Every Text Has Its Use By Date Essay

I think the possibility of each text having an utilization by date is erroneous and I will hence contend against the theme. There are a couple of things which can assist with keeping writings from ever having their utilization by date and thus demonstrating my contention. For instance, messages, for example, Macbeth, can generally be changed marginally and deciphered contrastingly to make them intriguing on numerous occasions, for old and new crowds. Likewise, in light of the fact that a content was composed a significant stretch of time prior doesn’t imply that it still won’t be fascinating, as the occasions and subjects in it can in any case be pertinent to the present time and its happenings. One of the fundamental reasons that demonstrates that messages don’t have an utilization by date is the way that a more seasoned book can include occasions or thoughts that are applicable to present day audiences’ every day lives. A portion of the thoughts investigated in Macbeth are aspiration, blame, avarice, remorselessness, threats among great and fiendishness, the standard of pioneer, the reason for human presence and powerful happenings. These all connection with people groups each day life. For instance, aspiration was a central point in Macbeth and assumes a significant job in for all intents and purposes everyone’s day by day life. In Macbeth it was aspiration that drove Macbeth to submit the demonstrations that he did and in present day times business is turning out to be increasingly more serious in today’s society so accordingly desire, and its ruinous nature, turns out to be a greater amount of an issue. Additionally, the possibility of threats among great and malice, request and clutter and the standard of a pioneer, which are significant segments of Macbeth, are pertinent to the military activity in the Iraq War which has influenced a ton of the world. These and different thoughts intrigue individuals from record-breaking periods as a few, if not all, of these thoughts will influence them. Another fundamental explanation that shows a book doesn’t have an utilization by date is the way that they can generally be appropriated. Allocation is when something old is transformed into something new. For this situation it would be taking an old book and transforming it to suit an advanced crowd, generally by making a film rendition. For instance, in one case the Shakespearean content â€Å"Romeo and Juliet† was transformed into a film that utilized just the plot of the first content and utilized the settings of present day life and an advanced content which permitted the crowd to identify with additional to the film. This is an ideal case of the way that a content which is many years old can in any case be engaging. At the point when a film is appropriated it can speak to a more extensive crowd, as not every person loves or comprehends the style of composing used to compose the first content. In the event that writings are appropriated along these lines they will keep on engaging crowds and subsequently, never wind up having an utilization by date. A film form of a more established book, particularly a Shakespearean one, can be extremely compelling in conveying the first to text to a more extensive crowd. A film form makes the content simpler for the crowd to comprehend as it gives visual pictures to assist them with acknowledging what’s really going on and what the characters are stating, as many individuals wouldn’t completely comprehend what was being said when the early English style of composing, that Shakespeare utilizes, is utilized. New understandings additionally help to keep messages and their film adaptations intriguing to new crowds and crowds that have seen it previously. In Polanski’s rendition of Macbeth Polanski chose to include a scene, which wasn’t in the first content, into the film. He likewise changed the manner in which things occurred in a portion of the scenes, for instance, when Macbeth comes back to the witches, rather than the spirits showing up he sees totally various dreams that give him alerts and forecasts. Another motivation to additionally show that messages don’t have an utilization by date is the point that in light of the fact that a content is old doesn’t mean it’s not engaging or fascinating to present day perusers. Messages, for example, Macbeth and numerous other of Shakespeare’s plays are still viewed as the absolute best plays at any point composed despite the fact that they were composed several years back. Sometimes, crowds may discover these writings fascinating and engaging in light of the fact that they’re written in an old style of English which is not, at this point utilized. At the point when this is the situation it obviously shows that the possibility of writings having an utilization by date as erroneous. Taking everything into account, I imagine that the focuses introduced adequately demonstrate that elegantly composed writings don't have an utilization by date. In the event that a content is elegantly composed it will keep on being esteemed regardless of how old it is. Particularly because of the way that, in light of the fact that a content is old doesn’t mean it’s done fascinating to present day crowds.

Symbolism and Setting in The Great Gatsby Essay Example

Imagery and Setting in The Great Gatsby Essay The United States was a land loaded up with different open doors during the 1920s. World War I was finished and a huge number of individuals from everywhere throughout the globe were going to the United States competing for a fresh start. These individuals were totally charmed yet the possibility of The American Dream. The American Dream is the possibility that each United States resident ought to have an equivalent chance to make progress and success through difficult work, assurance, and activity. It doesn't make a difference where you originated from, all you need is an enthusiasm to succeed. This thought assumed a job in The Great Gatsby through the characters, imagery, and settings in the story. The American Dream was a significant piece of the characters in the story. This thought extraordinarily affected their decisions from how they lived to how they carried on. The wealthiest characters were Daisy and Tom Buchanan, and Jay Gatsby. These three accepted they could do anything since they were in a class higher than every other person. They just thought about what was happening right now and never stressed over the outcomes of their activities. They were exceptionally insatiable individuals and just thought about their assets. This goes with the conviction of the American Dream and that you can accomplish anything on the off chance that you set your attention to it. A case of this is the manner by which Tom goes behind Daisy's back with Myrtle Wilson. He does this since he just observes Daisy one of his effects. I initially met Tom Buchanan’s escort. The way that he had one was demanded any place he was known. His colleagues disliked the way that he turned up in mains tream cafés with her and, leaving her at a table, walked about, visiting with whomsoever he knew (Fitzgerald, 27). Notwithstanding Tom and Myrtle being a piece of two distinctive social classes he keeps on observing her behind Daisys back. He couldn't care less about his decisions right now yet they will inevitably cause issues down the road for him in the butt. Consistently Gatsby tosses over the top gatherings to intrigue Daisy We will compose a custom article test on Symbolism and Setting in The Great Gatsby explicitly for you for just $16.38 $13.9/page Request now We will compose a custom article test on Symbolism and Setting in The Great Gatsby explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer We will compose a custom article test on Symbolism and Setting in The Great Gatsby explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer

Questions Omnibus 2

Questions Omnibus 2 I wrote this in pieces from Cambridge to San Diego, the train from San Diego to Los Angeles, Flight 264 from LAX to Logan Airport, and the fraternity in Boston where Im living for the summer so I apologize if this entry has a bit of an identity crisis, since it didnt really have a stable childhood. It also comes with some abandonment issues, since it took me a bit of time to finish answering all your questions (one all the way from back in November!) and I definitely wrote some other entries in the meanwhile, entries that were prettier or made better jokes or had shinier, more manageable hair. But I spent a little more time with it, on top of a few weeks in therapy, so Im letting this entry make its debut. Please, give it all the love and attention it deserves. Noel and Jeremy both asked a version of: When/why/how did you switch to course 9? How is course 9? Do you like the number 9? In reverse order: I like the number 9 more than the number 4, but less than the number 7. I really like course 9 (Brain and Cognitive Science), because theres a fair amount of flexibility in choosing your classes; you get to pick six electives from any of three categories (Cognitive Neuroscience, Cognition, and Neurocience) on top of a few core requirements, so you can essentially design your major to shift more towards psychology, neurophysiology, artificial intelligence.. etc. I switched from course 5 (Chemistry) to course 9 by getting a form signed (by both the course 5 and the course 9 people it took less than an hour), for a variety of reasons (maybe someday when youre older), in the middle of last semester (October or November, I believe). Carmen queries: emt sounds so exciting, but do you ever really get all the actions? (just traffic accident etc, or is it just to help drunken college students off to the hospital or help a stupid college student who just walked into a pole) HEY. Hey. Just because you walked into a pole DOES NOT imply stupidity. Especially if youre distracted by the thought of taking your first final which you have to make up a day before everyone else because theyre all taking it on a day that you have another final and you cant be bothered to look ahead when youre trying to stick your headphones into your iPod, and I mean, its not like that coat rack was supposed to be in the middle of the sidewalk anyway. Anyway, it really depends on the shift you work. You can definitely work a Tuesday morning 0800 shift (8 AM-12 PM), or even a Thursday afternoon 1600 (4 PM-11 PM), and get nothing, and then you can work a Saturday overnight (11 PM-8 AM) and get three broken noses and a barely concious drunk. I will say that because we only serve the MIT campus (which covers both the campus in Cambridge and the fraternities in Boston) we get a significantly smaller amount of calls than professional ambulance services get, but were certified just as they are, and we run pretty much the same as they do. (My last post about MIT-EMS was here.) Kevin wants to know: How is the food at MIT? The food at MIT is solid. And I mean that in the sense that we have good food, not in the sense that youll starve if you just got your wisdom teeth removed. (Weve got Jell-O.) I really like the falafel in the student center, and we just got a Subway this year, and I have a pretty good relationship with Stata Center sandwiches. I think the thing that makes college food so bad in general, though, is that it suffers from a lack of variety no matter how expensive their meal plans are, which is why living so close to Boston (and having Campusfood.com) is so great. Especially living in Boston Ive got UBurger, Ankaras froyo, Fins sushi, and Shaws groceries all on my doorstop, and Im right by the T so I can just hop on the train in Kenmore and go basically anywhere short of Rhode Island for dinner. Why? Whatd you have for dinner? Your moms home cooking? THATS WHAT I THOUGHT. Anon is curious: Kind of off topic, but out of random curiosity, what is the font that you guys keep using in your images? Gill Sans, in caps. Sh1fty says: (in response to this entry) favorite home appliance? Standing mixer. I bake to destress. favorite allotropic form of carbon? Hmm.. is it dull to say graphite? (No pun intended.) Josh joshes: Favorite Mythbuster? Not the one with the hat. Favorite Organic Compound? Epoxides. Theyre chemistrys fat man. And most importantly: Favorite Muffin? Bran muffins. Specifically, this one. But hey, congrats on getting in! And also, turning the dome into a muffin, I guess? Steph scrutinizes: Favorite shoes? I just bought these awesome Nike Airs about a month ago: They dont match with anything. Its great. Favorite Book? Like picking a favorite child, but I just reread The Amber Spyglass by Phillip Pullman, am currently reading David Sedariss new book When You Are Engulfed in Flames. (His Princeton commencement address is probably my favorite story thus far.) How long you can hula hoop? Long enough. Anon asks: I have a totally unrelated question: I noticed in one of the dorm videos that some people living in the dorms had pets. So, are we allowed to keep our pets on campus?  See, theres this cat that kind of owns me Depends on the dorm. Certain floors in certain dorms, e.g. EC, Random, Senior, and Bexley, are already cat-friendly and have their own rules about bringing new pets in; in order to make a floor cat- or dog-friendly (although Im not sure if any dog-friendly floors actually exist), you need to approve it with everyone on the floor, your GRT (like an RA, the graduate student that lives on each floor and serves as a liason between the floor and the housemasters), and other members of the administration first. You can also try to convince your GRT to get you a cat or dog and keep it in their apartment, which doesnt require paperwork. (Were getting new GRTs next year, who have an adorable dog, and although some people on the floor are allergic theyve cleared it to keep the dog in the apartment only.) As far as other dorms, youre generally safe with the kinds of pets that can be kept in your room, like hamsters, or rocks, or your roommate. Judy H ponders.: Anyways, would you say Harvard classes are less demanding than those at MIT? Is it easier to get a good grade because of grade inflation?? Its really difficult for me to answer this question, partially because Ive taken all my classes at MIT save for just two classes at Harvard, so I cant really be called an expert on the Harvard grading system. One of the classes I took appeared to be on the easier end of the spectrum for Harvard, and the other appeared to be on the much harder side and neither of them were humanities classes; so really, I have a pretty bad sample size. Kind of like trying to describe a couple hundred course meal after eating the soup and salad. Basically, I cant make any sweeping generalizations, but the two classes that I took were graded pretty differently from classes Ive taken at MIT. anton questions: Harvard and MIT have different academic calendars. Has that posted any challenge for you in taking classes at Harvard The only challenge it posed was the one time MIT had a four-day weekend, and Harvard did not, and everyone made fun of my lab partner Nina and I for having to work while they all had a big party. We laughed back at them while we had a two-week reading period before finals, and Nina and I went outside to sit in Killian Court sipping fruity beverages while everyone else was running around frantically having hernias over final projects. If you take a class at Harvard in the fall, there is the schedule conflict that MIT has its fall semester finals before winter break, and Harvard has them after, so you take finals both before and after although I think theyre changing this next year. ekim implores: Japanese is attendence-mandatory?  How does that work? What happens if you miss a class? The attendance-mandatory policy works by grading our speaking ability on a daily basis, and youre permitted to drop two daily grades, so if you miss a class you just drop that days grade. Note that most all other MIT classes are not attendance-mandatory, and the ones that are may have a different policy. another12 inquires: The mom keeps saying the east is more formal than northern california- but Ive got packing issues. The airlines are limiting us. How do I get a 70 pound amp east? Ship it, if its worth it to you! DO I really need to pack a suit/nice jacket and stuff? If you want to go to formals, interviews, or kick it with Susan Hockfield, yes. How much to calculate for the cold, beyond 19 pair of socks? I suggest long underwear, but it doesnt really start getting bitterly cold until around Thanksgiving. You can buy some of the heavy stuff around Boston if its too much to pack, See this entry for more on packing. Sam says: Cramp spray?  For realio?  Kamber, my birthday is only 8 months away. Forget it, Spam, I already bought you a beard comb. Actually, Im pretty sure you shaved, but whatever, you can use it for the back of your head or something. Also, could you remind me and the vast MITblog community what youre doing this summer, again? Only for you. Im living in Boston with my room/floormates from freshman year, working in my lab (taking MRIs of the visual word form area), studying for the MCATs, beating the ultimate set list in Rock Band, taking a photo class, exploring Bostons little cafes, and falling asleep a lot in public places. More on this later! More questions, more answers. Leave a message after the beep.

Manual of Operation for Bakery - 2858 Words

Table of Contents Page I. Introduction 3 Background of the Business 4 II. The Cinnamon with Peotraco Icing product 5 A. Product Description 5 B. Raw Materials 5 C. Technical Specifications 6 III. Cinnamon Production Area 6 A. Physical Layout 6 B. Location 7 C. Basic Facilities 7 D. Equipment 8 E. Repairs and Maintenance 8 IV. Staffing 8 V. General Sanitary Standards 9 VI. Processes A.†¦show more content†¦The bread is made up of flour, sugar, lard, saf, salt, chocolate and water while the Icing is made up of peotraco or powdered sugar and evaporated milk. B. Raw Materials Raw materials particularly those which are used in the production of the Cinnamon with Peotraco Icing such as flour, lard, saf, peotraco, and sugar, are purchased from the closest supplier in the area. Their supplier is only four blocks away from the production area given the fact that their supplier is the owner’s younger brother. All of these are purchased on a weekly basis. The placement of order is made through a phone call. Right then the supplier delivers the order a day after the placement. Since the owner has a well established good and deep relationship with their supplier, they did not find it necessary to check the packages if it is in the right quality, weight and amount. At the same time the mode of payment is through a credit term which is one month. They order in bulk but on credit, in order for them to reorder necessary raw materials they must pay first their credit and the next order placed is on credit too. Raw materials are stored in the storage area, near the baker’s room. It is for accessibility and ease in transportation from one area to the other. Also they make sure that the storage area is dry to ensure storability. C. Technical Specifications The given ingredient is for 1 kilo, the owner stated that 1 kilo dough will generate two trays ofShow MoreRelatedManual of Operation for Bakery2872 Words   |  12 PagesI. 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Supply chain flexibility is not easy to grasp and put into real practice, the foremost reason is the diverse environmentRead MorePayroll System Related Studies1800 Words   |  8 PagesThrough this change the researcher will design a proposed system for Robles Bakery that would therefore answer the needs or the establishment in their method of giving in their employee’s salary. The purpose of this is to make their way of computing the payroll easier. Background of the Study Robles Bakery was established on June 21, 1985, by Mr. Mario Larcia at 50 M. Paulino Street San Pablo City Laguna. Robles Bakery was came from the owner’s surname, Mr. Ruperto Robles. It aims to produce andRead MoreIntegrated Business Operations : Starbucks Coffee Shop5392 Words   |  22 PagesIntegrated business operations – In this type of franchise the company is combined with two or more operations but operates as a single business unit. It is a type of collaboration which offers cost savings and will also result into increase in efficiency. Single product or Service Operations- In this type of franchise, the franchisee would only be answerable for running one business. However he or she would be extremely involved with all of the daily operations of the business. Example: Starbucks

Family Values and Structures in the Middle East Essay

Family Values and Structures in the Middle East At the end of our program, classes are ending, and events are winding down, but emotions remain powerful. We will all face reentry, and deal with it in different ways, and Im sure that all of us are thinking about what this means personally. I do not know what the first thing is that may come to your mind when you think of home. Maybe you are scared that your little sibling took over while you were gone, and you will have to resolve this in a civil manner. Or, it could be that you are really looking forward to the mashed potatoes that mom is going to make, just the right way. In our circumstance, however, it is likely that you just cant wait to get home and wash your clothes†¦show more content†¦The family is what engulfs and reflects these aspects of a society. It is affected by the political beliefs of a country, and it also reflects the social and economic standpoints in a society, most specifically womens status. As we recently learned from Dr. Carmocolias, kinship, or t he family, is one of the two oldest and most important institutions in the world (religion is the other), and I find it quite interesting, because I found the most significant correlation between the two. Two main aspects that I found most influential on the family were religion, and foreign influence, and I will now summarize my findings in Turkey, Morocco, Egypt, and Greece. Turkey is a prime example of the division between urban and rural family life. This is a country that was greatly impacted by its rich history. The influx of Europeans, due to the commercial treaty of 1839, marked a period of rapid urbanization that changed family structures and brought opportunity for women in the workforce (Duben, 7). One point I concluded here was that the change in household structure mirrored the change in family structure. The European value of independence was adopted by urban upper-class families, and this later showed in the architecture of the homes (Duben, 201). Family life in rural Turkey is still traditional, and maintains, for the most part, the patriarchal system. I interviewedShow MoreRelatedEssay on Mtv Arabia1329 Words   |  6 PagesAmerican and Australia. MTV is one of the most successful channels to expand globally and remain true to their brand image. One of the main reasons why they become very successful with the expansion was that the channel adopted a decentralized structure and gave commercial and creative autonomy to their local employees. They are aware of the cultural differences in each region in the globe, they intelligently used their local staff to break the cultural boundary and present MTV to the people. OneRead MoreMtv s Global Management Team Essay905 Words   |  4 Pagessupply media to the world’s youth had no limitation. 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The Effects of Memory Improvement by Saying Words Aloud Free Essays

string(78) " the early memory processing, as cited by Reynolds amp; Malley \(2008\)\." This experiment proposes to study the effects of memory improvement by reciting and saying the words out loud to oneself. Participants will be assigned to either two different types of conditions and will then be required to recall the information of words as best as they can. It is assumed that a higher level of generating the targeted words into memory is improved when readers say the words out loud to themselves. We will write a custom essay sample on The Effects of Memory Improvement by Saying Words Aloud or any similar topic only for you Order Now Thus, the hypothesis concluded is that people who say words out loud after reading them are expected to improve their memory in retaining information. The Effects of Memory Improvement by Saying Words Aloud Whenever a person thinks, sees or hear words that are needed later on for remembrance, most of us would automatically try to retain the information by methods of imagery, recitation and elaboration to bring it more meaning in their understanding of the definition of those words. Words and languages are interrelatedly connected and associated with memory. Historically, memory is a complex system which began in primitive organisms that stores an assorted array of fragments that grows more indispensable as we advance through the years. In terms of retaining memory, humans have extraordinary abilities to accumulate a huge amount of knowledge, but they do not always be able to retrieve or gain access to the parts that have since long been forgotten. Since words serve as a medium to communicate and interact with other people, it is a natural part of daily life that people will say certain words out loud in order to effectively convey particular messages or to recall specific information. According to Macleod et al. 2010), saying a word out loud or at least mouthing it, improves memory function by increasing its distinctiveness, i. e. making it unusual compared to others. The fact that producing a word aloud, which is relative to simply reading a word silently, improves explicit memory (Hourihan amp; MacLeod, 2010). The past studies done on the effects of mouthing or vocalizing words to an extent of memory recall often yield consistently similar results in which those who have recited the information out loud were bein g reinforced to maintain that information for a longer term. Physically moving or acting out the words by means of vocalization would involve certain electrical muscle movement so that information sent to the brain are known to increase mental response, thus it has its relativity on the ‘generation effect’. This generation effect refers to an enhanced memory encoding by which a participant has better memory improvement by being involved in its creation or by acting it out. By vocalizing â€Å"out loud†, recitation in past research by Foley et al. (1983) as cited in Dodson amp; Schacter (2001) had participants to hear and say words out loud. Reciting words out loud would naturally be one of the most effective method for review because it employs more of the senses than any other review technique (imagery, auditory). For instance, in Schacter et al. ’s (1999) study, when students were reviewing notes or tests immediately after class by means of vocal recitation, they yielded higher scores in memory improvement because not only will they be consolidating the new information, but also it strengthens the neural traces made to the brain. It ‘provides a basis for employing a distinctiveness heuristic during the test. (Dodson amp; Schacter, 2001). Reciting words out loud to understand the message conveyed by a sentence or paragraph would only then have a higher chance of that information moving on into the long-term memory, as most verbal information goes first in the short-term memory. When information is rehearsed aloud, part of it goes into our long-term memory. The most recent research done by Hourihan amp; Mac Leod (2010) found that reading words aloud during study explicitly improves memory compared to reading a word silently and this is called ‘the production effect’. The researches hold that the production effect is that by saying words aloud would make them distinctive and better recognized than words which are read silently, which will be easier to forget. This distinctiveness is not available for the words read silently (Hourihan amp; MacLeod, 2010). The production effect has its basis on the generation effect whereby reciting words out loud produce a certain distinctiveness as done by a series of experiments by Macleod et al. , (2008). Moreover, a study done by Strain, Patterson amp; Seidenberg, (1995) as cited in McKay et al. (2008) found that words containing high imageability (e. g. house, chair, elephant) are proposed to have stronger representations in semantic memory. However, past researches found contrasting results compared to Hourihan amp; MacLeod’s. Research done by Maisto et al. (1977) as cited in Mohindra amp; Wilding (1980) in a free recall tests found that saying each word out loud three times had impaired their memory performance when subjected to expected recall. This study is further supported by Folkard amp; Monk (1979) as cited in Mohindra amp; Wilding (1980) where they suggested that articulating words impaired free recall. In view of these findings which yielded contrasting or relatively different results in relation to vocalizing words out loud, it can be explained that participants were using a strategic reading process when reading the words aloud, since it does not normally involve the conscious recall of information (MacLeod amp; Masson, 2000) as cited in McKay et al. 2008). There is also a claim that a potential issue in difference of these researchers’ results could be in the time criterion whereby participants shift the influence of certain words to a different semantic pathway (Strain et al. , 1995, as cited in McKay et al. , 2008). However, recent research done by Reynolds amp; Besner (2008) suggests that contrary to the view that by vocalizing words out loud is entirely an automatic memory encoding, it in fact requires some form of attention. Previous research was investigated further where participants were exposed to reading lexicon and pseudo homophones aloud that required the use of central attention. In research done by Blais amp; Besner (2007), repetition of words of lexical representations suggests longer persistence in the early memory processing, as cited by Reynolds amp; Malley (2008). You read "The Effects of Memory Improvement by Saying Words Aloud" in category "Papers" It was discussed earlier that possibly the mere action of vocalizing words for memory recall will encourage memory improvement at a higher level, thus making a person to be able to better retrieve previous information if need be (Macleod et al. 2010). In another study, Kappel, Harfard, Burns amp; Anderson, (1973) gave another possible explanation on the advantage of reading words out loud, indicating that serial voiced recall were found to be superior for the later positions, and these results replicates previous experiments done by Murray (196 6) and Conrad amp; Hull (1968). However, Kappel et al. , (1973) proposed that the results reported suggest that differences in participants’ level of processing information to memory between saying out loud and reading silently. Similar to the researches done by Macleod and Hourihan (2010), our proposed study focuses in determining whether reading and saying words out loud would have an effect on people’s memory improvement and recall when acquiring new information. The hypothesis of our proposed experiment is that adults, who vocalize new information aloud is expected to have higher memory improvement and better recall of information, thus have the highest number of correct answers in the test as indication of their reading the story out loud during the experiment. Based on past researches, I am taking the side with the assumption that saying words aloud can aid in memory improvement to gather information during other reviewing or learning new knowledge, as such an act would require a certain amount of cognitive effort, thus enabling adults to improve their memory technique on learning tasks at hand. Methods Participants As many as 200 participants from schools and offices will be recruited in this study. All participants will include both English speaking males and females and should be between the ages of 18 to 30 years old. All participants will be divided into two categories, each receiving a story in the English language of an average English proficiency level. It should be estimated that the total number of males and females selected are approximately equal in number. The participants will not engage in any other experiments beforehand. Design In this experiment, we will be using a 1 (memory improvement or performance) x 2 (participants recite the story out loud or does not recite the story out loud) independent design. The first independent variable (IV) is the participants’ memory improvement and their ability to remember certain information in the story. For this proposed experiment, the operational definition of reciting the story out loud is where a participant vocally recites aloud a story as they read and comprehend the story at the same time. The dependent variable (DV) is the vocal recitation of the story either the participants read it out loud, or to just read the story silently. Materials The materials to be used in this experiment include administrative letters sent out to the participants informing them of the research and what is expected of them. Procedural materials include the sheets of paper containing the story, test papers with 30 fill-in-the-blank questions, experimenters’ scripts and a stopwatch to keep track of time. The sheets of paper which contains the story to be later recalled by the participants will be a short story that is in English and contains approximately 1000 words. It is entirely fictional and unique, therefore it is not in any way affiliated to share any resemblance or similarities to stories the participants would have known in the past i. e. fairytales or well-known childhood stories. Thus, we expect the participants to be reading and learning about new information based on the fictional story given. This is done so as to reduce any extraneous variables that may interfere with the results of the experiment. The test papers consist of 30 fill-in-the-blank questions that require the participants to answer by recalling information based on the story provided. This format is chosen to avoid any possibility that participants may get the correct answer by chance of lucky guesses. The experimenters’ scripts will contain the standard instructions for the experimenters to read out to the participants when conducting the experiment. Procedure Participants will be randomly assigned to 1 of 2 rooms. In each of the rooms, it is expected to have approximately similar ratio of male and female participants so as to avoid gender directed outcomes and to maintain neutrality. Participants will be led into the room by the experimenter and be asked to take a seat. They will then be briefed on the experiment and will be required to sign two consent forms, one of which is to be kept for themselves and the other, for the research copy of the experimenter. In Room 1, each participant will be provided with a sheet of paper containing the fictional story to be read out loud by the participants. The following instructions will be read out to them: â€Å"You are required to read the fictional story provided out loud. You are highly encouraged to vocalize your words aloud at your own pace. † In Room 2, each participant will be provided with a sheet of paper containing the fictional story. The instructions read will be as follows: â€Å"You are required to read the fictional story given silently. You are not allowed to vocalize your words by reading the story out loud. You will read the story silently at your own pace. † The experiment will take 25 minutes for the participants to take time to read the story. After they read the story, each participant will be given a surprise fill-in-the-blanks test. The test consists of 30 questions relating to the fictional short story that they had to read earlier. Participants will be given 20 minutes to answer the set of questions. Their answer sheets will then be collected and the participants will be thanked for participating in the research. Statistical Analysis This experiment will use an independent t-test to calculate the results of the experiment. This test will be used because this study has only 1 IV with 2 levels (1Ãâ€"2) and uses between-subjects design, in which the participants will experience different levels of the IV. References Besner, D. , O’Malley, Shannon, amp; Robidoux, S. (2010). On the Joint Effects of Stimulus Quality, Regularity, and Lexicality When Reading Aloud: New Challenges. Journal of Experimental Psychology: Learning, Memory, and Cognition, 36(3), 750-764. Retrieved June 16, 2010 from PsychARTICLES database. Dodson, Chad S. amp; Schacter, Daniel. L. (2001). If I Had Said It, I Would Remember It: Reducing False Memories with a Distinctiveness Heuristic. Psychonomic Bulletin amp; Review, 8 (1), 155-161. Retrieved June 14, 2010 from http://pbr. psychonomicjournals. org/content/8/1/155. full. pdf Hourihan, Kathleen L. amp; Macleod, Colin M. (2008). Directed Forgetting Meets the Production Effect: Distinctive Processing is Resistant to Intentional Forgetting. Canadian Journal of Experimental Psychology, Vol. 62, No. 4, 242-246. Retrieved June 14, 2010 from PsychARTICLES database. Kappel, S. , Harford, M. , Burns, V. amp; Anderson, N. (1973). Effects of Vocalization on Short-Term Memory for Words. Journal of Experimental Psychology, 101(2), 314-317. Retrieved June 16, 2010 from PsychARTICLES database. MacLeod, C. , Gopie, N. , Hourihan, K. , Neary, K. , amp; Ozubko, J. (2010). The Production Effect: Delineation of a Phenomenon. Journal of Experimental Psychology: Learning, Memory, and Cognition, 36(3). 671-685. Retrieved June 16, 2010 from PsychARTICLES database. McKay, A. , Davis, C. , Savage, G. , amp; Castles, A. (2008). Semantic Involvement in Reading Aloud: Evidence from a Non-Word Training Study. Journal of Experimental Psychology: Learning, Memory, and Cognition, 34(6), 1495-1517. Retrieved June 18 from PsychARTICLES database. Reynolds, M. , amp; Besner, D. (2008). Contextual Effects on Reading Aloud: Evidence for Pathway Control. Journal of Experimental Psychology: Learning, Memory, and Cognition, 34(1), 50-64. Retrieved June 14, 2010 from PsychARTICLES database. Wilding, J. , amp; Mohindra, N. (1980). Effects of Subvocal Suppression, Articulating Aloud and Noise on Sequence Recall. British Journal of Psychology, 71(2), 247. Retrieved June 18, 2010 from Academic Source Premier database. How to cite The Effects of Memory Improvement by Saying Words Aloud, Papers

Special Program in the Arts and Basic Education Curriculum Essay Example For Students

Special Program in the Arts and Basic Education Curriculum Essay Their Influence in the Achievement and Attitude of Students Towards Mathematics Ma. Christina B. Balsams The study investigated the achievement and attitude towards mathematics of the second year high school students in the Special Program in the Arts and the Basic Education Curriculum in Gingko City Comprehensive National High School, Gingko City. The answers to the following problems ever sought: The comparison of the mathematics achievement of the students when they are grouped according to Special Program in the Arts and the Basic Education Curriculum; the comparison of the mathematics achievement Of the students in the Special Program in the Arts and in the Basic Education Curriculum when they are grouped according to their mathematics ability level; and the comparison in the attitude Of the students towards mathematics in the Special Program in the Arts and in the Basic Education Curriculum. The descriptive research method was used in the study. A 30. Tem validated achievement test was used to determine the level of achievement of the dents; while the go-item mathematics attitude scale of Awaken (1979) was used to determine the attitude of the students toward mathematics. The sixty -eight respondents were the second year students enrolled in the Special Program in the Arts and the Basic Education Curriculum. Ability grouping of the students was based trot their final grades in mathematics during first year. We will write a custom essay on Special Program in the Arts and Basic Education Curriculum specifically for you for only $16.38 $13.9/page Order now Two groups were identified the high ability group and the average ability group. High ability students were those students whose grades ranges from and above, while the average ability students were those whose grades ranges from 80 to 85 (Depend memo # 79 s. 2003). The data gathered were interpreted and analyzed using the mean, standard deviation, t-test and the two-way analysis of variance (NOVA)_ The following findings were revealed. There was a significant difference in the mathematics achievement between those second year high school students in the Special program in the Arts and those high school students in the Basic Education curriculum. Although both groups have very satisfactory performance in mathematics, a difference was observed in their mean scores favoring the second year high school students from the Special Program in the Arts. There was a difference in the mathematics achievement of the second year high school students in the Special Program in the Arts and the second year high school students I the Basic Education Curriculum when the students oeuvre grouped according to their mathematics ability level. There was no difference in the attitude of the students in the Special Program in the Arts and the students in the Basic Education Curriculum towards mathematics. The students in both groups have favorable attitude towards mathematics.

Favorite place Essay Example

Favorite place Essay Example Favorite place Essay Favorite place Essay I always loved the beach since I was a child. There is nothing like the fulfillment the beach brings with your toes in the sand, and nothing but the horizon in my perception. The sounds of the waves crashing, the smell of the salty atmosphere, and the relaxation you get from Gods beautiful creation. Throughout this essay I will get more into depth of why I have chosen the beach to be my favorite place to be. This essay will briefly describe my experiences, exposures, existences, and observations of my visits to the beach. The beach has always been my favorite place to go. Its a great getaway from everyday life. : The beach is a whole different world then where Im from in Tennessee. The smell of the air at the beach is so comforting and relaxing. Theres nothing like waking up every morning and smelling that salty water atmosphere on the ocean front property. I like to wake up early in the morning so I can catch that beautiful sunrise in the never-ending horizon with a nice cup of coffee in my hand. The beach is like a free spirited world. I have no worries in the world when Im at the beach. My mind is always put at ease when Im at the beach. There is no way you can wake up or be in a bad mood when youre there. While lying out on that white sand listening to the amazing sounds of Gods creation is so peaceful and relaxing. Staring out into the horizon, letting your mind start wondering how far the waters go, or where it ends. I like seeing people have a good time, so watching all the different people do their own thing while having a blast puts a smile on my face. I like to take walks down the beach, and being adventurous when Im there. Theres no better feeling then having the sand between your toes, and the water crashing onto shore, going over your feet. Night walks down the beach are very relaxing also.

Tricks and Tips on How to Pre-Read Text

Tricks and Tips on How to Pre-Read Text Pre-reading is the process of skimming a text to locate key ideas before carefully  reading a text (or a chapter of a text) from start to finish. Also called ​previewing or surveying. Pre-reading provides an overview that can increase reading speed and efficiency. Pre-reading typically involves looking at (and thinking about) titles, chapter introductions, summaries, headings, subheadings, study questions, and conclusions. Observations on Pre-Reading To be successful today, it not only becomes necessary to skim, but it becomes essential to skim well.(Jacobs, Alan. The Pleasures of Reading in an Age of Distraction. Oxford University Press, 2011.) Pre-reading strategies allow students to think about what they already know about a given topic and predict what they will read or hear. Before students read any text, teachers can direct their attention to how a text is organized, teach unfamiliar vocabulary or other concepts, search for the main idea, and provide students with a purpose for reading or listening. Most importantly, teachers can use pre-reading strategies to increase students interest in a text.(Brassell, Danny and Timothy Rasinski. Comprehension That Works. Shell Education, 2008.) Understand the Purpose of Pre-Reading Pre-reading encompasses all of the things that you do, before you start reading, to increase your capacity to understand the material. In many cases, taking just a few minutes to learn more about what you are about to read can dramatically increase your reading comprehension and retention. . . . If you build the big picture before you start, you begin reading the text with a conceptual framework already in place. Then, when you encounter a new detail or a new bit of evidence in your reading, your mind will know what to do with it.(Austin, Michael. Reading the World: Ideas That Matter. W.W. Norton, 2007.) Know the Four Steps (4 Ps) Pre-reading includes four steps: preview, predict, prior knowledge, and purpose. You can remember these steps by thinking of them as the 4 Ps. Previewing is taking a quick look at a reading before trying to understand the whole thing... [In predicting, you] look at clues from what you read, see, or already know to figure out what information you are likely to get from the reading... Prior knowledge is what you know about a subject before you begin a new reading about it... The fourth P in prereading is purpose... Figuring out an authors purpose will help you understand what you read.(Content-Area Reading Strategies for Language Arts. Walch Publishing, 2003.) Generate Questions Begin by having students identify their purpose for reading. Then, lead students in generating a list of pre-reading questions that will help them to achieve their purpose.(Successful Strategies for Reading in the Content Areas. 2nd ed., Shell Education, 2008.) Skim a Book Systematically Skimming or  pre-reading is  the first sublevel of inspectional reading. Your main aim is to discover whether the book requires a more careful reading... The habit of skimming should not take much time to acquire. Here are some suggestions about how to do it. You have now skimmed the book systematically; you have given it the first type of inspectional reading. Look at the title page and, if the book has one, at its preface. Read each quickly.Study the table of contents to obtain a general sense of the books structure; use it as you would a road map before taking a trip.Check the index if the book has one- most expository works do. Make a quick estimate of the range of topics covered and of the kinds of books and authors referred to.If the book is a new one with a dust jacket, read the publishers blurb.From your general and still rather vague knowledge of the books contents, look now at the chapters that seem to be pivotal to its argument. If these chapters have summary statements in their opening or closing pages, as they often do, read these statements carefully.Finally, turn the pages, dipping in here and there, reading a paragraph or two, sometimes several pages in sequences, never more than that. (Adler, Mortimer J. and Charles Van Doren.  How to Read a Book: The Classic Guide to Intelligent Reading. Touchstone edition, 2014.)

The State of California Essay Example | Topics and Well Written Essays - 1500 words

The State of California - Essay Example But the state of California had a nonstop ferment of innovations and creativity waiting for the world to explore. After a tiny lapse of time, the period of innovations began again. It was the World Wide Web (The Internet) which became the talk of the town in no time. But this innovation required the largest investment on Earth yet to be spending on. Late 1990s witnessed no unemployment in Silicon Valley due to this massive technological outburst. Thousands and thousands of entrepreneurs and risk takers lend billions of dollars from their lenders in a hope to cash it in the future with their new big idea. It was not like the Gold Rush which occurred 150 years ago; it was different, it was a marvel which said that ‘details are yet to come.’ Nonetheless this boom came to a halt as well as the world crossed millennium. Most of the businesses with a snappy logo and more than a eye catching logo bored the people and thus failed. The whole state was in a state of terror and fru stration as energy shortages were gifted to the state in the beginning of the millennium.   In the present era it is seen that technology has proved to be of great benefit to the entertainment industry itself. The three entertainment industries that benefit the economy of California are; Hollywood, Universal Studio and Disney Land respectively. These three industries use technology in almost everything that they enter in. Hollywood is the largest movie making industry in the world and is able to excel in providing quality by using specific technology.... Subsequently, he typed letter ‘O’ and same thing happened. Excitedly, he typed ‘G’ and the system halted; but nevertheless a massive invention which was to change the world in the future was born- The Internet.3 The State of California has the privilege of having Silicon Valley as it paved the road to first ever digital revolution with the improvement of Personal Computers during the tenure of 1980s. Ultimately, this boom ended as quickly as it has emerged and thousands of businesses went down. But the state of California had a nonstop ferment of innovations and creativity waiting for the world to explore. After a tiny lapse of time, the period of innovations began again. It was the World Wide Web (The Internet) which became the talk of the town in no time. But this innovation required the largest investment on Earth yet to be spending on. Late 1990s witnessed no unemployment in Silicon Valley due to this massive technological outburst. Thousands and thousan ds of entrepreneurs and risk takers lend billions of dollars from their lenders in a hope to cash it in the future with their new big idea. It was not like the Gold Rush which occurred 150 years ago; it was different, it was a marvel which said that ‘details are yet to come.’ Nonetheless this boom came to a halt as well as the world crossed millennium. Most of the businesses with a snappy logo and more than a eye catching logo bored the people and thus failed. The whole state was in a state of terror and frustration as energy shortages were gifted to the state in the beginning of the millennium. 4 Present In the present era it is seen that technology has proved to be of great benefit to the entertainment industry

Thomas Reid's Position on Common Sense Essay Example | Topics and Well Written Essays - 1500 words

Thomas Reid's Position on Common Sense - Essay Example This was thought to condition human experience and make possible knowledge of moral, religious, and scientific kind. The first thinkers were Herbert of Cherbury, as well as Rene Descartes; other British representatives were Henry Lee, Claude Buffier, Henry Home, G. Leibniz, and many more (Redekop, 2009, p.407). Thomas Reid is considered a founder of the Scottish School of Common Sense, whose ideas influenced several generations of philosophers well throughout the 19th and 20th centuries. Rejecting the Theory of ideas, he claimed that it was â€Å"sensus communis† (the term Reid used to describe the â€Å"common sense†) that should be perceived as a solid basis of the philosophical quest. Reid’s main arguments on common sense revolved around his reaction to the ideas by Hume and Berkeley. Hume believed that a person can never comprehend what the world which is external for him/her consists of, since human knowledge is restricted by the ideas that are present in hu man mind. Berkeley, in his turn, maintained that the external world is just ideas inherent in human mind. Both Berkeley and Hume asserted that a mental phenomenon exists as perceptions of certain mental objects (Yaffe & Nichols, 2009, [online]). Contrary to these philosophers, Reid asserted that the foundations of common sense provide a justification to human belief in the existence of an external world. Reid provided response to the arguments by Hume, both naturalistic and skeptical by devising a set of common sense principles. He saw them as the basis of rational perception of the world and rational thought. To illustrate, any person who commits oneself to a philosophical argument must unconditionally presuppose particular beliefs. The examples are I am speaking to a real person, or the external world does exist under the laws which remain unchanged. Along these claims, more presuppositions can be found, which are all positive, meaningful, and reality-based. In this context, it is worth mentioning that Reid does not see the belief in these principles’ rightness as something rational. Instead, he asserts that it is reason that demands that the aforementioned principles act as prerequisites and that it is human mind that inherently produces them. Thus, the question of sanity arises here, which Reid believes leans back on his understanding of the common sense functioning. In relation to this, Reid writes, â€Å"For, before men can reason together, they must agree in first principles; and it is impossible to reason with a man who has no principles in common with you.† (Reid, 1846, p.230). Reid also believed that qualities are to be in â€Å"(...) Something that is figured, colored, hard or soft, that moves or resists. It is not to these qualities, but to that which is the subject of them, that we give the name body. If any man should think fit to deny that these things are qualities, or that they require any subject, I leave him to enjoy his opini on as a man who denies first principles, and is not fit to be reasoned with.† (Reid, 1785, p.766) While Reid’s position on common sense can be well understood through analyzing his criticism of Hume, I would like to briefly outline his ideas regarding Hume’s understanding of knowledge. As it has already been mentioned, Hume along with Descartes, Locke, and Berkeley developed the ideal theory of human mind, which Reid refuted by offering the positive idea of mind instead. The grounding argument against the theory by Hume is

Awareness of low self esteem

Awareness of low self esteem Ever since Sigmund Freud made forays into study of Human Psychology, the study of different patterns of human behaviour, abilities at different individuals in different individuals, different outlooks and different responses to the same situations by different individuals involved great inquisitiveness in the minds of the psychological researchers. What was initially categorized under a comprehensive term individual nature later proved to be an effect of various underlying factors. As the psychological research dug deep into these factors that mould the human mind and behaviour, self esteem and confidence emerged to be two of the two important factors that influence the outlook and behaviour of a person (Baum 2005). The two concepts began commanding intense interest from psychological researchers and voluminous researches naturally followed (Skinner 2005). Self Esteem Self Esteem in simple words is ones own estimate and evaluation of ones worth (Friesen 2005, Moxley 2004, Baum 2003, Catania 2003). Self Esteem is something internal for a personal and is not expressive. It is manifest in social behaviour and responses to certain situations. Whether one has high self esteem or low self esteem is indicated by behaviour and situational response.While high self esteem in a person is desirable, low self esteem is a cause for concern. The reasons behind such low esteem can be many starting from childhood experiences and surrounding environment, its manifestation in persons behaviour can be varied. The study of the reasons behind ones low esteem, the methods to retrieve him/her from the State of low self-esteem to normal situation and his/her behavioural aberrations because of the low self esteem are interesting concepts for psychological research (Skinner 2005). Confidence is basically an attitude which enables one to have a realistic perception of oneself and ones abilities. It is displayed by manifestations like optimism, enthusiasm, assertiveness, pride, independence, trust, emotional maturity and the ability to handle and withstand criticism (Ward, Eastman Ninness 2009,Skinner 2005, Fantino, Stolarz-Fantino Navarro 2003). However talented one may be, confidence is the basic attribute which enables one to achieve or perform potential. It is normal to come across many talented people perform very poorly, repeatedly and continuously in their chosen field of activity and we also hear that they are lacking confidence (Catania 2003). Confidence is not inherited, but it is acquired. Lack of confidence is not permanent and can be driven away if addressed properly. Apart from being a personal attribute, confidence is also inspired by such factors as religion, culture, parents, gender and social class. While these are the normal factors which mould the confidence of a person, we also come across a handful of legendary persons, who brave many odds in life, but never allow their confidence to wane (Skinner 2005). The article attempts an exhaustive study of confidence and self esteem particularly from the angle of personal experience and literary research available on the concept. 2. Personal Journal During my interaction with my students and persons from diverse fields, I didnt come across a person who confessed that he is suffering from low self-esteem. People are scared to admit it. However the manifestations of low self-esteem exhibited through their action, deeds and behaviour reveal this facet of their personality. I came across three types of such manifestations. The first category of people is the straight forward type. They appear quite clearly as the underdogs and underachievers. They seem to be always with a negative emotion or delusion exaggerating limitation in capacity nature and opportunities for growth. Statements like ,I cannot, I should not ,I have to and I have no other alternative are quite frequently uttered by them. They appear as if they are in need of sympathy from others, but that does not mean that they are intent on revealing their handicap. Certain behavioural aspects and qualities are explicitly discernible in them .These people are unable to open themselves up before others and also unable to trust others. They are afraid of committing mistakes and as a result are indecisive in action. They are always anxious in the face of a change. They are unable to participate in spontaneous fun and frolic. They face problems in establishing intimacy with others and consequently go through troubled interpersonal relations. They are chronically affected by the necessity of acceptance and approval by others and are often affected by the fear of rejection or disapproval by others. Complicated judgements are not their cup of tea and they suffer from lack of objectivity and transparency in a host of options for solution to a problem. They are afraid of conflict and discord and try to mash their feelings with exaggeration and lies. They try to avoid caring for people for whom they are to be responsible. They usually overreact to things and act impulsively getting into trouble which requires strenuous efforts to get out from. These are all straight cases of people who are afflicted with self help. There is a second category of people, who appear to be very confident superficially and also appear to be in control of situations around them. They appear to have firm opinions and often appear to be in commanding positions. But this is usually a mask for low self-esteem. When things go away all this exterior disappears giving way to seriousness and anxiety. They are usually self-centered, highly demanding and very independent. They try to assume leadership without actually deserving or having leadership qualities. The third type is that of fun-seekers, who always try to seek fun and happiness at the expense of others. Laughter is a mask for these people to hide their low self-esteem. They try to do everything with an emphasis on fun to corner recognition-either giving fun or seeking it. They are sensitive and thick skinned and try to hide their anxieties and low self-esteem behind a mask of superficiality. The fun-seeking people are non-committal in their relationships because of haunting social fears. The only thing they try to churn out is fun which loses its sheen and becomes routine after sometime. Since their effort to gain recognition I through fun but not by accomplishment of something meaningful, they dont command much importance in their peer group. I had the occasion to observe many people with different backgrounds, suffering from the handicap of low esteem. When the reasons for their handicap are looked into, they reveal startling diversity. But mostly it is the childhood experiences that sow the seeds of low self-esteem in a person. The handicap sails with his childhood into his adulthood and afterwards also. Unless a conscious effort is done to drive out this feeling of low-self esteem, it persists with the person. The person may achieve fame with his accomplishments or my even achieve a celebrity status, but unless a conscious effort is made to conquer the handicap, they always tend to become superficial in their relations. It is really astounding that there can be so many childhood experiences to infuse a feeling of low esteem into children. Some children had verbal, emotional, physical and sexual abuse behind their low esteem. Some children were denied affection and acceptance either at home or at school or in the community. Parental condition was also found to be one of the reasons for breeding self esteem among children. Parents who were dependent on drugs and gambling, workaholic parents and mentally-ill parents were also reason for low self esteem among children. Similarly, brought up by divorced parent or where there is death of one of the parents during childhood also contributed to low self esteem. Brought up in environment which did not give scope for free expression of feelings and absolutist or fundamentalist environments are also responsible for low esteem among children. In case of adults, relationships are sometimes responsible for low self esteem. Relationship or marriage with a person, who is workaholic or comes from a dependent family or suppressive atmosphere are also prone to suffer from low self esteem. Also chronic ill health to a member of a family sometimes was the reason for low self esteem. Members of a family which has a child born with a developmental disability and members of a family where chronically ill patient is cared for are also often victims of low self esteem. Personal experiences in coming into touch with people are very useful in understanding the behavioural pattern of others afflicted with the problems and counsel them to get rid themselves of low self esteem. Knowledge about low self esteem is particularly useful in dealing with children who because of circumstances beyond their control are victims of low self esteem. Particularly for me, my personal experience in this field is of immense help since I am in the field of educational instruction to special needs children. 3. Literature Review 3.1. Key issue 1 Reasons for negative self-esteem 3.1.1. Low Self Esteem Vs Healthy Self Esteem Self -esteem relates to how well a person thinks about oneself in comparison to the people around him like, his friends, peers and colleagues at work. Self-esteem can be said to be the essence for living a positive life and helps a person to respond to various situations and difficulties in his life efficiently and realistically (Plotnik 2008). Self-esteem of a person can make a persons life (both professional and personal).Low self esteem can result in a person due to few untoward events that might have taken place in his life from his childhood. This makes the person live in a shell and stay aloof. This deprives the person of rational thinking and confidence and finally leads to self degradation (Scherer 2005). A person with low self-esteem feels that he is inferior in capabilities as compared to others. Generally the roots for this lie in the childhood where the person will be abandoned, ridiculed or feel that he is not receiving enough love or attention. This can lead to depressi on in long run (Craig 2008). Low self esteem can cause serious consequences and influence the emotions of people to a greater extent(Baum 2005). The person starts living life with negativity outlook and shows indifference in activities of his daily life. There can also be cases where persons with sensitive nature cannot cope with the issue of negative self esteem and subsequently can go to the extent of destroying their own life. Low self esteem can result in causing extremity in emotions and can result in depression, mental disorders, physical disorders, child delinquency and suicide attempts. This low self-esteem is the reason for violent behaviour in adolescents and can result in irreparable physical and mental damage (Baum 2003). 3.1.2. Reasons for Low Self Esteem Various factors like environment in which the person stays or is brought up, a persons background, status, his age, surroundings can be taken as reasons for low self-esteem. For successfully dealing with this problem, one has to understand the causes for the low self esteem in a person (Craig 2008,Denzin Lincoln 2008). A prime was suggested is to review the mistakes made by the person in the past. The following can be taken as possible reasons and situations causing low self-esteem. Negligence in childhood can be termed as one of the reasons for low self esteem. Children brought up in environment lacking affection and love feel that they are insignificant and abandoned when they grow up with age. They mix up with people very less and find it difficult to trust others (Dalgleish, 2004). Excessive criticism and rebuke in childhood can have devastating effects on a childs psyche and this influences his confidence in his life. Repeated chiding and pointing the child that he is incapable or no-good at studies or behaviour can result in depression and subsequently there will be loss of self-confidence in the child. This makes the child hesitant to start anything new and makes him pessimistic while doing things. He will be enveloped by a feeling of worthlessness (Harmon-Jones et al. 2004). Parents tend to pressurize their children to follow their dreams and fulfill their unfilled ambitions and dreams. They do not give choice to their children to choose their own career and in most cases forcibly land them in careers that they are not happy with. This leads to low self-esteem (Drake Myers 2006). When people experience failure after putting their efforts, in most cases they treat this failure as the final one and eventually it results in loss of confidence and self-esteem. Physical appearance in some people results loss of self-esteem. People with bad looks feel that they are inferior as compared to good looking people. This in most cases results in isolation from active social life(Wacker et al.2008). Negative experiences in childhood can cause low self esteem in a person and children easily absorb such negativity and it leads to lasting impact in their minds, Negative experiences influence adults too but the impact is more pronounced in children (Ward,Eastman Ninness 2009). Child Abuse in many people is the reason for their low self-esteem. Most people experience a history of mental and physical abuse in their childhood. Physical abuse can include sexual abuse and can be treated but with mental abuse, it gets deep-rooted and treatment for the same is extremely difficult. People who indulge in child abuse can be relatives, family friends, neighbours, step parents or strangers (Sigelman Rider 2008). An unemployed person feels helpless and incapable. His failure to earn a job and provide income to family creates low self-esteem in him (Drake Myers 2006). 3.1.3. Characteristics of People with low Self-Esteem People with low self-esteem have the following behavioural traits which cannot be noticed vary easily. People with low self-esteem lack self confidence and social skills. This makes them avoid people and social life (Baum 2005). People with negative self-esteem show depressed appearance most of the times and will be disturbed (Skinner 2005). These people can suffer from problems like obesity which arise due to eating disorders. These disorders can be harmful for their health (Skinner 2005). They fail to identify their strengths, capabilities and potential and suffer from negative thoughts (Skinner 2005). Most of the time they take compliments in a negative way and often fear criticism for their acts or work (Baum 2005). They have problem in starting a new task and do not go for taking up new responsibilities. Generally they do not make any effort to do a task as they have great fear that things will be messed up by them (Plotnik 2008). They do not form their own opinions and are afraid to do so for they lack the required confidence (Plotnik 2008). They outlook is pessimistic and life does not in any way enthusiastic for them(Baum 2005). They are not assertive and mostly very timid (Baum 2003). Some of them lose temper quickly and pick up fights (Cantania 2003). Some people with low self-esteem blame others for their problems. They often pick quarrels on trivial issues (Cantania 2003). Short-term cognitive therapy and couselling are helpful for many people to overcome negative self-esteem. 3.2. Key Issue 2 -How negative Experiences are overcome Negative experiences result in lack of self esteem. Life without self-esteem confines a person to a life with less money, less desirable employment, lesser interactive nature and less socialising. Issues leading to low self-esteem are abuse, influence of friends, influence of media and health issues. For this there should be a fair analysis of a persons strengths and weaknesses, support from family and friends apart from church or community affiliation (Skinner 2005). Sometimes negative experiences can influence a person to a greater extent that issues with self esteem become greater. In such a case, professional help is needed for sorting out the persons behaviours, thoughts and feelings. The therapist can provide aid to some extent but change needs to come from within the person. A person should analyse as to why he is feeling so and effort should be made by him to come out of the same (Sigelman rider 2008). A person has to release the negative experiences of his past to experience a higher level of living. Whatever regrets are there in the past, whatever has hurt the person or whatever might be the disappointment, it is time for the person to release these and go ahead. A 5 step procedure can adopted for the same to overcome the negative experiences of ones past (Wacker etal. 2008). Decision making Letting go of the thoughts consciously Shifting thinking from past to present. Practising on focusing on present and living with positive thoughts. Living in the present. Making decision properly is important in a persons life. For every change that happens in life, the change starts with a decision. A person can decide on letting the negative experiences of the past take hold of his life and dictate his present condition or else the person can take control of his decisions and become master over his emotions. Once the person decides on this, the next thing to be shaped is the mindset (Plotnik 2008,Friesen 2005). In the second step, the person should reiterate to himself that he need to release the negative thoughts from his heart and mind and embrace feelings of joy, peace and love. When a conscious decision is made to release the impressions of the negative experiences of the past, a positive energy can be experienced by the person in his body. This makes the person position himself to receive and attract more positive emotions(Plotnik 2008,Friesen 2005). In the third step, the person needs to find positivity in a situation and shift his focus to it. The thinking has to shift from negative experiences in the past towards embracing more positivity. Just like every cloud has a silver lining, one needs to needs to introspect as to what lesson life has taught at that time in past and how one can come out of the imprints from the past. The person should also think of the good this activity does and go ahead (Moxley 2004). In the fourth step, this activity of trying to come out of negative thoughts should be reinforced again and again till it becomes a practice. Just like a toddler learns walking by trying again and again, the person should have a Try again and again, Never give up attitude in driving away the imprints of negative experiences from mind. Let us compare this with learning a new skill like painting. Regular practice improves ones skill at art and hones up his skills. This is because it has become a habit to think of negative experiences with the person ,so it requires determination and regular practice to see positive out of every situation(Drake Myers 2006). The person should say to himself that past cannot be changed and this fact has to be experienced consciously. Many a time there is difficulty on a persons part to differentiate between present and past. We relive over our past experiences by bringing them to present.We relive on these experiences again and again even though the root cause for the negative emotion does not exist anymore or is not currently relevant. One procedure to dealing with these emotions is to conscious understand that these experiences are not happening to oneself immediately and its high time that this is released from mind and should go ahead for a more positive life. It is easier said than done. All that is needed is will power and strong desire to come out of the situation(Denzin Lincoln 2008). In case the emotions from these experiences are too very overwhelming and it is not possible to be away from them, the person can just receive the thought, acknowledge it and release it. This will be difficult at first but if practised regularly becomes a habit. All he needs to do is acknowledge the thought and release it. He should not obstruct it and at the same time he will not think of it. He will simply acknowledge it consciously(Dalgleish, 2004). A person can start writing down about what he likes or dislikes about himself and analyse his list of likes and dislikes. He needs to figure out which one is longer and if his dislikes are realistic and if he has exaggerated his flaws(Cantania 2003). He should also analyse if all his positive points and personality traits, achievements, good physical features and capabilities are honestly listed.Most of the negative thoughts are not consciously noticed by the mind. So it is necessary for the person to slow down the thoughts deliberately and scan them to know what thoughts make the person feel negative. He can question himself as to why he is feel this way at present and what his negative thought is. He should question and introspect as to what triggered the negative thoughts and if the reason for the same is good enough(Skinner 2005). A correct measure as to how genuine the thought is can be the persons answer to the last question. It is suggested that the person should share his fee lings with people close to him or his best friends (Dalgleish, 2004). After this introspection and self questioning it is suggested that the person starts to volunteer and gets himself busy in group work or community program. He can join community events or organizations that interest him. This involvement reduces the time spent on negative ideas. This way the person can start flooding his life with things very positive and with activities which involve interaction. The person can start feeling better in due course(Baum 2005). The person can take interest in personal health and fitness. This reduces time spent on thoughts relating to negative experiences. The person can start reading books on personality improvement and confidence(Baum 2005). 4. Implications of Practice: for Special Needs children 4.1. Review of Research findings on students with Down Syndrome. This part of the article concentrates on review of research findings by Catriona Wilson (2010) as given in her article Self Esteem in Children with Down Syndrome in the Mainstream Classroom apart from inputs from other researchers. The article By Wilson(2010) focusses on self-esteem in children having Down syndrome in mainstream schools compared with a group of developing children in a chronologically age control group and also by comparing with group of children having problem of Generalised Developmental Delay. The perceptions of teachers regarding self-esteem in children were also considered while writing this article. A multi-dimensional scale was used for measuring self esteem. The subscales in this scale were tapped academic competence, social acceptance, physical competence, physical appearance, maternal acceptance. The results showed that children having Down syndrome have good levels of self-esteem which are in some cases at higher level than their developing peers. Also wit h physical indicators of the condition, children with Down syndrome showed increased levels of social acceptance than children with problems of developmental delay. It was found that teachers overestimate self-esteem of children having Down syndrome seeing their peer acceptance. The findings of this research are transformed into various recommendations designed for schools and there were suggestions for future research as well (Wilson 2010). 4.1.1. Self Esteem of Pupils in main stream school The first year at the school is important for the self-esteem development and also adds that if students have low self-esteem, they cannot learn properly. This leads to their consistent failure and underachievement (Lawrence 1996 as cited in Wilson 2010).As a result, schools have good potential to influence students self esteem. Positive feedback by a teacher boosts the self-esteem of the student while negative feedback pulls down the students self esteem (Cosden et al. 2002 as cited in Wilson 2010).As such a teachers primary goal is to build self esteem in the student. This issue which was given insufficient attention earlier were given due recognition in the latest National Curriculum Framework for PHSE. This needed standardisation across schools. More specifically children having Special Educational Needs (SEN) are found to have considerably lesser self-esteem than their peers (La Greca Stone 1990 as cited in Wilson 2010).But apart from mentioning this finding, the issue was not a ddressed by the National curriculum. 4.1.2. Self Esteem for SSEN children Students with learning disabilities have to receive lot of negative messages from their childhood right from the time of their birth and that continues even in their school life as they have to bear with stereotypical and negative attitudes towards them. This makes life tough for children with learning disabilities. The SSEN students have to face with problems of social acceptance, awareness of differences with other students and academic failure (Cosden et al.2002 as cited in Wilson 2010). Also placing these students in special classes may have negative effect on their self esteem. But Beltempo Achille(1990 as cited in Wilson 2010) found that a combination of mainstream and special education will be very benefic for the SSEN students. Apart from this, there are differences in self-esteem for children falling the group of learning disabled and the chances that this group is homogeneous are very less (Denzin Lincoln 2008,Sigelman Rider 2008, Cosden et al.2002 as cited in Wilson 2010) . Down Syndrome is a genetic condition that arises with the presence of an extra chromosome 21 and can be said to be the perceptible reason for learning disability in both children and adults (Roizen Patterson 2003 as cited in Wilson 2010).Children with Down syndrome (DS) can be easily identified by their physical features and the children with DS develop slowly than their peers and tend to stay at each step in development for a longer time. This leads to an expanding gap with children with DS and their peers. The problems with learning range from mild to severe and also students have problems with language, speech, memory and reading (Liptak 2008).As against the common notion that individuals with DS are good-natured and cheerful, there are serious problems like impulsivity, hyperactivity and attention seeking (Parens Asch 2003).Earlier, there used to be notion that the problem with Down syndrome is genetic and recognizing the same helped to eliminate the outlook that children with DS should be sent to separate institutions and led to the concept of inclusive education for these students. 4.1.3. Modification of Classroom For younger children with DS, chairs and desks are needed to be evaluated for ensuring good posture. Platforms and stools can be provided so that childrens feet can rest on them and do not reach the ground. Cushions can be used in chairs in case more height is needed for the child to raise to the table. For ensuring proper grasp with writing, pencil grips can be used. Modification of scissors with springs is needed for these students to help them operate easily. Also there should be modification to recess activities and physical education for these pupils (CarrolAnnMc5 2010,Wilson 2010). 4.1.4. Location of DS children in the Classroom The placement of children with DS in a classroom assumes significance because these children often suffer from hearing loss which ranges form mild to moderate. It is necessary to ensure that these children are located nearer to para educator or teacher for listening to lectures and instructions. The pupils can be placed at a place where they can concentrate well without distraction. This place should be used rarely to improve concentration of the child. Greater use of this area for classroom can make the child feel isolated, so this place should be used cautiously (Wilson 2010). 4.1.5. Helping students with DS to understand Classroom Instruction The vocabulary that the child requires for classroom participation to understand and interpret the lessons should be introduced. It should be ensured that the child learns the key concepts well before the lesson is taught and is provided with the required learning tools. The level of the childs knowledge should be assessed and the vocabulary and curriculum should be modified accordingly. Students with DS learn more visually. Also students should be taught concepts and instructions orally apart from teaching through diagrams, pictures and visual cues. Children can be made to repeat instructions so that they can understand lessons. Students with DS might be given shortened assignments or they can be given extra time for the completion of assignments to help them complete the assignments (CarrolAnnMc5 2010, Wilson 2010). 4.1.6. Making children with DS to learn from their peers Children with DS are friendly and sociable and learn well by imitating their peers. So inclusion of these pupils as part of a peer group can thin down their feeling of isolation. This way peer modelling can help students with DS. It is always helpful to let the child observe their peers and learn doing a difficult task and reduces their isolation. Children without DS are also benifitted with this interaction as they start learning to accept their peers with DS and it increases their awareness (CarrolAnnMc5 2010, Wilson 2010). 4.1.7.Behaviour Management of Children with DS Positive feedback can work wonders with children with Down syndrome. Effort should be made to provide positive feedback for good behaviour and the results of negative behaviour should be clearly explained to students. Also there should be good communication between the childs parents and school in case of children with DS and a daily report can be submitted to parents with daily activities, progress, behaviour and lessons taught recorded in the journal (CarrolAnnMc5 2010, Wilson 2010). 4.2. Music Education to Children with Handicaps Handicapped children are referred to as special needs children. Music enriches their lives. With the Rehabilitation Act of 1973 and the subsequent amendments made under the Section 504(CarolAnnMC5 2010),the issues pertaining to the learning environment of special needs student have to be addressed by the district schools. Additionally assistance through technology was to be provided for pupils under the Disabilities Act for providing response to consumers through a delivery system in every State and also to the families with these pupils. Assistive devices are prepared and Individualised Education Plan (IEP) for each special needs child is to be prepared by greater interaction between educators and parents. All educators working closely with Special Needs Children including the music educator are to be part of IEP meetings (CarrolAnnMc5 2010). Equal benefits are not offered by Music Education and Music Therapy for the special needs child though both of them play significant role in overall development and growth as per the views from professionals in these fields. While music therapy aims to improve the pupils health, music education focuses on teaching music. In some school settings, music programs are used for getting positive goals. Inclusion of various adaptive instruments such as switches enables these students to work at their own level and also work in a group setting. Velcro bands and assistive computer program

Cell phones aloud in school Essay

Most school administrators regard cell phones use as disruptive and distracting devices in class, as well as a form of cheating during tests; so schools made the policy that prohibit cell phones on school properties. But I believe that there are a few reasons why cell phones should be allowed in schools. Restriction of bringing cell phones to school may be good, but it also causes resentment among parents and officials. In the first place, nowadays increasing numbers of parents are purchasing cell phones for their children. They want them to bring along their cell phones at any time, in order to know their whereabouts and enable their children to make contact with them in case of emergencies. Of equal importance, students occasionally must inform their parents or drivers if they have last minute school schedule changes or something has to be done after school hours. Furthermore, there’re only disadvantages to go against parents, and prohibiting cell phones can also lead to inconvenience for students. Most schools only take in the negative effects of allowing cell phones into consideration but never think of the problems it may cause if cell phones are prohibited in school. Likewise the numbers of students that use cell phones to cheat on tests; distract and escape classes are just a few. Therefore there’s no reason for others to pay the price for those who make the mistakes. The teacher shall confiscate one’s cell phone if he or she has done the following things. This will then make the students feel that they’ve received fair treatment. Another reason cell phones should be allowed in school is because students are old enough to know what can be done and what cannot be done. In support of this, students aren’t happy about the fact that only teachers have the privilege of bringing cell phones to school. They feel that they are not being trusted and treated equally by the adults. Subsequently, more of them begin to violate school rule by bringing in cell phones illegally. I often heard them discussing about finding a perfect location to hide their cell phones when they overheard the principal is coming for checking up. Also students should be able to take responsibilities for their own things and actions; so allowing cell phones in school will be a good example. Now that we have discussed the problems of prohibiting cell phones in school, setting general guidelines will be the solution to these problems, using cell phones on appropriate time and location while allowing students to have the freedom to make calls. It does not only eliminate resentment; thus it’s a way to prove that whether students can be trusted or not. Should cell phones be allowed in school?