Case Study †Bob Knowlton Essay

Description Bob Knowlton was recently assigned to be a project head of the new photon unit at Simmons Laboratories. He received the assignment from Dr. Jerrold, the head of the laboratory. Unbeknownst to Knowlton, Jerrold had decided to bring in another person to the project, Simon Fester. Although Fester is obviously a brilliant individual, he lacks any sort of teamwork skills and derisively says the decisions made by groups exhibit a â€Å"high level of mediocrity†. This disturbs Knowlton because he feels that group participation in the meetings with all departments yields great decisions and builds camaraderie. At a meeting between the sponsors of the research and the project heads, Fester controls the presentation and the coinciding after-meeting. Knowlton feels that Fester has taken control of his project and has started to look for positions at other companies. He tenders his resignation a few weeks later, surprising both Jerrold and Fester. Unfortunately Jerrold did not anticipate and had made plans to move Fester to another project, assuming Knowlton would continue to head up the project. Now the once promising project is in shambles with no leadership. Diagnosis Although the relationship between Jerrold and Knowlton seemed strong and they talked frequently, there was still an obvious communication disconnect between regarding Fester. Knowlton does not clearly state to Jerrold what his misgivings about Fester are. In addition, Knowlton appears not to have confidence in his abilities and basically allows Fester to run the show. Theory Knowlton believes that he â€Å"happened† into his new position and feels that he had some lucky breaks in obtaining it. Locus of control is used to explain whether or not individuals think their outcomes are controlled internally or externally (Luthan, 2011) . Knowlton is exhibiting an external locus of control since he credits his ascension to his current position as a â€Å"miracle†. This coupled with the fact that he is threatened by Fester  looking at his graphs, running his meetings, etc., shows that Knowlton does not think his ability (internal locus of control) had anything to do with his promotion. Prescription Jerrold should make an attempt to rehire Bob back into the company. He obviously faith in his abilities and needs Knowlton’s experience to run the photon project. Jerrold also needs to work with his subordinates – including Fester – on interactive communicating and teambuilding. Fallout If Jerrold is unable to convince Knowlton to return to the company, he may have to pull back Fester from his new project to run the photon project or let the latter stagnate. However, unless Fester can learn to include team members in making decisions, the project will fail due to a lack of teamwork. References Luthan, F. (2011). Advanced Organizational Behavior. : McGraw Hill.

Bullet in the Brain by Tobias Wolff Essay

â€Å"Bullet in the Brain† is a short story written by Tobias Wolff. The story is about a book critic named Anders, while waiting in a long line at the bank he is the victim of an armed robbery and gets shot and killed. The story is divided in to two parts, and this division allows the reader to see a contrast between two parts of main character’s personality. I want to argue in this essay that the combination of Anders love of words and negative past experiences are what led to his death, and demonstrate the contrast of Anders wisdom when he was younger ,and innocence when he was older, as a consequence of that combination. In the first part of the story when Anders is waiting in line, he’s witness to an armed robbery and he is sarcastic and cynical until he got shot in the head. In the second part the bullet inside Anders brain slows down time to let the reader witness the negative past experience that made him such a cynical sarcastic and childish person that he was when he got shot. I will start from the second part of the plot when he got shot. In this part of the story we see more sides to Anders character. We have a short summary of Anders past experience in life that made him so cynical and sarcastic like he is to the point he got shot. The highlight of the second part is that the writer made a list of memories that Anders would not remember, the readers, have a better perspective to Anders personality: â€Å"He did not remember his first lover, Sherry, or what he had most madly loved about her, before it came to irritate him-her unembarrassed carnality, and especially the cordial way she had with his unit, which she called Mr. Mole As in ‘Uh-oh, looks like Mr. Mole wants to play†. This is an example of Anders personality when he loves a woman and adores her choice of words of how she called he’s genital and gets him irritated after a while. Anders did not remembered his wife whom he had also loved before she exhausted him with her predictability†. Another example of someone he loved that he got tired of. â€Å" Anders did not remembered his dying mother saying of his father ‘I should have stabbed him in his sleep†. Another example of a negative experiences that accrued Anders that left a mark and vanished his innocent and made him bitter. The highlight of this part of the plot is a memory of a much earlier moment in his life that shows a contrast to the cynical, sarcastic character whose comments cost his life. As a boy, Anders accepted and admired the musical qualities of someone’s faulty grammar and had the wisdom not to ask the Coyle’s cousin to repeat his words that the other kids wont think him as a jerk, but as an adult Anders seems only to find these flaws as a kind of noise and had no wisdom to keep he’s mouth shut as expected from him. Here, we see a memory evoked at the moment of impact. â€Å"Some one asks the cousin what position he wasn’t to play. ‘Shortstop’. The boy says, â€Å"shortstop the best position they is†. Anders turns and look at him. He wants to hear Coyle’s cousin repeat what he’s just said, thought he knows better than to ask. the others will think that he is a jerk, ragging the kid for his grammar. But that isn’t it, Anders is strangely roused, elated by those final two words. Their pure unexpectedness, and their music. He takes the field in a trance, repeating them to himself. † Here we see what Anders is actually enthusiastic about, and likes the words for their music, even though they are grammatically wrong, as he repeats them to himself it puts him into a trance in the field. Here he celebrates the simple unexpected usage of words that sounds beautiful to his ear. In the first part the reader gets to know Anders the book critic, His known for the â€Å"weary, elegant, savagery with which he dispatched almost everything he reviewed. † he’s character is very cynical, sarcastic and arrogant. Through out the story Anders was sarcastic, cynical and criticizing everything, that was the cause of his death. In the beginning when he is waiting in line, in the bank, one of the tellers closes her position, Anders was listing to the woman in front of him complaining: â€Å"Oh that’s nice. One of them said, she turned to Anders and added, confident of his accord, â€Å"one of those little human touches that keep us coming back for more†. Anders had convinced his own towering hatred of the teller, but he immediately turned it on the presumptuous crybaby in front of him. †Damned unfair† he said â€Å"tragic really if they are not chopping off the wrong leg or bombing your ancestral village they closing their position. She stood her ground. â€Å"I didn’t say it was tragic,† she said â€Å"I just think it’s a pretty lousy way to treat your customers†. â€Å"Unforgivable† Anders said. â€Å"Heaven will take note†. Even though that Anders was upset from the position closing, he took his anger out on the lady in front of him by being sarcastic, cynical and arrogant. It’s ironic that Anders said â€Å"Heaven take note† and in the end he is the one that got shot. We witness how the love of words get Anders to react in a careless way: â€Å" Keep your big mouth shut! † the man with the pistol said, thought no one had spoken a word. â€Å"One of you tellers hit the alarm, you’re all dead meat†. â€Å"Oh, bravo† Anders said, â€Å"’Dead meat’†. He turned to the woman in front of him. † Great script, eh? The stern, brass-knuckled poetry of the dangerous classes. Anders critic of the robber’s choice of words makes him act in away if like he is the audience of a bad play and shares he’s critic with the ladies a front of him. Anders mocks the robbers and feels superior to them by saying: †The stern, brass-knuckled poetry of the dangerous classes. †. This is evidence that proof how passion Anders is for words and is not aware of any danger that might happen. When the robbers addresses Anders:†Ã¢â‚¬â„¢ hey! Bright boy! Did I tell you to talk? ’ â€Å"No†, Anders said. â€Å"Then shut your trap†. â€Å"Did you hear that? † Anders said. â€Å"’ Bright boy’. Right out of the killers†. Anders is mocking the robbers choice of words, instead of be quiet like an adult should behave in this kind of situation, but he is behaving childishly and risk himself and the people that are next to him. Anders got the robbers attention and they made him look up the ceiling, he couldn’t help it, even when the robbers are pointing a gun to him and warned him a few time Anders started to laugh at the robbers face and got shot. : â€Å" ‘What’s so funny, bright boy? ’ ‘Nothing’. ‘You think I’m comical? You think m some kind of a clown? ’ ‘No’. ‘Fuck with me again, your history, capiche? ’ Anders burst out laughing. Covered his mouth with both of his hands and said, â€Å" I’m sorry, I’m sorry† than snorted helplessly through his fingers and said: â€Å"Capiche-oh, God , capiche. † And at that the man with the pistol raised the pistol and shot Anders right in the head†. This moment in the plot emphasize my argument, Anders love of words with his negative past experience is what led him to his death in the bank and he couldn’t help him self to get out of it. If this situation happen when Anders was a child he probably wouldn’t say a word to the robbers, but as an adult he couldn’t act wise and shut up.

The Man of Destiny

The story under the title â€Å"The Fun They Had† was written by a highly prolific American writer, one of the three grand masters of science fiction – Isaac Asimov. The theme is probably â€Å"the influence of technology on the process of teaching. † The story is kind of utopian story, but from the perspective of the children who are the main characters of the story, it is a dystopia, since they thought there was so much more fun back in the days when there were classrooms†¦ but the whole story circles around the theme of technology and how children in this version of the future and how children today interact with that.The key in this text is lyrical, and the narration here is interwinding with the direct speech and the dialogues. To prove that the mood is lyrical let’s look at the descriptions of one of the main character’s feelings related to her mechanical teacher. The author uses colloquial speech and jargonized words, such as â€Å"gee, I guess, I betchaâ€Å" here, to show us that these children are rather ordinary, and looks similar as the children of our age. The text could be divided into three logical parts. The first part of the story begins with the description of two kids who found a real book.It was a little discovery, the girl â€Å"even wrote about it that night in her diary† It should be noted that all the events of the story take place in the future, in the year 2155, that's why a mere book from the past seems quite an interesting object for exploration. And, our heroes, Tommy (13) with Margie (11) read the book, thinking of those who used it many centuries ago. The author uses in this story such feature as pointing out the words by using the italic font. He emphasizes the words, to make us feel deeper and pay extra attention to the very phrase. Margie's grandfather once said that when he was a little boy  his  grandfather told him that there was a time when all stories were printed on pap er† as we read this â€Å"the†, we understand that from the point of view of these children it was very-very long ago. From the dialogue of the children we see that they relationship is a friendship. Of course, the author could not avoid from inventing new terms, such as â€Å"telebook†. The second part begins with the picture of the teaching process in the far 2157.From the very beginning of the part, we see the Margie’s feelings to the schooling process. Her attitude to the mechanical teacher leaves much to be desired. Reading the story we come across the problem, tackled by the author. It is a low knowledge level of children, and their uneagerness to study. To prove it we should mention the fact when the County Inspector slowed up Margie's mechanical teacher to an average ten-year level. The girl was 11, but she couldn't or didn't want to cover her own age level, â€Å"she had been doing worse and worse†.And how strong was her hatred towards scho ol! She hoped her teacher wouldn't be back, that â€Å"large and black and ugly† teacher! â€Å"The part she hated most was the slot where she had to put homework and test papers. † – This sentence indicates at her being a usual girl with a usual nature, while this is the exact thing commonly disliked at schools. The third part of the text is the speculation of these children about the teaching process â€Å"Centuries ago†. They argue whether the live teacher better than the mechanical one, or not; could the living one be smarter than the machine etc.The narrator lets us see the criticism of this young girl, she could not believe that the human can teach as good as the machine. The key in this part is rather emotional, we can see this in the dialogue of our story-heroes. The author uses such colloquies as â€Å"sure  he is, I betcha†; and again points out the admiration of Tom – â€Å"a regular teacher† This story, written by I. Asi mov makes the reader to think about the teaching process nowadays. If we remember that it was written in the middle of the 20th century, we can say that the details in this story are well chosen.I think that it has a certain purpose – to warn the reader about the possible future problems, because the era of Internet and wide spread of the computers has certain impact on our generation. Of course the mechanical, or computer teachers is the ideal solution for breeding the very clever people, the caste of self-made people, but from the other point of view, these people wouldn’t be so social, and would expect certain problems in communication with other â€Å"ordinary† people. So, it is for us to decide, which way of education is better.

The synthetic opiate Desomorphine also known as Krokodil Research Paper

The synthetic opiate Desomorphine also known as Krokodil - Research Paper Example Due to its pharmacologic traits, desomorphine displays an increased potential of causing high dependence. Against the backdrop of initial possible cases of Krokodil use in Western Europe, it is imperative to provide information regarding the grave effects of Krokodil (Gahr, et al. 860). Desomorphine (C17H21NO2), known as dihydrodesoxymorphine was first synthesized in 1932 in United States of America. The objective of this synthesis was aimed at providing an alternative to morphine in terms of addiction properties, tolerance an enhanced side effect profile. Conversely, desomorphine was unable to achieve the set objectives. On the contrary, this synthetic opiate portrayed amplified dependence potential in comparison to morphine. Research on this drug have indicate that its analgesic potency is between 8 to 10 times higher that that of morphine. Additionally, desomorphine shows a rapid onset of action and a shorter half-life in terms of elimination. Such properties of desomorphine may account for the elevated addictive potential in contrast to morphine (Veilleux, et al 161). In the recent past, there have been drastic occurrences in the number of cases in abuse of synthetic narcotics that are produced by handicraft techniques from codeine containing medicines. Various over the counter tablets and drugs supplied at cost friendly prices can be used for the synthesis of such synthetic opiates. These codeine containing drugs are exemplified by commercial names such as Codelac, Sedal-M and Codterpin. The total amount of codeine in such medicines is in the range of 8-10 milligrams. Systematically referred to as 4, 5-ÃŽ ±-epoxy-17-methylmorphinan-3-ol, desomorphine is obtained from codeine containing tablets with the use of phosphorus and iodine. In comparison to codeine itself, this synthetic derivative shows significant strength on impact to the body. Major drawbacks are encountered in the descriptions of possible byproducts in

Industrial action Essay Example | Topics and Well Written Essays - 500 words

Industrial action - Essay Example If we are to look into this problem 17 years ago, it was stated that A 1990 survey of working time found that just over one in 16 employees in Britain had their working hours calculated on an annual basis.(1) At present there are a lot of workers that are being paid in output basis rather than the time they consume to finish the work. These works includes the likes of care giving, freelance jobs, journalists and the likes. The kind of workers that are included in these fields are paid in an output basis which most of the companies does, because according to the companies, these people are not required to attend regular working hours and the hours that they consume in fulfilling their tasks are not that identical and this prompted these companies were compelled to do such acts. However, this scheme was not accepted by majority of the workers and this scenario oftentimes creates conflicts and clashes between the workers and the employers. There are accounts that workers are either offered with favorable amount in order for the companies’ make the workers feel that they are compensated. In this way, the workers would think twice in bringing work related matters to the court, particularly the rights of the workers that are deprived by some of the employers. However, workers and managers must know their duties and their limitations. Furthermore, Abramson claimed this vintage virtue stating â€Å"Wherever authoritative roles exist, they differentiate between those who command and those who obey. Moreover, in any organization we can differentiate between those who participate in the hierarchy of command, regardless of their position in this hierarchy, and those who are subordinate.† This means that whatever the circumstance, the workers must comply with the kind of leadership his manager employs. If we are to base it in a British management perspective which deals with relationship with

PROFESSIONAL & ETHICAL ISSUES IN INFORMATION SYSTEMS Assignment

PROFESSIONAL & ETHICAL ISSUES IN INFORMATION SYSTEMS - Assignment Example By providing the ethical business practices, codes of conduct plays vital part for organisations by making them responsible toward clients, employees, government and other major stakeholders. Codes of conduct effectively describe the liabilities of management, comprising every level of employees about the method of dealing with information. In recent days, several corporate scandals have significantly impacted on the trust of people. Due to this reason, the codes of conducts have gained must importance for organization to maintain specially in the field of IS. Furthermore, limitations of national regulations to comply with the global standards have also generated the requirement of maintaining proper codes of conduct in the area of IS. In this way, codes of ethics in IS help the management of different organisations to become responsible towards major stakeholders. Nowadays, there has been a growing interest amid different organisations in order to adopt codes of conduct and practices within the area of Information System (IS). The existence of codes of conduct in an organisation is related with less perceived offences and misconducts in IS operations. Organisations which implement proper codes of conduct demonstrate strong value positioning that is beyond the value derived from financial performance. Codes of conduct provide certain responsibilities on behalf of organisations and employees in order to engage in ethical activities while using IS (Somers, 2001). Although codes of conduct has implemented worldwide, their role on IS have not been addressed appropriately. This research is based on assessing the practical role that played by codes of conduct and practices within IS of an organisation. The research will be undertaken by the execution of descriptive methods through analysing several secondary sources. In general, codes of conduct aim to describe ethics and principles that ought to direct the behaviour

Gender and Consumer Culture Essay Example | Topics and Well Written Essays - 3000 words

Gender and Consumer Culture - Essay Example The culture of consumption is related with goods and products, where the purchase activities are largely grounded on the quality of the products and the value of its material usage. The difference in style possessed by different genders has therefore often been evaluated during the transitional phase, from pre-industrial economy to an industrialized and capitalistic economy, where the sole aim of the manufacturers was to maximise production and earn higher amount of revenue through the sales (Leonini & Santoro, 2004). It has further been observed that even though production dominated the earlier periods, in the modern era, consumer goods have gained its significance as the supreme factor which influences the purchasing behaviours of both the genders. In this context, shopping malls have replaced individual shops where the rudiments influencing consumers’ purchasing behaviour reflects immensely. Furthermore, from the perspectives of family, woman has been observed to spend thei r earnings towards fulfilling their family needs by a significant extent. Comparatively, men are generally noticed to keep aside a proportion of their earnings for their personal requirements. However, differences have aroused in situations where women are examined to be dependent on the earnings of the male members for the effective accomplishment of their family needs. Recent studies in this regard state that women are more concerned about the welfare of their family and children and thereby prefer spending for themselves after the needs of other family members have been attained. On the contrary, men have been identified to possess individualistic attitudes while considering the consumption choices (Leonini & Santoro, 2004). Emphasising on this conception, the study will evaluate the various factors that determine the consumption behaviour of both the genders. Furthermore, it will focus on identifying the relationships shared between consumption and gender analysing the ways in w hich the gender based perspectives tend to influence the consumption patterns amid customer groups. Literature Review According to Grazia & Furlough (1996), while decorating their homes, women not only focus on furnishings and attractive appliances, but also tend to consider the style and tastes of the other family members. Furthermore, women magazines, furnishings and marriage manuals have been an influencing commodity for the women consumers in deciding the consumption of its products. In relation to the modern day context, the development of departmental stores in major cities has further been observed to have re-defined the experiences of shopping for the female customers which was earlier considered as a highly-skilled task in regard to homemaking (Grazia & Furlough, 1996). However, Felski (1995) argued that although women consider themselves a prime source for decoration of households, they are the most irrational consumers, simply prone to wastefulness and extravagance when e ncountered with the attractive displays of products for sale (Felski, 1995). Thus, it can be stated that even though women are more concerned about family choices while consuming products, they are at times illogical while purchasing products, especially for the decoration purposes. This is because they cannot resist the attractive displays set up in the shopping malls which give them the opportunity to choose from a wide range of products. According to Veblen (1965), consumption is a symbolic act that evolved from the difficult distinction between ‘subordinate working people and dominant leisure classes’

The Brooklyn Museum of Art Essay Example | Topics and Well Written Essays - 1000 words

The Brooklyn Museum of Art - Essay Example It seems that the grey balanced against the purple color works to express a sort of bland, yet unique perspective on reality. One of the most thought provoking notions in the context of this work is the depiction of the artist’s inner feelings. One considers that poetry functions to articulate ideas and feelings that prose is not able to capture. In terms of this painting, it’s clear that the color imagery is able to depict aspects of the human condition that other modes of expression are not able to capture. While the nature of the individual artist’s feelings and unique world perspective is visible in the first work observed, the second work furthers the notion of the articulation of an individual’s interaction with the world. III. no title, 1960. As witnessed in this work, two spectres of most conceivably human figures are depicted. In addition to articulating aspects of the human experience that perhaps couldn’t be articulated in other artistic mediums, this painting expands the human perception of reality. In these regards, simply viewing this work functions to create a sense of feeling or emotion. This way the painting or artists work expands the perspectives on reality, and highlights that which is beautiful in the human experience. The painting itself seems to rely on crisp yet abstract design to illustrate a similar mental state. The image in the background also appears to be melding into the background, just as one might imagine a long lost memory or spectre of experience to do. When considering the visit to the Brooklyn Museum of Art from an overarching perspective, it’s clear the experience was highly enlightening. I would definitely recommend that other people visit the museum and have this experience as it... In this essay, the author makes some analysis of this museum experience. He shows us the paintings which were created when Hesse was at a young age, being only twenty-four years old. While the paintings are unnamed, there are identified through Roman Numerals. In these regards, the first painting in the exhibit that I spent time examining was IV. The writer describes some works of Art, share with his opinion, urges to visit the museum. He understands this painting is the connection between furthered understanding of the idea of the human through art. It seems that this work has no hidden message, but functions as a means of articulating the artist’s mood. It seems that the grey balanced against the purple color works to express a sort of bland, yet unique perspective on reality. When considering the visit to the Brooklyn Museum of Art from an overarching perspective, it’s clear the experience was highly enlightening. Hedefinitely recommend that other people visit the museum and have this experience as it presents a number of learning opportunities. In addition to the Spectres exhibit, the museum contains a wide variety of contemporary and ancient art. For instance, the ancient Egyptian artifacts were exciting to see simply for their age. In all the expansive nature of the museum grants the visitor a great perspective on culture and art. Abundant evidence that the author are impressed and very happy to to the museum.

Yum brand expatriate management in Beijing, China Essay

Yum brand expatriate management in Beijing, China - Essay Example mpanies has indicated a significant increase among multi-national businesses ranging from manufacturing companies to food and hotel industries (rphrm.curtin.edu.au). The use of expatriates as a means of ensuring that businesses succeed in international markets has been associated with various benefits. Yum brand is an American Fast Food Company, with over 40,000 restaurants distributed in various parts of the World. Yum brand has implemented various operational strategies geared towards facilitating its success in the current highly competitive fast food industry. One of the operational strategies that has been applied by the company to facilitate its success in foreign markets i.e. China is the application of expatriates, who are sent to manage its branches in foreign markets. This discussion will focus on ways that may be used by the company to increase expatriate effectiveness i.e. how the company may select, prepare and train its employees for an expatriate assignment. Additionally, the discussion will focus on describing how the company may ensure appropriate repatriation of its employees i.e. safe return of the expatriates to the company in the United States. The discussion will also highlight and explicate characteristics of the Host Country, which is China, placing a particular emphasis on why Yum Brands sent its expatriates to the Chinese Market. The effective performance of an expatriate in any foreign country begins by the selection process. In the case of Yum Brand, the selection of a employees to undertake expatriate missions in China should be based on selection characteristics that consider; technical competencies of employees, family situation i.e. considering whether one is married or not, personality traits i.e. inter-personal skills or an employee’s interest in performing expatriate missions and environmental variables i.e. cultural dimensions of the host nation as well as the needs of a qualified expatriate (rphrm.curtin.edu.au). After

Business, Research Paper Example | Topics and Well Written Essays - 1750 words

Business, - Research Paper Example In this regard supply chain management has a key role to play in the success of companies with aspects like outsourcing being on the rise. The present study would analyze the aspect of vertical integration versus strategic alliances as a possible supply chain management strategy of firms engaged in the aerospace and defense industry competing in the international markets in a globalised market environment. Business level co-operative strategy In general terms, strategic alliances can be defined as co-operative agreement and arrangements between the two or more partners, and hence, the co-operative relationship management is one of the prime requirements in strategic alliances. The strategies aims to meet this requirement are known as the business level co-operative strategies. Co-operation is one of the basic attributes of the strategic alliances and the partners must have a clear understanding of this attribute for framing a set of business level co-operative strategy. Kwok and Hamp son have identified the very specific parameters to measure and frame the co-operative strategies in case of strategic alliances. ... oss border strategic alliance The need for greater consolidation within the highly capital intensive aerospace and defense industry segment has paved the way for greater alliance and collaboration among various organizations for an effective supply chain management. The need to develop high end research has also promulgated the need to have greater strategic alliances with international partners. For example the NATO partners are actively trying to enter into greater collaborations and strategic alliances with the US and European companies in a bid to improve upon the efficiency of the companies (Lorell et.al, â€Å"Implications of European Consolidation and Increased Aerospace Globalization†). Strategic alliances also help in developing a greater synergistic association between the companies and the civil sector. The example of the modern air fighter Euro fighter Typhoon is a good example in which five European nations namely Germany, UK, Spain and Italian companies went into a strategic alliance to create a world class fighter aircraft. Another such example involves the case of EUROFLAG consortium in which five European national companies have entered into a strategic alliance to manufacture fifth generation fighter aircrafts. However the aspect of cross border alliances also involve certain hindrances mainly in the form of government contracts and regulations, arms policies and export rules of different nations, disparities in the requirements and finally the absence of multinational legal structure across various nations etc that can have serious implications on the development of cross border strategic alliances between players in the aerospace and defense industry (Commission of the European Communities, â€Å"Cross Border Industrial Integration†). Vertical

Tools of Cinematography Essay Example | Topics and Well Written Essays - 500 words

Tools of Cinematography - Essay Example This scene slowly immerses the audience into the alien landscape. The 3D effect used by Cameron in this portion of the movie is remarkable. The portrayal of Pandora’s rainforest is simply awesome. The mood at this point is light, no heavy drama. The lighting used by the cinematographer in this scene is suitable to the mood that the director wants to evoke. It draws forth a very naturalistic look with images of the sun rays piercing through the lush Pandora jungle. The cinematographer could have chosen an image of a dark jungle but he opted to choose a jungle showing all its glory in the light of day. The mood of Jake here is one of being hopeful. It is in this part of the movie where Neyteri tells Jake â€Å"You must choose your own Ikran and he must choose you†¦when you are ready.† Jake seems to be looking forward to the day when he will be able to ride his very own Ikran and travel with it through the vast forests of the Na’vi land. The excitement that Jak e feels is somehow reflected in the way Cameron portrayed the swiftness and velocity of Neyteri’s ride on Ikran. I think that by watching Neyteri ride Ikran, Jake was quite impressed because it gave him a liberating feeling. He probably is imagining already how it would feel to ride his own Ikran in the future. This scene gives the audience a hint of the imminent romance that will happen between Jake and Neyteri. It depicts Jake’s amusement at the awesome world of the Na’vis. One can see that Jake is amazed at how Neyteri rides Ikran and how the Ikran seem to be beholden to Neyteri. The ride of Neyteri takes the movie audience to at trip at the brilliantly colored alien world of Pandora.

Ukrainian Immigrant Experience in Canada Essay Example for Free

Ukrainian Immigrant Experience in Canada Essay Soviet Union was suffering dissolution after an abortive coup in Moscow when Ukraine, formerly a European Soviet, emerged as an independent nation on August 24, 1991. Right after coming into existence, the new born nation undertook a strenuous and all-embracing economic, constitutional and political reform. Canada was the first western country to acknowledge Ukraine’s independent status on December 2, 1991. (Luciuk and Bohdan p. 12) Thenceforward Canada has constantly been helping out Ukraine sustain as an independent sovereign nation giving an impetus to close and healthy relations between the two countries. However this close association finds its origins in the past hundred years of Ukranian migration to Canada. HISTORICAL BACKGROUND: Ukrainian immigration to Canada started about a century ago, when on September 7, 1891, two peasants Ivan Pylypiw and Vasyl Eleniak, arrived at the Canadian metropolis Montreal from their home village Nebyliw in Eastern Galicia. The peasants’ landing was a precursor to an influx of Ukrainian immigrants to Canadian mainland marking the beginning of a step to progress. (Gerus and Rea p. 46) Several crucial factors impelled the Ukrainians to migrate to Canada, the major ones being the national inequalities and social prejudices, malnutrition, and illiteracy. The financial plight of the Ukrainian citizens promised them nothing but a dismal and bleak future. While on the other hand, 19th century Canada, a land of bright horizons offered large scale immigration opportunities. The much needed manpower to build railways in the country, to boost its urban and industrial infrastructure and manage its mines and forests, opened up the panels for Ukrainian peasants. (Luciuk and Bohdan pp. 121-129) The untapped potential of the Canadian land was enough to lure the dismayed and impoverished immigrants. In the hope of better future prospects for their poverty-stricken families, they left behind their home soil and the loved ones to take up precarious load abroad. Most of the peasants brought along few tools and material for them including money in order to start their rehabilitation themselves. However most importantly, they brought along persistent determination to achieve their aims, a sheer devotion to their traditional and cultural values, which thrive even to date. The initial Ukrainian immigrations were largely agrarian because the majority of the Ukrainians were farmers. They established their communities in different Prairie Provinces such as Alberta, Saskatchewan and Manitoba. Since the early Ukrainians were from Galicia and Bukovyna, which were wooded areas located in the Carpathian Mountains as compared to the Canadian Prairie Provinces, they settled in the wooded aspen parklands of Alberta. (Luciuk p. 1) THE IMMIGRANT MOVEMENTS: The arrival of the Ukrainian immigrants to Canada can be generally dissevered into three waves each different from the other in several ways depending on the reasons of migration and conditions which prevailed. The earliest group of immigrants belonged to Halychyna or Galicia. They found the northern Parkland area favorable for their settlement, as it ensured three indispensable natural resources. (a) Wood which would serve as a construction material as well as a source of fuel. (b) Water, to provide for animal and human consumption, (c) Arable land for agriculture. The dawn of World War I marked the end of this earliest wave of settlement in which around 125000 Ukrainians established their livelihood in Canada. (Gerus and Rea pp. 52-64) After World War II, the second wave of immigrants arrived between the years 1924 and 1929. This lot of immigrants differed from the previous one in a way that it constituted mostly farm laborers, political expatriates and Ukrainian soldiers who had fought against Poland and Russian communists. This wave comprised almost 225000 Ukrainians. (Lupul p. 75) During 1947 to 1952, arrived the third badge of Ukrainian immigrants including most of those who had been forcefully subjected to slavery in Germany. They had no desire to return to now Soviet-powered Ukraine after the end of war. This group of immigrants was the most skilled of all as it comprised of professionals, musicians and scientists who came probably from the more privileged section of the society. These skilled professionals tended to adjust quickly as they had a better chance of availing the educational and extensive training opportunities as compared to the previous deprived immigrants. (Gerus and Rea p. 69) Finally the most recent surge of Ukrainians to Canada occurred after its declaration of independence in 1991. Relatively smaller in size, this group of immigrants principally chose to populate the urban centres, which sets them apart from their predecessors who tended to inhabit both urban and rural areas. WORLD WAR I: The outbreak of World War I left the Ukrainian immigrants and Bishop Budka (first Ukrainian Bishop in Canada) aghast. As the world-wide international matters took a sharp turn, the Ukrainians also like the other Eastern Europeans confronted great upheavals in the form of increased discrimination. (Kaye p. 83) Not only the immigration suffered a hitch but it also imposed restrictions on the already living Ukrainians in Canada. Since Ukrainian immigrants to Canada mostly came from Galicia, which fell partly under the control of Austrian Empire, they tended to hold Austrian citizenship. For that matter the Ukrainian immigrants were suspected by the Canadian authorities. It was a sheer misfortune that when the heir to the Austrian throne was killed by a Bosnian Serb on June 28, 1914, Bishop Budka issued a letter just a day back exhorting all Ukrainians to abide by the Austrian cause. The following day, Austria raged war on Russia as Serbia was her ally. When Great Britain raged war against Germany, Bishop Budka had to retract his stand and therefore he issued another letter, this time siding for the British stance. But the damage could not be recompensed. The Canadian government translated its suspicions into official policy and declared on August 15, that all foreign enemies residing in Canada were liable to imprisonment, disenfranchisement and deportation. (Kaye p. 186) INTERNMENT CAMPS: The World War 1 changed the local attitudes towards Ukrainian immigrants to a great extent. They had to endure a long struggle through harsh policies of the government and atrocities of the war. The implementation of the War Measures Act (1914) further aggravated the situation, disenfranchising all those settlers who entered Canada after 1902. Those who failed to follow the new orders were sent to internment camps. (Lupul p. 121) Already, the immigrants from Eastern Europe had not been able to immediately blend with the Anglo-Canadian community; much fuel to the fire was added by the World War 1. The anti-foreign sentiment borne out by the war drove an English-speaking delegation to petition the officials for the detainment and exile of all Ukrainians from the province. Consequently a large number of Ukrainians lost their jobs in Canada and were placed in internment camps behind fences. Those Ukrainians who tried to serve in the Canadian forces were regarded as untrustworthy and thus rejected. The Ukrainian internees were subsequently used by the Canadian government to help develop their infrastructure. Through forceful means they were subjected to back-breaking labor for the growth of mining, logging, transportation and agriculture in the country. Grand projects like Banff National Park, logging industry in Northern Ontario and Quebec, steel mills in Central Canada, the mines in Western Canada, Ontario and Nova Scotia were only a few fruitions of the Ukrainian drudgery. Canadian officials found these poor corvees to such an extent that the internment prolonged to two years even after the end of World War I. The horrid situation of the despondent Ukrainian Canadians was finally noticed by the Prime Minister Paul Martin in August, 2005, who referred to internment as a â€Å"dark chapter† in the history of Canada. A pledge of $2. 5 million was declared to recompense for the immigrants. However, to much dismay of the hapless citizenry, neither the promised funds, nor a legal settlement came true by June 2007. (Luciuk and Kordan p. 52) EDUCATIONAL REFORM: After a bleak period of war and subjectivity, the enlightened Ukrainians paved the way to enormous educational activity. There was an upswing of journalistic trend among the contemporary Ukrainians. An Increasing number of teachers and University students took up journalism as the only medium, to inform, direct and guide the befuddled fellow masses. They realized that education was their only weapon to bring about a change and they propagated this notion widely. Manitoba was the first Canadian province to witness a transition. Educational institutes opened in Ukrainian settlements. However the Ukrainian people apprehended that the aims of these academies could be to drive Ukrainian children away from their culture and traditions. They desired their children to be taught by the Ukrainian-speaking teachers rather than English-speaking instructors because of the widely-accepted belief that the English teacher did not always have much reverence for other cultures. Predictably enough, all other languages except English were banned in public schools in Manitoba. Since 1916 to date, ardent Ukrainian Bilingual teachers of Happy Thought School have managed to keep their cultural heritage alive. The more promising growth could be witnessed on the University level at Canadian universities. The fervent efforts of the two non-Ukrainian professors George Simpson of the University of Saskatchewan and Watson Kirkconnell of Acadia University introduced Ukrainian scholarships in the academic convention. (Kaye pp. 92-101) The Canadian Institute of Ukrainian Studies at the University of Alberta, the Centre for Ukrainian Canadians Studies ( St. Andrews College) at the University of Manitoba and the Chair of Ukrainian Studies at the University of Toronto are the most highlighted educational centers. This long-deprived citizenry of immigrants not only recognized the power of education, but also evolved print media as a major source of cultural dissemination. The Ukrainian Canadians produced prolific publications offering a thorough range of genres including popular literature as well as critically acclaimed academic journals in their native language. RACIAL HOSTILITIES: Apart from the social inequalities, the Ukrainian immigrants also had to suffer at the hands of racial discrimination by the Anglo-Canadian denizens. The distinct nature of Ukrainian ways of dressing up, their habits and traditions, language and religion provoked much resentment among the Canadian citizenry. They ridiculed the immigrants largely because they had their own ways prominently different from the British ways and practices.

The Characteristic Of Teaching Young Learners English Language Essay

The Characteristic Of Teaching Young Learners English Language Essay The concept of learning is influenced by the psychological study of the learning process and is widely interpreted in the popular use. The psychological concept extends quite far and includes all parts of childrens development, from language acquisition to social roles and changes in their personality. Language teaching can be widely interpreted as all activities intended to facilitate and cause language learning. At the beginning of learning the new language, the learners knowledge has none or hardly any associations with the language, it is as an infant learning its first language. The lack of contact with the language and the lack of a safe reference system can give the learner an intellectual and emotional shock which can discourage from further learning. Thus, the task for the teacher is to overcome childrens disorientation which characterises the beginnings of learning, build up and associate a system of positive attitudes and feelings with the language: that is, being able to reply spontaneously and to think in the second language. In teaching of the second language, certain social strategy is also needed, so that children should feel a need of imitation and acquire the second language in the same way as their first one. (H.H. Stern Fundamental Concepts of Language Teaching:397-400) Childrens world is based on games and having fun and the same should apply to their learning. Children should not be aware of learning, neither lexicon nor grammar, but the teacher can easily use these facts to teach the foreign language through games, stories and songs. In teachers work with young learners, it is important to teach them according to psychological and pedagogical rules. The amount of material which the learners can remember depends on teaching techniques and the way the material is drilled. It is important to remember that lack of stress in learning makes it more efficient and easier to use in real situations. What is more, only friendly attitude of the teacher towards a learner, teachers willingness for learning and using all methods of relaxation can protect a child from being discourages and shy in learning and using the foreign language. Any good associations with parts of the material can cause that vocabulary or grammar will be better and longer remembered. It is also important that childrens concentration span is quite short and it is crucial to use any procedures which can make the learner able to longer concentration. Student should be also involved and interested in the lesson (BrzeziÅ„ski 1987: 145-150). Childrens learning is based on imitation and having fun rather than on their awareness of learning. Imitation is the easiest way of introducing new vocabulary and its aim is to lead to correct articulation and intonation of sounds and their memorization. In teaching young learners, intonation exercises are especially useful because of childrens flexibility of larynx which disappears with time. In terms of imitation exercises, the teacher should pay attention to learners reactions determined by their age. Furthermore , the teacher should change the techniques of teaching to avoid learners getting bored (WoÃ…Â ºnicki, T./ Zawadzka, E. 1979: 60). Most activities for children should consist of movement and involve their senses. The teacher needs many objects, visuals and pictures to work with, and to create a possibility to use all of the schools surroundings. It is also important for the teacher to let the pupils play with the language, talk to themselves as much as it is possible, use songs, rhymes and tell stories. As a matter of fact, the teacher should let pupils talk even nonsense to enable them to experiment with the language. The basic principle in teaching a language is a variety of activities, pace, organisation, voice and face expressions. Nevertheless, routines in the classroom are also essential so that the children can know the rules, be able to use the mark system and complete tasks. Using familiar situations or activities creates the atmosphere of safety, especially for the shy learners. Another important criteria in making teaching a language efficient is the classroom atmosphere. During the lesson, there is s upposed to be room for shared experiences, group work, pair work; what is more, rewards and prizes should be avoided. It is much more useful for the teacher to make notes about each pupil regularly in case the teacher would like to inform the pupils parents about their progress (W. A. Scott Teaching English to Children:5-7). Theory of language acquisition in the early age From around 1975, language acquisition is contrasted with language learning. The American applied linguist Krashen uses the word acquisition to describe learning of the second language which is analogous to the way in which a child learns naturally his or her first language and does not focus on the linguistic form. The disadvantage of Krashens terminology is that it is contrasted with psychological terms. Krashen differentiates between acquisition and learning, as learning for him is more or less conscious. It is a very valuable distinction but it implies a constraint on the use of the term learning, and frequently deliberately limits it to the school-like learning (H.H. Stern Fundamental Concepts of Language Teaching: 18-20). In the light of an early start of language learning, Anderson claims that the way a person acquires mother tongue still remains a riddle. Between birth and the fifth year of life, children develop their ability to speak. Children in the first stage observe adults behaviour and any noises they produce. After some time, they start understand the meaning of such noises without seeing adults movements. The next step is imitation of sounds and (partially) a creation of their own ones. Consequently, children find out that they can control adults behaviour by making certain sounds. Lonnerberg mentions that only 10% of childrens utterings is like adults ones and that 90% of such utterings is their own language production. As far as it is concerned, childrens language acquisition is a dispute between an innate, individual parole and the langue created and used by the society (BrzeziÅ„ski 1987: 22-23). A critical age for foreign language learning Regarding the age of the earliest acquisition and learning point as birth, the best moment to start teaching a child the second foreign language is the age of 4-5. This is because of childrens flexible larynx which allows for nearly ideal imitation of sounds and the most efficient brain which all together create a great opportunity for language acquisition. Nevertheless, only until the age of 12-13, children keep their flexibility and natural readiness for language acquisition. Lenneberg shows through extended case studies the stages of physiological maturity processes taking place in the brains hemispheres (especially the left one), which is dominant. What is more, if it happens that the left hemisphere is damaged before the age of 12-13, it is possible that the right hemisphere takes over the domination and speech problems can be reduced. In addition, after this age such a process is almost impossible (BrzeziÅ„ski 1987: 28-29). 1.2.2 Childrens second language acquisition The phenomenon of mother tongue acquisition is interesting for linguists, psychologists, neuropsychologists and even neurophysiologists. Furthermore, it is connected with natural bilingualism which occurs when a child learns, in a natural way, the second language. The process of the second language acquisition in natural conditions is quite similar to the first language acquisition or even identical. The only difference between those two is the fact that the second language is assimilated later and is based on experience and knowledge of the first one and, as a result, the whole process happens faster and more effectively (BrzeziÅ„ski 1987: 18). Chomsky(1964) claimed it is a common observation that a young child of immigrant parents may learn a second language in the street, with amazing rapidity, and that this speech may be completely fluent and correct to the last allophone, while the subtleties that become second nature to the child may elude his parents despite motivation and continued practice (BrzeziÅ„ski 1987: 8). The first international meeting connected with childrens acquisition and its use in teaching foreign languages took place in Hamburg in 1961. Participant tried to find out if it is right to introduce foreign languages in the primary schools, if it is true that children learn better than teenagers and adults and which techniques are supposed to be used in teaching them. After four years, the second meeting took place and the first answers were given. During many decades, lots of contrary opinions developed. As early as 1967, Corder points out: It still remains to be shown that the process of learning second language is of fundamentally different nature from the process of primary acquisition. On the other hand, in 1972, Moulton stresses that in teaching a foreign language to young children it is possible to adopt some methods and intuition procedures, used by a child during mother tongue acquisition, and weave them into learning of the foreign language (BrzeziÅ„ski 1987: 8). 1.2.3 Factors of efficient language learning In 1960s, the matter of teaching a foreign language during the early age was a topic of many discussions. After the war, in many methodological books it was said that children can easily absorb, imitate and produce the new language. Learning of languages in the early age is connected with the habit of repeating words and sentences in a foreign language and acquisition of language material with the help of various memory techniques. The technique of frequent repetition of the material, as the main key to learning a language, is also supported by many psychologists such as Watson and Thorndike. In many psychological books, it is easy to find many completely different definitions of habit. According to MaÅ‚y sÅ‚ownik psychologiczny, habit is well-practised through numerous repetitions: actions which are done always in the same way and automatically. This definition can bring one to a wrong opinion that one should always react in the same way. Lado definites habit as fluency in using units and models of a particular language in answering while attention is not paid to units but to content. There are many more definitions of habit written by A. Szulc, Lompscher or Rubinsztejn, but all these definitions come down to the conclusion that the habit is way of mechanic, unconscious repetition and conscious production leading to the conscious process where consciousness is removed so long as the automatic element is eliminated. In this case, the fact that the process of repetition is the most important comes from the opinion of psychologists based on the theory that acquiring the mother tongue comes from the imitation of adults. There are also certain reasons directly influencing and shaping the process of learning and its efficiency: age - ­ after the age of 10, language acquisition ease diminishes. Childrens minds lose their flexibility and it is not that easy to acquire a language. Younger learners have better and more specific memory but have less ability to learn and need more repetitions. Children are more willing to imitate but have a very short concentration span. Their mechanical memory is better than that of the adults, and their short memory is more dynamic and more effective. The older the child, the more specific the way of learning is. Older children have their own range of memory, their long-term memory is more developed and more logic. They can focus more easily and have wider general knowledge. Being more mature, having better learning techniques and better motivation, the young and adults can easily make up this matters, which children can reach thanks to their imitating skills and more flexible minds. attitude in learning, there are many elements which have influence on better acquisition or learning, but attitude is one of the most important because it stimulates brain to better work and makes memory work more efficiently. What is more, the lack of motivation can cause that person who is not interested in the topic or in learning itself will not remember anything. previous experience connected with the material that has to be learned the more experience the learner has, the easier and more efficient learning is for him or her. material and content there are some units of material which are more difficult to understand or remember, for example, sentences which have lots of information. Also, the size of the material, the length of sentences, the kind of material (Passive Voice sentences are harder to remember and require longer time to learn than Active Voice sentences) significantly influence the effectiveness of the learning process. way of learning Humans use mechanical or logical memory while the logical one is more preferred and a part of material learned in a logical way is not only easier to reconstruct, but also stays longer in human memory. Certain researches show that talking in a foreign language is not only a simple reproduction of material that was learned. A learner should pay attention to very basic patterns which can be modified and updated with new vocabulary and structures. Mechanical memorising of sentences can be even a quite dangerous and tricky factor because certain language elements occur in a particular arrangement, in a way they were learned and drilled by exercises. number of exercises and repetitions Psychological research shows that the long term memory is extended in proportion to the learning time. What is more, overlearning is a very important element in the memorizing process. The higher the level of overlearning, the slower is the process of forgetting. Yet, the level of overlearning is reached individually after each learner performs a number of repetitions. At the same time, mindless repetitions cannot be treated as overlearning. time spent on learning It is important how long and how often repetitions and exercises are done. Frequent and short exercises are more efficient than rare and long ones (WoÃ…Â ºnicki, T./ Zawadzka, E. 1979: 30-40). The characteristic of childrens memory Learning styles are various ways of learning. They involve education methods, characteristic for an individual, which are used by the individual to learn best. The alleged basis and efficacy for these proposals have been extensively criticized. Learning styles depend on individual preferences, and, according to Nail Fleming, such styles may be divided into four categories. The fist group is made of visual learners, who, as the term suggestsplies, receive most information visually. These learners have a tendency to do well at public schools because most of what they are taught is presented through visual teaching tools. They do well with visual aids like pictures. For visual learners, the easiest way to learn is watching and calling up visuals in their minds to remember what they studied in the past. They have a tendency toward appreciating arts: crafts, painting or drama. They tend to be creative and imaginative. The second group are auditory learners who tend to learn better through listening. They listen to instructions and follow them in such a way that they can gather large amounts of information and deal with it. Auditory learners are very good at listening to lectures and conversations for a longer time without getting bored. They are more concentrated than visual learners and may be more discerning and attentive in the class. They prefer to study with music in the background. These students may also be creative and imaginative. They are good at listening to information and reproducing it in their individual ways. Students with another style known as kinesthetic learning might be mistaken for too active in the classroom. They do not like waiting for information. They prefer to find things out for themselves without any prompts. They are the explorers who want to make new discoveries. They are quick to learn new things and do not mind being left on their own with a particular toy to find out how it works. They can be successful in practical tasks, such as carpentry and design. These children prefer doing rather than thinking. Homeschooling might be a better for these learners because regular classroom activities might not be interesting enough for them. The forth group consists of logical learners who think in a conceptual manner. They explore patterns and like to know how things work. They often ask questions and are good at puzzles, math problems, strategy games and computers. They understand abstract concepts faster than others. These students prefer inventing and building their own contraptions, for example, with toys (http://www.ehow.com/info_7881656_inventory-learning-styles-child.html#ixzz1MXMcJS9C). Initial memorisation According to many researches, children have lots of problems when trying to remember and repeat parts of material or longer sentences. In a situation when a group of kindergarten children was asked to remember and repeat, they were passive and even did not take any action to do so. 8-year-old children are a slightly better and show some will to do what they were asked, although only the 10-year-old children and older pupils are able to deal with efficient memorization, data processing and are even able to organise new information to remember it better. According to this research, one can observe that at the beginning children can use only simple techniques and just after some time those techniques develop, become more complicated and fitted to individual preferences and styles. This fact is quite disturbing because during the very early school-years children are often required to remember mane, sometimes even complicated information like lyrics, grammar rules or definitions. On the o ther hand, children can easily learn their mother tongue, they widen their knowledge about society or nature quite fast. Children are often able to repeat the dialogue of their parents even if they seem not interested in it. In their first years, they are not aware of how their memory works. The flash memory term became very popular according to the discovered phenomena that some people have perfect perception and prefer things they saw rather than those which they listened to. It is a very important fact that children use flash memory in a metaphorical way because they mechanically transfer the received information to their memory. Everything seen by people is remembered for a very short time in their operation memory. For a long-term memorisation, it is useful to include various visual aids in the teaching process. Children are able to remember not only pictures but also many details from such pictures. However, sometimes a picture shown to a child may be slightly different, may h ave different colours or shapes (especially of those elements which amazed the child). Autistic children have a very efficient flash memory and after a few seconds they are able to memorise very complicated and detailed pictures; what is more, they do so without much effort. From the previously discussed research, one can deduct that only from the age of ten children can consciously memorise some facts for a longer time. More effective memory depends on which study techniques the child uses. Those study strategies consist of certain elements like: the level of consciousness and awareness of the aim the child is learning for and willingness the child hasmemorisation strategy effort used to learn a specific part of the material Sometimes it is very hard to prove which element from the ones mentioned above is used. It can be even said that children create memorization strategies in internalisation. Before a child creates its own technique of learning, a child cannot achieve better results in learning but when those strategies are already created, the child knows how to study to achieve his or her aim. Then, the process of memorisation becomes faster, easier and more efficient. After some time, children not only know how to learn faster but also can understand more and do this more freely. Nevertheless, at the age of six it is still very complicated for the young learner to organise material which has to be learnt, and this is why children start to repeat. Only nine-year-old children are consciously able to group certain pictures into categories to achieve better memorisation. To sum up, one can easily say that children develop their memorisation skills according to their age and in this process children reme mber those things which they pay attention to but it is short memory and at the same time hard memory which are used. Sensitivity on keeping memory on the alert and reaction do not depend on where this new information comes from (society, nature or their own body) but in case of children it is mainly automatically received and processed by their brain. This process happens quickly and almost without any effort and the teacher cannot see those processes and cannot stop or modify them. This process can be only stopped and controlled, but then it works much slower and requires some effort. What is more, a child has to be conscious of information and has to recognise it. To distinguish between automatic and controlled memorisation, one can distinguish three levels of the automatisation processes: the first level is dominated by the automatic use of information (also without paying attention) the second level is partially automatic when attention is not focused on information the third level is only rarely automatic but full attention is needed in this case ( E. Gruszczyk- KolczyÅ„ska, Ewa ZieliÅ„ska Wspomaganie dzieci w rozwoju zdolnoņºci do skupiania uwagi i zapamiÄâ„ ¢tywania WSiP Warszawa 2005: 52-68). The theory how media influence children Media themselves may introduce lots of positive things but also the negative ones into the human life, shape attitudes and mentality of the young people. Furthermore, especially children may be easily influenced by commercials. Media contents are brought to people through the Internet, radio or television, and such media information consists of specific stimuli which affect brain, senses and create or change attitudes and ways of looking at the reality. The good side of the media is the fact that it is created for peoples development, making life more convenient, introducing social and personal values and causing that long distances are easier to overcome. As a result, even such aspects as education or culture are closer to various and separated nations. On the other hand, mass media become a kind of of a boundary or a cage in which a person is isolated from the others, as it may create a situation of misunderstanding and limit of ones social life which is then substituted with cyber space. Needless to say, the mass media caused radical reorganisation of the social life. In terms of education and upbringing of young generation, the media are creating new types of personalities, a sort of a new civilisation. This new generation of media-people is an inextricable part of the modern life, and can be source of many good, positive and improving aspects as well as bad, demoralising, violent and the ones encouraging unacceptable deviations. Media in education The fact of striving for more effective ways of teaching is a main subject of many modern researches. Nowadays, in order to achieve the goal it is natural to use the most entertaining and universal tools like the Internet and other mass media. Thanks to these tools, learning can be more pleasant and successful for the learners and also easier and less effort-requiring for the teachers. More and more modern teaching techniques make education up-to-date and allow for leaving (old) traditional methods in education and introduce the modern model of integration of education with entertainment. In this context, education becomes a product, (almost a technological device), a source of educational tools and an incentive for the unconscious learning. Media may be easily and freely used not only in school teaching but also in private, out-school or even global, social, personal and cultural training. They can provide news, information and educational content using all possible multilingual tools. What is more, this kind of instrument has certain aspects which are singled out by Henryk GrudzieÅ„ in his work Media jako skÅ‚adnik procesu dydaktyczno-wychowawczego: direct influence this means that especially television programs and films immediately influence their audience (human emotions and intellect) building-up influence means building up information, associations and feelings connected with films or TV programs which cause some changes in the human psyche subconscious influence similar to the one above, but the audience is not conscious of changes in its attitudes because at the beginning the audience refuses the given way of thinking due to its unsuitable content and after some time its resistance disappears. Media also have a tremendous influence on the lifestyle of the young people, and they affect lots of spheres of young peoples lives, for example: the effect on the way that somebody behaves (making decisions, aggressive behaviour, social actions etc.) the effect on the level of knowledge (level of information, range of knowledge, level of communication skills etc.) the influence on attitude (believes, religion, judging of other people, etc.) the influence on physical fitness (damaging of senses, lack of motion, addiction) The processes mentioned above depend on many conditions such as age, psyche, actual situation in ones life, level of knowledge, weather, place of receiving such information or influences, company or gender. For example, the most influential may be a film watched in a cinema where the level of focus is very high, a bit weaker may be television and the weakest the radio. The Internet in childrens education Nobody can deny that modern technology has changed and revolutionized education. Teachers have also quickly adjusted their teaching methods in a response to new technology because gadgets in the classroom can create a more interesting, interactive and entertaining environment. If schools strive to keep up with technological trends, then the learning that takes place there becomes more relevant and meaningful for the learners. The Internet and computer knowledge and literacy of major software programs is no longer reserved only for higher educational systems or special trade schools in the modern society. ( http://www.ehow.com/about_5410187_uses-modern-technology-classroom-teaching.html#ixzz1Iai4xP5X) Many children, when going to school, deal with individual difficulties on the basis of their opportunities. Nowadays, from the very early age, children get used to computers, the Internet and other modern technologies. The access and the use of the Internet fulfil many of the aims of education. What is more, it broadens childrens mind horizons, gives them a sense responsibility, builds up their self-esteem and develops their autonomy. A big advantage of the Web is its easy access and lack of duty to have a face-to-face contact. The author of the book Special educational needs and the Internet: issues for the inclusive classroom Chris Abbott claims that there are four principles and each one proves that websites and the Internet have become an influential tool for teaching as the pupils are: Informed The Internet is a source of information and news used in topic work, planning visits, web sites pictures of classmates work, connection with other pupils even outside the school, village or town and also link with past friends. Involved In the virtual tour, in preparing material, in creating and sharing their ideas; in group with the integrated activities where physical presence is not significant. Empowered enabling access for children with any physical difficulties, various tools, e-mails Recognised pictures on websites of the children and their work, whiles of the school council meeting, aiding successes and building self-esteem. (111-112) The Internet has a large part to play in the future education of the young people. In this book, the author included many useful tips when using computers in teaching young learners. For example, the page a teacher wants to use should be put on the screen before children come into the classroom. What is very important, computers should be set in a way so that the children cannot open unauthorized sites and also it is important to remind the children of behaving in a good way to prevent the pupils from running to get to the computers first. It is also useful to create a list of computer room rules. Wherever possible, there should be no more than three pupils per one computer. If children cannot see the screen, they may quickly lose interest in their school work and may not be willing to learn. All these elements can make children more concentrated and make learning more effective (C. Abbott Special educational needs and the Internet: issues for the inclusive classroom New York 2002).

Agencies to Combat Global Malnutrition

Agencies to Combat Global Malnutrition Globalisation Globalization is apparently the most critical variable right now forming the world economy. In spite of the fact that it is not another wonder the progressions it is achieving now happen significantly more quickly, spread all the more generally and have a much more prominent business, monetary and social effect than at any other time. (Bettcher 2002) Globalization, or the increased interconnectedness and interdependence of peoples and countries, is generally understood to include two inter-related elements: the opening of international borders to increasingly fast flows of goods, services, finance, people and ideas; and the changes in institutions and policies at national and international levels that facilitate or promote such flows. Globalization has the potential for both positive and negative effects on development and health. (WHO, 2017) Governance Governance can be defined as the sum of the ways that individuals and institutions, public and private, manage their common affairs. [Commission on Global Governance. Our global neighbourhood. Oxford: Oxford University Press, 1995]. This might be through unequivocal guidelines as laws, controls, religious standards upheld by formal establishments (for instance: legal, church service), or more certain principles, for example, social standards, custom and moral models authorized by more casual means (for instance: assertions, deliberate implicit rules). In any case, worldwide administration is unmistakable given the nonappearance of an abrogating power to administer and is therefore depicted as administration are without government. [ Rosenau J, Czempiel EO, eds. Governance without government: order and change in world politics. Cambridge: Cambridge University Press, 1992.] This implies a more extensive scope of on-screen characters required in global governance. Alongside states, glob al governance is portrayed by a plenty of local and universal associations made out of state individuals. In the health sector, these are driven by United Nations associations (for instance: UNICEF, WHO). Private division interests (for instance: universal business associations, multinational companies) may likewise take part in worldwide administration by trying to impact the exercises of global associations or participating in their own frameworks of governance. At last, civil society associations may compose crosswise over nations (for instance: worldwide social developments) with an end goal to impact worldwide governance. Altruistic establishments, non-administrative associations and health experts have been unmistakable in worldwide administration of health. (Anon. 2013) Global change drivers Global change in a societal scene includes cultural, social, innovative, economic, legitimate and political change. Terms firmly identified with worldwide change and society are globalization and global joining. Globalization started with longdistance exchange and urbanism. The principal record of long exchanging courses is in the three thousand years BC. Sumerians in Mesopotamia exchanged with pioneers in the Indus Valley, in advanced India. Global incorporation quickened from 1750, yet more significantly from 1950s. This time has seen mind blowing worldwide changes in transportation, communications, and PC innovation. Thoughts, societies, individuals, products, money move around the world easily and services. This new worldwide interconnectedness and free stream of data has fundamentally changed ideas of different societies, clashes, taboos and religions. Presently, social developments can and do shape at a planetary scale. (wikipedia n.d.) Drivers of global change (Gore 2013) The development of a profoundly interconnected worldwide economy that undeniably works as a completely incorporated all-encompassing element with a totally new and diverse relationship to capital streams, consumer market, work, and national governments than before; The rise of an all-inclusive electronic interchanges lattice associating the musings and sentiments of billions of individuals and connecting them to quickly extending volumes of information, to a quickly developing web of sensors being inserted pervasively all through the world, and to progressively clever gadgets, deduction machines, and robots, the most intelligent of which as of now surpass the capacities of people in playing out a developing rundown of discrete mental errands and may soon outperform us in indications of insight we have constantly accepted would remain the exceptional region of our species; The rise of a totally new adjust of military power, political, and economic on the planet that is drastically not quite the same as the harmony that described the after half of the twentieth century, amid which the Unified Conditions of America gave worldwide authority and solidness-moving impact and activity from West to East, from well off nations to quickly rising focuses of force all through the world, from country states to private performers, and from political frameworks to business sectors; The development of quick unsustainable development-in populace; urban communities; asset utilization;living species, consumption of topsoil, and living species; contamination streams; and financial yield that is measured and guided by a foolish and twisted arrangement of all around acknowledged measurements that blinds us to the damaging outcomes of the self-misdirecting decisions we are routinely making; The rise of a progressive new arrangement of effective organic, hereditary, biochemical, and materials science innovations that are empowering us to reconstitute the sub-atomic outline of all strong matter, reweave the texture of life itself, adjust the physical frame, attributes, qualities, and properties of plants, creatures, and individuals, seize dynamic control over development, cross the old lines isolating species, and design completely new ones never envisioned in nature; and The development of a drastically new relationship between the total force of human progress and the Worlds biological frameworks, including particularly the most defenceless-the environment and atmosphere adjust whereupon the kept prospering of mankind depends-and the start of a monstrous worldwide change of our vitality, mechanical, horticultural, and development innovations so as to restore a sound and adjusted relationship between human civilization and whats to come. Malnutrition Malnutrition is a serious condition that occurs when a persons diet doesnt contain the right amount of nutrients.(NHS UK, 2017) Malnutrition covers 2 general gatherings of conditions. One is undernutrition- which incorporates wasting (low weight for height), stunting (low height for age), underweight (low weight for age) and micronutrient inadequacies or deficiencies (an absence of essential vitamins and minerals). The other is overweight, obesity and eating regimen related noncommunicable diseases, (for example: coronary illness, cancer, stroke and diabetes). Undernutrition The outcome of undernourishment, and/or poor absorption and/or poor biological use of nutrients consumed as a result of repeated infectious disease. It includes being underweight for ones age, too short for ones age (stunted), dangerously thin for ones height (wasted) and deficient in vitamins and minerals (micronutrient malnutrition). (FAO http://www.fao.org/hunger/en/) Challenges: Hunger and deficient nourishment add to early passings for moms, babies and youthful kids, and impaired physical and mental health in the youthful. In the meantime, developing rates of overweight and obesity globally are connected to an ascent in interminable ailments, for example, diabetes, cardiovascular malady and cancer conditions such are reality undermining and exceptionally hard to treat in spots with constrained assets and as of now overburdened health frameworks. (WHO 2011) Around 104 million youngsters around the world (2010) are underweight Undernutrition adds to around 33% of all kids deaths Stunting (a pointer of endless undernutrition) thwarts the advancement of 171 million youngsters under age 5 as indicated by 2010 figures 13 million youngsters are conceived with low birth weight or rashly because of maternal undernutrition and different variables Absence of basic vitamins and minerals in the eating routine influences invulnerability and healthy advancement. More than 33% of preschool-age kids universally are Vitamin An inadequate Maternal undernutrition, regular in many developing nations, prompts to poor fetal advancement and higher danger of pregnancy confusions Maternal and child undernutrition represent more than 10 percent of the worldwide weight of sickness Overnutrition overnutrition refers to the excessive consumption of one or more parts of a healthy diet, resulting in adverse effects on the health of the person involved. (Holistic n.d.) Overweight and obesity: around 1.5 billion individuals are overweight around the world, 500 million of them are obese (2008) overweight kids under the age of 5 were around 43 million (2010) developing rates of maternal overweight are prompting to higher dangers of pregnancy inconveniences, and heavier birth weight and obesity in kids around the world, no less than 2.6 million individuals die every year therefore of being obese and overweight (WHO 2011) Double burden of malnutrition Malnutrition, in each shape, presents noteworthy dangers to human wellbeing. Today the double burden of malnutrition is faced by the globe that incorporates both undernutrition and overweight, particularly in developing nations. (WHO 2011) The double burden of malnutrition is characterised by the coexistence of undernutrition along with overweight and obesity, or diet-related noncommunicable diseases, within individuals, households and populations, and across the life course.(WHO, 2017) More than 1.9 billion grown-ups around the world, 18 years and olders were overweight in 2015, while 462 million were underweight. People with obesity were More than 600 million. Around the same time, 42 million kids less than five years old were overweight or obese yet 156 million were influenced by stunting (low height-for-age). While 50 million youngsters were influenced by wasting (low weight-for-height). Bad nutrition keeps on bringing on almost 50% of deaths in kids under five, while low-and middle salary nations now witness a synchronous ascent in adolescence overweight and obesity expanding at a rate 30% speedier than in wealthier countries. (WHO 2016) Globalisation and double burden of malnutrition A specific agreement rose out of the writing about the globalization forms saw to assume a part in nourishment: the development of transnational food organizations (TFCs); advancement of transnational general stores; liberalization of foreign direct investment; worldwide food publicizing and promotion; the progression of universal nourishment exchange; advancement and commercialization of local farming markets; innovative improvements; and social impacts. These globalization procedures are driving changes in the food supply and the accessibility of budgetary assets, in this manner influencing both the nourishment move and under-nutrition. As per the International Obesity task force, an expected 300 million individuals around the globe are obese (BMI>30). For instance, more than 50% of the older populace in Iran, Australia, U.S., and Saudi Arabia are either obese or overweight. childhood obesity is a developing issue, no less than 25 percent of kids in U.S., Australia, and Iran are obese. (Brownell, Kelly and Derek Yach n.d) A few hypotheses try to clarify why obesity is on the ascent around the globe. One hypothesis is that movement of individuals from country to urban territories has changed eating regimens to incorporate all fast food and less conventional weight control plans. In Mexico, child obesity scarcely existed a quarter century, though a late civil review in Mexico City demonstrated that 30 percent of primary school kids and 45 percent of teenagers were overweight. A country Mexican eating routine is rich in beans, corns, products of the soil, while the urban eating routine progressively incorporates imported quick nourishments and nearby fast food. Whether rich or poor, Mexicans are eating more browned greasy food and meats, since the costs for these items have gone down. The capacity to eat these sorts of nourishments relates to status, and has turned into a social standard that is difficult to break. (Malkin 2005) The food individuals ate before globalization were seasonal and local. Mexican food Maize turned into the staple food of southern and eastern Africa Because of exchange. From the middle East, wheat turned into the predominant product in North America. From Asia rice is presently likewise developed and eaten everywhere throughout the world. Globalization has not just internationalized food, it has additionally internationalized diets. While lack of healthy food remains a noteworthy issue in both created and developing nations, obesity is on the ascent. Then again, a Rand Organization found that obesity is not connected to the quantity of fast food eateries, however to the cost of fresh food. Kids put on more weight in regions where the cost of fresh vegetables and fruits are more than the fast food. (Smith 2005) The inverse is valid too. In Visalia, California create is moderately cheap and the kids overabundance weight gain up was about a large portion of the U.S. normal. (Smith 2005) Affirming the Rand study, a recent report in France, by the National Organization for Counteractive action and Training about health, demonstrated that 25 percent of the told French wealthiest populace, which is around 60 million, eats three times a greater number of vegetables than the 25 percent of the base of the income scale. (Anon. n.d) Foreign direct investment is assuming a critical part in forming the developing worldwide market for processed food by prompting to the more prominent accessibility of processed food. It is additionally liable to animate deals by bringing down costs, giving the method for development to transnational general stores, and making motivations for promotions and publicizing. food promotion and publicizing drive globalization by expanding interest and speeding the stream of food items into the worldwide commercial market. Thus, globalization has invigorated more publicizing and advancement by conveying to the developing globe the promoting and showcasing organizations with the most aptitude in outlining marketing effort and additionally the TFCs that promote. Expenses on food promotion is high and expanding in developing nations; a critical extent of this promoting is for energy dense fast food focused at youth and kids. The target of this promoting is to empower more prominent utilizatio n, and two noteworthy methodical surveys (utilizing proof from western nations) have now inferred that publicizing and promotion influences food decisions. (Hawkes 2008b) By and large, even though men may have higher rates of overweight, ladies have higher rates of obesity. Baby care is affected by ladies wellbeing status, the time that moms go through with their kids, nourishing, breastfeeding practices, and the social convictions and practices that impact these practices. It is in this manner qualified to note that satisfactory pay, more noteworthy nourishment accessibility and extended health services are vital for enhanced nutrition, and these components wont bring enhanced nourishment unless family units can utilize them. Ladies in formal work in Nigeria had expanded by 65 percent (Alayande, Olayiwola and Olaniyan 2000). The ramifications of this is ladies high maternal mortality rates and heavy burden of production and reproduction constrain their ability to care for their kids. The dual requests of work outside and inside the home leave ladies with under four hours for each day for babys care. Older kids were kept at home by 43.9% working moms. Some made utilization of the accessible kids care centres (12 percent), while 12 and 5 percent kept the ir kids in paying nursery schools or in the guardianship of house-help. Ladies education additionally influences breastfeeding: 71% of urban moms with essential and auxiliary education breastfed their baby inside one day of birth, versus with no education, 58% of moms. However, rather than urban babies are breastfed longer in rural territories: 59% of urban babies, versus 77% of rural babies are breastfed at 12-15 months (Government Office of Insights and Joined Countries Youngsters Store [UNICEF], 1999). ACTORS of Global Public Health The global health associations are a noteworthy source of master specialized advice and preparing for nearby health experts.Countless organizations of different size give global health help. The correct parts played by these associations can confuse on occasion, even to experts in this field. What takes after is a depiction of the elements of the biggest global health associations. Organizations Providing Long-term Health Care These organizations are normally separated into three groups: multilateral organizations, bilateral organizations, and non-governmental organizations (NGOs). Multilateral Agencies The term multilateral implies that subsidizing originates from various governments (and from non-governmental sources) and is appropriated to a wide range of nations. The major multilateral associations are all part of the UN. World Health Organization (WHO) is the foremost international health organisation. It is an intergovernmental agency related to the United Nations. WHO and other similar organizations are separate, autonomous organizations which, by special agreements, work with the UN and each other through the coordinating machinery of the Economic and Social Council. As indicated by its constitution (1948) its vital objective is the attainment by all peoples of the highest possible level of health. The main work of WHO is coordinating and planning global health exercises and providing specialized help to nations. It creates standards and benchmarks, scatters health data, advances informations, gives training in worldwide health, gathers and examines epidemiologic information, and creates frameworks for checking and assessing health programs. For WHO, The Pan American Health Organization (PAHO) serves as the territorial field office in the Americas and, since it originates before WHO, carries on some extra self-ruling exercises. (IMVA n.d) World Bank is the other vital intergovernmental agency related to the UN vigorously included in global health. The agency loans money to poor nations on beneficial terms not accessible in business markets. The measure of money lent to developing nations for HR improvement, i.e. education and health, has expanded relentlessly in the course of recent years, from 5% of aggregate loans in the mid-1980s to 15% in the previous two years, with an anticipated half increment in HR improvement loans throughout the following three years. The aggregate sum of loan for nourishment, populace exercises, and health in 1995 was roughly $1,200 million. (IMVA n.d.) The United Nation Childrens Fund (UNICEF) spends the greater part of its spending plan on health services. UNICEF makes the worlds most defenceless kids its top need, so it commits a large portion of its assets to the poorest nations and to kids under 5. In 1994 UNICEF burned through $202 million on kids health, $30 million on kid nutrition, $216 million on crisis alleviation, and $81 million on sanitation and water. UNICEF runs huge numbers of the kids health programs in participation with WHO. The Unified Country Advancement Program (UNDP) out of $1 billion, distributed $141 million of an aggregate spending plan for field consumptions, to education, employment, health. Its real health concerns are maternal and kids nutrition, unnecessary maternal mortality, and AIDS. In conjunction with WHO and the World Bank it supports the Exceptional Program for Research and Preparing in Tropical diseases (TDR). Bilateral Agencies These are governmental organizations in a solitary nation which give help to developing nations. The United States Agency for International Development (USAID) is the biggest of all. Historical and political reasons regularly figure out that to whom bilateral organisations will be donating and the amount they get. For instance, Japan offers for the most part to developing nations in Asia, and France focuses on its previous provinces. Through its centre for Populace, nutrition, and health, In 1994, USAID, gave $1,050 million for long haul health care in developing nations. USAID channels the greater part of this guide through cooperating offices private worldwide health offices which contract with USAID. Non-governmental Organizations Also, known as private voluntary organizations (PVOs), give roughly 20% of all outside health help to developing nations. A large portion of these associations are very little; many are church-partnered. In the exceptionally poorest nations, doctors facilities and centres keep running by societies are particularly essential. Information from Uganda shows that church mission clinics are substantially more proficient than government health centres, with mission specialists regarding five circumstances the same number of patients as their partners in government offices and mission medical caretakers going to double the quantity of patients that administration attendants do. The biggest NGO gave to universal health in the U.S is Project Hope, with a yearly spending plan surpassing $100 million. Around the world, the most imperative NGO in long haul worldwide health is presumably Oxfam, Universal. Established in the Unified Kingdom in 1943, it now has offshoots in 10 different nations, in cluding the U.S. ((((Overall, it is virtually impossible to gather evidence to prove, one way or another, the impact that various changes in food supply chains are having on diets. The industry would certainly argue that it is simply satisfying latent demand which is doubtless true to a point but logic and circumstantial evidence suggest that this is contributing to trends in overweight. In any case, the supply chain changes are inevitably associated with economic development, and the solution must be to develop policies that counter any negative side-effects rather than to hold back development more generally.))))

Essay --

St. Augustine considers his mother as a crucial factor in his conversion to Catholicism. However through the analysis of his Confessions it leads me to believe that St. Augustine’s mother was not a decisive figure. Monica was in the background keeping him in thought and prayer however Augustine’s watershed moments came as a result of his own examination of readings as well as his conversations with his friends and mentors. Therefore I argue that Monica had delayed Augustine’s baptism and it was his own experiences that allowed him to come to God. Baptizing a baby at birth was this was a common practice during the time when Augustine was born. And Monica had decided to keep Augustine from being baptized. Monica’s reasoning is really just an unnecessary precaution. Whether or not your sins are wiped away now or later as long as you go to confession you are forgiven of your sins regardless. More importantly this precaution keeps Augustine from strengthening his relationship with God early on because it had kept him from truly being responsible for his actions and had stunted his involvement in the Church. In the first chapter alone he states â€Å"I was already a believer, as were my mother and all the household, with the exception of my father.†1 He was already a steady believer in God and was ready to be baptized however he was kept from it and was influenced by the other people as they said â€Å"Let him be, let him do as he likes, he is not baptized yet.† Without the proper reinforcement and teaching he progressively strayed away from his beliefs and eventually lost himself in sin. This leads to one the most important incidents in Augustine’s childhood. Augustine spends more time lamenting on the time he had stolen the pears than he does ... ...e so it may be fabrication or mayhap truly be Godly intervention Augustine had opened up to a passage that had told him to discard his lust for flesh and put on Jesus Christ. This was the last sign that he needed and Augustine converts immediately. Throughout Augustine’s Confession he describes his journey of coming to Christ. He is constantly thanking his mother and giving much credit to her. Many of his developments are not due to any of Monica’s doing. He had always kept her in his thoughts and that is probably why he feels that she was influential. However he was most influenced by his friends, preachers, and even perhaps divine intervention. Without these revelations he could possibly have strayed away from Christianity or even religion completely. Therefore I conclude that although subtly influential, Monica was not an integral part of Augustine’s conversion.