THE N.W.A free essay sample

N. W. A (an abbreviation of Niggaz Wit Attitudes)[1][2][3] was an American hip hop group from Compton, California, widely considered one of the seminal acts of the gangsta rap and west coast hip hop sub-genres, sometimes credited as the most important group in the history of rap music. [4] Active from 1986 to 1991, the rap group endured controversy due to the explicit lyrics that many considered to be disrespectful to women, and glorifying drugs and crime. The group was subsequently banned from many mainstream American radio stations. In spite of this, the group has sold over 10 million units in the United States alone. The original lineup consisted of Arabian Prince, DJ Yella, Dr. Dre, Eazy-E, and Ice Cube. MC Ren joined in 1988, with Arabian Prince leaving the group later that same year. Ice Cube left in December of 1989 over royalty disputes. Several members would later become platinum-selling solo artists in the 1990s. Their debut album Straight Outta Compton marked the beginning of the new gangsta rap era as the production and social commentary in their lyrics were revolutionary within the genre. We will write a custom essay sample on THE N.W.A or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page [3] Rolling Stone ranked N. W. A number 83 on their list of the 100 Greatest Artists of All Time. [5] In October 2012, N. W. A were nominated for induction into the Rock and Roll Hall of Fame for the first time. [6] In October 2013 the group was nominated for a second time. [7] Formation and Panic Zone (1987–1988)[edit] The group was assembled by Compton-based Eazy-E, who co-founded Ruthless Records with Jerry Heller. Initially, N. W. A consisted of Eazy-E and Dr. Dre, who in turn brought DJ Yella on board. [8] Dre and Yella were both formerly members of the World Class Wreckin Cru, as DJs and producers. Together with fellow producer Arabian Prince, Ice Cube was added to the roster after he had started out as a rapper for the group C. I. A. [9] Ruthless released the single Panic Zone in 1987 with Macola Records, which was later included on the compilation album N. W. A. and the Posse. N. W. A was still in its developing stages, and is only credited on three of the eleven tracks, notably the uncharacteristic record Panic Zone, 8-Ball, Dopeman, which marked the first collaboration of Arabian Prince, DJ Yella, Dr. Dre, and Ice Cube. Mexican rapper Krazy-Dee co-wrote Panic Zone, which was originally called Hispanic Zone, but the title was later changed when Dr. Dre advised Krazy-Dee that the word hispanic would hinder sales. [10] Also included was Eazy-Es solo track Boyz-n-the-Hood. [11] In 1988, rapper MC Ren joined the group. [citation needed] Straight Outta Compton (1988–1989)[edit] N. W. A released their debut studio album, Straight Outta Compton, in 1988. With its famous opening salvo of three tracks, the group reflected the rising anger of the urban youth. The opening song Straight Outta Compton introduced the group, Fuck tha Police protested police brutality and racial profiling, and Gangsta Gangsta painted the worldview of the inner-city youth. While the group was later credited with pioneering the burgeoning sub genre of gangsta rap, N. W. A referred to their music as reality rap. [12] Dr. Dre and DJ Yella, as HighPowered Productions, composed the beats for each song, with Dre making occasional rapping appearances. [13] Ice Cube and MC Ren wrote most of the groups lyrics, including Fuck tha Police, perhaps the groups most notorious song, which brought them into conflict with various law enforcement agencies. Under pressure from Focus on the Family,[14] Milt Ahlerich, an assistant director of the FBI, sent a letter to Ruthless and its distributing company Priority Records, advising the rappers that advocating violence and assault is wrong and we in the law enforcement community take exception to such action. This letter can still be seen at the Rock and Roll Hall of Fame in Cleveland, Ohio. [15] Policemen refused to provide security for the groups concerts, hurting their plans to tour. Nonetheless, the FBIs letter only served to draw more publicity to the group. Straight Outta Compton was also one of the first albums to adhere to the new Parental Advisory label scheme, then still in its early stages: the label at the time consisted of WARNING: Moderate impact coarse language and/or themes only. However, the taboo nature of N. W. As music was the most important factor of its mass appeal. Media coverage compensated for N. W. As lack of airplay and their album eventually went double platinum. [16] One month after Straight Outta Compton, Eazy-Es solo debut Eazy-Duz-It was released. The album was dominated by Eazys persona—MC Ren was the only guest rapper—but behind the scenes it was a group effort. Music was handled by Dr. Dre and DJ Yella; the lyrics were largely written by MC Ren, with contributions from Ice Cube and The D. O. C. The album was another double platinum success for Ruthless[17] (in addition to girl group J. J. Fad in 1988 and singer Michelle in 1989). 1989 saw the re-issue of N. W. A and the Posse and Straight Outta Compton on CD, and the release of The D. O. C. s No One Can Do It Better. His album was essentially a collaboration with Dr. Dre and notably free of gangsta rap content, however including the N. W. A posse cut The Grand Finale. It would become another #1 album for the record label. 100 Miles And Runnin' and Niggaz4Life (1989–1991)[edit] Ice Cube left in December 1989 over royalty disputes;[3] having written almost half of the lyrics on Straight Outta Compton himself, he felt he was not getting a fair share of the money and profits. [18] He wasted little time putting together his solo debut, 1990s AmeriKKKas Most Wanted, but he avoided mentioning his former label mates. N. W. As title track from their 1990 EP 100 Miles and Runnin', however, included a diss of Ice Cube: We started with five, but yo / One couldnt take it—So now its four / Cuz the fifth couldnt make it. The video for the song depicted the remaining members of N. W. A together in a jail cell, while an Ice Cube look-alike is released. Also heard on the EP (which found its way on the Efil4zaggin CD re-issue) was Real Niggaz, a full-blown diss on Ice Cube where the remaining members accuse him of cowardice, and question his authenticity, longevity and originality: How the fuck you think a rapper lasts / With your ass sayin shit that was said in the past / Yo, be original, your shit is sloppy / Get off the dick, you motherfuckin carbon-copy, and We started out with too much cargo / So Im glad we got rid of Benedict Arnold, yo. The song 100 Miles and Runnin' was Dr. Dres final uptempo recording, which had been a common feature of late 1980s hip hop. After this, he focused on a midtempo, synthesizer based sound which would become known as G-funk, starting with Alwayz Into Somethin' from Efil4zaggin in 1991. The G-funk style dominated both the West and East Coast hip hop music scene for several years to come. N. W. A is referenced on Ice Cubes 1990 EP, Kill at Will, where he name-checks his former group (likely in a mocking manner) on the song Jackin For Beats. On I Gotta Say What Up!!! , Ice Cube gives shout-outs to his rap peers at the time, among them Public Enemy, the Geto Boys, and Sir Jinx. At the end of the track, in what appears to be an on-the-phone interview, Ice Cube is asked, Since you went solo, whatever happened to the rest of your crew? and the phone is abruptly hung up on the interviewer. The groups second full-length release, 1991s Efil4zaggin (Niggaz4Life spelled backwards), re-established the band in the face of Ice Cubes continued solo success. The album is considered by many Dr. Dres finest production work, and it heralded the beginning of the G-Funk era. It also showed a clear animosity towards their former member, and derogatory references to Ice Cube are found in several songs. The interlude A Message to B. A. echoes the beginning of his song Turn Off the Radio from AmeriKKKas Most Wanted: Ice Cube is first addressed by the name Benedict Arnold (after the infamous traitor of the American Revolution) but then named outright in a torrent of abuse from both the group and its fans: When we see yo ass, we gon cut yo hair off and fuck you with a broomstick. Think about it, punk muthafucka, spoken by MC Ren. The N. W. A–Ice Cube feud eventually escalated, both on record and in real life. AmeriKKKas Most Wanted had avoided direct attacks on N. W. A, but on Death Certificate, Ice Cubes second full-length release, he retaliated. He sampled and mocked the Message to B. A. skit before embarking on a full-blown tirade, the infamous No Vaseline. In a series of verses, Ice Cube verbally assaulted the group: You lookin like straight bozos / I saw it comin thats why I went solo / Kept on stompin / When yall Muthafuckas moved Straight outta Compton / You got jealous when I got my own company / But Im a man, and aint nobody humpin me. He also responded to members MC Ren, Dr. Dre, and Eazy-E individually to 100 Miles and Runnin', claiming I started off with too much cargo, dropped four niggaz / And now Im makin all the dough, using homophobic metaphors to describe their unequal business relationship with Jerry Heller, who became the target of harsh insults: Get rid of that devil real simple / Put a bullet to his temple / Cuz you cant be the Niggaz 4 Life crew / With a white Jew tellin you what to do. The song attracted controversy for its antisemitism (the beginning of such accusations against Ice Cube during his affiliation with the Nation of Islam), based on the bashing of Hellers religion;[19] The track was omitted from the UK release, and later pressings included a censored version of the song. In September 1990, members of hip hop act Above the Law clashed with Ice Cube and his posse Da Lench Mob during the annual New Music Seminar conference, forcing the latter to flee the premises of Times Squares Marriott Marquis, the venue of the event. [20] On January 27, 1991, Dr. Dre assaulted Dee Barnes, host of the hip hop show Pump It Up, after its coverage[21] of the N. W. A/Ice Cube beef. According to Rolling Stone reporter Alan Light: He picked her up and began slamming her face and the right side of her body repeatedly against a wall near the stairway as his bodyguard held off the crowd. After Dre tried to throw her down the stairs and failed, he began kicking her in the ribs and hands. She escaped and ran into the womens rest room. Dre followed her and grabbed her from behind by the hair and proceeded to punch her in the back of the head. [22] In response, Dre commented: People talk all this shit, but you know, if somebody fucks with me, Im gonna fuck with them. I just did it, you know. Aint nothing you can do now by talking about it. Besides, it aint no big thing—I just threw her through a door. [22]

Walter Max Ulyate Sisulu, Anti-Apartheid Activist

Walter Max Ulyate Sisulu, Anti-Apartheid Activist Walter Max Ulyate Sisulu (May 18, 1912–May 5, 2003) was a South African anti-apartheid activist and co-founder of the African National Congress (ANC) Youth League. He served in prison for 25 years on Robben Island, alongside Nelson Mandela, and he was the second post-apartheid deputy president of the ANC, after Mandela. Fast Facts: Walter Max Ulyate Sisulu Known For:  South African anti-apartheid activist, co-founder of the ANC Youth League, served 25 years alongside Nelson Mandela, post-apartheid deputy president of the ANCAlso Known As:  Walter SisuluBorn:  May 18, 1912 in the eNgcobo area of Transkei, South AfricaParents: Alice Sisulu and Victor DickensonDied:  May 5, 2003 in Johannesburg, South AfricaEducation: Local Anglican Missionary Institute, earned a Bachelors degree while imprisoned on Robben IslandPublished Works: I Will Go Singing:  Walter Sisulu Speaks of His Life and the Struggle for Freedom in South AfricaAwards and Honors: Isitwalandwe SeaparankoeSpouse: Albertina Nontsikelelo TotiweChildren: Max, Anthony Mlungisi, Zwelakhe, Lindiwe, Nonkululeko; adopted children: Jongumzi, Gerald, Beryl, and Samuel  Notable Quote: The people are our strength. In their service we shall face and conquer those who live on the backs of our people. In the history of mankind it is a law of life that problems arise when the condi tions are there for their solution. Early Life Walter Sisulu was born in the eNgcobo area of Transkei on May 18, 1912 (the same year the forerunner of the ANC was formed). Sisulus father was a visiting white foreman supervising a black road-gang and his mother was a local Xhosa woman. Sisulu was raised by his mother and uncle, the local headman. Walter Sisulus mixed heritage and lighter skin were influential in his early social development. He felt distanced from his peers and rejected the deferential attitude his family showed toward South Africas white administration. Sisulu attended the local Anglican Missionary Institute but dropped out in 1927 at age 15 while in fourth grade to find work at a Johannesburg dairy- to help support his family. He returned to the Transkei later that year to attend the Xhosa initiation ceremony and achieve adult status. Working Life and Early Activism During the 1930s, Walter Sisulu had several different jobs: gold miner, domestic worker, factory hand, kitchen worker, and bakers assistant. Through the Orlando Brotherly Society, Sisulu investigated his Xhosa tribal history and debated black economic independence in South Africa. Walter Sisulu was an active trade unionist- he was fired from his bakery job in 1940 for organizing a strike for higher wages. He spent the next two years trying to develop his own real estate agency. In 1940, Sisulu joined the African National Congress (ANC) and allied with those pressing for black African nationalism and actively opposing black involvement in World War II. He gained a reputation as a street vigilante, patrolling his townships streets with a knife. He also obtained his first jail sentence- for punching a train conductor when he confiscated a black mans rail pass. Leadership in the ANC and Founding of the Youth League In the early 1940s, Walter Sisulu developed a talent for leadership and organization and was awarded an executive post in the Transvaal division of the ANC. It was also at this time that he met Albertina Nontsikelelo Totiwe, whom he married in 1944. In the same year, Sisulu, along with his wife and friends Oliver Tambo and Nelson Mandela, formed the ANC Youth League; Sisulu was elected as treasurer. Through the Youth League, Sisulu, Tambo, and Mandela greatly influenced the ANC. When DF Malans  Herenigde Nationale Party  (HNP, Re-united National Party) won the 1948 election, the ANC reacted. By the end of 1949, Sisulus programme of action was adopted and he was elected as secretary-general (a position he retained until 1954). Arrest and Rise to Prominence As one of the organizers of the 1952 Defiance campaign (in collaboration with the South African Indian Congress and the South African Communist Party) Sisulu was arrested under the Suppression of Communism Act. With his 19 co-accused, he was sentenced to nine months hard labor suspended for two years. The political power of the Youth League within the ANC had increased to the stage that they could push for their candidate for president, Chief Albert Luthuli, to be elected. In December 1952, Sisulu was also re-elected as secretary-general. Adoption of Multi-Racial Government Advocacy In 1953, Walter Sisulu spent five months touring Eastern Bloc countries (the Soviet Union and Romania), Israel, China, and Great Britain. His experiences abroad led to a reversal of his black nationalist stance. Sisulu had especially noted the Communist commitment to social development in the USSR but disliked Stalinist rule. Sisulu became an advocate for multi-racial government in South Africa rather than an African nationalistic, blacks-only policy. Banned and Arrested Sisulus increasingly active role in the anti-apartheid struggle led to his repeated banning under the Suppression of Communism Act. In 1954, no longer able to attend public meetings, he resigned as secretary-general and was forced to work in secret. As a moderate, Sisulu was instrumental in organizing the 1955 Congress of People but was unable to participate in the actual event. The Apartheid government reacted by arresting 156 anti-Apartheid leaders in what became known as the  Treason Trial. Sisulu was one of 30 accused who remained under trial until March 1961. In the end, all 156 accused were acquitted. Forming Military Wing and Going Underground Following the  Sharpeville Massacre  in 1960, Sisulu, Mandela and several others formed  Umkonto we Sizwe  (MK, the Spear of the Nation)- the military wing of the ANC. During 1962 and 1963 Sisulu was arrested six times. Only the last arrest- in March 1963, for furthering the aims of the ANC and organizing the May 1961 stay-at-home protest- led to a conviction. Released on bail in April 1963, Sisulu went underground and joined up with the MK. While underground, he delivered weekly broadcasts via a secret ANC radio transmitter. Prison On July 11, 1963, Sisulu was among those arrested at Lilieslief Farm, the secret headquarters of the ANC, and placed in solitary confinement for 88 days. The lengthy Rivonia trial, which started in October 1963, lead to a sentence of life imprisonment (for planning acts of sabotage), handed down on June 12, 1964. Sisulu, Mandela, Govan Mbeki, and four others were sent to Robben Island. During his 25 years behind bars, Sisulu earned a Bachelors degree in art history and anthropology and read more than 100 biographies. In 1982, Sisulu was transferred to Pollsmoor Prison, Cape Town, after a medical examination at Groote Schuur Hospital. He was finally released in October 1989. Post-Apartheid Roles When the ANC was un-banned on February 2, 1990, Sisulu took a prominent role. He was elected deputy president in 1991 and was given the task of restructuring the ANC in South Africa. His biggest immediate challenge was to try to end the violence that erupted between the ANC and the Inkhata Freedom Party. Walter Sisulu finally retired on the eve of South Africas first multi-racial elections in 1994. Death Sisulu lived his last years in the same Soweto house that his family had taken in the 1940s. On May 5, 2003, only 13 days before his 91st birthday, Walter Sisulu died following a long period of ill health with Parkinsons Disease. He received a state funeral in Soweto on May 17, 2003. Legacy As a prominent anti-apartheid leader, Walter Sisulu changed the course of South African history. His advocacy for a multi-racial future for South Africa was one of his most enduring marks. Sources â€Å"Nelson Mandelas Tribute to Walter Sisulu.†Ã‚  BBC News, BBC, 6 May 2003.Beresford, David. â€Å"Obituary: Walter Sisulu.†Ã‚  The Guardian, Guardian News and Media, 7 May 2003.Sisulu, Walter Max, George M. Houser,  Herb Shore. I Will Go Singing:  Walter Sisulu Speaks of His Life and the Struggle for Freedom in South Africa. Robben Island Museum in association with the Africa Fund, 2001.

Sarah Norcliffe Cleghorn

Sarah Norcliffe Cleghorn Known  for:  radical sentiments. She was a Christian socialist, a pacifist, an anti-vivisectionist, a vegetarian, and worked for womens suffrage, for prison reform, against lynching, against the death penalty, and against child labor. Occupation: poet, writerDates: 1876 - April 4, 1959Also known as: Sarah N. Cleghorn, Sarah Cleghorn Biography Robert Frost famously pointed out that the people of Vermont were taken care of by three great ladies. And one of these is wise and a novelist, one is mystic and an essayist and the third is saintly and a poet. Frost referred to Dorothy Canfield Fisher, Zephine Humphrey, and Sarah Norcliffe Cleghorn. He also said of Cleghorn, To a saint and a reformer like Sarah Cleghorn the great importance is not to get hold of both ends, but of the right end. She has to be partisan. Born in Virginia in a hotel where her New England parents were visiting, Sarah Norcliffe Cleghorn grew up in Wisconsin and Minnesota until she was nine. When her mother died, she and her sister moved to Vermont, where  aunts raised them. She lived most of her years in Manchester, Vermont. Cleghorn was educated at a seminary in Manchester, Vermont, and studied at Radcliffe College, but she could not afford to continue. Her circle of poet and writer friends included Dorothy Canfield Fisher and Robert Frost. She is considered part of the American Naturalists. She called her earlier poems sunbonnets poems which characterized country life and her later poems burning poems poems that pointed to social injustices. She was profoundly influenced by reading of an incident in the South, the burning alive of a Negro by his white neighbors. She was also disturbed by how little attention this incident drew. At 35, she joined the Socialist Party, though she later said that she had begun to do some cogitating on labor issues at age 16. She worked briefly in the Brookwood Labor School. On a visit to South Carolina, she was inspired by seeing a factory mill, with child laborers, next to a golf course, to write her best-remembered verse.   She oritinally submitted it as just this quatrain; it is part of a larger work,  Through the Needles Eye, 1916: The golf links lie so near the millThat almost every dayThe laboring children can look outAnd see the men at play. In middle age, she moved to New York to find work not too successfully. Over the years, forty of her poems were published in Atlantic Monthly. In 1937, she served briefly on the faculty of Wellesley College, as a substitute for Edith Hamilton, and she also substituted for a year at Vassar, both times in the English departments. She moved to Philadelphia in 1943, where she continued her activism, defending peace during the Cold War as an old Quaker. Sarah Cleghorn died in Philadelphia in 1959. Family Mother: Sarah Chestnut HawleyFather: John Dalton Cleghorn Education educated at homeBurr and Burton Seminary, of ManchesterRadcliffe, 1895-1906 Books A Turnpike Lady (novel), 1907.Hillsboro People (poems), 1915.Fellow Captains with Dorothy Canfield Fisher, 1916.The Spinsters (novel), 1916.Portraits and Protests (poems), 1917.Ballad of Eugene Debs, 1928.Miss Ross Girls , 1931.Ballad of Tuzulutlan, 1932.Ballad of Joseph and Damien, 1934.Threescore (autobiography), 1936. Robert Frost wrote the introduction.Peace and Freedom (poems), 1945

Marxism Leninism and National Democratic Revolution in South Africa Article

Marxism Leninism and National Democratic Revolution in South Africa - Article Example But such examples are few and far in between. On the other hand, most of the democratic nations have been known to follow the rule of law, and if at any point of time, variations are noticed, the system provides enough rights to the citizens to take up the matter and bring the matter into the notice of appropriate authority. Youth is supposed to play a crucial role in the nation building. There are plenty of opportunities for the youth to grow in a democracy. While taking up professional positions in companies and organization, the young worker prepares a ground for the economic development. Similarly, when the youth takes up leadership skills in right perspective, the society is bound to benefit. The ideology propagated by Karl Marx (1818-1883) and Friedrich Engels (1820-1895) is known as Marxism or Scientific Socialism. Marxism calls for the equal opportunity to all young hands and the ideology firmly believes that the working class should never be oppressed for the well being of the state. Leninism, developed by the Bolshevik leader Vladimir Lenin, is a dominant branch of Marxism. Lenin made the fullest use of the Marxism/ Leninism policies during the Bolshevik revolution. Handing over power back to the people, remained the mainstay of this Russian revolution. In South Africa the trail of struggle for democracy can be traced back to May 1910, when the two republics and the British colonies of the Cape and Natal formed the Union of South Africa, a self-governing dominion of the British Empire. But the country saw a long-troubled period. During these troubled times, the non-white majority of South Africans were denied basic rights of citizenship (Funke 2007). It was in 1997 when President Mandela signed the newly negotiated constitution that South Africa began to experience the real democracy.  

Mental Process Paper Essay Example | Topics and Well Written Essays - 1000 words

Mental Process Paper - Essay Example In this paper, we shall discuss the influence of five forces on the basic development of mental models and mindsets, and a comparative analysis will be conducted to highlight the four styles of creative intelligence. Mental Process: In an organization concern authoritative bodies are responsible to carry out decision making process effectively, for which it is vital that ones thoughts must go through the process of verbalizing and then implementation of designed plan. Such a process is known as a mental process, which does also include five forces such as environmental, hereditary, education, genetic and past experiences (Young, 2011). These are important elements reflect upon the actions, reactions and thinking patterns of an individual. These five elements considerably influence the basic development of mental models and mindsets. Influences of Five Forces: We shall now briefly discuss each element to highlight their effects on the cognitive patterns of individuals working in an or ganization and responsible to contribute in the decision making processes of the company. Environment: Environment plays a key role in altering cognition and perceptions of employees towards particular format or decision. Scholars have noticed that environment has much intense impact on mindsets than any other force of mental process. It is mainly because the environment in which a child is brought greatly reflects his/her personality. Similarly the work environment highly contributes to encourage or de-motivate employees for their dedication towards the assigned task in the office (Wadsworth Media, 2009). Hereditary: Heredity is considered to set limitations for enhancement of characteristics. It is believed that individuals get personality traits from their parents, which influence each aspect of their life. Sometimes, intelligence and other extraordinary qualities are inherited to the individuals that help them in understanding situations and requirements in more efficient manner and as a result, such workers contribute proficiently at the work place and help generate innovative thoughts for work processes (Wadsworth Media, 2009). Education: Education is another very important element of model process as some researchers believe that education dominates all other factors. Education provides a sense of development and understanding things from wider-spectrum (Wadsworth Media, 2009). It strengthens and widens the vision of individuals, and helps them make decisions efficiently with a complete understanding of the complex situation and proficient plan required for company's sustainability. Genetics: Personalities of the individuals are genetically determined, which include mental and physical characteristics that make mindset of people different from each other. The genetic uniqueness of different employees in an organization sometime creates perplexing conditions to cooperate with each other during chaotic time (Wadsworth Media, 2009). Past Experience: As eve ry individual is brought up in different environment with diverse experiences and events so, when these individuals work for an organization. They tend to understand the situation and solve issues with their own experiences, which are definitely different from others'. Past experiences also reshape personalities of individuals and their cognitive development that directly reflect upon their organizational

How to Read Literature Study Questions Essay Example for Free

How to Read Literature Study Questions Essay How to Read Literature Like a Professor Summer Reading Questions 1. A Faustian bargain is more commonly known as a deal with the devil. In a Faustian bargain the protagonist is often offered something that he or she wants, but with a price: he or she must give up his or her soul. It appears constantly in literature in many different forms. Faustian bargains are present throughout One Flew Over the Cuckoo’s Nest because of all the bets McMurphy makes. He goes into the ward knowing about the big Nurse’s power, and basically convinces the patients to follow him in her overthrow. Their price, however, is the risk of being sent to the Disturbed Ward and receiving electro shock treatment or even a lobotomy. In this way, McMurphy can be seen as a satanic figure, who convinces confused and scared patients to bargain what is left of their sanity to take over a Nurse who has ten times more control over their fate. 2. The grammar of literature is what Foster describes as the reader knowing the structure and rules of literature. He says they are a â€Å"set of conventions and patterns, codes and rules† that each reader learns and utilizes as they are reading. They recognize the structure of a paragraph and a sentence and know how to interpret what is on the page in front of them. The reader learns over time this grammar of literature, and he or she develops his or her own way to read and interpret a text. Readers learn the structure of an essay and thus can anticipate with each sentence what is coming next; it is so ingrained in their heads that it comes naturally. We know that a paragraph introduces a topic, gives examples, and then relates those examples back to the initial topic. In this way, the reader has developed a grammar of literature and reading. 3. Professors use symbols and patterns in a multitude of ways in order to interpret a text. Professors of literature, given their extensive memory and knowledge of literature itself, are bound to recognize the patterns and symbols in nearly every text and relate it to another. They read and think symbolically, meaning they recognize everything as a symbol or something of importance until they realize it’s not employed as a symbol. They constantly question everything in a text in order to find the deeper meaning. They see things as they actually exist, but then also look at the same thing to represent something more substantial. Professors are also more adapted to recognize patterns in literature, meaning they see within the detail the patterns it reveals. They are able to look beyond the actual story with the plot and the characters and see the patterns the author has implemented. They are able to recognize which elements are actually substantial enough to aid the work and the plot, and which ones are just detail. Their ability to distance themselves from the work is what makes them able to recognize the symbols and patterns that a regular reader may not recognize in a work. 4. There are five characteristics to a quest. First, there must be a quester. Next, that quester must have a place to go. Third, he or she must have a stated reason to go there. Fourth, there must be challenges and trials during the journey. Lastly, there must be a real reason to go to the place. Usually, the quester doesn’t know it is an actual â€Å"quest†. The real reason for the quest is the most important, and usually has nothing to do with the actual, stated reason. 5. The usual reason behind a quest is self-knowledge. Quests are often educational and provide the quester with a learning experience that aids their self-discovery. The reason for the quester’s youth and immaturity often has something to do with why they are on a quest, and what they end up learning. The only subject that truly matters on a quest is himself or herself. 6. Our questers: McMurphy, Doctor Spivey, and the twelve patients that join them. A place to go: The patients all leave the hospital for a lake to go on a fishing trip. A stated reason to go there: McMurphy wants to teach the boys how to fish and spend some time outdoors. Challenges and trials: The patients first face trouble when they don’t have a signed release form to be allowed to go on the boat, so the captain refuses to take them. McMurphy then takes the captain back to his office to make some phone calls to sort out the problem. While this happens, the other dock boys start heckling Candy, and the patients, not used to seeing others outside of the hospital, don’t stick up for her and defend themselves. They are not used to having enough confidence to stand up for themselves, since they have never had to, and McMurphy is the only one with enough confidence to yell at the dock boys. Next, the men struggle on the boat when trying to catch fish. None of them know how to reel in a line, and McMurphy is too busy with Candy to help them. So, they have to learn for themselves how to catch the fish and wrestle it on their own. The real reason to go: the fishing trip marks an important change in all of the patients. They come back even more bonded together than they were before, and full of confidence and personality. They come back and are confident enough to yell back at the dock boys, and even start sharing real, hearty laughs. It teaches all of them that if you try hard enough, you will get what you want. It also made them less afraid of the real world, and made them appreciate what was on the outside. 7. In the real world, breaking bread together is an act of sharing and peace, since if you’re breaking bread you’re not breaking heads†. 8. A meal scene is almost always symbolic because they are so difficult and boring to write. If a writer puts in a detailed meal scene, it must have some symbolic value since meals are almost never of real importance in a story. The writer must have a pretty good reason to include one in his or her story. The meal scene often has to deal with the relationships, good or bad, between characters, and often offer a turning point or pivotal change in the story during said meal. The typical meal scene is so mundane that for it to be included in a story and take up a lot of writing, it definitely has to have symbolic value. 9. According to Foster, eating in literature may represent a number of things. Firstly, it can represent communion, coming together, and getting along. A meal scene is written to show how characters are getting along or not getting along. It also can be used to form a bond, to find something in common between one character and another. It is a moment and a form of trust. Meal scenes that go wrong are also written for a purpose. Comradeship† at the table is important to convey in a meal scene, whether it is good or bad. The meal scene is vital in portraying the communion of life. 10. A positive communion scene occurs in One Flew Over the Cuckoo’s Nest on the last night McMurphy is in the ward. They bring in some wine and open up the drug closet, and have a good time in the ward with no one on duty. It has symbolic meaning becau se it is one of the few times the patients have an actual fun time together, they bond and realize that life is too short to not have fun. They enjoy being free of stress and restraints and for once feel like real people again. 11. A negative communion happens in Beloved when Paul D comes to visit 124. He comes and visits Sethe and Denver, both of whom he hasn’t seen in many years and wishes to reconnect with them. However, Paul D’s presence makes Denver uncomfortable and left out. Sethe and Paul D sit down for a meal, and Denver feels alienated. No one comes to their house often, and when someone she doesn’t know comes in who takes her mother’s attention away from her, she is clearly angered. On top of that, Beloved decides to frighten them even more. She suddenly shakes the house to the point where everyone has to duck and cover, and frightens Paul D. She decides to make the communion negative and show symbolically her disgust and hatred for unwelcome men. 12. There are a couple essentials to a vampire story. First, there is an older figure (typically the â€Å"vampire†) that is alluring, dangerous, and representing corrupt values. This older figure then focuses on young, beautiful, innocent women, who are often virginal. This vampire then strips away her youth, her innocence, and corrupts her. When he gets her, he himself grows younger and even more alive than before. His energy is renewed and his life continues, while hers is sucked away as she becomes more like him. Since he has taken her virtue, her death and or destruction become inevitable. And most times, the motive often has to do with sex. 13. There are a lot of things other than literal vampirism that vampires and ghosts represent in literature. They can represent selfishness, exploitation, and refusal to respect autonomy. The ghost of Hamlet’s father is there to point out a problem, rather than just be a fright. Edward Hyde represents the dark side of every man. Vampires and ghosts don’t even have to be literal to represent something. They don’t have to appear in visible forms to be considered a vampire or ghost. They are put in a story to scare, haunt, and frighten people, but also to point out problems, teach a lesson, and protect a character. In Beloved, the ghost of Sethe’s murdered daughter embodies the spirit of Beloved as if she were alive. She haunts Sethe’s home and serves as a reminder of what she did. She can be seen as allegorical, as she represents the past haunting the present as a lesson and reminder of the crime Sethe committed. The relationship between Beloved and Sethe is complicated and often an unhappy one. Beloved’s presence is often destructive to Sethe, Denver, and their home. She creates instability in their household as well as within both women of the house. Though she is dead, she is ever-present, and helps develop the characters of Sethe, Denver, and Paul D. She represents pain and misfortune, but also guidance and hope. 14. Paul Berlin, the protagonist in Going After Cacciato, embodies an author’s â€Å"creative process† in many ways. His story is compiled from many other stories, meaning that all the stories ever written all stem from one story.

La Vida de un Imigrante :: essays research papers

La Vida de un Imigrante   Ã‚  Ã‚  Ã‚  Ã‚  La dificultad de la vida de un imigrante es inmensa. Las razones por la cual migren pueden ser por mejorar su situatcià ³n social, econà ³mica, 'o acadà ©mica. Nunca es fà ¡cil adaptarse a otro sistema cultural. El Lenguaje y la forma de vida son algunas transecciones que es necesario hacer.   Ã‚  Ã‚  Ã‚  Ã‚  Alberto es uno de los muchos Dominicanos que deciden migrar a los Estados Unidos. Su situacià ³n en la Repà ºblica Dominicana era muy desgradable, y la paciencia de esperar por sus papeles fueron disminuyendo. Con esto en mente el decide hacer en viaje a Puerto Rico por via del canal de la Mona. Para muchos Dominicanos esto significa la mitad del camino. Al estar en la isla de Puero Rico el esperava movimiento del mercado bajo para papeles 'o matrimonio para la misma razà ³n. Despuà ©s de sietà © mesà ©s Alberto llegà ³ ha los Estados Unidà ³s con papeles ilegales.   Ã‚  Ã‚  Ã‚  Ã‚  Su vida aquà ­ le a salido muy difà ­cil. Su mayor problema ha sido conseguir trabajo. La situacià ³n de empleo en este paà ­s esta en malos momentos, pero para un imigrante es el doble de peor. El no puede conseguir un trabsjo que no seà ¡ en una factoria 'o de limpeza. La razà ³n principal es porque no domina el Inglà ©s al nivel que hay que diminarlo.   Ã‚  Ã‚  Ã‚  Ã‚  Su dominià ³ del Inglà ©s es su segundo problema. No solà ³ lo impidà © en obtener empleo, pero tambien de conozer otras personas en genà ©ral. El me decà ­a que el se desesperaba, pero no se volvà ­a loco. La mayorà ­a del tiempo se la pasaba en the computadora, y viendo la televicià ³n. Con el tiempo encontro refugio en su familia, pero todavà ­a despuà ©s de tanto tiempo sin salir, el se sentà ­a aislado.

Bad Boss Good Boss Essay

â€Å"Servants don’t know a good master until they have served a worse,† (Aesop). By the tender age of eighteen, most people have had a job. Whatever that job was, the kind of master –boss encountered most likely made a big difference in how work performance is perceived and what constitutes a good or a bad boss. The collaborative relationship or lack there of, between an employee and employer is a contributing factor when measuring whether or not one has been successful. In these encounters one invariably learns the difference between a good or a bad boss. When comparing leadership capability of bosses, it is important to consider communication, collaboration, and people skills to determine their ability to succeed. Good bosses communicate with their employees effectively, while bad bosses are poor communicators. All bosses differ in their communication style. Some bosses like e-mail while others like face-to-face contact. Employees need communication from their bosses to make good decisions and to make sure a job is being done to specification. For example, a project is due in a week’s time; there are three different ways to complete this project, but there is only one way from management’s point of view. A good boss will take the time to explain clearly how he or she wants this job to be done; he or she will show the employee the correct way to do the job so the employee does not second guess himself. How a boss communicates with the employee has a major impact on their performance. Good bosses inspire and motivate the people they lead, encourage them to give feedback, and avoid launching into arguments or becoming angry when they think an employee is wrong. A bad boss on the other hand is withdrawn; he or she does not seem to care if their employees perform to their highest standard, and give neither time nor priority to listening as long as they get the job done. For example, an employee is doing a job that he or she could do much more effectively with a little  guidance; instead of the boss communicating with the employee, he allows the employee to complete the job and does not show the employee anything. Bad bosses do not feel it necessary to tell the employees anything about the bottom line or how the company is doing, he or she does not care about the well being of the employee or how they are performing in their jobs. They just do not communicate, and rarely show any emotion-good or bad. A good boss collaborates with employees, bad bosses are selfish. During one’s working career, one will have many bosses with varying leadership styles and interpersonal skills. Despite the disparity of personalities, the collaborative relationship the boss has with the employees is significant and the effects long lasting. Working well with the employees requires a concerted effort to obtain the knowledge and skills forming the foundation of a mutually beneficial relationship. A good boss knows that improving collaboration with the employees is essential to the advancement and completion of doing a good job. He or she will work with employees to achieve goals and complete projects. If working on an assembly line, a good boss will take the place of an absent employee and do the exact job that employee was doing. Conversely, a bad boss does not know the meaning of team. He will show a lack of interest in the well–being of the people he leads, and he will be prone to be demeaning and disrespectful. He or she will take the credit for a job done well without any acknowledgement to the employees that actually completed the work. When things do not go as planned, bad bosses will place the blame on anyone but themselves, they tend to find it easy to blame wasteful work systems, processes, and staff members for their inability to meet company wide goals and performance standards. Good bosses exhibit good people skills; however, with bad bosses it’s all about them. A good boss will go out of his way to accommodate an employee. Even when reprimanding an employee they will always give them a chance to explain and tell their side of the story. A good boss will tell an employee not to take it personally and take the time to explain that everyone has a bad day. As opposed to a bad boss who does not care about what the employee is feeling, he or she just wants the job done-no questions asked. Bad bosses tend to flaunt their rank and make sure the employees have no doubt about who the boss is. He or she will never get in the trenches with the employees as this is beneath him. When employees do a good job and  are recognized by others, the bad boss wants all of the glory. On the other hand, if he or she is being recognized they do not share the spotlight with the employees. Bad bosses have a false sense of security, they feel that what they are doing is fine as long as upper management does not hold them responsible or accountable for actions or positive change, and things remain in a constant state of confusion for the employees. In the business world, good bosses are an asset to any company. They appreciate what their employees do and do not mind getting in the trenches with them. The turnover rate in the workplace would be much lower if all companies had bosses that were competent, compassionate and fair. Although there may be as many good bosses as there are bad, it is likely that most bosses are a bit of both, ‘swinging both ways’ so to speak. To have a boss that makes employees realize that they have more ability than they thought they had so they do better work than they thought they could, versus a boss that negatively impacts the work environment by fostering high levels of employee frustration, stress, resentment, and unnecessary labor turnover makes all the difference between a successful and unsuccessful company. When given a choice, most people if not all would choose a good boss over a bad boss every time. During the working career, one will have many bosses with varying leadership skills and interpersonal styles. Despite the difference in personalities, the collaborative relationship you have with your boss can be significant and the effects long-lasting. Whether the boss is good or bad, some boss-employee relationships can withstand the test of time. Forming a harmonious and productive relationship with the boss can be good but is not always possible. Every boss brings with them different personalities, backgrounds and challenges. The bottom line is in all successful companies the leaders possess a certain degree of collaboration, communication and good people skills. At the end of the day in a successful company the bottom line is really what matters. References Day, J. A. (n. d.). Good boss, bad boss? Ezine articles, 1-3. Retrieved from http://ezinearticles.com/?Good-Boss,-Bad-Boss?&id=7250782 Jamison, T. G. (2012, 3/27). 7 Signs of a bad boss. BioSpace. Retrieved from http://www.biospace.com/news_print.aspx?NewsEntityId=254513 Post, P. (2013, 11/17). What does a good boss do to be a good boss. The Boston Globe, pp. 2. Retrieved from http://www.bostonglobe.com Scott, D. E. (2007, 2/1). personal & Financial Health. Collaboration with your boss: strategic skills for professional nurses., 1-3. Retrieved from http://www.thefreelibrary.com/_/print/PrintArticle.aspx?id=159079514

“Ishmael” by Daniel Quinn Essay

In the book Ishmael, Daniel Quinn argues claims about our culture and beliefs through Ishmael, the gorilla. He somewhat effectively argues his claim, I say somewhat because he doesn’t adequately use all three parts of an argument: ethos, pathos and logos. Quinn’s intended audience is very clearly every Taker/human that is living everyday without really realizing the destruction of the environment and society around them. His rhetorical purpose is to show these people what they’re doing wrong and not necessarily tell them how to fix it, but telling them how they should inform everyone and essentially start a revolution. He does this because the world is very quickly being destroyed by humans because of our lack of energy to do something about it. Quinn puts into perspective how the world is slowly being ruined through the character of Ishmael. The reason I don’t think Quinn’s argument was extremely effective is because he didn’t use very much ethos. In the beginning he used Ishmael’s captivity in the zoo then the menagerie to give Ishmael some credibility with being able to observe humans from the outside of our world. Ishmael also taught himself how to understand humans which gives him some credibility as being very smart. Quinn does mention a few books Ishmael read to further his knowledge about humans, one being the Bible, but that is about all the ethos he uses. He doesn’t use any ethos while arguing throughout the book to back up his claims which is where I see most of his faults. Daniel Quinn mostly uses logos to support his claims throughout the book. On almost every page there was logical evidence to back up his claim he was currently making. He did this a lot through stories he told that put many things we see every day in a different perspective hence making us think about it in a very different way. For example, my favorite story was the one about the creation of man and he ends with â€Å"then man appeared† (Quinn 53). Ishmael says the same thing with â€Å"finally jellyfish appeared† (Quinn 56). He did this to show that creation did not end with man like we previously thought. Throughout the book Quinn uses very few examples of pathos. He mostly tells stories that made me feel guilty, for example on page 80 he discusses how we’ve â€Å"poured our poisons into the world† (Quinn 80) and he goes on to say there is almost no way for the world to recover because we’ve damaged it so much. This makes me feel very guilty and angry to the CEO’s and people that have come before me because they haven’t done anything to stop it. There have been people to try but no one has ever stopped drilling for oil and driving giant semi-trucks that are destroying the earth. Quinn doesn’t use pathos often, but the few times he did it was very effectively used. Daniel Quinn presents Ishmaels arguments in a very philosophical style and it feels as though the student, who is never named in the story is the reader. I could really see myself as the student, when he was confused I was often confused as well and I think that is why Quinn never gave him a name because it made it easier to put yourself in that position since we are essentially learning as the student is. I think Quinn’s argument needed more pathos and ethos to be truly effective. He uses mostly logos which is very effective for this type of argument, but there is not much emotion or credibility to back up the logical statements he is making. At times I was angry at society and humans in general because of the destruction and I think if there was more of that pathos it would have been much more effective of an argument for me.

Preschool Stage of Development Essays

Preschool Stage of Development Essays Preschool Stage of Development Essay Preschool Stage of Development Essay Essay Topic: A Dolls House The Preschool Stage of Development ECE 332: Child Development Marilyn Gomez May 30, 2011 Abstract â€Å"The years from 3 through 5 are often referred to as the preschool years† (Henniger, pg. 107). Preschool is a place where the setting is geared towards mimicking a regular school setting but exposes the young child for the first time to a school. Preschool takes away some of the stress of strictly learning academics and focuses on developing the childs skills in cognitive, motor, social, emotional, and language developments. Preschool encourages children to personally and individually meet their milestones of development. The Preschool Stage of Development In looking at the stages of a preschool development, the characteristics/milestones must be defined. There are some activities that can be provided that will enhance a preschooler’s cognitive, motor, social, emotional, and language developments. A detailed explanation of the activities will give the reasoning to how and why the activities will enhance a child’s development. â€Å"Every child grows and develops at his or her own pace. Still, child development tends to follow a fairly predictable path† (MFMER, 2010). In language skills, children in the age group of 3 through 5 years old learn from 250 to 500 or more words. Answer simple questions, and understand rhyming words. They can speak sentences of three to four words through compound and complex sentences. In social skills, children in preschool can become more imaginative, cooperate, make friends, share, express feelings, show affection, ask why questions, become more independent, begin to make impressionable markings, count numbers, recognize letters of the alphabet, and can problem solve with teacher guidance. In physical skills, children in this age group can kick, jump, run, and maneuver tricycles, walk up and down stairs without falling, keep balance, hop on one foot, manipulate hand toys like cube links or legos, can dress and undress dolls/or themselves, and can use scissors to cut paper. In Henniger’s text the characteristics described are meant as a guide to understanding the patterns of stages in the development of preschoolers (pg. 107). For the physical aspect of preschoolers, children begin to lose their baby fat and can ride tricycles at the age of 3. Hopping, skipping, and drawing stick figures are achieved at the age of 4. Tying a bow knot and riding a bicycle is achieved at that age of 5. For the cognitive aspect of preschoolers, children learn the basic names of color and ask â€Å"why? † questions at the age of 3. Understanding concepts of three and show curiosity to learning how things work are achieved at the age of 4. Understanding the meaning of calendar use and sorting objects by colors and shapes are achieved at the age of 5. For the social-emotional aspect of preschoolers, children begin to imitate an adult during play and learn about stereotypes of sex roles at the age of 3. Working in groups of two or more and having special friends are achieved at the age of 4. Recognizing hurt feelings, expressing their feelings and enjoying group games are achieved at the age of 5. For the language aspect of preschoolers, children learn three to four word sentences and use past tense correctly through their conversations at the age of 3. Playing with words/rhyming, and using talk to solve problems or conflicts are achieved at the age of 4. Knowing about 5,000 words or more and dictating a story from a book or imagination is achieved at the age of 5. One activity that will enhance a child’s cognitive, motor, social, emotional, and language development is the process of making scrambled green eggs from the Dr. Seuss’ Green Eggs and Ham story. Children will have an opportunity to learn about the process of making eggs to eat. The children will use their fine motor skills to crack an egg and scramble their eggs in a mixing bowl. They will have an opportunity to ask questions and answer questions like â€Å"what will happen when we crack the egg? † â€Å"What does the egg look like? Is it in a circle shape or an oval shape? What colors do you see on the outside of the egg and what color is the egg when the inside comes out? How does the egg feel before it is cracked? How does it feel when it is cracked open? † Children will have an opportunity to share their thoughts with their peers for social and language development. Their ideas can be charted onto a poster board. Children will feel confident in making their own scrambled eggs and sharing their findings with their peers and parents. Children will be able to predict what will happen when the green food coloring is added into the egg mix. Children will also be encouraged to think of what will happen when the egg mix is poured into a hot skillet. â€Å"Will the water soluble egg stay in its water context or will it become solid? † Language will be enhanced through learning different words by placing them with content of what is happening. An example of this would be solid, liquid, hard, slimy, and smooth, cracked, like, and dislike. Rhyming words would also increase the child’s vocabulary while reading the book of Green Eggs and Ham like in a house with a mouse, a goat on a boat, on a train while it rains, in a box with a fox, and here, there, anywhere. This activity will enhance the child’s development because the child will be a part of the making of the activity. They will show a curiosity to learning and will have hands on experience. The activity will encourage children to trust in themselves and will build self esteem in what they are doing. It will make them feel a part of the group. Their cognitive development will be challenged when they are encouraged to answer questions or ask questions. Their motor skills development in fine motor will be challenged when they are encouraged to whisk the egg to mix the yoke and the food coloring. Their social development will be encouraged when they display â€Å"energetic interactions with peers. Many preschoolers show social initiative when an interest in reaching out to others, making social contacts, and trying out social behaviors† (Trawick-Smith, pg, 298). The social development will be through the interactions with peers while making green eggs. Their emotional development will be encouraged as they become courageous in mixing the eggs with confidence and receiving acknowledgment of success when they are finished mixing the eggs. Their language development will be encouraged through literacy and rhyming songs. A second activity that will enhance a child’s cognitive, motor, social, emotional, and language development can be through creating an activity with frogs. By a Small, Small Pond by Denise Fleming can be the story that is used for creating the frog activity. The activity will be a multiple play area activity. Children will be encouraged to discuss about frogs. Questions like â€Å"where do frogs live? How do they feel? What do they look like? And what do they eat? Children will be encouraged to answer the questions as well as encouraged to ask questions. Children will be encouraged to look at a picture of the life cycle of frogs. They will learn the vocabulary words like amphibians, tadpoles, polliwog, young frog, adult frog, smooth, lumpy, leap, forward, croak, and snatch. They will be encouraged to participate in a frog relay race. They will use their gross motor skills to bend down like a fro g and leap up and forward using their legs. Children will be encouraged to socially interact with their peers while they play in the leap frog relay race. Those children who are standing by watching will encourage the two contestants and the two contestants will learn to feel emotionally confident to leap throughout the race. â€Å"Children who are nurtured, encouraged, and accepted by adults and peers will be emotionally well adjusted† (Trawick-Smith, pg. 298). This activity will enhance the child’s development because the children will be learning through play. They will learn how to bring a story to life and create games that are influenced by a story. Their cognitive development will be encouraged through the ongoing questions throughout the story and the game. Their motor development will be encouraged through the practicing and learning of leaping with their legs and jumps up and forward. Their social development will be encouraged throughout the day with their peers and acknowledgment from the teachers. Their emotional development will be encouraged as they successfully finish the race and getting recognition from their peers. â€Å"Children are elated when they feel liked by peers and emotionally crushed when they imagine that no other child in the whole world wants to play with them† (Miller, pg. 59). Children must feel that they are accepted by those around them. This will enhance their social and emotional development. Their language development will be encouraged and enhanced when they learn the many different words that are associated with the story about the frog. A third activity that will enhance a child’s cognitive, motor, social, emotional, and language development is using their hands. This activity can be accompanied with the book My Hands Can Do So Many Things. Children will be encouraged to think of ways and things to do with their hands. Asking questions and encouraging children to ask questions like â€Å"how do you fold your hands? How do you wash your hands? Can you count with your hands? Can you tie a bow on your shoe? Can zip a zipper? Can you button a button? What are some things you can do with your hands? What things you should not do with your hands? Children will be encouraged to work on their fine motor skill developments with interacting with dressing boards. They will practice on zipping, buttoning, tying, and snapping buttons. They will be encouraged to develop their social skills by working with older peers for scaffolding or zone of proximal development. Cognitive scaffolding refers to temporary support provided by a more skilled person to assist learning in children. Children’s cognitive activities develop through interaction with older, more experienced individuals who teach and guide them† (Rathus, pg. 152). Children will be encouraged to develop their emotional skills by expressing their feelings and getting the opportunities towards successfully completing a task like zipping a z ipper or buttoning a button. Children will learn more language development with their peers as they communicate and interactively talk to their peers as they learn how to tie their shoe. This activity will enhance the child’s development because the children will learn that their hands can do many things and that their hands are used for manipulating objects to their desires and wants. They will learn to cognitively think of using their nice hands and keeping their hands to their own body. They will increase finger and hand strengths while practicing with the activities of the dress boards. They will socially interact with older peers and build trust with those peers and teachers. They will enhance their confidence and independence. They will learn to express their desires and feelings when they need to resolve a conflict that may arise when they are practicing their fine motor skills. In conclusion, teachers and caregivers must understand the milestones/characteristics of a preschooler in order to recognize if the child will need any further assistance or special recommendations. There should be developmentally appropriate activities set up to enhance a child’s cognitive, motor, social, emotional, and language developments. This way, children will be provided an opportunity to achieve a goal and master a skill. Reference Henniger, M. (2009). Teaching young children: An introduction (4th ed. ). Upper Saddle River, New Jersey. Miller, D. (2010). Positive child guidance (6th ed. ). Wadsworth, California. Rathus, R. (2011). Cdev: Student edition. Wadsworth, California. Trawick-Smith, J. (2006). Early childhood development: A multicultural Perspective (4th ed. ). Upper Saddle River, New Jersey. Mayo Foundation Clinic Staff (2010). Child development chart: Preschool milestones. Retrieved on May 24, 2011 from mayoclinic. com/health/child-development/MY00136

Tips on How to Read Chinese

Tips on How to Read Chinese To the untrained eye, Chinese characters can seem like a confusing mess of lines. But characters have a logic of their own, revealing clues about definition and pronunciation. Once you learn more about the elements of characters, the logic behind them begins to emerge. Why Are Radicals Important? The building blocks of Chinese characters are radicals. Almost all Chinese characters are composed of at least one radical. Traditionally, Chinese dictionaries were classified by radicals, and many modern dictionaries still use this method for looking up characters. Other classification methods used in dictionaries include phonetics and the number of strokes used for drawing characters. Besides their usefulness for categorizing characters, radicals also provide clues for meaning and pronunciation. This is particularly useful when characters also have a related theme. For example, most characters having to do with water or moisture all share the radical æ ° ´ (shuÇ ). The radical æ ° ´ on its own is also a Chinese character, which translates to water. Some radicals have more than one form. The radical æ ° ´ (shuÇ ), for example, can also be written as æ ° µ when it is used as part of another character. This radical is called ä ¸â€°Ã§â€š ¹Ã¦ ° ´ (sÄ n diÇŽn shuÇ ), which means three drops of water as, indeed, the radical looks like three droplets.  These alternate forms are rarely used independently since they do not stand as Chinese characters on their own.  Therefore, radicals can be a useful tool for remembering the meaning of Chinese characters. Here are a few examples of characters based on the radical æ ° ´ (shuÇ ): æ ° ¾ – fn – overflow; flood æ ±  – zhÄ « – juice; fluid æ ±  – wn – weep; shed tears æ ±â€" – hn – perspiration æ ±Å¸ – jiÄ ng – river Characters can be composed of more than one radical. When multiple radicals are used, one radical is typically used to hint at the definition of the word while the other radical hints at the pronunciation. For example: æ ±â€" – hn – perspiration The radical æ ° ´ (shuÇ ) implies that  Ã¦ ±â€" has something to do with water, which makes sense because perspiration is wet. The sound of the character is provided by the other element. Ã¥ ¹ ² (gn) on its own is the Chinese character for dry. But gn and hn sound very similar. Types of Characters There are six different types of Chinese characters: pictographs, ideographs, composites, phonetic loans, radical phonetic compounds, and borrowings. Pictographs The earliest forms of Chinese writing originate from pictographs. Pictographs are simple diagrams meant to represent objects. Examples of pictographs include: æâ€" ¥ – rà ¬ – sun Ã¥ ± ± – shÄ n – mountain é› ¨ – yÇ” – rain ä º º – rà ©n – person These examples are modern forms of pictographs, which are quite stylized. But the early forms clearly show the objects they represent.   Ideographs Ideographs are characters which represent an idea or concept. Examples of ideographs include ä ¸â‚¬ (yÄ «), ä ºÅ' (à ¨r), ä ¸â€° (sÄ n), which means one, two, three. Other ideographs include ä ¸Å  ( shng) which means  up and ä ¸â€¹ (xi) which means  down. Composites Composites are formed by combining two or more pictographs or ideographs. Their meanings are often implied by the associations of these elements. Some examples of composites include: Ã¥ ¥ ½ – hÇŽo – good. This character combines woman (Ã¥ ¥ ³) with child (Ã¥ ­ ). æ £ ® – sÄ“n – forest. This character combines three trees (æÅ" ¨) to make a forest. Phonetic Loans As Chinese characters evolved over time, some of the original characters were used (or loaned) to represent words that had the same sound but different meanings. As these characters took on a new meaning, new characters representing the original meaning were devised. Here is an example: Ã¥Å'â€" - bÄ›i   This character originally meant â€Å"the back (of the body)† and was pronounced bà ¨i. Over time, this Chinese character has come to mean north. Today, the Chinese word for back (of the body) is now represented by the character èÆ'Å' (bà ¨i) . Radical Phonetic Compounds These are characters which combine phonetic components with semantic components. These represent approximately 80 percent of modern Chinese characters. You have already seen examples of radical phonetic compounds as discussed earlier.   Borrowings The final category – borrowings – is for characters that represent more than one word. These words have the same pronunciation as the borrowed character, but do not have a character of their own. An example of borrowing is è  ¬ (wn) which originally meant â€Å"scorpion†, but came to mean â€Å"ten thousand†, and is also a surname.

Cyber Security in Business Organizations Case Study

Cyber Security in Business Organizations - Case Study Example Information security failures tip the balance and expose organizations to the aforementioned threats. Organizations are challenged by the trend to ‘go global’ which implies that security programs should encompass the entire global market of a firm. In effect, this means that each individual unit of the firm dispersed globally should take responsibility for the security risks that are encountered. Despite having a strong central security infrastructure in place, ownership is an important issue that drives information security forward, especially in situations where the business critical applications lie outside the infrastructure (Johnson and Goetz, 2007). Internal organizational factors are also critical to the information security challenge. Education and consultancy within the organization has become important to ensure that employees understand what they are asking for so that security professionals can better respond to the need of the situation. However, spreading awareness through consultancy is not an absolute solution. Many organizational members are resistant to change and change management is a subject executives are often concerned about. Facilitating a proactive work culture and involving line managers to take responsibility and auditors to enforce security can be pivotal. This can ensure compliance and help deal with information security issues by making internal employees accountable (Johnson and Goetz, 2007). Protecting data and information in the midst of mobile technology has become an even greater challenge. The new age of smart phones has built a collaborative environment where protecting information security and intellectual property has become a great concern. Permissions are granted through a strong identity management system to access the information. However, a lot of it has to do with policy making and the enforceability of such policies. Compliance with information security standards is another challenge for many