Investment and Portfolios assignment Essay Example | Topics and Well Written Essays - 1250 words

Investment and Portfolios assignment - Essay Example When a trader can foresee these changes, it provides a clear picture of the market trends. For these reasons, traders would be in a better position to make entry when the chances of making profits are high and make an exit when the trends are not favorable. According to Murphy, (1999), there are three concepts that describe technical analysis. These were described as market action discounts everything, prices move in trends, and history repeats itself. Murphy (1999) defined market action discounts everything as source of information availed to traders. Such information may include volumes of data or prices of commodities. The concept assumes that the market action discounts everything, which illustrates that everything that is likely to influence the prices like psychology, politics, and other fundamentals were integrated and therefore reflected in the volumes of data or the prices. Therefore, the price provides a direct measure that could be used to study trends in demands and supply. Rises in the price would signify that the demands ought to exceed the supply while ensuring that the fundamentals are kept positive. Price trend denotes the directions taken by the stock’s price over a given period. Technical analysis dwells on prevailing patterns of price data to signal reversal or continuation of the trend. It offers the opportunity to recognize continual situations that guide continual ‘riding on the values’ to get optimal out of it. Although, most the basis of doing price move in trend is to recognize continual signals, it also offers the opportunity to identify any signals for reversal so that the owners can sell their stock before the trend goes bad. Technical analysis examines data on the stock prices to establish price patterns that could assist in the prediction of the next direction for future prices. If existing data on pricing shows that past projections were

The use of current cultural ideas and beliefs Essay Example for Free

The use of current cultural ideas and beliefs Essay The media today has learned that the use of current cultural ideas and beliefs is a strong way to get the consumers attention as well as get their point across. Marketing firms, networks, and production companies have learned that if they culturally relate their product or story to the public, then that would attract more viewers and attention, which in return is money for them. There are many different examples of how marketing firms do this, but is there a movie, show, ad, or song that is just for entertainment only. It is very hard to find a part of the media that is Entertainment Only and not trying to portray a part of our cultural beliefs. The media has a way of portraying what they believe is a problem or their side of an issue. This procedure can sometimes cause the wrong impression or idea within a persons mind. This is not just in the news media; this is also in music, movies, or books. There are many different types of media. The media can range from music, movies, television, books, newspapers, etc. The area that I believe shows the least amount of issues is the music industry, and more specifically the country music industry. Cultural imperialism is defined as the cultural aspects of imperialism. Imperialism, here, is referring to the creation and maintenance of unequal relationships between civilizations favoring the more powerful civilization. Many scholars employ the term, especially those in the fields of history, cultural studies, and postcolonial theory. The term is usually used in a pejorative sense, often in conjunction with a call to reject such influence. Cultural imperialism can take various forms, such as an attitude, a formal policy, military action, so long as it reinforces cultural hegemony. The term emerged in the 1960s. and has been a focus of research since at least the 1970s. Terms such as media imperialism, structural imperialism, cultural dependency and domination, cultural synchronization, electronic colonialism, ideological imperialism, and economic imperialism have all been used to describe the same basic notion of cultural imperialism. Definition Various academics give various definitions of the term. American media critic Herbert Schiller wrote: The concept of cultural imperialism today [1975] best describes the sum of the processes by which a society is brought into the modern world system and how its dominating stratum is attracted, pressured, forced, and sometimes bribed into shaping social institutions to correspond to, or even promote, the values and structures of the dominating centre of the system. The public media are the foremost example of operating enterprises that are used in the penetrative process. For penetration on a significant scale the media themselves must be captured by the dominating/penetrating power. This occurs largely through the commercialization of broadcasting. Tom McPhail defined Electronic colonialism as the dependency relationship established by the importation of communication hardware, foreign-produced software, along with engineers, technicians, and related information protocols,that vicariously establish a set of foreign norms, values, and expectations which, in varying degrees, may alter the domestic cultures and socialization processes. Sui-Nam Lee observed that communication imperialism can be defined as the process in which the ownership and control over the hardware and software of mass media as well as other major forms of communication in one country are singly or together subjugated to the domination of another country with deleterious effects on the indigenous values, norms and culture. Ogan saw media imperialism often described as a process whereby the United States and Western Europe produce most of the media products, make the first profits from domestic sales, and then market the products in Third World countries at costs considerably lower than those the countries would have to bear to produce similar products at home. Downing and Sreberny-Mohammadi state: Imperialism is the conquest and control of one country by a more powerful one. Cultural imperialism signifies the dimensions of the process that go beyond economic exploitation or military force. In the history of colonialism, (i. e. , the form of imperialism in which the government of the colony is run directly by foreigners), the educational and media systems of many Third World countries have been set up as replicas of those in Britain, France, or the United States and carry their values. Western advertising has made further in roads, as have architectural and fashion styles. Subtly but powerfully, the message has often been insinuated that Western cultures are superior to the cultures of the Third World. Cultural Imperialism Culture is not static; it grows out of a systematically encouraged reverence for selected customs and habits. Indeed, Webster’s Third New International Dictionary defines culture as the â€Å"total pattern of human behavior and its products embodied in speech, action, and artifacts and dependent upon mans capacity for learning and transmitting knowledge to succeeding generations†. There is today a heightened sense of connectedness and familiarity with people, events and cultural ways of living in distant places due to the capabilities brought about by the advancements in information and communication technologies. The television in particular global media, have not only made it possible but also fairly easy the interaction with other cultures through the availability of global communicative networks and social structures. These media organisations not only support but make it possible to bring distant images and content from one part of the globe to another within seconds. These immediate mediated experiences have led to the reduction in distance between individuals, society and nation states in terms of both time and space. Inadvertently, this process plays a significant role in cultural globalization by providing an extensive transnational supply of cultural media products from an international media culture and presents a challenge to existing local and national cultures. The proponents of cultural imperialism and media imperialism have long argued that global media with their continuous supply of western-based cultural content and their extensive structure promote a restructuring of cultural and social communities in developing countries. As such, global media is purported as having a crucial role in cultural globalization with their tendency toward homogenizing communities. Nevertheless, to assume cultural globalization as replacing the local ways of living is to presuppose the lack of resilience and creativity on the part of local cultures and also to overstate the role of the media technologies in shaping societies. It cannot be denied that of late there is an ever-growing increase and tendencies toward the consumption of transnational economic and cultural products. It is inevitable that the future years will see a greater struggle between the tensions toward globalization and the attempts to maintain and consolidate national communities. Media may have either a temporal or spatial bias, either making communication more durable over time or expanding the space across which communication may take place. The scope of such a bias can shape social, political and cultural relations as well as institutions. The development of communication technologies in the past few decades shows a tendency for spatial bias, resulting in greater ease in reaching remote parts of the world and crossing visible and invisible barriers. As a result, new communication technologies have proven effective in closing gaps in communication by ignoring national or communal boundaries as well as social differences. The consequence of adopting a new communication technology often goes beyond its basic function as a communication tool. Quite often, controversy arises over the impact of new technologies, which have been described as tools both to strengthen and weaken democratization, and both to liberalize and control the information flow. Excessive generalizations about the impact of media technologies, such as techno-positivism, techno-neutralism and techno-negativism, often fail to take into account various differences in social environments in which the technologies operate. Comments The issue of cultural imperialism emerged largely from communication studies. However, cultural imperialism has been used as a framework by scholars to explain phenomena in the areas of international relations, anthropology, education, science, history, literature, and sports. Censorship is a growing issue in Malaysia as it attempts to adapt to a modern knowledge-based economy. Malaysia has one of the worlds strictest forms of media censorship, with nearly a hundred movies banned in this decade alone on the pretext of upholding morality. The Internet however remains unfettered in line with upholding civil liberties and maintaining democratic spaces. In 2010, Malaysia was ranked 141st in the Worldwide Press Freedom Index by Reporters Without Borders. It was also given a Partly Free status on the Freedom in the World report by Freedom House in 2008. On the Freedom in the World index, graded on a scale of one to seven, with one being the most free and seven being the least, Malaysia obtained four points for both political rights and civil liberties. Unlicensed use or possession of a printing press is illegal under the Printing Presses and Publications Act of 1984. Journalists are frequently given guidelines by the Prime Ministers Office when reporting sensitive issues, and media self-censorship is encouraged. The Film Censorship Board of Malaysia is the government agency responsible for granting licenses to the films for viewing. Malaysias censorship guidelines started out relatively lax. The guidelines were tightened in 2003 amid rising Islamic conservatism: kissing scenes and cleavages were censored, nudity and sex scenes were cut, and many movies were banned altogether. Censorship guidelines for local movie productions were subsequently eased in March 2010. After the negative reactions towards the censoring of an article concerning the 2011 Bersih 2. 0 rally, in mid-August 2011, Prime Minister Datuk Seri Najib Tun Razak stated that media censorship is no longer effective and that the government will review its current censorship laws. In today’s digital society, the increasing use of the internet had penetrated into many aspects of the civil society worldwide. One of the usages that are of concern is the emergence of social media in public discourse. The social media provides citizens with a medium that is relatively easy to access and free from government control. As such it becomes a space for public opinion expression, sharing of information, criticizing the status quo and voicing concerns on matters of personal and public interest. This study is interested in describing the potential role of the social media in breaking the hegemonic dominance of the mass media in Malaysia. Malaysians ability to communicate in real time in a borderless world with the aid of communication technology had redefined space and time where immediacy and transparency in global connections is heightened (Palmer, 2007). Access to information benefits the citizenry, as it would enable them to obtain as much information as possible to make appropriate decisions on matters of importance to them. Access to information also means access to sources in the Internet that may be placed by normal citizens who have their own views on current issues.  Participation here means the rights of citizens to air their views, their grievances and placing their stand on issues. Social media also encourage active discussions of issues. Conclusion The social media in a way functions like that of a normal mass media, containing information that is newsworthy to citizens. It enables the flow of information that is freer, more diversified and more immediate. This is said to be the equilibrium function of social media as it enables active citizens that are denied access of information to set up their own medium such as blogs and thus enabling others to have access to the information contained in them. Access to citizen information is the participative function of the social media. Citizens, through their ability to form information centers, to transmit information, and to share information, will feel a sense of participation in society particularly in the political discourse. If they have an opinion toward a certain issue they would get others to sympathize with them in efforts to win them to their side. It is also a forum for citizens who share the same perspectives to â€Å"gather† and interact without actually meeting face-to-face.

Kerensky handed over power to the Bolsheviks Essay -- Russia Bolshevik

"Kerensky handed power to the Bolsheviks" By October 1917 the Winter Palace of St Petersburg was overthrown by the Bolshevik party of Russia. Historians have deliberated for years on why this event occurred, one viewpoint taken is it was the fault of the detested Alexander Kerensky, prime-minister of Russia. Accusations that Kerensky handed power to the Bolsheviks are not unfounded, he conducted some disastrous policies, but was this Kerensky's fault, or was he being pressured by the unruly monarchists and rightists of Russia, did fear of a bloody cout d?ÃÆ'Â ©tat force him into passing measures such as the restoration of the death penalty? Was Kerensky's failure inevitable after the miserable spells of Lvov and Milyukov as leaders of the Provisional government? It is too easy to state that the revolution in Russia was one man's fault, despite Kerensky's perpetual mistakes there were a lot of other factors, such as the role of Trotsky and Lenin that must be taken into account. An indelible failure of Alexander Kerensky was his refusal to bring Russia out of the war. Kerensky had been hired as Lvov successor due to his belligerent and aggressive nature against the Bolsheviks so his continuation of the war was not unexpected (especially coming from the position Minister of War). However Kerensky was quite arrogant in thinking that a war that had brought down the Romanov dynasty of over 300 years and saw the dismissal of Milyukov and Guchov (after they embarrassingly promised to carry on with the war effort after telling the people they would not) would not hinder his leadership. The burden of the war on the people was devastating as resources were being sent to the front also troops at the rear were becoming increasingly frustrat... ...ro to solve them, the war was straining all their resources, the workers were in constant rebellion and the army were no longer under the Provisional Government?s control, also the polarisation of political Russia was worrying. Kerensky came to be a leader because he was a bridge between the right and left, but that bridge burned and Kerensky was left alone with no support. His handling of the Kornilov affair was his biggest downfall, personally I think he should have never appointed Kornilov as Command in Chief, he was reactionary and had a past record of disregarding rules, Brusilov was a better option because of his democratic appeal. When Kornilov came into the picture the left support of Kerensky disappeared as well as the right, at this moment the Provisional Government was over. Kerensky didn?t give the Bolsheviks power but made it exceedingly easy for them.

Historical

Web Case Book on BELOVED by Toni Morrison  © 2007 English Department, Millikin University, Decatur, IL http://www. millikin. edu/english/beloved/Baynar-historical-essay1. html Toni Morrison’s Beloved: Institutionalized Trauma, Selfhood, and Familial and Communal Structure by Klay Baynar Toni Morrison’s Pulitzer Prize winning novel Beloved is, in fact, a historical novel. It is based on a documented event involving fugitive slave, Margaret Garner, who was arrested for killing one of her children rather than returning her daughter to the dismal life of a slave.Readers might ask themselves why an African American woman would choose to focus her writing on a devastating act of violence within an African American family as opposed to focusing on the white aggression that ran rampant throughout the time period of the novel. However, by focusing Beloved on the infanticide committed by a newly freed black mother, Morrison is able to communicate a strong message, the importanc e of which spans from the Reconstruction era in the antebellum South to racially charged issues in modern America.Morrison implicitly shows throughout the novel that the psychological effects of slavery on the individual, as well as the whole slave community, were far more damaging than even the worst physical sufferings. In Beloved, Morrison uses symbolism to depict the atrocities of white oppression that caused the loss of African American humanity while also focusing on how the African American community came together to deal with the traumas of the past, thus reclaiming their selfhood.The African American â€Å"veil† acts as a strong symbol of a white dominant society throughout the novel. During the Reconstruction era, black Americans were forced behind this â€Å"veil† that allowed them to only see themselves from the white man’s point of view. Hofstra University’s James Berger cites W. E. B. Du Bois’s The Souls of Black Folks, writing  "†¦the American Negro, ‘born with a veil†¦Ã¢â‚¬â„¢ can achieve ‘no true self-consciousness’ but can only ‘see himself through the revelation of the other [i. . white] world’† (410). Morrison herself recognizes this veil by noting â€Å"†¦that slaves narrators, ‘shaping the experience to make it palatable’ for white readers, dropped a ‘veil’ over ‘their interior life’† (Rody 97). This â€Å"veil† represents the unyielding ideologies of white oppression that were exercised throughout the period of slavery and the Baynar 2 period of intense racial tension that followed the Civil War.In Beloved, Morrison writes a false removal of this veil for both Sethe and Baby Suggs. This removal is foreshadowed by the imagery of the Book of Revelation (four horsemen) in the beginning of the infanticide chapter (Berger 409). When Sethe sees the â€Å"four horsemen† coming to retrieve her a nd her children and return them to slavery, Morrison reveals the thoughts of a black mother when faced with returning to slavery: And if she thought anything, it was No. No. Nono. Nonono. Simple. She just flew.Collected every bit of life she had made, all the parts of her that were precious and fine and beautiful, and carried, pushed, dragged them through the veil, out, away, over there where no one could hurt them. Over there. Outside this place, where they would be safe. (Morrison 192) Due to continuing white oppression after slavery, Sethe believed that the only way to make her children safe was through death. In killing her daughter, Sethe frees her from living a life of dehumanizing slavery. However, this act of violence did nothing to remove the veil.What makes the infanticide a false removal of Sethe’s family from oppression is that the very event that was meant to remove the facade of â€Å"free and equal† blacks (infanticide) actually trapped Sethe’s fa mily in a state where no subjective self could ever be achieved. This familial meltdown stopped history in its tracks. It forces Sethe and Denver into a repressive state in which past traumas are lost. When Denver finds out about that day, she becomes deaf and dumb, unwilling to face the horrible traumas of the past.Sethe represses any and all memories of the past, only allowing them to resurface with the appearance of Paul D and the expulsion of the ghost. Even Paul D has repressed memories, represented by his tobacco tin: It was some time before he could put Alfred, Georgia, Sixo, schoolteacher, Halle, his brothers, Sethe, Mister, the taste of iron, the sight of butter, the smell of hickory, notebook paper, one by one, into the tobacco tin lodged in his chest. (Morrison 133) However, Sethe and her family were not the only people that fell victim to the â€Å"veil† of oppression.White dominance also reappeared for Baby Suggs on the day of the infanticide. When â€Å"†¦ they came in my yard† (Morrison 211), Baby Suggs realized that no African American is truly free. Not in a free state, not after slavery, not ever. Baby Suggs’s sense of self was â€Å"unmade† that day when she realized the freedom she thought she was living was false (Boudreau 460). Being a former slave herself, she understood the colonizing ideologies that slavery entailed. When she finally became free, she was able to claim her own humanity: â€Å"She couldn’t stop laughing. My heart’s beating,’ she said. And it was true† (Morrison 166). In this part of the novel, Morrison shows that, for a formerly colonized people, a free identity is only obtained through decolonization. The decolonization of the African American people required the retrieval of past traumas. In In Our Glory: Photography and Black Life, bell hooks writes that â€Å"decolonization†¦calls us back to the past and offers a way to reclaim and renew life-affirming bonds† (183). So, the key to African American subjectivity lies in the past. This idea is explicitly shown when Paul D’sBaynar 3 tobacco tin, the item in which he locks away the past, bursts open. Sitting on the front steps of a church drinking liquor, â€Å"His tobacco tin, blown open, spilled contents that floated freely and made him their play and prey† (Morrison 258). The content that follows is all of Paul D’s memories. With his tobacco tin open, he is forced to face his past, finally able to free himself and move on towards the future. â€Å"Rememory† in the novel explicates the idea that no trauma is ever one’s own, but are shared among groups of people. Rememory† works as a collective way for a community to decolonize themselves (Elliot 183). Sethe explains rememory, saying that, If a house burns down, it’s gone, but the place—the picture of it—stays, and not just in my rememory, but out there, in the world †¦Someday you be walking down the road and you hear something or see something going on†¦And you think it’s you thinking it up†¦But no. It’s when you bump into a rememory that belongs to somebody else. (Morrison 43) A rememory is someone’s individual experience that hangs around like a picture.It can enter someone else’s rememory and complicate one’s consciousness and identity (Rody 101). Rememory is what connects the past with the present, realizing a collective memory that a community uses as a tool to help cope with past traumas. The collective management of these past traumas is best seen at the Clearing. â€Å"†¦Baby Suggs, holy, followed by every black man, woman and child†¦took her great heart to the Clearing†¦laughing children, dancing men, crying women and then it got mixed up† (Morrison 103).Baby Suggs led the community in a therapy session of sorts in order to release bottled up emotions. The Clearing was a place in which the community could go and work through past experiences with the help of everyone, a place to deal with the past in order to love in the present and plan for the future. This idea is revisited at the end of the novel as well. If Beloved represents the manifestation of the day of the infanticide, the day that 124 died and the visits to the Clearing ended, the end of the novel shows how the community comes together again to expel her from 124.Beloved and Sethe looked out the window and â€Å"†¦saw Denver sitting on the steps and beyond her, where the yard met the road, they saw the rapt faces of thirty neighborhood women. Some had their eyes closed; others looked at the hot cloudless sky† (Morrison 308). With this scene, Morrison expresses a positive example of African American communal unity. Beloved is not a novel that is confined in meaning to the Reconstruction era. The publication of the Moynihan report in 1965 sparked a racial controversy regar ding the dysfunctional nature of the African American family.Daniel Moynihan reported that â€Å"The family structure of lower class Negroes is highly unstable, and in many urban centers is approaching complete breakdown† (Moynihan). This report resulted in a political divide regarding race that lasted well into the 1980s: The discourse of race in the 1980s, then, was constrained by a double denial: Reaganist conservatives denied American racism and descendants of the New Left denied any dysfunction within African American communities. (Berger 414) Sethe’s family is certainly dysfunctional: A single mother working a low paying job who thenBaynar 4 suffers a mental breakdown. Both of her sons ran away, never to be seen again. Sethe murdered one of her daughters and the other is incapable of leaving the yard. The family’s dysfunction stems from their unwillingness to face the ghosts of past traumas. The historical parallel to this are the far right and far left id eologies of racial denial. Beloved represents racial violence in America, willing to return unless the systemic nature of racism is addressed. If traumas are repressed and not worked out, their effects will never go away.The ending pages of the novel give the most powerful representation of the results of historical repression. They forgot her like a bad dream. After they made up their tales, shaped and decorated them, those that saw her that day on the porch quickly and deliberately forgot her. It took longer for those who had spoken to her, lived with her, fallen in love with her†¦So in the end, they forgot her too. Remembering seemed unwise. (Morrison 323-324) Beloved has again been repressed, forced to fade into the subconscious of everyone that had known her. Morrison uses this to parallel race in America.When Beloved was published, Reaganist conservatives denied American racism. Slavery is such a profound black mark in American history, it is better left forgotten; rememb ering would be unwise. However, if slavery and legal white oppression are allowed to be forgotten, there is nothing standing in the way of their return. Morrison creates a paradox with this idea. The final chapter’s structure is set up with an initial couple paragraphs explaining that everyone eventually forgot about Beloved. Following these paragraphs was a sentence meant to justify the forgetting: â€Å"This is not a story to pass on† (Morrison 324).However, this line is a contradiction. The story that shouldn’t have been passed on is a best-selling novel and is dedicated to â€Å"Sixty Million and more. † By repressing a historical trauma, it is allowed to return. The very last word of the novel, â€Å"Beloved,† attests to that claim. Especially when in regards to racism, â€Å"Only if traumas are remembered can they lose, gradually but never entirely, their traumatic effects (Berger 415). Slave owning ideologies caused intense institutionalize d trauma, the damage of which has lasted long after slavery was abolished.Indoctrinated with white ideas about how to view themselves, newly freed African Americans found the veil cast upon their identity difficult to cast aside. Dealing with the past traumas of slavery in a white dominant society required the effort of not only the individual, but also the African American community. Being able to reflect upon past traumas of oppression allowed the community and the individual to move towards a less traumatic future. However, the historical period in which Morrison wrote Beloved suggests that American society, both white and black, have forgotten how to manage the issue of race.Morrison’s ideas concerning the â€Å"veil,† rememory of trauma, and her portrayal of communal and familial structure exemplify the idea that the key to African American societal progression is the recognition of the past. Works Cited Berger, James. â€Å"Ghosts of Liberalism: Morrison’ s Beloved and the Moynihan Report. † PMLA 111. 3 (1996): 408-420. Boudreau, Kristin. â€Å"Pain and the Unmaking of Self in Toni Morrison’s Beloved. † Contemporary Baynar 5 Literature 36. 3 (1995): 447-465. Elliot, Mary Jane. â€Å"Postcolonial Experience in a Domestic Context: Commodified Subjectivity in Toni Morrison’s Beloved. MELUS 20. 3/4 (2000): 181-202. hooks, bell. â€Å"In Our Glory: Photography and Black Life† Picturing Texts. Ed. Lester Faigley, Diana George, Anna Palchik, Cynthia Selfe. New York: W. W. Norton, 2004. 175183. Morrison, Toni. Beloved. 1987. New York: Vintage International, 2004. Moynihan, Daniel. â€Å"The Negro Family: The Case For National Action. † March 1965. 20 Nov. 2007 . Rody, Caroline. â€Å"Toni Morrison’s Beloved: History, ‘Rememory,’ and a ‘Clamour for a Kiss. ’† American Literary History 7. 1 (1995): 92-119.

Family vs. Family

Between the two short stories, â€Å"Sonny’s Blues† by James Baldwin and â€Å"Everyday Use† by Alice Walker, they reveal similarities and differences. Both stories are similar in the importance of family ties and the way they view family, but differ in sibling relations. In â€Å"Sonny’s Blues†, the siblings want to recreate their brotherly bond again, but in â€Å"Everyday Use† there is no sign of healing the hole between Dee, Maggie, and Mama. First, we will look at the importance of family ties between both stories. In â€Å"Everyday Use† the characters have strong connections with family ties and their heritage. Not ‘Dee,’Wangero Leewanika Kemanjo! † (280). Dee changing her name to Wangero tells the reader that Dee believes by changing her name to a more â€Å"African† name is confirming her African heritage. Having this new name, Wangero â€Å"kills† Dee, so theoretically by changing her name she is killing off her own family heritage. Similarly, in â€Å"Sonny’s Blues† the two brothers have importance in family ties too. When the narrator’s mother says, â€Å"You got to hold on to your brother,† she said, â€Å"and don't let him fall, no matter what it looks like is happening to him and no matter how evil you gets with him.You going to be evil with him many a time. But don't you forget what I told you, you hear? † (264-265). The mother makes the narrator (brother) promise her to take care of Sonny no matter what. This shows us the unconditional love of the family, or family in general. All the mother wants is for Sonny to be taken care of and looked after when she can no longer look after him anymore. Also, from the article To the Deep Water James Baldwin's â€Å"Sonny's Blues† by McParland, Robert P. , he says â€Å"Sonny has reached a point of breakthrough and he is giving his life back in music.Here Baldwin provides a beautifull y lyrical passage suggesting generation and memory, as Sonny plays. Sonny's music restores to the narrator memory, community, and family. † This here is another reference towards family and family ties. Except this time it is through Sonny’s new found talent, music. His music was so powerful, he abstractly injects his own family memories into the music and makes the narrator (brother) remember his mother’s face and his father. From another article called, In Spite of It All: Reading of Alice Walker’s ‘Everyday Use. By Whitsitt, Sam, he states, â€Å"When the flashy Dee finally does return, greeting her mother in Arabic and declaring that she no longer bears the name â€Å"Dee,† but the African name â€Å"Wangero,† and that â€Å"Dee,† † ‘She's dead' † (29)–it's as if there is not even a tombstone to mark the presence of her absence. Her return seems less a return than a passing by; she appears a curious visitor who has momentarily stopped off a road which began and ends elsewhere. † I agree with what Whitsitt says about Dee. He says that because of her changing her name to â€Å"Wangero†, her return back home to visit should not be called a return, but merely a passing by.By changing from â€Å"Dee† to â€Å"Wangero†, it is as if she has never existed in the first place. Another similarity I found is a bit complex, but also relates to a sense of family. It occurs when Dee says, â€Å"I couldn’t bear it any longer, being named after the people who oppress me. † (280). This means that Dee feels she is being held back from her culture not being named something more close to what her background is and that she is basically being suppressed by the white man for having a name like Dee.Similarly, in â€Å"Sonny’s Blues† the notion of being suppressed black males is also given to Sonny and his brother. It is depicted by the description of the father’s brother’s death. â€Å"This car was full of white men. They was all drunk, and when they seen your father's brother they let out a great whoop and holler and they aimed the car straight at him. They was having fun, they just wanted to scare him, the way they do sometimes, you know. But they was drunk. And I guess the boy, being drunk, too, and scared, kind of lost his head.By the time he jumped it was too late. † (264). The mother interprets the position and situation of a black male when she tells us what the fathers attitude is after the death of the his brother, â€Å"Till the day he died he weren't sure but that every white man he saw was the man that killed his brother. † (264). This exposes to us the suppressed fear and hatred that was hidden inside of the father towards the whites. In the article James Baldwin’s ‘Sonny’s Blues’: Complicated and Simple by Murray, Donald C. he says â€Å"His brother respon ds deeply to Sonny’s music because he knows that he is with his black brothers and is watching his own brother, grinning and â€Å"soaking wet. † This further proves that the aspect of family can be seen differently. By looking at it as heritage, the author explains that the narrator of â€Å"Sonny’s Blues† is greatly affected by the music Sonny plays because he feels at home now, or â€Å"with his black brothers† as he denotes it. One difference between the stories is that in Walker’s â€Å"Everyday Use†, the relationship among siblings nearly dominates the story because it is shown is several places.For example, â€Å"How long ago was it that the other house burned? Ten, twelve years? Sometimes I can still hear the flames and feel Maggie's arms sticking to me, her hair smoking and her dress falling off her in little black papery flakes. Her eyes seemed stretched open, blazed open by the flames reflected in them. And Dee. I see her standing off under the sweet gum tree she used to dig gum out of; a look of concentration on her face as she watched the last dingy gray board of the house fall in toward the red-hot brick chimney. Why don't you do a dance around the ashes?I'd wanted to ask her. She had hated the house that much. † (279). We can deduce from this that there was some tension going on between the Dee, Maggie, and the mother. The fact that Dee was standing alone to the side, it tells us that there was some tension or hatred going on between Dee, Maggie, and mother. In addition, it is also important to note the fact that Dee being well educated contributes to her thinking she is better than Maggie or mother. Now, compared to â€Å"Sonny’s Blues†, Sonny and the narrator are extremely different.We do not feel any tension or hate happening, but a sense of recovery. For example, when the narrator says, â€Å"The seven years' difference in our ages lay between us like a chasm: I wondered if these years would ever operate between us as a bridge. I was remembering, and it made it hard to catch my breath, that I had been there when he was born; and I had heard the first words he had ever spoken. When he started to walk, he walked from our mother straight to me. I caught him just before he fell when he took the first steps he ever took in this world. (259). This insinuates that Sonny’s brother wants to mend the opening that has developed in their relationship with one another and attempt to get closer to Sonny. In the article Alice Walker’s Everyday Use by Nancy Tuten, she states â€Å"It is not surprising, then, that Mama, mistrustful of language expresses herself in the climactic scene of the story not through words but through deeds: she HUGS Maggie to her, DRAGS her in the room where Dee sits holding the quilts, SNATCHES the quilts from Dee, and DUMPS them into Maggie’s lap.Only as an afterthought does she speak at all, telling Dee to â€Å"ta ke one or two of the others. † Mama’s actions, not her words, silence the daughter who has, up to this point, used language to control others and separate herself from the community: Mama tells us that Dee turns and leaves the room â€Å"without a word†. This quote depicts an image of tension and anger because Mama is not using her words to express her anger, but instead through actions. We can clearly see now that there is indeed a rift between Dee and the rest of her family, but Dee is not willing to mend the wounds in their relationship.Despite the differences in sibling/family relations brought up in James Baldwin’s â€Å"Sonny’s Blues† and Alice Walker’s â€Å"Everyday Use†, they have the same view on family ties and the way they view family. Every family is different regardless of race, ethnicity, or what have you. Every individual is different and the same in their own ways. That is why the contrast between two loving bro thers and two conflicting sisters and mother will all have their differences and similarities. Some characteristics will just be more dominant, but you both will share the good times and hard times.

Quotations From Enders Game by Orson Scott Card

Quotations From 'Ender's Game' by Orson Scott Card Enders Game is a science fiction novel by Orson Scott Card, who was inspired by Isaac Asimovs Foundation series. Enders Game centers on Andrew Ender Wiggin, a young boy who is being trained to become a leader in the war against an alien race. The story first appeared as a novella, which Card expanded into a series of books. The book has become suggested reading for those thinking of entering the military. Here are a few quotes from the novel. Chapter 1 And there are doubts about him. Hes too malleable. Too willing to submerge himself in someone elses will. It was not his fault he was a Third. It was the governments idea, they were the ones who authorized it - how else could a Third like Ender have got into school? I could kill you like this, Peter whispered. Just press and press until youre dead. Chapter 2 And do you know why you dont mean it? Valentine asked. Because you want to be in the government someday. you want to be elected. And they wont elect you if your opponents can dig up the fact that your brother and sister died in suspicious accidents... Youre his monitor now, said Peter. You better watch him day and night. Chapter 3 Knocking him down won the first fight. I wanted to win all the next ones, too. So theyd leave me alone. It was what I was born for, isnt it? If I dont go, why am I alive? Chapter 4 With Ender, we have to strike a delicate balance. Isolate him enough that he remains creativeotherwise, hell adopt the systems here and well lose him. At the same time, we need to make sure he keeps a strong ability to lead. Were going to make him the best military commander in history. And then put the fate of the world on his shoulders. Chapter 5 Make friends. Be a leader. Kiss butts if you have to, but if the other guys despise you-you know what I mean? Enders isolation was over. Chapter 6 Im a murderer, even when I play. Peter would be proud of me. Chapter 7 Whatever it meant to Alai, Ender knew that it was sacred; that he had uncovered himself for Ender. It set her apart, made her different, split the army. Its Wiggin. You know, that smart-ass Launchie from the game room. the adults are the enemies, not the other armies. They do not tell us the truth. Enders anger was cold, and he could use it. Bonzos was hot, so it used him. If you want, Ill pretend you won this argument. Then tomorrow you can tell me you changed your mind. Chapter 8 Listen, Ender, commanders have just as much authority as you let them have. The more you obey, the more power they have over you. Its the teachers, theyre the enemy. They get us to fight each other, to hate each other. This game knows too much about me. This game tells filthy lies. I am not Peter. I dont have murder in my heart. Chapter 9 Well, Im the bloody bastard you wanted when you had me spawned. What do you tell him, I need citizens access so I can take over the world? She was one of them now. Chapter 10 It was a strategy. Graff had deliberately set him up to be separate from the other boys, made it impossible for him to be close to them. And with that anger, he decided he was strong enough to defeat them- the teachers, his enemies. Chapter 11 You want to make me the best soldier possible. Go down and look at the standings. Look at the all-time standings. So far youre doing an excellent job with me. Congratulations. Now when are you going to put me up against a good army? The teachers got me into this-they can keep me safe. Chapter 12 Ender Wiggin must believe that no matter what happens, no adult will ever, ever step in to help him in any way. Dont be alone. Ever. -Dink. I cant help that Im bigger than you. Youre such a genius, you figure out how to handle me. Chapter 13 it only works because whats between you, thats real, that matters. We are the Third Invasion. Chapter 14 From now on the enemy is more clever than you. From now on the enemy is stronger than you. From now on you are always about to lose. You will learn to defeat the enemy. Strange dreams are a safety valve, Ender. Im putting you under a little pressure for the first time in your life. Chapter 15 And always Ender carried with him a dry white cocoon, looking for a place where the hive-queen could awaken and thrive in peace. He looked a long time. Source Seiler, Edward. Isaac Asimov Home Page. Asimov Online.

THE DEATH PENALTY IS ALWAYS WRONG essays

THE DEATH PENALTY IS ALWAYS WRONG essays The real question is whether killing people is fundamentally wrong, or whether it is only wrong in a given set of circumstances. Most would agree that intentionally killing someone in cold blood for personal satisfaction is wrong. We might agree that killing 10 people in order to save 5 people is also wrong. We may differ on whether killing 1 innocent person to save 1000 others is wrong. Intentionally killing other people is always wrong no matter what. If there is a grey area between morally wrong killing and morally right killing, then where do we draw the line? More importantly, who has the right to draws that line? A total of 904 executions have been carried out in the United States since 1976, when the death penalty was reinstated after the Supreme Court banned it four years before (pg 1). This is a staggering figure and does not show that things are going to slow down. The use as a deterrent is not working. The point of capital punishment is to kill the people who kill people to show other people that killing people is wrong. But if killing people is wrong, then why is it considered that the State is right to kill people? Capital punishment therefore sends a clear message that killing people is perfectly acceptable and is actively endorsed by the State. A study following 25 condemned men ended after 12 of them had been executed, and the other 13 had been exonerated of their crimes after new evidence was produced. Pg 47. We really do not know how many people are on death row for false charges or for the police trying to seek their own justice. Once you execute a prisoner it is forever, you will not be able to bring them back. Even if new evidence is found the damage has already been done. Contrary to public opinion, it is actually a more expensive process than life imprisonment. With all the appeals, proceedings and hearings that occur for people on deat ...

German Loan Words Used in English

German Loan Words Used in English If you are an English-speaker, you already know more German than you may realize. English and German belong to the same â€Å"family† of languages. They are both Germanic, even though each has borrowed heavily from Latin, French, and Greek. Some German words and expressions are used constantly in English. Angst, kindergarten, gesundheit, kaputt, sauerkraut, and Volkswagen are just some of the most common. English-speaking children often attend a Kindergarten (childrens garden). Gesundheit doesnt really mean â€Å"bless you,† it means â€Å"health†- the good variety being implied. Psychiatrists speak of Angst (fear) and Gestalt (form) psychology, and when something is broken, its kaputt (kaput). Although not every American knows that Fahrvergnà ¼gen is â€Å"driving pleasure,† most do know that Volkswagen means â€Å"peoples car.† Musical works can have a Leitmotiv. Our cultural view of the world is called a Weltanschauung by historians or philosophers. Zeitgeist for â€Å"spirit of the times† was first used in English in 1848. Something in poor taste is kitsch or kitschy, a word that looks and means the same as its German cousin kitschig. (More about such words in How Do You Say â€Å"Porsche†?) By the way, if you were unfamiliar with some of these words, thats a side benefit of learning German: increasing your English vocabulary! Its part of what the famous German poet Goethe meant when he said, â€Å"He who doesnt know foreign languages, doesnt know his own.† (Wer fremde Sprachen nicht kennt, weiß auch nichts von seiner eigenen.) Here are a few more English words borrowed from German (many have to do with food or drink): blitz, blitzkrieg, bratwurst, cobalt, dachshund, delicatessen, ersatz, frankfurter and wiener (named for Frankfurt and Vienna, respectively), glockenspiel, hinterland, infobahn (for â€Å"information highway†), kaffeeklatsch, pilsner (glass, beer), pretzel, quartz, rucksack, schnaps (any hard liquor), schuss (skiing), spritzer, (apple) strudel, verboten, waltz, and wanderlust. And from Low German: brake, dote, tackle. In some cases, the Germanic origins of English words are not so obvious. The word dollar comes from German Thaler - which in turn is short for Joachimsthaler, derived from a sixteenth-century silver mine in Joachimsthal, Germany. Of course, English is a Germanic language to begin with. Although many English words trace their roots back to Greek, Latin, French, or Italian, the core of English - the basic words in the language - are Germanic. Thats why it doesnt take too much effort to see the resemblance between English and German words such as friend and Freund, sit and sitzen, son and Sohn, all and alle, flesh (meat) and Fleisch, water and Wasser, drink and trinken or house and Haus. We get additional help from the fact that English and German share many French, Latin, and Greek loan words. It doesnt take a Raketenwissenchaftler (rocket scientist) to figure out these â€Å"German† words: aktiv, die Disziplin, das Examen, die Kamera, der Student, die Universitt, or der Wein.   Learning to use these family resemblances gives you an advantage when working on expanding your German vocabulary. After all, ein Wort is just a word.

Topic should be something involving macroeconomics Essay

Topic should be something involving macroeconomics - Essay Example (2). 2. Growth of the Indian Economy From a pre-independence average growth of 0.9 % in the Indian economy in the first fifty years of the twentieth century, the Indian economy started to demonstrate accelerated growth in the last decade of the twentieth century, with the economic growth touching six percent. The new millennium witnessed even higher GDP growth rate at an average of 6.9% in the seven year period 2000-2001 to 2006-2007. The acceleration in the economic growth becomes even more evident in from the growth in GDP between in the four years of 2003 to 2004 till 2006-2007., where the average growth in GDP stands at 8.6%, which grew in 2005 to 2006 higher at nine percent and even higher to 9.6% in the year 2006-2007. (3). In 2006-2007 the high growth rate was maintained at 8.7%, though dropping from the high of the previous years. In 2008-2009 the real growth in GDP is estimated to remain high ranging between 8% and 8.5%. (4). Two features stand out in this acceleration in gr owth of the Indian economy. The first is that there has been a significant moderation in the volatility, with particular reference to the in industries and services sector. The second is the main driving force behind the accelerated growth has been domestic consumption, which is estimated to almost two-thirds of the total demand. (3). The strong economic activity in the last decade has received support from the strong financials of gross domestic investment and domestic savings rate. The gross domestic investment, which was 24.3% of GDP in 2000-2001 rose to 33.8% in 2005-2006. The domestic savings rates also rose from 23.7% in 2000-2001 to 32.4% in 2005-2006. Domestic savings was a critical factor in the gross domestic investment contributing about ninety percent of it. (3). In the 1990s India opened out its international trade policy, initiating reforms to create a new market oriented environment. The structural adjustments and the economic reforms that resulted from these initiati ves were to have a strong impact on the Indian economy, particularly with regard to the positive flow of foreign direct investments (FDI). (3). Table -1 shows the year wise FDI inflow into India. Table -1 FDI Inflow into India 1992-1993 to 2008-2009 Year FDI in US $ Million 1992-1993 193 1993-1994 654 1994-1995 1,374 1995-1996 2.141 1996-1997 2,770 1997-1998 3,682 1998-1999 3,083 1999-2000 2,439 2000-2001 2,908 2001-2002 4,222 2003-2004 3,134 2005-2006 2,634 2006-2007 3,754 2007-2008 1,270 2008-2009 1,447 (5). India has demonstrated better fiscal management in the new millennium that has caused a clear drop in the fiscal deficit of the Central Government and the State Governments. In 2000-2001 the fiscal deficit was 9.5%, which diminished to 6.4% by 2006-2007. (3). However, this rosy picture on the fiscal front has changed since the economic recession, which has forced the government to take money spending initiatives to stimulate growth in the economy, besides the political compuls ions of an election year. The forecast of the Central Government on the fiscal deficit for the year 2008-2009 is 6% of GDP. This is well above the targeted fiscal of 2.5% for the year 2008-2009 and is a cause for concern on the health of the Indian economy. (6). The growth of the Indian e

Adrenoleukodystrophy Research Paper Example | Topics and Well Written Essays - 2500 words - 1

Adrenoleukodystrophy - Research Paper Example However, promptly managed and cared for, this disorder is somewhat bearable for the individual who has it. But there is no treatment for ALD, only alternative medications that could delay the progression of the disorder. This paper discusses and analyzes childhood cerebral ALD in a patient case study format. An 8 year old boy from Alabama, New York was admitted at the East Alabama Medical Center with issue of continuous darkening of the entire body for 4 years already, continuing deterioration of vision, abnormal behavior and hearing difficulty observed for the last 2 months. At the age of five he began going to school, but was forced to stop because of visual deficiency and low level of attention. Progressively he also began experiencing hearing difficulties. He had one incident of seizure 2 months ago. While confined in the hospital he also exhibited signs of mental illness and experienced vertigo. His previous medical history was average. He was not taking any medications before his hospitalization. There was also nothing unusual in his family background. Test results showed generalized hyper-pigmentation of skin, as well as pigmentation of tongue, gum, and oral mucosa. His blood pressure was stable, and has scattered loss of hair. He has testicular atrophy according to genital tests. Audiometry reports deterioration of sensory-neural hearing in both ears; ophthalmological and neurological tests show bilateral primary optic atrophy. All regular examinations showed normal results, but one test showed high protein, with no alteration in microbiological, glucose, and cell count results (Rosenkilde et al., 1995). The diagnosis of adrenoleukodystrophy was firmly substantiated by the radiological and biochemical results, and medical history. Afterwards, treatment was initiated with prednisolone and antipsychotic (Rosenkilde et al., 1995). He is currently monitored on a regular basis. The medical

How to Conduct Research Paper Example | Topics and Well Written Essays - 250 words

How to Conduct - Research Paper Example To find answers to a research question, a research has to be undertaken. The two major approaches used in conducting a research is collection of secondary data or primary data (Ward & Wilkinson, 2006). However, in my research I used both secondary and primary data. I decided to use primary data collected in the course of the research. To collect these kind of data, I used a design of experiment with one of the learning institutions in these area as my sample, which I divided into different groups and administered different treatments to each group. The major resources used in my research were stationary and questionnaires. These were mainly for the collection of data used to draw a conclusion. I also had to compare the conclusion drawn from the data with information from the available literature concerning motivation and incentives. The main source of these literatures was the internet although I also consulted several library information sources. According to Steneck (2009), there are various rules that govern research in which some of them are federal rules, authorship and publication rules and confidentiality rule. As a person who values research I had to observe these rules from the beginning of my research to the end. From this research, I found out that incentive play a very great role in promoting students’ performance. However, I also found out that the roles motivation plays in enhancing students’ performance vary across the different types of motivation. I learned from this research that the outcome of a research depends on the type of data collected as well as the number of elements used in the collection of these

Critical review for academic article Literature

Critical for academic article - Literature review Example The article explains that the term â€Å"affective† is utilized in order to refer to emotions, feelings that are provoked among students towards science in general or specifically. This report is presented from several studies conducted in twenty-five different case studies, which utilized a condensed fieldwork strategy in which collection of data was through discussions recorded on audio tapes, interviews as well as notes on field observations. Moreover, there were samples of practical lessons, which were conducted in English comprehensive schools. In fact, this study was conducted in phases, whereby during stage three and four, the research focused on students between the age of 11-14 and 15-16.This report presents findings from the research based on practical work. The findings indicate that practical work for students offers short-term engagements, which is comparatively unproductive in the process of motivating students to study science post compulsory education or for in dividual interest, which is long-term. This academic article presents ideas, which indicates that people directly involved in science education are expected to establish a realistic understanding of shortcomings of practical work in the affective domain especially in post compulsory stages of education. Therefore, in my perspective, this article provides necessary ideas, which are gathered to suggest that practical work is a motivator in primary level school science as against in secondary and post secondary stages of education. This research article presents substantial illustrations focused on lack of precision on the use of crucial terms, while discussing affective value of practical work in relation to the attitude towards science. On the other hand, the research focuses on avoidance of overlap of terminologies, whereby there is ample clarification of terms such as motivation and personal interest. Besides, the report aims at finding out whether pupils are motivated by practical work in learning science. Moreover, the researchers focused on presenting their meaning on psychological sense, while considering the chance of these terms being operational. Methodology: The research presented in this academic article applied a methodology approach that focused on collection of data through observation and tape-recorded interviews, which were undertaken through collaboration with teachers prior to and after lessons. On the other hand, the researchers utilized pre-lesson interviews focused at accounting for practical work, which was observed and its relation to teachers’ perceptions towards achievement of learning objectives. There were collections of teachers’ reflections based on the moment after the lesson interview, which focused on identifying achievement of learning objectives. This focused on their perception towards a teacher’s affective value of practical work in learning. The researchers utilized conversations among groups of pupils d uring and after lessons and they were recorded. Besides, these conversations offered a chance for gathering ideas regarding students’

Chinatown (1974) - dir. Roman Polanski Movie Review

Chinatown (1974) - dir. Roman Polanski - Movie Review Example The film’s story line Ladd (Evelyn Mulwray) hires Gittes, a private investigator, to conduct marriage surveillance on Hollis Mulwray, Ladd’s husband. Gittes follows Hollis’ moves, takes pictures of him with a young woman, and hears him oppose the development of new reservoir that makes the headline of the following newspaper. A beautiful woman confronts Gittes in his office; she claims to be the real Evelyn Mulwray and he can anticipate a lawsuit. He notices it is a set up and Gittes wants to establish the person behind it and his investigations guides him to Mulwray’s drowned body. Gittes suspects murder, he investigates and realizes that every night, huge quantities of water are released from the reservoir, and the land is almost dry. Gittes realizes that Hollis was once a business partner of Noah Cross (John Huston), his father. Noah Cross promises to give Gittes a huge amount if he succeeds in looking for Hollis’ missing girlfriend. Ending and t wists in the film As Gittes investigates the missing of Hollis’ girlfriend, he discovers that many orange groves have transformed their ownership in San Fernando. When Gittes visits San Fernando Valley, he is confronted and beaten by angry landowners who thought that he was from the water department that had been destroying and poisoning their water reservoirs to force them out of their land. Gittes finds out that Mulwray was killed when he knew that the new water tank would be used to irrigate newly bought properties. Gittes unravels a murder drama, which looks to be linked to the water reservoirs in San Fernando Valley. The conspiracy that Gittes unravels does not fit a real noir crime film because there is the absence of high-speed loot, no gems, and jewels. Instead, Cross and other people are planning to dry up the San Fernando Valley by moving water to another direction in order to purchase the land cheaply, and then re-divert water back into the land so that the land be comes fertile, and sell it at a higher price. The central question is how Evelyn Mulwray fits in all these activities and who is this mysterious woman associated with Mulwray. Characters in the movie include: Jack Nicholson (Jake Gittes), Darrell Zwerling (Hollis Mulwray), Faye Dunaway (Evelyn Mulwray), and John Huston (Noah Cross). The characters in the film are credible and well written. These effects are executed well in that every conversation is memorable and well drafted. For instance, the choice of John Huston for performing the role of Cross was an informed one in that he perfectly understands his role - an amoral person whose good nature cannot hide the issue of corruption that follows him in the entire film. From the start of the film, Cross is the movie’s villain and one of Chinatown mesmerizing denizens. Faye Dunaway fits her role in that she plays Evelyn with the right amount of passion and ambiguity, which gives the viewers the impression that she is the femme f atale. The movie had slower pace than expected, but apart from this small issue, it was flawless. The plot of the film is enormous, involving, and interesting. The film’s pace, although not too fast, is acceptable since there are scenes and sequence that are really exciting and intense. Why the film does well The film is good in the sense that when the plot does not pick up well, Roman Polanski keeps viewers’

Critical review for academic article Literature

Critical for academic article - Literature review Example The article explains that the term â€Å"affective† is utilized in order to refer to emotions, feelings that are provoked among students towards science in general or specifically. This report is presented from several studies conducted in twenty-five different case studies, which utilized a condensed fieldwork strategy in which collection of data was through discussions recorded on audio tapes, interviews as well as notes on field observations. Moreover, there were samples of practical lessons, which were conducted in English comprehensive schools. In fact, this study was conducted in phases, whereby during stage three and four, the research focused on students between the age of 11-14 and 15-16.This report presents findings from the research based on practical work. The findings indicate that practical work for students offers short-term engagements, which is comparatively unproductive in the process of motivating students to study science post compulsory education or for in dividual interest, which is long-term. This academic article presents ideas, which indicates that people directly involved in science education are expected to establish a realistic understanding of shortcomings of practical work in the affective domain especially in post compulsory stages of education. Therefore, in my perspective, this article provides necessary ideas, which are gathered to suggest that practical work is a motivator in primary level school science as against in secondary and post secondary stages of education. This research article presents substantial illustrations focused on lack of precision on the use of crucial terms, while discussing affective value of practical work in relation to the attitude towards science. On the other hand, the research focuses on avoidance of overlap of terminologies, whereby there is ample clarification of terms such as motivation and personal interest. Besides, the report aims at finding out whether pupils are motivated by practical work in learning science. Moreover, the researchers focused on presenting their meaning on psychological sense, while considering the chance of these terms being operational. Methodology: The research presented in this academic article applied a methodology approach that focused on collection of data through observation and tape-recorded interviews, which were undertaken through collaboration with teachers prior to and after lessons. On the other hand, the researchers utilized pre-lesson interviews focused at accounting for practical work, which was observed and its relation to teachers’ perceptions towards achievement of learning objectives. There were collections of teachers’ reflections based on the moment after the lesson interview, which focused on identifying achievement of learning objectives. This focused on their perception towards a teacher’s affective value of practical work in learning. The researchers utilized conversations among groups of pupils d uring and after lessons and they were recorded. Besides, these conversations offered a chance for gathering ideas regarding students’

D22 Essay Example | Topics and Well Written Essays - 250 words

D22 - Essay Example Learning is individual in a group setting. The Kids’ Choice Academy (KCA) provides the children with ample opportunities to play outdoors where there is sunlight and fresh air. Outdoor activities nurturing the physique of the children is no less important than the indoor education and exercises of the mind, so there should be equal emphasis on both in an ideal school for children. The classrooms are capacious, well-lit with natural sunlight, and have plenty of practical exercises and activities that are very interesting, engaging, and constructive for the children. At Bambini Creativi, there is enough space to dedicate particular portions to specific activities; art studio, water exploration, and food investigation lab to name a few. Of the three institutions, Bambini Creativi is the best for children because it tends to provide children with insight into different sorts of professions at a very preliminary stage so that they start developing skills in the field of their inter est right from the start. The other two schools are also good but Bambini Creativi takes the

Analysis of Characters of Chaucer and Austen Essay Example for Free

Analysis of Characters of Chaucer and Austen Essay In contrast, during the Hanoverian period during which Austen lived, society was based on the material possessions of an individual (or their future inheritance), family connections, and marriage. Chaucer outlines his time period through his characters: the church body through the Friar, and the working class through the Plowman. Likewise, Austen uses her protagonist, Mrs. Bennet, to mock how people of her own social class behaved during her era. Chaucer uses the Friar to demonstrate the immoral nature of the church during his time. One of the groups of people that Chaucer satirizes is the clergy. Amongst them, he attacks the character of the Friar as corrupt and dishonest. Historical evidence shows that friars were more often than not very corrupt and schemed to obtain worldly goods such as money. Many friars â€Å"came under wider criticism for worldliness and immorality† (Christianity†¦). They acted as if they had no money, but were in actuality living a fairly luxurious life. Chaucer compares the coat of Hubert, the Friar, to that of â€Å"a lord or like a pope. Of double worsted was his semi-cope† (Chaucer 8). Hubert was also â€Å"rounded like a bell†, indicating that he had enough food to eat, and did not necessarily have to beg for sustenance (8). Once at the house of a crippled man, the Friar asks for food. Now, dame, said he then, je vous dis, sans doute, Had I of a fat capon but the liver, And of your soft white bread naught but a sliver, And after that a pigs head well roasted (Save that I would no beast for me were dead), Then had I with you plain sufficiency. I am a man of little gluttony. My spirit has its nourishment in the Bible†. (313) This statement by the Friar epitomizes the relationship of the common people to those of the church at this time: while pretending to not have or need a lot, the clergy will steal from the lower class. â€Å"[The Friar] uses his position in the church to get money† (The Frior†¦). The middle class however, does not mistrust the church body as shown by the Plowman. In contrast to the corrupt church, Chaucer demonstrates the honesty and piousness of the middle class through the Plowman during the Post-Classical period*. Even though the church was trying to extract money and goods from his class, the Plowman â€Å"paid his taxes, fully, fairly, well, / Both by his own toil and by stuff he’d sell†, meaning that he trusted the church and was honest (Chaucer 15). â€Å"Chaucer here negates the commonly held perception of the peasant’s supposed hatred of the church† (FREE study†¦). Chaucer writes that the Plowman was a good Christian follower as he uses the two greatest commandments to describe the Plowman: â€Å"He loved God most, and that with his whole heart/ †¦ / And next, his neighbor, even as himself (Chaucer 15). The Plowman also â€Å"[lived] in peace and perfect charity†, another allusion to the teachings of Jesus Christ as written in the Bible. Another example of his piousness is shown when Chaucer writes that â€Å"[he’d] thresh and dig, with never thought of pelf, / For Christ’s own sake, for every poor wight, / All without pay, if it lay in his might† (15). The fact that the Plowman did not think of pelf, or money gained in a dishonest way, shows how he was not materialistic like the clergy. Chaucer also states that the Plowman would work (without thinking of gaining money) for the sakes of Jesus Christ and those poor, and less fortunate without receiving money. Although people of this period could live while not thinking about money for the sake of charity, money was one of the main focuses for people, especially women, in Jane Austen’s time. Austen demonstrates through her character, Mrs. Bennet, the narrow-mindedness of women of this era. Jane Austen was born into a family of the landed gentry: a social rank consisting of landowners who did not have to work, and could live solely off the rent income. Austen’s novel, Pride and Prejudice, was written about those in this social class, and their interaction with others in society. Mrs. Bennet directly personifies the women of her time as â€Å"she [had] five daughters, and finding them husbands [was] ‘the business of her life’† (Reef 88). â€Å"[Marriage] was the only honourable provision for well-educated young women of small fortune † (Austen 106). As Mrs. Bennet was very much occupied with seeing her daughters married, she â€Å"seemed incapable of fatigue while enumerating the advantages of the match† (124). This match refers to her eldest daughter possibly getting married to a man who has recently rented a house near Mrs. Bennet’s own and was â€Å"so rich† (124). From today’s standpoint, this point of view and way of living seems very materialistic, it is actually a very practical way to think for this time period. As property at this time was only passed down to male heirs, it is very understandable that Mrs. Bennet was so focused on marrying her daughters off to rich men because she and her husband (Mr. Bennet) had five daughters and no sons. This meant that the family property and money would go to a male cousin once Mr. Bennet died, and the females of the family would be turned out onto the streets. Another example of the time being reflected by Mrs. Bennet is the fact that she took her daughters to balls. Balls were common social events and a place where many women went for entertainment and in hope that they might find a husband. Because they learned from their mother, Mrs. Bennet’s daughters â€Å"[talked] of nothing but soldiers and balls† (Reef 90). Popular culture was also reflected through Austen’s character. Both Austen’s character (Mrs. Bennet) and Chaucer’s characters (the Friar, Hubert, and the Plowman) use traits of how different people acted in different times to show an in-depth picture of society at that time. It is through writing that readers and historians alike can catch a glimpse of what the social order looked like at the time. This thought provokes the following question: Which author(s) will the future generations read and what will they tell us about our society?

Comparing UK and Romanias Culture

Comparing UK and Romanias Culture This case of study will provide a deep understanding about the people, culture, lifestyle and weather differences between Romania and UK. The aim of this study is to bring a useful material for our Romanian client, EDMUNDO, in order to deliver precious information to all the Romanian students who wish to come to UK to enhance their studies in different areas of subject and to develop skills for their career. In the first part of the study, we will use Geert Hofstedes cultural dimension theory to pull out the main cultural differences between Romania and UK. Hofstedes cultural dimension theory is a very efficient tool to distinguish the main characteristics of national or regional cultural bearings, which can affect the behavior of a certain group or organization. During the second part, we will focus on the macro environment factors such as political, economical, social and technological, forasmuch these can have crucial affect on Romanian students lifestyle in the UK. Finally, in the last part we have provided some useful recommendations for the students knowledge prior to their coming in the UK for their studies. We believe that students from all over the world need guidance in their career, so it is vital for us to help and provide effective and useful information for the organizations like, EDMUNDO, which mediates in offering great opportunities to those students. Terms of Reference Who are we? We are Educational Cross-Culture Consultant Team part of British Council in United Kingdom. We have nineteen years of experience in educational cross-culture, helping different Educational Institutions and Centres from over 80 countries to accumulate vital information about studying and living in UK. Who is our client? Our client is an educational centre from Romania, EDMUNDO, whose main activity is to provide information, advice, support and financial solution for Romanian students, who wishes to study in higher educational institutions in west European countries. What our client asked us to do? Because our client havent had so far any kind of relation with UK, now they are really interested in discovering the UKs educational institutions system, lifestyle, people and the environment, in order to provide helpful information for their students who intend to apply especially for UKs higher educational institutions. So we are going to provide them all the useful information that a potential student should have to know about United Kingdom, prior to their coming in here. Overview of current situation With this globalization, everybody is likely to work with different nationalities or study and live in different countries. Therefore it is important to understand and recognize people from different cultures who have different ways of looking at things, such as dressing and expressing their personality and feeling. Romania and United Kingdom are two different countries, with different history, different people, but nevertheless, the difference is what really makes the world to be so diversified, and to find similarities between people of different culture, religion and nationality is a great way to stay connected with the rest of the world. But after all diversity exists both within and among the cultures (Nancy 1997, p. 17). Analysis of the current situation Hofstedes Intercultural dimensions For the beginning, we are going to distinguish the major cultural differences between Romania and United Kingdom by using Hofstedes four intercultural dimensions (four because there havent been done relevant studies on Long term orientation for Romania) and then we are going to illustrate if British Culture have Power Distance; if they are individualistic society; if they embrace risks; if they are gender oriented society. Hofstede (2001, p. 24) said that the comparison of cultures presupposes that there is something to be compared that each culture is not so unique that any parallel with another culture is meaningless. Figure nr. Source: Hofstede, [2008] The SD Model of professor Geert Hofstede, Available www.geert-hofstede.com, [2009, 26 Nov] Power distance index: The extent to which the less powerful members of the society accept/expect that power is distributed unequally is much higher in Romania (90) than in UK (35). Why there is such a big difference? UK Romania Superior ranked people/authority treats with respect their subordinates Superior ranked people/authority tends to openly demonstrate their rank. Tutor/teacher often tends to socialize with the student. The relationship between tutor/teacher and student is distant and impersonal. Society is more equal. Within a society, class division is accepted. Mistakes made by the subordinates are often accepted by the managers due to their responsibility to manage. When the things are going wrong, the blame is expected to be taken by the subordinates. Individualism: Romanians tend to be more collectivist individuals (30), whereas British people more individualistic (89). UK Romania I is more important for a persons identity We is more important for a persons identity. Individualism is encouraged The sacrifice of individual need for the sake of the group needs. Individuals make decisions, regardless others opinions Rules and decisions are made within the group members. Masculinity: The masculinity index shows that between UK and Romania there no big difference (66 vs. 42). But still in UK males tend to be dominant in society and power structure. UK Romania Men and women should have different roles within a society Men and women should have equal rights and positions in society. Conflicts are solved by aggressive means Conflicts are solved by negotiation. Achievement, money and career are the most important for a mens life Family, relationship and quality of life are the most important in life for a man. Uncertainty avoidance index: For UAI dimension, Romania (90) has higher index than UK (35). It means that in UK, the society is less concerned about uncertainty and ambiguity and tends to tolerate experimentation and variety. UK Romania Because of immigration, the population is varied. Populations in Romania is not to multicultural. Decision means risk Risks are usually avoided in decision making process Usually innovations and experiments are tolerated and even encouraged Concepts and innovative ideas are difficult to be embraced. Power distance the score reveals that inequalities, rank and status between people are predominantly low for British people. There are different ways of legislation to protect ethnic minorities on macro level, and on micro level, the relationships between the tutors and students are casual and involves little ceremony. Individualism Nancy J. A (1997, p. 25) noted that British people are individualistic; they use personal characteristics and achievements to define themselves, and they value individual welfare over that of the group. On macro level, the predominant form of social structure in UK in the nuclear family. On micro level, in different environment, individuals tend to be more concerned of themselves rather than the group. Uncertainty avoidance By uncertainty avoidance we understand that British people embraces changes and taking risks. On macro level, there are frequently revisions and changes in laws and governments structures. On micro level, any new ideas and even disagreements between students and tutor can be considered useful. Masculinity British society is considered for equality between sexes, yet still exists in some part of society a certain amount of gender bias, where males are addicted to old boy network (Guirdham, pp. 558-28). PEST ANALISYS Macro environment factors can be considered as having as much importance as the culture, due to its impact on daily basis activity for students. PEST analysis is the best tool to reveal these macro environments factors for a certain country. Its of real use to know about the political, economical, socio-cultural, technological, as these can be different from the country the student is coming from. Political UK is a constitutional monarchy country. They have an established monarch, which currently is Queen Elizabeth II with limited powers and impartial political views. The Government or the Executive runs the country, with the responsibility for developing and implementing laws and policies. The head of the Government, the Prime Minister Gordon Brown, appoints ministers, the Cabinet and the people who work in a government department. There is a diplomatic relation between Romania and UK since 20th February 1880, two years after Romania gained its Independence, and since 2003 there has been established a Strategic Partnership. Education is a higher concern for British government. It is in responsibility of Secretary of State for Children, Schools and Families and Secretary of State for Innovation, Universities and Skills; the administration and funding of state educational institutions are in the responsibility of Local Authorities. Some of the top universities like University of Oxford, University of Cambridge, Imperial College of London are in UK and they are ranked among top 10 universities in the world. The government encourages all teenagers to attend all levels of education, by providing loans, infrastructure, technical, physical and emotional support. These encouragements are applied for both home and foreign students. Students from Romania have the same rights as home students. First of all, there is no need of student visa or a limited period of time to stay and live in the UK and secondly, the tuition fees are the same as for home students. As far as the work permit policy there are some restrictions for EU and international students. They are allowed to work 20 hours per week during their term period, and a full time schedule during holidays or when the course meets certain full time work requirements. For Romanian and Bulgarian students there has to be issued a work permit card called Yellow Card which gives them the equal rights to work as the other students. This Yellow card is issued by the Home Office within six weeks. The National Insurance Number, without which the EU/International students cannot work, is provided by HM Revenue and Customs department and its useful to get certain benefits in case of need, and to get a state pension. Unlike British students, Romanian students have to book an appointment at one of the Job Centre Plus in order to obtain the NIN. As an employment policy, British government has a flexible and open approach to attract highly skilled workers. In every British company there has to be a number of foreign or different cultural background employees, in concordance with countrys racial issue rules. So it is encouraged the employment of foreign graduate students, which is a great opportunity for any graduate to experience what they have learnt during their studies in a great country like UK. Economical By GDP (growth domestic product), United Kingdoms economy is the fifth largest economy in the world, and the sixth largest by PPP (purchasing power parity), estimated to be $2.279 trillion. In Europe, UK is the second largest economy after Germany, The inflation in UK is low, unlike other EU countries. In October 2009, the CPI annual inflation was 1.5%, the Governments target for 2009. The unemployment rate rose by 0.1% in the last year, reaching 7.8% (2.46 million) of the population workforce. When it comes to higher educational institutions, to pay the tuition fees is one of the biggest issues faced by the students. There are a lot of encouragements for both home and EU students, especially in terms of financial support. The British government encourages and supports all the teenagers to continue their studies in order to obtain higher degrees like Bachelor, Masters and PhD. Yearly, they are offering huge funds to sustain students to follow their career and to develop themselves. Nearly 50% of the college students are receiving economic help from sources different from their families. In forms or scholarships, grants and loans, everybody can achieve a higher education degree even if their budget does to allow doing so. For undergraduate full time courses, British students are granted with financial support up to  £2906 for tuition fees, without paying it back, and up to  £4950 for living expenses. For Master degree or PhD, they can apple for a Career Development Loan with special interest rates. Unlike British students, Romanian students benefit of the British Government student loan, but they have to repay it back either in 10 years with an interest which is equal inflation rate, or when they will earn wages more than  £1250/month or  £288/week. If they will earn less than the thresholds that applies for them, than they will never have to pay it back. Yearly British universities inject huge amounts of resources into research, development, learning facilities, accommodation in order to offer for the students the best environment for their studies. Students are treated different from the rest of the people in the UK. They are granted discounts at the most of the shopping stores, transportation, party clubs, fitness clubs and cinemas. Social British people are kind and hospitable people. Thats the reason why in UK there are concentrated so many different cultures. UK is a great country to live and study in because the population is formed of different nationalities and cultural backgrounds. In 2008 census, in the UK the population was 61.4 million people. The ethnic groups are formed of 92% white race, 2% black, 1.8% Indian, 1.3% Pakistan, 0.4% Chinese and 0.4 Other Asians. The language is British English, in origin a West Germanic language descended from Old English with some borrowing from French, Latin and Old Norse. Nowadays, English is the international business language, and in many countries its the most taught second language. Beside this, due to the big number of ethnic communities, there are spoken many other languages like Hindi (Indian), Urdu (Pakistan), Chinese, Polish, etc. For Romanian students its a great environment to live and study in, because of this mixed culture they will accustom in a short period of time. Some of them will join their compatriots and some others will mix among their new international friends. Its a great place to make new friends, learn new cultures and languages, taste new dishes and so many other interesting activities to part. Most of the universities offer for their students the possibility to join sport teams and practice their favourite sports at one of the partner sports centres. UK is well known for their diversity in sports: football, cricket, tennis, golf, rugby and horsemanship. During their study there are organized different social activities among students, mostly for socializing: making new friends, trips to different places and countries, traditional evening parties, disco parties, and they are given possibility to create groups and communities like Indian community, Pakistan community. Christianity is the main religion in United Kingdom. After the 2001 census, 71.6% of the interrogated population said they are Christian, 15.1% they have no religion, 2.8% Islam, 1.0% Hinduism, 0.5% Judaism and 0.3% Buddhism. Romanians are most Christian Orthodox, but definitely there will be no problems regarding the religion in the UK. Wherever you go, you will be able to find churches, chapels, cathedrals, chapels of ease, mosque, temples and synagogues. There are significant numbers of schools and universities which had been founded as faith schools and bear Christian names like St. Mary, St. John. So religion has strong connection with education in the UK. The health insurance for the both home and EU students is free during their study period. They just have to complete the HC1 form and send it to UK Health Department along with the required documentation. A lot of medical expenses can be claimed with the HC1 form. Technological United Kingdom is one of the most advanced countries in technology. Most of the people have access to different kind of technology like satellite cable system, high internet connection and telecommunication. All the universities are well equipped with technology. In every university there are available for students thousands of personal computers, high internet connection within the university area, projectors in every classrooms and social learning areas, special equipment for specialized courses like Media, Arts and Computer Science. The infrastructure in UK is highly developed. The transportation system is one of the most sophisticated in the world. Across the UK there is a 46904 km of radial road network, with 3497 km of motorway network. The rail network covers 16116 km assuring connection with all the villages and cities across UK. Heathrow Airport is the UKs biggest international airport and has de most international passenger traffic of any airport worldwide. From Romanian there are direct flights with air companies like Wizzair, Blue Air, British Airways arriving in major airports like Stansted, Luton, Manchester, etc. For the students coming from Romania, the transportation system in the UK will be different. They have to drive on the left side of the road. It can be really confusing for them because they are coming from right side driving country; for crossing the street they have to look first on your right side rather than the left, and if theyre driving they have to be really careful. In case of visiting the downtown of major cities with a car, everybody has to pay a certain amount of money. This measure is to prevent traffic jams and pollution in the same time. British Double Decker buses are famous in the world. If you are going to visit cities like London, Manchester, Leeds you will certainly have the pleasure to have a trip with these famous buses. Students are granted discounts for all main of transportation: buses, trams and rails. In UK transportation is feasible. At every station there are schedules for buses, trams and trains. Solutions and recommendations Comparing Romania and UK by cultural background as well on PEST analysis point of views there can be highlighted some differences that have been discussed during the study case. Obviously, Romania is coming from forty years of communist regime, but still the majority of the population has managed to overcome the transition period. Especially for the youngsters, coming in the UK and living and studying here will not be a huge difference for them. UK is known to be a very expensive country to live in. The currency used in UK is Pound Sterling. Its the most valuable monetary in the world. As well London its the most expensive city in the UK. Here the rent, the food and transportation is a bit higher than the other cities. For Romanian students coming here to study, our recommendation would be to apply for the student loan in order to reduce their costs of living; and a university accommodation at least for the first year. Than by knowing and making new friends they can share together an apartment in the city where they are studying. Once they have a part time job, their income-expense account will be balanced. In the UK the weather is different from many other countries. It can be a beautiful day but after just couple of hours it can be a showery rain. It rains frequently, the most of the days are foggy, and all the time people feel the humidity. Romanian students might find it disturbing till theyll accustom with it, because in Romania, summers are sunny and beautiful. They need to have rain coats and good umbrellas. As well the transportation system is different from the one in Romania. In UK you drive on the right side, unlike Romania, on the left. Romanian students have to be aware of this, learn the traffic signs and be informed of all these before their arrival in the UK. Because in the UK there are studying many students from all over the world, Romanian students have to be friendly, sociable and tolerant with the other communities. Romanians are very open-minded people, but in socializing with the foreign students, especially from middle orient and Asia they have to be aware of their behaviour in order not to offend or criticize them unconsciously. UK is well known as being one the best beer producers in the world. British people enjoy having fun: they spend often their nights at pubs and disco clubs. Sometimes some of them might consume alcohol more than necessary. Romanian students have to be 100% devoted to their studies, and whenever theyre going out with friends be aware of their limitations. If there are problems in their school or life, there is always a department to assist Romanian students, and if its beyond they authority, they can easily address to one of the Romanian consulates and even Romanian Embassy in London. Conclusion We are sure that Romanian students will enjoy their life in UK. British lifestyle will suit them perfectly. They have the opportunity to apply for one of the best universities in the world and develop their skills which will help them in their future careers. After all, Romania is an European country as UK, so there are many similarities in culture, environment and people. Our institute helped many other educational institutions from all over the world to assist the students and we can proudly speak that those students who came in the UK are perfectly accustomed with almost everything that they have encountered. We are sure that our relation will be a positive one, and together we will try to create and develop a new opportunity for all the Romanian students who wish to study in the UK.

Im Ok Your Ok Essay -- essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚   A simple summary of I’m Ok-You’re Ok will not give the needed credit that the book and its author deserve. It is a book that one must read to fully or even partially understand it’s meaning and the author’s viewpoint of transactional analysis. The author, Thomas A. Harris M.D., explains in this book the vast amount of experiences that affect the way we live our life from the moment we are born to the second we die. He explains the different feelings a child experiences from being taken cared of and attended to and vice versa. These feelings are described as â€Å"I’m not ok-you’re not ok, I’m not ok-you’re ok, I’m ok-you’re ok, and I’m ok-you’re not ok.† The author explains how the interactions between a parent and a child help develop each of these feelings and tells how each one is either healthy or unhealthy. The book talks about the way every human has an â€Å"Adult, Parent and a Childâ⠂¬  in them all interacting with each other to perform certain task and make everyday decisions. It was amazing to read how certain verbal and physical actions can pinpoint which of the three we are using to perform whatever tasks we are doing. This book is a great guideline to understanding one’s own interpersonal behavior and understanding how to find and keep the â€Å"I’m ok-you’re ok† attitude in life.   Ã‚  Ã‚  Ã‚  Ã‚  Human development has always puzzled me in that I just don’t understand why everybody is completely different. No two people are alike in their ways of thinking, acting, or even dealing with everyday stress. I still don’t understand all of human development but after reading this book I do understand a great deal more about it. I did not realize that the development of a person’s personality starts from the earliest moments of life. It starts to develop when his or her mother or father holds them for the first time and it and it doesn’t stop developing and can always change. As I have grown up, I have realized that many of my actions are just mimics of what my parents did during my childhood. Just every day simple things such as chewing the inside portion of my lip while watching television, which is what my father has always done. The book explained to me that I saw these things being done by my parents and paired them in my mind as wh at an adult does, therefore I do them now because it is ... ...r word usage. I can usually pick out certain words that trigger the thought a child or parent. I have notice the more stable a person is or the more educated a person is the more their parent potential shows out. The longer or more complex their words are the more likely their adult decisions are parental influenced. I even have noticed myself sometime having a strong child influence. I sometime get mad and even whine a little. I recognized my inner child during a card game when I got beaten by a better hand and I stood up and wanted to quit. Usually I don’t notice these things right from the get go but later when I think about I just laugh because I know I looked like a child. I know I will continue to observe people’s actions as well as my own and hopefully I can learn or teach myself how to control my interpersonal feelings.   Ã‚  Ã‚  Ã‚  Ã‚  This book is a great self help book in my mind. I would definitely tell others to read it but not to get discouraged at it because it does take some time reading it to understand its purpose. We all have interpersonal problems but this book is a wonderful guideline in understanding them and controlling them.