Discovery Writing Paper 2

Discovery Writing Paper 2 Discovery Writing Paper 2 Running Head: Develop a 5-7 page paper that provides the following: a) part one provides an overview of thr theories presented about race, gender, sexualities, and social class; b) part two provides possible application of these theories to our understanding of what it means to be a person with erotic or sexual agency (control over one’s body, how it is treated, how it is treated, how it experiences pleasure) Titilayo Sanni November 3rd 2014 Proffesor: Dr. Cherie Ann Turpin General Education: Foundation Writing in Arts and Humanties IGED 210-06 2:00-3:20 Monday & Wednesday Develop a 5-7 page paper that provides the following: a) part one provides an overview of thr theories presented about race, gender, sexualities, and social class; b) part two provides possible application of these theories to our understanding of what it means to be a person with erotic or sexual agency (control over one’s body, how it is treated, how it is treated, how it experiences pleasure) After reading Cum Guzzling anal nurse whore: a feminist porn star manifesta notes by Lorelei Lee, she believed the theories presented about Gender, race, sexuality, and social class that even in todays age, gender roles still matters,even those of us who deeply question compulsory assignment of gender roles still get very excited by playing with masculinity and femininity at various ends of the spectrum and everything in-between. Lorelei lee is describe herself as a feminist by birth, she was raised with feminism the same way are raised with religion. Lorelei is a pornstar who have been in the porn industry for over 10 years. She learned who she was in terms of her sexual and gender identity by pretending in a very exaggerated way, to be who she wasnt. To her, race, class, gender, and sexuality are not fixed systems or traits of individuals because they are negotiated and contested every day in social relationships. Lee stated that in 2003 there was a study conducted at Ohio Universi ty which revealed that women are just as interested in sex as the opposite gender. The study reported that women’s (sexual activity) was closer to men’s than previously thought, meaning that women not only engage in sex often, but that they enjoy it just as much as men do. A troubling fact also came from the study was that â€Å"women who thought their (sexual history) might be seen by others tended to give answers that were more socially acceptable†, meaning women still fell the societal pressure to hide their sexuality. This is why she believed pornography was good for women because of the sexually explicit imagery in which women are shown giving performative demonstrations of their own sexual power is imagery that can transform the cultural paradigm and ultimately change the world and have the no shame in letting their pattners know what and how to please them sexuality. When women managers fail to promote other women because they believe that women are less capable than men. They also reinforce structures of race,class,gender,and sexuality dominanc. The same structure that have restricted their own lives. Lee introduced a shift in sexual standards for women, but she structured hierarchies of race, class and gender remained firmly intact. The middle class and working class faced very different expectations due to differing circumstances. According to Lorelei Every social situation is affected by

The Ultimate Guide to the AP Statistics Exam

The Ultimate Guide to the AP Statistics Exam SAT / ACT Prep Online Guides and Tips Are you taking AP Statistics? If so, you're likely wondering what to expect from the AP Statistics exam. Before you sit down to take the final test, it's important to understand how the AP Stats test is formatted, what topics it will cover, and how it'll be scored. This guide will explain all of that information, show you official sample problems and give you tips on the best way to prepare for the AP Statistics test. In 2020, the AP Statistics exam will take place on Friday, May 15th at 12:00pm. How Is the AP Statistics Exam Structured? How long is the AP Statistics exam? The test is a total of three hours long and contains two sections: multiple choice and free response. You're allowed a graphing calculator for the entire exam. Multiple-Choice Section 40 multiple-choice questions 90 minutes long Worth 50% of exam score You can spend an average of a little more than two minutes on each multiple-choice question and finish the section in time. Free-Response Section 5 short-answer questions 1 Investigative Task 90 minutes long Worth 50% of exam score The five short-answer questions are meant to each be solved in about 12 minutes, and the Investigative Task is meant to be solved in about 30 minutes. What Does the AP Statistics Exam Test You On? The content of the AP Stats exam and course is centered around four major topics. Below are the four topics, along with what percentage of the exam will be on them and all the topics that fall beneath each of them. The list covers every single topic that the AP Statistics exam could test you on. #1: Exploring Data: Describing Patterns and Departures From Patterns (20-30%) Constructing and interpreting graphical displays of distributions of univariate data (dotplot, stemplot, histogram, cumulative frequency plot) Center and spread Clusters and gaps Outliers and other unusual features Shape Summarizing distributions of univariate data Measuring center: median, mean Measuring spread: range, interquartile range, standard deviation Measuring position: quartiles, percentiles, standardized scores (z-scores) Using boxplots The effect of changing units on summary measures Comparing distributions of univariate data (dotplots, back-to-back stemplots, parallel boxplots) Comparing center and spread: within group, between group variation Comparing clusters and gaps Comparing outliers and other unusual features Comparing shapes Exploring bivariate data Analyzing patterns in scatterplots Correlation and linearity Least-squares regression line Residual plots, outliers, and influential points Transformations to achieve linearity: logarithmic and power transformations Exploring categorical data Frequency tables and bar charts Marginal and joint frequencies for two-way tables Conditional relative frequencies and association Comparing distributions using bar charts #2: Sampling and Experimentation: Planning and Conducting a Study (10-15%) Planning and conducting experiments Characteristics of a well-designed and well-conducted experiment Treatments, control groups, experimental units, random assignments and replication Sources of bias and confounding, including placebo effect and blinding Completely randomized design Randomized block design, including matched pairs design Overview of methods of data collection Census Sample survey Experiment Observational study Planning and conducting surveys Characteristics of a well-designed and well-conducted survey Populations, samples, and random selection Sources of bias in sampling and surveys Sampling methods, including simple random sampling, stratified random sampling, and cluster sampling Generalizability of results and types of conclusions that can be drawn from observational studies, experiments, and surveys #3: Anticipating Patterns: Exploring Random Phenomena Using Probability and Simulation (20-30%) The normal distribution Properties of the normal distribution Using tables of the normal distribution The normal distribution as a model for measurements Probability Interpreting probability, including long-run relative frequency interpretation "Law of Large Numbers" concept Addition rule, multiplication rule, conditional probability, and independence Discrete random variables and their probability distributions, including binomial and geometric Simulation of random behavior and probability distributions Mean (expected value) and standard deviation of a random variable, and linear transformation of a random variable Combining independent random variables Notion of independence versus dependence Mean and standard deviation for sums and differences of independent random variables Sampling distributions Sampling distribution of a sample proportion Sampling distribution of a sample mean Central Limit Theorem Sampling distribution of a difference between two independent sample proportions Sampling distribution of a difference between two independent sample means Simulation of sampling distributions t-distribution Chi-square distribution #4: Statistical Inference: Estimating Population Parameters and Testing Hypotheses (30-40%) Estimation (point estimators and confidence intervals) Estimating population parameters and margins of error Properties of point estimators, including unbiasedness and variability Logic of confidence intervals, meaning of confidence level and confidence intervals, and properties of confidence intervals Large sample confidence interval for a proportion Large sample confidence interval for a difference between two proportions Confidence interval for a mean Confidence interval for a difference between two means (unpaired and paired) Confidence interval for the slope of a least-squares regression line Tests of Significance Logic of significance testing, null and alternative hypotheses; p-values; one- and two-sided tests; concepts of Type I and Type II errors; concept of power Large sample test for a proportion Large sample test for a difference between two proportions Test for a mean Test for a difference between two means (unpaired and paired) Chi-square test for goodness of fit, homogeneity of proportions, and independence (one- and two-way tables) Test for the slope of a least-squares regression line AP Statistics Sample Questions As we mentioned above, there are three types of questions on the AP Stats exam: multiple choice, short answer, and investigative task. Below are examples of each question type. You can see more sample questions and answer explanations in the AP Statistics Course Description. Multiple-Choice Sample Question There are 40 multiple-choice questions on the exam. Each has five answer options. Some questions will be accompanied by a chart or graph you need to analyze to answer the question. Short-Answer Sample Question There are five short-answer questions on the AP Stats test. Each of these questions typically includes several different parts you need to answer. You're expected to spend about 12 minutes on each short-answer question. Investigative Task Sample Question The final question on the exam is the Investigative Task question. This is the most in-depth question on the test, and you should spend about 30 minutes answering it. It will have multiple parts you need to answer and require multiple statistics skills. You'll also need to provide a detailed explanation of your answers that shows the strength of your statistics skills. Be sure to show all your work as you'll be graded on the completeness of your answer. How Is the AP Statistics Test Graded? For the multiple-choice part of the exam, you earn one point for each question you answer correctly. There are no point deductions for incorrect answers or questions you leave blank. Official AP graders will grade your free-response questions. Each of the six free-response questions is scored on a scale of 0 to 4 points, so the total section is out of 24 points. The free-response questions are graded holistically, which means, instead of getting a point or half a point for each bit of correct information you include, graders look at your answer to each question as a "complete package," and your grade is awarded on the overall quality of your answer. The grading rubric for each free-response question is: 4: Complete Response: Shows complete understanding of the problem's statistical components 3: Substantial Response: May include arithmetic errors, but answers are still reasonable and show substantial understanding of the problem's statistical components 2: Developing Response: May include errors that result in some unreasonable answers, but shows some understanding of the problem's statistical components 1: Minimal Response: Misuses or fails to use appropriate statistical techniques and shows only a limited understanding of statistical components by failing to identify important components 0: No Response: Shows little or no understanding of statistical components What does holistic grading mean for you? Basically, you can't expect to earn many points by including a few correct equations or arithmetic answers if you're missing key statistical analysis. You need to show you understand how to use stats to get a good score on these questions. Estimating Your AP Statistics Score If you take a practice AP Stats exam (which you should!) you'll want to get an estimate of what your score on it is so you can get an idea of how well you'd do on the real exam. To estimate your score, you'll need to do a few calculations. 1. Multiply the number of points you got on the multiple-choice section by 1.25 2. For free-response questions 1 through 5, add the number of points you got together and multiply that sum by 1.875 (don't round). If you need help estimating your score, the official free-response questions we linked to above include sample responses to help you get an idea of the score you'd get for each question. 3. For free-response question #6, multiply your score by 3.125. 4. Add the scores you got in steps 1-3 together to get your Composite Score. For example, say you got 30 questions correct on the multiple-choice section, 13 points on questions 1-5, and 2 points on question 6. Your score would be (30 x 1.25) + (13 x 1.875) + (2 x 3.125) = 68.125 which rounds to 68 points. By looking at the chart below, you can see that'd get you a 4 on the AP Statistics exam. Below is a conversion chart so you can see how raw score ranges translate into final AP scores. I've also included the percentage of students who earned each score in 2017 to give you an idea of what the score distribution looks like: Composite Score AP Score Percentage of Students Earning Each Score (2017) 70-100 5 13.6% 57-69 4 15.9% 44-56 3 24.8% 33-43 2 20.2% 0-32 1 25.5% Source: The College Board Where Can You Find Practice AP Stats Tests? Practice tests are an important part of your AP Stats prep. There are official and unofficial AP Stats practice tests available. Below are some of the best practice tests to use. Official Practice Tests 2012 Complete Practice Test 1997 Complete Practice Test Free-Response Questions 1998-2017 Unofficial Practice Tests Barron's Practice Test To learn more about where to find AP Statistics practice tests and how to use them, check out our complete guide to AP Statistics practice exams. 3 Tips for the AP Statistics Exam In this section we go over three of the most useful tips you can use when preparing for and taking the AP Statistics test. Follow these and you're more likely to get a great score on the exam. #1: For Free Response, Answer the Entire Question As we mentioned earlier, free-response questions on AP Stats are graded holistically, which means you'll get one score for the entire question. This is different from many other AP exams where each correct component you include in a free-response question gets you a certain number of points, and those points are then added up to get your total score for that question. The Stats free-response questions are graded holistically because there are often multiple correct answers in statistics depending on how you solve the problem and explain your answer. This means you can't just answer part of the question and expect to get a good score, even if you've answered that part perfectly. If you've ignored a large part of the problem, your score will be low no matter what. So instead of trying to get a point here and there by including a correct formula or solving one part of a question, make sure you're looking at the entire problem and answering it as completely as possible. Also, if you need to include an explanation, be sure it explains your thought process and the steps you took. If your explanation shows you understand important stats concepts, it could help you get a higher score even if your final answer isn't perfect. Aiming for the most complete response possible is also important if you can't answer one part of a question that's needed to answer other parts. For example, if you can't figure out what the answer to part A is, but you need to use that answer for parts B and C, just make up an answer (try to keep it logical), and use that answer to solve the other parts, or explain in detail how you'd solve the problem if you knew what the answer to part A was. If you can show you know how to solve the latter problems correctly, you'll likely get some credit for showing you understand the stats concepts being tested. #2: Know How to Use Your Calculator You'll need a graphing calculator to answer pretty much every question on the Stats exam, so make sure you know how to use it. Ideally, the calculator you use on test day will be the same one you've been doing homework and taking tests with throughout the school year so you know exactly how to use it. Knowing how to solve common stats functions on your calculator and interpret the answers you get will save you a lot of time on the exam. Your calculator will likely be most useful on the multiple-choice section where you don't need to worry about showing work. Just plug in the data you're given into your calculator, and run the right equations. Then you'll have your answer! #3: Know Your Vocabulary You may think that since AP Stats is a math course, vocab won't be an important part of the test, but you need to know quite a few terms to do well on this exam. Confusing right- and left-skewed or random sampling and random allocation, for example, could lead to you losing tons of points on the test. During the school year, stay on top of any new terms you learn in class. Making flashcards of the terms and quizzing yourself regularly is a great way to stay up-to-date on vocab. Many AP Stats prep books also include a glossary of important terms you can use while studying. Before the AP Stats exam, you should know all important terms like the back of your hand. Having a general idea isn't good enough. A big part of stats is being able to support your answers, and to do this you'll often need to use stats vocab in your explanations. Just stating the term won't earn you nearly as many points as being able to explain what the term is and how it supports your answer, so make sure you really know your vocab well. Summary: Statistics AP Exam The AP Statistics exam is three hours long and consists of 40 multiple-choice questions and six free-response questions. The content of the exam covers four main areas: exploring data, sampling and experimentation, anticipating patterns, and statistical inference. To prepare well for AP Stats exam questions, it's important to take practice exams and know how to grade them so you can estimate how well you'd do on the actual test. When studying for the AP exam, remember to answer the entire question for free response, know how to use your calculator, and be on top of stats vocabulary. What's Next? Feel the need to do some quick reviewing after looking through what'll be covered on the AP Stats exam? Take a spin through our guide to statistical significance to refresh yourself on how to run a t-test. How difficult is AP Stats compared to other AP classes? Get the answer by reading our guide to the hardest AP exams and classes. Wondering which other math classes you should take besides statistics? Math is often the trickiest subject to choose classes for, but our guide will help you figure out exactly which math classes to take for each year of high school. A prep book can be one of your best study resources for the AP Stats exam. But which prep book should you choose? Check out our guide to AP Stats prep books to learn which is the best and which you should avoid. Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Critique on Salvador Dali's Persistence of Memory Essay

Critique on Salvador Dali's Persistence of Memory - Essay Example The essay "Critique on Salvador Dali's Persistence of Memory" aims to analyze Salvador Dali's famous painting called "Persistence of Memory". When one thinks of eccentric modern painters, one of the first names that come to mind is that of Salvador Dali. Perhaps Dali’s most well-known artwork, and certainly the one that made him famous, is his painting â€Å"Persistence of Memory,† originally called â€Å"Melting Clocks.† By analyzing this surrealistic piece of art, one can begin to understand the concepts behind the â€Å"visual aesthetic thought† triangle â€Å"Surrealism attempts to further our understanding of the human condition by seeking ways of fusing together our perceived conscious reality with our unconscious dream state†). The Spanish painter became well-known in his lifetime for his unusual way of looking at things and his willingness to share these visions with the greater world population. Dali's images - his bent watches, his figures , halfhuman, half chest of drawers – have made him the most famous of all Surrealist painters†. Typically painting images he saw in dreams or nightmares and consistently pushing the envelope in terms of subject matter, Dali had a wide range of interests that became reflected in his artwork, such as the work of psychoanalyst Sigmund Freud or the mathematical genius of Albert Einstein, both of whose work have been associated with this painting. To create this painting in 1931, Dali said his limp watches were inspired by the remains of a very strong Camembert cheese.

Final Exam Questions Assignment Example | Topics and Well Written Essays - 2000 words

Final Exam Questions - Assignment Example Although mergers and acquisitions are always used in the same breath, the two terms have different implications. Generally, the main difference between mergers and acquisitions is based on how the purchase is articulated and communicated or received by the concerned parties. For example, unlike acquisitions, mergers occur when two companies agree to join and operate as one. In this regard, the merged companies can operate as equals or through laid down agreements. On the other hand, acquisitions involve a company taking over another company and establishing itself as the owner through a purchase. A fundamental characteristic of many acquisitions is that the acquiring company always takes over the management and ownership of the other companies they have acquired and eventually combine their operations. In this regard, the controlling power of one company is transferred from one shareholder group to another. One of the ways through which mergers and acquisitions contribute to business growth and expansion is that they offer quicker methods for companies to grow and reorganize their assets portfolios. They allow companies to acquire assets across many industries. It allows them to establish and penetrate new markets depending on the objectives of the company; acquired assets may be sold or retained (Maksimovic, 2011). ... In an acquisition, the acquiring company establishes sustainable positive results by spreading its risks through many different industries (Ross, 2005). Another important contribution of mergers and acquisitions related to business growth is that they enable companies take advantage of economies of scale. They increase the purchasing power of equipment’s and office supplies saving costs. This is due to increased negotiation power due to increased company size. The new entities, can access new technologies which gives them a competitive edge over their competitors. Expenses related to information and intelligence logistics are also reduced due to a shared infrastructure. This makes the cost of production per unit output to decrease increasing profits (Maksimovic, 2011). Question 4: How can a firm create the conditions for innovation? There are a diverse number of ways through which firms can create enabling conditions for innovation. Innovation is crucial to the growth and sust ainability of modern companies because. Increased innovation leads to more products in the market generating more sales. The top companies in the world are leading in innovations. Creating a culture of innovation is one of the best ways that companies can create favorable conditions for innovation. For example, a culture of risk aversion is one of the critical barriers to innovation. As a result, to ensure continued innovation, firms should move from risk aversion organizational culture to a culture of calculated risk taking. Similarly, firms should also create organizational cultures that promote curiosity and tolerance of mistakes and wish to experiment with new things. This includes giving the employees the freedom to experiment, promotion of open communication as well as

Learning Diversity Essay Example for Free

Learning Diversity Essay After studying this chapter, you should be able to: 1. De? ne cultural diversity; 2. Describe the role of culture in shaping similarities and di? erences among individuals; 3. Recognise race and ethnicity as an element of micro cultural diversity; 4. Explain the educational implications of di? erences in students’ learning style; 5. Distinguish types of cognitive style; 6. Relategender di? erences and socio-economic status to individual di? erences issues; and 7. Describe teacher’s strategies in embracing diversity. Individual Differences 7 171i. CHAPTER 7 l INDIVIDUAL DIFFERENCES. 171 INTRODUCTION As teachers, we must be aware of about students’individual differences such as differences in culture, ethnicity, intelligent, languages, learning styles, etc. It is because it may enhance students’understanding or limit their opportunity to learn from the school environment. These factors should be taken into consideration when we plan teaching and learning process in the classroom. We begin by discussing the de? nition of cultural diversity and other factors that contribute to students’diversity. Next, we examine the differences of learning styles and cognitive  styles among students. This is followed by the explanation of gender differences that in? uence the students’ performance. In the ? nal section of this chapter, we will discuss how teachers can cope with the individual differences effectively in the teaching and learning process. INDIVIDUAL DIFFERENCES l CHAPTER 7 172 â€Å"†¦Characteristics of an individual’s society, or of some subgroups within this society. It includes values, beliefs, notions about acceptable and unacceptable behaviour, and other socially constructed ideas that members of the culture are taught are â€Å"true†. † (1994 in Tan 3003). â€Å"†¦Those human characteristics that have both the potential to either enrich or limit a student’s capacity to learn from the school environment. † Henson Eller (1999, p121) â€Å" Individual differences are the variations we observe among members of any group in a particular characteristic, such as temperament, energy level, friendship patterns and parent-child attachment. † Borich Tombari (1997, p29) 7. 1 CULTURAL DIVERSITY 7. 1. 1 De? nition of Cultural Diversity According to Garcia, Culture refers to: Henson Eller (1999, p121) posit that the term diversity mean: Whereas Borich Tombari (1997. p29) posit that: 173i. CHAPTER 7 l INDIVIDUAL DIFFERENCES 173 â€Å"Group membership can include racial identi? cation, but regardless of race, it can vary further in term of assumptions, values, language, religion, behaviour, and symbols. † (O’conor, 1988 in Tan 2003). Figure 7. 1: Various races in Malaysia. In Malaysia we have different races such as the Malays, Chinese, Indians and others as illustrated in Figure 7. 1. Each of the races has their own culture. Culture is a broad and encopassing concept. Even though we equate culture with race or ethnic identity, the truth is that within racial or ethnic groups there can  be cultural variations. In short, culture governs how we think and feel, how we behave and how we live, and it is born largely of socialization. We often recognize national culture such as Malays, Chinese, Indians and others. We share Malaysian citizenship. So, differences in culture pertaining to Malaysia also mean differences in ethnicity and race. 7. 1. 2 The Role of Culture in Shaping Similarities and Di? erences Among Individuals Culture has impact on our student’s socialization. Some elements of culture including religion, foods, holidays and celebrations, dress, history and traditions, and art and  music. Cultural diversity also can manifest in our views of the life cycle, decorum and discipline, health and hygiene (Example: Explanations of illness and death), values, work and play, and time and space. All could be elements of a shared national culture or of additional family cultures. Each element shapes our students through socialization within their families, later through teacher, peers and environment. INDIVIDUAL DIFFERENCES l CHAPTER 7 174 We need to keep in mind that our students’ membership in cultural groups signi? cantly in? uences their lives both inside and outside of school. Therefore, we have to consider cultural diversities because honouring cultural diversities enhances classroom teaching and learning. As teachers, we have to understand these cultural diversities and try to accommodate to these differences. We have to honour other people’s beliefs and values because they have their rationale and that contributes to a harmonious society and peaceful nation. These have to start in school where the students are aware of their differences and teacher instil within them the espirit de core (spirit to live together peacefully), tolerance towards others, empathy and pro social behaviour. 175i. CHAPTER 7 l INDIVIDUAL DIFFERENCES 175 To answer that question, Tan (2003), recognizes three ways in addressing cultural differences as illustrated in Figure 7. 2: Now let us examine all these approaches. (a) Assimilation Theory According to the assimilation theory, all students must conform to the rules of the Anglo- American group culture, regardless of their family culture or the rules of other groups to which they belong. â€Å"Anglo† culture is superior to all others, differences are threatening and rejected. Figure 7. 2: Three ways in addressing cultural differences INDIVIDUAL DIFFERENCES l CHAPTER 7. 176 (b) Amalgamation Theory According to Davidson Phelan: Cultural differences are ignored. Through the years, many of us have been comforted by the melting pot view of our society’s institutions. But, it too has encouraged the loss of individual identity. (c) Cultural Pluralism According to Davidson Phelan: Diversity is not feared or criticized or ignored. It is valued, even celebrated. An effective teacher holds this view of diversity and incorporates beliefs about multicultural education. Multicultural education is education in which a range of cultural perspectives is presented to students. â€Å"The amalgamation theory is the â€Å"melting pot† approach in which elements of individual cultures are blended to become a â€Å"new†, synthesized American culture. † (Davidson Phelan, 1993) â€Å" In â€Å"cultural pluralism†, we are encouraged to take multicultural view, in which we attempt to address the elements of both shared national culture and individual and/or family culture together. † (Davidson Phelan, 1993) 1. What is cultural diversity? Give few examples of cultural diversity in your answer. 2. Think of ways in which teacher can accommodate to the cultural diversity among students. 177i. CHAPTER 7 l INDIVIDUAL DIFFERENCES. 177 7. 2 RACES AND ETHINICITY DIVERSITY Race and ethnicity are factors contribute to students’diversity. Through race and ethnicity, we will be able to trace the students’root and cultural make up. Through this awareness then we can be fair in our treatment to all students in the classroom. As Ladson-Billings (1994) notes: â€Å"The notion of equity as sameness only makes sense when all students are exactly the same†. Ladson-Billings (1994) In reality we are different in race, ethnicity, culture and ways of life. Therefore we should take advantage of these differences by learning other languages, about food and dances. Students would respect teachers who know about their students’languages other than their own because it enhances their knowledge about the students and make their communiaction with the students easier. In Malaysia, we have di? erent race that are Malays, Chinese, Indians, Eurasian and others. Within the races, we have sub-groups or ethnicity. Examples of the sub-groups or ethnicity are listed in table 7. 1. Table 7. 1: Races and it sub-groups or ethnicity in Malaysia. Race Malays Chinese Sub-groups or ethnicity ? †¢? Javanese? Malays? †¢? Bugis? Malays †¢? Kelantanese Malays †¢? Johorean? Malays †¢? Malaccan? Malays? etc. Chinese come from many parts of China which contribute to ethnic di? erences such as: ? †¢? Hokkien ? †¢? Cantonese ? †¢? Hailam? and? etc. INDIVIDUAL DIFFERENCES l CHAPTER 7 178 7. 3 LINGUISTIC DIVERSITY Linguistic diversity is one of the elements that contributes to student’s diversity. Your class will have language diversity, and you will have to realize that you need to be sensitive to this linguistic diversity and adjust accordingly. In Malaysia, we are lucky because the medium of instruction is in Malay or Bahasa Melayu for all subjects except for English. Furthermore, English is regarded as the second language andball students must pass the subject at the Sijil Pelajaran Malaysia level or the form 5 national exam. It moulds young generations of Malaysia to at least mastering three languages, namely Bahasa Melayu, the English language, and their mother tongue. With this capacity, it enhances the Malaysians to understand each other and to live harmoniously. Tan (2003) suggested two ways to teachers in addressing language diversity as shown in Figure 7. 3, which are Facilitating English, and Immersion and Transitional Methods. Indians ? †¢? Tamil? Nadu ? †¢? Hindustani ? †¢? Benggali ? †¢? Pakistani ? †¢? Bangla? (Bangladesh)? ? †¢? Bangla? (Sri? Lanka)? and? etc.? These races and ethnicities also contribute to language differences. 1. What are race and ethnicity diversity? Give few examples of race and ethnicity in Malaysia. 2. Can you understand other race or ethnic language? List out the advantages for teachers if they know their student languages. Figure 7. 3: Two suggested ways in addressing language diversity by Tan(2003) 179i. CHAPTER 7 l INDIVIDUAL DIFFERENCES 179 Let us examine those approaches. (a) Facilitating English Enhancing the mastering of the English language among students can help overcome the problem of communication with others in the school and outside the school. Teaching English to all students is regarded as a tool for cultural understanding and communication among students. We can emphasize comprehension in our classroom. If you can understand the student and the student can understand you, then achievement can continue. Increased student achievement should be our overall instructional goal, regardless of linguistic diversity issues. (b) â€Å"Immersion† and Transitional Method Traditionally, we believed â€Å"immersion† approach was the best way to move children to standard language usage. In this approach, from the beginning till the end, the instructor uses only the language to be learned. It becomes, then, a â€Å"sink or swim† proposition. †¢ Some children swim, they thrive under these conditions; they learn the language with few problems. †¢ Other students, however, sink; they do not learn the language and suffer inside and outside of class. Similarly, linguistically diverse students can sink or swim in language learning. Conversely, teacher may use transitional or balance bilingual strategies for adding standard language as a shared communicative tool are being examined. These approaches start with the language the student brings into the classroom and build on family and cultural language to promote standard language usage. Read on an example case below: Several? years? ago,? a? Massachusetts? teacher,? Gary? Simpkins,? attempted? to? move? his African-American students toward standard American English usage by developing? an? approach? called? â€Å"Bridge†? (Shells,? 1976).? He? used? transitional? strategies? whereby? the? students? learn? English? at rst? in? their? language-Black? English in reading, writing and oral communication. Midway through, he taught partly? Black? English? and? partly? standard? American? English.? By? the? end? of? the? instructional period, he taught all in standard American English but still aloud  student? to? use? Black-English? for? less? formal? communication. The implementation of approach above yielded â€Å"promising† results. 1. What is linguistic diversity? 2. Explain how teacher can help the students overcome language differences. INDIVIDUAL DIFFERENCES l CHAPTER 7 180 7. 4 LEARNING STYLE OR COGNITIVE STYLE DIVERSITY 7. 4. 1 De? nition of Learning Style and Cognitive Style Kagan is one of the earliest psychologists who introduced the re? ective and impulsive cognitive style. Later, Witkin and Coodenough(1977) founded the concept of ? eld- independent and dependent cognitive style(Borich Tombari, 1997). Another earliest psychologist, Massick proposed the concept of cognitive style. According to Massick: â€Å"Cognitive style is stable attitudes preferences or habitual strategies determining a person’s typical modes of perceiving, remembering, thinking and problem solving. † Messick (1976, p5) Later, there are various de? nitions for learning style or cognitive style by psychologists, depending on their views and perspectives as shown in Table 7. 2. Table 7. 2: Various de? nitions of Learning Style and Cognitive Style by psychologists. Tan et. al. (2003) Psychologist De? nition of Learning Style and Cognitive Style Henson and Eller (1999, p505). â€Å"Learning? styles? are? biological? and? socialized? di? erences? or? preferences for how students learn. Where as cognitive style is students’most comfortable, consistent, and expedient ways of perceiving? and? making? sense? of? information. † Tan et. al. (2003) ? â€Å"Learning? style? is? how? elements? from? basic? stimuli? in? the? current? and past environment a? ect an individual’s ability to absorb and retain information. † Henson and Eller (1999, p505) †¢? In? this? de? nition,? Tan? stressed? the? in? uence? of? biological? and? socialization? in? moulding? students’? learning? style. †¢? Henson? and? Eller? stress? on? basic? stimuli?that? a? ect? individual’s? learning style. 181i. CHAPTER 7 l INDIVIDUAL DIFFERENCES 181 Woolfolk (2004, p603), Sternberg (1997) ? â€Å"Learning? preferences? is? preferred? ways? of? studying? or? learn- ing,? such? as? using? pictures? instead? of? text,? working? with? other? people versus alone, learning in structured or unstructured situation, and so on. Whereas a cognitive style is di? erent ways? of? perceiving? and? organizing? information. † Woolfolk ? â€Å"Learning? and? thinking? styles? are? not? abilities,? but? rather? preferred ways of using one’s abilities. † (Santrock, 2008, p132). †¢? Woolfolk? proposed? that? learning? styles?as? characteristic? approaches to learning and studying. †¢? She? also? equates? learning? styles? and? learning? preferences. †¢? According? to? Sternberg,? intelligence? refers? to? ability. †¢? Individual? vary? so? much? in? thinking? and? learning? style,? ? literally? hundreds? of? learning? and? thinking? styles? have? been? proposed by educators and psychologist. So from these de? nitions, we ? nd overlapping views on learning styles and cognitive styles. We can conclude that: Learning style and cognitive style cover many domains such as physical, psychological, audio, visual, kinaesthetic, etc. INDIVIDUAL DIFFERENCES l CHAPTER 7. 182 7. 4. 2 Types of Learning Styles According to Butler, there are few types of learning styles(Butler, 1989 in Tan, 2003) such as explained below. (a) Psychological/Affective styles †¢ One of the instruments to assess individual’s learning style for this type of learning style is Myers-Briggs Type Indicator (MBTI). †¢ This instrument will reveal how a student feel about him/herself and how self-esteem developed is linked to learning. (b) Physiological Styles †¢ There are few instruments in this category such as: Honey and Munford Learning Styles Inventory, Kolb Learning style inventory, Modality Preferences Inventory, etc. †¢ These instruments show individual of her/his consistent ways to facilitate learning through the use of the senses or environmental stimuli. †¢ These instruments also show hemispheric specialisation (i. e. right or left brain), auditory, visual, kinaesthetic, olfactory preferences or preferences for environmental conditions. (c) Cognitive Styles †¢ Students may utilize cognitive styles such as ? eld-dependent or independent, impulsive or re? ective, whole or serial, etc. †¢ These instruments measure consistent ways of responding and using stimuli in the environment, how things are perceived and make sense, the most comfortable, expedientnand pleasurable way to process information. 7. 4. 3 Measurement of Learning Styles and Cognitive Styles Since students’ preferred styles of learning in? uence their achievements and teachers’ learning styles in? uence their instructional choices, it is suggested that teacher and students take the test we describe below. (a) Modality Preference Inventory Through this inventory, teacher and students can classify their learning styles such as auditory, visual or kinaesthetic. To assess an individual’s learning style, he/she has to respond to the questions shown in Figure 7. 4. 183i. CHAPTER 7 l INDIVIDUAL DIFFERENCES 183 Learning Styles. Modality Preference Inventory Read each statement and select the appropriate number response as it applies to you. Often (3) Sometimes (2) Seldom/Never (1) Visual Modality †¢? I? remember? information? better? if? I? write? it? down. †¢? Looking? at? the? person? helps? keep? me? focused. †¢? I? need? a? quiet? space? to? get? my? work? done. †¢? When? I? take? a? test,? I? can? see? the? textbook? page? in? my? head. †¢? I? need? to? write? down? directions,? not? just? take? them? verbally. †¢? Music? or? background? noise? distracts? my? attention? from? the? task? at? hand. †¢? I? don’t? always? get? the? meaning? of? a? joke. †¢? I? doodle? and? draw? pictures? on? the? margins? of? my? notebook? pages. †¢? I? react? very? strongly? to? colors. †¢? Total Auditory Modality ? †¢? My? papers? and? notebooks? always? seem? messy. ? †¢? When? I? read,? I? need? to? use? my? index nger? to? track? my? place? on the line. ? †¢? I? do? not? follow? written? directions? well. ? †¢? If? I? hear? something,? I? will? remember? it. ? †¢? Writing? has? always? been? di? cult? for? me. ? †¢? I? often? misread? words? from? the? text? (eg,? them? for? then) ? †¢? I? would? rather? listen? and? learn? than? read? and? learn. ? †¢? I’m? not? very? good? at? interpreting? an?individual’s? body? language. ? †¢? Pages? with? small? print? or? poor? quality? copies? are? di? cult? for? me to read. ? †¢? My? eyes? tire? quickly,? even? though? my? vision? check-up? is? always ?ne. ? †¢? Total Kinesthetic Modality †¢? I? start? a? project? before? reading? the? directions. †¢? I? hate? to? sit? at? a? desk? for? long? periods? of? time. †¢? I? prefer? to? see? something? done? and? then? to? do? it? myself. †¢? I? use? the? trial? and? error? approach? to? problem-solving. †¢? I? like? to? read? my? textbook? while? riding? an? exercise? bike. †¢? I? take? frequent? study? breaks. †¢? I? have? di? culty? giving? step-by-step? instructions. †¢? I? enjoy? sports? and? do? well? at? several? di? erent? types? of? sports. †¢? I? use? my? hands? when? describing? things. †¢? I? have? to? rewrite? or? type? my? class? notes? to? reinforce? the? material. †¢? Total Total the score for each section. A score of 21 points or more in a modality indicates a strength in that area. The? highest? of? the? 3? scores? indicates? the? most? e? cient? method? of? information? intake.? The? second? highest? score indicates the modality which boosts the primary strength. Figure 7. 4:Example of questions should be responded by students to measure their learning styles. INDIVIDUAL DIFFERENCES l CHAPTER 7 184 (b) Field-Dependent and Independent Teacher or student may utilize Field-Dependent or Independent Cognitive Style in percep- tion or information processing. Field-Independent learners perceive items as more or less separate from the surrounding ? eld. They are interested in concept for their own sake. They have self-de? ned goals and function successfully in self-structured situations and impersonal learning environments. For ? eld-dependent learners, their mode of learning is strongly in? uenced by the prevailing context or setting. They are more aware of their surroundings as they learn. These learners value practical information. They can memorize human faces and social facts such as best friend’s birth date more easily than ? eld- independent learners. Garger and Guild(1987) have summarized the characteristics of ? eld-independent and ?eld-dependent learners. These are illustrated in Table 7. 3. From this table it is clear that, at least in the extremes, the two styles are very different. Table 7. 3 Characteristics of Field-Dependent and Independent learners. Perceives globally. Perceives analytically. FIELD-DEPENDENT FIELD-INDEPENDENT Makes broad general distinctions among concepts, sees relationships. Learns material with social content best. Requires externally de? ned goals and reinforcements. Makes speci? c concept distinctions, little overlap. Learns social material only as an intentional task. Has self-de? ned goals and reinforcements. Experiences in a global fashion, adheres to structures as given. Social orientation. Attends best to material relevant to own experience. Needs organization provided. Experiences in an articulate fashion, imposes structures of restrictions. Impersonal orientation. Interested in new concepts for their own sake. Can self-structure situations. Learning Styles- Dependence and Independence Descriptions. 185i. CHAPTER 7 l INDIVIDUAL DIFFERENCES 185 More a? ected by criticism. Less a? ected by criticism. Uses spectator approach for concept attainment. Uses hypothesis-testing approach to attain concepts. Teacher and students can assess their cognitive style using Embedded Figures Test (EFT) or Group Embedded Figures Test(GEFT). In this test, they have to recognize geometry ?gure, which are embedded in the picture or in the background. Those who can recognize the ? gure faster than the others are learners with the ? eld-independent style and those who take longer than a few seconds or cannot ? nd the ? gure at all, can be classi? ed as ? eld- dependent learners. Figure 7. 5 illustrates an example of Embedded Figures Test (EFT). Recognize? the? geometry gure,? which? are? embedded? in? the? designs? picture.? INDIVIDUAL DIFFERENCES l CHAPTER 7 186 Answer: Figure 7. 5: An example of Embedded Figure Test (EFT) If you are a ? eld-independent teacher, you may be comfortable giving lectures and empha- sizing cognition. You may prefer offering corrective feedback, using negative feedback as warranted, and you may use grades and personal goal charts motivationally. If you are a ? eld-dependent teacher, you may prefer interaction and conversation with your  students. You may rely less on corrective feedback and little on negative evaluations. You also like to establish a warm and personal environment and prefer to motivate through external reward such as verbal praise. Many educational psychologist views that if the teacher cognitive style match with the student cognitive style, students? will? bene? t? most? and? vice? versa.? Student? learn? best when there is congruence between their preferred teaching style. Unfortunately, most teachers ignore student’s? cognitive? style? because? it? takes? longer? time? for? them to prepare lesson plan and devices or activities to  ful? l their needs. 1. What is cognitive style and learning style? 2. Give a few examples of learning or cognitive styles. 187i. CHAPTER 7 l INDIVIDUAL DIFFERENCES 187 7. 5 GENDER DIFFERENCES Linguistic diversity is one of the elements that contributes to student’s diversity. Your class will have language diversity, and you will have to realize that you need to be sensitive to this linguistic diversity and adjust accordingly. In Malaysia, we are lucky because the medium of instruction is in Malay or Bahasa Melayu for all subjects except for English. Furthermore, English is regarded as the second language  and all students must pass the subject at the Sijil Pelajaran Malaysialevel or the form 5 national exam. It moulds young generations of Malaysia to at least mastering three languages, namely Bahasa Melayu, the English language, and their mother tongue. With this capacity, it enhances the Malaysians to understand each other and to live harmoniously. Tan (2003) suggested two ways to teachers in addressing language diversity as shown in Figure 7. 3, which are Facilitating English, and Immersion and Transitional Methods. In Asian society, being a girl or a boy has signi? cant impact. The people usually adore boys than girls. It’s because most Asian country are rice bowl or dependent on agriculture where the man are more utilizable in manual jobs than ladies. But they forget, in terms of resilience and patience, the women are the winners! Now, let us examine gender-related student differences in several ways and explore their implications for teaching. Are you resent being a girl? You don’t have to. Accept things as it is. (a) Developmental rates According? to? Egan? and? Kauchak: â€Å"Di? erences exist in boys’ and girls’ developmental rates. Girls develop faster with? di? erences? in? verbal? and? motor? skills? appearing? at? an? early? age.? Boys?and? girls? are? di? erent in other areas as well, and these di? erences appear as early as the preschool years. Girls tend to play with dolls and other girls and to gravitate toward activities such as? make-believe? and? dress-up.? Boys? play? with? blocks,? cars,? dinosaurs,? and? other? boys. † (Egan and Kauchak, 1997). INDIVIDUAL DIFFERENCES l CHAPTER 7 188 We? can? observe? society? and? family,? school? and? work? place? treat? girls and boys di? erently. In the family, they are treated di? erently from the day they were born. †¢? Baby? girls? are? given? pink? blankets,? are? called? cute? and? handled? delicately. †¢? Baby? boys? are? dressed? in? blue,? are? regarded? as? handsome,? and are seen as tougher, better coordinated, and hardier. Di? erences in treatment continue in later years. In high school, girls? become? cheerleaders? for? the? boys,? who? become? basketball? or? football players. (b) Family treatment (c) Expectation for school success (d) Academic area These di? erences also include expectation for school success. Parents? probably? communicate? di? erent? expectations? for? their? sons and daughters. Researchers have found that: Research on gender e? ects founded di? erences in boys and girls in di? erent academic areas. According? to? Maccoby? and? Jacklin, â€Å"Parents’? gender-stereotyped? attitudes? toward? girls’? ability? in? math,? adversely? in? uence? their? daughters’? achievement? in? math? and their attitudes toward it. † (Nagy-Jacklin, 1989 in Egan Kauchak, 1997) â€Å"Boys? did? better? in? math? and? on? visual? and? spatial? tasks,? example? tasks? in? geometry.? Girls? did? better? in? on? verbal? skills? such? as? in? languages. † (Maccoby Jacklin, 1974) 189i. CHAPTER 7 l INDIVIDUAL DIFFERENCES 189 Boys? and? girls? also? received? di? erent? treatment? in? school.? Both? male? and? female? teacher? treat? boys? and? girls? di?erently. They? interact? with? the? boys? more? often? and? ask? them? more? questions,? and? those? questions? are? more? conceptual? and abstract. (e) Treatment in school Gender stereotyping also in? uences career decisions. According to Kochenberger-Stroeher: Signi? cantly, when children choose non-traditional roles for males or females, their choices are based on personal experience. â€Å"Di? erences in students’ view of gender-appropriate careers appear as early as kindergarten. † (Kochenberger-Stroeher, 1994) ? â€Å"One? of? the? most? powerful? factors? in? uencing? school? performance? is? socio-economic? status? (SES),?the? combination? of? parents’? income,? occupations,? and? level? of? education.? SES? consistently? predicts? intelligence? and? achievement? test? scores,? grades,? truancy? and dropout and suspension rates. † (Ballantine, 1989 in Egan Kauchak, 1997) 1. Why teacher treat boys and girls differently? 2. Give few examples of different treatment to boys and girls. 3. Think of ways in which teacher can accommodate to gender differences. 7. 6 DIFFERENCES IN SOCIO? ECONOMIC STATUS According to Ballantine; INDIVIDUAL DIFFERENCES l CHAPTER 7 190 Many? families? lack? in? proper? nourishment,? and? adequate? medical? care.? Poverty? also? in? uences? the? quality? of? home-life,? unstable? work? conditions? increased? economic? problems? that? lead to parental frustration, anger and depression. These pressures? can? lead? to? family? scattered,? marital? con? ict? and? nurturing homes. The impact of SES is also transmitted through parental attitudes and values where their attitudes and values are different. Example is in interaction pattern. †¢ Low SES parents are more likely to â€Å"tell,† rather than explain. †¢ High SES parents, in contrast, talk more with their children, explain ideas and the cause of events, and encourage independent thinking. Walbergs observed that: â€Å"High SES parents are more likely to ask â€Å"wh† questions (who, when, where, why) promoting language development, provide strong foundation for reading and vocabulary development. † (Walberg, 1991) 191i. CHAPTER 7 l INDIVIDUAL DIFFERENCES 191 The educational aspirations parents have for their children are probably the most powerful variables a? ecting achievement.? Parents? who? expect? their? children? to? graduate? from high school and to attend college have children who do well than parents who have low aspirations. These expecta- tions are communicated through dialogue betweenparents and children.? Low? SES? parents? in? contrast,? allow? their? children? to? â€Å"drift† into classes and often got loss in the shu? e and failed in their lives. The differences between low and high SES families also re? ect the emphasis placed on student’s autonomy and responsibility. High-SES parents emphasize self-direction, self- control, and individual responsibility while low-SES parents, in contrast, place greater emphasis on conformity and obedience. 1. What is meant by parents’ SES differences? 2. Give few examples impact of SES on student’s aspirations, attitudes and values. 3. Think of ways in which teacher can accommodate to SES bdifferences. 7. 7 WAYS IN EMBRACING DIVERSITIES To be a good teacher, you should know the ways to embracing diversities among your students. Below are the discussions on how to handle your student’s diversities in the gender differences, cultural, race and ethnicity, learning style, socio–economy and linguistic differences. (a) Gender differences It is not easy to eliminate gender differences in the class, but to make teacher cautious and not gender bias, Figure 7. 6 shows some recommendations warrant that need to be considered. Avoid stereotypical language. (Example: â€Å"Okay, guys lets get work†) Provide equal opportunities for males and females. (Example: club membership). INDIVIDUAL DIFFERENCES l CHAPTER 7 192 In eliminating race and ethnicity, we move toward moulding one Malaysian nation with the same identity and characteristics such as same language and same spirit. One of the ways to unite Malaysians is through education system where all races study in the same school, same college and same university. All Malay- sian? know? and? appreciate? the? same? food? like? nasi lemak, roti canai, the tarik, tosay,mee teow, mee suah and etc. In coping with students with learning styles diversity, teacher  may use multi-approach in instruction such as cooperative learning which is suitable for ? eld-dependent students and doing experiment and also suitable for ? Eld-independent students. During instruction, teacher may use diagram and charts which is suitable for visual learner, using records and video tapes? which? is? suitable? for? auditory? learners? and? utilize? hands-on experience such as experimenting for tactile learners. Reduce or oust gender-typed activities. (Example: Girls have to cook, boys wash the car). Figure 7. 6: Some recommendations warrant that need to be consider to eliminate gender  differences in the class. (b) Cultural diversity In eliminating cultural diversity, teacher may utilize assimilation, amalgamation or cultural pluralism approach. In Malaysia we are encouraged to utilize cultural pluralism approach. (c) Race and ethnicity (d) Learning styles diversity 193i. CHAPTER 7 l INDIVIDUAL DIFFERENCES 193 Teacher have to help students from poor family to excel by motivating them to learn, give extra-class to help them catch up? with? the? other? students,? maybe? organizing? charity? work? to? earn? money? that? can? be? donated? to? the? poor? students.? Later,? teacher? can? also?

Developmental Differences Between Autistic Children And Normal Child De

Autism is an intricate developmental disability that characteristically appears during the first three years of life. The consequence of a neurological disorder that involves the functioning of the brain, autism affects the normal growth of the brain in the region of social interaction and communication skills. Autism literally means living in terms of the self. To an observer, a child in a state of autism appears to be self-centred since he shows little response to the outside world. However, paradoxically, the child in such a state has little awareness of being a 'self'. (Tustin, 1972, p. 1) Children and adults with autism normally have problems in verbal and non-verbal contact, social communications, and leisure or play activities. Autism is one of five disorders coming under the umbrella of Pervasive Developmental Disorders (PDD), a category of neurological disorders characterized by "severe and pervasive impairment in several areas of development," including social interact ion and communications skills (DMS-IV-TR). The five disorders under PDD are Autistic Disorder, Asperger's Disorder, Childhood Disintegrative Disorder (CDD), Rett's Disorder, and PDD-Not Otherwise Specified (PDD-NOS). Autism is a spectrum disorder. In the normal autism of early infancy there are the components from which this can take place but which are not developed. In 'total' pathological autism there has been such a profound arrest or regression that the building of this inner construct has been impeded or impaired so that the child is completely out of touch with the outside world and with people. Reaction to the outside world and people is in terms of bodily functions, organs and zones. (Tustin, 1972, p. 178) The indications and characteristi... ...ng autism, autistic children most of the time have himerosal, mercury and neuro-developmental disorders as well that can not be found in normal children at the same time. The small differences in mercury exposure and detoxification ability drive huge differences in the brain development of small autistic children as compared to normal children. Children less than 5 years old with autism might repeat actions over and over again, and they might have trouble if family routines change. But he normal children of the same age don’t have such problems. References Fisher, James T. "CHARLIE'S WORLD : A family battles autism." Commonweal 8 Sept. 2000: 13. Questia. 5 Sept. 2003 . Tustin, Frances. Autism and Childhood Psychosis. London: Karnac Books, 1972. Autistic Children May Retain Mercury, September 5, 2003, http://www.monitor.net/monitor/0307a/austisticmercury.html

Of Mice and Men †Essay †Lonely Characters Discussion Essay

In the opening chapter of ‘Of Mice and Men’ John Steinbeck immediately introduces the theme of loneliness and the reality of men living very temporary lives with no real direction. Loneliness is an inevitable fact of life that not even the strongest can avoid. Throughout the story, readers discover many sources of loneliness and isolation. Candy is an old ranch worker who lost his hand a few years back while working. He is a lonely man who owns an old, smelly, disabled dog that can hardly walk. This really was his only companion. In the end his dog was shot. Candy’s life was heading in the isolation direction even further. The quote on page 59 â€Å"S’pose I went in with you guys. That’s three hundred and fifty bucks I’d put in†¦. How’d that be?† This was his effort to try and join in with George and Lennie’s dream ranch. Crooks is a black Negro Stable Buck who wears glasses and has a busted back. He is an extremely lonely man and probably the loneliest in the novel due to his complexion. He is treated by the others in a rude manner and is left sitting in his little room helpless with an uncomfortable bed which makes his back worse. The quote on page 67-68 â€Å"You got no right to come into my room. This here’s my room. Nobody got any right in here but me†. This is how he reacted to the treatment he was getting, but in the end he was quiet a nice guy to know. Curley’s Wife is a very lonely woman who wears red mules, has red fingernails, full rouged lips and hair rolled in clusters. She has no name throughout the entire book to reinforce how insignificant a person she is. Her life with her husband was nothing to do with loving each other because she didn’t even like Curley because he was not a nice bloke. The quote on page 87 â€Å"Coulda been in the movies, an’ had nice clothes† tells us that her ambition was to become an actor. In the end she ended up being murdered by Lennie after trying to become his friend. George and Lennie, although unhappy at times, are not lonely, because they share a very close bond with each other, and have traveled together ever since Lennie’s Aunt Clara died. The only thing that seems to keep them working for next to nothing is the thought of owning their own ranch someday. In the final chapter Lennie states triumphantly on page 103 â€Å"An’ I got you. We got each other, that’s what, that gives a hoot in hell about us.† In the end George felt he had to shoot Lennie himself, so that he would die instantly, rather than suffer as Curley killed him slowly and painfully. Lennie’s murder was George’s final act of friendship. But it also ended their long friendship and now George would be lonely as he traveled around from job to job. In conclusion the loneliest people in this story are Crooks, Candy and Curley’s Wife. The friendship between George and Lennie was a strong bond all throughout the story, but it all ended when tragically George shot Lennie because he could no longer protect him any further.

Recommended Policies to Achieve a Sustainable Society Essay

Italy has been faced with fact that they are the second country with the lowest birth rate next to Spain. There are multiple recommendations that may be done in order to keep Italy up and running. One recommendation would be Italy may want to look at why France and Ireland have a high rate of child birth to help keep them up and running in the game of population. Other countries like France and Ireland give their people benefits for having children. Italy may want to take a look into bribing their people into having children. Maybe Italy should offer funding for health care, child care, and also offering higher incentives to families with more than one child. Italy’s incentive rate right now for a woman giving birth to a second child is only 1000 Euros. Italy should offer their people these benefits in order to help Italy’s low birth rate, here are the reasons why. Italy is the second country that has the lowest birth rate in the nation, with only one child per female. One might recommend that Italy might want to look into France and Ireland because they have the second highest birth rate in Europe. If Italy looks into France they might find out in that country they actually pay families for having children (Dillinaco, 2004-2008). In French families are entitled to up to three years paid maternity leave with a guarantee that mom’s job will be there for her when she returns. If Italy does that maybe the woman there wouldn’t be so scared on having children. Their burden of having to find a new job after giving birth or if their job will still be there will be lifted off their shoulders. A new law provides greater maternity leave benefits, tax credits and other incentives for families who have a third child. During a year-long leave after the birth of the third child, mothers will receive $960.00 a month from the government, twice th e allowance for the second child. France shows that they take care of the moms even after they give birth by paying them for three years to be with their children (Conroy, 2011). France is a great place to learn from when trying to raise the low birth rate. On top of giving their people money for having children they also help them cover some of their childcare costs so the country can establish a good birth rate in order to keep their population going. France was smart and know that they couldn’t just pay women and that will be enough for them. France knows that the women will need help with childcare also. So, the government decided to covers some child-care costs of toddlers up to 3 years old and offers free child-care centers from age 3 to kindergarten, in addition to tax breaks and discounts on transportation, cultural events and shopping. Their plan worked so well that the municipal day-care center ran out of space because of a local baby boom. In fact, they actually gave families an extra $100.00 per kid if the parents took care for their own child (Sensing, 2006). France really knows how to convince their people into having babies. Paying mothers maternity leave and making sure their job is still there when they return is a great way to encourage women to have children. Not only will the mothers get paid maternity leave, it is paid maternity leave for three years. France will also help the mothers pay for childcare if the mother decides to return back to work before the three years is up. After the child makes three years old and the mother goes back to work the child care is then free from ages three to kindergarten. On top of free childcare France also pays their people $960.00 a month as long as they have three or more children, which is twice as much as two children. If Italy took care of the mothers like France does, they just might have a higher birth rate. Conroy, S. (2011, February 11). Bonuses for having babies in france. Retrieved from http://www.cbsnews.com/stories/2006/12/10/eveningnews/main2243958.shtml Dillinaco, D. (2004-2008). Low birth rates in italy. Retrieved from http://mommiesonline.net/health/low-birth-rates.php Sensing , D. (2006, October 20). Paying women to have children. Retrieved from http://www.windsofchange.net/archives/paying_women_to_have_children.html

Frank Novel Frankenstein Essay

Frank Novel Frankenstein Essay Frank: Novel Frankenstein Essay Frankenstein From Wikipedia, the free encyclopedia This article is about the novel. For the characters, see Victor Frankenstein or Frankenstein's monster. For other uses, see Frankenstein (disambiguation). Frankenstein; or, The Modern Prometheus Volume I, first edition Author Mary Shelley Language English Genre Horror, Gothic, Romance, science fiction Published 1818 (Lackington, Hughes, Harding, Mavor & Jones) Pages 280 Frankenstein; or, The Modern Prometheus is a novel written by British author Mary Shelley about eccentric scientist Victor Frankenstein, who creates a grotesque creature in an unorthodox scientific experiment. Shelley started writing the story when she was eighteen, and the novel was published when she was twenty. The first edition was published anonymously in London in 1818. Shelley's name appears on the second edition, published in France in 1823. Shelley had travelled in the region of Geneva, where much of the story takes place, and the topics of galvanism and other similar occult ideas were themes of conversation among her companions, particularly her future husband, Percy Shelley. The storyline emerged from a dream. Mary, Percy, Lord Byron, and John Polidori decided to have a competition to see who could write the best horror story. After thinking for days about what her possible storyline could be, Shelley dreamt about a scientist who created life and was horrified by what he had made. She then wrote Frankenstein. Frankenstein is infused with some elements of the Gothic novel and the Romantic movement and is also considered to be one of the earliest examples of science fiction. Brian Aldiss has argued that it should be considered the first true science fiction story, because unlike in previous stories with fantastical elements resembling those of later science fiction, the central character "makes a deliberate decision" and "turns to modern experiments in the laboratory" to achieve fantastic results.[1] It has had a considerable influence across literature and popular culture and spawned a complete genre of horror stories, films, and plays. Since publication of the novel, the name "Frankenstein" is often used to refer to the monster itself, as is done in the stage adaptation by Peggy Webling. This usage is sometimes considered erroneous, but usage commentators regard the monster sense of "Frankenstein" as well-established and an acceptable usage.[2][3][4] In the novel, the monster is identified via words such as "creature", "monster", "fiend", "wretch", "vile insect", "daemon", "being", and "it". Speaking to Victor Frankenstein, the monster refers to himself as "the Adam of your labors", and elsewhere as someone who "would have" been "your Adam", but is instead "your fallen angel." Contents [hide] 1 Summary 1.1 Captain Walton's introductory frame narrative 1.2 Victor Frankenstein's narrative 1.3 Captain Walton's concluding frame narrative 2 Composition 3 Publication 4 Name origins 4.1 The monster 4.2 Victor Frankenstein's surname 4.3 Victor Frankenstein's given name 4.4 Modern Prometheus 5 Shelley's sources 6 Reception 7 Derivative works 8 Films, plays and television 9 See also 10 Notes 11 References 12 External links Summary[edit] A variety of different editions Frankenstein is written in the form of a frame story that starts with Captain Robert Walton writing letters to his sister. Captain Walton's introductory frame narrative[edit] The novel Frankenstein is written in epistolary form, documenting a correspondence between Captain Robert Walton and his sister, Margaret Walton Saville. Walton is a failed writer who sets out to explore the North Pole and expand his scientific knowledge in hopes of achieving fame. During the voyage the crew spots a dog sled mastered by a gigantic figure. A few hours later, the crew rescues a nearly frozen and emaciated man named Victor Frankenstein. Frankenstein has been in pursuit of the gigantic man observed by Walton's

Biography of Ernest Lawrence, Inventor of the Cyclotron

Biography of Ernest Lawrence, Inventor of the Cyclotron Ernest Lawrence (August 8, 1901–August 27, 1958) was an American physicist who invented the cyclotron, a device used to accelerate charged particles in a spiral pattern with the help of a magnetic field. The cyclotron and its successors have been integral to the field of high-energy physics. Lawrence received the 1939 Nobel Prize in Physics for this invention. Lawrence also played an essential role in the Manhattan Project, procuring much of the uranium isotope used in the atomic bomb launched on Hiroshima, Japan. In addition, he was notable for advocating government sponsorship of large research programs, or Big Science. Fast Facts: Ernest Lawrence Occupation: PhysicistKnown For: Winner of the 1939 Nobel Prize in Physics for the invention of the cyclotron; worked on the Manhattan ProjectBorn: August 8, 1901 in Canton, South DakotaDied: August 27, 1958 in Palo Alto, CaliforniaParents: Carl and Gunda LawrenceEducation: University of South Dakota (B.A.), University of Minnesota (M.A.), Yale University (Ph.D.)Spouse: Mary Kimberly (Molly) BlumerChildren: Eric, Robert, Barbara, Mary, Margaret, and Susan Early Life and Education Ernest Lawrence was the eldest son of Carl and Gunda Lawrence, who were both educators of Norwegian ancestry. He grew up around people who went on to become successful scientists: his younger brother John collaborated with him on the medical applications of the cyclotron, and his childhood best friend Merle Tuve was a pioneering physicist. Lawrence attended Canton High School, then studied for a year at Saint Olaf College in Minnesota before transferring to the University of South Dakota. There, he earned his bachelor’s degree in chemistry, graduating in 1922. Initially a premed student, Lawrence switched to physics with the encouragement of Lewis Akeley, a dean and a professor of physics and chemistry at the university. As an influential figure in Lawrence’s life, Dean Akeley’s picture would later hang on the wall of Lawrence’s office, a gallery that included notable scientists such as Niels Bohr and Ernest Rutherford. Lawrence earned his master’s degree in physics from the University of Minnesota in 1923, then a Ph.D. from Yale in 1925. He remained at Yale for three more years, first as a research fellow and later assistant professor, before becoming an associate professor at the University of California, Berkeley in 1928. In 1930, at the age of 29, Lawrence became a full professor at Berkeley- the youngest-ever faculty member to hold that title. Inventing the Cyclotron Lawrence came up with the idea of the cyclotron after poring over a diagram in a paper written by the Norwegian engineer Rolf Wideroe. Wideroes paper described a device that could produce high-energy particles by â€Å"pushing† them back and forth between two linear electrodes. However, accelerating particles to high enough energies for study would require linear electrodes that were too long to contain within a laboratory. Lawrence realized that a circular, rather than linear, accelerator could employ a similar method to accelerate charged particles in a spiral pattern. Lawrence developed the cyclotron with some of his first graduate students, including Niels Edlefsen and M. Stanley Livingston. Edlefsen helped develop the first proof-of-concept of the cyclotron: a 10-centimeter, circular device made of bronze, wax, and glass. Subsequent cyclotrons were larger and capable of accelerating particles to higher and higher energies. A cyclotron roughly 50 times bigger than the first was completed in 1946. It required a magnet that weighed 4,000 tons and a building that was about 160 feet in diameter and 100 feet tall. Manhattan Project During World War II, Lawrence worked on the Manhattan Project, helping to develop the atomic bomb. The atomic bomb required the â€Å"fissionable† isotope of uranium, uranium-235, and needed to be separated from the much more abundant isotope uranium-238. Lawrence proposed that the two could be separated because of their small mass difference, and developed working devices called â€Å"calutrons† that could separate the two isotopes electromagnetically. Lawrence’s calutrons were used to separate out uranium-235, which was then purified by other devices. Most of the uranium-235 in the atomic bomb that destroyed Hiroshima, Japan was obtained using Lawrence’s devices. Later Life and Death After World War II, Lawrence campaigned for Big Science: massive government spending on large scientific programs. He was part of the U.S. delegation at the 1958 Geneva Conference, which was an attempt to suspend the testing of atomic bombs. However, Lawrence became ill while at Geneva and returned to Berkeley, where he died one month later on August 27, 1958. After Lawrences death, the Lawrence Berkeley National Laboratory and the Lawrence Livermore National Laboratory were named in his honor. Legacy Lawrence’s largest contribution was the development of the cyclotron. With his cyclotron, Lawrence produced an element that did not occur in nature, technetium, as well as radioisotopes. Lawrence also explored the cyclotron’s applications in biomedical research; for example, the cyclotron could produce radioactive isotopes, which could be used to treat cancer or as tracers for studies in metabolism. The cyclotron design later inspired particle accelerators, such as the synchrotron, which have been used to make significant strides in particle physics. The Large Hadron Collider, which was used to discover the Higgs boson, is a synchrotron. Sources Alvarez, Luis W. Ernest Orlando Lawrence. (1970): 251-294.†American Institute of Physics.† Lawrence and the bomb.† n.d.Berdahl, Robert M. The Lawrence Legacy. 10 December 2001.Birge, Raymond T. Presentation of the Nobel Prize to professor Ernest O. Lawrence. Science (1940): 323-329.Hiltzik, Michael. Big Science: Ernest Lawrence and the Invention that Launched the Military-Industrial Complex. Simon Schuster, 2016.Keats, Jonathon. â€Å"The man who invented Big Science, Ernest Lawrence.† 16 July 2015.Rosenfeld, Carrie. â€Å"Ernest O. Lawrence (1901 - 1958).† n.d.Yarris, Lynn. â€Å"Lab mourns death of Molly Lawrence, widow of Ernest O. Lawrence.† January 8 2003.

Academic describe your hometown Dalian, the city of China Essay

Academic describe your hometown Dalian, the city of China - Essay Example However, the region was converted into a small town-center after Sino-Japanese War controlled by both Russian and the Japanese. As such, the town underwent further several developments and became fully operational with modern port facilities in 1984. Since then, Dalian was pronounce a Chinese open city and awarded a provincial level to take up decision-making authority leading to the current Dalian port city. Owing to the strategic location of Dalian, the City is associated with an exemplary prosperity and unique cultural heritage. Firstly, the city is characterized by numerous museums for example Waxwork that has gained tremendous popularity across the world. Secondly, the city of Dalian is also open to the elements of foreign influence such as architectural designs. A typical example is the Zhongshan Square that has been constructed through a combination of varied international cultures. Besides, the town authorities have also been engaged in construction of city squares that are equipped with musical instruments in praise of Dalian culture. Ultimately, the city is emerging as one of the biggest garments manufacturing centers and has a well-developed football champion that have immensely contributed towards the development of Dalian progressive

Discuss the impactof law on business enviroment (add two real eamples Assignment

Discuss the impactof law on business enviroment (add two real eamples at least) - Assignment Example The financial crisis that began in 2007 crippled many businesses and affected nearly the entire world. While financial crisis in the economy is inherent to a great extent, the current financial crisis began as a result of the state being unable to manage the risks associated with the wish to produce better yields. As the entire financial institution began to collapse with the bankruptcy of the Lehman Brothers, the government failed to take any preventive steps to control the situation. The steps that were taken were more reactive in nature and thus failed to be truly effective. According to an estimate by IMF, the total global financial loss suffered by the recent crisis amounts to 2.2 trillion US dollars1. In this paper, we attempt to understand how different countries over the world reacted to the financial crisis by implementing their own state regulations. These countries include USA, UK, Russia, Japan and China. The paper would work on a critical analysis of the regulation impos ed and whether they brought about the desired impact. Reasons behind the Global Financial Crisis The Global Financial Crisis, that impacted the entire world, originated from the United States. The financial system within US backfired as a result of lack of risk management practices. The main contributor of the financial crisis was the subprime mortgage loans that were made available to the public without proper control and management. Mortgage companies were forced to relax their policies in order to increase their own shares in the market by increasing loans to the buyers. Also the Clinton government pushed for providing more loans to low and medium income families. As mortgage companies increased loans to buyers, they failed to ensure that the loans were given to deserving parties who would repay the loans on time. As mortgage companies failed to collect their loans, the number of bad debts increased to alarming numbers2. The capital that flew from the mortgage companies was provi ded by investors who gained confidence in the companies as a result of the rating provided by the credit rating agencies. These credit rating agencies took to taking money from mortgage and other financial institutions to provide a better picture of the organization. Also the credit rating agencies provided advice to such clients on ways to improve their rating by structuring securities to suit their own position3. It was this manipulation of the financial standards that subsequently led to the fall of the financial institutes within US. As US banks began to suffer losses and filed to bankruptcy, it impacted the rest of the world since US is the main guarantor of the financial world globally. Impact of Global Financial Crisis The global financial crisis though began from United States impacted the whole world. The most disastrous impact of the crisis was perhaps on the financial sector. Banks all over the world filed for bankruptcy including some of the biggest financial institution s such as the Lehman Brothers. Even though the IMF, World Bank and stable governments came up to help their own local banks and also banks in the emerging economies, but still capital was reduced to a great extent. This impacted the flow of capital in existing and new businesses around the world. Also as banks around the world were either closing down or merging into bigger institutions, the confidence of the consumers in the financial market was negatively affected. As banks and other financi