Research-based Analysis Essay Example | Topics and Well Written Essays - 1500 words

Research-based Analysis - Essay Example As viewers strive to be recognized alongside film characters considered as heroes, so do violence and aggression creep in from the psychological influence caused by such scenes. Consequently, the photo about Kony Make Him Famous 2012 elicits both violent and affectionate feelings from viewers of such photo or the real; film represented by the photo. Elicited feelings are much deeper in those who understand the main character, Kony. The photo conveys strong messages visually; this is further enhanced by the actual meaning of used words, the perceived meaning, the color and shadows, and the entire idea behind the photo. Bower (1-3) explains the use of symbolism in films, and the effects that such symbolism has to the viewer. For example, Bower (2) narrates the scenes in the movie, The Hours, where Woolf has some servants preparing food for her, and after doing all the cooking, she rejects the food to continue with her writing. In this case, Bower argues regarding the powerful messages passed to the viewer in such a case. One of the messages maybe that Woolf was too dedicated in her work and could not sacrifice the slightest moment to eat, or she was indeed detached from her workers that their food evoked no appetite in her. Similarly, in the photo regarding Kony, the same symbolic sentiments may be construed. For example, the photo portrays a dark, red background, and a feature that looks like a cave is visible at the background. The combination of words and the background color evokes perception of blood in viewers; blood is dark red after pouring out of the body. Blood and Kony are suggestive of violence as the history of Kony is told of his fighting with the government in a guerrilla war. Cohen (4) defines the monster and explains the body of the monster incorporates fear, anxiety, and fantasy, all which offer the monster the life they require, and an uncanny independence. Moreover, the monster is not an obvious creature as it in most cases hides, but only to resurfaces to cause havoc among the people. People are intimidated and averse with great fear. The monster does not die immediately as it incorporates a corporal and incorporeal body. This signifies its threat just shifts, but the creature never dies; it will be back again to cause more terror (Cohen, 5).The same characters can be deduced from photo about Kony. First, a monster evokes fear just as the name Kony evokes sentiments of fear in his home country. AS the photo portrays, the dark red color is the blood that Kony signifies, meaning similar to vipers or monsters, he is dangerous, hiding, and will only resurface again to spread terror and then hide again. This may be construed from the cave like features at the background of the picture. Just as the name monster itself without seeing the actual creature evokes fear, terror, and beastly acts (Cohen x-xii), so does the name Kony alone without seeing his picture evoke fear to the people affected. Kony and the beast described by K ohen have similar meanings to the viewer of such photo; they both spread terror and cause much fear in their subjects. Harold in his book, A Moral Never-Never Land explains that violence in media can stimulate views through both sympathetic and repulsive elements contained in such films (243). Moreover, Sobchack explains that increasing violence

Internet Small Computer System Interface Essay Example for Free

Internet Small Computer System Interface Essay A heterogeneous network of both IP-based SAN’s and FCP-based SAN’s should be setup based on a standard naming convention in order to facilitate communication between the client applications and the SAN which stores information. The network architecture should ideally be setup using a naming convention which is simple and precise, whilst facilitating communication between all of the network resources. This technique is based on having a convention which links a variety of technologies together as well as other resources seen on a network. A heterogeneous network consists of various network nodes with various protocols and operating systems in operation together. In the case of a Storage Area Network (SAN), the various operating systems in use on the network need to be able to see the remote storage volumes as if they are locally attached, therefore speed is essential to the successful working of a SAN. The use of a descriptive naming convention is also important as it means problem identification can be made easier and helps to minimize operator errors on the network. There are a number of protocols in operation on every network, and the need for an efficient protocol for SAN use is paramount. The current options for running a SAN are to use standard TCP/IP protocols namely the Internet Small Computer System Interface (iSCSI) protocol, or to use a specific protocol called FCP which usually operates over bespoke fiber infrastructure. These protocols are different in the way they operate, however can in fact be used together to improve the performance of a SAN. A naming convention suitable for a TCP/IP based network is very different to a naming convention for an FCP based network. TCP/IP is a network protocol which is used for communication between resources on a standard LAN, however FCP is a protocol which sends SCSI commands via a fiber optic cable to remote storage devices. The iSCSI protocol allows various network storage resources to be identified and used over standard network protocols, which requires compliance with the standard network naming policy, yet which enables the specific nature of their operation to be identified. Naming conventions for the LAN and SCSI storage devices should comply with standard network naming conventions. The servers and iSCSI devices which operate on a network should be been named in compliance with a standard policy and should be unique on the switch fabric of the network. Standard SAN naming conventions should be created with a few factors in mind, each component should be named based on its physical location, what it connects to, which database it is used by, and another unique field of identification. Naming conventions are important because they can save administrators time and effort, and must be created whilst considering many factors. Initially there must be a system whereby network names are created centrally and uniquely so that duplicate records are not made. This naming approach must be consistent throughout the network, and it must be applied across the entire organization regardless of location or operation. This element of the naming convention helps to prevent the duplicity or confusion of network names and is required to enable a high performance network to operate. This issue is not so important when dealing with an FCP-based SAN, because the devices are connected by a separate network of fiber which cannot usually be accessed by resources on the standard network which do not use specific applications or databases. In conclusion the operation of a storage area network relies on speed and an efficient and effective naming system which is able to be managed, diagnosed and repaired where necessary in the simplest and most cost effective way possible. This must be done consistently when using the standard TCP/IP protocol, however specific FCP SAN protocol allows for a much simpler convention.

Cuba, Spain, and the Road to Independence :: essays research papers

Cuba, Spain, and the Road to Independence During the Little War, fought for the independence of Cuba, Spain used propaganda to cast that the war was not a struggle for national independence but one for black supremacy. Spain manipulated the idea of a national war, with the objective to fight colonialism, into a race war with the objective of blacks uprising against whites. Cuban independence activists, therefore, campaigned diligently—mainly through writing—to negate Spain’s representations. Writings of the Ten Years War were conceived as lessons or guidelines to help pave way to a new revolution. Writings also helped reevaluate the image of the black insurgent into one that was more heroic and less threatening than that of the image depicted by Spain. Like their white counterparts, writers of color were critical in constructing these representations, but theirs were more active for black citizenship and therefore, differed from the portrayals of the passive insurgent created by white intellectuals. What ever the difference in representation however, the writings of the harmless black insurgent as well as the nation’s struggle for independence, where blacks fought alongside with whites in union, invalidated Spain’s arguments about the racial dangers of rebellion and the impossibility of Cuban nationhood. Essays and memoirs of the Ten Years War were written by authors who saw their works as writings for a new generation of Cubans. They sought to motivate patriotism with stories of courageousness, and achieve new successes through the telling of past mistakes and failures. They wanted to depict the first war in a way that would inspire activists to prepare for the next one, and by doing so, writings of the old war became a medium in which the course of a new revolt would be influenced. Writing then became more then just words on paper; it became a weapon that was fundamental to the strategy of insurgency (115). Spain, in an attempt to suppress insurgency, was spreading the propaganda that if Cuba revolted, its colored supporters would transform the struggle for an independent republic into a racial domination by blacks. Therefore a strategy was needed to reevaluate the black insurgent who was depicted by Spain as the leader of the dreaded race war and the black republic. Through reexamination, separatist writers were able to neutralize that figure into an acceptable component in the making of the Cuban nation. One transformation is of a slave named Ramon, who went from being the cause of the death of Carlos Cepedes’, the leader of the first insurrection, to a faithful and trustworthy servant.

Student Issues

Our group selected and discussed eight different essays addressing a range of subjects. Some of these essays focused on issues related to students, while others focused on issues related to our citizenship in this country and the world. The essays allowed us to consider issues that were familiar to us, as well as issues that were beyond our own personal experiences. Each essay provided us an opportunity to consider our future and how we view the world and the discussion allowed us to explore and gain insight into how we and our group members felt about these important issues. â€Å"Could Your Facebook Profile Throw a Wrench in Your Future? discusses the danger to future employment posed by information posted by students on Facebook (Dince 44-48). While some of the information in the article seems somewhat out of date, but the overall point of the essay remains relevant: You should be careful about what you put on your Facebook page because employers may be looking at it. Some people may be offended by this and it is certainly not very professional for an employer to go to great efforts to find out private information about you, but job applicants should not be surprised if employers choose to look for information about them on the Internet. Employers have difficult decisions to make when hiring employees and they want to use all the resources that are available to find out who the applicants really are. When we apply for jobs, we work hard to put our best foot forward and employers often want to know what we are really like. Information on the Internet is one way to see how an individual interacts with friends and family, personal issues he or she may have, and problems he or she may have. Many of us may feel it is an invasion of our privacy to have employers looking at our personal relationships or how we use our private time. However, we need to accept that information we put on the Internet, whether it is on Facebook, MySpace, a blog, or a website, is never truly private. We also need to be looking forward to our future plans and goals when we put personal information on the Internet. Information that seems appropriate or innocuous to us as students may appear immature or irresponsible when we are looking for professional employment. Once we put information on the Internet, it may never truly ever go away, so we have to consider that when deciding what to put on the Internet. â€Å"Earning and Learning: Are Students Working Too Much? focused on how college students are increasing focusing more time on working. I have seen this phenomenon first hand through my own college experiences (Kramer 61-65). I originally attended college right out of high school more than ten years ago and lived in the dorms and did not work. I knew students that worked, but they generally only worked a few hours a week and most of my fellow students did not work. As I have gotten older, I have observed relatives, acquaintances, and my fellow students after I returned to school feel an increasing expectation and pressure to work while they are going to school. Some of this may simply be out of necessity because of the decreasing availability of student aid. I also think that changes in cultural and societal influences have encouraged students to expect more material objects such as computers, cell phones, home theaters, game systems, and vehicles. When I was in college, the expectation was that we would eat ramen for four years and very few students had a television or computer. We all knew we were â€Å"starving students† who live a more deprived life for years, but that when we graduated we would be able work towards all those material objects. When I talk to students just starting out now, they seem to expect all the comforts and privileges that had living at home with their parents and this leads them to focus more on earning money and less on their schoolwork. While this is certainly not true for every student, I think cultural and societal pressures have affected the priorities of many students. â€Å"The Nontraditional Student in You† article (Compton & Shock 169-173) reminded me of my own experience as a non-traditional student. When I started college, I never expected that I would become a non-traditional student. I expected that I would complete college in four years and continue on to a career with my college degree. Much like many other students I know, my plans were interrupted by other circumstances of life. I took a break from school because of health problems. I then got married and for financial and practical reasons, decided to help support my wife while she finished school. At that point in my life, I felt as if I had moved on from the â€Å"college† stage of life and continued working. After working several years, I became frustrated with my ability to progress in my job and wanted to be able to have more career options. I was not able to pick up and move to a town with a university and the local community college offered extremely limited options for me since I had already completed two years of college. When I investigated other opportunities, I became aware of the increasing number of programs available online, which were option that were not available in the past. I was able to enroll in the online program and Chadron State and will finally be able to complete my degree next spring. I have encountered many nontraditional students with similar experiences. Their life experiences led them to other paths besides a college degree. After frustrations with their career options or earning potential, they decided they needed to complete college. The opportunities provided by the Internet have allowed many of these students, like me, to complete their degree and open up new opportunities. â€Å"Independent Media Alternatives† discussed the importance of independent sources of news (Barsamian 189-194). Most mainstream sources of media such as major news networks and newspapers focus on what will be popular or appealing to the general public or advertisers. While some good reporting undoubtedly takes place, the mainstream media outlets tend to shy away from positions or stories that are controversial or â€Å"rock the boat. † They sometimes focus so much on appearing fair and unbiased that they miss the truth. Since independent media sources are less focused on corporate success and less indebted to the powers that be, they can tackle controversial or groundbreaking issues. They can also help keep mainstream media focused on the important issues and make sure they are being honest. The Internet has provided even more opportunities for independent sources of media. Regular citizens can create blogs or websites to report news information at little to no cost. This allows even more individuals to report on what they observe. This allows media to belong not just to corporations, but to any individual who wants to share his observations and experiences with the world. This allows us to get more honest, unfiltered access to news from more diverse perspective. â€Å"Less Privacy is Good for Us (and You)† advocates for invasions of our privacy when they benefit others (Etzioni 131-135). The underlying issue is that many Americans think the right to privacy is inviolable, but protection of privacy at the expense of the danger of others is more important. There are undeniably situations where the life of another depends revealing someone’s private information would lead most people to agree that it would be appropriate to violate that right to privacy. However, privacy should not be violated anytime there is a potential benefit. While the right to privacy is not specifically listed in the U. S.  Constitution, many of the Amendments protect specific privacy interests and many other state and federal laws protect other aspects of privacy. It’s fundamental to a free society to protect citizens from undue intrusion by the government, and protecting privacy is an essential piece of that. While there are valid reasons to violate privacy when more significant interests are at stake, all interests and rights should be carefully balanced. Privacy should not be violated when the threat to other interests is only speculative, but only when it is truly necessary. Hate Radio† focuses on the hateful or racist statements made by commentators, most of who are on right-wing or conservative radio (William 163-172). While I do not listen to these stations, I have heard reports of some of the most outrageous and offensive comments. I find racist statements deplorable and believe that radio or TV personalities that make them are having a negative impact on society. However, I would never advocate censoring them because as much as I find their comments reprehensible, the same free speech rights that allow me to criticize them protects their right to say whatever they choose, regardless of how harmful it is. I think the appropriate response is not to censor them, but to speak out against them and encourage others to do the same. Pressuring companies to pull their ads from radio or TV shows that contain hate speech and encouraging consumers to boycott the products of companies that advertise on them can be an effective tool to make a statement against them. â€Å"Who and What is American? † discusses the way we define ourselves as American (Lapham 3-15). Lapham argues that define ourselves by labels such as â€Å"Asian-American† or â€Å"African-American† divide us and is contrary to the idea of us all being American. American culture and history is full of diverse people from diverse backgrounds all united by a common identity of being American. I believe that it is important for us each to recognize and celebrate our own background and culture as well as recognize and celebrate our common purpose as Americans. In that sense, labels can be positive and destructive, depending on how we use them. As long as labels are used to celebrate our personal and cultural heritage, they can help us identify with others and express our unique backgrounds, which is all part of the experience of being an American. If we use these kind of labels to reinforce stereotypes or create divisions, they can be destructive. Unlike the author, I don’t believe that the use of labels is inherently negative, but that we should instead use them carefully and be sure that we are using them in a positive, constructive manner. â€Å"The Internet: A Clear And Present Danger? † raises concerns about the harmful information that is available to children on the Internet and advocates for more restrictions and regulations to Internet content (Cleaver 173-178). It is clear that the Internet is full of pornography and predators. Some regulations and enforcement is important to keep children from accessing offensive or damaging information or being the victim of predators. The government has limited power to regulate and control those that post information on the Internet, especially since it is difficult to trace some Internet activity and many posting information are outside of the United States and beyond our government’s jurisdiction. The most important defense against the risk the Internet poses to children is parents. Parents need to control and monitor their children’s access to the Internet to ensure they are using it safely. Parents can observe their children while they are using the Internet, keep their computer in a public place in the home to monitor it, view their children’s past Internet activity, limit access to chat rooms, and block inappropriate sites. They can also teach their children about appropriate Internet use so that when they do use the Internet on their own, they can make safe choices. While some government action is can be helpful, the most effective way to protect children is through their parents. Parents should take the initiative and the responsibility of making sure their children’s use of the Internet is safe and productive.

“The Importance of Bees”

Barnett, Misty Carl W Simpson COM 100- section 107 4 November 2010 â€Å"The Importance of Bees† General Purpose: to inform Specific Purpose: to inform my audience of the importance of bees, and the recent decline in their numbers due to the colony collapse disorder. Central Idea:I hope my audience walks away with the knowledge that we are dependent on bees for a variety of things, and of their unexplained deterioration in numbers. Introduction I’m sure everyone in this room enjoys eating.Maybe you like eating foods like kiwi, oranges, apples, blueberries, carrots, cherries, broccoli, onions, brazil-nut, watermelon, cantaloupe, squash, pumpkin, zucchini, macadamia, passion fruit, vanilla, or honey? Did you know that all of these foods are reliant on pollination from bees to produce more food? Since the 1980’s habitat destruction of pollinating insects has made these crops reliant on honey farms to bring in bees to pollinate their crops, but since 2007 we have had some of the largest decline in bee numbers on record.As I have mentioned in my first speech, I have my own bee hive. This is my second year with my hive, it’s doing pretty good, and this last year I was able to collect 6 gallons of honey. I have worked around bees since I was knee high to a grass hopper, and bee keeping is a hobby I hope to always able to have. I have several friends that also have hives, and we get together to socialize and help each other work with our bees. The small group of friends I have has even seen a decline in bee population.Last year my friend Johnse lost four of his five hives, and Tom lost all 5 of the hives he had. Body I) The colony collapse disorder, and its affects. A) Drs. Buchmann and Nabhan stated that bees pollinate about 75% of the world's crop plants. B) Large losses for US. a) It was reported in 2007 to have killed 32 percent of America’s honeybees. And in 2008 another 36 percent—more than a million hives— were re ported dead. C) Not just the US affected. ) According to Bernard Vaissiere, a pollination specialist with the French National Institute for Agricultural Research, â€Å"the situation for bees in Europe is no better than for bees in North America. † D) The presents of losses in different countries. c) A report by the European food Safety Authority estimates that the UK lost 30% of its honeybees in 2007, while Italy lost 40 to 50 percent. II) Theories about causes of the CCD. E) Cell phones not the culprit. F) Genetically modified crops not the culprit.G) Pesticides, viruses, fungi, and poor colony nutrition are the new theories. d) Dewey Caron, a University of Delaware entomologist who co-authored a recent report on CCD's toll, â€Å"I'd bet it's a virus that's fairly new or one that's mutated to become more virulent. † e) Entomologist, Lynn Royce, says â€Å"I think we brought this on ourselves. † III) Congresses gets involved. H) Congress has earmarked a few mi llion dollars for research to get to the heart of the problem, but the money has yet to start trickling out, and results are years away.The bees might be able to wait that long, but we can’t. Conclusion So in conclusion I hope you are can now walk out of this room with a little more understanding about the important of bees, and are now more aware of how their numbers are drastically declining.Works Cited Stipp, David. Flight of the honeybee. 156th ed. New York: time inc. , 1992. Web. 13 Nov. 2010. Jesiolowski, Jill. Get bugs to boost your yields. Vol. 43. N. p. : n. p. , n. d. Web. 13 Nov. 2010. Curmmins, Coroline. Silent Spring. Vol. 17. N. p. : The Environmental Magazine, 2006. Web. 13 Nov. 2010

Strength of an uncooked spaghetti Essays

Strength of an uncooked spaghetti Essays Strength of an uncooked spaghetti Paper Strength of an uncooked spaghetti Paper Aim: To investigate and determine the relationship between the length of uncooked spaghetti and the load applied to it reaching its [uncooked spaghettis] breaking point.  General background:  Regular wheat pastas i.e. pastas that need cooking for consumption can be made simply by mixing wheat flour with water, then extruding into pasta shapes and drying. The resulting pasta has good strength, with good cooked firmness and low cooking losses. The strength of an object can be affected by various factors, such as: size, mass, temperature and many more. However, when it comes to the case of uncooked spaghetti, there are two main factors which affect the strength of uncooked spaghetti. These are: the length of uncooked spaghetti and the cross-sectional area of uncooked spaghetti.  In this experiment, I will investigate the effect the length of uncooked spaghetti has on its strength.  Hypothesis:  I predict that the longest piece of uncooked spaghetti will be more fragile and brittle compared to the shorter pieces of uncooked spaghetti. This means that the length of uncooked spaghetti will be inversely proportional to its strength i.e. the shorter the piece of uncooked spaghetti the stronger it would be and vice versa. Independent Variables:  The independent variable in this experiment was the known length of the piece of uncooked spaghetti.  Dependent Variables:  In this experiment, the dependent variable was the volume of water added to the plastic cup suspended on the piece of uncooked spaghetti.  Controlled Variables:  The controlled variables involved in this experiment were: the cross sectional area of the spaghetti i.e. the same type of spaghetti was used meaning with the same thickness and the temperature at which the experiment was conducted. 1. First I took two small tables and placed them parallel to each other. Then using pieces of cello tape I clamped the two ends of a piece of spaghetti of known length to the two tables.  2. Then I measured the mass of the plastic container used in the experiment. I tied two pieces of string to both sides of the container and rested it over the piece of spaghetti.  3. Then I filled the measuring cylinder with 25 cm3 of water and poured it into the plastic container. If the piece of spaghetti did not break due to this, I filled the measuring cylinder again and poured more water into the container. 4. I calculated the volume of water added to the container before the spaghetti broke and noted down my readings.  5. All the above steps were repeated for various lengths of spaghettis i.e. 23 cm, 20 cm, 17 cm, 14 cm, 11 cm and 8 cm.  6. Thereafter, I carried out the calculations needed using the above collected readings which are outlined in the following pages.  The length of the piece of uncooked spaghetti was varied by moving the small tables closer to or farther from each other, depending on what the span of the spaghetti had to be. And the length of the spaghetti used was measured using a measuring tape. The volume of water added to the plastic container resting over the piece of uncooked spaghetti was measured using a measuring cylinder and then added to the container. I made sure that my eye level was perpendicular to the mark on the scale towards which the lower meniscus of the water pointed.  Since the same type of spaghetti was used, the thickness i.e. the cross-sectional area of the spaghetti was kept constant hence, not affecting the readings obtained. The temperature at which all the experiments were conducted also remained constant in the room and this was made sure by constantly measuring the temperature of the room every 15 minutes and noting down the temperatures.

Synonyms for Sofa

Synonyms for Sofa Synonyms for Sofa Synonyms for Sofa By Mark Nichol The item of furniture that is usually the centerpiece of a living room or family room or a lobby or waiting room goes by any one of many names, but they have useful distinctions in meaning. Here’s a rundown of sofa and its associated terms. Sofa, ultimately from Arabic, originally denoted a raised carpeted floor, but it is now the primary term in American English for a long piece of furniture for seating. (A sectional sofa, often called simply a sectional, is formed from multiple pieces, two of which join at an angle so that the furniture can be placed in the corner of a room.) A settee- the relatively rare term stems from the Old English word setl- is a sofa, often with fewer cushions or none at all, with a back and (usually) arms. Couch, ultimately from the Latin word collocare, meaning â€Å"lay or place,† is interchangeable with sofa but originally referred to a piece of furniture for lying down that was backless, with only the head raised. It is still used in this sense in reference to furniture on which a psychiatrist’s patient lies during a session. (â€Å"Casting couch† alludes to the practice in which a film or theater producer seduces someone on the piece of furniture in exchange for giving that person a role.) Couch is also a verb with a seemingly unrelated meaning; originally, it referred to inlaying or overlaying gold, but it has also long had a sense of â€Å"put into words,† with the idea that a message is worded in such a way to obscure the truth or influence perception. Canapà ©, adopted into English from French to refer to an elegantly styled sofa, derives from the Greek word for mosquito or gnat; it originally referred to a mosquito net. (The English word canopy is cognate, and canapà ©, referring to a type of appetizer, was inspired by the furniture term.) Squab, of Scandinavian origin, is an obscure synonym for couch that can also refer to a cushion. The love seat, originally designed hundreds of years ago to accommodate one woman during an era when fashion dictated voluminous apparel, evolved into a piece of furniture that seated two people- often, a couple, hence the name. (It was also known as a courting chair.) A variation on the love seat is the tà ªtetà ªte (the term, French for â€Å"head to head,† also refers to a private two-way conversation), which seats two people facing in opposite directions and separated by an S-shaped armrest. A davenport (the name is that of a now-defunct furniture company that produced such furniture) is a large sofa that may or may not be able to be converted into a bed; the term is used primarily in the Midwest and in upstate New York, though it may refer elsewhere to a futon-style sofa. (Davenport is also the name of a compact writing desk such as that also manufactured by the same company.) The traditional Japanese futon is a portable mattress, but in the United States and other Western countries, futon refers to a sofa topped with a cushion that can be unfolded to form a mattress when the frame is adjusted to serve as a bed. A chesterfield, meanwhile, is a davenport with upright armrests. The name, which survives primarily in Canada but also, interestingly, in Northern California, derives from an earl of Chesterfield who commissioned a style of furniture that became popular during the 1700s. (Chesterfield is also the name of a type of overcoat with a velvet collar.) Several other terms denote convertible sofas: A daybed is a bed designed to be used as a sofa, a sofa bed is a sofa that can be unfolded to form a bed, and a studio couch- the name derives from the use of studio to refer to a small one-room apartment, not an artist’s chamber- is a backless couch with a cot that can be pulled out from underneath it and fitted alongside the couch to form a double bed. A divan, meanwhile- the word derives ultimately from the Persian word for a book or a bundle of papers and later a government council- is a seat that is often armless and/or backless. (In the United Kingdom, the term refers to a type of bed.) Similar items designed for one person include the fainting couch, a small, narrow fully or partially backless sofa with one end raised. (The name originated in the nineteenth century, supposedly when constricting corsets required that such furniture be conveniently located for a woman short of breath to recline and recuperate.) A recamier (named after the subject of a painting in which such an item appeared) resembles the fainting chair but is distinguished by having a curved high headrest and a matching low footrest. The chaise longue is a reclinable chair extended to provide support for the legs. (The second word is often spelled or at least pronounced in American English like lounge, though the term is French for â€Å"long chair.†) An ottoman, though not technically a sofa, is often an accessory to one or to a chair; it is a backless, armless seat on which one can sit or put up one’s feet. Originally, the name applied to a couch for reclining, a style inspired by habits observed in the Ottoman Empire during the nineteenth century. Bench, related to bank and with multiple meanings, refers in this context to a long, usually hard seat for two or more people. A banquette (the word, from French, is a diminutive of banc, meaning â€Å"bench†) is an upholstered bench, often built in along a wall, or a sofa with one arm. (The term also refers to a raised surface along a parapet or a trench used in warfare to accommodate soldiers to fire guns over the barrier; in Southern US dialect, it is also a synonym for sidewalk.) Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:50 Synonyms for â€Å"Leader†The Writing Process75 Synonyms for â€Å"Hard†

Tenontosaurus - Facts and Figures

Tenontosaurus - Facts and Figures Name: Tenontosaurus (Greek for tendon lizard); pronounced ten-NON-toe-SORE-us Habitat: Woodlands of North America Historical Period: Middle Cretaceous (120-100 million years ago) Size and Weight: About 20 feet long and two tons Diet: Plants Distinguishing Characteristics: Narrow head; unusually long tail About Tenontosaurus Some dinosaurs are more famous for how they got eaten than for how they actually lived. That’s the case with Tenontosaurus, a medium-sized ornithopod that was on the lunch menu of the respectably sized raptor Deinonychus (we know this from the discovery of a Tenontosaurus skeleton surrounded by numerous Deinonychus bones; apparently predators and prey were all killed at the same time by a natural cataclysm). Because an adult Tenontosaurus could weigh in at a couple of tons, smaller raptors like Deinonychus must have had to hunt in packs to bring it down. Other than its role as prehistoric lunch meat, the middle Cretaceous Tenontosaurus was most interesting for its unusually long tail, which was suspended off the ground by a network of specialized tendons (hence this dinosaurs name, which is Greek for tendon lizard). The type specimen of Tenontosaurus was discovered in 1903 during an American Museum of Natural History expedition to Montana led by the famous paleontologist Barnum Brown; decades later, John H. Ostrom did a closer analysis of this ornithopod, corollary to his intensive study of Deinonychus (which he concluded was ancestral to modern birds). Oddly enough, Tenontosaurus is the most abundant plant-eating dinosaur to be represented in a vast stretch of the Cloverly Formation in the western U.S.; the only herbivore thats even close is the armored dinosaur Sauropelta. Whether this corresponds to the actual ecology of middle Cretaceous North America, or is just a quirk of the fossilization process, remains a mystery.

What are the primary benefits and risks associated with related Coursework

What are the primary benefits and risks associated with related diversification - Coursework Example Related diversification also helps in spreading the risk. This is done by manufacturing similar good or those that are related to them, therefore leading to similar services being offered, or penetrating new markets. When a company can use existing resources and experience, it gets to enjoy a better quality due to the company producing part of the raw material or components for its main production line. This eventually leads to lower prices and eventually widening the market. It also assures the company of regular supplies. This in turn puts the company in a strategic position, therefore, less competition. Another benefit is that strategic goals can be combined. When everyone has the same objective, then there is the possibility of achieving even more and, as a result, opportunities resulting throughout the production can be shared and fully utilized. It also an opportunity to a firm to share technologies, acquired skills and experiences that the companies have. They are also able to enjoy the same distribution channels, similar techniques of running a business and adapting resources. It also leads to economies of scale being achieved through the elimination of different types of expenditure when more than one business activity is developed in a common company (Corporate Strategy). The risks associated with related diversification include changing conditions, failure to predict future success because there may be divestment due to changing situations. If diversification is done for wrong reasons, it could lead to failure of creating value. The company also faces a risk of reduction in

Virtual groups and how they effect group communication Research Paper

Virtual groups and how they effect group communication - Research Paper Example Instead they connect through communication technologies and computers, provide an unparalleled amount of flexibility (Powell, Piccoli & Ives, 2004) and are unified only by a shared function or rationale (Lurey & Raisinghani, 2000). This paper aims to review the literature and research that focuses on the characteristics of small virtual groups in an effort to determine how virtual group interaction affects performance and to make comparisons between performance of small virtual teams and more traditional co-located small teams. Small groups usually consist of three to fifteen members (Socha, 1997) with the ideal size being five to seven (Cragan & Wright, 1999) with every member having an influence on each other and are interdependent. In other words if something occurs to or influences one member it impacts on other group members; the behavior of one group member effects both the way other group members relate to each other (relational behavior) and how they finish the task or attain their goal (task behavior) (Bertcher, 1994). According to Myers & Anderson (2008) interdependence is a fundamental characteristic of a small group and at the end of the day will influence how the group achieves its goal or task which is the initial and most important reason the group is formed. Tasks can be additive, wherein the small group members work separately on one component of a task and when all components are completed they amalgamate their endeavors to produce one ultimate outcome, or they can be conjunctive, wherein the group works together to produce the final outcome (Steiner, 1972). In the case of additive tasks the small group is not interdependent until the end when they unite their work but with conjunctive tasks they are interdependent from start to finish. Apart from the task, interdependence and size, Myers & Anderson (2008) claimed that small groups contain three further features of communication which are ‘norms, identity and talk’ (p.9). He furth er claimed that the norms of small group behavior are the rules or regulations pertaining to members of the group, and can be social, procedural or task based, and if not upheld by a group member sanctions may be imposed on that member. Norms therefore shape small group behavior and govern the way in which group members undertake their task, interact and create their identity - the physical and psychological limits that differentiate small groups and group members. Communication is the most important feature of small groups in terms of defining their identity and consists of four different types of talk as posited by Cragan & Wright (1999) that include role talk, problem-solving talk, encounter talk and consciousness-raising talk. Myers & Anderson (2008) claimed that a small group that is able to balance all four talk types will be more effective and succeed in its task, whereas a small group that places too much emphasis on one type over another or does not employ any one type may alienate some members and not accomplish their task. To summarize the characteristics of small group communication there are three major qualities – size, interdependence and task, and three minor qualities – norms, talk and identity, that influence the way in which group members interact and communicate. Research shows that much has been suggested and purported in terms of virtual communication

Marketing Report Assignment Example | Topics and Well Written Essays - 1500 words - 1

Marketing Report - Assignment Example McDonalds is one of the leading fast food producing organizations across the globe. The organization is quite popular in Bahrain due to its products of high quality and introduction of differentiated fast food products. Beef Burger has been produced by McDonalds in Bahrain. The organization has gained huge popularity among the people of Bahrain due to the high quality aspect of Beef burger. This assignment will discuss about several marketing and branding aspects of McDonalds regarding its mentioned Beef burger. McDonald’s is one of the largest and leading fast food producing organizations across the globe. The organization has effectively implemented global business expansion strategy in business operation process. Bahrain is another country in which McDonalds has successfully adopted and implemented global expansion strategy. McDonalds has implemented the combination of cost leadership and product differentiation strategy in business operation process. It is true that, each and every leading multinational organization has implemented unique business level strategies in business operation process in order to gain potential competitive advantages. Similarly, the management of McDonalds has adopted and implemented the combination of product differentiation and cost leadership strategy in Bahrain in order to gain potential competitive advantages over its competitors in Bahrain fast food market. Implementation of cost leadership business level strategy has helped McDonalds in Bahrain to reduce the business operation cost in order to offer products in economic price level. It is true that recent financial crisis and economic slowdown has affected the purchasing power of people. Therefore, the cost leadership strategy has helped the organization to support the purchasing power of people in Bahrain (Parameswaram , 2006, p.95). On the other hand, demand for differentiated fast food products among the people of Bahrain is increasing significantly. Introduction of Beef

Making Government Intervention Work for Leadership Research Paper

Making Government Intervention Work for Leadership - Research Paper Example Whereas, it not possible for the government to undertake various risks and investments alone, through leveraging excessive bureaucracy rule and other policies it helps the leaders to undertake and implement change initiatives, by taking technological advancement benefit, innovativeness and risk bearing capacity and adequate capital gaining ability., This will improvise the students and institutional outcomes, by increasing recognition so as to provide the best possible education to the learners. In the present education system, it has become a general trend for the local, state, and federal government to get involved in the higher education institutions that in turn has disrupted the process of implementing change policies. The education system is one of the crucial aspects for developing the economy of a country. The governments are responsible in order to ensure that the citizens are protected with the implementation of stringent education polices. In order to satisfy this role of the government, various responsible agencies are emphasizing the enactment of effective policies to protect the citizens. In the present scenario, the education system is funded mostly by the government and is virtually governed through governmental or by non-profit organization. Contextually, local, state and federal government have less emphasis over the operations of higher education. Nevertheless, when they interfere, a large impact is imposed in the education system for the overall effectiveness. Education is one of the most important aspects for overall development and this is the reason for which government is setting its main priority over it (American Council on Education, 2014). The paper intends to address the in volvement of local, state, and federal government in higher education institutions, which distract leaders from accomplishing their intended goals. Further the discussion will be made about how government

Last 3 question assignment Example | Topics and Well Written Essays - 250 words

Last 3 question - Assignment Example As a project manager, I want to be an achiever. Success and achievement will be the founding pillars of who I want to be. In all my professional undertakings, I will strive to manage expectations of all involved stakeholders, especially the expectations of my employer and that of the company’s clients. Undeniably, meeting or surpassing expectations as a reliable indicator of an achiever’s competence. In case of changing needs and expectations, I will align my task performance procedures with the new stakeholders’ expectations. Undeniably, project management will help me achieve my goals. First, project management emphasizes on measurability of task progress. Secondly, project management recognizes the element of timeliness in task progress. Moreover, project management values the aspect of feedback and communication with a project’s stakeholders. As aforementioned, I would ensure client satisfaction by becoming an achiever. Feedback and effective communication, which is an essential element of project management, will be influential in facilitating client satisfaction (Brewer, 01). In addition, my wildly important goal will materialize only if I will be able to keep track of a project’s progress through objective measurement of deliverables in terms of cost and

John Fowless The Collector Essay Example | Topics and Well Written Essays - 750 words

John Fowless The Collector - Essay Example In addition to this, the author of the novel chooses this very way of delivering the story with the aim to manipulate the reader’s attitude and view of the characters, events, and ideas described in the novel. Through the comparison of the descriptions of one and the same event, it becomes clear how the author influences the audience’s feelings by means of using two perspectives. From Clegg’s perspective, Miranda acts like a violent attacker, not a victim: â€Å"She had me at her mercy, it was a miracle she didn’t do me in† (Fowles). By this, Clegg presents himself as a victim, and the audience is positioned to experience some sort of sympathy towards him. In Miranda’s perspective, the opportunity to escape is a game of chance. She appears not as a merciless attacker; in fact, she hesitates whether she should use the opportunity: â€Å"It was like waking up out of a bad dream. I had to hit him and I couldn’t but I had to†. Due t o the fact that Miranda cannot hurt her kidnapper emphasizes the awfulness of the situation and makes the audience sympathize with her even more and, at the same time, makes the reader question her inability to kill Clegg. Overall, by the use of two perspectives, the author instigates hesitation in the audience and makes reader choose whose side to take in the story. Despite the fact that at some moment the reader may feel pity for Clegg, it is obvious that this feeling is not so strong because of the way he behaves toward Miranda.

Last 3 question assignment Example | Topics and Well Written Essays - 250 words

Last 3 question - Assignment Example As a project manager, I want to be an achiever. Success and achievement will be the founding pillars of who I want to be. In all my professional undertakings, I will strive to manage expectations of all involved stakeholders, especially the expectations of my employer and that of the company’s clients. Undeniably, meeting or surpassing expectations as a reliable indicator of an achiever’s competence. In case of changing needs and expectations, I will align my task performance procedures with the new stakeholders’ expectations. Undeniably, project management will help me achieve my goals. First, project management emphasizes on measurability of task progress. Secondly, project management recognizes the element of timeliness in task progress. Moreover, project management values the aspect of feedback and communication with a project’s stakeholders. As aforementioned, I would ensure client satisfaction by becoming an achiever. Feedback and effective communication, which is an essential element of project management, will be influential in facilitating client satisfaction (Brewer, 01). In addition, my wildly important goal will materialize only if I will be able to keep track of a project’s progress through objective measurement of deliverables in terms of cost and

Summarize five articles Essay Example | Topics and Well Written Essays - 250 words

Summarize five articles - Essay Example The author is entitled to royalties to compensate for his/her work. Patent is the right to sell and control an invention. Patents are issued by the federal government and are valid for several years after which it becomes void. Patents are given to inventions, industrial designs and model, and know how. Patent can only be registered by the inventor of the product. The holder of the patent has the right to prevent others from disclosing or using the know-how. If someone infringes these rights, the owner may seek court directions for compensation. A trademark is a unique mark, logo, slogan, brand name, motto, symbol, device, design or word applied by a manufacturer to distinguish its products from those manufactured by other companies. Trademarks in the UAE are registered so that they can be protected. The period of registration is ten years after which it has to be registered again. The owner of the trademark can give the rights to third party to use the trademark through a notarized contract. Under article 37 p.1, the act of infringing a trademark or passing off is the same and is liable for

The Influences of Environment Essay Example for Free

The Influences of Environment Essay It is not difficult to assess the degree to which an individual is affected by the environment in which he lives. We know that climatic and social surroundings are no less influential. We know also that a person is born with the basic characteristics which are going to shape his personality and eventually his destiny. We can safely say that the interactions of both heredity and environment produce the individual. It would be interesting to analyse the effects of environment on the personality and activities of the individual. Social surroundings have an undisputed influence on people. Traditions and customs are the results of social relations in a group of people. These are often impressed on the individual who may either adopt them or oppose them. The individual often finds himself in conflict with such traditional institutions as marriage, family, religion and other established customs. The individual who rejects traditions is condemned by society and often ostracised. Individuals often have to fight against traditions. This continued opposition reveals the influence that such traditions have. The majority are just passively shaped by these traditions that have been inculcated in them from the cradle through school to adult life. Our basic personality is formed by society. 3 The powerfulness of social environment can also be seen in the everyday language we speak. The mother tongue is so called because the child assimilates naturally the language spoken by its mother. It is a scientific concept that all humans are â€Å"programmed† with the language ability, but what we speak depends on the social environment. The new-born Eskimo, if placed in an English-speaking environment, will grow up to speak English like the English. The mother tongue is learned in conditions different from those in which a second or foreign language is learned. The accent adopted by the individual also reveals the social milieu where he has picked up the language. Only the highly educated can hide their native accents. 4 The behaviour of the individual is often the direct result of social influences on him. It has been established that people exposed to harsh economic conditions are likely to turn to crime more easily than others. Though research has shown that criminal tendencies are inborn, that is of genetic origin, there is no doubt that social conditions help to externalise these tendencies in the individual. Whenever a society goes through severe economic conditions, like a recession, the crime rate tends to increase. The mass media have also been suspected to influence the criminal bent of people, especially the weaker individual who cannot think for himself. The unchanging geographical and climatic surroundings in which people grow have considerable effects on them as members of a social group. If today there are distinct national characteristics, it is because each group has been exposed to distinct physical or natural environments. Examples are numerous. The Eskimo is short and stocky because his cold, icy environment requires him to be so to survive. The people living along t he Equator are tall and thin so as to resist the heat. The colour of our skins has been fixed by the amount of sunshine we have been exposed to for generations. The Tibetans and Bolivians have large chests because their lungs have over the millennia become enlarged by the effort to breathe in rarefied oxygen in their high mountainous environment. 6 Eating and clothing habits, work activities, amusements are also directly dictated by physical environment. Those living along the coasts are likely to become sailors or fishermen. People’s activities throughout the world are conditioned by the landscape in which they live. The native Maori was a fisherman and a hunter, and therefore a flesh-eater. The Yorkshire boy until recently grew up to be a miner. It is only modern science and technology that have succeeded to some extent in decreasing the influence of environment on people’s activities. Primitive man used only what his immediate environment provided. Trappers in the north of America, Europe and Asia wore furs provided by their natural environment. 7 It is also generally accepted that weather and climate influence our character and mood. Weather influences mood because both are changeable. We are sullen when the weather is gloomy. We are lively and cheerful when the weather is fine. Poetry and songs in all times and regions have celebrated the coming of spring with cheerfulness and liveliness on the part of people. Also, in periods of heat or cold, our moods change for the worse or better. Astrologers and geomancers are convinced that stars and planets including earth influence and mark our lives in all their aspects – from character to intelligence, from luck to health, even life and death.

Interest Groups and Collective Action on the Internet :: Business Roundtable Papers

Interest Groups and Collective Action on the Internet The Business Roundtable is a unique business-oriented interest group. The BRT was established in 1972, founded in the belief that the chief executive officers of major corporations should take an increased role in political debates and public policy on economic and trade issues. Indeed, the entire membership of the BRT is comprised of CEOs. However, a permanent seat on the BRT is granted to a company, not its CEO. For example, Philip Condit currently fills Boeing’s seat on the BRT, but if Boeing replaced Condit as CEO, his replacement would serve as Boeing’s representative. There are currently 131 corporations with seats on the BRT. This size is relatively small and the high-profile nature of its members makes the organization very influential in political circles. BRT is sometimes criticized as a â€Å"privileged group,† particularly by union-oriented interest groups, such as the AFL-CIO. Another benefit of BRT’s small membership is their capacity to overcome the collective action problem outlined by Mancur Olson in, The Logic of Collective Action. This theory says that political groups with large memberships face a â€Å"free-rider problem.† Each individual member rationally views their own participation as insignificant and therefore, does not actively participate even though they still receive the benefits in the end1. The BRT overcomes this problem through their small membership and their ability to meet face-to-face, once a year in Washington to set their agenda for the year and assign issue-oriented taskforces. Persona lized face-to-face meetings strengthen the relationships between members and reduce the chance of â€Å"free riding.† The BRT has a single stated objective – â€Å"to promote policies that will lead to sustainable, non-inflationary, long-term growth in the U.S. economy.† Although each member speaks as a individual, even before lawmakers, the BRT believes that â€Å"the basic interests of business closely parallel the interests of the American people who are directly involved as consumers, employees, shareholders, and suppliers.† In fact, the 131 members of BRT have a combined workforce of more than 10 million employees in the U.S.2 BRT membership is granted by invitation only. The company is the member and its representative is the Chief Executive Officer. The participation of the CEO is the distinguishing feature of the BRT. The BRT is headed by a chairman, two co-chairmen, a nominating committee chairman, a president and executive director.

Using Technology Supported Learning Essay -- Education, Eatwell Plate

Using Technology Supported Learning The selected topic chosen for the technology supported learning package, supports the learning and teaching of healthy eating. I decided to create an interactive self-assessed food groups package that blends into a lesson on healthy eating. Healthy eating feeds into a lot of the courses I teach; food and nutrition, childcare, personal development and food safety and I wanted to find a different way of making the lesson interesting and informative for my students and myself and at the same time introducing the students to information learning technology, self-directed study and assessment. The target audience were a group of female students attending a local Sure Start Children's Centre. There are seven students on this course and they have had a mixture of formal education, and some training provided by the Children's Centre; several have had very negative experiences at school, and four of the younger students have left school with no GCSE's. All the female students are unemployed; six are single mothers, and one is married. These students have been encouraged by their family support worker to attend this course; so motivation could be a problem as their confidence levels vary and for three of the seven learners, this is the first time they have taken a formal qualification since leaving school. At the start of the course all students were assessed for literacy; there are five at Entry Level 3 and two at Level 1. The group have also been assessed for learning styles, two are kinaesthetic, two are visual, and three are aural oriented learners. A basic computer skills assessment was also carried out and all the students have communicated that they are able to use a computer, navigate... ...; to produce 10 CD's the cost incurred was  £266.49 which makes this an expensive resource to produce on a small scale. The modifications required to improve the resource package, could be completed in minimal time and negotiating a deal on having the package reproduced on a larger scale will reduce the cost. The benefit as a teaching and learning resource allows the students to complete independent study at their own pace, using a technology that they may not have regular access too; it provides the teacher with an innovated way to communicate this subject. Vygotsky (1978) zone of proximal development, suggests "learners can demonstrate and achieve their optimal potential when given some assistance" cited in (Lajoie 2007 p. 29). I feel that the benefits out way the costs of producing this package and the feedback from the students would support this. Using Technology Supported Learning Essay -- Education, Eatwell Plate Using Technology Supported Learning The selected topic chosen for the technology supported learning package, supports the learning and teaching of healthy eating. I decided to create an interactive self-assessed food groups package that blends into a lesson on healthy eating. Healthy eating feeds into a lot of the courses I teach; food and nutrition, childcare, personal development and food safety and I wanted to find a different way of making the lesson interesting and informative for my students and myself and at the same time introducing the students to information learning technology, self-directed study and assessment. The target audience were a group of female students attending a local Sure Start Children's Centre. There are seven students on this course and they have had a mixture of formal education, and some training provided by the Children's Centre; several have had very negative experiences at school, and four of the younger students have left school with no GCSE's. All the female students are unemployed; six are single mothers, and one is married. These students have been encouraged by their family support worker to attend this course; so motivation could be a problem as their confidence levels vary and for three of the seven learners, this is the first time they have taken a formal qualification since leaving school. At the start of the course all students were assessed for literacy; there are five at Entry Level 3 and two at Level 1. The group have also been assessed for learning styles, two are kinaesthetic, two are visual, and three are aural oriented learners. A basic computer skills assessment was also carried out and all the students have communicated that they are able to use a computer, navigate... ...; to produce 10 CD's the cost incurred was  £266.49 which makes this an expensive resource to produce on a small scale. The modifications required to improve the resource package, could be completed in minimal time and negotiating a deal on having the package reproduced on a larger scale will reduce the cost. The benefit as a teaching and learning resource allows the students to complete independent study at their own pace, using a technology that they may not have regular access too; it provides the teacher with an innovated way to communicate this subject. Vygotsky (1978) zone of proximal development, suggests "learners can demonstrate and achieve their optimal potential when given some assistance" cited in (Lajoie 2007 p. 29). I feel that the benefits out way the costs of producing this package and the feedback from the students would support this.

Aligarh Movement – Essay

Syed Ahmad Khan was the first man to start a reform movement among the Muslims. This movement was known as the Aligarh Movement. To him Quran was the only authentic scripture for Islam and all other Islamic writings are secondary and misnomer. For the safety of the Muslim community in India, he wanted to maintain cordial relation between the Muslims and the Bruisers. Further, he wanted to provide modern education to the Muslims. For educating the Muslim society, Ahmad Khan established an English Medium School at Ghazipur in 1864. Later on he established ‘Vegan Samaj' for translating English books to impart scientific knowledge to the Muslims. To materialise his dream, he established Mohammedan Anglo-Oriental College at Aligarh which developed into Aligarh University in 1890, thus, the Aligarh movement was instrumental in spreading western education among the Muslims and developing religious fundamentalism within them. For achieving that end, he organized a Mohammedan Educational Conference which fostered unity among the Muslims and spread western education among them. Taking chance of it, Theodore Back, the first principal of the Mohammedan Anglo Oriental College and his successor Mr. Morrison spread communalism among the educated Muslims. The Aligarh Movement was instrumental in the social, economic and educational progress of the Muslims in India. Due to the predominance of the Hindus in the national awakening, Ahmad Khan launched this movement to safeguard the Muslim interest. Being deeply impressed by the western education and culture, Ahmad Khan wanted to incline towards the English administrators of India and advised the Muslims to remain loyal to the British authority. In 1893, he formed the Mohammedan Anglo-Oriental Defense Association of. India and limited its leadership only to the Muslims. By this, he wanted to keep the Muslims away from politics. Syed Ahmad Khan also opposed the All India Congress. Thus, the Aligarh Movement made the Muslim fundamentalism strong. The Bruisers capitalized this by sowing the seeds of communalism among the Muslims and followed their principle ‘divide and rule' to secure their position in India.

Bloom’s Taxonomy

Designing Effective Projects: Thinking Skills Frameworks Bloom’s Taxonomy: A New Look at an Old Standby Traditional Hierarchy of Thinking Processes In 1956, Benjamin Bloom wrote Taxonomy of Educational Objectives: Cognitive Domain, and his six-level description of thinking has been widely adapted and used in countless contexts ever since. His list of cognitive processes is organized from the most simple, the recall of knowledge, to the most complex, making judgments about the value and worth of an idea. Bloom’s Taxonomy of Educational Objectives (Traditional) Skill Knowledge DefinitionRecall information Comprehension Understand the meaning, paraphrase a concept Use the information or concept in a new situation Break information or concepts into parts to understand it more fully Put ideas together to form something new Make judgments about value Application Analysis Synthesis Evaluation Key Words Identify, describe, name, label, recognize, reproduce, follow Summarize, co nvert, defend, paraphrase, interpret, give examples Build, make, construct, model, predict, prepare Compare/contrast, break down, distinguish, select, separate Categorize, generalize, reconstructAppraise, critique, judge, justify, argue, support Today’s world is a different place, however, than the one Bloom’s Taxonomy reflected in 1956. Educators have learned a great deal more about how students learn and teachers teach and now recognize that teaching and learning encompasses more than just thinking. It also involves the feelings and beliefs of students and teachers as well as the social and cultural environment of the classroom. Several cognitive psychologists have worked to make the basic concept of a taxonomy of thinking skills more relevant and accurate.In developing his own taxonomy of educational objectives, Marzano (2000) points out one criticism of Bloom’s Taxonomy. The very structure of the Taxonomy, moving from the simplest level of knowledge to the m ost difficult level of evaluation, is not supported by research. A hierarchical taxonomy implies that each higher skill is composed of the skills beneath it; comprehension requires knowledge; application requires comprehension and knowledge, and so on. This, according to Marzano, is simply not true of the cognitive processes in Bloom’s Taxonomy.The originators of the original six thinking processes assumed that complex projects could be labeled as requiring one of the processes more than the others. A task was primarily an â€Å"analysis† or an â€Å"evaluation† task. This has been proven not to be true which may account for the difficulty that educators have classifying challenging learning activities using the Taxonomy. Anderson (2000) argues that nearly all complex learning activities require the use of several different cognitive skills. Like any theoretical model, Bloom’s Taxonomy has its strengths and weaknesses.Its greatest strength is that it has taken the very important topic of thinking and placed a structure around it that is usable by practitioners. Those teachers who keep a list of question prompts relating to the various levels of Bloom’s Taxonomy undoubtedly do a better job of encouraging higher-order thinking in their students than those who have no such tool. On the other hand, as anyone who has worked with a group of educators to classify a group of questions and learning activities according to the Taxonomy can attest, there is little consensus about what seemingly self-evident erms like â€Å"analysis,† or â€Å"evaluation† mean. In addition, so many worthwhile activities, such as authentic problems and projects, cannot be mapped to the Taxonomy, and trying to do that would diminish their potential as learning opportunities. Revised Bloom’s Taxonomy In 1999, Dr. Lorin Anderson, a fromer student of Bloom's, and his colleagues published an updated version of Bloom’s Taxonomy that takes into account a broader range of factors that have an impact on teaching and learning. This revised taxonomy attempts to correct some of the problems with the original taxonomy.Unlike the 1956 version, the revised taxonomy differentiates between â€Å"knowing what,† the content of thinking, and â€Å"knowing how,† the procedures used in solving problems. The Knowledge Dimension is the â€Å"knowing what. † It has four categories: factual, conceptual, procedural, and metacognitive. Factual knowledge includes isolated bits of information, such as vocabulary definitions and knowledge about specific details. Conceptual knowledge consists of systems of information, such as classifications and categories.Procedural knowledge includes algorithms, heuristics or rules of thumb, techniques, and methods as well as knowledge about when to use these procedures. Metacognitive knowledge refers to knowledge of thinking processes and information about how to manipulate thes e processes effectively. The Cognitive Process Dimension of the revised Bloom’s Taxonomy like the original version has six skills. They are, from simplest to most complex: remember, understand, apply, analyze, evaluate, and create. Remembering Remembering consists of recognizing and recalling relevant information from long-term memory.Understanding Understanding is the ability to make your own meaning from educational material such as reading and teacher explanations. The subskills for this process include interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining. Applying The third process, applying, refers to using a learned procedure either in a familiar or new situation. Analysis The next process is analysis, which consists of breaking knowledge down into its parts and thinking about how the parts relate to its overall structure.Students analyze by differentiating, organizing, and attributing. Evaluation Evaluation, which is at the top of the original taxonomy, is the fifth of the six processes in the revised version. It includes checking and critiquing. Creating Creating, a process not included in the earlier taxonomy, is the highest component of the new version. This skill involves putting things together to make something new. To accomplish creating tasks, learners generate, plan, and produce.According to this taxonomy, each level of knowledge can correspond to each level of cognitive process, so a student can remember factual or procedural knowledge, understand conceptual or metacognitive knowledge, or analyze metacognitive or factual knowledge. According to Anderson and his colleagues, â€Å"Meaningful learning provides students with the knowledge and cognitive processes they need for successful problem solving†. The following charts list examples of each skill of the Cognitive and Knowledge Dimensions. Cognitive Processes Dimensions Cognitive ProcessesExamples Remembering—Produce the right informa tion from memory Recognizing †¢ Identify frogs in a diagram of different kinds of amphibians. †¢ Find an isosceles triangle in your neighborhood. †¢ Answer any true-false or multiple-choice questions. Recalling †¢ Name three 19th-century women English authors. †¢ Write the multiplication facts. †¢ Reproduce the chemical formula for carbon tetrachloride. Understanding—Make meaning from educational materials or experiences Interpreting †¢ Translate a story problem into an algebraic equation. †¢ Draw a diagram of the digestive system. Paraphrase Jawaharlal Nehru's tryst with destiny speech. Exemplifying †¢ Draw a parallelogram. †¢ Find an example of stream-of-consciousness style of writing. †¢ Name a mammal that lives in our area. Classifying †¢ Label numbers odd or even. †¢ List the events of the Sepoy Mutiny of 1857. †¢ Group native animals into their proper species. Summarizing †¢ Make up a title for a short passage. †¢ List the key points related to capital punishment that the Web site promotes. Inferring †¢ Read a passage of dialogue between two characters and make conclusions about their past relationship. Figure out the meaning of an unfamiliar term from the context. †¢ Look at a series of numbers and predict what the next number will be. Comparing †¢ Explain how the heart is like a pump. †¢ Compare Mahatma Gandhi to a present day leader. †¢ Use a Venn diagram to demonstrate how two books by Charles Dickens are similar and different. Explaining †¢ Draw a diagram explaining how air pressure affects the weather. †¢ Provide details that justify why the French Revolution happened when and how it did. †¢ Describe how interest rates affect the economy. Applying—Use a procedure Executing Add a column of two-digit numbers. †¢ Orally read a passage in a foreign language. †¢ Have a student open house discussion. Implementing †¢ Design an experiment to see how plants grow in different kinds of soil. †¢ Proofread a piece of writing. †¢ Create a budget. Analyzing—Break a concept down into its parts and describe how the parts relate to the whole Differentiating †¢ List the important information in a mathematical word problem and cross out the unimportant information. †¢ Draw a diagram showing the major and minor characters in a novel. Organizing †¢ Place the books in the classroom library into categories. Make a chart of often-used figurative devices and explain their effect. †¢ Make a diagram showing the ways plants and animals in your neighborhood interact with each other. Attributing †¢ Read letters to the editor to determine the authors’ points of view about a local issue. †¢ Determine a character’s motivation in a novel or short story. †¢ Look at brochures of political candidates and hypothesize about their perspectives on issues. Evaluating—Make judgments based on criteria and syllabus guidelines Checking †¢ Participate in a writing group, giving peers feedback on organization and logic of arguments. Listen to a political speech and make a list of any contradictions within the speech. †¢ Review a project plan to see if all the necessary steps are included. Critiquing †¢ Judge how well a project meets the criteria of a rubric. †¢ Choose the best method for solving a complex mathematical problem. †¢ Judge the validity of arguments for and against astrology. Creating—Put pieces together to form something new or recognize components of a new structure. Generating †¢ Given a list of criteria, list some options for improving race relations in the school. †¢ Generate several scientific hypotheses to explain why plants need sunshine. Propose a set of alternatives for reducing dependence on fossil fuels that address both economic and environmental concerns. †¢ Com e up with alternative hypotheses based on criteria. Planning †¢ Make a storyboard for a multimedia presentation on insects. †¢ Outline a research paper on Mark Twain’s views on religion. †¢ Design a scientific study to test the effect of different kinds of music on hens’ egg production. Producing †¢ Write a journal from the point of view of mountaineer. †¢ Build a habitat for pigeons. †¢ Put on a play based on a chapter from a novel you’re reading. The Knowledge DimensionFactual Knowledge—Basic information Knowledge of terminology Vocabulary terms, mathematical symbols, musical notation, alphabet Knowledge of specific details and Components of the Food Pyramid, names of elements congressional representatives, major battles of WWII Conceptual Knowledge—The relationships among pieces of a larger structure that make them function together Knowledge of classifications and Species of animals, different kinds of arguments, c ategories geological eras Knowledge of principles and Types of conflict in literature, Newton’s Laws of Motion, generalizations principles of democracyKnowledge of theories, models, and Theory of evolution, economic theories, DNA models structures Procedural Knowledge—How to do something Knowledge of subject-specific skills Procedure for solving quadratic equations, mixing colors and algorithms for oil painting, serving a volleyball Knowledge of subject-specific Literary criticism, analysis of historical documents, techniques and methods mathematical problem-solving methods Knowledge of criteria for Methods appropriate for different kinds of experiments, determining when to use statistical analysis procedures used for different ppropriate procedures situations, syllabus guidelines for different genres of writing Metacognitive Knowledge—Knowledge of thinking in general and your thinking in particular Strategic knowledge Ways of memorizing facts, reading comprehen sion strategies, methods of planning a Web site Knowledge about cognitive tasks, Different reading demands of textbooks and novels; including appropriate contextual thinking ahead when using an electronic database; and conditional knowledge differences between writing emails and writing business letters Self-knowledge Need for a diagram or chart to understand complex rocesses, better comprehension in quiet environments, need to discuss ideas with someone before writing an essay References Anderson, L. W. & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing. New York: Longman. Bloom, B. S. , (Ed. ). 1956. Taxonomy of educational objectives: The classification of educational goals: Handbook I, cognitive domain. New York: Longman. Costa, A. L. (Ed. ). (2000). Developing minds: A resource book for teaching thinking. Alexandria, VA: ASCD. Marzano, R. J. (2000). Designing a new taxonomy of educational objectives. Thousand Oaks, CA: Corwin Press.

Reading More Books Essay

How to encourage your children to read more books Ten great ways to develop your children’s desire to read book By Chris Barnardo Reading is great for both you and your children and is a fantastic form of relaxation and escapism. Reading books helps your children develop their language skill, extend their vocabulary and their understanding of the world. Your children’s spelling and writing skills are also improved by regular reading. Reading can be especially helpful to your children when they are going through difficult times in their lives, such as the separation of parents,  starting a new school, the death of a loved one, bullying, or puberty. A good book gives them a mental place to go where the day to day worries aren’t so ever present, it gives them new people to meet and gets them involved in other people’s stories. Reading develops your children’s creativity. It’s better than the television, because when children get involved in the book they are reading, they imagine the characters and scenes, which paint all kinds of Fill your house with books and give your kids their own bookshelf This is especially important if they don’t live with  you, because any way you can make your place feel like their home, is good, and having their own favourite books in a special place is perfect. Read to your children Set up a routine of a bedtime story or chapter from their book. Bedtime reading is a great routine to get into because it is a perfect relaxing bridge between the excitement of the day and sleep. It is also a special time for you to be together without the stresses and hassles of the day, a time when all is clam and you are just having fun together. However, don’t restrict yourself to bedtimes,  read to them whenever the opportunity presents itself. Read them funny or interesting stories from the newspaper when you spot them, save and read out a funny or moving poem before you eat a meal together; get them to read their homework out loud to you when they have done it. Page 1 of 2 wonderful images in their minds, in a far more interactive and satisfying way than television can ever do. reading encourages your child to be creative and think for themselves. So, everyone knows how good reading is for their children, but how do you encourage them to read, or read more. Here are ten top tips to get you started and get your children reading books. Listen to audio books in the car on longer journeys Audio books make every long journey an adventure in itself. If the story is good and the narration is well done, the journey will flash by and when you reach your destination you may even find yourselves wanting to stay in the car to hear the end of the story. They can be expensive, but most stories will bear repeated listening and the library lend out audio books for free. Don’t be a book snob Children are inspired to read by all kinds of  different books, graphic novels, magazines, web blogs, manuals, science fiction, or teenage romance for example. Let them get interested in reading in whatever form that takes to start with, once they get into the habit of reading this will expand to take in a wider and wider choice of material over time as their friends introduce them to new books and ideas.  © C. Barnardo dadcando 2008 How to encourage your children to read more books Talk though the story when you read it Chat about the characters in the story. If it is a novel then talking about the main character’s  motivations, asking what your children think the characters are going to do next, or what is going to happen in the story, all add weight to the experience of reading. Ask questions about the writer’s style, or the way the writer describes the scenes will help your children get the most out of the story and will help them in a very subtle (but powerful) way with their own written schoolwork and homework assignments. Discussing stories and listening to what your children have to say about the characters and the situations they encounter in the book will tell you a lot about  what your child is thinking, and help you understand them better. At weekends or on holidays make a treat of getting magazines Magazines have short articles about things they like, horses, cars, fashion, gossip, TV soaps, toys, console games, and popular science for example. If they really like a particular magazine then consider buying a subscription to it for them as a birthday (or other special occasion) present. Give books as gifts Take the trouble to go to the bookshop at the weekend or browse the second hand book shop for interesting titles and involve your children in  choosing the best book as a gift. When giving a book, especially to your children, always write their name and the date and a short message in the book inside the cover or on the flyleaf. Then they’ll always know it’s theirs and know that you think that it is a precious gift that you have chosen specially for them. Choose material that they like There is plenty of time to discover the classics. To start with choose books that you know your children will like. Choose different books to read to them than those which they are going to read to themselves. When you read to them, you can pick books with exciting or thrilling stories that may have longer words in then they would be able to read themselves. (Always explain a word or phrase if you think that they don’t understand it). Perhaps you have seen a film that you all liked, get the book that inspired the film and read that. If they are reading to themselves, a graphic novel or even a comic is an excellent way to start reading around a film story. Have a word of the day Reading is as much about exploring language and the way stories are told as it is about the stories  themselves. Look on the web or in a dictionary and pick a word of the day which you can all learn together. The word you choose can be gross or exciting, different or funny, long or strange but above all make sure that it is useful in some way. Get everyone to make up a sentence with the new word in it and give a point or star for the best sentence. If they want, let your children each find and tell their favourite new word of the day. A good time to do this is at meal times when you are all together. *** For some ideas on a few good books that your  children might like, have a look at dadcando’s what we like this week column or dadcando’s recommended â€Å"Superb kid’s books† on dadcando’s â€Å"Be Inspired, be inspiring† pages. Get a poetry book and occasionally read them a poem Poems are fabulous for evoking emotions and feelings. The best poems condense and capture descriptions of scenes or feelings in a very powerful way, bridging the gap between stories and songs. Inspire your children with poems and they will remember lines from them, and the times you read to them, for the rest of their lives. Page 2 of 2  © C. Barnardo dadcando 2008.

The resources mobilization theory Essay Example | Topics and Well Written Essays - 1000 words

The resources mobilization theory - Essay Example Social movement based on the definition shows that there are different conflicting groups engaging in a conflict to achieve certain objectives. Social movement is characterised by a number of features such as leadership, organization of the group and the activity the social movement group want to solve. The resources mobilization theory applies to social movement because social movement uses non-violent ways to inform the public and thereby making them aware of their goals. Achievements of the goals would happen because most of the pursuant know more about the community and the problems they are facing. Because of this, they pursue them to demonstrate peacefully and solve their grievances such as unemployment. Small community facing problems are acted upon by small networks, after that, more networks are created which would be strong to pursue the governing body such as federal government. Some of the social movements that work together to achieve their goals include the gay and lesb ian rights movement. Gay and lesbian rights movements have been demonstrative to express their rights and to be recognised by others. The groups have achieved their goals using available resources such as the formation of strong organizations (Costain and McFarland 59). Political revolutions arise when there is poor governance, which could be because of the changes the government made or the situation of governance is worse than the previous government. Political revolutions use both non-violent and violent ways to express their grievances to the governing body. The theory of relative deprivation relates well to political revolution; this can be shown by one of the political revolution which took place in US. The... The resources mobilization theory The framing theory is a process by which people change their ideas based on issues (Shepard 543). The resources mobilization theory is compelling because it directly points out that it is the resource which determines the rise of social movements. According to the theory, resources can be used by individuals to criticise the organisation or government. The resources in few are money, knowledge, internal or external support. Such resources help in supporting the social movements because their availability facilitates groups of individual to organise themselves. According to Shepard (543), resources such as money, power and leadership skills helped the civil rights movements in 1960 to stage wide spread protest. The author further shows that it is the resources at the centre of any uprising. In cases where resources are limited or not available, revolutions would not happen. This can be explained from one of the gay rights movements which failed because of unavailable resources. The ot her theories are close to the resources mobilization theory; the theory of relative deprivation shows the comparison done by persons thinking that they do not have enough or equal resources as others. The decision is made on the theory of resources mobilization because it is an instant way of rise in political revolution which can be facilitated by available resources. Despite the high expectation of digital media, the platform has some pitfalls to social and political revolutions.

History essay Example | Topics and Well Written Essays - 500 words - 2

History - Essay Example that historical reality by addressing the modern-held belief that an individual ought to have the right to choose his or her religion and practice it freely. His method is to analyze the nature of religion and the freedom to worship (or lack thereof) in seventeenth century New England to see if said freedom then existed or not. His thesis is such that early colonial America, particularly New England, was a predominantly intolerant and rigid place wherein religious autonomy was often suppressed and the division of church and state did not exist. According to Miller, the modern separation of church and state and the freedom to worship only developed later and over time and in no way represented a pre-determined or guaranteed historical development. Miller points out that religion was but one of many reasons people came to the New World from the Old. He wants to dispel the idea that people cam for religion alone and that religious toleration existed from the start. Other motives which brought settlers included economic reasons, social promise, and the general desire to start anew. He wants to show that religious motives often masked other social and economic ones. An early declaration by members of the Virginia Plantation stated â€Å"†¦we are first to preach and baptize into Christian Religion, and by propagation of the Gospell, to recover out of the armes of the Divell, a number of poore and miserable soules, wrapt up into death, in almost invincible ignorance.† Miller then continues by citing the Charter of New England which declared â€Å"We trust to his Glory. Avee may with Boldness goe on to the settling of soe hopeful a Work, which tendeth to the reducing and Conversion of such Savages as remaine wandering in Desolation and Distress, to Civil Socitie and Christian Religion†¦Ã¢â‚¬  (2008, p. 2). Thus religion served as a sort of template to justify other motives. The main drive of Miller’s article is to demonstrate that early America was a far from

Workplace Incivility vs. Organizational Affective Commitment Essay

Workplace Incivility vs. Organizational Affective Commitment - Essay Example Although there is no guarantee that HR can reduce the negative effects of workplace incivility that lead to low employee morale, job satisfaction, stress, health problems, high absenteeism and high turnover at the workplace, certain HR practices such as hiring, orientation and mentoring newly hired employees are developed to control workplace incivility. A fundamental HR practice that enhances affective commitment, on the other hand, would be developing and creating a work environment that discourages workforce incivility and allows workers to be treated with respect and dignity. Workforce incivility refers to a less intense nonstandard behavior pertaining to the breach of workplace norms where the intention of inflicting harm on the other party is unknown (L.M. and C.M. 1999). Incivility at the workplace can manifest itself in forms as subtle as displaying reluctance to work, feeling de energized, demoralized and underappreciated. In short, workforce incivility implies an atmosphere whereby the workforce is faced with rudeness and socially unacceptable behavior at the workplace. More often than not, the cause of workforce incivility is the behavior of co-workers rather than supervisors (Yeung and Gnffin 2008). Several researches have been conducted regarding the relation of workforce incivility to self-esteem and the self-respect of the workforce. Several workplace practices have contributed to workforce incivility; de-layering, downsizing, Business Process Reengineering, cutting budgets, enhancing productivity to name a few (Yeung and Gnffin 2008). According to one research conducted, over 71% of respondents had gone through some acts of workforce incivility in a five year time period (Cortina, et al. 2001). The speed with which advanced communications technology evolves, including advanced cell phones such as Blackberry, has also enhanced the scope of workforce incivility. The instances of mistreatment are no longer limited to the workplace; they have spread to the cyberspace as well. A more inclusive approach towards workforce incivility defines it as the set of explicit (verbal) and implicit (non-verbal) actions that lead to individuals feeling demoralized, de-energized, oppressed, exploited or humiliated in the workplace (Yeung and Gnffin 2008). Furthermore, it has been proven that workforce incivility translates to low employee morale, job satisfaction, stress, health problems, high absenteeism and high turnover at the workplace. Evidence also suggests that if this mistreatment is not rectified, it eventually results in high costs of hiring and training, poor work environment, lower productivity, costs of claims and law suits. According to one author, Sutton’s methodology, the total cost of workforce incivility for Silicon Valley owing to the incivility of one key worker amounts to US$160,000 per year (Yeung and Gnffin 2008). In this study he fully considered the cost of incivility in terms of the victims, management, law as well as human resources. According to research conducted by the U.K Department of Health, the cost of stress induced by workforce incivility amounts to ? 1.3 billion annually (Yeung and Gnffin 2008). Throughout the world, the engagement of employees has been considered as an essential factor in identification of best employers as well as talent. Employee engagement is a holistic construct which is defined in terms of emotional and cognitive commitment. Commitment here is defined as the urge to â€Å"stay† (continue to work in the company), â€Å"strive† (put in extra endeavors to enhance the performance of the company beyond the tasks mentioned in the job description) and â€Å"say† (spread positive word of mouth regarding the organization) (Yeung and Gnffin

Romania Risk Assessment Assignment Example | Topics and Well Written Essays - 4000 words - 1

Romania Risk Assessment - Assignment Example Hazards identified at the level if agency and department and also those in the process were assessed in the process of risk assessment. These hazards were categorized into four groups that included Transportation, Civil, Technological and Natural. In the second stage, entails the reflection of the total risks presented by the hazard that is identified. At this point, the group comes together to undertake the process of risk assessment in Romania. During the period of assessment, some of the two issues that are key and need to be considered are; the likelihood assessment and the potential impact examination. The criteria of the likelihood and impact are to be used as the basis for decision making. The system of classification is based on a risk assessment guide in the major management of emergency (DEHLG, 2010). In determining the types of risk that exists it is wise to show the relative lively hood of the risk occurrence against its impact The risk of flooding that is explained by the Romanian Academy Geography Institution extended the distribution site of the sites of Seveso; this provided an opportunity for these areas to be categorized as areas that are prone to Natech event. In Romania, areas that are categorized as flood risk occupy a larger surface hence increasing the probability of the occurrence of Natech with the major cause flooding. The largest area of the site of Seveso that could be affected by the floods is located in the central and western part of Romania. Sites of Seveso can also be found in Mures, Hunedoara and Alba counties. However, other counties in Romania which do not have the Seveso Sites and have a high risk of being affected by the floods are majorly at the west and they include Olt-South, Caransebes-South-West, Giurgiu, and Caras (European Environment Agency, 2010). The year 2003 was exceptional when view from a climatic point. Most of the part of