Two Voice Poems for Kids - Best Poetry Books for Kids

Symptoms And Symptoms Of The Memory Loss - 1246 Words

Introduction Amnesia is a mental illness that refers to memory loss. The cause for the memory loss can be due to several factors. The memory loss could be due to emotionally disturbing events; memory loss can also be cause of physical harm usually to the cephalic region. The disease also interrupts the normal everyday functioning of a person suffering amnesia. An individual may still be able to carry out certain activities despite the amnesia. Fortunately, there are diverse ways to treat amnesia. Pathophysiology Amnesia is a large scale loss of information that normally should have not been forgotten, such as key facts, important people in an individual’s life, and memorable events. Amnesia also refers to the inability to memorize information (MediLexicon, 2015). Amnesia consists of two features. Anterograde amnesia is when new data is unable to be retained. The incapability to recollect previously known information and past occurrences is called retrograde amnesia (Mayo Clinic, 2014). There are two different types of amnesia and different causes for the two types. The first type of amnesia is called organic or neurological amnesia. This amnesia is a result of brain damage or injury. Amnesia can be caused by oxygen deprivation, like from a heart attack, certain medications like ambien, the sleep aid, and also a stroke. Encephaloma in the memory region could also be cause. Amnesia may also result from head injuries and encephalitis. The second type of amnesia is calledShow MoreRelate dAlzheimer s Research Paper : Alzheimer And Its Symptoms1703 Words   |  7 PagesMeghan Odell English IV- 5 Mrs. Crow 18 November 2015 Alzheimer’s Research Paper There are three separate stages of Alzheimer’s, they are all so different and yet so similar. Many people have a false recollection of Alzheimer’s disease and its symptoms. Many believe that people only get Alzheimer’s as a result of aging. Alzheimer’s disease is not a disease that happens because the human body gets worn down, but because of a change occurring in the human brain. Alzheimer’s is a serious diseaseRead MoreThe Common Types Of Dementia1013 Words   |  5 Pagesnumber of people living with dementia is currently estimated at 47.5 million worldwide and is expected to increase to 75.6 million by 2030 (World Health Organization 2015). Dementia is caused by physical modifications in the brain and is known for loss of memory and mental abilities. It’s a progressive disease which means it gets worse over time. If diagnosed early on, the quality of life for people with dementia as well as their family members can be significantly i mproved. There are many different typesRead MoreSymptoms And Symptoms Of Alzheimer Disease1176 Words   |  5 PagesUnited States. It usually starts with recent memory loss – then progresses to forgetting where you are, familiar faces and names. Eventually, the disease continues to progress and patients develop impaired mobility, difficulty swallowing, and inability to care for themselves. Alzheimer disease is a major cause of disability and death in the United States. Due to the importance of this condition, it is critical that patients understand its causes, symptoms, and treatment. By the end of this articleRead MoreSymptoms And Treatment Of Alzheimer s Disease1220 Words   |  5 Pagescritical damage to a human’s body from the symptoms to the treatment that is followed by the diagnosis. In the following paper, we will discover the symptoms, the organs affected, and the treatment for Parkinson’s disease. To first discover a disease it is important to know the description given. Alzheimer’s is a disorder of the nervous system in your body that progresses over time. This neurological disorder is caused by the death of brain cells causing memory loss. With age the disease will worsen toRead MoreWhat Is Dementia And Alzheimer s Disease?1311 Words   |  6 Pagescapabilities in which memory loss is one of the key features of this disease. Memory loss creates difficulty in completing every day tasks. Most people who suffer from the disease need assistance with their activities of daily living. Alzheimer’s disease accounts for 60% to 70% of cases of dementia. It is a long lasting neurodegenerative (progressive damage of the neurological nerve cells) disease that usually starts gradually and gets worse over time. What are the symptoms of Alzheimer’s? TheRead MoreAlzheimer s Disease : A Progressive Disease1667 Words   |  7 Pagesprogressive disease that destroys memory and other important mental functions. Brain cells in Alzheimer’s disease dies and degenerate causing the loss of memory and mental functions. Alzheimer’s is the sixth leading cause of death in the U.S.A. Alzheimer’s Disease is named after Dr. Abis Alzheimer. In 1906, Dr. Alzheimer noticed changes in the brain tissue of a lady who had died of an unusual mental illness that was very unknown. The woman s’ symptoms included memory loss, language problems, and unpredictableRead MoreUnit 14 Physiological Disorders1154 Words   |  5 PagesCauses of sign and symptoms People with Alzheimer disease also develop deposits of protein and fibre that prevent the cells from working properly. When this happens, the cells cant send the right signals to other parts of the brain. Over time, brain cells affected by Alzheimer also begin to shrink and denature. Causes of sign and symptoms People with Alzheimer disease also develop deposits of protein and fibre that prevent the cells from working properly. When this happens, the cells cantRead MoreThe Exact Cause of Dementia Essay906 Words   |  4 Pagesit drives you insane? Well try living with Dementia. Dementia is not a disease; it is a group of symptoms caused by another disease, which produces a progressive loss of cognitive functioning (Psychology Today). People often believe that because of old age, a person may have Dementia, but this is a false accusation. In old age you may forget a few things here and there, but it is only when the symptoms affect the person’s daily life that it can be called Dementia. The exact cause of Dementia is damageRead MoreStill Alice. Living With An Insidious Cognitive Declining1656 Words   |  7 Pagesfamilial Alzheimer’s disease often fear losing their sense of self (Borrello et al. 2495). This theme is carried out in the film through the character of Alice, a 50 year old linguistics professor at Columbia University. The inevitable decline in memory, communication, and eventually independence strike those with the disease (Borrello et al. 2494), which will quickly affect not only themselves, but also relationships with others. In this essay, I will discuss the level of accuracy in the film, StillRead MoreAlzheimer : A Disease Of The Brain And It Can Cause Dementia1124 Words   |  5 Pageswith the memory, thinking and behavior. Alzheimer is one of the leading causes of dementia. Alzheimer represent the 60 to 80 percent of dementia cases. Dementia is a term use to describe a group of symptoms called â€Å"senility†. Early symptoms of deme ntia include loss of memory, and people having problems remembering recent events, but when the diseases get worse, people have a problem with the language, difficulty with communication, disorientation, mood swings, not managing self-care, loss of motivation

Fortescue Metal Group

Question: Discuss about the ase study for Fortescue Metal Group. Answer: Issues and Facts The given case i.e. Forrest v ASIC resolves around the representations made by FMG (Fortescue Metal Group) and the CEO Forrest in the ASX announcements and media release. This announcement was in context of an agreement signed in regards to the iron ore mining project being implemented by FMG in Western Australia. The company FMG had planned to build a railway line near the project site for the transportation of ore from the mine to Port Hedland and additionally build a port. To implement the same, the company executed agreements in 2004 with three leading state owned companies from China. One such agreement called as Framework Agreement was implemented with the China Railway Engineering Corporation (CREC). The company notified the ASX of this development by extending a letter and publishing a detailed media release on the company website. In these public announcements, it was stated that the company and CREC have executed a binding agreement whereby CREC would build and also finance the railway project at the mining site. Additional clause stated as the contract term was the fact that full risk regarding the project would be assumed by CREC as per the fixed price agreement for the project. The above information that has been provided to the investors (both actual and potential) was not complete and hence potentially misguiding. The actual clauses and terms of the Framework Agreement implemented with CREC were not put in the public domain as they were classified as confidential. ASIC pointed at the fact that that the framework agreement in actuality did not contain any clause with regards to a fixed price being decided and CREC assuming full risk for the rail project. Hence, based on the above facts, the central issue in the case was to determine if the company i.e. FMG and the CEO Mr.Forrest had indeed violated the Section 1041H of the Corporations Act 2001 by giving out potentially misleading statements in the public domain with regards to having a legally binding contract with CREC when the same was not true. Additionally, as indicated most of the terms like price were yet to be negotiated when announcement was made. Also, the scope of work was not defined, design specifications for the project were lacking and completion was not defined in the Framework Agreement on the basis of which public announcement was made by the company. Relevant Laws and Principles Various companies while listing on the Australian Stock Exchange i.e. ASX have to give their consent on the listing agreement and ensure that all the requirements listed in this agreement should be met. The listed entities on the ASX as per the rule 3.1A of the listing agreement are required to make continuous disclosures as highlighted by the Section 674(2) of the Corporations Act 2001. Often this information is material and thereby can potentially have a material effect on the price of the stock of announcing entity. As a result, ASIC (Australian Securities and Investments Commission) tends to scrutinise these announcements so as to assure that they do not mislead the investors and other stakeholders. One of the key tools for ASIC to ensure that the companies ensure transparency in their reporting and adhere to sound corporate governance principles is through the Corporations Act 2001. It lists down the various provisions which the companies need to adhere irrespective of whether they are public or private. A key provision to enhance transparency and ensure accurate reporting to the shareholders is Section 1041H. As per this section, a person must not conduct in a deceptive manner that may knowingly or unknowingly mislead customers or any other stakeholder. In case of violation of this section, civil liability would be attracted on the offender besides having other legal implications. A central principle with regards to assess whether a given partys conduct is deceptive or not is to ascertain the effect of the wrong or incomplete statement on the intended audience. If the audience is misguided, then indeed the conductive is misleading and deceptive whether or not there was intention to mislead on the part of the person or organisation concerned. Further, the interpretation drawn in such by the intended audience should not be based on any specific knowledge possessed by them. Further, it is imperative that cases involving misleading behaviour should not be viewed in isolation but must be interpreted considering the facts of the underlying situation. Additionally, it needs to be taken into consideration that what the deceptive statement in actuality conveys to the intended audience. Based on the communication actually grasped by the audience, would it be decided whether any misconduct has indeed been committed or not. In the event, that the statement is potentially incorrect for a legal expert but the intended audience interpretation about the same is correct, then the statement is not misleading or deceptive. Arguments of the Parties The arguments of the various parties involved in the case is summarised below. ASIC ASIC made multiple allegations against the company and its CEO. The principal allegation by ASIC was that the contents of the Framework agreement were falsely represented by the company in the public domain and the description provided did not match the actual clauses of the agreement. Another, allegation by ASIC was that the company had falsely indicated the legally binding status of the contract which in actuality was not true. Hence, the unqualified opinion extended by the company was in violation of Section 1041 H since either the statement was released with an intention to deceive the investors or if they were released with benign intent, then there was insufficient evidence to support the public announcement. Primary Judge (Gilmour) The primary judge opined that the announcement with regards to agreement with CREC being binding was an opinion and the main concern of the judge was to ascertain the underlying intentions of making such an opinion and also whether the opinion was reasonable to hold or not on the part of the company. After analysing all the case facts, the primary judge reached the verdict that it was reasonable on the part of the company and its CEO to hold the opinion that the contract with the Chinese contractors with regards to building, financing and transferring the infrastructure of the project and hence no violation of any law has been done. However, ASIC was not satisfied with the verdict as it highlighted mails sent by the CEO (Forrest) which related to the negotiation relating to the execution of an Advanced Framework Agreement which was more definitive and bring clarity regarding price and specifications. The indulgence of the CEO in such negotiation according to ASIC was reflective of the fact that the original framework agreement was not binding and hence misleading for the investors. The matter was thus brought forward to the full court. Full Federal Court Keane CJ was responsible for delivering the principal judgement here and was equivocally critical about the trial judges (Gilmour) approach towards the case. He on behalf of bench opined that the major issue in the case was not the intention and the mental state of the representer i.e. FMG but rather the impact of the statement in relation to its misleading potential with the intended audience. Also, he opined that the announcement with regards to the framework agreement with CREC was not a matter of opinion but a statement representing a fact which indicated that the agreement was legally binding and thus enforceable. The statement communicated to the intended audience that the contracts executed with the Chinese contractor is contractually binding as defined in the Australian courts. Keane CJ also observed that the representation by the company in its announcement with regards to the mutual agreement on a fixed price and the CREC assuming full risk was indeed misleading to the reasonable investors. This is apparent from the emails highlighted by ASIC where the CEO of FMG is engaged in negotiation of the price in the form of Advanced Framework Agreement. It was apparent from the exchange of emails and the negotiations being carried out that the assuming of risk by CREC and settling on a fixed price was currently under negotiation and thereby had not been settled at the time of the public announcement. Additionally, it would not be fair to expect that an average investor who would have invested in the company would perceive the announcement any differently than the general understanding of contract being legally enforceable. Thus, it was opined that the company and its CEO were guilty of violation of Section 1041H by giving out a misleading and incomplete represent ation about the agreement. However, the company was not satisfied with the verdict and hence an appeal was made to the High Court to rule on the case. High Court The majority in the high court like the Full bench of the Federal Court criticised the approach adopted by the trial judge where a decision was based on the distinction of fact and opinion. The High Court reached its verdict based on two main arguments. Firstly, the judgement with regards to the conduct being misleading would be driven by the underlying context and cannot be viewed in isolation of the accompanying facts. Secondly, the imperative test in cases regarding deceptive conduct is to ascertain what the deceptive statement actually conveys to the desired audience and not what it actually wanted to convey to them. The allegation by ASIC that the framework agreement with CREC did not amount to a Build and Transfer project was not supported by the high court majority which indicated that based on clause 1 and clause 3 of the agreement, it was concluded that the description provided by the company in the announcement about the agreement being build, finance and transfer was indeed accurate. With regards to ASICs allegation that the framework agreement was legally not binding, the high court majority opined that the intended wider audience would have understood that the agreements made were of a binding nature. They did take the announcement in the sense that in the event of future breach of contract or disagreement, the issue would be resolved through legal intervention in accordance with the prevalent Australian laws. Hence, the essential difference between the verdict of Federal Court and High Court majority was on account of absence of interpretation of the binding clause by the intended audie nce as being legally enforceable in Australian court. With regards to the emails of the CEO negotiating an Advanced Framework Agreement, the majority in the High Court was opinion that negotiating a better deal when one deal is in place is not prohibited by law. Hence, the majority in the High Court upheld the appeal initiated by the company and ruled that through the announcement the company had not acted in a deceptive manner and has not broken any legal stature or principle. Conclusion and Court Decision The case was first heard by the trial judge at the Federal Court who ruled in the favour of the company and Forrest. However, ASIC appealed and the majority of the full bench of the Federal Court upheld the appeal as the bench was critical of the approach adopted by the trail judge. However, the company filed an appeal in the High Court which the majority upheld and ruled that no misleading was done on the part of the company. Hence, the final verdict was that the company and CEO were not found guilty of misleading the investors.

Samuels imaginative use of dramatic techniques and stagecraft Essay Example

Samuels imaginative use of dramatic techniques and stagecraft Paper Based on the true events of the 1938 Kindertransport deportation of 10,000 Jewish German children to England, wearing identification tags around their necks, and were taken in by English families in the hope that they would be re-united with their own families as soon as possible. Very few of them ever were. Realising this is not simply a subject of historical interest. Even today, current ethnic cleansing as well as financial inequity has sent millions of refugees and asylum seekers exiled, struggling to find homes and build new identities. Diane Samuels successfully explores not just the heart-wrenching horrors these children experienced throughout the event, but furthermore portrayed the many possible effects of the aftermath and the everlasting emotional scars these people possess. Throughout the play Samuels employs a variety of techniques to represent the important themes consisting mainly of how repressed memories and emotions can lead to the loss of identity. Through use of intellectual drama methods and stage crafts, Samuels communicates these themes to the audience. Samuels presents the entire play through the setting of a dusty storage room filled with boxes and various other items. This immediately suggests to the audience that secrets, memories and the past is hidden away, closed tight inside boxes. Yet also implies the vacillation later to be seen by Evelyn, as although the contents of the attic are hidden away, they are not quite yet disposed of. This perhaps foretells how indecisive Evelyn is throughout the course of the play. We will write a custom essay sample on Samuels imaginative use of dramatic techniques and stagecraft specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Samuels imaginative use of dramatic techniques and stagecraft specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Samuels imaginative use of dramatic techniques and stagecraft specifically for you FOR ONLY $16.38 $13.9/page Hire Writer An example of this can be seen when she hesitates to destroy and dispose of her childhood possessions and identity papers, papers that will stop them from sending me away. This revels to the audience her fear of being taken away from her home, even though its many years since she left her parents through Kindertransport. As the play progresses it becomes clear why this fear of departure still lies due to Samuelss use of the Ratcatcher music. The maintenance of her old childhood belongings also shows Evelyns lifelong struggle with holding onto her former identity, another example of this is shown through her arrival to England and the full impact of loneliness and fear of abandonment takes over, as a form of recovering her Jewish/German heritage she instantaneously attempts to take comfort in the jewellery concealed in her shoes given to her by her birth mother and conquer her homesickness. At this point Eva feels her old life slipping away as the total contrast of England overwhelms her, and Samuels uses the shoes as a symbol of a barrier, the fact that she fails in getting the watch, rings and bracelet implicates a piece of her identity, her former life is close to her, but she cannot any longer reach it. Samuels suggests to the audience that Evas feelings and dialogue towards the jewellery is perhaps unconsciously aimed towards her mother, it seems that as she cannot hold her mother, she wishes to at least hold on to a piece of her. This can be established when she says What goods a watch, when you cant see its face? Ultimately this is how she feels about her own mother and deep down feels resentment towards her for sending her away to Kindertransport and is later confirmed towards the end of the play when she is reunited with Helga after the war ended, You should have hung onto me and never let me go. The Ratcatcher is initially a storybook character in which the young Eva allowed to become a part of her character. He represents many things within the play but mainly he is an embodiment of both Evelyns and Evas fears, he haunts and terrifies Evelyn and is a thing of obscurity to her who steals her away from her home and safety. Therefore as a form of protection against the darkness of the Ratcatcher Evelyn represses her memories in order to reinvent herself as a Middle-Class English bizarrely organised woman and box up the naive Upper-Class Jewish German Eva. By beginning the play with Ratcatcher music, the audience is immediately manipulated into feeling ominous through the dark, sinister atmosphere. Through the method of utilizing an infamous story tale so well known for its narrative of leading children away from their parents, we are ultimately given a warning of what this play is about. Samuels maintains the sense of a mysterious tone in the first line of the play through Eva, when she asks, Whats an abyss Mutti? Known as a dark, gigantic and possibly bottomless pit, the word instantly creates a depressing ambience, the departure family members, never to be seen again. The mother and daughter relationship between Eva and Helga seems tense, due to Helgas coldness and practicality. Throughout the first few lines of dialogue, Samuels presents the efficient, formal character in an obvious, yet subtle way, Helga seems to show little warmth towards her daughter and is more determined to teach her how to sew her own buttons on her coat. However throughout the course of the play, the reason this no-nonsense parenting method becomes obvious, particularly when, through naivety and confusion, Eva asks why she cannot continue sewing later and Helga replies abruptly with Theres no later left Eva. This hints to the audience the limited time the mother and daughter have left together as Eva is shortly due to leave on Kindertransport for her own safety and that Helga is simply trying to educate her daughter how to be independent without her mother, See. You dont need me. Samuels clearly shows the motives for Helgas actions to be because this is what she believes to be the best chance of survival she can offer for her daughter. Samuels does this through use of dramatic irony, she places the audience in a third person, observing position, so when Eva demonstrates her confusion with the situation by consistently asking questions such as Why wont you help me? , we, as spectators know the answer and reason as to why Helga is acting this way towards her child. Shortly after the relationship between Eva and Helga is portrayed, a cross-cut with the parallel story of Faith and Evelyn is then revealed. During the play Samuels creates a dual time frame and flicks the story between two time periods, through the introduction of more modern, recently invented props such as televisions and the stage directions instructing that only Evelyn acknowledges Eva and Helga, yet she ignores them due to her repression of past memories, Samuels suggests the juxtaposition to the audience. She does this to show the deep similarities between the two relationships, the situation with Faith and Evelyn seems to echo the past of Eva and Helga, to give a more dramatic impact of the interaction between the characters. Furthermore, another reason as to why Samuels makes use of this technique is again linked to her method of dramatic irony and placing the audience in an all-knowing position as the happenings of Eva and the things she experiences give us insight as what Evelyn is thinking and shown her secret past and memories, a gift the rest of the characters are not granted. Evelyns character shows powerful connections with Helgas disposition, both mothers are reserved and show little emotion. Although as the play progresses Helga becomes more vulnerable to her love towards her daughter and loses her control and self restriction, a defining moment in the play is shown when Eva gets on the Kindertransport train ready to depart to England and through her dialogue and subtle description of her parents actions at the time, for instance Youre knocking too hard, your knuckles are going red. The audience is made aware that both mother and father have gone from calm, controlled personas, to hysterical, distressed and desperate at the concept of losing their daughter, perhaps forever. Simultaneously, whilst Helga does not abandon her emotional repression until the very last minute when Eva leaves, Evelyn in turn stays restricted throughout the play until towards the end of the play as she finally confronts her past and instinctively battles with her former self a nd fears. A slight amount of her emotional repression has been chipped away and the audience may have sympathy for Helga during the scene as she has been stripped away of her whitewash and endured the very thing shes always feared the most, reminiscing her painful memories. As she earlier remarked, Evelyn has now been pricked into exposing her weaknesses and the audience is left to wonder whether or not she will recover from these emotional scars at the end of the play or will she bleed forever. Both daughters within the play, Eva and Faith long for their mothers to show love and sentiment. Neither children truly wish to leave their childhood homes and leave as many possible opportunities for their mothers to abandon all responsibility and efficiency, and want their daughters to stay with them. Much of Evelyns characteristics can be revealed through Samuels use of props within stage directions. Throughout almost the entire play, Evelyn continuously polishes glasses, if not cleaning other thing s. Whenever faced with strong subjects with any relations to her past or emotions, she begins to polish a glass, for instance, as Faith becomes indecisive as to move out of the family home and clearly hints for her mother to ask her to stay, Evelyn disregards and ignores what she has to say, Evelyn concentrates on polishing and replacing glasses. This can be seen as a symbol Samuels employs to show the basic survival methods of Evelyn, that her obsession with cleaning is a way of controlling her emotions and direct her energy into something else. Evelyn appears to unconsciously often compare her own personality with connotations of a glass, such as A chipped glass is ruined forever Here Samuels is suggesting that this new, reformed, diverse identity Evelyn has created for herself is delicate, and implies that it will be destroyed to be remained with her younger self, Eva. This is a terrible thing in the eyes of Evelyn, as her re-invented identity is a form of protection, a barrier against her emotional pains.

Best Analysis Green Light in The Great Gatsby

Best Analysis Green Light in The Great Gatsby SAT / ACT Prep Online Guides and Tips One of the most arresting images in The Great Gatsby is Nick's vision of Gatsby stretching his arms out towards a small green light on the opposite shore of the bay. The mysterious, almost mystical nature of this gesture is a sure-fire sign that this green light is a symbol. What is a symbol? It's something that is given extra meaning beyond itself. Something that stops being simply an everyday object, and instead represents thoughts and ideas that are bigger than itself. What are the abstract ideas behind the green light in The Great Gatsby? Read on to see where this symbol pops up in the novel, what themes it is connected to, which characters are most closely associated with it, and some ideas for essay topics on this symbol. Quick Note on Our Citations Our citation format in this guide is (chapter.paragraph). We're using this system since there are many editions of Gatsby, so using page numbers would only work for students with our copy of the book. To find a quotation we cite via chapter and paragraph in your book, you can either eyeball it (Paragraph 1-50: beginning of chapter; 50-100: middle of chapter; 100-on: end of chapter), or use the search function if you're using an online or eReader version of the text. What Is the Green Light in The Great Gatsby? Before we delve into the symbolic meaning of the green light, let's first establish what this object is in concrete terms. The green light is a permanently lit electric lamp that marks the end of Daisy and Tom's boat dock. It's a way to warn boats at night or during inclement weather that there is a structure there- this is why it is always on. Because the Buchanans' mansion is directly across the bay from Gatsby's mansion, Gatsby can always see the green light. Key Quotes About the Green Light In order to figure out what the green light means as a symbol, let's do some close reading of the moments where it occurs in The Great Gatsby. The Green Light in Chapter 1 The image of the green light at the end of Daisy's dock occurs for the first time at the end of the novel's first chapter. Before we have even met Gatsby, we get a description of him stretching out his arms towards something he can't reach- a gesture he will repeat over and over again. ...a figure had emerged from the shadow of my neighbor's mansion and was standing with his hands in his pockets regarding the silver pepper of the stars. Something in his leisurely movements and the secure position of his feet upon the lawn suggested that it was Mr. Gatsby himself, come out to determine what share was his of our local heavens. ...he stretched out his arms toward the dark water in a curious way, and far as I was from him I could have sworn he was trembling. Involuntarily I glanced seawardand distinguished nothing except a single green light, minute and far away, that might have been the end of a dock. When I looked once more for Gatsby he had vanished, and I was alone again in the unquiet darkness. (1.151-152) One thing in particular is interesting about the introduction of the green light: it's very mysterious. Nick seems not to be quite sure where the light is, or what its function might be: Although physically bounded by the width of the bay, the light is described as impossibly small ("minute" means "tiny enough to be almost insignificant") and confusingly distant. Even though we find out later that the light never turns off, here Nick only seems to be able to see the light when Gatsby is reaching out towards it. As soon as Gatsby disappears, Nick is in "darkness." This vagueness and mystery is a good way for the novel to underscore the fact that this light is a symbol- it stands not just for the physical object that it describes, but for an idea within the book. What's the idea? I'll talk all about it in the next section of this article. The Green Light in Chapter 5 We return to the image of the light exactly halfway through the novel, in the fifth chapter, when Gatsby is showing Daisy around his mansion after he "accidentally" runs into her at Nick's house. "If it wasn't for the mist we could see your home across the bay," said Gatsby. "You always have a green light that burns all night at the end of your dock." Daisy put her arm through his abruptly but he seemed absorbed in what he had just said. Possibly it had occurred to him that the colossal significance of that light had now vanished forever. Compared to the great distance that had separated him from Daisy it had seemed very near to her, almost touching her. It had seemed as close as a star to the moon. Now it was again a green light on a dock. His count of enchanted objects had diminished by one. (5.7-8) This appearance of the green light is just as vitally important as the first one, mostly because the way the light is presented now is totally different than when we first saw it. Instead of the "enchanted" magical object we first saw, now the light has had its "colossal significance," or its symbolic meaning, removed from it. This is because Gatsby is now actually standing there and touching Daisy herself, so he no longer needs to stretch his arms out towards the light or worry that it's shrouded in mist. However, this separation of the green light from its symbolic meaning is somehow sad and troubling. Gatsby seemingly ignores Daisy putting her arm through his because he is "absorbed" in the thought that the green light is now just a regular thing. Nick's observation that Gatsby's "enchanted objects" are down one sounds like a lament- how many enchanted objects are there in anyone's life? Want to get better grades and test scores? We can help. PrepScholar Tutors is the world's best tutoring service. We combine world-class expert tutors with our proprietary teaching techniques. Our students have gotten A's on thousands of classes, perfect 5's on AP tests, and ludicrously high SAT Subject Test scores. Whether you need help with science, math, English, social science, or more, we've got you covered. Get better grades today with PrepScholar Tutors. The Green Light in Chapter 9 The last time we encounter the green light is in the final paragraphs of the novel. And as I sat there brooding on the old, unknown world, I thought of Gatsby's wonder when he first picked out the green light at the end of Daisy's dock. He had come a long way to this blue lawn and his dream must have seemed so close that he could hardly fail to grasp it. He did not know that it was already behind him, somewhere back in that vast obscurity beyond the city, where the dark fields of the republic rolled on under the night. Gatsby believed in the green light, the orgastic future that year by year recedes before us. It eluded us then, but that's no mattertomorrow we will run faster, stretch out our arms farther. . . . And one fine morning So we beat on, boats against the current, borne back ceaselessly into the past. (9.152-154) Now the light has totally ceased being an observable object. Nick is not in Long Island any more, Gatsby is dead, Daisy is gone for good, and the only way the green light exists is in Nick's memories and philosophical observations. This means that the light is now just a symbol and nothing else. But it is not the same deeply personal symbol it was in the first chapter. Check out the way Nick transitions from describing the green light as something "Gatsby believed in" to using it as something that motivates "us." Gatsby is no longer the only one reaching for this symbol- we all, universally, "stretch out our arms" toward it, hoping to reach it tomorrow or the next day. You can read a more in-depth analysis of the end of the novel in our article on the last paragraphs and last line of the novel. We're basically saying that the green light is Gatsby's precious, right? The Meaning and Significance of the Green Light in The Great Gatsby Like many of the most interesting symbols, the green light changes and develops its meaning through the novel. In the beginning, the light stands for Gatsby's dreams, hopes, and desires to reunite with Daisy and recapitulate their beautiful month of love from five years earlier. This positive association connects with the color green. Green means go (stoplights were introduced in the 1910s-20s, so this was a relatively new association), green means spring, rebirth, and the start of new life. The positive meaning also works well with the idea of a dock light. Daisy is a beacon, pulling Gatsby out of the darkness and steering him in the right direction. However, during the novel, Gatsby's dream is revealed to be the delusional conviction that he could ignore five years of events and Daisy's own personality and inner life to get what he wants. With this disappointment, the symbolic meaning behind the green light collapses. Daisy is not a magically perfect creature, but instead a fallible and deeply flawed person. The love Gatsby feels for her can only be played out as a secretive and morally questionable affair. And the green light loses its "enchanted" qualities and instead is revealed to be the not particularly reliable indicator that it actually is (suddenly, it becomes invisible in the fog). Finally, as Gatsby's dream is dashed, the green light stops being something that is his alone, and instead takes on a universal quality. Now it stands for the unreachable dream that lives inside all people. For Nick, life is a constant struggle between our past mistakes, experiences, and sense of reality, which pull us back and weigh us down, and the green light of unrealistic hope that drives us to think we will do better and achieve more the next day. The green light ends up standing for this dream of an "orgastic future"- that's right, that means a future lived at the height of orgasm- which is constantly getting farther and farther away, and that we keep trying to grab for, despite the impossibility of reaching it. According to Nick, we all keep hoping our future will just be this for every second of every day. Fedora optional. Characters, Themes, Motifs, and Symbols Connected to the Green Light Jay Gatsby. Gatsby is most closely associated with the green light. He is the one who obsessively stares at this light at the end of Daisy's dock, dreaming of reuniting with her. He is the one who reaches his hands towards it, showing us that it is a symbolic representation of his dreams that are always just out of reach. And he is the one whose belief in the green light and its promise of a future of perfect happiness so profoundly affects Nick that Nick ends up admiring Gatsby. Daisy Buchanan. The green light is located at the end of Daisy's dock, and is Gatsby's only physical sign of her before he meets her at Nick's house. For a long time, the green light, Gatsby's ambitious hopes, and Daisy are all symbolically one and the same. Only when Daisy has an affair with Gatsby, showing that she is a flesh and blood person with her own desires, fears, and flaws, does she separate from this idealized symbol of hope. Nick Carraway. Nick is the one who realizes the significance of the green light for Gatsby when he sees Gatsby stretching his arms out towards it. He is also the one who connects the green light with everyone's hopes and dreams at the very end of the book. Society and Class. For Gatsby, just as Daisy is visible through the green light, but in reality out of reach, so is the old money contingent of wealthy Long Island society. No matter how high Gatsby rises and how rich he gets, he still can't break through that final barrier- and he can never quite grasp the green light. The American Dream. The green light comes to represent not just Gatsby's dream, but the aspirational American Dream that the novel shows in both its positive and negative aspects. Like this national myth, the green light is forever just out of reach, but also forever motivating feats of improbable achievement. Symbol: Colors. That the light is green is very significant in a novel that is methodically color-coded. Somewhat in opposition to its culturally positive associations, in The Great Gatsby, green tends to be a sign of either hopeful rebirth, or sickness, greed, and death. Wait, is the idea that we are constantly reaching for the unreachable happy or sad? Essay Ideas and Tips for Writing About the Green Light Now that we've explored the layers of meanings behind the green light at the end of Daisy's dock, you're in a good place to think about how to write about this symbol. How to Write an Essay About the Green Light Here are some tips on how to write an essay about the role of a symbol in a novel: Build from the text out. In this article, I first looked at the green light in context and discussed its meaning in the exact places where it appears, and only afterward wrote about its general significance in the novel. The same basic rule of thumb is good to keep in mind for your own essay. Work from small ideas to big ones, and your argument will be well supported. Make an argument. It's not enough to just describe the symbol and explain its possible meanings. Instead, you have to make sure that you're making some kind of point about why/how the symbol works. How do you know if you're making an argument and not just saying the obvious? If you can imagine someone arguing the opposite of what you're saying, then you've got an argument on your hands. Don't overthink it. Sure, the green light can be said to represent lots of things: Gatsby's dreams, Daisy, or the quest to grab the elusive brass ring. But that doesn't mean that it also stands for world peace, environmental degradation, or Nick's pining for his war days. In other words, watch out for stretching your symbol analysis too far from what the text is telling you. Essay Topic Ideas on the Green Light Here are some possible essay arguments. You can build from them as-is, argue their opposite, or use them as jumping-off points for your own interpretation. The green light is a kind of affiliation test for Gatsby. Those who imbue it with meaning like he does (like Nick) end up sympathizing with Gatsby; those who only see it as an object (like Daisy and Tom) are doomed to dismiss Gatsby also. Gatsby's downfall starts at the moment when he stops seeing the green light as a symbol for his dreams and goals. Ultimately, the green light means far more to Nick than to Gatsby. Essays: it's not an argument unless a pigeon is pecking a chihuahua. Want to get better grades and test scores? We can help. PrepScholar Tutors is the world's best tutoring service. We combine world-class expert tutors with our proprietary teaching techniques. Our students have gotten A's on thousands of classes, perfect 5's on AP tests, and ludicrously high SAT Subject Test scores. Whether you need help with science, math, English, social science, or more, we've got you covered. Get better grades today with PrepScholar Tutors. Green Light in The Great Gatsby: The Bottom Line The green light is a permanently lit lamp that marks the end of Daisy and Tom's boat dock. The image of the green light occurs: At the end of Chapter 1, when Gatsby is reaching towards it and it is very mysterious. In Chapter 5, when Gatsby and Daisy have reconnected, taking the symbolic meaning away from the green light At the end of Chapter 9, when it transitions from being a symbol just for Gatsby and instead becomes a universal symbol of hope for the future. The significance and symbolic meaning of the green lights shifts: In the beginning of the novel, the light stands for Gatsby's dreams, hopes, and desires to reunite with Daisy. During the course of the novel, Gatsby's dream is revealed to be delusional and unrealizable, so the symbolic meaning behind the green light collapses. Finally, as Gatsby's dream is dashed, the green light stops being something that is his alone, and instead stands for the unreachable dream of an "orgastic future" that is constantly getting farther and farther away and that we keep trying to grab for. The green light is associated with: Jay Gatsby, who obsessively stares at this light at the end of Daisy's dock, dreaming of reuniting with her. Daisy Buchanan, since the green light, Gatsby's ambitious hopes, and Daisy are all symbolically one and the same. Nick Carraway, who is the one who realizes the significance of the green light for Gatsby and who connects the green light with everyone's hopes and dreams. Society and class, the upper echelon of which is just as out of reach for Gatsby as the green light. The American Dream, which is the aspirational hope that the novel shows in both its positive and negative lights. Colors, which are very significant in this methodically color-coded novel. What's Next? Review where the green light appears to get a better sense of its context: Chapter 1, Chapter 5, Chapter 9, explore the way the end of The Great Gatsby connects to its beginning through the recurring image of the green light and compare and contrast Nick and Gatsby to see what the different ways they relate to the green light says about them. Want to get some of that green light into your own life? Get yourself some Gatsby accessories from our list of the 15 must-have items for everyfan of The Great Gatsby. Check out all the other symbols that enrich this novel. Decide whether Gatsby primarily treats Daisy as an object, or whether he does have a sense of her as a person and loves her for herself. Read along as we walk through other works of literature with our analyses of "Do not go gently into that good night" (Dylan Thomas), The Cask of Amontillado (Edgar Allan Poe), and The Crucible (Arthur Miller). Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Juvenile Incarceration Linked to More Crime

Juvenile Incarceration Linked to More Crime Juvenile offenders who are incarcerated for their crimes are more likely to have significantly worse outcomes in their life than youngsters who commit the same crimes, but receive some other form of punishment and are not incarcerated. A study of 35,000 Chicago juvenile offenders over a 10-year period by economists at the M.I.T. Sloan School of Management found substantial differences in outcomes between kids who were incarcerated and those who were not sent to detention. Those who were incarcerated were much less likely to graduate from high school and much more likely to wind up in prison as adults. A Deterrent to Crime? One might think that it would be a logical conclusion that teens who commit crimes bad enough to be incarcerated for will naturally be more likely to drop out of school and wind up in adult prison, but the MIT study compared those juveniles with others who committed the same crimes but happened to draw a judge who was less likely to send them to detention. Approximately 130,000 juveniles are incarcerated in the United States each year with an estimated 70,000 of them in detention on any given day. The MIT researchers wanted to determine if jailing juvenile offenders actually deterred future crime or it disrupted the childs life in such a way that it increases the likelihood of future crime. In the juvenile justice system, there are judges who tend to hand out sentences that include incarceration and there are judges who tend to mete out punishment that doesnt include actual incarceration. In Chicago, juvenile cases are randomly assigned to judge with different sentencing tendencies. The researchers, using a database created by the Chapin Hall Center for Children at the University of Chicago looked at cases in which judges had wide latitude in determining sentencing. More Likely to End Up in Prison The system of randomly assigning cases to judges with different approaches to sentencing set up a natural experiment for the researchers. They found that juveniles who were incarcerated were less likely to return to high school and graduate. The graduation rate was 13% lower for those who were jailed than offenders who were not incarcerated. They also found that those who were incarcerated were 23% more likely to end up in prison as adults and more likely to have committed a violent crime. Teen offenders, especially those around age 16, were not only less likely to graduate from high school if they had been incarcerated, but they were also less likely to return to school at all. Less Likely to Return to School The researchers found that incarceration proved to be so disruptive in the juveniles lives, many dont return to school afterward and those who do go back to school are much more likely to be classified as having an emotional or behavior disorder, compared with those who committed the very same crimes, but werent jailed. The kids who go to juvenile detention are very unlikely to go back to school at all, said MIT economist Joseph Doyle in a news release. Getting to know other kids in trouble may create social networks that might not be desirable. There could be a stigma attached to it, maybe you think youre particularly problematic, so that becomes a self-fulfilling prophecy. The authors want to see their research duplicated in other jurisdictions to see if the results hold up, but the conclusions of this one study seem to indicate that incarcerating juveniles does not act as a deterrent to crime, but actually has the opposite effect. Source: Aizer, A, et al. Juvenile Incarceration, Human Capital, and Future Crime: Evidence from Randomly Assigned Judges. Quarterly Journal of Economics February 2015.

Malaria Prevention and Treatment Essay Example | Topics and Well Written Essays - 1500 words

Malaria Prevention and Treatment - Essay Example According to World Health Organization, â€Å"half of the world’s entire population that is approximately 3.3 billion people is at the risk of malaria† (WHO, 2010). This results into two hundred fifty million cases of malaria every year with the majority belonging to the underdeveloped countries. Africa, in particular is highly vulnerable to the disease with 20% of the deaths in children attributed to this disease, which means that roughly every 30 seconds, malaria takes away one young life. What is malaria? Malaria is a â€Å"parasitic disease characterized by high fever, flu-like symptoms, and anemia† (WHO, 29, 2010). It results from a parasite carried from one human to another by the bite of a female mosquito, Anopheles. As the infection transfers, the parasites called sporozoites enter the bloodstream and arrive at the liver where they develop into merozoites and then attack the red blood cells present in the blood. The symptoms of malaria occurs 10 days to a month after the infection strikes the red blood cells but this time span can fluctuate from 8 days to over an year. The symptoms include â€Å"nausea, vomiting, chills, sweating, muscle pains, jaundice, headache, fever, bloody stools, and convulsions† (WHO, 2010). These symptoms are outcomes of anemia, which might follow from the destruction of red blood cells or a surplus of hemoglobin in the blood due to massive breaking of these cells. Not only human to another human, parasite can also transfer from a mother to her unborn baby and by blood transfusions as well. However, the parasite thrives in high temperature, which makes the countries on the equator most vulnerable to the disease. A major challenge is that in some parts of the world mainly Africa, the malarial mosquitoes have developed a strong immunity towards the insecticides, which means that it is getting harder and harder to get rid of them. Worse, the parasites, which attack the cells of

Management Information System Research Paper Example | Topics and Well Written Essays - 750 words - 2

Management Information System - Research Paper Example Internet is the interconnection of networks across the world which connects computers to servers hence linking the billions of people around the world. The internet which begun in the 1970s has continued to experience tremendous growth in technology and clientele base. Internet is provided by the internet service providers which offer connection to designated internet domains. Sending of information though the internet is a complex process that most people who are not computer technocrats cannot understand. However, the simple explanation is that each computer has an Internet Protocol Address which is unique to that computer. Once information is sent through the internet, it has to be decomposed sending information to the designated address and then reassembled when it reaches the designation and the process is repeated over again with information sought. This process happens so fast that people do not even notice (Laudon & Laudon, 2014). Internet users connect to the internet through the three different domain name system: top-level, second-level and third-level domains. With each domain level, the information is narrowed down to the specifics of the information searched. The top-level domain includes government level, organizational level, and education among other which are abbreviated with .com or .org among others. It is at the third level that information is refined to the main search words. Some of the common internet services include emails, transferring files, having news groups and using the World Wide Web to send or retrieve information such as graphics and texts. The most common internet usage is the chatting and sending of instant messages commonly the social media (Abbate, 2000). The internet with all its glory and numerous advantages also has its own disadvantages. People have the freedom to load in any information on the internet which can then be accessed by others

Why Was God so Important to Descartes Essay Example for Free

Why Was God so Important to Descartes Essay Why is God so important to Descartes’ philosophical project in the Meditations? Answer with reference to Descartes’ attempts to prove the existence of God in Meditation 3. The existence of God has an extreme influence on the majority of philosophical debate and questioning and no more so than with Descartes and his meditations. His meditations and his method of approaching philosophical questioning all derive from a rationalist ideology. Therefore he argues that all humans are thinking beings and have ideas prior to experience due to their intellectual existence and not of a sensual one. His meditations are primarily to dismiss Empiricism and to reveal that doubt is necessary to our life. Perhaps even to warn us of the dangers of our own deceitfulness and not to trust anything forced upon us by our perceptions. That is why God is so important to his meditations; as Descartes believes God is perfect and cannot be deceived and cannot fail us therefore in his trust we do not need to doubt. Descartes believes the starting point of anything is in the thinkers mind. In his third meditation he uses the thinker’s first starting point of idea to suggest the existence of God. If they have the idea of God, then the features and attributes we have of him, he must have and therefore exist. His line of thought is evidently anti- empiricism, proven further by his statement: â€Å"The existence of God would be obvious if we weren’t distracted by life in the sensory world. And the knowledge of God saves us from doubt about other things we are certain of. † This gives an insight into why Descartes relies so heavily on the God in his meditations. It seems he uses God to support his meditations and uses God as a solution to his philosophy of doubt. God is vital as he is the answer to Descartes’ most complex ideas on doubt and enables him to preach God’s ability to relieve us of doubt but further more he want to reveal to us that God is the reason for all matter , for our existence and he cannot do this by suggesting God is simply a product of our own imagination, he has to prove that he is real. It could be suggested the reason that Descartes is so determined to prove God is not simply a device created in his mind, is to give some sort of insight into how we were brought into existence. He is certain that there must be a creator to something as complex as the human race and that we simply couldn’t come from nothing. He uses an ancient Greek philosophy to reinforce his argument that nothing can create nothing and there is most definitely a cause and that cause is God. God is the reason we have the idea of God and therefore he is he reason to our entirety of our own ideologies. This gives further insight into why God is so important to Descartes; it provides the first starting point to his philosophy of the human thought and comforts his doubts surrounding the deceptiveness of our own mind. With the perfection that God bestows and being the creator of our own mind then it surely can help us -with the truth and perfection of God- overcome the falsities of our senses. It also reassures us that our inherited knowledge cannot lead us to falseness as it has been gifted to us by God and therefore this helps Descartes claim that his philosophical debate is truthful as it came from his knowledge via God who never deceives. However in meditation 4, Descartes insists that we posses independent perceptions that potentially and theoretically always hold truth but only depending on our own free will and if we abide by it properly can we use our perception correctly. We can use a criteria to distinguish what is true or false in our perceptions and this is ability and its validity is insured by God but only in accordance with ourselves and our will to choose correctly. So, he is saying that we can still fall into error by misjudgement or even ignorance but if we are patient and summarise and judge all situation we should avoid any mistakes in life. Descartes uses God and his tolerance of error to further prophesise his anti epistemologist line of thought. He proposes that we make errors in our perceptions of representations, as we are easily deceived by false representations that are either non-existent or false. It is through misjudging these representations that we make errors. Yet this weakness in us is vital in testing our souls; we must have the choice to do bad and to make mistakes in order to measure our will power to fall into error as little as possible. By doing so we can prove ourselves to either be good or bad , worthy of reward or punishment. Descartes proposes that God enabled this free will to help us also make our own decisions and become righteous by our own means. This suggests why God is so vital to the meditations; he creates us with the many perfections of himself but does make us culpable of wrong doing and free of will to decide how we live our lives. So God’s existence is to help us and guide us in a rightful way but not carry us. Therefore the meditations have more importance than before as they now are not simply methods that we must accept as part of our way of living, we are not forced upon them. We can in fact choose to follow them or not, we may take the risk of ignoring them and facing the consequences but that according to Descartes is God’s will, therefore his meditations are God’s will and further heightening God’s importance on his meditations. God is clearly deeply important to Descartes as he provides his only proof of how we came to existence but also why and how we live our lives the way we do. Also God is integral in his whole argument regarding dismissing Empiricism and insisting that we have the means to live a meaningful and good life but despite the ability , we must also be righteous in our choices in life. Bibliography Search for a Method in Meditations Flage, Daniel E. (Routledge), 03/1999 A VIEW OF THE PHILOSOPHY OF DESCARTES, The Journal of Speculative Philosophy, Vol. 18, No. E. H. (Penn State University PressStable 3 July, 1884), Descartes Meditations, Francks, Richard ( Continuum International Publishing ), 07/2008 Rene Descartes, Meditations on First Philosophy, Trans. Donald A. Cress (Cambridge: Hackett), 1998 Starting with Descartes, Prado, C. G. (Continuum International Publishing,06/2009), [ 1 ]. A Search for a Method in Meditations Flage, Daniel E. (Routledge), 03/1999, p. g 252 [ 2 ]. A Search for a Method in Meditations Flage, Daniel E. (Routledge), 03/1999 p. g 181 [ 3 ]. Descartes Meditations, Francks, Richard ( Continuum International Publishing ), 07/2008, p. g 150 [ 4 ]. Rene Descartes, Meditations on First Philosophy, Trans. Donald A. Cress (Cambridge: Hackett), 1998, p. g 69 [ 5 ]. Starting with Descartes, Prado, C. G. (Continuum International Publishing,06/2009), p. g86 [ 6 ]. Starting with Descartes, Prado, C. G. (Continuum International Publishing,06/2009), p. g85 [ 7 ]. A VIEW OF THE PHILOSOPHY OF DESCARTES, The Journal of Speculative Philosophy, Vol. 18, No. E. H. (Penn State University PressStable 3 July, 1884),p. g 230 [ 8 ]. A VIEW OF THE PHILOSOPHY OF DESCARTES, The Journal of Speculative Philosophy, Vol. 18, No. E. H. (Penn State University PressStable 3 July, 1884),p. g 230 [ 9 ]. Starting with Descartes, Prado, C. G. (Continuum International Publishing,06/2009), p. g110.

Essay --

Juxtaposing Justice: Retribution to Rehabilitation Tà ©a Francesca Price Arizona State University Timelessly capturing in written works the complexities of the human condition is a feat rarely accomplished by writers. However for the â€Å"Father of English Literature,† Geoffrey Chaucer, and the world’s pre-eminent dramatist, William Shakespeare, conveying the essence of humanity artistically was seemingly effortless. Both observant authors are known for their ability to compose characters that juxtapose recognizable human characteristic such as hatred and love, jealousy and goodwill, and justice and mercy. Within Chaucer’s 14th century collection of stories entitled The Canterbury Tales is a comical narration of a somber topic called The Wife of Bath’s Tale, which draws speculation for the justice served to a Knight of Camelot who rapes a maiden. While King Arthur would have the Knight executed for his heinous actions, Queen Guinevere grants the knight a year and a day to discover what women desire, the very thing he disregarded whilst committing his crime. Another work that features a similar concept of justice is the Elizabethan era comedy, The Merchant of Venice, by William Shakespeare; through his own unique and mastered skill, Shakespeare embodies the quality of justice precisely in the character of Jewish moneylender Shylock, who in dogged pursuit of a bond against the merchant Antonio, receives the very fair dealing he craves through the character of Portia, the personification of mercy. Each author observed and understood that through human weakness justice is often undermined, for people disobey society’s laws to their own iniquitous ends. Their works depict a transformation in the practice of justice, from... ...Press released an article called â€Å"Death Penalty Isn’t a Deterrent on Murder Rate: National Research Council,† which discussed the lack of evidence in the effectiveness of the death penalty deterring crime. The article identifies issues that include not considering alternatives to capital punishment or sufficiently weighing how killers assess the risk of execution. The authors of the report are quoted to be â€Å"disappointed to reach the same result as a 1978 study†. If retribution as justice has yet to be proven beneficial to society, an alternative to consider is the concept of justice outlined in works like The Wife of Bath’s Tale and The Merchant of Venice. They are important pieces of literature to promote, for despite their age and comedic style, both works prompt a debate over the concept of justice and in what way justice is most effectively served.

Bleeding Kansas

In this paper I will point out some events leading to Bleeding Kansas, one of the cruelest wars in history. I would also like to include some facts about John Brown, an abolitionist who led his men to the Border Wars, which caused $400,000 worth of damage. I will also explain several wars that occurred leading up to the American Civil War. After reading my research paper readers will have a better understanding of the violence that occurred during these crucial times in Kansas.The Kansas-Nebraska Act of 1854 set the scene by allowing the new territories of Kansas and Nebraska to decide by popular sovereignty, an idea advocated by US Senator Stephan A. Douglas, if they would be free or slave states. The government assumed that few slave owners would attempt to settle in Kansas and make it a slave state, because it was thought to be too far north for profitable exploitation of slaves. Instead, it resulted in immigration to Kansas by activists from both sides, which began the bloody war s of slavery which lasted from 1854 to 1858.In October 1855, John Brown traveled to Kansas territory to fight slavery. November 21, 1855 the â€Å"Wakarusa War† began when Charles Dow, a free-stater, was shot by a pro-slavery settler. May 21, 1856 a group of Border Ruffians entered the Free-State town of Lawrence, where they burned the Free-State Hotel, destroyed homes, stores, two newspaper offices, and their printing presses in an effort to wipe out this â€Å"hotbed of abolitionism. † The next day Republican Senator Charles Sumner was brutally attacked by Democratic Congressman Preston Brooks as a result from Sumner’s fiery speech called â€Å"The Crime Against Kansas. These acts inspired John Brown to lead a group of men into the Kansas Territory on an attack at a pro-slavery settlement at Pottawatomie Creek. Here, John Brown and his men dragged five pro-slavers out of their homes and hacked them to death.John Brown had the opportunity to kill as many as ni ne men but he settled at five, the same number of antislavery men who had recently died at the hands of southern settlers. In August, thousands of proslavery Southerners formed into armies and marched into Kansas. Brown and several of his followers engaged 400 pro-slavery soldiers in the â€Å"Battle of Osawatomie. The last major outbreak of violence was the â€Å"Marais des Cygnes massacre† in 1858, where Border Ruffians killed five Free-State men. Brown fought off all attempts to apprehend him and maintained publicity that his acts were ordered and justified by God. Brown then led and armed his men to raid the US Federal arsenal at Harpers Ferry, Virginia. By doing so Brown had hoped to arm slaves and spark an uprising attack on the slaveholders. The abolitionists were overpowered by a company of US Marines under the command of Robert E. Lee. Ten of Brown’s group including two of his sons was killed.Five of them escaped and seven including Brown himself were capture d. Brown and the others were tried by the state of Virginia shortly after. Brown was convicted of murder, conspiring in a slave rebellion, and treason. On December 2, 1859 John Brown was executed by hanging in Charleston. Brown believed that the only way to overthrow slavery was by violence. On January 29, 1861 Kansas was admitted into the Union as a free state, as a result from the Wyandotte Constitution, a document presenting the abolitionist view. The four-year Civil War Began in April of 1861 which took more than 600,000 lives and abolished slavery.

Mission San Diego de Alcalá

The Mission San Diego de Alcalà ¡ is the first of the many missions for which California is famous and is known today as the birthplace of California Christianity.   The first church in California, the mission began with a group of Spanish missionaries in 1769. Founded by Blessed Father Junipero Serra the mission proposed to serve Native Americans of the area. The Native Americans, which the mission proposed to serve, were wary initially at the newcomers. The initial mission structure was built close to the water. Later, the mission would construct a more permanent structure inland, about 5 miles away. The new structured was demolished in an attack by native Americas and the mission was moved back inland some years later. Mission San Diego de Alcalà ¡ and church of today were completed by the early 1800’s. The Mission San Diego de Alcalà ¡ is the first of more than twenty such mission build by the Spanish to serve the Native Americans. The Native Americans have been called by different names throughout history. Originally known as Kumeyaay and Yuma, they were later called Mission Indians or Diegueno. The Kumeyaay were a nomadic group who had never seen cloth until the missionaries arrived. In 1976, Pope Paul VI designates the Mission San Diego de Alcalà ¡Ã‚  Ã‚   as a Minor Basilica. The mission today is an active Diocese of San Diego parish. The mission housed many of the Native Americans, who lived and worked at the mission and grew crops including; corn, barley and grapes. Cattle and sheep in addition to horses were also raised on the mission compound. In the late 1700’s, the mission began to construct a system of aqueducts to bring water to the area and assure successful farming. This was the first irrigation project in this region of California. When California became part of the Untied States, the mission was used for military purposes and then in 1863, President Lincoln gave all of the mission properties to the Roman Catholic Church. At that time The Mission San Diego de Alcalà ¡ was in ruins. Restoration of the mission began in the late 1800’s. In 1900, the land Marks Club of California provided funding, along with other organizations to restore the mission. They worked with local architects to begin stabilizing the mission buildings. Originally build with adobe, the mission buildings were reinforced with concrete during this time in an attempt to add stability and strength.   One of the most famous elements of the mission in the Bell Tower. Today’s Bell Tower has one of the original bells form the early mission. When the Bell Tower was originally constructed it had a central function to the operation of the mission, as clocks were not yet part of everyday life.   Bells were used to signal time for gather for meals, church work and other functions. These restoration efforts were followed by work from other civic groups and school who viewed the mission as historical landmarks and were committed to painstaking and accurate preservation.   The restoration was wrought with financial problems and was not completed until the 1940’s at which time the church became an active parish. Today the mission serves also as a place of historical display and entertains frequent visitors. The site provides the history of both the Native American in the region and the European influence. References The California Mission Site. Ed. The Civic Group. 24 Sept. 1998. Bevil, Alexander D. The Sacred and the profane: The Restoration of Mission San Diego de Alcala. The Journal of San Diego History, Summer 1992, Volume 38, Number 3. History of San Diego de Alcalà ¡ Mission http://www.acces

Chicago Referencing †Citing an Edited Book (Proofread My Paper)

Chicago Referencing – Citing an Edited Book Chicago Referencing – Citing an Edited Book With Chicago referencing, citing an edited book or a chapter from a collection of essays isn’t quite the same as referencing other books. There’s also a difference between the two formats used in Chicago referencing (author-date citations and the footnote and bibliography system). In the following, we run through both. Author-Date: In-Text Citations The Chicago author-date system requires giving the author’s surname, the year of publication and relevant page numbers in parentheses for citations: Ricoeur is â€Å"attuned to plurality† (Langsdorf 2002, 41). With an edited book, it’s usually the author of the chapter that you should cite. The only time to use the editor’s name in citations is when citing an edited book in its entirety. Author-Date: Reference List In the reference list, the information required for a chapter from an edited book is: Author Surname, First Name. Year of Publication. â€Å"Title of Chapter.† In Title of Book, edited by Editor Name, page range. Place of Publication: Publisher. For instance, the paper cited above would appear as: Langsdorf, Lenore. 2002. â€Å"The Doubleness of Subjectivity: Regenerating the Phenomenology of Intentionality.† In Ricoeur as Another: The Ethics of Subjectivity, edited by Richard A. Cohen and James L. Marsh, 33-55. Albany: State University of New York Press. If referencing the volume as a whole, cite the editor(s) in place of the author(s): Cohen, Richard A., and James L. Marsh, eds. 2002. Ricoeur as Another: The Ethics of Subjectivity. Albany: State University of New York Press. Note that when a book has more than one author/editor, it’s only the first listed whose names are reversed. Footnote and Bibliography: Footnote Citations In the footnote and bibliography system, superscript numbers are used to indicate a citation (e.g., 1, 2, 3). In the footnote, the information to provide for a chapter from an edited book is: n. Author Name(s), â€Å"Chapter Title,† in Book Title, ed. Editor Name(s) (Place of Publication: Publisher, Year), page number(s). In practice, this would appear as follows: 1. John van den Hengel, â€Å"Can There Be a Science of Action?,† in Ricoeur as Another: The Ethics of Subjectivity, ed. Richard A. Cohen and James L. Marsh (Albany: State University of New York Press, 2002), 73-74. As above, cite the editor(s) in place of the author(s) when referencing an edited volume as a whole. Subsequent citations of the same source can then be abbreviated to just the author/editor surname, chapter title and page numbers: 1. John van den Hengel, â€Å"Can There Be a Science of Action?,† in Ricoeur as Another: The Ethics of Subjectivity, ed. Richard A. Cohen and James L. Marsh (Albany: State University of New York Press, 2002), 73-74. 2. Richard A. Cohen and James L. Marsh, eds., Ricoeur as Another: The Ethics of Subjectivity. (Albany: State University of New York Press, 2002), viii. 3. van den Hengel, â€Å"Can There Be a Science of Action?,† 80. Footnote and Bibliography: Bibliography In the bibliography, the information required for a chapter from an edited book is similar to the first footnote, but with different punctuation, a complete page range and the first listed author/editor’s name reversed: van den Hengel, John. â€Å"Can There Be a Science of Action?† In Ricoeur as Another: The Ethics of Subjectivity, edited by Richard A. Cohen and James L. Marsh, 71-92. Albany: State University of New York Press, 2002.

Extension Activities for Bread and Jam for Frances

Extension Activities for Bread and Jam for Frances Engaging in activities related to favorite children’s books is a great way to incorporate relaxed homeschooling and low-key learning with young children. And, its fun for the whole family.  As C.S. Lewis said, â€Å"A childrens story that can only be enjoyed by children is not a good childrens story in the slightest.† One of my familys favorite picture  books is  Bread and Jam for Frances, by Russell Hoban. In the story, Frances the badger only wants to eat bread and jam. Her picky eating habit are frustrating for Frances mother. She says Frances won’t try anything new. Parents of picky eaters can surely relate. Read Bread and Jam for Frances with your child, then, try some of these fun activities! Hands-on Learning Activities Using the Picture Book Bread and Jam for Frances 1. Jump rope. Frances seems to always have her jump rope handy. She jumps while chanting, â€Å"Jam on biscuits. Jam on toast. Jam is the thing that I like most.† Talk to your child about the importance of physical activity. Discuss her favorite activities and the health benefits of fresh air and sunshine. Encourage your child to get active by jumping rope. It’s a fantastic cardiovascular activity that helps kids develop better coordination and rhythm. See if you can jump in time to Frances’ chant or try making up jump rope rhymes of your own. 2. Make homemade bread. Frances loves bread and jam. Who can blame her? Homemade bread is especially tasty. Try making your own bread. Baking bread offers many educational benefits, such as: Reading a recipeMeasuring and fractionsFollowing directionsDiscovering the science of yeast Following easy bread baking tips for beginners, you can make a simple, one-loaf yeast bread. If you don’t want to make your own, take a trip a bakery. Call ahead to arrange a tour so you can see how bread and other baked goods are made on a large-scale basis. 3. Make jam. Store-bought jam is definitely easier, but homemade jam is delicious! Try  making a simple, homemade jam  to enjoy.  Depending on the time of year, consider taking a field trip to pick your own strawberries or blueberries for your homemade jam. 4. Plan a nutritional meal. Frances prefers bread and jam to the nutritious meals her mother prepares. Even Frances’ younger sister is willing to try new things. And, Frances’ friend Albert has practically turned his lunchtime routine into a work of art. Talk with your child about what it means to make healthy food choices. Discuss which foods are the best for a healthy diet and what foods make healthy snacks for kids. Then brainstorm together to plan a healthy menu for the day. Include foods for breakfast, lunch, dinner, and snacks. Be sure to experiment with some healthy recipes that are new to your family. Make a shopping list for the meals on your list and visit the grocery store. Many grocery stores offer field trips for homeschool groups. Our local store offers a tour that includes a discussion about healthy food choices and provides students with an opportunity to sample foods they may not have tried before. 5. Practice setting the table. Frances makes a big deal out of the last meal we observe her eating at the end of the book. Not only is she excited to try new things, but she takes the time to set a lovely table to enjoy the meal. Talk with your child about how to set a table. Discuss  good table manners. You can even make some tissue paper flowers to place on your table. My kids and I love all of the Frances books, but Bread and Jam for Frances is one of our favorites. Use these  simple extension activities from the story of the picky-eater badger as a springboard for fun learning opportunities.

Methods And Models Of Critical Thinking Essay Example | Topics and Well Written Essays - 750 words - 1

Methods And Models Of Critical Thinking - Essay Example Critical thinking is effectively used in the decision-making process and helps to remove doubt. It involves having an objective to achieve and the tests of whether that objective is being achieved or not form the control criteria. Another definition is proposed by Halpern (1996): "Critical thinking is the use of those cognitive skills and strategies that increase the probability of a desirable outcome purposeful, reasoned and goal-directed - the kind of thinking involved in solving problems, formulating inferences, calculating likelihoods, and making decisions" (McGuiness, 2004). In general, decisions involve the future and involve choice, therefore, they can be wrong. The point to consider is, who makes decisions in an organization, and what are the criteria in delegating some decisions to subordinates These questions can be answered by finding out those decisions where the chances of being wrong are high and the cost of correction is large: these can then be reserved for top management. Lower ranks would be allowed to decide where there was more certainty of being correct and the cost of correction is low. Many decisions are made by managers from a certain number of factors they have considered. The reality of the situation is that there may, in fact, be many more factors unknown to them that they should have considered. Analysis (based on critical thinking) of alternatives and their possible consequences can be assisted by techniques and the use of probability theory. It may be useful to look at decisions in terms of systems theory. Any choice that induces flow, or changes in the flow rate, is a decision (McGuiness, 2004). The main benefit of critical thinking is that it allows managers to solve complex problems and to understand the consequences of the decision. Rates are where the action is, i.e. what takes place between levels in a system.

Education and Technology Essay Example | Topics and Well Written Essays - 500 words

Education and Technology - Essay Example chnology based learning in schools, to support literacy about newer technologies in students, to assist distance education, and to improve the teaching process by using latest techniques supported by ICT (Information and Communication Technology). For primary school children, that is, key stage 1 and 2, it should be the decision of teachers where to make use of ICT tools to support their teaching process. According to Harriet Price (2008), ICT in early years helps children enhance their independence in their use of ICT tools like digital cameras, digital images and role-play toys; develop creativity in areas like art, dance, writing and music; and, improve their outdoor learning experience using appropriate ICT tools. Students can be made familiar with computer aided simulations and educational games. For teaching math, teachers can download softwares like christmath which deal with making young children familiar with patterns, sequences, addition, subtraction, ordinal numbers and me mory games. Teachers can use spreadsheets and interactive whiteboards (IWB) to help children learn numeracy while interacting with one another. Math board games such as dice games, bingo and calculator games, geometry games with interactive layout can be used to help children take hold of main arithmetic and geometry skills together with times tables, word problems, ratio, percentage and mental addition. CD-ROMs are another important resource which teachers can use to store their math lessons. For teaching science, teachers can use activities like Animal Magic that are easily available online. This particular activity asks children to sort out and name animals. It uses animations to attract the interest of kids. Teachers can use interactive science games about life processes, living things and physical processes. Students at key stages 1 and 2 can be encouraged to use digital cameras and video cameras at zoo trips and then write their experiences with the help of videos they make.

Review of Academic Journal Articles Essay Example | Topics and Well Written Essays - 1500 words

Review of Academic Journal Articles - Essay Example 1. International and Comparative Employment Relations The book International and Comparative Employment Relations by Bamber, Lansbury and Wailes (2004) mainly contemplates on Industrial Relations and Human Resource management from an international perspective. To give the readers a comprehensive idea of employee relations, they have attempted an interdisciplinary approach which use analytical tools that have been drawn from various streams. To get a better view of internationally comparative approach to HR, the employee information in a number of states are also enclosed here by the authors. The employee relations of various developed countries that have well defined market economies have been described and systematically analyzed. The employ relation of the past is compared with the present affairs. With advent of globalization, the HR scenario got changed. The ripples of this change were visible in fields like industrial relation systems and collective bargaining. As globalization helped the growth of employee mobility, it is easy for the organizations to recruit and train employees at a cheaper cost. ... As far as the developing or underdeveloped countries are concerned, they could find some qualified workers from the developed countries. Apart from Britain, other nine countries are also examined in the light of a similar format that analyzed the environment relations and the people and organizations that play major roles in determining the solidarity of the employer- employee relationship. Studying the experiences of other countries helps the reader to get an overview of his own country and the existing practices (Bamber, Lansbury & Wailes, 2004). However, the matters discussed herein are confined to ten developed countries that have got a well developed market economy. The points of view of other countries have been forgotten conveniently. What the world witness in the present day is the triumphing of Asian nations including India and China as economic powers. Being two vast countries in terms of population, they provide majority of the work force to other countries. It is odd to a void such nations that constitute the majority of the labor force in prominent companies worldwide. If the details of employee and industrial relations of the developing countries also have been included this article would have been an excellent work providing information about the industrial relations around the world at a single glance. This book does not provide information as to how an organization maintains a good relationship between its managers and the employees. With the passage of time, industrial relations have become one of the most delicate and complex problems of the modern industrial society. The term industrial relations are used to

Cognitive Development Theories

Cognitive Development Theories Cognitive development refers to the development of the ability to think and reason. It is the transformation of the childs undifferentiated, unspecialized cognitive abilities into the adults conceptual competence and problem-solving skills (Driscoll, 2005). For many psychologists, cognitive development answers the questions about how children moves toward reaching the endpoint of gaining the adults skills, what stages they are pass through and how do changes in their thinking occur and what role dose learning play? Among many theories that are introduced to explain the children cognitive and knowledge development, Jean Piaget and Lev Vygotsky proposed the most influential theories that contributes to this component of psychology. Their theories underlined that the way the children learn and mentally grow has a critical role in their learning progress and abilities development. Piaget and Vygotsky were considered as constructivists who believed that learning occurs as a result of mental construction and by fitting the new information into the cognitive structure (scheme) that the learners already have (Driscoll, 2005). Constructivism approach also suggests that learning is affected by the context in which knowledge transfer occurs and by learners beliefs and attitudes . Piaget and Vygotsky also agreed on the societal influences in cognitive growth; however, they differ in the learning progression process. Piaget believed that children learn by interacting with their surroundings but with no impo rtance for the input from others and that learning occurs after development; Vygotsky, on the other hand, held the idea that learning happens before development and that children learn through history and symbolism and they value the input from their surroundings (Slavin, 2003). Further, it is imperative for teachers to understand the progression of cognitive development and the constructs of the major theories in the field in order to be able to attend the unique needs of each child and to develop the learning program, instructions plans and classroom activities in a developmentally appropriate approach. Kindergarten program is an example of these learning programs that is of particular interest because it influences children in very young age and shapes their cognitive development journey. Kindergarten learning programs should be designed on the natural approach for children learning as suggested by the cognitive development theories. The natural approach suggests that the physical, socio-emotional and cognitive development of children depends on activity and interactions with others (Driscoll, 2005). This means tha play is a key aspect of the Kindergarten learning programs and that is seen as phenomenon of thoughts and activity growth (Piaget, 1951). Play consists of activities performed for self-amusement that have behavioral, social, and psychomotor rewards. Play is directed towards the child, and the rewards come from within the individual child; it is enjoyable and spontaneous (Healthline.com). Play consists of different types that could be utilized to serve different needs of children in different situations and settings. Types of play range from physical play which involves jumping, running and other physical activities to the surrogate play at which ill children watch others play on their behalf. They also range from inactive observation play at which children prefer to stay away and watch to active associative at which children engage in group play that requires planning and co operation (Healthline.com). Play types also include expressive play which involves playing with materials (such as clay, play dough,à ¢Ã¢â€š ¬Ã‚ ¦) and the manipulative play that gives children the measure of control over others and their environm ent (for example, to throw a toy out of a cot, watch a parent pick it up, and then throw it out again). Symbolic play (also be referred to as dramatic play) is another important type of play at which children enact scenes where they substitute one object for another (for example, a child will use a stick to represent a spoon or a hair brush to represent a microphone). This kind of pretend play takes on various forms: The child may pretend to play using an object to represent other objects, playing without any objects and pretending that they are indeed present. Or the child may pretend to be someone else and imitate adults and experiment what it means to be an adult in a role they are exposed to in their surrounding environment (for example, mother, father, care-giver, doctor and so on). They may also pretend through other inanimate objects (e.g. a toy horse kicks another toy horse). Symbolic play in children can usually be observed during the beginning of the second year of life an d it has been linked through the studies and experiments to the cognitive problem solving skills, creative abilities, and emotional well-being. In the following sections of this paper, the major constructs and ideas proposed by Piaget and Vygotsky theories will be examined in relation to symbolic play for cognitive and knowledge development of children; and the implications of each theory for instruction and practice in Kindergarten educational settings. Theories of Cognitive Development: Piaget and Vygotsky It is a fact that most of the methods and approaches for teaching are driven from Piaget and Vygotsky research studies. They both offer teachers good proposals on how to teach certain learning materials in appropriate approach that matches the child developmentally conditions. Piaget (1896-1980) believed that children progress through an invariant sequence of four stages. Theses stages are not arbitrary but are assumed to reflect qualitative differences in children cognitive abilities (Driscoll, 2005, p.149). He proposed that each stage must represent a significant qualitative and quantitative change in children cognitive and that children progress through these stages in a culturally invariant sequence. Each stage will include the cognitive structures and abilities (schemes) of the previous stages (constructivism) which all will act as an integrated cognitive structure (accumulated knowledge) at that given stage (Driscoll, 2005). These knowledge structures (schemes) can be prepared, changed, add to or developed through two processes of assimilation and accommodation. Assimilation occurs when a child perceives new objects or events in term of existing scheme (Driscoll, 2005); in other words, within information the child already knows. Accommodation occurs when existing schemes are modified to adopt (or fit in) a new experience or information. If the new information doesnt fit or it conflicts with the existing scheme then the disequilibrium occurs. Equilibrium, however, is the master developmental process which encompasses both assimilation and accommodation and prepares for the child transaction from one state of the development to the next (Driscoll, 2005). Piaget stages of development are: sensorimotor, preoperational, concrete operations and formal operations. Sensorimotor stage is over the period between the birth to two years. During this stage, the child experiences the world around him through the senses and movement. The child develops object permanence which refers to the ability to understand an object exist even if it is not in field of vision (Woolfolk, 2004). Toward the end of this period, children begin to mentally represent object and events but to that point they only can act and during the transaction to the mental representation, they may use simple motor indicators as symbols for other events (Driscoll, 2005). They also begin to understand that their actions could cause another actions developing a goal-director behavior; for an example, throwing a toy from the cot to make parents pick the toy and pressing the doll button to make the sound and so on (kind of the manipulative play). Preoperational stage extends from the child second year to seventh year. According to Piaget, children have not yet mastered the ability of mental operation or to think through the actions (Woolfolk, 2004) but they acquire the semiotic function early in this period. This means that they are able to mentally represent the objects and events, as evidenced in their imitation of some activities long after it occurred (Driscoll, 2005). Hence, pretending, or symbolic play, is highly characteristic stage and the language acquisitions. One more interesting idea proposed by Piaget is that during this stage children are considered to be egocentric assuming that others share their points of view and which makes them engage in self monologue with no interacting with others (Woolfolk, 2004). Concrete operations period that is from seventh year to eleventh, is characteristic to be the hands-on period at which children overcome the limitation of egocentrism and learn through discovery learning while working (operating) with real tangible objects (Woolfolk, 2004). They become more internalized and able to create logical-mathematical knowledge resulting in operations (Driscoll, 2005). Formal operation occurs from eleventh year to adulthood and at which propositional logic is developed. Reaching this stage, children (who become adult) should be able to not only to think hypothetically but to plan systematic approaches to solve problems (Driscoll, 2005). The acquisition of the met-cognitive (thinking about thinking) is also an important characteristic of the formal operations. Piaget also believed in the active role of the child during development. He proposed that children act on their own environment and cognitive is rooted in the action (Driscoll, 2005). He acknowledged the social interaction aspect of the children development but only to move the child away from egocentrism to develop the social knowledge that can be learned only from other people (language, moral rules, values..). Although, Piaget theory of cognitive development proposed an integrated and beneficial framework for children learning that can be utilized by educators and parents to influence and enrich the learning process of the children; the theory has faced serious challenges and especially in the recent years with the contemporary research add to this filed. For an example, Piaget believed that all children, regardless of the culture, progress through four stages and once particular stage is reached, the regression to earlier stage cant occur. Replications of Piagets experiments have shown that children in different cultures do not pass through the same types of reasoning suggested in Piaget stages (Driscoll, 2005). Moreover, there are people, in any culture, who fail to reason at the formal operation level; we experience interacting with these people in our day-to-day life in personal and professional levels. Also, Piaget claimed that there must be a qualitative discontinues change in cognit ive from stage to stage; this has been questioned with the ability to accelerate development and the studies and experiments showed that that children can learn more than Piaget thought they could (Siegler Svetina 2002 as cited in Driscoll, 2005). One more is that children dont exhibit the characteristics of each stage; for example, children are sometimes egocentric beyond the proportional stage and the preoperational children are not egocentric all the time (Driscoll, 2005). However and despite these challenges, understanding Piagets proposed stages and development sequence suggests useful and effective certain learning and teaching strategies at each level. Example of these strategies as implications of Piaget theory will be discussed in the next section. Vygotsky (1896 -1943) proposed an alternative to the Piaget stages of cognitive development, he stated that children learn mainly by social interactions and their culture plays a major role to shape their cognitive (woolfolk, 2004). He believed that individual development could not be understood without reference to the social and cultural context within which such development is embedded (Driscoll, 2005, p.250). His theory suggests a co -constructed process of social interactions at which through children move toward individualized thinking. When a child receives a help through social interaction , the child then develops enhanced strategy to solve a similar problem if encountered in future. This co-constructed channel of communications between the child and his culture will lead to internalization and eventually to independent thinking (Woolfolk, 2004). A good example to understand social dialogue and internalization is what introduced by Vygotsky himself and cited in Driscoll (200 5) One a child stretching out her hand for an object she cant quite reach, an adult interprets the gesture of pointing and responds accordingly. Until the adult responds, the child is simply grasping for an object out of reach, however, the situation change with the adult respond to be a social exchange and the act of grasping takes on a shared meaning of pointing. When a child internalizes the meaning and uses the gesture as pointing, the interpersonal activity has been transferred into intrapersonal one. (p.252). The zone of proximate development is another principle introduced by Vygotsky. He agreed with Piaget that there is knowledge and skills associated with the child developmentally range of understanding, but he believed that with given help and support, children can perform problems that Piaget would consider out of their staged mental capabilities (Woolfolk, 2004). Scaffolding is the technique proposed by Vygotsky to support the discovery learning through social interaction and in the zone of approximate development. Scaffolding entails providing the child with a hint or clue to solve the problem. This encourages the child critical thinking and enhances his/her problem solving approach. Further, Vygotsky highlighted the importance of the mediation cultural tools to support learning and higher-level processing in children. These cultural signs and tools involve technological, symbolic and any available resource that aids in social communication (language, signs, symbols, media television, computer, booksà ¢Ã¢â€š ¬Ã‚ ¦). Although the tools at hand may include sophisticated toys, children are successful at creating imaginary situations with sticks and other common objects in their environment. This leads into the symbolic play as a strategy for children teaching. Driscoll (2005) noted that in play, Vygotsky argued, children stretch their conceptual abilities and begin to develop a capacity for abstract thought; the signs they establish in their imaginations, in other word, can make up a very complex symbol system, which they communicate through verbal and nonverbal gestures(P.259). The development of language is another major principle that is proposed by Vygotsky s theory. Althoug didnt address specific implications for instruction of language, he believed that language constitutes the most important sign-using behavior to occur during the cognitive development and this is because it frees children from the constraints of their immediate environment. The language of a certain group of people reflects their own cultural beliefs and value system and children initially associate the words meaning to their contexts and life aspects till they learn to abstract the word from a particular concrete context (decontextualization). This process of decontextualization must occur with any symbol system if it is to serve higher mental functions such as reasoning (Driscoll, 2005, p. 259-260). Once again, Vygotsky suggested that symbolic play is important for language learning in young children. He also emphasized the importance of the private speech as a self-directed regula tion and communication with the self to guide actions and aid in thinking; this is in contrast to Piaget who viewed privative speech as egocentric (or immature) (Woolfolk, 2004). Undoubtedly, Piaget and Vygotsky introduced important views and suggestions on the cognitive development in children. Piaget suggested that the children progress through maturation stages and discovery learning with minimal social impact. Vygotsky, from other hand, stressed the importance of the cultural context and language on cognitive development. The following will browse, in general, some implications of the both theories for instructions in different educational settings then more specific for symbolic play in kindergarten. Implications for Instructions of Piaget and Vygotsky Educators and school systems have been applying the cognitive development theories of Piaget and Vygotsky in classrooms teaching for some time. The most important implications of the both theories are that the learning environment should support the discovery-learning and that child should be effectively involved in the learning process. They stressed the role of peer interaction and the symbolic play. Both also agreed that development may be triggered by cognitive conflict; this entails adopting instructional strategies that make children aware of conflicts and inconsistencies in their thinking (Driscoll, 2005). A good example of this would be the Socratic Dialogs which fosters the critical thinking through a series of questions and answers that enable learner to develop the understanding of the learning materials. However, Piaget and Vygotsky differ in the ways of guiding the discovery learning in children. Piaget recommended a very little teacher interference while Vygotsky prompted the teacher to guide the discovery learning offering questions to students and having them discover the answer by testing different options (Scaffolding). According to Piaget, teachers dealing with children in preoperational stage (like in kindergarten) are encouraged to incorporate the play as a pedagogic strategy; in play children are engaged in active self-discovery activities employing concrete object or symbolically. It also helps to understand that and since the children in this stage have not yet mastered the mental operations, the teacher should not only use action and verbal short instructions but also to demonstrate these instructions. Using visual aid is very important in this stage to create attractive and discovery-oriented learning environment (Driscoll, 2005). Moreover, is to pay attention to the egocentrism as a character of this stage, teachers are encouraged to be sensitive that children dont understand that not everyone else has their view or can understand the words they come up with (Woolfolk, 2004). It is important to in the stage to provide the children with a range of experiences and knowledge to build the found ation (basic scheme) for concept learning and languages those children are expected to master in coming stages. Teaching children in the concrete operation stage should involve hands-on learning at which children have the opportunity to test and manipulate objects, perform experiments and solve problems in order to develop logical and analogical thinking skills. Teacher should consider using familiar examples to explain the complex ideas and this is by linking to the existing knowledge of the learners (scheme). While teaching the students in formal operations stage requires teachers to offer student open-ended projects that enhance their advanced problem solving and reasoning skills. It is critical in this stage for the teachers to help learners understanding of the broad concepts and their applications in the real life. The teachers applying Vygotsky teaching methods would be very active player in their students education. The most popular technique to be utilized is the scaffolding at which teachers will provide assistance and the feedback as the knowledge source to support learning of new information. The teachers then will not present information in one sided way but will provide the guidance and assistance required for learners to bridge the gap between their skills level and the desired skills; when they are able to complete tasks on their own, the guidance and support will be withdrawn (Greenfield, 1984 cited in Driscoll 2005). Also teachers applying Vygotsky theory utilized the meditation tools and teach students how to use these tools in their learning (computers, books,à ¢Ã¢â€š ¬Ã‚ ¦). Vygotsky emphasized the language and other sign systems (such as symbolic playing) as important tools for children learning. Language is the cultural communication tool that transmits history and cultural va lues between individuals and from parents and teachers toward children. Most importantly, is incorporating the group or peer learning as an important source of cognitive development. A good application of Vygotsky principles of social learning and the zone of approximate development zone is the strategy at which teachers encourage children with varying level of knowledge to help each other by allowing the child who master the skill to teach and guide his or her peer who still trying to master this skill. It is evident to be an effective learning strategy not only in children learning but also in adult learning. Piaget also believed that peer interactions are essential in helping children move beyond the egocentric and that children are more effective to provide information and feedback to other children about the validity of their logical constructions (Driscoll, 2005); hence the instructional strategies are favored that encourage peer teaching and social negotiation. Applying Piaget or Vygotsky, the teachers main goal should be to support learners and to provide the assistance plan that fulfill the learner needs and promote his thinking skills and cognitive development. Teachers should also prepare the learning environment that attracts children attention and encourages their self-discovery. The instruction plan should be designed on the premises that classrooms have students with different cultural, linguistic and knowledge backgrounds. In preparing learning activities, teachers should be able to get children to play and learn collaboratively and enhance their understanding through teacher feedback, peer feedback and social negotiation. Symbolic Play: Cognitive and Language Development As introduced, the cognitive development theories encourage play and symbolic play-in particular- as a pedagogic strategy for active self learning and language development. In play, the children initiate and take control of their activity (Driscoll, 2005); and this very nature of play along with other criteria are what distinguish play from other behaviors: play is essentially motivated with self-imposed goals, play is activity of spontaneous and pleasure, play is free from imposed rules, player is an active participants in the play; play focuses on means rather than ends, play is characteristics by the as if dimension that encourages children to use objects and gestures as if they were something else ( Hymans, 1991 ; Fein Rivikin as cited in Yan, Yuejuan Hongfen, 2005; Piaget, 1951; Rubin, Waston Jambor, 1978). In symbolic play that starts in second year of life, children use tools of objects, actions, language, signs and roles to represent something from their real or imagined world of experiences. It enables the children to build and express their understanding of either individual or social experience (Driscoll, 2005; Hymans, 1991; Lenningar, n.d; Lyytinen, Poikkeus Laakso, 1997; Piaget, 1951; Woolfolk, 2004). Symbolic play indicates that the child developed the two main cognitive operations: reversibility and decentralization; reversibility refers to the child awareness that he or she can come from the pretended role to the real world at any time while decentralization refers to the child understanding that the child in the play is still him/her at the same time with the person he/she is imitating (Rubin 1980 as cited in Marjanovic Lesnic, 2001). The next intellectual skill noticeable in the symbolic play is conservation which refers to the child ability to preserve the imaginary iden tity of the play materials despite the fact they are perceptually and could be functionally inadequate (Marjanovic Umek Lesnic Musek, 2001). The social element of the symbolic play is also a very important aspect to be considered for the cognitive development in the children. According to Vygotsky, children learn to use the tools and skills they practice with social parents; he also emphasized that learning occurs in social interactions and it is affected cultural context it occurs at. He further proposed that social interaction could lead to developmental delays or abnormal development as well as to normal or accelerated development (Driscoll, 2005). Piaget also highlighted the importance of social interaction for the children to develop beyond the egocentrism that is a characteristic of pre operational stage. The impact of symbolic play in this dimension is supported by Smilansky (1968) studies at which she proposed that social activities influence the development of the childs cognitive and social skills. When children are engaged in a role performance; they have to reach a agreement about the play idea, the course of actions and the transformation of roles and play materials and this can only be achieved when individuals come over their egocentrism and develop the ability to communicate and empathize (cited in Marjanovic Umek Lesnic Musek, 2001). Smilansky then developed the Scale for Evaluation of Dramatic and Socio-Dramatic Play; the scale tracks the progressive development in the use of the objects in the symbolic play over five stages. The first stage includes simple manipulation followed by the stage of imitating the adults activities of adults by using the model of the object as adult do (as using the hair brush as a microphone). In the third stage, the object becomes an instrument for enacting certain roles while in the forth stage the use of object/toy goes together with the speech and gestures. The final stage focuses in the speech without using objects or gestures (Smilansky 1968; Smilansky Shefatya, 1990 as cited in Marjanovic Umek Lesnic Musek, 2001). Smilansky scale supported also the role of symbolic play in the language development that was firstly proposed by Vygotsky and this language-play relation has been investigated all the way since then. The research studies discussed the component of the language in the context of symbolic play and mainly in the role playing part of it. In role playing, children engage in a communication dialogue with their playing parties. It is evident that the role playing and object transformations enable the childe to use lexicographic meanings and clear speech (Pellegrini Galda as cited in Marjanovic Umek Lesnic Musek, 2001). According to Lyytinen, Poikkeus and Lassko (1997); their study to observe and examine the relationship between language and play among 110 18-month-old children showed that early talkers of these children displayed significant more symbolic play than the late talkers ; a significant connection was found between the language comprehensive and percentage of symbolic play. Th is is supported by the study conducted by Marjanovic Umek and Lesnic Musek (2001) at which they compared three age groups of children in preschool settings with different level of play using Smilanskys Scale for the Evaluation of Dramatic and Socio-dramatic Play; the observations and results proved stronger use of the language in the function of defining roles, scenes and materials that are required for the play context. More interesting studies looked into the implications of symbolic play for the education of children with special needs and disorders such as Down syndrome and Autism. Example of these studies is the study conducted Stanley and Kinstantareas (2006) who investigated the relationship between symbolic play and other domains such as nonverbal cognitive abilities, receptive language, expressive language and social development among 131 children diagnosed with Autism Spectrum Disorder (ASD). The result indicates a significant positive relation between symbolic play and development of these domains in children with (ASD). The study also stressed that training in symbolic play will help to improve these children skills in other domains (Stanley Kinstantareas , 2006). Another recent study conducted by Venuti, Falco, Giusti and Bronstein (2008) to investigate the impact of mother-child interaction in the play on the cogitative functions of children with Down Syndrome concluded that such inter action leads to enhanced cognitive functioning (Venuti, Falco, Giusti Bronstein , 2008). Symbolic play, then, inked through the literature to the development of cognitive problem solving skills, linguistic transformation and creative abilities. It also supports the emotional and social development. Role playing is seen to be a way at which children escape from the real world conflicts into fantasy more comfortable world. From different aspect, it enhances the child self awareness and self directed through the positive feedback the child receives from parents and/or play mates. In term of social development, the children enjoy playful interactions with others starting with parents through whom they learn their culture values and aspects. An interaction with other children helps them to grasp the concepts of boundaries, taking turns, teamwork, competition, social negotiation, sharing, patience and the ability to deal with winning and losing emotions. Also, place assist the children physical and moral development. Physical play enhances the children motor skills as they run, jump and repeat more of pleasure full body movements. In the moral aspect, during the play with parents and other children, children begin to learn that cheating is not accepted and how they should respect others feeling and more of boundaries between the acceptable and unacceptable behaviors. Therefore, models of children learning and preschool education in professional settings are mainly driven from different understanding and implications of symbolic play which are in turn based on the premises of different cognitive development theories. Play and Learning: Educational Framework in Kindergarten Settings Children learn through play is the golden rule that any educational frameworks in the preschool (Kindergarten) settings should revolve around. According to the theories and studies discussed in this paper, the natural approach for children learning is dependent upon activities and discovery. Through touching, exploring, manipulating testing, imitating, and symbolic playing, children learn about their world. While through social interaction with other children and adults, they develop the language skills and learn about their culture, values, history, themselves and their relationships to others. The goal of the Kindergarten learning program is to help children to achieve a degree of self-confidence, to acquire social skills and to participate in activities that enable significant development in knowledge and language. The Kindergarten learning program then should engage children in different types of play that covers the range of physical, inactive, associative, solitary, parallel, surrogate (onlooker) and definitely the symbolic play. It is important to be sensitive to the developmentally characteristic of this stage of age and give the children the space for self-discovery and when instructed, instructions should visual, clear and short. The learning program should consider the stages of complexity of play in link to Scale for the Evaluation of Dramatic and Socio-dramatic Play in moving from simple touching and manipulation into object-free role playing. Teachers should be sensitive to the children differences and to the egocentrism characteristic of this age and encourage children gradually to engage in more collaborative kind of playing. For an example, the teacher can int