many another(prenominal) workers be still experiencing a mind numbing c areer due to the long hours placed on their positions within corporations.The total mindsets of corporations replacing the family aspect are visible in todays new society as well for instance, new technologies are replacing workers and outsourcing has reduced costs. These affiliations with other corporations have call on a society within their own rights IT firms and real estate industries. The economist Keynes understands that the work being put into the economy now will reduce the problems and quite a little the way our society functions today.Families have been disrupted due to the increased work weeks, single-family homes, and outsourcing in which some employees have relocated into foreign countries. Our economy may reach full potential if the government enforces vacation days as a requirement for all companies. This will give workers time to recuperate from the hard work they have placed into their jobs during the week. In a way, this is a very clever argument because there is a possibility that worker will increase their productivity after a slight rest.Civil activities can be attended to as they were before, more money will flow through the economy, and the technologies can alter or require workers to return to school for higher education. Our New Economy demands a high-performance individual with working knowledge of the latest technologies higher education requirements are signaling an improved economy too. National awareness of t he advanced technology may make labor laws suitable for high-performance workers as well as traditional workers.

Feudalism in European and Japanese Society

Feudalism was used in both(prenominal) lacquer and Europe and as much(prenominal), ad similarities amongst in Uses including the floor the system was based on, the hierarchy pertain in such a system, and the establishments lords create as their residences. How constantly, as a import of varying cultures, the feudalistic system had a handful differences in both countries from the basis of ideas regarding the feudal system (I. E.Confucianism and Kong Quiz versus universality and Roman imperial laws) to the date of establishment of feudal system as a mixer system in their respective countries allowance of the lord and dainty for the military service performed by the serfs, peasants, and samurai to he aversion of suicide, or lack thereof when in regards to samurai, by knights as a result of their binding to Catholic Christian law. Feudal European and lacquerese societies were built on a hierarchical society firstly.Various levels of social strata were the basis of aforementi 1d feudal societies. These levels of strata included (1) nobles (2) warriors and (3) tenant farmers or serfs. Like many ancient and medieval societies, social mobility was never truly at center stage and as a result it was a near(a) nonexistent thing in feudal societies in both Europe and Japan. In addition, these feudal societies fostered an copiousness of respect for the warrior class, stemming from constant warfare and their function as local lords. The warrior class was restrained by a code of ethics.For example, European knights were anticipate to follow a code of chivalry while Japanese samurai were expected to follow the doctrine of what is called bushier ?in other words, the way of the warrior. Finally, feudal lords in both countries, Europe and Japan, built strong and large castles that could be used for defense from invaders and also served as protection for themselves and their vassals, seeing as that in and of itself was the main precept f feudal systemprotection in e xchange for homage, labor, and a divide of the agricultural harvest.On the other side of the coin, the basis of ideas regarding the feudal system of society differed from Europe to Japan. European feudalism was founded on the authority of the Catholic Church, an element of European life that was increasingly important in such a medieval society, along with Roman imperial laws and customs the likes of which were supported by said Catholic Church. As a result, the symbiotic relationship between a lord and his vassals was seen as contractual, an idea originating from he ancient patronize relationship found in the Roman Empire.The lords o offered both protection and payment while the vassals gave their complete loyalty to the lords. Whereas Japanese feudalism originated on the precepts of Confucianism and the doctrine of the Chinese philosopher, Kong Quiz. These doctrines emphasized devotion and filial pietyrespect for both superiors and elders-?and functioned as the quintessential mo ral compass Of both peasants and villagers who were essential to honor and pay taxes to the warrior class.Secondly, feudalism made its way to Europe long before it surfaced in Japan800 A. D. Versus 1100 AD. Respectively. This appearance of feudalism in Japan coincided with the ending of the Hein period and the rise to power of the Kumara Shogun. However, many geezerhood later, European feudalism came to a careening halt in the sixteenth century as a result of the growth of stronger political states, thereby eliminating the need for the symbiotic relationship between the lord and the vassals and serfs fostered by feudalism.Japanese feudalism would later find its inevitable end in 1868 as a result of the Meijer Restoration. In addition, European knights were gifted land by their lords as a exult of their military service and as such they had immense control over the serfs who worked the gifted land. This contrasts against the life of the Japanese samurai seeing as they en ever owned any land in their feudalism society.Instead, dainty used a percentage of their one-year income, generally accumulated from taxing peasants, in order to pay the samurai. (This salary was typically paid in rice. ) Lastly, Catholic Christian law prohibited knights from committing suicide and, instead, encouraged the fight to avoid death in both battle and life. This precept of Catholicism originates from the belief that those who go commit suicide are meliorate to hell, a consequence that is unimaginable in the Christian faith.The Japanese, on the other hand, welcomed death seeing as they had no religious affiliation and saw no need to fear their own mortality or the consequences that would undoubtedly come with such an irreversible act. In their perspective, committing suicide in the face of inevitable tear preserved their honor as warriors, thus suicide was honorable in Japanese culture. It is interesting to note, however, that although Japan and Europe had no quantifiable contac t with one another during this time period, hey managed to develop sociopolitical systems akin to one another.

Violence and Summary Socrates

Al expressive styles Outnumbered, Always Outgunned Themes Redemption can be found byout the book. Socrates, the main character, has dog-tired twenty-seven years in prison for a violent crime that he committed. The legal system punished him for his crimes, scarcely they did non attempt to rehabilitate him. While in prison, he committed more than violent crimes than he committed before his incarceration. The Capricorn bookshop is what led Socrates to redemption, not prison. He is emphatic eithery a reformed domain. He is now perceptive, compassionate and persuasive. Once he unaccompanied acted on impulse, that now he reasons out what is right and what is wrong.He tries to do the right thing, and he guides others to farm the right decisions through questions and rebuttals. Crimson Shadow thick The novel begins with the main character, Socrates Fortlow, going outside into the onlyey beside his home. Socrates is investigating wherefore Billy, an old rooster Socrates consider s his fri can, is not crowing this morning. The sun is serious coming up, and Socrates views the alley as well-nigh pretty with the debris in the alley bathed in half-light. Socrates finds a boy, Darryl, standing(a) in the alley with a cardboard box. The boy tries to run when Socrates confronts him, but Socrates stops him.Inside of the box is Billy. He is on the spur of the moment. Socrates forces Darryl to carry off the box containing the dead rooster into his tiny, rundown home. Socrates questions Darryl as to why he killed his friend. Darryl seems relieved when he finds out Socrates is talking round the rooster. Socrates forces Darryl to pluck the chicken and to sit there while he cooks the old rooster. Midnight Meeting synopsis accountability Burke, Stony Wile, Howard Shakur and Markham Peal be all sitting in the impoverished home of Socrates discussing a right matter. Howards daughter, Winnie, saw Petis stab and rob LeRoy.Howard is seeking advice about how to handle the situation. Socrates questions Howard further. He wants to be certain Winnie au thereforetically saw what Howard is claiming she saw. The men conclude that if Petis is responsible, he is also in all likelihood responsible for other murders and will not stop on his own. Three of the men have a bun in the oven different opinions on how the situation should be handled. remedy thinks they should kill Petis. Markham thinks they should go to the police. Stony feels they should tell everyone in the neighborhood about Petis and let the situation take care of itself. We get another glimpse into Socrates past.The discussion sparks a memory from when Socrates was in an Indiana claim prison. The Thief Summary Socrates pays a visit to Iulas diner. He visits the diner at least erst a month, on Tuesdays. Iula serves meatloaf on Tuesdays and that is one thing he is not able to influence on his hotplate in his small home. Socrates has been out picking up bottles and cans. He does not resembl ing the way the men treat him at Crenshaws. They make him wait, while they stand around carnal knowledge jokes, and then they check every can and bottle before accepting them. by and by getting his money for the bottles and cans today, ternionsome men jump him.Socrates receives a cut on his wrist from a broken bottle, but differently he walks away the winner. Iula shows concern over his wrist. Socrates has already taken the time to stitch his slashed sleeve. Iula tells Socrates he has no business out there collecting bottles and cans and offers him a job Double Standard Summary Socrates is waiting for a bus. It is pouring rain, and the thoroughfares are mostly deserted. Across the street from the bus stop he sees two lovers standing under the ledge of an abandoned shop. Socrates imagines that the shop was once a bakery because of the sacrilegious and white checks on the window.He pictures the bakery full of hard working black people working vast hours and earning good pay. S ocrates tries to give the couple as much privacy as possible under the circumstances. Ralphie, fit to the womans passionate cries, is on the heavy side. The girl is small and much younger. The girls bus is coming down the street and the couple runs to the bus stop. When they do, Socrates finds out the girls name is Linda. Ralphie does not want to let Linda go, but he eventually releases her hand, and the bus drives off Equal Opportunity Summary Socrates is trying to get a job.He has been practicing how to ask for an application. After taking three different buses to get there, he walks into the Bounty Supermarket on Ve good Boulevard. In his eyes, the store is a glittering palace with a religious feel. The everyday noises of the store all mesh together into a music that lulls Socrates. Socrates is approached by the Assistant Manager , Anton Crier. Socrates asks the man for an application. Anton stalls for a moment and then asks Socrates what manakin of application he wants. Socra tes tells him a job application and feels that the man is making him beg already. Anton then asks Socrates his age.Socrates lets Anton issue that it is guilty to discriminate based on color, sex, religion, infirmity or age. Anton tells Socrates that he knows that, but they do not have any openings at the Marvane Street Summary Darryl returns to visit Socrates. It is pouring rain, and the boy is cold and hungry. Socrates believes all eleven-year-old boys are hungry, especially when they are poor. Socrates feeds Darryl, and as the boy shovels the food into his mouth, Socrates feels the urge to slap and shake the close child. Socrates wishes a man had felt that type of love for him before he had gone wrong.He views Darryl as a troubled child a lost soul who did wrong but doesnt fully know it. Darryl tells Socrates he has been having a recurring nightmare that keeps him from sleeping. In the nightmare, Darryl is in a large room with the lights out, but he is able to see the boy with the cut in his neck screaming and coming after him. Darryl of all time wakes up before the boy gets him, but he thinks that if the boy Man Gone Summary Corina Shakur shows up at Socrates home looking for Howard. Corina is upset, because she and Howard had an argument the night before, and he has never stayed out all night.Socrates asks Corina what she and Howard fought about, and she tells him that she told Howard he should get a job at McDonalds or someplace until he can do information processing system operations. Howard has not had a job in nine months, and they have cut Corinas hours at work. When Socrates suggests that Howard is lazy, Corina defends him and says he is just proud. Socrates says that Howard is not in addition proud to let his wife bring in all the money. Socrates goes on to condone that black men are always complaining how hard things are for them, but they are too proud. Children and a loving woman are much better than pride.Socrates tells Corina that Howard The Wanderer Summary The Wanderer takes us back to Socrates release from prison and his move to California. Socrates had his prototypal fight in his new surroundings inwardly a week of his prison release. A man by the name of Charles Rinnett was trying to impress his friends and chose to lower Socrates in the process. In the end, Charles ended up being the one degraded. Socrates broke Charles nose and knocked him to the ground three times before the man decided to stay down. Socrates sees Charles around Watts collecting bottles and cans.Charles has grown shabbier. Sometimes he wishes he could apologize to Charles for breaking his nose. He often has imaginary conversations with the man, trying to motivate him to do something with his life. In his conversations, Charles tells Socrates that they are both at the bottom of the white mans ladder, and neither one of them can climb Lessons Summary Darryl has moved in with Socrates. The two of them are sitting in a park waiting on Philip, a neighborhood gang banger, so that Darryl can confront him. Darryl is scared, but Socrates tells him that he has to do this.While they are waiting, Socrates tells Darryl that he had a dream about his momma. Darryl tells Socrates he has been dreaming about a naked Yvette Frank, telling him how much she likes him. Socrates says he is dreaming about manhood. When Philip shows up with two other thugs, Socrates leaves Darryl standing there alone. Philip takes the first swing at Darryl, but misses. Darryl hits Philip in the chin with a right cross, but it does not extend to the gangbanger. As the fight intensifies, Socrates intervenes by knocking out and disarming the other two thugs.He then slaps a gun from Philips hand and slaps him off of Letter to Theresa Summary Socrates is very sick with the intestinal flu. He has not been able to call in sick and is concerned about his job. He is not able to make it from one room to the other. All he can do is sleep and dream. He dreams of There sa. The dream seems so real to him. In his dream, he comes home to her after being beaten badly. She comforts him until he move asleep. When he wakes back up in the dream, she has bandaged his cuts. He looks into her eyes and sees every cut and pique he has ever had in them.She wants to know when he is going to stop all of this. Theresa tells him she cant go on worrying and taking care of him. Socrates tries to tell her not to go, but he cant. Darryl then wakes him up request him what he History Summary Socrates has been inside for three days watching riots on his muted television. He stays inside, not because of fear of what might happen to him, but because of fear of what he might do. The eatage coming through the cracks in his apartment walls smelled of sweet revenge. Everything that has happened to Socrates in the past wants out there on the streets, but he stays inside.While he is watching the television, he sees a billboard he is familiar with topple over. Socrates knows t hat the billboard is falling on top of a bookstore that he visited regularly when he first got out of prison. He had been waiting for his violence to bubble over and erupt until he visited the bookstore. The bookstore changed him. It was a place that he could read and talk with others without being chased out for not get anything. Firebug Summary When Socrates visits Stony Wiles cousin, Folger gives Socrates a long lecture on the faults of the LAPD.Folger brings up the dozen plagues that have been set. A squatter and his girlfriend were killed in the most recent fire. Some people are speculating that the fire department is setting the fires for the white landlords, but Folger thinks it is the Koreans trying to steal everything. Socrates tells Folger that he knows some real nice Koreans, and it is the businessmen, even black men, that want to steal everything. Folger believes the fires are a part of a conspiracy that goes all the way to the top, but Socrates says, Maybe it go to th e heart, Mr. Wile. Socrates thinks that everything is rotten and that maybe burning it all down is the only way to straighten things out. Socrates asks a high school kid, Bruce Tynan, working with Black Dog Summary This chapter opens with Socrates standing before a judge. His attorney is stressing that Socrates has paid for his previous crimes and has been living a productive life on LA. The prosecutor is stressing that Socrates has killed in the past, and this is a violent crime that brings him before the judge. While Socrates is in the holding cell, he has to pass the holding cells initiation.A baby faced man named Peters is harassing him. He chokes Peters to the brink of finis and then releases him. A large, bearded black man by the name of Benny tells a curious guard that he was just showing Peters a trick. Peters nods that he is okay. Socrates has now established that he is not a man to be taken lightly. Socrates decides that Benny has appointed himself as leader. He knows he will have to go up against Benny Last Rites Summary Right Burke is dying a painful death from prostrate cancer. He is asking Socrates to get him a gun so that he can end his misery. Socrates is trying to talk Right out of it.He tells Right that he cant do that in Luvias house. Right says that he can come to Socrates house, but Socrates asks him how that would look to the police. Right then says he can go to the park, but Socrates tells him that he can barely walk to the end of the block, so he knows there is no way Right can make it to the park. Socrates visits Hogans Snooker Room looking for Blackbird. Blackbird is a man that is probably as bad as Socrates, if not worse. The Snooker Room is a place to get illegal things and the police are paid their street insurance so there is never a puzzle.

Youth Tourism

2. 3 Youth Tourism Youth tourism has been identified as wizard of the largest ingredients of global tourism, and is also seen as having considerable potential for future growth as student amount rise and youth affluence amplifys (Buhalis and Costa, 2006). To cater for younger crop tourists, a number of companies now project surf safaris, generally a charter bus which pop offs along a mainland coastline stopping at well-known(a) surf breaks, with accommodation typically in backpackers and similar establishments.As surfriding becomes easier to learn, it seems likely that its popularity will continue to increase in future generations. In regards to marketing, specialist surf tour operators in the Indo-Pacific region for example, market generally through specialist surfing magazines, specialist surf travel agents, and directly via the internet. Some operate at only a single location, whereas others offer tours to a wide variety of different countries and destinations.Some surf lodges and surf charter boats sell their carrefours through many different agents, whereas others choose exclusive agency agreements with particular agents in individual countries (Buckley, R. C 2000). According to Richards and Wilson (2003) growing travel participation by young people is macrocosm fuelled by a number of factors, including change magnitude participation in higher education, falling levels of youth employment, and increased travel budgets through p arental contribution, savings, and combining work and travel.The search for much exciting and unique experiences, link up with cheaper long-distance travel, has also pushed youth travel ever further towards the geographical margins of the travel industry. In 1995, the European Travel Commission published a study specifically dedicated to Europes youth travel market covering 26 countries. The study was commissioned in response to a perceive neglect of the market both by the travel industry and by government authorit ies.It concluded that the 15 to 26 age group took around 80 million trips and made 100 million resound crossings per year, representing a fifth of all international trips and around a quarter of all holiday travel (Horak and Weber, 2000). In a study of outgoing travel of German, British and French young people, the WTO (2002) stated that outbound youth tourism accounted for 17% of all international trips in these markets in 2000, concluding that more and more young people are travelling abroad on holiday, to visit friends and to tudy, as well as for business (Richards and Wilson, 2003) In a study carried out by Tourism Australia (2008) Tourism Australia defines the youth segment as males and females, aged between 18 and 30 years. They stated that the youth segment have information at their fingertips such(prenominal) as the use of technology, they are innovators of new products and trends and accepting of change (www. tourism. australia. com Accessed 18/02/2011).When resorts brin g a large number of guests to a destination they become inverse factories, bringing customers to their product which has been pre-assembled and resourced for their enjoyment rather than shipping the product out to customers around the world. Saveriades (2000 154) as citied in (Murphy 2008), notes in his muckle of residents in Cypriot seaside resorts, that it has been widely accepted that thither have been changes in the lifestyle, traditions, social behaviour, and object lesson standards, especially of the younger generation.One of the reasons residents make such correlations is that tourism is highly visible (Murphy, 2008). According to Hinch and Highman (2004) water sports such as swimming, surfing, water skiing, and diving hold strong appeal for the youth market. In Peru, more than 20. 000 surfers are visiting the country every year, to enjoy the best waves of the country. Surf tourists to the area come mainly from Australia, regular army and Brazil. There are a lot of surf sc hools and a young surfboard manufacturing industry and on that point is a connection between water-based sports, surfing and the youth market (www. urfertoday. com Accessed 22/03/2011). According to the UK Coast guide, surfing is a popular water sport which is growing in the UK at a rapid rate. It is estimated that there are now around 250,000 surfers in the country and the sport appeals to all ages and both sexes, not only when the young but also the grey market. There has been a particular increase in female surfers, in recent years and there is a growing band of professional female surfers who manage in competitions worldwide (www. ukcoastguide. co. uk Accessed 22/03/2011).

Essay Comparing the Plays “Trifles”

A Dolls Trifles A essay comparing the plays Trifles and Dollhouse. Joshua want English 102 Amy Lannon March 21, 2012 Our societys sex roles ar constantly evolving and changing, all in the micturate of progressive thinking, though non all for the good. With a advanced social norm appear every few years or so, it comes as a surprise that it has been a relatively piddling time since women commence broken through their defined roles to be seen on the like level as men on a social basis.M any of historys pages argon written from a venerable perspective, opening the representation for the female protagonists and complimentary characters in Susan Glaspells Trifles and Henrik Ibsens A Dolls House to make us rethink those grammatical gender roles through the events that occur during the plays and through their own complicatedity, providing enkindle points of comparison and contrast in the midst of the plays and challenging earshots to think about gender roles in a new focus. Both these plays are centered round married couples and are told from the perspectives of their respective female characters.In Trifles, we are introduced to Mrs. Wright and her dude cast of characters a day after the murder of Mrs Wrights husband. The play takes place after the fact, and some(prenominal) of the script is built around a conversation between Mrs. salubrious and Mrs. Peters (women from the said(prenominal) rural townspeople as the Wrights) about whether or non Mrs. Wright really committed the murder. The reader believes the entire time that she did, except is compelled to continue to find out why. Trifles is about a woman who murders her husband and two other women who whiplash injury out against their gender roles by withholding evidence from their husbands.Much shorter in length and lighter in noise than A Dolls House, with Trifles Susan Glaspell gets her point across quickly, while Idsen takes his time in grinding his message home. In A Dolls House the c ritical aspects of the play are also divulged before the curtain is lifted. It is figure that Nora, a woman who seems at ease with her gender role, has circumvented her husbands will and has been paying despatch a debt behind his back for years, doing so as she resorted to having forged her mothers signature to helper her get said loan.We further learn that she has no problem lying to her husband about this to spare the peace in their matrimony, Nora would rather Torvald continue to think of her as a spendthrift than as a woman in debt, causing the reader to feel uneasy with the assumption that she is your average housewife character. A particularly interesting comparison exists between these two women protagonists in that both of them are compared to birds. Torvald calls Nora his lark (Ibsen 1259), and Mrs. Hale openly says Mrs.Wright was kind of a bird herself(Glaspell 1054). While these seem to be innocent metaphors on the surface, darker t bingles presently overtake them as the plays progressbirds can be trapped in cages in the same way that women might be considered to be trapped into their gender roles, where their duties are non to themselves but to their husbands and children(Helium 3). We do discover this theme in Trifles, when a literal canary is found strangled and its dead body fix in the pocket of a quiltstrangled by Mr. Wright and sewed away by Mrs.Wright, the same way Mrs. Wrights spirit and free nature was discarded in order to sue her gender-assigned duties. Indeed, we truly see in her character a desire to serve those duties, a desire for children and to be a good wife through the descriptions we receive from Mrs. Hale, but these desires are denied by the cold, wintry spirit of one Mr. Wright. Mrs. Hale says as much to the County Attorney, Mr. Henderson, when she says how she didnt think a placed be any much cheerful for John Wrights being in it (1051).And for the woman once known as Minnie Foster, it was that same man who eroded her until she no longer was one of the town girls as she had been thirty years before, no longer a woman who sang in the choir, her happy, hopeful spirit, gone. Her final comfort in that other than drained and dreary home was that little singing canary that she had bought a year before the events of Trifles, and whose oddment sets her off to finally murder her own husband by tying a rope around his neck killing him much in the way he killed the bird and her own spirit. This is a accurate example of something as wondrous as marriage gone horribly wrong.While Mrs. Wright lashes out against her perceived cage, her gender role, by killing Mr. Wright, Noras character ultimately decides to trip the latch, to fly free from the bars. Noras complex personality proves to be difficult to predict to the very end, when she decides to shirk her duties to her husband and children to focus on herself, to serve her own needs for individuality, a decision that was not entirely popular with readers and audiences alike. Indeed, Nora quite easily refuses to be the doll in Torvalds house, and abandons her loving, though misguided husband, and her children.She feels driven to do this once she realizes that she and Torvald had never transfer a serious word in their relationship, despite their discussion days earlier about Krogstad or about matters of money. But as Marvin Rosenberg writes in Ibsens Nora, it is the humanizing faults that make her so exciting such as how she munches on macaroons forbidden by Torvald, and when he discovers the sweets, she lies her friend brought them, or how, in response to her husbands inquiry about the scratches on the mailbox, she absolves herself by blaming the scratches on her children (Helium 2) But no matter the contends they issue to universal gender roles, Noras actions are not crimes, not for the most part, although it is a crime that she forged her fathers name on the loan papers from Mr. Krogstad however, it is unjust that is at the v ery heart of the challenges issued to Nora in A Dolls House that an otherwise harmless woman is forced to break what tradition would assert to be true and step out of her boundaries by doing so.However, it is not but Minnie Fosters and Noras crimes that challenge such gender dynamics, but the actions and circumstances of their supporting casts as well. One example being that in at least one of the relationships in A Doll House, there is a complete turnaround time of typical gender assignments it is exampled when Kristine Linde takes Mr. Krogstads job. Kristine, a woman who proves herself capable of solving her own problems by herselfwithout any mans aidduring the events events that unfold.Not only does she replace him at the bank where Torvald, Noras husband, is to serve as manager, but also later renews the relationship between the two of them from ten years prior and offers to impart while he stays at homeat least during the outset of their relationshipbecause his victorious t he job back benefits no one (Ibsen1292). It was also she who fixed her familys problems years before by taking it on herself to abandon her original relationship with Krogstad and marry a richer man, though she loved him not. Krogstad himself travel out of gender role when he accepts these ircumstances to fall upon himselfhe does not care that he is, for the moment, not to be the breadwinner of the family he cares only that he and Ms. Linde are at last reunited. Just as Ms. Linde and Krogstad interpret complimentary characters to go alongside Nora in challenging gender roles, the duo of Mrs. Hale and Mrs. Peters in Trifles fare the same task for Mrs. Wright (Helium 2). Together, these two women go about the home of the crime scene and discuss the national while gathering trinkets for the incarcerated Mrs.Wrightignoring some judgmental comments from both the County Attorney and the Sheriff during the processand as the duet go through the home collecting various Trifles, they begi n realizing odd things like how the quilt is knotted queerly or how difficult it is to imagine there being a bird cage in the home. Eventually, it is they, and not the Country Attorney and Sheriff, who discover the strangled canary and put together the pieces of evidence confirming Mrs. Wrights criminal acts.What is more, they agree to hide the evidence away, even though Mrs. Peters is the sheriffs wife. So not only do the women in Trifles solve the murder, but also protect one of their own in a way that influences the audience to think they do the right thing, even though that thing is protecting an confessedly sympathetic murderer. It is the actions of these secondary characters, women solving murders or women taking over the male duties of a family, that enable Trifles and A Dolls House to challenge gender roles.If it was only Minnie Foster and Nora that had set out to challenge the conventions, then uncomplete play would be heralded so much for their feminist themes. It is be cause there are multiple characters in each play that convince the reader and the audience that what is being presented to them is realistic to life that these themes begin to be clear. The conclusion of Mrs. Wrights criminal trial is never shown, so we dont know if she was released from fall back because of the lack of evidence against herfor all we know Mrs.Peters relented and eventually tells the story of the dead canary to her husband the Sheriff. Noras destination after she departs Torvalds home is also left in the dark, and we have no way of knowing if she finds what she is looking for. Because the readers begin to hope that these imaginary characters encounter success, their thinking may change they may ponder in a new way about womens rights and gender conventions and how the duties in marriage should not be assigned due to the apabilities of one sex or the other, but shared between husband and wife. This is certainly the most socially and politically correct way of thinki ng, though there are some schools of thought that believe, while both sexes are equal to one another in their humanity, each sex possess unique strengths and weaknesses and that therefore, gender roles, while they can be taken to an extreme, do have a positive place in society.This way of thinking suggests that the true beauty of gender fundamental interaction lies in the differences between them, not in the lifeless sameness (not to be confused with equality) that is so naively sought after, and that the the abolishment of the positive dynamics that have existed between sexes simply because theyre traditional, and because this oddment falls under the very shaky moniker of forward thinking, will cause great harm.The audience of these plays however, begins to see the power of human relationships when these women try to solve their problems, without the help of men, on stage. And that is exactly how Glaspell and Ibsen wrote them to be seennot as women, but as people. Those are the fa r-reaching effects that occur when we allow what we read, and see, to influence our thinking, and ultimately they are why Trifles and A Dolls House have become so renowned as plays that challenge gender

Attributional pattern amongst men and women Essay

attribution is the process by which male person and females let off casefuls of teleph whizz numbers and behaviours. Men and women even out various explanatory attributions so that they can visualise the creation and also seek to reasons for certain proceedss. With the assist of explanatory attribution, men and women pass judgement based on causes of a certain event or fol first out. They lay down judgement even if the event turns out that the proposed cause of the event is not related to that event or behavior. People make interpersonal attributions when their exploits or their motives argon questi peerless(prenominal)d. They ar required to explain reasons for their actions. Interpersonal attribution stocks place when the cause of event or action takes place between two people. In most cases, one person ordain want to a verifying image, in the interpersonal attribution. An example is given of a sibling who breaks their m new(prenominal)s tea pot. The sibling wil l most likely accuse the other siblings that the blame is shifted from himself or herself (S reachr, 2009).Various theories reserve been developed to help encounter attributions. Nave psychology theory states that people analyse, observe and explain actions or behaviors with explanations. Although people have different explanations to events, their explanations are categorized into two indispensable or personal and extraneous or situational attributions (Kowner, 2008).Internal attribution is always made whenever the cause of an event or behavior is assigned to a persons characteristics as powerfulness, mood, effort, attitudes, personality or dispositions. On the other hand, situational attribution is made when a cause of a specific action or event is assigned to the situation in which the action or event was seen such as other people, task or luck. The two types cause different perceptions of men and women pursue in a particular behavior or event.Correspondent inference the ory argues that men and women make inferences about other people when their actions are chosen freely, result in a small number of effects that are desirable and are unexpected. They make inferences by considering the context in which a particular behavior took place. This theory illustrates how men and women figure out personal characteristics of a person from behavioral evidence. They make conclusions based on expectedness of behavior, effect on ones behavior and on the grad of choice (Kowner, 2008). Covariance pre slanting is a theory that argues that people assign behaviors to factors that are present whenever a devise behavior occurs. This means that people explanations in a logical, fashion, rational and they set apart the causes of behavior or event to factor that covaries closely with that event or behavior. This theory explores three types of culture that make an attribution action of a persons behavior (Shaver, 2009).The first information is census or the information on how others in the same situation and under the same stimulus behave. The hour one is distinctive information or how people react to different stimuli. The third one is consistency information. It refers to the frequency of one behavior as observed under similar stimuli but in varied conditions. Three dimension model proposes that individuals have initial make a motionive responses to several potential consequences of extrinsic and intrinsic motives. These motives in turn influences how one behaves in the in store(predicate). According to the three dimension model ones perception leads to a confident(p) outcome and very graduate(prenominal) expectancy of future victory such as perceptions result to a greater willingness to follow the same activities in the future. The willingness is higher than perceptions that result to negative outcomes and low expectancy of future successes. This cognitive and effective assessment affects future actions when people are confronted with simi lar circumstances (Stebbins,2010).I started the look for with the understanding that men and women are motivated need to understand casual structures of their environment, to understand why a particular event took place and to the source such an event can be ascribed. I observed it is important to evaluate several differences between men and women.I reviewed relevant literature to support my research. in a research study by Weiner, he argued that people interpret environment in a way that they maintain positive self image. He further argued that people ascribe their success and failures to factors that alter them to feel good about themselves.I also reviewed an article by Westman. Westman(2011) argues that the casual attribution deals with how individuals understand causes of their failures and successes. He argues that attributions can be viewed from three dimensions stable or unstable, cooklable or uncontrollable and inhering or out-of-door. Individuals who attribute their successes to stable, inwrought and controllable factors are said to be highly motivated and come to to succeed than people who attribute their failure to unstable, uncontrollable and external factors. His research indicates that men and women attribute their behaviors or actions to different sources.In this research, different methods of collecting information and data were utilize. Primary sources used were interviews and conversations while secondary sources used includes journals. investigate shows that there are differences between men and women attributions in technical classrooms. ascriptions that students make in schools explain how their failures and successes are being affected by future expectations, decisions and results. This can be used to explain the causes of underrepresentation of girls in the field of engineering and computer science. The study revealed that there is no big difference between sons and, and girls on how they assess their accomplishments, in their perceptions and attributions for success or failure. However, girls behaved differently than boys. This was perspicuous from the fact that boys asked to a greater extent than than questions related to the field of study while girls asked questions of teachers and made few statements of self assurance.Research revealed that girls earned 30% of bachelors grad in computer science and 22% of bachelors degree in Engineering. This shows that girls are underrepresented in technological fields. The explanation for this under representation in sciences, mathematics and applied science careers, are interaction of factors. These factors link achievements, efforts and enrollment decisions to girls expectations for success. Their expectation of success is influenced by their past successes, self perceptions on abilities and attribution of job value and difficulties (Shaver, 2009).Research reveals that females are socialized in a way that they have low self esteem and motivation in male fiel ds. This was explored by evaluating reasons that girls give for their failures and successes. It was instal that students attribute failures and successes to four makes effort, task difficulty, experience and luck. The four causes can then be sentenced as being versed or external to a person. Research showed that girls have a higher external locus of control than boys. This makes them less motivated. On the other hand, males view their energy and inborn abilities as the reasons for their successes and failures (Medcof, 2008).Research distinguished four types of attributions. Girls have an external prepossession in their failures hence end up blaming themselves. They also have an external preconceived notion to success such that they do not take credit for their success. Males were seen to behave differently. They have an external bias to failure and an internal bias to success. Closer examination of externalities and internalities indicate that there is no complete plan for gir ls and boys in success and failure.Girls are reported to have greater attribution of success to luck and attribute failure to task difficulty while men attribute their success to use of skill and dismal luck to failure. These resultss do not rule out the possibility that controll cleverness and stability could be the determining factors or else than externality and internality. Stability refers to what matters. Attributing the success to stable factors of low ability or task difficulty causes one to have a helpless attitude. Research revealed that the motivation is promoted by attributing success to high ability. It was found that males tend to take mastery oriented approach (Shaver, 2009).The interview was carried out to determine the attribution pattern in boys and girls. In an interview, boys and girls attributed uniformly their remembered success in reading or mathematics rill to the ability. They all had a hard time answering questions about failure because it was difficult for students to imagine that failure was taking place. Chi-square test was used to compare the occurrences of observed verbal behaviors in boys and girls. The test was categorized into two questions about peers and teachers. The second category is comments such as assured or unsure, success or failure and independent or dependent. The question asked sought to explore the differences in behavior between boys and girls. A significant number of questions were asked of peers and teachers (Chi-square= 15.85, p=.00, df=10). Both sexes addressed same number of questions to peers. However, girls asked more questions than that expected of teachers. Girls did not seem to have more problem than boys in task. Teacher proximity was also examined as a possible reason for girls intercommunicate more questions. Teacher questions were classified in legal injury of proximity of teachers when questions were asked. the three classifications include assisting teachers working in the group, close teach ers and far teachers. The chi-test was significant (Medcof, 2008).test Chi-square p-value Degree of freedom.Questions addressed to peers and teachers15.568 0.000* 1Questions to teachers aboutteacher proximity31.4580.000** 2Assured or Unsure Comments 4.834 0.208 1 supremacy/Failure Comments2.303 0.105 1* p 0.05** p 0.001It was seen that girls tackled more questions of teachers during the teachers during the teacher interaction with the group. Girls were also likely than expected to ask for teachers help even if it meant getting up and find a teacher. On the contrary, boys did not go to search for a teacher. It was also observed that girls asked more questions when teachers were close. The assured and unsure comments showed a statistically significant difference between male and female.Research found out that men and women can make mentally, motivating and realistic attributions. There are several factors that affect attribution. These factors include masculinity of the job, age of the participant, contrived versus authentic task, operational definition of failures and successes, operational definition of factors included, the kind of attribution to expectations and beliefs. Differences between a man and a charwoman are strong when the job is considered to be performed better by men than women (Medcof, 2008).The field work was carried out to support the discussion of internal and external attributions.The field work was carried out with 20 participants (10 males and 10 females), and it aimed to find differences in attributional patterns between males and females. They were asked to read this paragraphOne day crapper noticed that a neighbou, Bill, was planting some flowers in the garden. John had big money of free time, so he helped Bill plant the flowers. Several weeks later, Bill, the man whom John had helped previously, noticed that John was painting a fence in his yard. Bill had plenty of free time, so he offered to help John paint his fence.Afterwards, they were asked to say why they believed Bill helped John to see whether they would give reasons that suggest an internal attribution, for example, Because he likes to help or an external attribution, for exampleBecause he owes him a favour.The results were the followingMales 6 gave reasons that suggested external attributions and 4 provided reasons that suggested internal ones. Females 3 gave reasons that suggested external attributions and 7 provided reasons that suggested internal ones.Differences between men and women in internal attribution to effort and ability determines how one views his or her self worth. It was found that society placed high ability as a reason for this failure and men uses high ability as a reason for their successes. As people grow older, there is a direct family relationship between ability and effort. Students can protect their self worth by preventing assessing their ability negatively such as attributing their failures to low effort (Stebbins, 2010 ).A survey of students in 4th and 6th grade before and immediately afterward taking a math or spelling exam found that there is sex differences in the way they attribute performance. Performance was different in the two genders because task was classified as every feminine or masculine. It was found out that men made stronger attributions to internal causes of success and external causes for failures in masculinity typed tasks. Similarly, women made stronger attributions for successes and more external attribution for failures in feminine typed tasks (Mcelroy, 2013).A research of the encounter of age of participants on attribution showed that there is strong colleration . younger children are reported to attribute their effort to success than older children. As a child grows order, low achievers begin to determine their low ability and attribute it for failures. They start being less optimistic about their potential of efforts to success or to make them be smart. In attribution re search, success is frequently operationally referred to as a minimum score. Success may also be defined by ones self assessment (Mcelroy, 2013). lamentable findings found out that girls view a certain level of score or accomplishment less favorable than boys with similar accomplishments. This research revealed that its individuals perception about success that is important other than the objective grade. Attribution is found to have a relationship with beliefs, achievement behaviors and expectations. Meece(1982) established that if there is no linkage between students attribution to their beliefs and expectations, then there is no need of explaining sex differences in terms of persistence, performance and achievement behaviors of choice. Self derogatory attributions in girls result in low expectations for success in the future. Males have high confidence in their abilities which make them have high expectations of succeeding in the future. Females take less pride in their success be cause they attribute their success to unstable factors. Past failures and successes and attribution to such events leads to emotions of happiness, guiltiness or shame.Unlike men, women may blame themselves when they are victimized sexually. Stereotypes and beliefs in various cultures blame females for sexual victimization. Supporting attitudes for sexual obsession include female say, no when they mean yes, females who go to male houses means they are consenting to sex. Some cultures believe it is not bad to force a woman to have sex so long as they had engaged in a sexual relationship before, and that male cannot control their urge when aroused.Women are also blamed for sexual coercion for dressing provocatively. Women are encouraged in these cultures to look at themselves whenever they are victimized. Hence a woman attributes sexual coercion to herself. Self blame has been known to lead to depression symptoms, low self-esteem and trauma. Self blame and guilt refers to feelings th at are unpleasant that accompany beliefs that one ought to have thought and acted differently with implications of insufficient justification and unlawful doing.Self blame and guilt consist of distress, guilt feelings and internal attributions commonly referred to as a cognitive component. Research revealed further that women in abusive relationships blame themselves and have low self esteem. They make stronger internal attributions in sexual coercions than men. They also experience stronger guilt feelings than men (Stebbins, 2010).Conclusion It is clear that the socialization of females plays a important role in attribution. Girls are less likely than boys to take advantage of chances to get gnarled in male career like engineering and computer science. Girls who are considered successful in these courses and practically attribute their success to performance exhibit a behavior that would be regarded as self depreciating. such(prenominal) behaviors are learnt and internaliz ed before an actual experience and before making attributions that are self depreciating. Teachers should provide positive technology experience for girls and also address heathen messages. They should also be aware of learning styles of girls and have got it.Attribution can be used to explain the difference between a man and a woman. From the research, attribution assumes that people are rational, systematic and logical thinkers. This is not true, and it has been criticized because it does not address social, historical and cultural factors that affect and shape attribution.ReferencesBailey, R. C., & Stout, C. (2009). Congruency of Ability Attributions and Interpersonal Evaluation. The Journal of Social Psychology, 121(1), 151-152.Chadee, D. (2011). 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