Analysis of Shakespeare’s Sonnet 30 Essays

Analysis of Shakespeare’s Sonnet 30 Essays Analysis of Shakespeare’s Sonnet 30 Paper Analysis of Shakespeare’s Sonnet 30 Paper With Shakespeare’s 30th sonnet, arguably one of his most famous sonnets, the speaker introduces a theme of discontent with life itself brought on by reflection of sad memories, which contrasts the theme of love present in the sonnets preceding it. This exploration of the new theme only lasts for a short while, as the speaker ‘turns’ the theme back to the familiar theme of love at the very end. At the start of the first quatrain, the speaker begins with their expression of grief using words normally referring to courts of law. In the line, â€Å"When to the sessions of sweet silent thought†¦Ã¢â‚¬  (Shakespeare) the word ‘sessions’ would normally refer to the sitting of a court, though in the context of this sonnet, ‘sessions’ could be interpreted as a time of self reflection, namely the speaker’s. The next line, â€Å"I summon up remembrance of things past†¦Ã¢â‚¬  (Shakespeare), again uses a metaphor, this time for the word ‘summons’, which normally would be used in terms of a court summons, requesting witnesses or the accused to appear. In this case, the speaker ‘summons’ or recalls their old memories, which lack much of what the speaker sought in life (â€Å"I sigh the lack of many a thing I sought†¦Ã¢â‚¬ ) (Shakespeare), which in turn cause the speaker to grieve over having wasted their time (â€Å"And with old woes new wail my dear times waste†¦Ã¢â‚¬ ) (Shakespeare). In the next quatrain, instead of using metaphors of a court, the speaker instead uses the metaphor of â€Å"death’s dateless night†, in that death is eternal and associated with the dark. The speaker mourns over his friends ‘hid’ inside this eternal night, and continues onto sadness that includes former love affairs that the speaker had put behind long ago (â€Å"And weep afresh loves long since cancelled woe†¦Ã¢â‚¬ ) (Shakespeare). The speaker then states that they â€Å"moan the expense of many a vanished sight† (Shakespeare), with the word ‘expense’ meaning the cost or draining of his resources in grieving over faded memories. This metaphor for ‘expense’ leads to another instance involving terms related to banking in the next quatrain. The final quatrain continues with the theme of contemplating sadness in the sonnet beginning with the line, â€Å"Then can I grieve at grievances foregone / And heavily from woe to woe tell o’er† (Shakespeare). The speaker now grieves over past grievances done to him, the ‘woe’ being his sorrow. Also, the words ‘tell o’er’ are a play on the word ‘teller’, as in a bank teller (Oxquarry Books), again a banking metaphor which originally meant a person who receives money and lists figures from a person’s account, but in the ontext of the sonnet, the ‘teller’ lists the speaker’s sorrows. The following lines, â€Å"The sad account of fore-bemoaned moan / Which I new pay as if not paid before† (Shakespeare), again make use of banking metaphors. ‘Account’ in the banking sense refers to a person’s bank account, but in this case, refers to the speaker’s record of grievances, and the speaker’s ‘paying’ of these grievances refers not to money being used to pay debits, but the paying of past grievances with the speaker’s sadness. Thankfully for the speaker, the couplet of the sonnet turns the theme back to one of love for their friend, with the speaker’s ‘losses’ being restored, another metaphor which refers back to the metaphors used in courts in the first quatrain. The use of the word ‘restoration’ would normally be reserved for a legal settlement, in this case, the speaker’s ‘losses’ are his mood (one of sadness) being lifted up and ‘restored’ to a happy state. Through the use of metaphors and plays on words, Shakespeare is able to introduce and develop a new theme of sadness in his 30th sonnet, and through a turn in the final couplet, restores the theme of love for a friend which is found throughout Shakespeare’s collection of sonnets. Shakespeare, William. â€Å"Sonnet 30. † The Norton Anthology of English Literature. Ed. M. H. Abrams et al. 6th. Ed. The Major Authors. New York: Norton, 2000 The amazing web site of Shakespeares Sonnets. October 13, 2007. Oxquarry Books Ltd. January 2007. ; shakespeares-sonnets. com/xxxcomm. htm;.

Heres How to Treat Attribution, He Said

Heres How to Treat Attribution, He Said Here’s How to Treat Attribution, He Said Here’s How to Treat Attribution, He Said By Mark Nichol Attribution is the convention in composition of identifying a speaker or writer when you include direct quotes (which should be enclosed in quotation marks) or paraphrases. An entire system of usage a choreography, if you will has developed around how to arrange quotations and paraphrases and their attributions. Here are the dance steps: â€Å"The basic setup is to reproduce a single sentence, followed by an attribution,† he began. â€Å"Then, if the quotation consists of more than one sentence, follow the attribution with the rest of it.† If the quotation extends for more than one paragraph, do not close the first paragraph with an end quotation mark; this omission signals to the reader that the same person is being quoted in the next paragraph. In that next paragraph, rinse and repeat. Many publications, however, treat long quotations as extracts, specially formatted with narrower margins, sometimes in a different font or font size, and set off from the rest of the text. The tipping point for minimum word count for an extract varies, starting at about a hundred words. Attributions can also precede a quotation: â€Å"The report concluded, ‘Meanwhile, the ecosystems it is intended to save are in peril.’† Or they can be inserted within one, in a natural breaking point: â€Å"‘For millions of people,’ she added, ‘reclaimed water has become as ordinary as storm sewers and summer droughts.’† Beware of sentences that introduce the attribution before the end of the sentence when there is no internal punctuation. Sometimes it works: â€Å"‘The lesson,’ Smith says, ‘is that we should have paid more attention to what nature was telling us.’† Sometimes it doesn’t: â€Å"‘We knew,’ Jones says, ‘that Microsoft would eventually become a major competitor.’† You’ll notice that some attributions in the samples above are in present tense, and some are in past tense. Which is correct? The answer is, either. It depends on the medium. News articles generally employ past tense because they’re reporting on an event that has already occurred or recording what someone said about an event, while features and profiles, crafted to make you feel like you are at the writer’s shoulder, often feature present tense. Books referring to the past, appropriately, quote historical figures with past-tense attributions, but those with interviews of real, live people are likely to be written with attributions formed in the present tense. In all expository writing, let these parameters be your guides. And what about fiction? Writing novels in the present tense is rare; it can be distracting or, worse, exhausting. It’s easier to get away with it in short stories. Two additional guidelines about attributions in fiction: First, don’t overdo identification of speakers in a dialogue; craft alternating speech so that you minimize the necessity of tossing in â€Å"he said,† â€Å"she replied,† and so on. Second, do vary the verbs you use, but don’t get carried away with numerous obscure synonyms for said. (Oh, and don’t use a word for a nonspeaking sound to mark attribution: â€Å"‘At last, I have you in my clutches!’ he laughed diabolically† is clumsy because you can’t laugh a sentence. How about â€Å"he cried with a diabolical laugh†?) Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Style category, check our popular posts, or choose a related post below:10 Rules for Writing Numbers and Numerals15 Words for Household Rooms, and Their SynonymsNeither... or?

Representations of Freedom - Degas, David and Greuze Essay

Representations of Freedom - Degas, David and Greuze - Essay Example The essay "Representations of Freedom - Degas, David and Greuze" gives a review of paintings of Degas, David and Greuze. The paper also discovers familial representations of freedom in their works. Degas’ early works, which dealt with his own family members, showed that the matriarchal figure was in a state of repression due to the bourgeois class style in which they were living. In his later works, such as the brothel series, a freedom of individuality and family values were shown. The painting by Degas, Name Day of the Madam, shows a madam and her concubines looking towards her in ultimate respect, whereas in the familial paintings of his own family Degas’ showed that there was no respect given to the patriarch of the family. Degas used the brothel to show that even though the whores sold themselves for other people’s sexual desires, they are freer to act as a family, than the bourgeois families where the patriarch ruled with an iron fist. Furthermore, he also represented the fact that the bourgeois families act more like a forced business decision where discontent and discord is prevalent. Jaques-Louis David’s painting, The Sabine Women, shows that family life and values tended to be freeing themselves from the repression of antiquity. Thus, while working on the painting, he had stated to his students that his approach to his painting would be to hearken back to the Greek style and out of the repressive, constrictive style of the Romans. He, also, suggested the idea of paying an entry fee.

Interest Rate Options Essay Example | Topics and Well Written Essays - 1000 words

Interest Rate Options - Essay Example As the paper delcares a common example of this bond is, the Treasury Bond Futures Option. Others are Treasury Notes Futures Options and Eurodollar Futures Options. The Treasury Bond Future Options is priced at 1/64th of 1% of the Treasury Bond face value; the Eurodollar Futures Bond is calculated at 0.01 basis point value being equivalent to $25. It is to be noted here that the interest rate futures prices are indirectly proportional to the bond price increases or decrease. This report discusses that Black’s model is a mutation from the Black Scholes Model, which uses the rate of interest as the base for pricing the options. The most important factor is that it functions on the assumptions that â€Å"a key market variable will be lognormally distributed at a future time†. When Black's model is used to value the price of European interest rate options, the worth of future price of V for a contract maturing at time T, is usually set equal to the forward price of V rather than its futures price. This is more theoretical than practical since in this case you will have to assume that the rates of interest also remain constant while discounting over the same period of future, which is definitely not the case. This is an option which has pre-determined selling price and time. This value is determined based on the Black’s Model assumptions, that the price is lognormal at the pre-fixed time in the future. The value of the bond option can be worked out with the following equations using the Black’s model which sets Fo equal to the forward bond price.

Assistive Technology for Students with learning disability Essay

Assistive Technology for Students with learning disability - Essay Example This research paper will analyze the use of assistive technology in schools and how it has helped students with learning disabilities. Both USA and UAE have embraced the use of technology in the education systems. Since technology has become an integral part of our lives, we need to incorporate it in our everyday lives. Technology has helped to revolutionize the education system around the world through increasing the learning opportunities for learners. Assistive technology was introduced in USA as an Act to help individuals with learning disabilities. Over the years, the use of technology to help the student with learning disabilities has greatly increased. Many schools are incorporating assistive technology into their classroom activities. In the UAE, use of assistive technology has not been fully embraced compared to USA. This is because the government is concentrating more on students without learning disabilities than students with learning disabilities. USA is more conversant with the use of assistive technology than UAE. USA has embraced the use of computer systems that help students with spelling problems and slow in writing (Manikam, 2014). Assistive technology for learning disability refers to any tools, equipment’s or devices that help students with learning disabilities compensate or bypass a student’s disability. Over the past few years, studies show the efficacy for students with learning disabilities. The assistive technology helps to increase the child’s sense of independence and self-reliance. The assistive technology does not eliminate the disability but helps the students cope with them. It helps the students with learning disability to capitalize on their strengths and be in a position to deal with their disabilities. Assistive technology helps to address many learning disabilities. These learning disabilities include listening, writing, reading, mathematics, and

Brake Caliper: Part and Functionality

Brake Caliper: Part and Functionality Caliper is inarguably the most crucial part of a braking system in any kind of Brake assembly, be it a traditional Drum Brake setup or the more modern Disc Brake assembly. The caliper acts as an interface between the drivers action to stop a moving vehicle and the reaction of the vehicles wheel to this action. Hence, a caliper sees both- The action and the reaction. The of using the are as follows: High corrosion resistance, Good machinability, Good flow characteristics, Lower density The caliper in itself does not stop a moving wheel but it houses a set of brake shoes which press against the rotors of a wheel and stop them by creating friction. The pressing of the brake shoes takes place due to a hydraulic set-up consisting of pistons on the caliper which push the brake fluid which in turn pressurises the brake shoes. As the primary purpose of the caliper is to transfer load onto the brake shoes and to load them, it is essential that the caliper be a rigid part. As a result, calipers have been following the usage of traditional load bearing materials like Cast Iron, Forged steel, etc. However as every rigid part in an automobile comes with an opportunity to save weight, some research is being carried out in order to reduce the weight of the caliper while retaining its characteristic to carry and transfer sufficient load. Brake Caliper Current Material: In this direction of weight save, Aluminium is being employed in the devise and development of a brake caliper. By nature, aluminium has lower density (2.7 g/cm3) as compared to ductile Iron (7.8 g/cm3). This conversion to aluminium has saved weight upto 40 percent. Comparison between Traditional Vs Current Material The design and performance criteria for the caliper castings are stiffness, dimensional rigidity and temperature and fatigue life. The aluminium alloys which are mainly considered for calipers are A354 and A357 alloys.The calipers in the brake system are currently made of Aluminium alloys consisting 7-10% Silicon, 0.15-0.2 % Ferrous, 0.05-2% Copper, 0.03-0.1% Manganese, 0.4-0.6% Magnesium, 0.1% Zinc, 0.2% Titanium. Table: Composition of Aluminium Alloys (A354A357) Aluminium 354 has higher copper percentage when compared to Aluminium 357 hence so eutectic change. The rate of corrosion of the Aluminium 354 is higher as compared to Aluminium 357. Both the alloys undergo Boron Nitride Coating where A354 show higher elongation over A357.This means that choosing 357 over 354 is a better choice for our desired part: Brake Caliper. Drawbacks of the Current Material: One main drawback of using this material for automotive applications is its low Fatigue strength which is of extreme importance in a load bearing part like Caliper. This issue has to be addressed while selecting a new material. Proposed material Magnesium Alloy (AZ91) Magnesium is one of the lightest materials with density 1.74g/cm3, compared to Aluminium and Ductile Iron. Magnesium is the most commonly used alloying element as sea water has 0.3% which is considered as the major source. The major alloying materials used for the proposed material AZ91 are 8.5-9.5% Aluminium,0-45-1%, Zinc,0.05-0.1%,Silicon, upto 0.03% Copper,0.02%Nickel and 0.05%Ferrous. Chemical Composition of Magnesium Alloy AZ91 Minimizing the weight of a caliper leads to the reduction of unsprung weight of the car therefore improving the fuel efficiency and heat dissipation. As the alloy is softer, it has high damping capacity and good impact resistance. Physical Properties of AZ91 Mechanical Properties of AZ91 Fig.Thermal Conductivity The thermal conductivity of AZ91 is comparatively low with the other Magnesium alloys which reduces overheating of the brake fluid decreasing the problems associated with it. Fig. Ultimate Tensile Strength Vs Strain Rate Comparison chart of Specific Stiffness and strength of the materials The specific stiffness of Magnesium is considerably equal to that of Aluminium whereas the specific strength is higher in Magnesium. Due to the increase in strength, fatigue resistance increases due to high Magnesium content. Brake Caliper needs high Bending stiffness which is greater in AZ91 because of high elastic modulus.ÂÂ   Low melting temperature of Magnesium leads to longer die life. Magnesium displays higher corrosion resistance than aluminium when it is coated with Phosphate-Permanganate and Zinc-Nickel alloys. Though the cost is more than the former, it can be used because of high bending stiffness as well as lighter mass which results in good functioning of the vehicle. Magnesium Alloy (AZ91) is lower in density than Aluminium Alloy (AL3XX) thereby reducing the weight (33% lighter) and improving the efficiency of the vehicle. It displays high strength, modulus of elasticity, heat dissipation and castability when compared to AL3XX. Magnesium alloys also exhibit better nature when exposed to physical loading like better damping capability and lesser elongation at failure loading.

Women and the Fight for Reform :: essays papers

Women and the Fight for Reform Women in the late 19th century, except in the few western states where they could vote, were denied much of a role in the governing process. Nonetheless, educated the middle-class women saw themselves as a morally uplifting force and went on to be reformers. Jane Addams opened the social settlement of Hull House in 1889. It offered an array of services to help the poor deal with slum housing, disease, crowding, jobless, infant mortality, and environmental hazards. For women who held jobs, Hull House ran a day-car center and a boardinghouse. Addams was only one of many early reformers to take up social work. Jane Porter Barrett, an African American, founded the Locust Street Social Settlement in Hampton, Virginia, in 1890. Her settlement offered black women vital instruction in child care and in skills of a being a homemaker. Lillian Wald, a daughter of Jewish immigrants from New York City, began a visiting- nurse service to reach those too poor to pay for doctors and hospitals. Her Henry Street Settlement offered a host of vital services for immigrants and the poor. Wald suggested the formation of a Federal Children's Bureau. By the end of the 19th century, many women reformers focused on the need for state laws to restrict child labor. Young children from poor families had to work late hours in mines and mills and were exploited by plant managers. No state laws prevented the children from being overworked or abused. One of the first to challenge the exploitation of orphaned or dependent children was Sophie Loeb, a Jewish immigrant from Russia Once her father was deceased, she watched the desperation of her mother as the family slipped into poverty. As a journalist, Loeb campaigned for window's pensions when this was still a new idea. Helen Stuart Campbell, born in 1839 in New York, began her public career as an author of children's books. Then she used novels to expose slim life's damaging effect on women. In 1859 she wrote a novel about two women who break from their dependence on men and chart new lives. Campbell also wrote how easy it was fir women's lives to be ruined by poverty and despair. Some women went beyond advocating reform to promoting revolution. There are many other famous women who helped lead the fight to reform. Like Florence Kelley. In 1891 Kelley worked with Addams at Hull House and became an investigator for the Illinois Bureau of Labor, and then was appointed the U.

Comparing and Applying Theories of Development Essay

Let’s take a look at all three and compare some of their similarities, as well as a few differences and then we can look at how these and other theories are used to analyze and evaluate the development of a child. Sigmund Freud was a pioneer of his field. His Psychoanalytic theory was the first theory of modern psychology. Although some of Freud’s ideas have been discarded, most of them still influence the world of psychology today. According to Freud, human development is shaped by unconscious forces that motivate human behavior (Paplia & Olds, et al, 2006). Our awareness of the world around us is stored in our conscious mind; and our unconscious mind stores painful repressed memories, urges, feelings, or thoughts which is difficult to access. Freud believed that personalities consist of three parts: the id, the ego, and the superego. The id dwells in the unconscious part of our mind and is responsible for our pleasure principle. The superego also dwells mostly in the unconscious mind and is accountable for our knowledge of right and wrong. Accountable for our reality pleasure is our ego, which is located in our conscious mind and is what we use to mediate our deepest selfish desires with the outside world. â€Å"According to Freud, an individual’s behavior is a result of all three interacting with one another, working together as a team under the leadership of the ego. † (Roeckelein, 1998) For instance, when a teenager desires to skip school so they he can party with his friends, his superego tells him that he will get in trouble if he does, so his ego decides to go against skipping school, but makes plans to party with his riends that weekend so that his id is still satisfied. Freud also believed that children go through three different stages of personality development in the first 5-6 years of age called psychosexual stages. In each stage a child’s fulfillment shifts from oral to anal to genitals. If gratification is not achieved in any of these stages, the person will develop a fixation and end s up being stuck in that stage of development like in the case of smokers, whom according to Freud, have an oral fixation. Freud developed the idea that people create defense mechanisms such as displacement (a way in which one diverts their feelings of anger from the person whom caused the emotion to another person or object), compensation (overcoming feelings of inadequacy in one area by excelling at another), or rationalization (looking for suitable explanations to justify our behavior). They use these mechanisms in order to cope with stressful and painful experiences. (Witt & Mossler, 2010) Erik Erickson was an apprentice of Sigmund Freud. He developed the Psychosocial Theory of development. He also believed that the unconscious mind influenced behavior; however, he opposed the sexual aspect of development. According to his theory there are nine stages of human development. Trust vs. mistrust which occurs between birth and about 1 year old. The child must learn to trust his or her parents, but must be balanced with a sensible amount of mistrust so as not to become naive. The virtue learned is hope. Autonomy vs. shame and doubt is the second stage which occurs between the ages of 1-3 years old. Next is initiative vs. guilt which is usually occurs in 3-5 year olds. Children in middle childhood go through the industry vs. nferiority stage which begins around the age of 5 and continues until adolescence around 12 years old; and teenagers fall into the identity vs. confusion stage. Those in the intimacy vs. isolation are young adults between the ages of 18-25. Generativity vs. stagnation is the stage for older adults and is characterized with the desire to give back. Most peo ple in this stage are between 25-65 year olds. Integrity vs. despair, and hope and faith vs. despair are the last two stages of life development, and they both are for those over the age of 65 years old. Each stage is like a test with a potential of passing or failing and the outcome f results is growth and a learned virtue or stagnation. A person will stay stuck in their current stage for however long it takes until the virtue is learned although there are accepted age approximations. (Witt & Mossler, 2010) An example of stagnation is when a woman in her thirties still acts like a teenager. Jean Piaget, a psychologist from Switzerland, also believed in stages of development; however he focused on cognitive development, mostly in children. Although Piaget’s theory has received some criticism, mostly in regards to underestimating the cognitive development of children, he has influenced psychology in a enduring way. Piaget defines operational as a mental routine that transforms information so it can be used. Operational routines include the use of logic by classifying, subdividing, recognizing parts of a whole, counting, and reversibility. † (Witt & Mossler, 2010) According to Piaget, certain behaviors occur only when children reach the appropriate maturational stage and that four of those stages exist: sensorimotor (birth-2 years old), preoperational (2-7 years old), concrete operational thought (7-12 years old), and formal operational thought (12+ years old). In each stage, a child will adapt to a new situation by using an inborn ability (Paplia & Olds, et al, 2006) process in which we integrate new information into a pre-existing mental structure (building blocks of thinking as mental units) called schemes. (Mitchell, P. , 1992. p12) He called this process assimilation. Later if the child learns something new about a previous assimilation experience, the child adds the latest information to the current knowledge, modifying the current mental structure based on experiences. He called this adaption of knowledge accommodation. For instance, when a baby cries, he soon realizes that only his parent’s respond to his cry and not just anyone. There are three key concept similarities between Sigmund Freud’s Psychoanalytic Theory and Erik Erickson’s Psychosocial Theory. First of all, they both fall under the developmental perspective of psychoanalysis, which means that they both view development as shaped by unconscious forces that motivate human behavior. Additionally, they both believed that children go through stages of development and that each stage offers omething to learn in order to grow, or a danger of failure. Lastly, they both agree that when a stage is not mastered, its likely that they will be stuck in that stage of growth by developing a fixation according to Freud, and according to Erickson will be emotionally stagnant. In contrast, here are a few significant differences between Sigmund Freud’s Psychoanalytic Theory and Erik Erickson’s Psychosocial Theory. First o f all, the most noteworthy difference is Erickson’s departure from the sexual emphasis of development that so strongly influences Freud’s point of view. Although he agrees that unconscious mind influences personality development, he believed that heredity and the environment were more influential than sexual urges. Another major disagreement is that Freud believed that the genital stage begins during adolescence and continues throughout adulthood. Adults remain influenced sexually by their urge for genital gratification which is the driving force for all their afflictions compared to Erickson whom believed that human development is continuous, and that people go through four more stages of development after the adolescent stage. Furthermore, Erickson emphasized a possibility for a healthy ego development through the stages. It suggested that people have some control of their development, which unlike Freud, â€Å"believed that people spend their entire lives trying to conquer the demands of the id. † (Witt & Mossler, 2010) There are also a few similarities between Freud’s Psychoanalytic Theory and Piaget’s Cognitive Stage Theory. Once again, just like Erickson, Freud and Piaget agreed that development occurs in stages and both of them mostly focus on child development. Another similarity is that they also both have had a major impact on the field of psychology. Freud was the Father of modern psychology while Piaget remains the most influential cognitive psychologist. Also, their theories have both received considerable criticism, but they still continue to influence the world of psychology significantly. On the other hand, there are a number of differences between Psychoanalysis and the Cognitive Stage Theory. The main difference is that they both fall under different developmental psychological perspectives, so they actually view growth and maturity differently. Freud analyzes personality and emotional development; whereas, Piaget examines cognitive development. Another difference is that Freud emphasized sexual urges as the driving force for all humans, but Piaget believed that people were influenced by the current stage of their cognitive develop. Furthermore, Piaget did not recognize the unconscious mind influences that Freud considered. He favored observable, testable measurements in human development. Comparing similarities between Erik Erickson’s Psychosocial Theory and Jean Piaget’s Cognitive Stage Theory is a difficult task. The differences are much more apparent. The reason is because they fall under two separate perspectives in the field of psychology just like comparisons between Freud and Piaget. Nevertheless, a couple of agreements they both had are that heredity and environment are important in human development; and that life development occurs in stages. That is where the similarities end. The most obvious disagreements are parallel to the comparisons between Freud’s and Piaget’s theory. For instance, like Freud, Erickson studies personality and emotional development; while, Piaget tests cognitive development. In addition, Erickson and Freud believed that an immense amount of development is influenced by the unconscious mind, unlike Piaget whom does not validate the significance of the unconscious. The last difference is that Piaget’s theory focused on child development but Erickson’s theory included four more stages of human development which continues throughout adulthood. When analyzing the development of children, we can use the above theories, as well as others to predict the progress of the child, and compare them with other children in their age group. In order to help a child reach full potential, it is important that doctors, parents, and educators know the normal rate of development. This is estimated by using developmental theories, and then applying research based studies that test the accuracy of those theories. As a child grows and learns, an assessment of their abilities can determine what stage of development the child is in, and whether or not they are developing normally. If a child appears to be learning and growing at a slower rate than other children in that current theoretical stage, then ction can be taken to accommodate the child and give them more consideration through different programs that have been constructed for children with learning disabilities. However, if a child appears to be developing at a faster rate, then their gifts can be encouraged and cultivated through the utilization of accelerated enrichment programs. In order to consider a child’s development as correctly as possible, one must consid er all aspects of growth which includes cognitive, physical, and emotional characteristics of maturation. Physical development relates to the growth and maturity of the body and brain which includes the increase in motor skills and brain development. Cognitive development is associated with the progress of logic and reason and increases in vocabulary usage. Emotional development deals with the development of feelings and emotions, but also includes the development of morals and beliefs. Although each category examines distinct types of human development, they are not separate. For example, advances in cognitive abilities have been found to coincide with the child’s physical brain development and growth (like during brain growth spurts). Another instance is that a child’s physical maturity affects his/her emotional well being (like when an adolescent is a late bloomer, it can cause them to have a low self-esteem). As psychologists analyze a child’s development, they must take into account all three aspects of development because of their impact on each other and then apply them to the psychological theories of development in order to properly assess and encourage a child’s possible potential. Sigmund Freud was a patriarch of modern psychology and Jean Piaget remains the most influential cognitive psychologist. Comparisons of the three theories discover that they are all similar in some ways, but also can be vastly different. Although Piaget and Freud have received a considerable amount of criticism for their ideas and parts of their theories were eventually discarded, they both continue to have a significant influence on the world of Psychology today.

LEARNING TEAM CHARTER TEAM C Essays (426 words) - Team, Teams

LEARNING TEAM CHARTER TEAM C Essays (426 words) - Team, Teams LEARNING TEAM CHARTER TEAM C Course TitleLDR/300 Team Members/Contact Information NamePhoneTime zone and Availability during the WeekEmail Kim Colleran404-723-9161MonFri 6pm to 9pm Sat-Sun [emailprotected] Team Ground Rules and Guidelines Goal: Work together as a team to produce the best possible results. Collaborate to expose strengths of each team member. Share the load so that one team member does not shoulder all of the responsibility. Assignment Completion: Each team member must have their part of the collaborative assignment to the team leader by 9:00pm on Sunday night prior to assignment due date. This allows the team member putting together the assignment enough time to piece together the assignment and have the team approve it prior to submission. Expectations for Time Management and Involvement All team members will communicate via email, phone or student website. The Team Leader will coordinate with each team member via email or phone if timelines are not met or if the team leader has questions. If a team member has an emergency and cannot complete their portion of the assignment, that team member must notify the Team Leader immediately. The Team Leader will coordinate and assign additional task to cover the team member if necessary. Ensuring Fair and Even Contribution and Collaboration What strategy will you use to ensure that all team members are contributing and collaborating appropriately? Describe the communication strategy you will use if a team member is not contributing and collaborating effectively. How will the team manage conflicts between team members? Each member of the team will do their part of the assignment. They will commit to completing their part within the allotted time frame. If a team member is not communicating and collaborating, it will be up to the Team Leader to address the issue with the team member and try to get resolution. Team members who do not contribute their assigned portion of the assignment prior submission will not receive credit. Special Considerations What do you, as a team, agree will make this team experience different from past team experiences? The most important thing to insure success of the team is communication. Everyone needs to make sure that other team members know if they are having issues. If a team member has a question that is not being answered completely via e-mail or classroom communication, a phone call should be made to sort out the question. Messages received via text message should also be notated within the team forum. If there are assignments that require extra team involvement, it may become necessary to meet outside of class.

Study Guide Questions for A Christmas Carol

Study Guide Questions for 'A Christmas Carol' A Christmas Carol is a famous Christmas novella by  Charles Dickens, one of the greatest authors in Victorian literature. While Dickens is usually known for his longer work this novella has remained popular since its publication. As the main character Scrooge is visited by the ghost of past, present and future he learns a valuable lesson about the meaning of Christmas and the cost of greed. The message of this show still rings true in this modern age which has helped make the story a Christmas classic. The novella has remained popular in English classes because of its strong moral message. Here are a few questions for study and discussion. What is important about the title? What are the conflicts in A Christmas Carol? What types of conflict (physical, moral, intellectual, or emotional) did you notice in this novel? What message is Dickens sending about greed? Do you think this message is still relevant to modern society? Why or why not?   If Dickens were telling this story in modern times how do you think the story would change?   How does Charles Dickens reveal character in A Christmas Carol? What are some themes in the story? How do they relate to the plot and characters? What are some symbols in A Christmas Carol? How do they relate to the plot and characters? Are the characters consistent in their actions? Which of the characters are fully developed? How? Why? Do you find the characters likable? Are the characters persons you would want to meet? Does the novel end the way you expected? How? Why? Why do you think it was important for Scrooge to travel to the past, present and future of Christmas?   Why did Jacob Marleys ghost appear to Scrooge in chains? What were the chains meant to symbolize?   What is the central/primary purpose of the story? Is the purpose important or meaningful? How essential is the setting to the story? Could the story have taken place anywhere else? What is the role of women in the text? How are mothers represented? What about single/independent women? What is the role of Tiny Tim in the story?   How does Fezziwig differ from Scrooge? Whats his purpose in the story?   What elements of this novel appear to diverge from the earlier works of Charles Dickens? How effective are the supernatural elements of A Christmas Carol? Why do you think this story has remained so relevant over the years?   Where there any parts of the story you think did not stand the test of time?   Would you recommend this novel to a friend? Study Guide A Christmas Carol TextQuotesVocabulary / TermsCharles Dickens Biography

No preference Research Paper Example | Topics and Well Written Essays - 500 words

No preference - Research Paper Example It was used in brewing beer, making soups and stews, and barley bread in various cultures. Ships and vessels transported it across city-states in cases of warfare or trade activities. If someone found my pottery today, I would want the pottery itself to reflect on the revolutionary element of Greek society. The artistic movements of Greek, as a society, should focus on narrating the story of the birth of the first democracy, ancient Athens, through an artistically based kind of life. In the brutal world of the 5th Century BC, there emerged a society of equals in Greek, which was the ultimate reflection of the pottery artistic work if it were to be seen today. The aspects of life in Athens that encouraged cultural contribution of various philosophers, writers and artists include the following factors; firstly, the inbuilt spirits of Greek inhabitants is of an ever formulated trial and era aspect of the society. Secondly, Athens gave rise to various philosophers because of the emergence of educational activities through artistry. For instance, the Greek revolution overly began at the dawn of a simplified democracy in 508 B.C. with the revolution of common people against the aristocratic rule. This shows the complex nature of Greek subjects towards their leaders and the epistemological view of the world. The Greeks defeated the Persian Empire through an extraordinary self-sacrifice. When the Persians confidently arrived in the battlefield to tackle their Greek counterparts, their courier Phidipphides had already sought a 140 mile run to Sparta in two days. This was done in order to solicit help from Sparta’s army. The outnumbered Athenians henceforth fought to uphold their freedom rights, defeat the Persians and send them to Asia. The institution of ostracism was a formally implemented Athenian democracy. This democracy had a function of expelling defiant citizens from the

Provide an outline of the various selection methods that are Essay

Provide an outline of the various selection methods that are available. From this discuss their accuracy as selection tools, which are most popular and why - Essay Example Selection methods should be reliable and applicable. Here are different types of recruitment selection methods, along with a brief description of their efficacy as recruitment tools. Competency-Based Interview: This selection tool has a very comprehensive structure. McLaughlin (in Dayan et al 2008, pg.102) stated that the competency-based interview has a certain degree of rigidity that makes it very precise in matching the applicants skill sets with the prerequisites of the job. Ellen OMahony, Financial Directions manager, stated that the competency interview is definite when it comes to determining the adequacy of the qualifications appropriate for a specific post. A competency is depicted as the knowledge and skills essential to perform a job; however, individual attributes and attitudes do add up thus making attitudes a critical part of what needs to be assessed. Detailed job analysis is the foundation of a competency interview, leading to a list of job requirements (Dayan et al 2008, pg.102). Traditional personality tests: These tests are direct to the point, gauging the personality and preferences of the individual. For example, it measures whether the applicant is introverted or extroverted; authoritative or collaborative; a leader or a team player; touchy-feely or cold and so on. These tests help assess key personality traits of the person. To look for consistency, questions are asked repetitively (Taylor 2009, p.35). The Hogan Development Survey (HDS) is traditional personality test. It is a personality questionnaire that measures deeply rooted and potentially self-destructive predispositions that can be manifested by a person under stress. This questionnaire is extensively used in the UK and internationally across an array of sectors, including financial services, construction, government, IT, airlines, shipping and retail. The HDS emphasizes 11 proven characteristics