Rape Shield Laws essays

Rape Shield Laws essays Should All Evidence Be Admissible in Court? Sex plays a major role in todays society. From television, radio, music, and advertisements, to video games, the Internet, and even art and pictures, all forms of media use sex to help sell their products. With the public being exposed to so many different types, the overuse and exploitation of sex is common. Nowadays, people just have sex with anyone and often times regret their actions afterwards. This makes it difficult for law officials to separate rape victims from promiscuous women who use the court system as an object of revenge to get back at their sex partners for whatever reason. (Blumner, Rape Shield Laws Have Outlived Their Usefulness). Many states have rape shield laws set up to protect the women in court from slanderous remarks, but the law violates the defendants sixth amendment right and should be reconsidered. Rape shield laws date back to the 1970s. Because of pressure from feminist activists, lawyers, and legislators, most states enacted the rape shield law to ease the emotional burden of rape victims. Rape shield laws are present in forty-nine states with the exception of Arizona. (Rape Shield Law-What You Need to Know, pars. 1-2). The law limits the use of a victims prior sexual history as an attempt to undermine the credibility of the victims testimony. In the years following the first rape shield law, Americas culture became more educated about the crime of rape. Therefore, the need for the laws lessened. In todays society, sexual activity among unmarried women is no longer morally shocking, yet it is accepted. Juries are no longer as narrow minded on the topic of sex as before, and they are less likely to blame the victim for a rape just because she engaged in sexual activities before marriage. At some point or another, the definition of rape broadened and now includes acquaintances, best frie...

Fireside Chats, Roosevelts Radio Appeals to Ordinary Americans

Fireside Chats, Roosevelt's Radio Appeals to Ordinary Americans The fireside chats were a series of 30 addresses by President Franklin D. Roosevelt broadcast nationwide on radio in the 1930s and 1940s. Roosevelt was not the first president to be heard on the radio, but the way he used the medium marked a significant change in the way presidents communicate with the American public. Key Takeaways: Fireside Chats Fireside chats were a series of 30 radio broadcasts by President Franklin D. Roosevelt, which he used to explain or promote a specific government action.Millions of Americans tuned in to the broadcasts, yet listeners could feel the president was talking directly to them.Roosevelts innovative use of radio influenced future presidents, who also embraced broadcasting. Direct communication with the public became a standard in American politics. Early Broadcasts The political rise of Franklin Roosevelt coincided with the growing popularity of radio. A speech Roosevelt delivered at the Democratic National Convention was broadcast in 1924. He also used the radio to speak to his constituents when he served as governor of New York. Roosevelt seemed to sense that radio had a special quality, as it could reach millions of listeners, yet for each individual listener the broadcast could be a personal experience. When Roosevelt became president in March 1933, America was in the depths of the Great Depression. Drastic action needed to be taken. Roosevelt quickly embarked on a program to rescue the nations banking system. His plan included instituting the Bank Holiday: closing all banks to prevent runs on cash reserves. To gain public support for this drastic measure, Roosevelt felt he needed to explain the problem and his solution. On the evening of Sunday, March 12, 1933, only a week after his inauguration, Roosevelt took to the airwaves. He began the broadcast by saying, I want to talk for a few minutes with the people of the United States about banking... In a concise speech of less than 15 minutes, Roosevelt explained his program for reforming the banking industry and asked for the publics cooperation. His approach was successful. When most of the countrys banks opened the following morning, the words heard in American living rooms from the White House helped restore confidence in the nations financial system. President Roosevelt delivering an early Fireside Chat. Getty Images   The Depression Broadcasts Eight weeks later, Roosevelt delivered another Sunday night address to the nation. The topic, again, was financial policy. The second speech was also considered a success, and it had a distinction: a radio executive, Harry M. Butcher of the CBS network, called it a Fireside Chat in a press release. The name stuck, and eventually Roosevelt began using it himself. Roosevelt continued to give fireside chats, usually from the Diplomatic Reception Room on the first floor of the White House, though they were not a common occurrence. He broadcast a third time in 1933, in October, but in later years the pace slowed down, sometimes to just one broadcast per year. (However, Roosevelt could still be heard regularly on the radio through broadcasts of his public speeches and events.) The fireside chats of the 1930s covered various aspects of domestic policy. By late 1937, the impact of the broadcasts seemed to decline. Arthur Krock, the influential political columnist of the New York Times, wrote following a fireside chat in October 1937 that the president didnt seem to have much new to say. After his June 24, 1938, broadcast, Roosevelt had delivered 13 fireside chats, all on domestic policies. More than a year went by without him giving another one. President Roosevelt during a wartime Fireside Chat. Getty Images Preparing the Nation for War With the fireside chat of September 3, 1939, Roosevelt brought back the familiar format, but with an important new topic: the war that had broken out in Europe. The remainder of his fireside chats dealt mainly with foreign policy or domestic conditions as they were impacted by Americas involvement in World War II. In his third wartime fireside chat, broadcast on December 29, 1940, Roosevelt coined the term Arsenal of Democracy. He advocated that Americans should provide weapons to help the British fight the Nazi threat. During a December 9, 1941 fireside chat, two days after the attack on Pearl Harbor, Roosevelt prepared the nation for war. The pace of the broadcasts accelerated: Roosevelt gave four fireside chats per year in 1942 and 1943, and three in 1944. The fireside chats came to an end in the summer of 1944, perhaps because news of the progress of the war already dominated the airwaves and Roosevelt had no need to advocate for new programs. Legacy of the Fireside Chats The fireside chat broadcasts between 1933 and 1944 were often politically important, delivered to advocate for or explain particular programs. Over time they became symbolic of an era when the United States navigated two monumental crises, the Great Depression and World War II. Roosevelts distinctive voice became very familiar to most Americans. And his willingness to speak directly to the American people became a feature of the presidency. Presidents following Roosevelt could not be remote figures whose words reached most people only in print. After Roosevelt, being an effective communicator over the airwaves became an essential presidential skill, and the concept of a president delivering a speech broadcast from the White House on important topics became standard in American politics. Of course, communication with voters continues to evolve. As a January 2019 article in The Atlantic put it, Instagram videos are the new fireside chat. Sources Levy, David W. Fireside Chats.  Encyclopedia of the Great Depression, edited by Robert S. McElvaine, vol. 1, Macmillan Reference USA, 2004, pp. 362-364.  Gale Virtual Reference Library.Krock, Arthur. In Washington: A Change In Tempo of Fireside Chats. New York Times, 14 October 1937, p 24.Roosevelt, Franklin D.  Great Depression and the New Deal Reference Library, edited by Allison McNeill, et al., vol. 3: Primary Sources, UXL, 2003, pp. 35-44.  Gale Virtual Reference Library.

How do Airplanes Fly Essay Example | Topics and Well Written Essays - 1750 words

How do Airplanes Fly - Essay Example According to the research findings air keeps speeding up as the pressure starts lowering which is the reason why a plane keeps going up as the air speed becomes stronger and faster over the top of the huge plane wings as a result of which a region of low pressure is created. As the air goes faster and a region of low pressure is created, the wings of an airplane generate lift and movement is made up through the thin air. It is no secret that humans have always remained interested in aerodynamics which is why two American men widely known as the Wright brothers managed in inventing the world’s first airplane after conducting their experiments at length using the aerodynamic principles. As mentioned before, control forms the most crucial factor when analyzing the flying process and though the Wright brothers were not the first to be involved in the experimental aircraft, still they have the honor to be the first people to invent control necessary for managing the aircraft balanc e. The concept of fixed-wing powered flight was totally impossible before the Wright brothers invented aircraft controls and made the first fully controlled, balanced, and powered flight, thus bringing a turning point in the history. The most important part of the invention undoubtedly was the three-axis control which helped immensely in lifting the airplane from the ground up into the air. The job of the three-axis control was to help the pilot in steering the jet in an appropriate manner and maintain its control in a way that the flight would remain successful and uninterrupted. Now the use of the three-axis control to steer the aircraft and maintain its equilibrium has become a standard and a firm principle in the flying process. Same goes for the fixed-wing aircraft of all other kinds where the tool of three-axis control is still used essentially. The concept of heavier-than-air human flight was totally unimaginable before the aerodynamic principles were applied practically. Mos t of the flight problems used to occur because there was no flight control in those days when engineers and researchers did not know much about exercising control over the aircraft balance. But, with explanation provided by the Wright brothers regarding the flight control options and methods, most of the flight problems got resolved as a very reliable way of pilot control was shown to the world through the three-axis control. Actually the main mistake made by earlier aeronautical engineers and flying enthusiasts was that the main emphasis was again and again laid on designing and

Research Methodological Approaches Applied In Academic Journal Essay

Research Methodological Approaches Applied In Academic Journal Articles - Essay Example This paper illustrates that researchers of all levels wrestle with the problem of developing an appropriate methodology for their studies. A research methodology is not the only critical component of academic development but a robust research practice that gives direction to every research done in any given field of study. To be certain, it is indeed a critical aspect of social sciences, more specifically in business and management that requires specific approaches in order to achieve implementable target objectives. This essay endeavors to analyze and compare the main research methodological approaches, which include quantitative, qualitative and multiple methods, applied in academic journal articles. First, these approaches are going to be discussed with regards to their underlying philosophies and paradigms, explaining their relationship between theory and research in terms of deductive and inductive approaches, focusing on research design and data collection. Secondly, the resear ch will analyze the application of quantitative and qualitative research approaches in academic journal articles, illustrating their main strengths and weaknesses of each approach. Finally, the essay will summarize by pointing out the finding of the entire research undertaken. An important feature of any academic research in itself, mapping out the literature involves articulate analysis of previous studies, subsequently using the same as a basis of pointing the knowledge gap in the given fields of study. Broadly, a literature search is but ‘a systemic process that aims at identifying and collating the existing body of knowledge on a particular topic’. The aim of a literature review, as Lings and Lee indicate, is to show acquaintance with existing work in the given field and provide insights into the work under study. Among other things, an effective literature review critically analyses the materials under study, synthesizes them with respect to relevance, into providi ng the reader with the useful insights.

The Alchemist by Paulo Coelho Essay Example for Free

The Alchemist by Paulo Coelho Essay The book The Alchemist was originally written in Portuguese by Paulo Coelho in 1987. To date, it sold 35 million copies and is reigned as the most translated book in the world by a living author. The Alchemist was the second book of the now 67-year old Coelho following his first novel attempt entitled The Pilgrimage. It was Coelho’s second book that made him known worldwide, but amazingly, it just took him a course of one two-week spurt of creativity to complete the novel The Alchemist. The novel was about one Andalusian shepherd boy’s mystical trek towards realizing his recurring dream of finding his treasure located at the Egyptian Pyramids. Eventually, as he go on through his journey, he learns to speak the Language of the World and discovering the essence of alchemy. He meets different people along his way, starting with the fortune-teller whom he asks to interpret his recurring dream that night while sleeping near a sycamore tree in the sacristy of an abandoned church. The lady says he should pursue finding his treasure and when he does find it, he must give her a part of it as payment for her service. The second person he meets is a mysterious old man who seems to be able to read his mind. This man introduces himself as Melchizedek, or the King of Salem. He tells the boy about good and bad omens and says that it is the shepherds duty to pursue his Personal Legend. Melchizedek then gives him two stones, Urim and Thummim, for him to use when he needs help to interpret omens. The boy decides to follow what the man has said to him and sells his herd to purchase a ticket to Tangier, in northern Africa. But shortly after he arrives there, a thief steals all of his money, so he decides to look for a way to make enough money to return home. He finds work in the shop of a crystal merchant, where after a year he makes improvements that is gratified by financial rewards. He then leaves to proceed in the pursuit of his treasure. He joins a caravan traveling to Egypt. There, he meets an Englishman who wants to learn the secret of alchemy, or turning any metal into gold, from a famous alchemist who lives at an oasis on the way to the pyramids. While traveling, the boy begins listening to the desert and discovering the Soul of the World. The caravan reaches the oasis after some  time, and there he falls in love to an Arab girl named Fatima. The caravan leader tells them that tribal warfare prevents them from continuing their journey so they are staying at the oasis a little longer. One day, the boy wanders from the oasis into the desert and sees two hawks fighting in the sky with a vision of an army entering the oasis. Because attacking an oasis is a violation of the rules of the desert, he shares his vision with the oasiss tribal chieftain. Soon afterward, he is confronted by a black-garbed, veiled stranger with a sword, who sits atop a white horse. It is the alchemist. The tribal chieftain arms his men, and they are well-prepared when the oasis is indeed invaded. The alchemist offers to cross the desert with the boy. Soon the two men enter into an area of intense tribal warfare. Warriors hold the two men captive, but eventually allow them to continue their journey after the boy manages to demonstrate to them that he can be one with the wind. The alchemist tells the boy that he needs to return to the oasis, and that the rest of the trip is his to make alone so that he can claim his Personal Legend. The alchemist shows him how the Elixir of Life and the Philosophers’ Stone are made and he gave him the quarter of the gold before leaving the boy on his own. The boy arrives at the Egyptian pyramids and begins to dig. He finds nothing buried in the ground. Thieves come and see him, they beat him and rob him of his gold. After he tells them of his dream, though, one of the thieves recounts his own dream about a buried treasure in the sacristy of an abandoned church. He then realizes where his treasure can be found. Returning to Andalusia, he goes back to the church where he dreamed of the treasure near the pyramids. He digs where he slept, beneath a sycamore tree, and there it is, his treasure. He plans to return with it to Al-Fayoum, where he will reunite with Fatima, who awaits him. This story, for me, is really one of a kind. It’s not every time that I get to read novels like this which is simply a work of a truly passionate and creative mind. According to The Alchemist, Personal Legends serve as the only means by which an individual can live a satisfying life. In fact, the universe can only achieve perfection if all natural things continuously undergo a cycle of achieving their Personal Legend, evolving into a higher being with a new Personal Legend, and then pursuing that new goal. This  concept, that the individualistic pursuit of a Personal Legend exists as life’s dominant—perhaps only—spiritual demand, lies at the center of the unique theology of The Alchemist. I love how the alchemy was introduced and explored in the story. I know little about the science of turning metals into gold – though I have been hearing it – but this book is just so well-written that after I finished reading it, I have a certain feeling of understanding what it really is and what it is really meant for. The story also emphasizes that it is not the destination but the journey that shapes us. In the book, the boy’s destiny wanted him to learn many things beyond being a simple shepherd, so he was sent to a journey that he never thought he would ever experience in pursuit of a treasure in his dream, only to find out in the end that it was just located in the place where his dream occurred. Even with this, he did not regret that he went through that far because he knew that what he found along the way was the most precious treasure a man could ever have. Moreover, in The Alchemist, the spiritual unity represented by the Soul of the World binds together all of nature, from human beings to desert sand. This idea underlies the parallel we see in the novel between the alchemist purifying metal into gold and the shepherd boy purifying himself into someone capable of achieving his Personal Legend. According to the novel, the Soul of the World has created an ultimate desire, or Personal Legend, for everything, whether a man or a piece of iron. To accomplish its Personal Legend, each thing must learn to tap into the Soul of the World, which purifies it. That continual purification ultimately leads to perfection. This notion of humans, metals, and all other things sharing the same goal demonstrates that all elements in nature are essentially different forms of a single spirit. Recalling from the book, there also is the mentioning about the Language of the World, and that every heart knows and understands it if we will just learn how to listen to what it has to say, like how the boy learned to communicate to the nature through his heart. Another relevant thing in this novel is the presence of omens everywhere and at any given time. It was said there that we just have to learn how to read them, and that they are there to guide us towards achieving our destined Personal Legends. But just like what is implied in the story, fear prevents people from realizing their destinies, so we tend to ignore the omens, and their call to be recognized are eventually becoming  more and more silent. I also noticed the involvement of religions (Islam and Catholic). I have always thought that talking about religious beliefs and practices is as complicated as discussing the theories of origin of the universe. But in this case, I am relieved that none of the sectors is being favored nor left behind. Not that there is a competition of which is right and which is wrong, but if I would be asked, I’d rather not to answer. Lastly, and probably what really stole a good bit of me is the foreign phrase maktub that was mentioned how many times in the book. It means â€Å"it is written†, which pertains to the destiny we each has that’s written by a Superior Hand for us to fulfil. I always thought that everything that happens serves a purpose, maktub.

The Indian Policy Response :: India Trade Globalization Agriculture Essays

The Indian Policy Response Socio-economic implications of Globalization in India - What India wants from WTO - What is required of India by WTO - Analysis of policy response in two crucial areas Agriculture and Pharmaceuticals. An ethical framework covering the issues that are discussed and a common policy response is suggested. In the early nineties, India embarked full speed on a path of liberalization and globalization by reducing trade barriers and non-trade barriers alike, demolishing the existing quota-licensing regime. As a logical step in that process, it joined the WTO in 1994 at the end of Uruguay round of talks. Major changes in existing laws and enacting new laws had become imperative to comply with the WTO agreement. But substantial resistance to the acceptance of the WTO regime have erupted in areas of Agriculture, Pharmaceuticals. India as a founder of the ITA (Information technology Agreement) under the aegis of WTO has significant advantages as well as some critical obligations. This paper analyses the moral arguments of the policy response to these critical issues and attempts to synthesize a common position based on ethical perspectives. Agriculture Before we discuss the policy imperatives of the WTO response, a brief background on the nature and state Indian agriculture is necessary. Indian economy is agrarian in nature where nearly 70% of the population is dependent upon agricultural income. At the lower end of this strata are the vast majority of poor farm labourers who do not own the land but work in the fields and farms to earn their livelihood. In the middle layer, we have a large number of marginal land owners and small farmers who labour as well as employ other labourers to produce. In the higher end there a small number of large farmers and farm corporations who employ mechanised as well as very labour intensive farming. The politically powerful lobby of big farmers utilize power, irrigation and fertilizer subsidies of the government at the same level as the small farmers. The number of crops produced by this huge agricultural base is limited comparative to the other developed countries, because of various historical an d climatic conditions. Since the agriculture is labour intensive and most of the farming is done by small farmers owning small land tracts, the productivity is low and costs are high. While some states subsidize power and irrigation, the central government provides fertilizer subsidies and procures the farm products at minimum support prices to supply poor urban consumers to ensure food security through a Public Distribution System.

Drama at the Farm: A Canadian Survival Story Essay

Canadian Writer Margaret Atwood would argue that every country in the world has a single unifying and informing symbol, to act as a belief system that keeps everyone together and working for common ends. These unifying symbols manifest in the literature produce by authors and literary thinkers; whether or not it is done consciously or subconsciously. According to Atwood, in the United States â€Å"Frontier† is the unifying symbol, the exploration of new land, the west and independence from imperial powers. In the United Kingdom the â€Å"Island† is a distinct symbol of common national sentiments, the idea of the central island nation controlling its lands and wealth from behind the safety of its metaphorical walls; this symbol is perfectly represented by the medieval castles and fortresses of that nation. With these examples in mind Atwood states that the unifying symbol for Canadian Lifestyle, and consequently literature, is â€Å"Survival†. As a result of the Canada’s geographical shape, its vast landmass and bitter climate, as well as the nation’s origins as subordinate to imperial rule, Survival becomes the common thread which bonds the lives thought and experiences of all Canadians. It is more real to us than the frontier or the island. In her essay, † Survival : A Thematic Guide to Canadian Literature†, Atwood goes into great detail about this idea of survival and victimization, she outlines her four victim positions with the intention of increasing understanding of Canadian literature, and how these guidelines apply to anyone, Canadian or otherwise. In â€Å"The Watcher†, by Guy Vanderhaeghe, Atwood’s concepts can be used to identify and understand the position of Vanderhaeghe’s main character, Charlie Bradley, as well as increase understanding of Vanderhaeghe’s work as a piece of distinctly Canadian fictional Literature. Atwood’s four victim positions can be used to understand characters from Canadian fiction from the distinctly Canadian point of view, survival. The hero of most Canadian fiction is the survivor, the main character or protagonist survives where the other characters do not, or they survive one ordeal only to succumb to something else, â€Å"The survivor has no triumph or victory but the fact of his survival; he has little after his ordeal that he  did not have before, except gratitude for having escaped with his life.†(Atwood 33). The Canadian protagonist or survivor doesn’t portray the myth that they can beat adversity to better themselves or their situation, rather they are no better of than before their ordeal, or maybe worse, by are fortunate to have escaped with their lives. The survivor is therefore inherently and unavoidably a victim in one form or another, and Atwood’s position can be use to identify and grasp a greater understanding of the survivo r character, his actions, thoughts, and decisions. To understand Charlie Bradley one must first understand the four basic victim positions. A person of the first victim position is in denial of the fact that they are the victim, usual their slightly elevated status above their peers makes them feel that anyone can succeed if they wanted to and those that don’t are just lazy. A person from the second victim position acknowledges their victimization but resigns to it because of feelings that it is the result of uncontrollable exterior forces such as fate, they feel their position as a victim is inevitable and cannot be changed. Individuals of the third position acknowledge their victimization but refuse to accept the role is inevitable as in position two. However a person in position three doesn’t use their frustration at their victimization in a creative manner, they don’t use their energy to change their position they just loath themselves and are jealous of those who are not victims. A person in position four is what Atwood calls â€Å"a creative non victim† (Atwood 38). For these individuals victimization is not a reality, they use their energy to rise above the existence of victimization and are positively creative with their situation. Vanderhaeghe’s main character from his short story, â€Å"The Watcher†, Charlie Bradley fits perfectly into Atwood’s definition of the second victim position. Charlie Acknowledges his victimization but feels there is nothing he can do about it. Evidence of Charlie’s position can be found numerous times throughout the text. From the very first sentence of Vanderhaeghe’s story one can cast type Charlie. He says, â€Å"I suppose it was having a bad chest that turned me into an observer, a watcher, at an early age.† (Vanderhaeghe 207). From this statement you already know that Charlie blames his situation as being an observer on his bad chest, an uncontrollable external for, he cannot control his sickness and so resigns to be a victim of it. The rest of the story centers around Charlie’s talent for observing events but never participating, the situation he deals with when he is shipped of to his grandmas farm and forced to deals with his mentally unstable aunt and her freeloading boyfriend Thompson. Charlie fancies himself a spy observing the details and doing nothing. More evidence of his position comes from thoughts on his aunt’s situation, Charlie says, â€Å"†¦ Evelyn, was evidence enough of how firmly bound we all are to the wretched wheel of life and its stumbling desires.† (Vanderhaeghe 221). Again resigning everything to the whims of fate. Charlie’s true position as the surviving victim comes at the end of the story when he is forced into the game, no longer a watcher, and must chose between taking the side of his Grandma or that of Thompson in identifying the assailants, who identity he does know to be the Ogden Brothers hired by his Grandma to beat up Thompson. â€Å"And now he is asking me to save him, to take a risk, when I was more completely in her clutches than he would ever be. He forgot I was a child. I depended on her.† (Vanderhaeghe 239). Charlie admits to withholding the truth to save himself, even if it meant hurting Thompson. Charlie is the survivor, he is the victim of circumstance be he has the foresight to save himself even if it isn’t the right thing to do. Canadian short stories are full of survivors, the characters created by Vanderhaeghe as well as those of many authors face different challenges than the characters of literature from other nations. Canada is a nation of survivors, if only just barely. Margaret Atwood is one Canadian writer who fully understands this survivor position and the levels of victimization that come along with it. Canadian heroes are the ones who face adversity to gain something, but those who are pounded by the outside world and are just able to have on to their lives. This situation, at least metaphorically, will be familiar to all Canadians and the great cross section of writers from various cultural backgrounds. Their diversity only reinforcing the notion that this country, the land changes you, give us all something in common, that unifying symbol that Atwood praises as the center of everything  Canadian. Survival. As Atwood aptly puts it, â€Å"A writer’s job is not to tell a society how it ought to live but how it does live.†(Atwood 42) Works Cited: Atwood, Margaret. â€Å"Survival.† Survival: A Thematic Guide to Canadian Literature. Toronto: Anansi, 1972. 25-43. Vanderhaeghe, Guy. â€Å"The Watcher.† Man Descending. Toronto: Macmillan of Canada, 1982.

Developmental Psychology Essay

Cognitive development involves developing concepts of thought, problem solving and memory (Green. 2002). Jean Piaget (1896-1980) and Lev Vygotsky (1896-1934) were both psychologists, which focused on cognitive development and the way in which children’s thought and reasoning developed as they matured. This assignment shall begin by describing and evaluating the theories put forward by Piaget and Vygotsky referring to research evidence and providing a conclusion. Piaget (1896-1980) was one of the most influential researchers in the area of developmental psychology during the 20th century and a as biologist was interested in the way in which organisms adapt to their environment this was described by Piaget as intelligence. He viewed behaviour or the adaptation to the environment as being controlled through mental organisations known as schemes that the individual uses in order to represent the world. Piaget suggested that adaptation is driven by a biological drive to obtain balance between schemes and the environment, which is known as equilibrium (Huitt. 2003). Within Piaget’s research and writing’s on cognitive development he suggested that children’s thoughts are not only less sophisticated than adults but they are also qualitatively different and this is due to less knowledge (Jarvis. 2000).   It was considered by Piaget that the interaction between the child and their environment was the main factor of influence on their cognitive development. Piaget’s view of children is that they are scientists and that they should be left to explore their surroundings giving them the opportunity to interpret the world in their own way. The active involvement in their own learning is described as a series of schemas and that these schemas would change and develop through each stage through the process of assimilation or accommodation (Green. 2002). Piaget’s theory is based on stages of development in which he believed that all children develop at the same age. There are four stages to his development theory, which are sensorimotor (0-2 years) and the view that infants are developing their first schemas (Meggitt. 2000). Object permanence is the main focus within this stage and the assumption by Piaget that children aged five or six months old could not understand that an object, which was covered, still exists.  An experiment showed that a child of five or six months showed no interest once the toy was covered whereas a ten month old would reach out for the toy and seem to become agitated. Piaget’s interpretation of this was that the child of ten months had reached object permanence and now has a schema for the object. In contrast to this Tom Bower and Jennifer Wishart (1972) argued that objects do still exist in baby’s minds although they have been covered. To support their theory an experiment was undertaken using an infrared camera. An object was offered to the baby and as they reached out to grab it the lights were switched off. The results showed that the baby was still attempting to reach for the toy although they were unable to see it and so an explanation for Piaget’s theory was that by covering the object the baby was distracted and not necessarily that they had forgotten about it. The second stage is pre-operational stage (2-7 years). Egocentric thinking predominates the child (Huitt. 2003) within this stage and they do not have the ability to understand things from another person’s viewpoint according to Piaget. In order for this to be confirmed he set up an experiment. Three mountains were set in front of the child and a doll was placed in different seats around the table. Photographs, which had been taken, were then shown to the child and they were asked to point to the picture that the doll would see. As Piaget’s findings showed that most four or five year olds pointed to photographs which represented their view of the mountains he concluded that they were egocentric. Most children aged seven that was asked to do the same task correctly identified the photograph strengthening Piaget’s theory. Although it was then argued by Martin Hughes (1975) that the task was much too complicated for the child and therefore devised his own experiment, which would contradict Piaget’s findings. His experiment involved a model with two intersecting walls, two policeman figures and a figure of a boy. After having a trial using one police figure and the boy to ensure the child understood the task Hughes began his experiment. It was found that most children could successfully take account of two different viewpoints. Therefore it could be said that Piaget’s experiment may have been too difficult for the child to understand rather than the child being egocentric.

An Introduction to Erikson’s Stages of Development

An Introduction to Erikson’s Stages of Development Psychoanalyst Erik Eriksons stages of development articulated a psychosocial theory of human development made up of eight stages that cover the entirety of the human lifespan from birth to old age. Each stage is defined by a central crisis that the individual must grapple with in order to move on to the next stage. Erikson’s theory has been highly influential on scholars’ understanding of human development and identity formation. Key Takeaways: Erikson's Stages of Development Erik Eriksons stages of development consist of eight stages that cover the entire human lifespan. This structure makes the point that development does not end when an individual reaches adulthood; rather, it continues throughout the entire lifespan.Each stage of development revolves around a central crisis that the individual must contend with in order to move on to the next stage.The success at each stage is reliant upon success at previous stages. Individuals must go through the stages in the order laid out by Erikson. Stages of Psychosocial Development The stages of psychosocial development laid out by Erikson are as follows: 1.  Trust vs. Mistrust The first stage takes place in infancy and ends around age 1. Erikson said that infants first social achievement is to let their caretakers out of sight without becoming anxious. In other words, infants must develop a sense of trust in their caretakers and the people around them. When infants come into the world, they are vulnerable and dependent on others for survival. When a child’s caretakers successfully meet their needs- e.g. food, warmth, and safety- the child develops confidence that the world is a safe and secure place. If the child’s needs are not met, however, the child comes to believe the world is an inconsistent, untrustworthy place. This doesn’t mean that all mistrust is bad. According to Erikson, a certain amount of mistrust is necessary. Without some amount of mistrust, the child could become too trusting and consequently would not know when to be skeptical of people’s intentions. However, an individual should emerge from this stage with a greater sense of trust than mistrust. If the infant is successful in this endeavor, they will develop the virtue of hope: a belief that one’s desires are achievable despite the chaos of the world. 2.  Autonomy vs. Shame and Doubt The second stage takes place when the child is around 2 or 3 years old. As children grow, they become more capable of doing things on their own. If children are supported in their bids at independence, they will learn to have confidence in their abilities. On the other hand, if children are too controlled or criticized, they will start to doubt their ability to take care of themselves. If the individual emerges from this stage with a greater sense of autonomy than shame or doubt, they will develop the virtue of will: the ability to make choices freely while also having self-control when appropriate. 3. Initiative vs. Guilt The third stage takes place between the ages of 3 and 6. Preschool age children start to take initiative in pursuing their own objectives. When they are successful, they develop a sense of competence in their ability to make and achieve goals. When those objectives meet resistance or become problematic in the social world, they will experience guilt. Too much guilt can lead to a lack of self-confidence. If the child emerges from this stage with more positive than negative experiences taking initiative, they will develop the virtue of purpose: the ability to determine what they want and go after it. 4. Industry vs. Inferiority The fourth stage takes place from 6 to 11 years old. This stage marks the child’s first forays into grade school and structured learning. It is therefore the first time the child must begin to understand and contend with the expectations of the wider culture. Children learn what it means to be a good member of society, both in terms of productivity and morality. If children come to believe they cannot function properly in society, they develop feelings of inferiority. Children who experience success at this stage will develop the virtue of competence. 5. Identity vs. Role Confusion The fifth stage takes place during adolescence and in some cases can extend into the 20s. With the onset of puberty, physical and cognitive changes cause adolescents to think about their futures for the first time. On the one hand, they are trying to determine who they are and what they want for their futures. On the other hand, they worry about making unwise commitments and are concerned about the way others, especially their peers, perceive them. While identity development is a lifelong process, the fifth stage a key time for identity, as adolescents start to choose and pursue the roles they wish to fulfill as adults. They also must begin to develop a worldview that gives them a sense of personal perspective. Success at this stage will result in a coherent sense of identity that leads to the virtue of fidelity: loyalty to one’s commitments. 6. Intimacy vs. Isolation The sixth stage takes place during young adulthood. Adolescents are often too preoccupied to truly be intimate with another person. However, during young adulthood, individuals who have established a sense of their own identity can achieve a genuine connection with someone else. At this stage, those whose relationships remain impersonal will experience isolation. People who achieve more intimacy than isolation at this stage will develop the virtue of mature love. 7. Generativity vs. Stagnation The seventh stage takes place during midlife. It is at this time that people turn their attention to what they can offer the next generation. Erikson called this â€Å"generativity.† While his focus was on raising children, adults who produce anything that contributes to the future, including creative works and ideas, are also being generative. Adults who are not successful at this stage become stagnant, self-absorbed, and bored. Generative adults who contribute to the next generation and avoid becoming overly self-indulgent develop the virtue of care. 8. Ego Integrity vs. Despair The eighth and final stage takes place during old age. At this point, people start to look back on their lives. If they can accept and find meaning in what they have done and accomplished throughout their lives, they will achieve integrity. If people look back and don’t like what they see, the realization that life is too short to try out alternatives and repair regrets will lead to despair. Finding meaning in one’s life in old age results in the virtue of wisdom. The Structure of the Stages Erikson was influenced by the work of Sigmund Freud, particularly Freuds stage theory of psychosexual development. Erikson expanded on the five stages outlined by Freud by assigning psychosocial tasks to each stage, then adding three additional stages for later periods of adulthood. Erikson’s stages rest on the epigenetic principle: the idea that each stage is dependent upon the previous stage and, therefore, individuals must go through the stages in a specific order. At each stage, the individual must wrestle with a central psychosocial conflict in order to progress to the next stage. Each stage has a particular conflict because, according to Erikson, individual growth and sociocultural context work together to bring that conflict to the individuals attention at a particular point in life. As individuals move through the psychosocial stages specified by Erikson, their success rests upon the outcomes of previous stages. For example, when infants develop more mistrust than trust in their caretakers during the first stage, they may experience role confusion during the fifth stage. Similarly, if an adolescent emerges from the fifth stage without having successfully developed a strong sense of identity, he or she may have difficulty developing intimacy during the sixth stage. As a result of these structural elements, Erikson’s theory communicates two key points: Development does not stop when one reaches adulthood. Rather, individuals continue to develop throughout their entire lifespan.Each stage of development hinges upon the individual’s interaction with the social world. Critiques Eriksons stage theory has faced some criticism for its limitations. Erikson was vague about the experiences an individual must undergo in order to successfully grapple with the conflict of each stage. He also wasn’t specific about how people move through the various stages. Erikson himself was aware that his work was unclear; he explained that he intended his theory to provide context and descriptive detail for development, not precise facts about developmental mechanisms. Nevertheless, Erikson’s theory can be credited with inspiring a great deal of research into human development, identity, and personality. Sources Crain, William. Theories of Development: Concepts and Applications. 5th ed., Pearson Prentice Hall. 2005.Dunkel, Curtis S., and Jon A. Sefcek. â€Å"Eriksonian Lifespan Theory and Life History Theory: An Integration Using the Example of Identity Formation.†Ã‚  Review of General Psychology, vol. 13, no. 1, 2009, pp. 13-23,  http://dx.doi.org/10.1037/a0013687Erikson, Erik H. Childhood and Society. W.W. Norton Company, 1963.Erikson, Erik H. Identity: Youth and Crisis. W.W. Norton Company, 1968.McAdams, Dan. The Person: An Introduction to the Science of Personality Psychology. 5th ed., Wiley, 2008.McLeod, Saul. â€Å"Erik Erikson’s Stages of Psychosocial Development.† Simply Psychology, 2013. https://www.simplypsychology.org/Erik-Erikson.html

The Extended Use of the Verb Suru

The Extended Use of the Verb Suru The verb suru (to do) has many extended uses, which occur quite often.   (1) To Make (a) Adverb form of I-adjective suruTo change the I-adjective to the adverb form, replace the final ~i with ~ku. (e.g. ookii - ookiku) Terebi no oto o ookiku shita. ãÆ'†ãÆ' ¬Ã£Æ'“㠁 ®Ã©Å¸ ³Ã£â€šâ€™Ã¥ ¤ §Ã£  Ã£  Ã£ â€"㠁Ÿ- I turned up the volume of the TV.Tsugi no tesuto wa mou sukoshi muzukashiku suru tsumori da. æ ¬ ¡Ã£  ®Ã£Æ'†ã‚ ¹Ã£Æ'ˆã  ¯Ã£â€šâ€šÃ£ â€ Ã¥ °â€˜Ã£ â€"é› £Ã£ â€"㠁 Ã£ â„¢Ã£â€šâ€¹Ã£  ¤Ã£â€šâ€šÃ£â€šÅ Ã£   Ã£â‚¬â€š- I am going to make the next exam a little more difficult. (b) Adverb form of Na-adjective suruTo change the Na-adjective to the adverb form, replace the final ~na with ~ni. (e.g. kireina - kireini) Heya o kireini suru. éÆ' ¨Ã¥ ±â€¹Ã£â€šâ€™Ã£  Ã£â€šÅ'㠁„㠁 «Ã£ â„¢Ã£â€šâ€¹- Im cleaning the room.Kana wa darenidemo shinsetsu ni suru. é ¦â„¢Ã¥ ¥Ë†Ã£  ¯Ã¨ ª °Ã£  «Ã£  §Ã£â€šâ€šÃ¨ ¦ ªÃ¥Ë†â€¡Ã£  «Ã£ â„¢Ã£â€šâ€¹Ã£â‚¬â€š - Kana is kind to everybody. (2) ToDecide Suru should be used when you are choosing from several available alternatives: Koohii ni shimasu. ã‚ ³Ã£Æ' ¼Ã£Æ'’ãÆ' ¼Ã£  «Ã£ â€"㠁 ¾Ã£ â„¢- Ill have coffee.Kono tokei ni shimasu. 㠁“㠁 ®Ã¦â„¢â€šÃ¨ ¨Ë†Ã£  «Ã£ â€"㠁 ¾Ã£ â„¢- Ill take this watch.Pikunikku wa raishuu ni shimashou. ãÆ'”ã‚ ¯Ã£Æ'‹ãÆ'Æ'ã‚ ¯Ã£  ¯Ã¦  ¥Ã©â‚¬ ±Ã£  «Ã£ â€"㠁 ¾Ã£ â€"ょ㠁†ã€‚- Let’s agree that the picnic will be next week. (3) The Cost, Duration of Time When accompanied by phrases indicating price, it means cost. When used with a verb that indicates duration of time, it means, lapse. Kono kaban wa gosen en shimashita. 㠁“㠁 ®Ã£ â€¹Ã£  °Ã£â€šâ€œÃ£  ¯Ã¤ ºâ€Ã¥ Æ'円㠁â€"㠁 ¾Ã£ â€"㠁Ÿ- This bag cost 5,000 yen.Sono tokei wa dono gurai shimashita ka. 㠁 Ã£  ®Ã¦â„¢â€šÃ¨ ¨Ë†Ã£  ¯Ã£  ©Ã£  ®Ã£  Ã£â€šâ€°Ã£ â€žÃ£ â€"㠁 ¾Ã£ â€"㠁Ÿã â€¹- About how much did that watch cost?Ato ichinen shitara Nihon ni ikimasu. Ã¥ ¾Å'ä ¸â‚¬Ã¥ ¹ ´Ã£ â€"㠁Ÿã‚‰æâ€" ¥Ã¦Å" ¬Ã£  «Ã¨ ¡Å'㠁 Ã£  ¾Ã£ â„¢Ã£â‚¬â€š - I am going to Japan in another year. When suru is used to mean duration of time, it is only be used in a subordinate clause. In a main clause, the verb tatsu is used instead. Gonen tachimashita. ä ºâ€Ã¥ ¹ ´Ã£ Å¸Ã£  ¡Ã£  ¾Ã£ â€"㠁Ÿã€‚- Five years passed. (4) To Feel, to Smell, or to Hear When suru is combined with phrases associated with appearance, it means, to appear. Kono hana wa ii nioi ga suru. 㠁“㠁 ®Ã¨Å  ±Ã£  ¯Ã£ â€žÃ£ â€žÃ¥Å'‚㠁„㠁Å'㠁™ã‚‹- This flower smells good.Nami no oto ga suru. æ ³ ¢Ã£  ®Ã©Å¸ ³Ã£ Å'㠁™ã‚‹- I hear the sound of the waves.Kore wa henna aji ga shimasu. 㠁“ã‚Å'㠁 ¯Ã¥ ¤â€°Ã£  ªÃ¥â€˜ ³Ã£ Å'㠁â€"㠁 ¾Ã£ â„¢Ã£â‚¬â€š- This tastes funny.Samuke ga shimasu. Ã¥ ¯â€™Ã¦ °â€"㠁Å'㠁â€"㠁 ¾Ã£ â„¢Ã£â‚¬â€š- I feel a chill. (5) To Appear When suru is combined with phrases associated with appearance, it means, to appear. Kanojo wa samishisouna me o shite ita. Ã¥ ½ ¼Ã¥ ¥ ³Ã£  ¯Ã£ â€¢Ã£  ¿Ã£ â€"㠁 Ã£ â€ Ã£  ªÃ§â€º ®Ã£â€šâ€™Ã£ â€"㠁 ¦Ã£ â€žÃ£ Å¸Ã£â‚¬â€š- She had sad eyes. (Her eyes looked sad.)Kare wa aoi kao o shite iru. Ã¥ ½ ¼Ã£  ¯Ã© â€™Ã£ â€žÃ© ¡â€Ã£â€šâ€™Ã£ â€"㠁 ¦Ã£ â€žÃ£â€šâ€¹Ã£â‚¬â€š- His face looks pale. (6) Loan Word + Suru Loan words are often combined with suru to change the word into a verb. Most loan words are taken from English verbs. Here are some examples: doraibu suru ãÆ'‰ãÆ' ©Ã£â€š ¤Ã£Æ'â€"㠁™ã‚‹ - to drivetaipu suru ã‚ ¿Ã£â€š ¤Ã£Æ'â€"㠁™ã‚‹ - to typekisu suru ã‚ ­Ã£â€š ¹Ã£ â„¢Ã£â€šâ€¹ - to kissnokku suru ãÆ'ŽãÆ'Æ'ã‚ ¯Ã£ â„¢Ã£â€šâ€¹ - to knockpasu suru ãÆ'‘ã‚ ¹Ã£ â„¢Ã£â€šâ€¹ - to passhitto suru ãÆ'’ãÆ'Æ'ãÆ'ˆã â„¢Ã£â€šâ€¹ - to hit (7) Noun (of Chinese Origin) + Suru Suru is combined with nouns of Chinese origin to change them into a verb. benkyou suru 勉å ¼ ·Ã£ â„¢Ã£â€šâ€¹ - to studysentaku suru æ ´â€"æ ¿ ¯Ã£ â„¢Ã£â€šâ€¹ - to do the washingryokou suru æâ€"…è ¡Å'㠁™ã‚‹ - to travelshitsumon suru è ³ ªÃ¥â€¢ Ã£ â„¢Ã£â€šâ€¹ - to ask questionsdenwa suru é› »Ã¨ © ±Ã£ â„¢Ã£â€šâ€¹ - to telephoneyakusoku suru ç ´â€žÃ¦ Å¸Ã£ â„¢Ã£â€šâ€¹ - to promisesanpo suru æ• £Ã¦ ­ ©Ã£ â„¢Ã£â€šâ€¹ - to take a walkyoyaku suru ä ºË†Ã§ ´â€žÃ£ â„¢Ã£â€šâ€¹ - to reserveshokuji suru é £Å¸Ã¤ ºâ€¹Ã£ â„¢Ã£â€šâ€¹ - to have a mealsouji suru æŽÆ'é™ ¤Ã£ â„¢Ã£â€šâ€¹ - to cleankekkon suru ç µ Ã¥ ©Å¡Ã£ â„¢Ã£â€šâ€¹ - to get marriedkaimono suru è ² ·Ã£ â€žÃ§â€° ©Ã£ â„¢Ã£â€šâ€¹ - to shopsetsumei suru è ª ¬Ã¦ËœÅ½Ã£ â„¢Ã£â€šâ€¹ - to explainjunbi suru æ ºâ€"備㠁™ã‚‹ - to prepare The particle o can be used as an object particle after a noun. (e.g. benkyou o suru, denwa o suru) There is no difference in meaning with or without o. (8) Adverb or Onomatopoetic Expressions + Suru Adverbs or onomatopoeic expressions can be combined with suru to change them into verbs. yukkuri suru ゆ㠁 £Ã£  Ã£â€šÅ Ã£ â„¢Ã£â€šâ€¹ - to stay longkatto suru 㠁‹ã  £Ã£  ¨Ã£ â„¢Ã£â€šâ€¹ - to flare upzotto suru 㠁žã  £Ã£  ¨Ã£ â„¢Ã£â€šâ€¹ - to shiverbonyari suru 㠁 ¼Ã£â€šâ€œÃ£â€šâ€žÃ£â€šÅ Ã£ â„¢Ã£â€šâ€¹ - to be absent mindedniko niko suru ãÆ'‹ã‚ ³Ã£Æ'‹ã‚ ³Ã£ â„¢Ã£â€šâ€¹ - to smilewaku waku suru ãÆ' ¯Ã£â€š ¯Ã£Æ' ¯Ã£â€š ¯Ã£ â„¢Ã£â€šâ€¹ - to be excited

Discussion Board Post Response Essay Example | Topics and Well Written Essays - 250 words - 11

Discussion Board Post Response - Essay Example For instance, you have posited that if your organization wants to improve a specific indicator, then it may look at a particular organization that is experiencing significant success with that indicator over time. In my organization, benchmarking is used to help improve competitiveness through replicating best practices adopted from other top performing organizations. Your discussion gives more insight on how benchmarking can be conducted using national guidelines as a reference or source. For instance, there are credible national guidelines for all care processes and these are used in the accreditation process. For an institution to be accredited, all the requirements necessitated by the accreditation bodies must be achieved (Kay, 2007). Using the national guidelines as a benchmark can ensure provision of highest level of standards as there is no need to worry of risks since national standards are a credible source. Processes that fail to meet the required standards can also be identified through data analysis and hence strategies for improvements formulated and implemented (Kay, 2007). There is however some issues that need to be addressed in your discussion. For instance, your discussion has not explicated the potential risks of using non-credible sources as the basis for benchmarking. Since you work for the Veteran Administration, it would be interesting to find out how benchmarking using non-credible sources as the basis would impact your

Fabric Dye Assignment Example | Topics and Well Written Essays - 500 words

Fabric Dye - Assignment Example Apart from these materials, a host of other process chemicals are included. These are; acids such as formic and acetic, alkalis such as sodium carbonate, NaOH and potassium hydroxide, bleaches such as sodium chlorite, sodium hypo chlorite and hydrogen peroxide, dyes such as pigment, disperse and vat, salts such as sodium chloride, stabilizers from sodium nitrate, sodium silicate and organic stabilizers, auxiliary finishes such as softener and fire retardant. There are various methods that are used for textile dyeing. First there is application of color by use of various techniques of dyeing for various kinds of fiber and at various phases of the textile production procedure. These techniques include; stock dyeing, direct dyeing, yarn dyeing, top dyeing, piece dyeing, dope dyeing, piece dyeing, garment dyeing and solution pigmenting (Smith, McClure, 2003). There following are processes that are generally used when dyeing textile materials; batch and continuous, semi-continuous, and pigment dyeing process. Batch dyeing process is also known as exhaust dyeing and is the most common and popular technique for dyeing textile materials. The word exhaust is used to refer to this technique since this process allows dye to be transferred gradually from a moderately huge volume dye bath to the material being dyed. It also takes a longer time. Thus the dye is intended to ‘exhaust’ starting from the dye bath to the material. In this technique, textile materials can be readily dyed at any phase during their assembling into the preferred textile product which comprises of yarn, fiber, garment or fabric. Some of the machines used in batch dyeing process can perform at temperatures of 1000 0 C. Batch dyeing technique can be optimized by; first replacing conservative overflow-flood rinsing techniques with processes like drain and fill or use of other techniques such as smart rinsing (especially for fabrics), suitable recycling of rinsed water fo the subsequent