Relationship Between Education And Psychology Essay

INTRODUCTION Education and psychology are interrelated subjects. In order to explain the details of this topic, it is very important to define both subjects. The word psychology is from two Greek words ‘psyche ‘and ‘logos’. These two words were joined together to mean ‘mind consciousness and behaviour’. Therefore Psychology is the logical study of the mind and behaviour. This assignment is set out to identify the links or relationship between Education and Psychology. It also seeks to demonstrate my understanding of these links and explain how the relationship or link enables better educational experiences for both the educators and the learners (educated). Education is the act or process of imparting or acquiring knowledge, and hence, requires the adjustment of behaviour in a controlled environment. To adjust or to amend the behaviour, It is important to study the science of behaviour. Hence the role of psychology in education. The relationship between education and psychology cannot be over-emphasized. It is vital to know the developmental stages of every child and their behaviour at every stage in order to be a successful teacher. Therefore every teacher or educator requires the knowledge of psychology to be able to provide the best learning experience to learners. I. RELATIONSHIP BETWEEN EDUCATION AND PSYCHOLOGY According to Davis, â€Å"Psychology has made a distinct contribution to education through its analysis of pupils’ potentialities and differences.†Show MoreRelatedApplications for Psychology in Adult Learning1319 Words   |  6 PagesPsychology and adult learning are inherently linked given their focus upon the internal processes of the mind. The field of psychology has increasingly been applied to inform the adult education practice. Psychology is oftentimes incorporated into the foundation of the training that is received by adult educators in training. The field of psychology provides answers to questions that are common within adult education. These questions include â€Å"What motivates students to attend classes? ThroughRead MoreThe Theory Of Developmental Psychology1644 Words   |  7 Pages Developmental Psychology 2 Abstract Developmental Psychology is a scientific study that shows psychological changes in human being to birth to adulthood. It was first made to help infants and children, but now it has expanded to help the adolescence and adults just as well. Paul B. Baltes, has apply the six principles of human development, lifelong, multidimensional, multidirectional, gains and losses, contextualRead MoreHistory Of Positive Psychology : Martin Seligman s Speech997 Words   |  4 PagesHistory of Positive Psychology In 1998, Martin Seligman during his presidential speech to the American Psychological Association, â€Å"urged psychology to turn toward understanding and building the human strengths to complement our emphasis on healing damage† (Lambert, 2007, p.3), that speech was what started today’s positive psychology movement (Lambert,2007). â€Å" Positive psychology aims to understand the positive side of human functioning, expanding research on positive behaviors, cognitions, emotionsRead MoreThe Primary Focus Of Educational Psychology765 Words   |  4 Pages The primary focus of Educational Psychology is learning. When most people think of education, they have a tendency to focus on early childhood, but Educational Psychology focuses on the entire lifespan. Learning is an ongoing process in which development, behaviors and cognition can greatly affect an individual. Ensuring a proper academic foundation is key to aiding on ones developmental success. There are many fac tors that play into a child’s educational achievement such as pre-natal developmentRead MorePsychology or Accounting?775 Words   |  4 PagesPsychology or Accounting Choosing a career is one of the most important decisions a person has to make in their life. It is so important because that is what people will have to do to support their selves throughout life. For the past ten years psychology and accounting were two of the top ten potential career choices. According to the U.S. Department of Education, National Center for Education Statistics up to 70,000 bachelors degrees in psychology were awarded, and up to 30,000 in accountingRead MoreEducational Psychology : Vocabulary Terms1025 Words   |  5 PagesEducational Psychology Vocabulary Terms 1 Action research- a process of different methods that are used to diagnose and solve issues that arise within schools or problems that teachers can face themselves. This process helps to improve or change the actions of those people involved. 2 Behavioral health- the range of mental and emotional well-being of a person. This would include how that person copes with normal, day-to-day activities to the challenges of life and everything in between. BehavioralRead MoreArticle Critique : The Journal Of School Psychology1334 Words   |  6 PagesArticle Critique The Journal of School Psychology published an article in 2014 titled Divorce, approaches to learning, and children’s academic achievement: A longitudinal analysis of mediated and moderated effects. The article was funded through grants from the National Institute of Child Health and Human Development and the Institute of Education Sciences (Anthony, DiPerna, Amato, 2014). Lead author Christopher J. Anthony is a Ph.D. candidate in School Psychology and fellow at Pennsylvania State UniversityRead MorePsychology And Sociology And Psychology1612 Words   |  7 Pagesor people, and their behavior, psychology and sociology come to our mind. This is because they are academic fields that posses the same main idea, which is the study of the behavior. Although these two sciences have enormous differences, for those whom never had read anything about this topics it would seem the same. Despite bearing some superficial similarities, the differences between sociology and psychology are pronounced. Actually the main contrast between them is from who are they studyingRead MorePsychology, The Scientific Study Of The Mind1476 Words   |  6 PagesPsychology, defined as the scientific study of the mind, is a very broad field with many career opportunities. Psychology is a fairly new field and has many job opportunities available for anyone wanting to make a career with a degree. There are therapy related jobs along with jobs that are not therapy related. Most psychologists wanting a job that is therapy related need a master’s degree or doctoral, however ones who do not pursue a job with therapy obtain a bachelor’s or master’s. The averageRead MoreThe University Of St. Thomas Essay985 Words   |  4 Pageswith nine academic divisions. This includes the Opus College of Business, which includes AACSB accredited Executive Education and Professional Deve lopment programs, and the Saint Paul Seminary School of Divinity, which offers master s and doctoral degrees in theology and ministry practice. There is also the Schools of Education, Engineering and School of Social Work. The Psychology and Counseling program is a popular degree choice among incoming students. University of St. Thomas Accreditation Details

Disability Discrimination And Americans With Disability...

1. Introduction In the field of legal research and practices, it is against the law to discriminate any person against his/her disability in various areas of their lives. Today, discrimination against disability has become a complete law by which a person can sue the other party for being discriminated on any impairment. In the United States, the law is covered by Americans with Disability Act (ADA). The law prevents one party (specifically employers) to discriminate other party (particularly employees) on the basis of their physical impairments. The purpose of this paper is to discuss and analyze disability discrimination. The paper will include detail description and history of disability discrimination and Americans with Disability Act (ADA). The paper will also include three cases showing background, issues, questions and holdings of each case. Finally, opinion will be provided for the paper and conclusion will be drawn on the basis of discussion. 2. Disability Discrimination Disability discrimination refers to a situation in which an employer or other entity covered under the Americans with Disabilities Act, as amended, or the Rehabilitation Act, as amended, treats a qualified person with a disability who is an employee or application unfavorably because of his/her disability. Disability discrimination also tends to occur when an employer treats an applicant or employee less favorably because of his/her medical history or because they are believed to have mental orShow MoreRelated Americans With Disabilities Act (ADA) Essay757 Words   |  4 Pages Americans With Disabilities Act (ADA) Approximately 54 million non-institutionalized Americans have physical, intellectual, or psychiatric disabilities (Hernandez, 2000). . The Americans With Disabilities Act (ADA) protects individuals with disabilities from discrimination based upon their disability (Bennett-Alexander, 2001). The protection extends to discrimination in a broad range of activities, including public services, public accommodations and employment. The ADAs ban againstRead MoreShould The Employer Escape Liability For Disability Discrimination Based On Its Irrational Assumption? Essay1466 Words   |  6 PagesConsider the following example: after two suicide attempts, an employee with a known psychiatric disability was hospitalized. Eventually, the employee was allowed to return to work pending a medical examination from the employer’s chosen physician to determine whether the individual could safely perform the essential job functions. The employer’s physician concluded that the employee with a disability could not safely return to work because she posed a risk of a direct threat to herself. HoweverRead MoreAmericans Wit h Disability Act Essay1180 Words   |  5 PagesIntroduction The history of the Americans with Disabilities Act began long before it was originally introduced to Congress in 1988. (Mayerson, 1992). There isn’t one person responsible for the ADA but rather thousands of Americans who have fought for the rights of people with disabilities and constantly worked to make their lives easier. People with disabilities for a long time were thought of as outsiders in society and were shunned by the majority. It wasn’t until the 1900’s when organizationsRead MoreThe Rate Of Discrimination At Work Place With People With Disabilities Essay1361 Words   |  6 Pagesexamined the rate of disability Discrimination including the case studies or societal reaction to the disability discrimination. This Research review the rate of discrimination at work place with people having disabilities. The paper mainly focus on the examination on the rate of Employment disability discrimination. Although It been 20 years Americans with Disabilities Act ( ADA) 1990 was passed which protect the civil right of disable people and prohibit the discrimination against disable peopleRead MoreAnalysis of Labor and Employment Law Essay1036 Words   |  5 PagesOne of the key provisions of the Family Medical Leave Act is that, in general, the employer is not responsible for the cost of the employee leaving, in terms of pay. While an â€Å"employee may elect, or an employer may require the employee to substitute any of the accord paid vacation leave, personal leave, or medical or sick leave† (Family and Medical Leave Act of 1993,  § 102, 2006), the employer is otherwise not obligated to pay the employee straight pay, as the leave is considered, as stated underRead MoreAmerican With Disability Act ( Ada )855 Words   |  4 PagesIndividuals with disabilities continually encounter various forms of discrimination, including intentional exclusion from certain work areas, that denies them the opportunity to compete on an equal basis and to pursue those opportunities that guarantees success in the society. To guarantee success there is expectation regarding the relationship between the employer and employee, giving close attention to the various factors that should be considered to make the person with disability successful. ThisRead MoreEssay on Section 504 and The Americans with Disabilities Act951 Words   |  4 PagesOver forty million Americans are disabled, whether it is a physical, sensory, cognitive, or mental disability. Section 504 of the Rehabilitation Act was signed into law in 1973. This law states that no handicapped individual shall be disqualified from partaking, be denied benefits of, or be subjected to discrimination under any program receiving federal financial assistance. The foundation of the Section 504 is from the language of preceding civil rights laws that sheltered women and minorities.Read MoreCritique of Ada and Affirmative Action Paper751 Words   |  4 Pagesof ADA and Affirmative Action Paper BSHS/422 September 3, 2012 Susan Sandmann Critique of ADA and Affirmative Action Paper Discrimination within the place of work has been a concern for a long time now. Despite the fact that the Civil Rights Act of 1964 prohibits companies from showing favoritism to employees on account of their sex, age, race, and disability. Various employers continue to demonstrate this style of performance through the hiring procedure. American Disabilities Act alsoRead MoreThe American With Disabilities Act971 Words   |  4 Pages The American with Disabilities Act was signed into law on July 26, 1990, by President George H.W. Bush. (Mayerson, 1992). According to Hallahan, Kauffman, Pullen (2015, P, 14) â€Å"the ADA provides protection of the civil rights in the specific areas of employment, transportation, public, accommodation, State and local government, and telecommunication. According to Mayerson (1992, P1) â€Å"the ADA did not began at the signing ceremony at the White House, but it began in the communities, when parentsRead MoreReasonable Accommodation Expectations R egarding The Topics Of Religion And Disability1093 Words   |  5 Pagestopics of religion and disability. I will begin by first discussing the reasonable accommodation expectations, pertaining to both religion and disability. I will than discuss who enforces these expectations. Lastly, I will discuss two private sector workplaces that provide reasonable accommodations for religion and disability. The Accommodations. Under the Americans with Disabilities Act (ADA) and employee’s religious beliefs, protected under Title VII of the Civil Rights Act of 1964 require that

Case study digital storytelling Free Essays

During my 2nd arrangement, kids from twelvemonth 1/Reception category were analyzing traditional narratives as portion of their literacy course of study and had been reading a narrative together every twenty-four hours, so utilizing the texts they read as theoretical accounts for composing their ain narratives. The focal point for the hebdomad ‘s literacy lesson was the life of a fairy tale for their new subject work ‘at the films ‘ OBJ utilizing ICT to show their completed work efficaciously to the whole school during their ‘Oscars ‘ ceremonial. Constructing up to the life lesson kids had worked in groups utilizing a narrative stick to compose, assemble and sequence events of their fairytale OBJ on paper with TA support as a Scribe. We will write a custom essay sample on Case study digital storytelling or any similar topic only for you Order Now The narrative created so was transferred to a movie storyboard OBJ telling events in appropriate item within eight scenes. Working in groups the focal point of the larning aims switched to talking and listening, to take bends in speech production, relate their parts to what has gone on before, take different positions into history by proposing betterments and giving grounds for sentiments and actions suggested to add address to the narrative board, including appropriate modulation, choose words with preciseness, organise what they say whilst focal point on the chief point ( s ) and relevant item to take into history the demands of their hearers. In readying for the life actiivty, kids were encouraged to visualize the terminal merchandise of a movie and kids were encouraged to play with the digi blue cameras without support, in a elusive scene during taking clip, and they used Steve Bowkett grids to compose narratives whilst half the were being supported in compilation and doing char acters and props they needed for their scene. Earlier that forenoon I had set up three tabular arraies against the wall so the kids could trap up their background, use the tabular arraies and bluish tack for positioning their characters, and the camera blue tacked down so that the kids could non accidently strike hard the camera and do it to misalign. The digi blue camera so had the laptop connected to them and turned/logged on. Then in the focal point lesson, the lesson aim was introduced to the kids whilst on the rug, and I began by patterning the life procedure. Here I could see the kids were engaged by utilizing the IWB, which was non frequently used, they all turned to confront the board. I demonstrated how you take 30 frames to get down and stressed the vocabulary of frames and takes within the film procedure. Children responded and used I could see were seeking out the words. Here they helped me to number to 30 ( most were able to follow the form ) . Then I modeled how you move the character within the scene, taking 4 fra mes each clip, scribing on the whiteboard adjacent to the IWB the get downing 30 frames, takes 4 frames etc. for them to mention to when utilizing the computing machines. Here the kids were impatient, showing a deficiency of understanding that the procedure was slow, and I could see that they were still visualising it being kindred to a picture camera. Therefore, I continued to travel the character easy, ask foring the kids to come up and take bends to travel the character in between ‘takes ‘ . Here I saw some of the kids rapidly cottoned on to the procedure and could efficaciously mime what I had modeled. During this, I chose the autistic kid, to guarantee that he stayed engaged, as he does non normally sit for long periods on the rug. He competently participated and so remained focused for the remainder of the debut. To complete the starting motor, I so asked the kids what they think we would make next, here kids guessed that it would leap about, and the category discu ssed what life would look like. Children ‘s replies were constructive that it would be like a sketch. Once I had shown the category what the finished merchandise looked like I asked the kids to notice on what they had seen. One kid said it was jerked meat One kid said the character jumped One kid said the movie was excessively short One kid commented that you could see shadows and light altering. From this, I scribed on the IWB a list of things they had evaluated, and highlighted to the kids of those things to bear in head whilst they were finishing their undertaking. The category was so divided into their groups that had been composing the narrative, here utilizing a TA for each of two groups, and myself for one group. Facilitating the kids with the handling of the computing machine and to mentioning to their storyboard the kids used the storyboard to make the scenes they had sequenced and added action to the characters, inspiring them to their demands. Whilst working with the group, they took bends to run the laptop and travel the characters, during which was assessed by the grownup in their apprehension of the life procedure. I asked the kids, to propose betterments, and used inquiring of what happens following to ease their acquisition. During the lesson, the group started by demoing small understanding and motive, there was non adequate action to maintain concentration, and were fighting with the construct, traveling the characters without thought, and there were many custodies within shootings as they did n’t tie in the ‘snapshot ‘ would capture whatever was shown on the screen. However as they started to see the procedure and had seen their movie start to take form ( a reap praisal characteristic in the package I used to demo them their work so far ) . Then one response kid, fascinated by computing machines moved a character really specifically so I knew that he understood the procedure. The twelvemonth one kid nevertheless was distracted, concentrating in and out when there were undertakings to make. Upon finishing the life, I introduced the group separately to the voice narrative characteristic and here the kids held complete attending, discoursing whether to shout the lines they had prepared and how to state them. For the kid in my group with SALT intercession for speech hindrance, this allowed him to talk confidently as non in a group state of affairs and he responded good. Here the group showed consideration for timing, discoursing when the character should ‘kick ‘ ruddy equitation goon into the fire. Theoretical Ideas and Assumptions Underliing This Situation. In this lesson I attempted to take the kids ‘s larning off from a traditional literacy undertaking, and supply the kids with a new originative mercantile establishment, particularly for kids with weak authorship or originative accomplishments. The theories underlying this activity I have generalised as those associating to: staging, societal cognitive interaction and actuating scholars – through ICT and centripetal existent life experience. How the Theory of Scaffolding was Used in Planing Instructional staging is used in instruction to supply sufficient support to advance larning when a construct or accomplishment is foremost introduced, which, for immature kids, is a day-to-day demand as they learn many new constructs. In this undertaking two different types of Scaffolding Theory ( Bruner ) were used, difficult and soft. Soft staging was used through natural constructions that supported linguistic communication acquisition – narrative clip and independent reading of the faery narratives, supplying entree to literacy tools of traditional narrative construction, cardinal phrases, and vocabulary ( Daniels, 1994 ) . Beyond the initial linguistic communication acquisition difficult scaffold tools were planned for the kids to utilize to back up the kids through the undertakings whilst larning new constructs, but designed to be impermanent, removed by the kid when they were able to finish the undertaking themselves, distinguishing by result. When composing their narr ative utilizing the narrative sticks kids were so able to be originative and inventive with their narrative, altering the sequence/development of the narrative if required. They were encouraged to compose their ain sentences, but besides provided them with pre-printed traditional narrative linguistic communication they could utilize if fighting. Observations by the TAs showed that one kid, underconfident in literacy asked to compose a sentence composed within the group and grownups provided support required for the response kids, largely scribing with the exclusion of one kid who truly wanted to compose. This showed a big motivational difference in certain kids, and an enthusiasm stemming for the quality of the narrative developed with the scaffold support. When the kids were larning the new construct of life, the resources, the motivational undertaking and grownup aid were planned in progress to back up the kids in sing construct of life whilst still concentrating on the speech production and hearing, composing and ICT being assessed. Using life with 5 twelvemonth old kids epitomised the theory of scaffold, the planned support could ease a possible result superior to the work their independent attempts could accomplish. By really definition scaffold is to help building, which the undertaking provided. The films or narratives could hold been every bit completed through moving or marionettes, but the usage of ICT and characteristics such as narrative and particular effects supported kids e.g. less confident and a male child with speech troubles. Using the ICT put into topographic point a impermanent difficult scaffold model, non for the acquisition nonsubjective, but to help pupils with a hard undertaking ( Saye and Brush, 2002 ) and ent ree the undertaking in a novel and actuating manner. This ‘Technical staging ‘ is a newer attack in which computing machines replace the instructors as the experts or ushers, and kids can be guided ( Yelland and Masters, 2007 ) . The activity was designed so that grownup support could be removed if a kid secured an apprehension or could run on their ain ( depending on ability ) . Year one kids and one response kid showed that they were able to utilize the staging of ICT without any demand for grownup intercession, which so defined a degree of understanding and larning within the environment created that exceeded outlooks for kids so immature. This demonstrated success of utilizing scaffold theory, as it was designed to back up any kid of any age/maturity may non be able to joint or research larning independently, perfect for a disconnected twelvemonth group category. The ICT and grownup interaction in no manner changed the nature or trouble degree of the undertaking ; al ternatively, the scaffolds provided allow the pupil to successfully finish the undertaking, distinguishing by result. With increasing understanding and control, the kids the instructor ‘s degree and type of support changed over clip from directing, to suggestion, to encouragement, to observation, the grownup lending merely to prolong the undertaking ( Teale A ; Sulzby, 1986 ) . Within these scaffolding events, learning and acquisition, inseparable constituents, stress both the kid ‘s personal building of literacy and the grownup ‘s parts to the kid ‘s underdeveloped apprehensions of print. These supports are bit by bit removed as pupils develop independent acquisition schemes, therefore advancing their ain cognitive, affectional and psychomotor acquisition accomplishments and cognition. Blooms taxonomy Although ICT provided support scaffold, every bit as is its nature, ICT can hold confining effects, kids so immature needed aid in runing the equipment to get down, rapidly picking it up, but ICT adds an component of defeat and the custodies in the images, combined with kids picking up the construct of little motions slowed the effectivity of the scaffold, diffused by the grownup support. In Vygotsky ‘s words, â€Å" what the kid is able to make in coaction today he will be able to make independently tomorrow † ( Vygotsky, 1987, p.A 211 ) . Social and Cognitive Interaction. In add-on, Piaget, Dewey, societal interaction and equal theoretical accounts. The undertaking could non hold been scaffolded wholly nevertheless, as kids had to portion the scaffold in a group scenario, disputing speech production and listening accomplishments, chiefly due to resource and clip restraints. Although group work does, in consequence, supply mutual staging ( Holton and Thomas ) , for kids at the age of 5, I observed that the accomplishments required to work in the environment designed by the undertaking required important acquisition from the kids to collaboratively work together. In this state of affairs, the group can larn from each other ‘s experiences and cognition sharing the staging between each member, altering invariably as the group worked on the undertaking ( Holton and Clarke, 2006 ) . By utilizing the group dynamic and ensuing address, a critical tool to scaffold thought and responding, played a important function in the development of higher psychological procedures ( Luria, 1979 ) the kids had to flexible in sharing their though ts and decisicons had to be comprismised, and they had to show independent believing to convey thoughts to the groups work ( Bodrova A ; Leong, 1996 ) . Using a Vygotsky position, the talk and ensuing action of the group sociocultural cloth of the composing event was able to assist determine the kids ‘s building of consciousness of negociating and compromising towards the concluding merchandise and successful result ( Dorn, 1996 ) . The kids ‘s treatments ranged from whose bend or suggestions to utilizing accounts linked to their cognition of characteristics of traditional narratives. The adults function in the activity was to determine the kid ‘s acquisition by utilizing and accommodating linguistic communication and set vocabulary to conform to the groups understanding Clay ( 2005 ) Whilst measuring insouciant colloquial exchanges for cognitive development, linguistic communication acquisition, narrative composing for authorship, and reading comprehension. As th e kids are non at a secure composing ability, conversations within the societal interaction of the group finishing the undertaking was important in easing productive, constructive, experimental, and development of new thoughts ( Smagorinsky, 2007 ) . Linked to this, Bandura ‘s Social Learning Theory that people learn from one another, via observation, imitation, and patterning. By blending the ages of the groups between twelvemonth 1 ad response kids, they jointly observed each other ‘s behavior, attitudes, and results in footings of uninterrupted mutual interaction between cognitive, behavioral, and environmental influences. The positive acquisition environment, prosecuting activity and attractive result meant that the twelvemonth one modelled focal point and enagement with the undertaking, and their thoughts were all valued, with response kids responding to the same behavior and assurance edifice within the undertaking, theory related to Vygotsky ‘s Social Development Theory and Lave ‘s Situated Learning, which besides emphasize the importance of societal acquisition. Equally the undertaking was deisgned so that an grownup could utilize Vygotsky, pupils develop higher-level thought accomplishments when s caffolding occurs with an grownup expert or with a equal of higher capablenesss ( Stone, 1998 ) . Conversely, Piaget believes that pupils discard their thoughts when paired with an grownup or pupil of more expertness ( Piaget, 1928 ) . Alternatively, pupils should be paired with others who have different positions. Conflicts would so take topographic point between pupils leting them to believe constructively at a higher degree. By directing the undertaking focal point on the kids, the traditionally held a transmissionist or instructionist theoretical account in which a instructor or lector ‘transmits ‘ information to pupils, the activity used Vygotsky ‘s theory to promotes larning contexts in which pupils play an active function in larning. Functions of the instructor and pupil are hence shifted, as a instructor should join forces with his or her pupils in order to assist ease intending building in pupils. Traveling from the instructor offers degrees of verbal and non-verbal presentations and waies as the kid observes, mimics, or portions the composing undertaking. Learning hence becomes a mutual experience for the pupils and instructor. Once the kids were content to research their work themselves, the functions for the instructor meant that I stepped back from supplying a equal theoretical account, a function for kids to look to for congratulations or pursuit for the right reply, alternat ively, the undertaking became steeping for the group, with kids supplying their ain support construction and motive. The More Knowing Other ( MKO ) . The MKO refers to anyone who has a better apprehension or a higher ability degree than the scholar, with regard to a peculiar undertaking, procedure, or construct. The MKO is usually thought of as being a instructor, manager, or older grownup, but the MKO could besides be equals, a younger individual, or even computing machines. The Zone of Proximal Development ( ZPD ) . The ZPD is the distance between a pupil ‘s ability to execute a undertaking under grownup counsel and/or with peer coaction and the pupil ‘s ability work outing the job independently. Harmonizing to Vygotsky, larning occurred in this zone. Whilst come oning their acquisition hold oning the construct and utilizing the ICT, the kids so operated within societal interaction and knowledge. Through joint activities, the instructor scaffolds conversation to maximise the development of a kid ‘s intrapsychological operation. In this procedure, the grownup controls the elements of the undertaking that are beyond the kid ‘s ability all the piece increasing the outlooks of what the kid is able to make. Dewey non merely re-imagined the manner that the acquisition procedure should take topographic point, but besides the function that the instructor should play within that procedure. Harmonizing to Dewey, the instructor should non b e one to stand at the forepart of the room doling out spots of information to be absorbed by inactive pupils. Alternatively, the instructor ‘s function should be that of facilitator and usher. As Dewey ( 1897 ) explains it: The instructor is non in the school to enforce certain thoughts or to organize certain wonts in the kid, but is at that place as a member of the community to choose the influences which shall impact the kid and to help him in decently reacting to these influences ( p. 9 ) . Therefore the instructor becomes a spouse in the acquisition procedure, steering pupils to independently discover intending within the capable country. This doctrine has become an progressively popular thought within contemporary instructor preparatory plans. Necessary conditions for effectual modeling: Attention – assorted factors increase or decrease the sum of attending paid. Includes peculiarity, affectional valency, prevalence, complexness, functional value. One ‘s features ( e.g. centripetal capacities, arousal degree, and perceptual set, past support ) affect attending. Retention – retrieving what you paid attending to. Includes symbolic cryptography, mental images, cognitive organisation, symbolic dry run, motor dry run Reproduction – reproducing the image. Including physical capablenesss, and self-observation of reproduction. Motivation – holding a good ground to copy. Includes motivations such as past ( i.e. traditional behaviorism ) , promised ( imagined inducements ) and vicarious ( seeing and remembering the strengthened theoretical account ) Motivation Theory, Having a Good Reason to Imitate, Socially Interact and Use Scaffolding to Make a Successful End Merchandise Ofsted ( 2002 ) besides found that utilizing ICT enhances a lessons intent, a statement evident in other studies ( Becta, 2010, EPI, 2004, Futurelab, 2010 ) . I observed that ICT offered students means to imagine success and possible end-points for their work. ( Q28 ) For students, ICT reinforced their apprehension of the intent of their authorship and that the terminal consequence is a show. Becta ( 2007 ) found positive facets such as the possible to make reliable texts for ‘real life ‘ intents and audiences provided a motivational and originative ‘hook ‘ for the students ( Becta, 2007 ) . ( Q25 ‘s ) Abstract constructs such as ocular literacy are exciting for the kids to research, and as ( Bamford, 2003 ) noted ocular images are prevailing signifier of communicating in the current digital society which kids can associate to. ( Q25b ) Modeling – First of wholly, â€Å" be what you want them to make! † This acitivty besides applied many theoreticians combined that believe existent life application and motive must be child centred. For illustration, How Children Learn by pedagogue John Holt, focuses on Holt ‘s interactions with immature kids, and his observations of kids larning that kids learn most efficaciously by their ain motive and on their ain footings. More intircatly the planning did non take to entirely actuate the kids, life is shown to be a important tool for kids as it features and uses many theories to derive the kids ‘s involvement and initiate attending. John Kellers ARCS Model of Motivational Design proposed that attending can be gained in two ways: stimulates wonder by presenting disputing inquiries or jobs to be solved.or to utilize surprise or unsteadily to derive involvement through novel, surprising, incongruous, and unsure events. Animation is a proved method for catching the scholars ‘ attending as it includes two really cardinal thoughts lar ning through experience, i.e. active engagement, hands-on methods, to acquire scholars involved with the topic and variableness resources that account for single differences in larning manners and let a assortment of methods in showing stuff. Again within Kellers ARCS theoretical account utilizing life stimulates relevancy for the activity, ensured as the kids knew they were traveling to watch the picture on the large hall screen, to increase a scholar ‘s motive. Using schemes to foreground the successful result, induced motive to finish a good terminal undertaking, one kid inquiring if twelvemonth 6 were traveling to see it. They could see the nexus between composing their ain narratives and doing their tale reliable. Visually life was easy for younger kids to conceive of the terminal consequence and how they were larning something utile, without them being cognizant of the true larning aim of vaocabulary and narrative construction. To a grade the life undertaking and the ind efinable power of ICT to redact for kids meatn they became cognizant of the kineticss of accomplishment, hazard pickings, power, and association. This powerful scheme of Choice, utilizing the scaffolding kids were assured the ability to utilize different methods to prosecute their work or leting pick in how they organize it. The ARCS theoretical account so moves onto assurance, and understanding their likeliness for success, by utilizing scaffolding success was inevitable, all kids knew they could accomplish the result, increasing their assurance and even those necessitating more support were discreetly directed utilizing scaffolding to go an expert. As I had specifically introduced a significance for the work the and the usage of ICT scaffolding provided kids the most hard motivational tool – Satisfaction. Learning must be honoring or fulfilling in some manner, whether it is from a sense of accomplishment, congratulations from a superior, or mere amusement. Make the scholar feel as though the accomplishment is utile or good by supplying chances to utilize freshly acquired cognition in a existent scene. Evaluation OF LESSON Many research workers even recognition him with the influence of Project Based Learning ( PBL ) which places pupils in the active function of research workers. DISCUSS, CHILDREN MOTIVATION SCAFFOLD POISTIVE MORE Evaluation Children learn best when they are non pressured to larn in a manner that is of no involvement to them. For illustration, the first thing all pedagogues should make is measure which type of multiple intelligence pupils ‘ possess and Teach and measure them separately on the footing of this. Provide aims and prerequisites – Aid pupils estimate the chance of success by showing public presentation demands and rating standards. Guarantee the scholars are cognizant of public presentation demands and appraising standards. Allow for success that is meaningful. Turn the Learners – Allow for little stairss of growing during the learning procedure. Feedback – Provide feedback and support internal ascriptions for success. Learner Control – Learners should experience some grade of control over their acquisition and appraisal. They should believe that their success is a direct consequence of the sum of attempt they have put Forth. Provide feedback and support. When scholars appreciate the consequences, they will be motivated to larn. Satisfaction is based upon motive, which can be intrinsic or extrinsic. Do non sponsor the scholar by over-rewarding easy undertakings. How to cite Case study digital storytelling, Free Case study samples

Grapes Of Wrath By Steinbeck (395 words) Essay Example For Students

Grapes Of Wrath By Steinbeck (395 words) Essay Grapes Of Wrath By SteinbeckThe novel Grapes of Wrath by John Steinbeck, illustrates the hardships of thecommon man in great detail. The one aspect of this book that displays life as itexists in the hostile real-world is the third chapter, in which the human plightis displayed by a turtle, and his struggle to reach the other side of a road. Asthe turtle is about to reach his goal, it is returned to its original location,but it does not waver in its determination, and continues across the road untilit reaches the other side. The characters most easily identified with in thisbook are the Joad family, and Jim Casy. Each character undergoes tremendousheartache and burden, yet they stay true to their plans, and never give up. While the Joad family is moving from Oklahoma to California, Ma Joad holds thefamily together, becuase her belief that a broken-family will not be able toaccomplish their mammoth task, is true. This is displayed by her not allowingthe two cars to split and arrive at California at different times, when one ofthe cars breaks down, as they are leaving Oklahoma. Pa Joad was a hardworkingman, who is uplifted from his normal way of life, and is forced to account forhis family not starving. He does not handle this move very well, and throughoutthe book, he is confused, and not as headstrong as Ma. Tom Joad is a verycomplicated individual, who is a tremendous asset and at the same time, atremendous burden. His parole cuases his family an unneeded worry, while hisability to get work while very few people do, also benefited the family. He isthe main protagonasist for his family, with his independent nature, and the mainfollower of Jim Casys philosophy on human nature, with Jim being much more of atalker, and an idealist to actually put what he preached into action. Jim Casyhas fequently been compared with Jesus Christ, and his lifestyle of preachingand leading people in a revolt, as well as sacrificing himself for Tom and theJoad family demonstrates this common held belief well. He also had a follower,or disciple in Tom, who after Jims death carries his message, and aids otherswith it. The Joad family along with Jim Casy show the benefit of people unitingin order to accomplish goals, and this is a lesson that the reader can take awayfrom this classic American novel.

Requirements Needed In Certain Computer Related Fields Essays

Requirements Needed in Certain Computer Related Fields Software Programmer A software programmer programs and writes software and different applications for computers. For example, different software programmers wrote the software word processor MS Works 2.0, and different programmers write games. Some requirements are: - 3 to 5 years experience in RPGII or RPG/400 programming. - comprehension of computer binary language. - familiar with CASE (Computer Aided Software Engineering). - familiar with structured programming system. - familiar with FORTRAN (math applications), COBOL system (for business applications), and LISP (for artificial intelligence applications). The salary of a software programmer depends on the program written, but is approximately $60 000 - 80 000 annually. Commcorp Project Leader The Project leader for the Commcorp corporation designs and implements new systems for all areas of Commcorp as well as maintaining existing programs. Some requirements are: - 5 years progressive experience in an MVS/XA environment - detailed knowledge of COBOL (for business applications) - detailed knowledge and experience in CICS, VSAM, and MICROS. - Strong analytical, design and leadership skills an asset. The salary of a project leader varies occasionally, but in this case it is an important position, earning $60 000 - 70 000 annually. Systems Administrator Systems Administrator is responsible for administering overall system needs in a business (in this case, the College). Some requirements include: - A degree in computer science or technical college diploma in a related discipline. - 2 years or more experience in database design. - Two years experience in a Novell / DOS environment. - Knowledge of overall PC hardware The job offers a very competitive salary, ranging from around $35 000 to 50 000 annually. Contributing Editor A Contributing Editor (in this case, the contributing editor of PC World), more or less edits and goes through the magazine and adds editorials in places. In this magazine, the Contributing Editor, Richard Scoville, helps to write editorials to put in the magazine as well as helping to rate and test software. Some requirements are: - 3 - 5 years experience at editing, or as an editor for another magazine. - Experience with DOS and computers software / hardware. - Strong analytical skills and experience in rating and testing in software applications. The salary of a contributing editor depends entirely on the magazine the editor works for. The larger the magazine, the higher the salary. The salary in this case would be approximately $60 000 to $80 000 annually. Technical Writer A Technical Writer is responsible for a variety of written materials in a fast-paced environment. In addition to producing effective manuals, tutorials, training scripts and collateral, he/she assists in translations of materials for foreign markets. Some requirements are: - 3 years experience as a Technical writer. - Experience, and writing and editing skills talents are essential. - WordPerfect experience, as well as other word processors. - Fast typing skills (60 + WPM). - All Word processing and desktop publishing skills. The salary of a Technical Writer often varies, but usually is approximately $40 000 to 50 000 annually. Network Specialist A Network Specialist is required to design, implement, and provide high quality support of WAN and LAN network devices and facilities in an international network environment. Also to maintain and improve network performance by planning and introducing new technology and services. Some requirements are: - Experience in WAN and LAN networking - Experience in design and supporting of networks - A background in communications, Ethernet, Appletalk, bridges, routers, and multiplexors. - Graduation from a community college technologist's program or the equivalent is also required. The salary for a Network Specialist is approximately $30 000 - $40 000 annually. Sales Manager A Sales Manager will have a number of responsibilities including recruiting, training, staff development and daily operations in a commissioned sales organization. Some requirements are: - Extensive sales related experience - Experience in computers, accounting programs and familiar with other computer software. - Skilled at building and motivating a sales team of at least ten. The salary of a Sales Manager often varies, but more or less stays around the figure of $25 000 to $35 000 annually. Clerk Typist A Clerk Typist is responsible for copy-typing, taking dictation's, and possibly taking minutes at meetings. A Clerk Typist takes on a variety of office functions in a service environment, and is usually indispensable. Some requirements are: - Excellent communicational and interpersonal skills. - Experience in WordPerfect, or a main

Commodity Fetishism

Commodity Fetishism Free Online Research Papers In 1867 Karl Marx published perhaps one of his most important works on political economy and capitalism titled â€Å"Capital†. In this work Marx chooses to introduce the fetishism of commodities in the first chapter. Based on this placement it is easy to see that he considered it an important part of his theoretical framework. By adding â€Å"and the Secret Thereof† to â€Å"The Fetishism of Commodities† Marx (in Appelrouth and Edles 2008:62) hints at the mystical nature of commodities and the unseen power they have over us. In reviewing Marx’s writing three key concepts emerge, each connected to the others. These three key concepts are the theory of value, the theory of commodity fetishism, and the concept of alienation. The first part of this essay will examine the theory of commodity fetishism. Marx defines a commodity as â€Å"†¦an object outside us, a thing that by its properties satisfies human wants of some sort or another,† (Marx in Appelrouth and Edles 2008:59). He goes on to broaden the definition by excluding considerations of the nature of such wants by stating, â€Å"The nature of such wants†¦ makes no difference,† and further â€Å"Neither are we here concerned to know how the object satisfies these wants,† (Ibid.). Marx later qualifies this statement by stating that â€Å"A thing can be useful, and the product of human labour, without being a commodity,† (Ibid.:61). Rather than being contradictory Marx means by this passage to indicate that an object must be useful to others rather than simply to yourself. The usefulness of an object creates a â€Å"use-value† but depends on the unique situation of each individual and is therefore incapable of being compared directly. Being of use to others is one way to create a type of value known as â€Å"exchange-value†. Use-value and exchange-value are the two factors of a commodity that Marx assigns. In assigning use-value and exchange value and examining the interplay between the two Marx develops his theory of commodity fetishism. To understand the term â€Å"commodity fetishism† you must look past the current usage of the term â€Å"fetish†. Fetish now commonly refers to an obsession or disproportionate pleasure, often in a sexual context. While that definition may apply somewhat to Marx’s theory it is more instructive to consider it in historical context. In Marx’s time â€Å"fetish† usually referred to religion. It is clear to me that Marx specifically intended the term â€Å"fetishism† as a critique of capitalist beliefs. This is exemplified by the passage: â€Å"There is a physical relation between physical things. But it is different with commodities. †¦ In order, therefore, to find an analogy, we must have recourse to the mist-enveloped regions of the religious world,† (Ibid.:63) Through this passage we may beg in to grasp the nut of Marx’s commodity fetishism concept. The main thrust of the commodity fetishism concept is that the exchange-value (what makes something a commodity) doesn’t relate in proportion to the use-value. The use-value is inherent in the object, while the exchange-value is entirely a product of society and most particularly of capitalist society. The difference between natural and inherent properties vs. societal properties and the role, or lack thereof, of nature in exchange-value is shown succiently when Marx points out that â€Å"Since exchange value is a definite social manner of expressing the amount of labour bestowed upon an object, Nature has no more to do with it, than it has in fixing the course of exchange,† (Ibid.:65). It is the nature of and disconnect between the different types of value assigned to objects that create commodity fetishism. Marx points to the source of this being capitalism and the related social constructs that underlie the obfuscation of (wo)man’s direct relation to fellow (wo)man. Marx most clearly points this out near the end of his section on commodity fetishism when he writes, â€Å"What confirms them in this view, is the peculiar circumstance that the use value of objects is realized without exchange, by means of a direct relation between the objects and man, while, on the other hand, their value is realized only by exchange, that is, by means of a social process,† (Ibid.:65-66). In examining the prevalence of the fetishism of commodities in capitalistic societies it is easy to see that commodity fetishism is an inescapable product of the production of commodities, which is the main goal of capitalistic societies. Current trends in the post-industrial era serve to create increasing commodity fetishism as people become more and more disconnected from the relationship of their labor to the labor of others. Consolidation of mass media and the increasing number of ways that advertising is thrust into our lives further enhance the illusion of exchange-value being innate in a product. It becomes increasingly hard to see how the (use) value of products could be the same as a more heavily marketed product with a higher exchange value. Examples of commodity fetishism abound in everyday life. I consider myself to be a very utilitarian and frugal person, therefore drawn strongly towards a use-value oriented manner of consumption, yet I can still find examples in my life of commodity fetishism. One example would be watching new movies. New movies obviously have no greater use-value to me than older movies that I haven’t yet seen, but the hype, advertising, and inflated exchange-value often cause me to choose to see a new release even though they are mostly lower quality than those that have stood the test of time. Another example, also in the field of entertainment, would be computer games. New games at the height of their exchange-value, often with expensive hardware requirements, are no better than slightly older games at a fraction of the cost. While introspection can sometimes be tough, it’s easy to see wanton consumer fetishism in others. Some people I know would never even consider buying a generic cereal, even after being shown that it’s the same cereal produced in the same mill. Another example is the consumption of beer in America. The vast majority of beer produced and consumed in America is heavily advertised, but of poor quality. Yet people see nothing inherently queer about pounding down large quantities of tasteless, watered-down swill. Earlier I mentioned alienation as another key point in Marxist theory. One effect of consumer fetishism is to increasingly cause relations amongst people to take the form of relationships between objects. Thus a person’s relationship to the product of their labor is transformed to the relationship of the product of their labor to other commodities, thereby isolating them from their creative value as a human being. This is a component of alienation, which is the topic of the next section. Bibliography Appelrouth, Scott and Laura Desfor Edles. 2008. Classical and Contemporary Sociological Theory. Los Angeles, CA: Pine Forge Press Marshall, Gordon. 1998. A Dictionary of Sociology. Oxford University Press Research Papers on Commodity FetishismDefinition of Export QuotasOpen Architechture a white paperEffects of Television Violence on ChildrenResearch Process Part OneThree Concepts of PsychodynamicCapital PunishmentMind TravelComparison: Letter from Birmingham and CritoBionic Assembly System: A New Concept of SelfCanaanite Influence on the Early Israelite Religion

Abbott Costello - Whos on First

Abbott Costello Whos On First Abbott: Well Costello, Im going to New York with you. You know Bucky Harris, the Yanks manager, gave me a job as coach for as long as youre on the team. Costello: Look Abbott, if youre the coach, you must know all the players. Abbott: I certainly do. Costello: Well, you know Ive never met the guys. So youll have to tell me their names, and then Ill know whos playing on the team. Abbott: Oh, Ill Ill tell you their names, but you know, strange as it may seem, they give these ball players now-a-days very peculiar names. Costello: You mean funny names? Abbott: Strange names, pet names like Dizzy Dean. Costello: His brother Daffy. Abbott: Daffy Dean. Costello: And their French cousin. Abbott: French? Costello: Goofà ¨. Abbott: Goofà ¨ Dean! Oh, I see. Well, lets see, we have on the bags we have Whos on first, Whats on second, I Dont Know is on third. Costello: Thats what I want to find out. Abbott: I say Whos on first, Whats on second, I Dont Knows on third. Costello: Are you the manager? Abbott: Yes. Costello: You gonna be the coach too? Abbott: Yes. Costello: And you dont know the fellows names? Abbott: Well, I should. Costello: Well, then, whos on first? Abbott: Yes. Costello: I mean the fellows name. Abbott: Who. Costello: The guy on first. Abbott: Who. Costello: The first baseman. Abbott: Who! Costello: The guy playing Abbott: Who is on first! Costello: Im asking YOU whos on first. Abbott: Thats the mans name. Costello: Thats whos name? Abbott: Yes. Costello: Well go ahead and tell me. Abbott: Thats it. Costello: Thats who? Abbott: Yes. Costello: Look, you gotta first baseman? Abbott: Certainly. Costello: Whos playing first? Abbott: Thats right. Costello: When you pay off the first baseman every month, who gets the money? Abbott: Every dollar of it. Costello: All Im trying to find out is the fellows name on first base. Abbott: Who. Costello: The guy that gets the money. Abbott: Thats it. Costello: Who gets the money on first Abbott: He does, every dollar. Sometimes his wife comes down and collects it. Costello: Whose wife? Abbott: Yes. Abbott: Whats wrong with that? Costello: Look, all I wanna know is when you sign up the first baseman, how does he sign his name to the contract? Abbott: Who. Costello: The guy. Abbott: Who. Costello: How does he sign his Abbott: Thats how he signs it. Costello: Who? Abbott: Yes. Costello: All Im trying to find out is whats the guys name on first base? Abbott: No. What is on second base. Costello: Im not asking you whos on second. Abbott: Whos on first. Costello: One base at a time! Abbott: Well, dont change the players around. Costello: Im not changing nobody! Abbott: Take it easy, buddy. Costello: Im only asking you, whos the guy on first base? Abbott: Thats right. Costello: Ok. Abbott: All right. Costello: I mean whats the guys name on first base? Abbott: No, what is on second. Costello: Im not asking you whos on second. Abbott: Whos on first. Costello: I dont know. Abbott: Oh, hes on third. Were not talking about him. Costello: Now how did I get on third base? Abbott: Why you mentioned his name. Costello: If I mentioned the third basemans name, who did I say is playing third? Abbott: No. Whos playing first. Costello: Whats on first? Abbott: Whats on second. Costello: I dont know. Abbott: Hes on third. Costello: There I go, back on third again! Costello: Look, would you stay on third base and dont go off it. Abbott: All right, what do you want to know? Costello: Now whos playing third base? Abbott: Why do you insist on putting Who on third base? Costello: What am I putting on third? Abbott: No. What is on second. Costello: You dont want who on second? Abbott: Who is on first. Costello: I dont know. Abbott Costello: Third base!! Costello: Look, you gotta outfield? Abbott: Sure. Costello: The left fielders name? Abbott: Why. Costello: I just thought Id ask you. Abbott: Well, I just thought Id tell ya. Costello: Then tell me whos playing left field? Abbott: Who is playing first. Costello: Im not Stay out of the infield!! I wanna to know whats the guys name in left field? Abbott: No, What is on second. Costello: Im not asking you whos on second. Abbott: Whos on first! Costello: I dont know. Abbott Costello: Third base!! Costello: And the left fielders name?! Abbott: Why. Costello: Because! Abbott: Oh, hes centerfield. Costello: Look, look, look You gotta pitcher on the team? Abbott: Sure. Costello: The pitchers name? Abbott: Tomorrow. Costello: You dont want to tell me today? Abbott: Im telling you now. Costello: Then go ahead. Abbott: Tomorrow! Costello: What time? Abbott: What time what? Costello: What time tomorrow are you gonna tell me whos pitching? Abbott: Now listen. Who is not pitching! Who is Costello: Ill break your arm, you say whos on first! I want to know whats the pitchers name? Abbott: Whats on second. Costello: I dont know. Abbott Costello: Third base!! Costello: Gotta a catcher? Abbott: Certainly. Costello: The catchers name? Abbott: Today. Costello: Today, and tomorrows pitching. Abbott: Now youve got it. Costello: All we got is a couple of days on the team. Costello: You know Im a catcher too. Abbott: So they tell me. Costello: I get behind the plate, do some fancy catching, tomorrows pitching on my team and a heavy hitter gets up. Abbott: Yes? Costello: Now, the heavy hitter bunts the ball. When he bunts the ball, me, being a good catcher, Im gonna throw the guy out at first base. So I pick up the ball and throw it to who? Abbott: Now thats the first thing youve said right. Costello: I dont even know what Im talking about!! Abbott: Thats all you have to do. Costello: Is to throw the ball to first base. Abbott: Yes! Costello: Now whos got it? Abbott: Naturally. Costello: Look, if I throw the ball to first base, somebodys gotta get it. Now who has it? Abbott: Naturally. Costello: Who? Abbott: Naturally. Costello: Naturally? Abbott: Naturally. Costello: So I pick up the ball and I throw it to Naturally. Abbott: No you dont! You throw the ball to Who. Costello: Naturally. Abbott: Thats different. Costello: Thats what I said. Abbott: Youre not saying that. Costello: I throw the ball to Naturally. Abbott: You throw it to Who. Costello: Naturally. Abbott: Thats it. Costello: Thats what I said! Abbott: You ask me. Costello: I throw the ball to who? Abbott: Naturally. Costello: Now you ask me. Abbott: You throw the ball to Who? Costello: Naturally. Abbott: Thats it. Costello: Same as you! Abbott: Dont change it around. Costello: Same as you! Abbott: Go ahead now. Costello: I throw the ball to who. Whoever it is drops the ball and the guy runs to second. Abbott: Yes. Costello: Who picks up the ball and throws it to What. What throws it to I Dont Know. I Dont Know throws it back to Tomorrow triple play. Another guy gets up and hits a long fly ball to Because. Why? I dont know! Hes on third and I dont give a darn! Abbott: What? Costello: I said I dont give a darn! Abbott: Oh, thats our shortstop.

The study of evidence of Degenerative Joint Disease in Essay

The study of evidence of Degenerative Joint Disease in archaeologically-retrieved human skeletons can reveal much about the nature of earlier societies. Discuss - Essay Example of activities the society held important, but again, this does not necessarily reflect the daily activities of the people, tending to focus instead upon ceremonial events. Perhaps a greater clue as to the daily activities, social structures and other lifestyle features of earlier populations can be found within the bones of the people themselves. By studying archaeologically-retrieved human skeletons for evidence of degenerative joint disease, much can be determined about the common activities of the people under investigation. Degenerative joint disease is also known as osteoarthritis, DJD or osteoarthrosis. It is a form of arthritis that is characterized by a degeneration, or breaking down, of the cartilage in the joints. In conjunction with this break down, there is usually an accompanying overgrowth of bone, a narrowing of the joint space, a hardening of the bone within the joint surfaces and a creeping deformity in the joints themselves (Burnett, 2005). While the disease can strike in several places, most commonly in the hands, fingers, knees, hips and spine, the cartilage of the joints breaks down faster when the joint is in more constant use. â€Å"Over many years and with activity and use of a joint, the cartilage may become frayed, injured, torn and may even wear away entirely. When this occurs, the bone surface on one side of the joint tends to rub or glide against the bone on the opposite side of the joint, providing a less elastic joint surface, and generating higher contact pressures at the e nd of the bone† (Burnett, 2005). With these kinds of major changes happening in the joints during the individual’s lifetime, it is easily understood that the disease would leave recognizable and permanent features upon the skeletons. Because this form of arthritis is the most common bone disease experienced by human beings and it can reach highly severe levels, restricting or removing activities from daily life, the presence of disease in ancient

Summary of the article Essay Example | Topics and Well Written Essays - 250 words - 1

Summary of the article - Essay Example Consequently, shared value has been used to balance economic and societal progresses. Global firms with large turnovers have adopted the approach with the aim of acquiring competitive advantages. Products have been reconceived and redefined through innovations to ensure safe and pollution-free societies while maximizing profits (Porter and Kramer, 2011). The principle of shared value should be employed by all firms by changing decisions and business opportunities. Shared value may cause an increase in internal company costs. It has enhanced competitiveness with an aim of advancing social and economic conditions in environments where firms operate. Corporate responsibility programs have been because of external pressure from the society (Porter and Kramer, 2011). However, social needs may also indirectly define markets due to the costs incurred in conserving various societies. It has also affected productivity levels in companies due to the strategies being adopted. Competitive advantage also depends on societal needs such as employee conditions and environment impacts. As a result, social entrepreneurs have come up with innovations that include social and environmental-friendly

Unemployment and Development Authority Essay Example for Free

Unemployment and Development Authority Essay Unemployment Rate in Philippines decreased to 6.80 percent in the third quarter of 2012 from 7 percent in the second quarter of 2012. Unemployment Rate in Philippines is reported by the National Statistics Office (NSO). Historically, from 1994 until 2012, Philippines Unemployment Rate averaged 9.14 Percent reaching an all time high of 13.90 Percent in March of 2000 and a record low of 6.30 Percent in September of 2007. In Philippines, the unemployment rate measures the number of people actively looking for a job as a percentage of the labor force. This page includes a chart with historical data for Philippines Unemployment Rate. Underemployment in the Philippines According to the last quarter report of the National Statistics Office (NSO), the underemployment rate slightly dipped to 19.1 percent in October 2011 from the 19.6 percent in October 2010. National Economic Development Authority (NEDA) Director-General Cayetano Paderanga, Jr. said this could be attributed to the higher quality of jobs generated in the different sectors last year.For example, some jobs in call centers require engineering or medical expertise and not only call-and-answer skills as many presume, Paderanga said. This year, the business process outsourcing (BPO) industry is expected to continue to be major job provider in the country. At the same time, the tourism sector will be given priority as it can generate jobs that require various level of skills.Agro-industrial processing and other allied industries will be intensified, especially for those living in the rural areas, so they will no longer have to transfer to the cities to look for jobs, he said. Paderanga said t hat in the previous years, most of the available jobs targeted individuals with higher education and skills. This year, they are planning to produce jobs that would require lower skills and training which will be offered throughout the country. Technical Education and Skills Development Authority (TESDA) will also work hand-in-hand with different government agencies to conduct livelihood and skills training. The level of unemployment in the Philippines remained the same in July as a year ago, according to the National Statistics Office (NSO). Unemployed Filipinos numbered 2.8 million in July, or a rate of 7 percent, the results of the July 2012 Labor Force Survey showed. The NSO said the latest unemployment figure is almost the same as the 7.1 percent reported in the same month last year. It said the July jobless rate was virtually unchanged from the 6.9 percent recorded in the previous quarter. More than half, or 51.2 percent of unemployed Filipinos, were in 15-to-24 age group, which only validates the difficulty faced by fresh graduates looking for work, said Rene Ofreneo of the School of Labor and Industrial Relations at the University of the Philippines. A third, or 33.3 percent of the unemployed, were high school graduates, 13.9 percent were college undergraduates, and 19.2 percent were college graduates. â€Å"The pattern of the labor force did not change. A major change will happen if there will be a major structural change in the economy like an industrial transformation and an agricultural modernization,† Ofreneo said. Metro Manila (National Capital Region) posted the highest unemployment rate at 9.9 percent while Cagayan Valley registered the lowest unemployment rate at 3.2 percent. An estimated 37.6 million Filipinos were employed in July, against the 37.1 million recorded in the same month last year. But the number of Filipinos with jobs in July was fewer than the 37.8 million in April. Emmanuel F. Esguerra, deputy director general of the National Economic and Development Authority (Neda), said the quality of employment deteriorated in the face of the higher underemployment rate of 22.7 percent in July, against 19 perc ent in the same month last year. The number of underemployed persons in July 2012 was 8.54 million, against 7.1 million in the same month last year, or an increase of 1.45 million underemployed persons. Employed persons who expressed the desire to have additional hours of work in their present job or to have an additional job, or to have a new job with longer working hours, are considered underemployed. Most of the underemployed were working in the services sector (42.5 percent) and the agriculture sector (41.5 percent). The underemployed in the industry sector accounted for 16 percent. â€Å"The high underemployment rate can be partly attributed to the bulk of the new labor force entrants, those aged 15 to 24 years old, who may be employed as casuals and receiving less than their reservation wage, owing to their lack of skills or inexperience,† Esguerra said. â€Å"Moreover, the higher underemployment rate suggests that workers are not earning enough which makes them look for more work,† he added. The Department of Labor and Employment said it was â€Å"seriously concerned† about the steady growth of the underemployed. Labor Secretary Rosalinda Baldoz said the increase occurred largely among wage and salary workers in private establishments where most of the employment expansion during the quarter materialized.

Crazy Horse :: Battle of the Little Big Horn

When I think back of the stories that I have heard about how the Native American Indians were driven from their land and forced to live on the reservations one particular event comes to my mind. That event is the Battle of the Little Big Horn. It is one of the few times that the Oglala Sioux made history with them being the ones who left the battlefield as winners. When stories are told, or when the media dares to tamper with history, it is usually the American Indians who are looked upon as the bad guys. They are portrayed as savages who spent their time raiding wagon trains and scalping the white settlers just for fun. The media has lead us to believe that the American government was forced to take the land from these savage Indians. We should put the blame where it belongs, on the U.S. Government who lied, cheated, and stole from the Oglala forcing Crazy Horse, the great war chief, and many other leaders to surrender their nation in order to save the lives of their people. In the nineteenth century the most dominant nation in the western plains was the Sioux Nation. This nation was divided into seven tribes: Oglala's, Brule', Minneconjou, Hunkpapa, No Bow, Two Kettle, and the Blackfoot. Of these tribes they had different band. The Hunkpatila was one band of the Oglala's (Guttmacher 12). One of the greatest war chiefs of all times came from this band. His name was Crazy Horse. Crazy Horse was not given this name, on his birth date in the fall of 1841. He was born of his father, Crazy Horse an Oglala holy man, and his mother a sister of a Brule' warrior, Spotted Tail. As the boy grew older his hair was wavy so his people gave him the nickname of Curly (Guttmacher 23). He was to go by Curly until the summer of 1858, after a battle with the Arapaho's. Curly's brave charged against the Arapaho's led his father to give Curly the name Crazy Horse. This was the name of his father and of many fathers before him (Guttmacher 47). In the 1850's, the country where the Sioux Nation lived, was being invaded by the white settlers. This was upsetting for many of the tribes. They did not understand the ways of the whites. When the whites tore into the land with plows and hunted the sacred buffalo just for the hides this

Individual and society Essay

Many of Millers plays are based on real life experiences. In â€Å"A View form the Bridge† many stories and experiences were put together to create this piece. The main story is of an Italian-American called Eddie Carbone who works on the waterfront as a longshoreman to support his wife, Beatrice, and their niece, Catherine. When Beatrice’s cousins from Italy, Rodolpho and Marco, illegally migrate from Italy to America Eddie welcomes them with open arms. Catherine soon falls in love with Rodolpho but Eddie has feelings for his niece that he finds hard to admit to. Eddie subsequently creates the idea that Rodolpho is homosexual and, in his eyes, not â€Å"right† for Catherine. Red Hook, a slum area of Brooklyn, New York, at this time was a very close-knit community and often the Sicilian family ethics would still permeate through the generations of the new Americans. Eddie tells the story of the boy who was thrown out of his home and never seen again, regarding it as a moral story with a suitable ending because he had told the immigration officers about his immigrant Uncle. Eddie’s decline and fall is due to his own actions, and so the consequences are his responsibility. Even worse Eddie knows the dangers when he says ‘you can quicker get back a million dollars that was stole than a word that you gave away’. Laws enforced by the people also uphold this Sicilian society; it is not the law of the establishment but the law of Sicilian values upheld by its citizens. Alfieri is aware and is part of both types of law, he is aware of the limitations to both laws and the consequences of someone going outside either law. â€Å"We settle for half† is a key quotation from Alfieri in this play. It shows a way to avoid a conflict between society and the individual. Eddie has relied his whole life on his moral code which he breaks when he realises he can no longer have Catherine and the code. Eddie is, however, to proud to compromise although he has an abundance of chances to do so. Eddie has relied his whole life on his moral code which he breaks when he realises he can no longer have Catherine and the code.  Eddie is punished for his individuality by society, the fight at the end is much like a pagan ritual devised to discern truth by divine intervention, the crowd circles the two opponents as the accuser and defender fight, the winner will either reclaim his honour or destroy his opponents. Such rituals are have said to take place in ancient Briton and Greece. Eddie lives in a society where there is a strange type of feudal system; there are mafia dons on top mafia underlings in the middle and longshoremen at the very bottom. It immediately suggests to me that the kiss bestowed upon Rodolpho may have connections with the Mafia as a kiss of death. By reporting Rodolpho to the immigration authorities Eddie has effectively signed his own and Rodolpho’s death warrants. We can relate Eddie to the conventions of the Mafia because of his background as he himself is an Italian-American and by reporting Rodolpho he is effectively denying another what was given to his parents. This play is set in the nineteen-fifties when Gang warfare was rife in which the Mafia played a large part, shown in the very beginning of the play where Eddie explains that Rodolpho and Marco will be given jobs everyday until they pay â€Å"them† off. Eddie is a longshoreman, he is worthless to his society because there are hundreds like him, and he works in a place where you work when you are lucky enough to be picked for work. Miller experienced this corruption of the American dream first hand. It is the Sicilian society that allows the lowest man to survive because of the camaraderie between neighbours. Miller’s use of an unusual stage direction is important â€Å"[They are like animals that have torn at one another and broken up without decision, each waiting for the other’s mood.]†. The animalistic language is important in that it keeps referring to beasts and to primitive and animal behaviour shown near the end of the play: Rodolpho’s metaphor of the bird; the simile in the stage directions of the two beasts; and Eddie â€Å"By rights they oughta to throw you back into the water†. It shows the animalistic nature of the society both characters are a part of. When Marco kills Eddie it as if he has won the battle and much like in a pack of lions the dominant male now owns the females. This simile helps us to imagine this scene, highlighting it as the characters turn from men to beasts. This story was built upon a tale Miller heard while working as a longshoreman in Red Hook (where the play is actually set), some say that Elia Kazan is represented in the play by Eddie, the character that we can understand but still reject. Miller criticised Elia Kazan for naming names during the McCarthy trials (or as they were nicknamed â€Å"the McCarthy Witch hunts†) but at the same time understood his dilemma. Elia Kazan was given an option and if he didn’t name names then he would never direct films again. Kazan was not only criticised by Miller but by many people who branded him a coward and scoundrel although he claimed he was doing it â€Å"out of his own true self†. Like Kazan, Eddie does what he believes is right creating a conflict between society and himself.

Lord of the Flies Chapter 4-6

————————————————- Chapter 4 Summary Life on the island soon develops a daily rhythm. Morning is pleasant, with cool air and sweet smells, and the boys are able to play happily. By afternoon, though, the sun becomes oppressively hot, and some of the boys nap, although they are often troubled by bizarre images that seem to flicker over the water. Piggy dismisses these images as mirages caused by sunlight striking the water. Evening brings cooler temperatures again, but darkness falls quickly, and nighttime is frightening and difficult.The littluns, who spend most of their days eating fruit and playing with one another, are particularly troubled by visions and bad dreams. They continue to talk about the â€Å"beastie† and fear that a monster hunts in the darkness. The large amount of fruit that they eat causes them to suffer from diarrhea and stomach ailments. Although the littluns’ lives are largely separate from those of the older boys, there are a few instances when the older boys torment the littluns. One vicious boy named Roger joins another boy, Maurice, in cruelly stomping on a sand castle the littluns have built.Roger even throws stones at one of the boys, although he does remain careful enough to avoid actually hitting the boy with his stones. Jack, obsessed with the idea of killing a pig, camouflages his face with clay and charcoal and enters the jungle to hunt, accompanied by several other boys. On the beach, Ralph and Piggy see a ship on the horizon—but they also see that the signal fire has gone out. They hurry to the top of the hill, but it is too late to rekindle the flame, and the ship does not come for them. Ralph is furious with Jack, because it was the hunters’ responsibility to see that the fire was maintained.Jack and the hunters return from the jungle, covered with blood and chanting a bizarre song. They carry a dead pig on a stake between them. Furious at the hunters’ irresponsibility, Ralph accosts Jack about the signal fire. The hunters, having actually managed to catch and kill a pig, are so excited and crazed with bloodlust that they barely hear Ralph’s complaints. When Piggy shrilly complains about the hunters’ immaturity, Jack slaps him hard, breaking one of the lenses of his glasses. Jack taunts Piggy by mimicking his whining voice. Ralph and Jack have a heated conversation.At last, Jack admits his responsibility in the failure of the signal fire but never apologizes to Piggy. Ralph goes to Piggy to use his glasses to light a fire, and at that moment, Jack’s friendly feelings toward Ralph change to resentment. The boys roast the pig, and the hunters dance wildly around the fire, singing and reenacting the savagery of the hunt. Ralph declares that he is calling a meeting and stalks down the hill toward the beach alone. Analysis At this point in the novel, the group of boys has lived on the island for some time, and their society increasingly resembles a political state.Although the issue of power and control is central to the boys’ lives from the moment they elect a leader in the first chapter, the dynamics of the society they form take time to develop. By this chapter, the boys’ community mirrors a political society, with the faceless and frightened littluns resembling the masses of common people and the various older boys filling positions of power and importance with regard to these underlings. Some of the older boys, including Ralph and especially Simon, are kind to the littluns; others, including Roger and Jack, are cruel to them.In short, two conceptions of power emerge on the island, corresponding to the novel’s philosophical poles—civilization and savagery. Simon, Ralph, and Piggy represent the idea that power should be used for the good of the group and the protection of the littlunsâ€⠀a stance representing the instinct toward civilization, order, and morality. Roger and Jack represent the idea that power should enable those who hold it to gratify their own desires and act on their impulses, treating the littluns as servants or objects for their own amusement—a stance representing the instinct toward savagery.As the tension between Ralph and Jack increases, we see more obvious signs of a potential struggle for power. Although Jack has been deeply envious of Ralph’s power from the moment Ralph was elected, the two do not come into open conflict until this chapter, when Jack’s irresponsibility leads to the failure of the signal fire. When the fire—a symbol of the boys’ connection to civilization—goes out, the boys’ first chance of being rescued is thwarted. Ralph flies into a rage, indicating that he is still governed by desire to achieve the good of the whole group.But Jack, having just killed a pig, is too excited by his success to care very much about the missed chance to escape the island. Indeed, Jack’s bloodlust and thirst for power have overwhelmed his interest in civilization. Whereas he previously justified his commitment to hunting by claiming that it was for the good of the group, now he no longer feels the need to justify his behavior at all. Instead, he indicates his new orientation toward savagery by painting his face like a barbarian, leading wild chants among the hunters, and apologizing for his failure to maintain the signal fire only when Ralph seems ready to fight him over it.The extent to which the strong boys bully the weak mirrors the extent to which the island civilization disintegrates. Since the beginning, the boys have bullied the whiny, intellectual Piggy whenever they needed to feel powerful and important. Now, however, their harassment of Piggy intensifies, and Jack begins to hit him openly. Indeed, despite his position of power and responsibility in the gro up, Jack shows no qualms about abusing the other boys physically. Some of the other hunters, especially Roger, seem even crueler and less governed by moral impulses.The civilized Ralph, meanwhile, is unable to understand this impulsive and cruel behavior, for he simply cannot conceive of how physical bullying creates a self-gratifying sense of power. The boys’ failure to understand each other’s points of view creates a gulf between them—one that widens as resentment and open hostility set in. ————————————————- Chapter 5 Summary As Ralph walks along the beach, he thinks about how much of life is an improvisation and about how a considerable part of one’s waking life is spent watching one’s feet.Ralph is frustrated with his hair, which is now long, mangy, and always manages to fall in front of his eyes. He decides to call a meeting to attem pt to bring the group back into line. Late in the evening, he blows the conch shell, and the boys gather on the beach. At the meeting place, Ralph grips the conch shell and berates the boys for their failure to uphold the group’s rules. They have not done anything required of them: they refuse to work at building shelters, they do not gather drinking water, they neglect the signal fire, and they do not even use the designated toilet area.He restates the importance of the signal fire and attempts to allay the group’s growing fear of beasts and monsters. The littluns, in particular, are increasingly plagued by nightmare visions. Ralph says there are no monsters on the island. Jack likewise maintains that there is no beast, saying that everyone gets frightened and it is just a matter of putting up with it. Piggy seconds Ralph’s rational claim, but a ripple of fear runs through the group nonetheless. One of the littluns speaks up and claims that he has actually seen a beast.When the others press him and ask where it could hide during the daytime, he suggests that it might come up from the ocean at night. This previously unthought-of explanation terrifies all the boys, and the meeting plunges into chaos. Suddenly, Jack proclaims that if there is a beast, he and his hunters will hunt it down and kill it. Jack torments Piggy and runs away, and many of the other boys run after him. Eventually, only Ralph, Piggy, and Simon are left. In the distance, the hunters who have followed Jack dance and chant.Piggy urges Ralph to blow the conch shell and summon the boys back to the group, but Ralph is afraid that the summons will go ignored and that any vestige of order will then disintegrate. He tells Piggy and Simon that he might relinquish leadership of the group, but his friends reassure him that the boys need his guidance. As the group drifts off to sleep, the sound of a littlun crying echoes along the beach. Analysis The boys’ fear of the beast becomes an increasingly important aspect of their lives, especially at night, from the moment the first littlun claims to have seen a snake-monster in Chapter 2.In this chapter, the fear of the beast finally explodes, ruining Ralph’s attempt to restore order to the island and precipitating the final split between Ralph and Jack. At this point, it remains uncertain whether or not the beast actually exists. In any case, the beast serves as one of the most important symbols in the novel, representing both the terror and the allure of the primordial desires for violence, power, and savagery that lurk within every human soul. In keeping with the overall allegorical nature of  Lord of the Flies,  the beast can be interpreted in a number of different lights.In a religious reading, for instance, the beast recalls the devil; in a Freudian reading, it can represent the id, the instinctual urges and desires of the human unconscious mind. However we interpret the beast, the littlunâ €™s idea of the monster rising from the sea terrifies the boys because it represents the beast’s emergence from their own unconscious minds. As Simon realizes later in the novel, the beast is not necessarily something that exists outside in the jungle.Rather, it already exists inside each boy’s mind and soul, the capacity for savagery and evil that slowly overwhelms them. As the idea of the beast increasingly fills the boys with dread, Jack and the hunters manipulate the boys’ fear of the beast to their own advantage. Jack continues to hint that the beast exists when he knows that it probably does not—a manipulation that leaves the rest of the group fearful and more willing to cede power to Jack and his hunters, more willing to overlook barbarism on Jack’s part for the sake of maintaining the â€Å"safety† of the group.In this way, the beast indirectly becomes one of Jack’s primary sources of power. At the same time, Jack effectiv ely enables the boys themselves to act as the beast—to express the instinct for savagery that civilization has previously held in check. Because that instinct is natural and present within each human being, Golding asserts that we are all capable of becoming the beast. ————————————————- Chapter 6 Summary In the darkness late that night, Ralph and Simon carry a littlun back to the shelter before going to sleep.As the boys sleep, military airplanes battle fiercely above the island. None of the boys sees the explosions and flashes in the clouds because the twins Sam and Eric, who were supposed to watch the signal fire, have fallen asleep. During the battle, a parachutist drifts down from the sky onto the island, dead. His chute becomes tangled in some rocks and flaps in the wind, while his shape casts fearful shadows on the ground. His head seems to rise and fall as th e wind blows. When Sam and Eric wake up, they tend to the fire to make the flames brighter.In the flickering firelight, they see the twisted form of the dead parachutist and mistake the shadowy image for the figure of the dreaded beast. They rush back to the camp, wake Ralph, and tell him what they have seen. Ralph immediately calls for a meeting, at which the twins reiterate their claim that a monster assaulted them. The boys, electrified and horrified by the twins’ claims, organize an expedition to search the island for monsters. They set out, armed with wooden spears, and only Piggy and the littluns remain behind.Ralph allows Jack to lead the search as the group sets out. The boys soon reach a part of the island that none of them has ever explored before—a thin walkway that leads to a hill dotted with small caves. The boys are afraid to go across the walkway and around the ledge of the hill, so Ralph goes to investigate alone. He finds that, although he was frighten ed when with the other boys, he quickly regains his confidence when he explores on his own. Soon, Jack joins Ralph in the cave.The group climbs the hill, and Ralph and Jack feel the old bond between them rekindling. The other boys begin to play games, pushing rocks into the sea, and many of them lose sight of the purpose of their expedition. Ralph angrily reminds them that they are looking for the beast and says that they must return to the other mountain so that they can rebuild the signal fire. The other boys, lost in whimsical plans to build a fort and do other things on the new hill, are displeased by Ralph’s commands but grudgingly obey. AnalysisAs fear about the beast grips the boys, the balance between civilization and savagery on the island shifts, and Ralph’s control over the group diminishes. At the beginning of the novel, Ralph’s hold on the other boys is quite secure: they all understand the need for order and purposive action, even if they do not al ways want to be bothered with rules. By this point, however, as the conventions of civilization begin to erode among the boys, Ralph’s hold on them slips, while Jack becomes a more powerful and menacing figure in the camp.In Chapter 5, Ralph’s attempt to reason with the boys is ineffective; by Chapter 6, Jack is able to manipulate Ralph by asking him, in front of the other boys, whether he is frightened. This question forces Ralph to act irrationally simply for the sake of preserving his status among the other boys. This breakdown in the group’s desire for morality, order, and civilization is increasingly enabled—or excused—by the presence of the monster, the beast that has frightened the littluns since the beginning of the novel and that is quickly assuming an almost religious significance in the camp.The air battle and dead parachutist remind us of the larger setting of  Lord of the Flies: though the boys lead an isolated life on the island, we know that a bloody war is being waged elsewhere in the world—a war that apparently is a terrible holocaust. All Golding tells us is that atom bombs have threatened England in a war against â€Å"the reds† and that the boys were evacuated just before the impending destruction of their civilization. The war is also responsible for the boys’ crash landing on the island in the first place, because an enemy aircraft gunned down their transport plane.Although the war remains in the background of  Lord of the Flies,  it is nevertheless an important extension of the main themes of the novel. Just as the boys struggle with the conflict between civilization and savagery on the island, the outside world is gripped in a similar conflict. War represents the savage outbursts of civilization, when the desire for violence and power overwhelms the desire for order and peace. Even though the outside world has bestowed upon the boys a sense of morality and order, the danger o f savagery remains real even within the context of that seemingly civilized society that has nurtured them.

Hearst castle essays

Hearst castle essays I recently had the opportunity to visit Hearst Castle over the summer. I took a couple of the tours which included several of the rooms, the gardens, the pools and the guest houses. A brief history of the castle was explained on the bus trip to the top of the castle. There is a great deal of historic significance behind the making of Hearst Castle. What is now referred to as Hearst Castle began over 100 years ago. A wealthy miner acquired the land and it was his son who designed the castle and all of its embellishments. The castle is well known for its history and its impressive collection of art, artifacts and antiquities from around the world. George Hearst, a self-made millionaire in the mining business acquired the 48,000 acre known as Piedras Blancas Ranch in 1865. George did not receive a formal education but he learned a great deal about the mining business from his father. His knowledge of the mining business brought him great success as he owned interest in three of the largest mining discoveries in America: the Comstock Lode in Nevada, the Ontario silver mine in Utah and the Anaconda copper mine in Montana. His successes enabled him to also acquire the adjoining ranches of Santa Rosa and San Simeon. The castle had humble beginnings as a camping retreat. George, family and friends would set up tents and camp out. However, things would soon change for Camp Hill as it was then called. In 1919, his only son, William Randolph Hearst inherited the land from his mother, and William desired a more relaxing and comfortable retreat. William Randolph Hearst not only inherited his fathers riches, but he himself as a millionaire. William was very involved in publishing, politics, Hollywood and the art world. William was a journalism major at Harvard and became the owner of several newspapers and magazines. William also served as congressman of New York. He was a working man who prided himself on his ...

New kingdom egyptian pharaohs Essay Example | Topics and Well Written Essays - 1000 words

New kingdom egyptian pharaohs - Essay Example As in ancient Egypt, the Pharaohs in the new kingdom, were at the top of social and political order, including control over military occupations. In addition, they helped maintain divine order in the world (PBS, n.d.). While Tutankhamun reopened the temples of Amun, Ahmose ended the war, which was begun by his grandfather, Tao II. Ahmose pampered the local administrators with gifts of land and entrusted them with the responsibility of daily rule of his country. In the earlier dynasties, also the provincial leaders gained too much power because they had land and they were allowed freedom by the Pharaohs (Phouka, n.d.). With the support of the military, he maintained the balance of power (DiPaolo, 1997). In the new kingdom, although people were educated and professionals could be found, peasants and servants remained at the bottom of the hierarchy as in ancient Egypt. Women remained confined to the house and taking care of the children (PBS). Queen Hapshepsut and Thutmose III turned Eg ypt into ancient super power (Millmore). Amenhotep III, like the kings of the ancient Egypt, built temples and statues, but he encouraged realism in art. He and his son brought about changes in the cultural identity of the people during their reign. While most royal marriages have a political motive, Amenhotep III’s marriage had none. He maintained balance of power through democracy. His son Akhenaten tried to introduce the concept of godhead, which was both monotheistic and abstract. The portraits and paintings were revolutionary and allowed creative freedom. They displayed beauty and decay in real people rather than flatter the king and his family as in ancient Egypt (Millmore, 1997). The New Kingdom Pharaohs established colonial settlements only at Tombos and the temple town of Kawa. These were not completely Egyptian sites as the local elites were allowed cultural and political autonomy provided the precious luxury goods reached the Pharaohs