Pollutant Hazards

Such pollutants that are released are as follows; ; Zinc, which comes from the weathering or age of pipes; ; Copper, which can come from brake linings, worn pipes and fittings; Pollutant Hazards ; Used Motor Oil; ; Organic Waster such as garbage, animals droppings, leaves and grass clippings; ; Nitrogen and Phosphorus from lawn and garden fertilizers All of the above pollutants are distributed through the storm drains and into the fresh water streams and rivers, causing our fresh water supply to be significantly polluted. (Kennedy, Robert F. ,Jar. â€Å"Who speaks for the environment? There are also polluted runoffs which go into fresh water and occurs when precipitation over and through the soil. This causes the pollutants to be picked up and carried away being delivered into our lakes, rivers, oceans and other wetlands, sun pollutants are as Tools; ; Fertilizer ; Pesticides ; Live stock ; Mining waste ; Construction sediments ; Soil erosion and etc. With our Fresh Water supply fac ing the many factors than continue to cause our water supply to constantly be polluted, also causing a depletion in our fresh water supply.For a human to consume water that is contaminated on a regular daily basis an create enormous health hazards to both human and animals. (Kennedy, Robert F. , Jar. â€Å"Who speaks for the environment? ) Ocean water pollutants are contributed by land, river's emptying in the ocean, oil spills, gas spills, marines, fisherman and many others. Ocean waters may suffer from â€Å"beach†, which is when dolphins, turtles, and other sea or ocean creatures are unintentionally killed by fisherman.Then there is what they call â€Å"habitat destruction†, which occurs when trawl catching nets that are dragged along the Ocean floor to catch fish destroy the habitats taking everything with it or pulling it room the Ocean floor and to drop it in another location when it is released from the net. The pollutants that are released into the ocean water ultimately effects our fish and the quality of our produce that we feed off of as well as slowing the rate in which sea and/or ocean animals may populate.Ground Pollutants Ground pollutants are contributed by both air and water pollution, which is hazardous for all growing plants including but not limited to crops as well as humans and Pollutant Hazards animals that feed from those plants and crops. Ground pollution is also caused by he everyday garbage found on the streets within your community, along with terrestrial land which is being used as a land fill for everyone's garbage including recyclable, because it is commonly overlooked.When it comes to our environment suffering and the individuals that live within our environment that suffering from the hazards of pollutions, it is time to make changes. There is no good impact when discussing the issues of pollution. Reaching Sustainability One way to lesson the air pollutants released each day would be to reduce the amount AT roll ing Ana transporting jean person does everyday commuting Deck Ana Roth from place to place.I think that it would help if factories and other corporations found other means of energy versus releasing large amount of air pollutants into the environment each day. There needs to be more individuals that take an interest in not only helping their environment but as well as their health. It is time fore every individual to become aware of the health risks that air pollutants cause to them, their children and unborn children due to the mother inhaling the pollutants, it also affects animals and plants that required air to breathe to continue their existence.Due to the health risks that air pollutions can also cause, it is suggested that during the time we are trying to undergo Pollutant Hazards control of the air pollution that all individuals cut down on and all physical activity during high-pollution days. (In brief; Heart aches for clean air. Harvard Health Letter) â€Å"The Environmen tal Protection Agency has a Web site, dubbed Air Now (wean. Gob/rainbow), that lists particulate and ozone levels throughout the country. (In brief; Heart aches for clean air. Harvard Health Letter) â€Å"High temperatures in the days ahead increase ground-level ozone, but the seasonality of articulate pollution depends on where you live. † (In brief; Heart aches for clean air. Harvard Health Letter) â€Å"East of the Mississippi, levels are highest starting about now through September because sulfates are more readily formed from sulfur dioxide emissions from power plants in warm temperatures. † (In brief; Heart aches for clean air.Harvard Health Letter) â€Å"In the western half of the country, levels are higher from October to December because much of the particulate pollution there is in the form of nitrates, which form as temperatures cool off. † (In brief; Heart aches for clean air. Harvard Health Letter) Water pollution seems like a harder pollution to tr y to sustain; or we could make it a little simple and take out of the contributing factors that lead to water pollution and not use them.It is a fact that water pollution can never be 100% cured but we can make the effort to better it, such as taking away the pesticides and using natural resources that have been proven to work for the same purpose that the pesticide is being used. Then there are the garbage droppings, fertilizer and oils from vehicles that run into the water, â€Å"Clean up after yourself and your animals people†, all it takes is a moments. There are a lot of factors that contribute to water pollution that can be eliminated. Ground pollutants would be manageable and contained by the time that the air pollution and water pollution were under control.However, I would make it mandatory for every residence or business to recycle. I would mandate certain times wherein community service would be exercised to clean up our streets and remove any garbage that and enfo rce a large fine upon those that continue to freely pollute Dye Legendary garbage Ana toner materials Trebly upon Lana Ana not disposing of them properly. Within this plan come exceptional benefits such as healthier individuals, cleaner air, water, and surroundings, and the conservation of our environment.Within this land lie many challenges and the first one being that of the individuals taking responsibility for their own actions and changing a routine that most people have become all too comfortable with. Conserving our environment is not a one person job nor can 50% of our world's population complete this task on its own, this takes the effort of everybody and the support and funds from the government. I do not for see seeking global support being a complication considering a significant amount of people are working to gain control and reduce the amount of pollution we are subjected to each day.However, changes that need to be made and enforced will require funds Pollutant Hazar ds from the government to help assist such as financing solar panels, providing each place of residence or business a recycle bin and possible taking a few of the abandoned building that have been forgotten about because of new terrestrial land being destroyed and making recycling factories that run off of natural energy that are placed in more local and convenient areas. Our world is a place that requires care and compassion and the time and patients to conserve our land while we as individuals that enjoy our health.

American Immigrants

In the past, America has been a destination for foreign Immigrants especially the employees who are looking for job opportunities. Highly skilled young people trained in management, technology, medicine have all been flocking to U. S. in search of jobs. The U. S. government had also openly scoured the Northern and West central Mexico to get workers during the World War I. There was a program ‘bracero’ which means ‘strong arm’ which brought about 400,000 workers in every year in U. S. from 1942-1965. (Stout R. J. 2).However there have been factors that have prompted the large number of U. S. foreigners to go back home to their native land and settle back there.. This paper focuses on some of the reasons as to why U. S. immigrants are going back home and settling there and possible solution that could reduce problem of going back. The problem of accessing permanent visa to the immigrants has played a major role in encouraging U. S. immigrants go back to their countries. Some people have been waiting for their visas for more than 10 years.Many people have become impatient with waiting of the Permanent Visa. Their have also been a great number of people especially the Chinese and Indians who have been going back home from America because of availability of job opportunities related to their professional careers. This has mostly applied to those who have chances of bringing innovations and growth in their home countries. This makes it easy for to afford purchase more commodities compared to U. S. and hence have a better quality life.There have also been a demand for skills on those who are going back home from the U. S. The technological companies for instance in India have been performing well and most of the top management jobs are given to their citizens. As much as the U. S immigrants get jobs in America, they don’t get the top managerial jobs as compared to when they are in their own countries. This fact makes it more reasonable for them to go back to their country and take these more prestigious positions.Economic recession has also contributed to resettling of U. S immigrants to go back home to their countries. So many job cuts have been made so that the company’s and the country can recover from the recession. High cost of living in America forces many to leave the country and go back home with their savings which has more purchasing power in their own country. The comfort of being near your family and friends, better career prospects and better quality life has made most of the U. S. skilled foreigners are deciding to go back home .However, the culmination of this is population pressure, competition for lands and jobs in their home countries. Many of those who have returned are also reported to be sick and more inclined to committing crimes compared to when they left. The money they have also brought back in their home countries has caused a challenge in that they forced an increase in local lan d prices. (LaGumina S. J. 549) To reduce the problem settlement instability in one country, the U. S government need to reduce the duration for waiting for permanent visa. Develop a policy that could encourage both U.S. citizens and immigrants be employed and promoted in top managerial positions so that they can find good reason for settling there than keeping migrating. Economic policy which focuses mostly on U. S government reducing spending especially on war needs to be emphasized and implemented. This would reduce the economic recession that has been witnessed in the past which forces major job cuts in big companies leading to immigration. Work cited LaGumina S. J. , Italian American experience, Taylor and Francis, 2000. Stout R. J. Why immigrants come to America. Green World, 2008.

How to Play Soccer

Period 4 03/03/10 Playing Soccer Soccer, or Football as many people may call it, is one of the most popular sports around the world today. Most people that play this wonderful and thrilling sport have many techniques in doing so. Every person has a unique style of playing. There are also different tactics and dribbling methods involved when playing soccer. Here are some ways of playing soccer and becoming better at it while practicing hard and developing new soccer skills.Warming up before starting a soccer match is the key because by doing so, you avoid getting your muscles hurt. This step should always be included when playing any sport not just soccer in order to play better and obtain better results. Doing drills is one way to warm –up. There are a variety of soccer drills available to start warming up before actually playing. One really good drill to warm –up is to place cones in a straight line and separate them about one foot apart. Then have a couple of balls at the first cone and start running around each cone with a ball on your feet.When you are done with one round, leave the ball at the end of the route and start the next round with a new ball. Another great warm –up exercise is to run about two laps in order to get your muscles and joints hot and ready. A series of small exercises are needed to start playing smoothly such as, jumping jacks, sit –ups, running in place, and push-ups. These are all great warm-up exercises before playing a soccer game. The next step in playing soccer is to actually play against your opponent.The objective of a soccer game is to score as many goals as possible on your opponent’s goal. The forwards need to score as many goals as possible and the defense needs to block any chances of a goal coming to their goal. The goalie is very important too because she/he is the one that keeps the other team from scoring, by blocking all the possibilities with their hands, feet, or even their body. T he midfielders are the ones who get the ball back to their teammates and run back and forth the whole match. They are also mportant in a game because they distribute the ball throughout the soccer field and make the game flow better. Cool down is the last step of playing soccer. You should walk with your hands over your head. This helps because your lungs become smaller when you run and by doing this exercise you expand your lungs again. While doing this you can also drink water or any electrolyte drink with vitamins. This helps you by getting all of your energy boosted back to your body. Eating healthy snacks after a game is also very important because when you exercise your body looses vitamins and nutrients.Fruits, vegetables, and granola bars are a great way to get all of those lost nutrients and revitalize your body system. Relaxing is the last step you should do to reduce stress after playing soccer. Also when you get home you should take a hot shower to reduce fatigue and soo the your muscles. By doing all of these steps you can become a really good soccer player and even the next Cristiano Ronaldo or Lionel Messi who are the two best soccer players in the world today! These are all the reasons I have to tell you that soccer is one of the best sports in the world today.

Economics for business Essay Example | Topics and Well Written Essays - 1500 words - 2

Economics for business - Essay Example The US economy’s success in the past with their macroeconomic policies is reflected in the Federal Reserve’s successful management of the economy during the economic meltdown in 2000 and 2001. The dot.com meltdown along with the subsequent recession brought down the US economy in early 2001 with high levels of unemployment and plunging equity markets. But with the government’s repeated tax cuts and Federal Reserve’s interest rate reductions, the economy was back on its feet in a short span of time. The economy grew steadily post that through the end of 2007, with real GDP expanding at an annual rate of 2.6% during this period. Productivity rose at a 3% rate, equity markets soared, unemployment rate fell to 4.4%, inflation remained low and consumer spending grew by 5.5% year-on-year (Rattner, Steven). With capital readily available, the cost of borrowing fell to record lows and lending grew at a rapid pace. With the soaring economy, the level of corporate bond defaults reached its all time lows. With record liquidity in the credit market, the economy went all out and volumes of leveraged buyouts soared. Leveraged buyouts are a sign of an ambitious take-over as the financing in such a case is mobilized principally through risky bonds that carry high interest rates. Such low rated debts swelled to 35% of the total high yield issuances in the US (Rattner, Steven). In 1994, less than 5% of the total mortgages were subprime in the US; in 2005, the figure was up to 20%. The rates of interest began to increase in 2005 after years of stable and decreasing trend (EconomyWatch.com). This led to fall in demand for houses, which brought down the house prices as well. A number of house owners who were highly leveraged on subprime mortgages found themselves neither being able to combat the increase in payment nor sell of their houses. â€Å"According to a National Bureau of Economic Research study published in 2003, the

The Lexus and the Olive Tree Essay Example | Topics and Well Written Essays - 750 words

The Lexus and the Olive Tree - Essay Example By this, he meant being obsolete and getting phased out. This syndrome led to the loss of productivity economically through wages, productivity, standards of living and competitiveness amongst others. He further expresses globalization by saying one may not know how the globe is revolving unless one understood the new globalization system. The title ‘The Lexus and the olive tree’ is significance in the following ways; The Lexus is a luxurious ultra-modern car and the traditional olive tree is representatives of the current struggle between the effects of the cold war. The inescapable encroaching modernity and the fight by nations to retain their cultural identities without being influenced by the forces of globalization. A Lexus is a luxurious automobile entirely built by a mechanical assembly line whose robotic finishing is used to enhance perfection and quality control mechanisms. The Lexus is an explicit indication of the drive for prosperity. The olive tree is a representation of one’s national culture or identity. The book the ‘Lexus and the Olive tree’ argues that nations are supposed to put emphasis on privatization of their economies as well as adjusting their Government policies to streamline with the global strategies for globalization. The Lexus and the olive tree are elemen ts in the post -cold war period where countries strive on building and developing their economies while other nations are fighting for cultural identity through the cold war. This means that the world is facing two struggles, the urge to grow and prosper symbolic of the Lexus and the feeling to retain cultural traditions and identity symbolized by the olive tree. The balance between following the Lexus as well as the olive tree is quite difficult, and both can’t be adhered to at the same time. Culture and identity conforms one to old age political policies which cannot allow for

Taxation Essay Example | Topics and Well Written Essays - 2000 words - 10

Taxation - Essay Example This new progressive income tax introduced by Pitt saw the people remitting a levy of 2 old pence for every pound on incomes that were more than  £60 (this minimum amount was reviewed in 2014 and fixed at  £5348). The levy actually increased up to a maximum amount of 2 shillings (10 percent) particularly on incomes more than  £200. Pitt had projected a total receipt of  £10 million from the new tax but in actual sense it raised just over  £6 million in 1799 (James, 2009, pg. 30). This income tax introduced by Pitt was levied between 1799 and 1802 and was abolished by Henry Addington basically during the peace of Amiens. Addington had actually taken over as prime Minister following the resignation of Pitt in 1801 as a result of Catholic Emancipation. Recommence of the hostilities in 1803 saw the reintroduction of income tax by Addington; however, it was re-abolished in 1816 a year after the Waterloo Battle. Income Tax Act 1842 by Sir Robert Peel again saw the reintroduction of the income tax in the United Kingdom due to the growing deficit in the budget. This new income was only levied on incomes above  £150 which in 2014 was fixed at  £11,956 (James, 2009, pg. 41). Income tax in the UK has practically changed over the years. Firstly it was levied on a person’s income even though the persons were not beneficially entitled to the income which was taxed however; at the moment a person pays tax only on the income to which they are beneficially entitled. In 1965, an introduction of corporation tax took out most companies from the then income tax net. Income and Corporation Taxes Act 1970 consolidated the changes in the taxation. Further, there were changes in the taxation schedules. For instance, in 1988, Schedule B was abolished, in 1996, Schedule C was abolished and in 2003, schedule E was also abolished. The remaining Schedules were then superseded by an act introduced in 2005(Income Tax (Trading and other Income) Act 2005 particularly for the

Tax corporate Essay Example | Topics and Well Written Essays - 250 words

Tax corporate - Essay Example For many small businesses such as Northwest Brand Inc. often all major business investors are employees of the firm (Thomas and Keith, 1994). The business can avoid double tax through distributing their earnings to the corporation’s staff in form of wages and fringe benefits. Although the individual workers have to pay income tax, the Northwest Brand Inc Corporation is able to deduct employee’s wages and other benefits paid to its workforce in form of business expenses hence firm can comfortably avoid paying tax on the expense amount. Similarly, small businesses distributions to employees who are owners of the business accounts for all of the company’s income, ultimately nothing are left that can be subjected to corporate tax. In a situation where the company’s income is left in the business, this will normally be retained in order to finance future business expansion. Thorough this amount will be subjected to corporate tax. The charged rate is often lower compared to those paid by individuals. Larger corporations are unlike small businesses, are more likely to have investors that are not employed by the business. Under this circumstance, the firm can not distribute corporate profits to them as part of their remunerations among other business related incentives, which are able to avoid double taxation as it can be done under businesses that owners are among the workforce. However, they are able to avoid double taxation just like the small businesses (Ted and Robert, 1999). A typical case can be a non-active shareholder is referred to as the business consultant. Since payment to business consultants are tax-deductible expenses rather business expenses rather than dividends. It is may be difficult to include business owners to the corporation’s payment arrangement, for instance through including investors as part of the business directors. In order to obtain relief business investors from double tax, use tax-relief saving

Samsung Group of Strategic Management Essay Example | Topics and Well Written Essays - 2750 words

Samsung Group of Strategic Management - Essay Example The analysis provides a detailed description of the potential events for the future competitive environment as it is facilitated by the intensive innovation in the industries that Samsung Company operates. The analysis is concluded through outline the potential strategies that should be considered by Samsung and providing a detailed description of the three major strategies that should be implemented. According to the paper Samsung is a multinational company from South Korea that comprises of dozens of subsidiaries business that operate under the brand. Samsung was established in the year 1938 and its current operations are experienced globally. The most notable Samsung subsidiaries include Samsung Electronics and are considered the leading brand in the information technology. Samsung Company operates in a very competitive environment making it an ideal company to enhance the analysis for the project. The internal environment represents the events and factors that are within a company, which create an influence in the operations. The internal environment can also be referred as the micro-environment for a given company. The analysis of the internal environment focuses on the weaknesses and strengths that are exhibited within the domain of a company. The evaluation of the internal environment helps in understanding the competitive factor within the industry through analysis of the weaknesses. Also, it helps in understanding the improvement that can be facilitated by the strengths of the company. The other major factors that are considered in the analysis of the internal environment are the leadership style, the company’s culture, and the company’s mission statement. The analysis of the current internal environment of the Samsung Company can be evaluated by the understanding of the strengths and weaknesses within the company’s domain.  

Comparison of Poem Annabel Lee to my poem New Beginnings Essay

Comparison of Poem Annabel Lee to my poem New Beginnings - Essay Example The most prominent example could be read in all stanzas, with the constant repetition of the name Annabel Lee. It is also a ballad because it gives the subject of the author a mystical air, with the mention of words such as angels, demons and heaven. The tone of the poem Annabel Lee expresses a variety of powerful emotions, usually deep and dark. One can feel and sense a strong degree of grief, melancholy and hopelessness written throughout the poem. An illustration of such can be seen in the 5th and 6th line of the 4th stanza, which reads: â€Å"That the wind came out of the cloud by night, Chilling and killing my Annabel Lee†. The author conveyed words which are charged with all these powerful feelings so that it can have a sort of emphatic effect upon the reader, and also that the reader may emotionally understand and connect with the author. The poem’s diction is very intense and deep. It uses numerous words that reveal the author’s depth of thought and feeli ngs. By using these words, the author then makes use of them in varied figures of speech like that of metaphors. The expression of each word came out with much strength of delivery that it provokes the imagination of the reader to see what it is that the author is expressing through his written words. With regard to the syntax of the poem Annabel Lee, the author shifted from the normal English syntax in favor of a more poetic syntax. The use of poetic syntax helps increase the expression of emotional, psychological and spiritual impact to the reader. The poem Annabel Lee has the tendency to leave a thought or feeling briefly in a line, providing a pause, as to give it a sense of melodrama. This is how most of the lines go about throughout the poem, which gives the poem an ethereal aura. As for the rhyme scheme in Annabel Lee, much use of rhyming has been made to give it a lyrical effect, and this would make the work different from that of a prose. Such lyrical effect would make this poem a ballad. The constant repetition of the name Annabel Lee serves a purpose, which is to make emphasis on the subject of the poem, as well as to emphasize the other words that can rhyme with it. Every stanza in the poem has words in the end of each line that rhymes with the line after the one that precedes it. As for the meter characteristic of the poem Annabel Lee, the poem has a structure, of which the first and second stanzas have six lines, the third stanza having eight lines, the fourth stanza having six lines as well, and the seventh and eight stanzas having seven lines. Edgar Allen Poe used a mix of anapestic and iambic meters. Anapestic meter means  two unstressed syllables followed by a stressed syllable, which makes the words seem as if they have a fast paced movement, while iambic meter means two syllables which are composed of an unstressed syllable followed by a stressed syllable, which is usually the usual pacing of a person doing a casual conversation. The use of such meter characteristics gives the poem a sense of story-like movement and pacing, as much as it gives it a sort of life of its own. The poem New Beginnings has certain similarities to that of Edgar Allan Poe’s poem Annabel Lee. While it seems simple in language and makes use of the more contemporary casual English language, a reflection of the Romantic style is visible, through the use of words that invoke deep and intense emotions. Also, there are some interesting distinctions

Early childhood play inquiry Assignment Example | Topics and Well Written Essays - 1500 words

Early childhood play inquiry - Assignment Example According to Abbott (1994), it is not all types of play which will be beneficial to the child in terms of their early childhood development. Structured play however, as Abbot (1994) says, is able to help the child to analyse situations, investigate various materials and elements and come up with their own conclusions about the world around them. This process is very helpful to the child as it helps the child’s mental faculties to develop and in a positive way and also helps the child to interact with the world around her in a way that will increase her skills and her thinking processes Abbott (1994). In this regard, play becomes an essential part of learning and without it the child may have to take much longer before they are able to assimilate the world around them. As Abbott (1994) warns, play must be designed with the main intentions to help the child to learn rather than just having fun. According to Bruce (1996), children and adults have a lot in common with regard to how they learn. These commonalities include issues such as the learning from firsthand experience, learning through games and rules and representing their experiences through symbols such as music, drawings, drama etc. However, unlike adults, children only make sense of their experiences and what they learn through play (Bruce, 1996). This is why it is absolutely necessary for adults and especially early childhood teachers to be able to link play to the curriculum. Once they learn about this, it becomes very necessary to be able to help the child to link what she learns in theory and to the real world. In other words, to a child, the play section is like the laboratory for a high school student where they go to make sense of the theories they learn in school. The teacher therefore has to ensure that this â€Å"laboratory† is well equipped for the child to be able to explore as much as

Basket Exercise Essay Example for Free

Basket Exercise Essay Georgina Ryan, HR Director SUBJECT: Speaking engagement next week Ms. Williams, Mr. Armstrong has been transferred to a new location, earlier than expected. My apologies, however, if you would allow me to fill in for Mr. Armstrong, I would be honored to address the Business Club It is common for a large number of calls to come in all at once. When this happens, the customer relations–contact employee is supposed to take the customer’s phone number and get back to him or her within an hour. We’ve found in the past that this is a reasonable target since, after a big rush of calls, things usually settle down for a while. But when we check up on the contact employees, we find that they get back to the customer within an hour only about one-third of the time. Sometimes they don’t get back to the customer until the next day! I sent a memo to all contact employees about a month ago reminding them of the importance of prompt responses on their parts, but it did very little good. We need a training program from your department to improve this critical performance area. Can we get together early next week? MEMO TO: Ralph Herzberg, Manager of Customer Relations From: Georgina Ryan, HR Director. New Training Program Ralph, we will definitely have to address this situation. Let me get with my training program administrator and work out a training session/schedule for your department. I will get back with you on a date and time for next week.

MediaCorps Police and Thief Essay Example for Free

MediaCorps Police and Thief Essay 1. Short summary of my understanding of the question and my thesis statement 2. State some obvious similarities and differences between the 2 case studies. 3. Dissect each case study with the following categories in mind: a. Narratives b. Genres c. Representation d. Ideology e. Scenes 4. Conclusion 5. Some other things to think about: a. Give concrete examples. b. Aspects of styles. These two shows are very Singaporean. By this I mean that they contain many elements which are unique to my country, elements which only within the paradigm of our society will resonate with local viewers. Homerun, an Asian remake of the internationally acclaimed Iranian movie Children of Heaven is a movie directed by Jack Neo, who is a local celebrity best known for his comedic prowess and the many comedy shows under his name. Police and Thief is a relatively new weekly half-hour sitcom shown on Channel 5 which has yet to set a foothold in the heart of local audiences. These locally produced shows use, essentially different techniques in many areas to present the story to us while making use of our experiences as Singaporeans to help us understand and appreciate the shows from their story/plot to the surprises and nuances contained within. I will proceed to show you how the techniques used are also more different than similar. A distinction between the two shows is the element of narration. Cause and effect is employed to effectively present the story or stories in the shows. It is not uncommon to find secondary stories in an episode of a situation comedy or sitcom. These are often inserted into the plot and often come together in conclusion at the end of the episode. In Police and Thief, the show starts off on this episode with Lee Tok Kong the main character of the show wanting to get under the blanket with his wife and due to common reasons of tiredness and falling asleep quickly, has his pleas ignored. This scene is related to how Tok Kong later reacts to the wiles of a less than archetypical femme fatale. There is another story inserted in between, which shows how the neighbours sons, Rudy and Rafi having an unspoken conflict over a common love interest. This plot development has no explicit and implicit impact on the main story mentioned earlier. It almost feels like tokenism has taken place, either to fill up the half hour of screen time or to give emphasis to the other characters in the sitcom. In Homerun, it is quickly established that poverty leads to a lack of options and hence with the losing of shoes early into the movie, we see the main cause in the show that explains later effects. The show revolves around how the main characters are thwarted at every attempt to obtain a new pair of shoes or retrieve the old pair. We do not see scenes that have no relation to any other. In fact the entire narration of Homerun is about a search for a cause-shoes. Both the shows have different range of stories. There is less suspense buildup in Police and Thief and this is probably due to restricted narration where both the audience and the characters in the show know the same information at relatively equal times. The only example of unrestricted narration in the recent episode was when Rudy cheated on his promise to his brother Rafi behind his back to get a chance to go out with the girl, Cecilia, they both like. Rafi only found it out in another scene when Cecilia whom similarly does not know of the conflict called their home. In this case, we know more than several characters in the show at a particular time. In Homerun, during the opening sequence of Chew Kiat Kun running errands for his family, it is quickly established that a rag-and-bone man had taken away the pair of shoes which Kiat Kun had put down. Kiat Kun has no idea how the shoes had mysteriously disappeared and hence his sister Seow Fang too. In this scene alone, a beautiful play on camera angle suffices to keep us in suspense till much later in the show. This seemingly passing top down close up scene of the gnarled hands removing the shoes helps to tug hard at our heart strings when we later realize the rag-and-bone man is blind. The above is a good example of how both restricted and unrestricted narration can be developed from one scene. We know who had taken away the shoes (unrestricted narration) but like the characters in the show we have no idea he was blind (restricted narration). These two shows belong to the 2 commonest genres in Singapore. Police and Thief can be classified as belonging to the HDB genre. In fact this plot of this particular sitcom revolves around the conflict faced by two men who live in close proximity. It has an appeal particular to local viewers who are able to appreciate the familiar settings. One example which we can relate to is the scene of Lily, Tok Kongs wife who repeats a punch line in a scene where her face is framed in the center of our common older HDB window panes. It is common to see neighbours walking and talking from the same angle for those who have lived in HDB flats. Homerun is a social commentary and even as it is based in 1965, the year Singapore became independent, it reflects on socio-political situations which were prevalent during the time of filming i.e. the water issue between Malaysia and Singapore. Another genre which is mixed into both these shows is the coffee shop genre, featuring many scenes of meeting and interactions at local coffee shops. We see this in Police and Thief where Tok Kong was being interviewed by a lady near the beginning of the show and in Homerun, Kiat Kun helps out his teacher from school who is close to collapsing from shortness of breath at a roadside coffee shop. There is obvious stereotyping in Police and Thief. Tok Kong is your typical gangster or Ah Beng in colloquial terms. He has wild, pointy gelled hair and wears colourful clothing, even for sleeping attire (Opening scenes). His heavily accented Singapore Colloquial English (SCE) (Dont play with my heart) and his love for techno music scream Ah Beng. He is put in direct contrast with his neighbour and antagonist in the show Sergeant Dollah who is a policeman. Dollah is characterized with short hair, very neat and righteous. These stereotypes alone set the premise for tension and conflict as neighbours. It is akin to Phua Chu Kang versus his sister-in-law Margaret. The stereotypes in Homerun broadly differentiate the rich and the poor. A simple comparison can be made between Beng Soon and Kiat Kun, friends of opposite ends of the economic spectrum whose relationship sours then mends in the course of the show. Beng Soon is cast in shirts, clean with well-gelled hair (in school) and stands at a good head taller than Kiat Kun. His friend however is almost always dirty, with smudges on his singlet and/or face. Even during a game of soccer, Beng Soon provides the soccer boots and he is the only one on the field with soccer socks. Tok Kong as the gangster also becomes an icon easily associated with local shows of similar genres. There is no obvious icon in Homerun. It uses a motif rather, to play out the story. There were multiple scenes of close ups of your Bata white or dirty shoes (in the shops or in the background with Seow Fangs face in the focus). Many scenes of tension started because of shoes e.g. the shoes slipping off and into a canal full of rushing water and even in the scene where Seow Fangs teacher paces as the children are exercising). These scenes feature changes in music, close ups with dialogue in the background, all to draw attention to the motif in the show. During the scene at the well with the confrontation between the two groups of boys, we see wealth being equated with power, that Beng Soon who was the rich one could actually decide who got to use the well. This is perhaps the directors ideology portraying the way Malaysia hordes over us in the water issue. The premise of Homerun revolved around three things: shoes, intelligence and power being associated with wealth. Jack Neo parodies the socio-political situation between Singapore and Malaysia using the three elements with shoes being the water, Singapore being the more intelligent country and power that Malaysia holds over us due to their superior water resource. The two shows end differently too. The end of the sitcom is close without answered questions while the cryptic ending of Homerun leaves us pondering what the director would have us think as we leave the cinema. There is no element of suspense left in Police and Thief to entice the audience to look out for the next episode, unlike a soap opera. Even as both shows make use of our experience to enhance our appreciation and understanding of the shows, they obviously use several different techniques and some similar ones to bring forth the essence of each individual story. These different methods highlight certain elements essential to the plot of the stories and ultimately help us to enjoy the shows as Singaporeans.

Accounts of Evacuees in WW2

Accounts of Evacuees in WW2 When and how did evacuation happen? Introduction Evacuation was a key wartime strategy to protect the civilian population and minimise panic in areas that would likely be enemy targets, but the plans for evacuation were started well in advance of World War II. Hitler’s appointment as Chancellor, and the devastation of aerial bombing campaigns during the Spanish Civil War, served to alert the British government to the threat on war and particularly the need to be prepared for air strikes on major cities (Ross, 2001). The Anderson Committee served to divide Britain up into areas based on risk of air strike, designating areas as being for evacuation, neutral, or reception areas. In September 1938, the British government announced its plans to evacuate 2 million people in the event of war and had found accommodation for up to 4 million people. The official evacuations started in earnest in September 1939, with ‘Operation Pied Piper’. The objective was to evacuate priority groups (children, mothers and children, the pregnant, the disabled, and teachers – as outlined in source 2) from the major cities. During this phase, 3.5 million people were relocated to reception areas, mainly by train, and often on a first come first served basis. The haphazard nature of the evacuation meant that groups were sometimes split, reception areas over-subscribed, and evacuees placed with families who were expecting to receive a different priority group or evacuees of the same social class. After the fall of France, and the onset of the Blitz, further waves of evacuations continued until September 1944. The priority groups now included the elderly and people were also relocated from coastal towns and ports. In this phase of the evacuations, approximately 200,000 children were relocated including children who had been earlier evacuated to these areas from the major cities. The government also provided free domestic travel to those who wished to make their own arrangements (Brown, 2005). Experiences of the evacuees From our knowledge of the evacuation process, particularly with regard to the haphazard nature of the allocations to reception areas and host families, we might infer that the experiences of evacuees could be quite traumatic. This is the case for Mrs Preedy, who recounted her experiences of being an evacuee over 45 years later in her book based on her wartime diary (source 7). She was evacuated with her close friends but was separated from them on arrival at the designated reception area. She was billeted with another girl who was not a friend and â€Å"foisted† upon an older and childless couple, which tallies with our understanding that evacuees were often placed with hosts who were expecting a different priority group – in this case, possibly an adult. The household that Mrs Preedy describes is working-class, with the woman having previously been in service, and the house lacking in heat (as well as emotional warmth), and dimly lit. We can infer that Mrs Preedy is most likely from a middle class background, unused to assisting regularly in household chores, and used to a warmer and brighter environment. This experience again tallies with our understanding that many evacuees were mismatched with host families on the basis of social class. Mrs Preedy’s account of her wartime experiences is useful as she has based her account on her own contemporaneous diaries. The diaries will, however, likely be dominated by the discomforts she experienced (being separated from her friends, with ‘cold’ hosts, in their cold home). We are not told how old Mrs Preedy was at the time of her evacuation or how long she was evacuated for but her unhappiness with the experience is palpable. For one 10 year old (source 11), the contemporaneous account we are given is very basic. After enquiring as to her mother’s health, she says that she doesn’t like her hosts’ faces but refers to not having seen the lady in daylight. We might infer from this that the letter was written soon after a night-time arrival and these first impressions are from a child searching for signs of friendliness in her hosts, and only finding it in their dog. While the letter is not detailed, there is significant value in this child’s immediate response to her new environment. Mr Kops’ autobiography, written almost twenty years after the end of the war, recounts his awe at the cleanliness and lavishness of his new surroundings (source 10). Mr Kops was evacuated from a poor district of London to a Buckinghamshire village, making the transition from a poor working class household to a middle class home. Mr Kops does not describe his hosts, or the other evacuees he was billeted with; his recollections are solely on the material benefits of his new environment (such as hot tap water and an indoor loo!). While Mr Kops’ autobiography is not based on notes he made during the war, his account reads as though the unadulterated joy of discovering this new lifestyle is still very much fresh in his mind. Further, his transition from a working class to a middle class home appears to have been as wondrous as Mrs Preedy’s transition from a middle class to working class environment was traumatic. Experience of the host families Having seen two very different reactions from evacuees to their experiences, we shall now turn our attention to the experiences of the host families who, as with the evacuees, could be expected to find the haphazard allocations system to have been traumatic. For many, there was a feeling of horror about the condition and behaviour of the children who had been placed with them. One extract from a contemporaneous report published in 1940 (source 14), describes in detail the concerns about the children’s lack of hygiene, poor health, poor clothing, and also describes both mothers and children being in the habit of soiling their beds. While this extract undoubtedly describes the views of some, it has been taken from a wider report and it is unclear if the rest of the report is in the same light. Some of the comments made appear almost hysterical, such as the assertion that â€Å"one child was suffering from scabies and the majority had it in their hair† [this could have simply been itchiness due to nits] and that the â€Å"school had to be fumigated after the reception†. While the veracity of some of the comments may be disputed, the excerpt is useful as social commentary as it gives a good insight into the reactions and possibly prejudices of people towards the influx of children and some of their mothers from the inner cities. For one boy (source 16), having two evacuee children sharing his home didn’t appear to be such a traumatic experience. In an interview in September 1939, the boy describes being disappointed that the evacuees were girls, as he’d expected boys, but sounds relaxed and cheerful about â€Å"showing them around†. The billeting of girls rather than boys to this home may have been a mismatch in the allocation or the child (and his family) may simply have assumed that other boys would be placed in the household. The interview with the boy was made by the BBC in the first month of Operation Pied Piper and was presumably intended to reassure the families of the evacuated, the prospective evacuees, as well as possibly encouraging further host families to come forward. The radio interview is also accompanied by a photograph of the boy, leading a small child on a donkey; as it is unlikely that all radio interviewees were routinely photographed, we might infer that the there w as a propaganda aspect to this interview and that the photograph was reproduced to promote both the interview and the evacuation programme. In considering the impact of evacuees on host families, some historians writing almost fifty years after the end of the war noted the disparity in the living conditions between the urban poor and the rural middle-classes (source 18). There is a sense in this account that there was a strong class divide in Britain during the war and that the rural middle class had been oblivious to the living conditions of those in industrial areas. The exposure to the evacuees was considered to be a shocking experience, but one that had united people into a commitment to improving living conditions after the war. Conclusion In our consideration of this topic, we have accessed only a few accounts, representing the experiences of child evacuees and their hosts. That said, we are still able to conclude that evacuation had a profound effect on both evacuees and their host families. For the evacuees, there was undoubted upheaval as they were wrenched from their families and placed in unfamiliar surroundings. Being placed with host families who may not have been expecting a child (but rather an adult), or were from a different social class may have been added to the stress of the evacuation. For the host families, evacuation brought an insight into urban and industrial life that was unexpected and in some cases unwelcome. The condition of the children was for many quite shocking, with wide-ranging concerns about the children’s health, attire and conduct. Historians have access to a wide range of evidence in order to find out about the effects of the evacuation. There is contemporaneous evidence, reflective accounts, and also the works of other historians. Assessing the value of these sources is a matter of judgment as most material is produced with a purpose in mind: determining whether that purpose enhances or undermines the credibility of the source is one of the tasks of the historian. Bibliography Assignment sources 1-18 (as provided by client) Mike Brown (2005) Evacuees: Evacuation in Wartime Britain 1939-1945. Sutton Publishing Stewart Ross (2001) Evacuation (At Home in World War II). Evans Brothers Limited.

The Christian Explanation of Samuel Becketts Waiting for Godot :: Waiting for Godot Essays

The Christian Explanation of Waiting for Godot    "The human predicament described in Beckett's first play is that of man living on the Saturday after the Friday of the crucifixion, and not really knowing if all hope is dead or if the next day will bring the life which has been promised."  Ã‚   --William R. Mueller  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In the five decades since Waiting for Godot's publication, many of the countless attempts to explain the play have relied on some variation of this religious motif proposed by William Mueller. Though Beckett's open text invites the reader to hunt for an interpretation, statements as decisive as this one overstep the search and leave little room for any other possibility. His idea has a compelling textual basis, but its finality violates the spirit of the play. Kenneth Tynan suggests that "Beckett's Waiting for Godot is a dramatic vacuum...It has no plot, no climax, no denouement; no beginning, no middle, and no end." Such an idea forces any analyst of this enigmatic masterpiece to tread lightly and makes definite criticism nearly impossible. Before examining an explanation as conclusive as Mueller's we must acknowledge that we cannot hope to determine "the meaning" of this play. Neither the text nor its author makes a claim to any intrinsic meaning, yet a new meaning is born each tim e a reader or viewer partakes of the play.   Ã‚  Ã‚   With such cautions in mind, we can now approach Mueller's religious hypothesis with a safe detachment. The first utterance of Godot phonetically brings God to mind, and evidence throughout the play assures the reader that this path is a valid one to follow. On the most mundane level, Vladimir supports Mueller's premise with his guess at the timeframe of the play: "He said it was Saturday. I think"(10). We discover, however, that even this statement hides beneath the uncertainty as Estragon challenges, "But what Saturday? And is it Saturday? Is it not rather Sunday? Or Monday? Or Friday?" (11). His questioning reasserts that this work defies explanation and reminds us that we are following only one possible solution to an unsolvable problem.      Ã‚  Ã‚   If we read this drama with the intention of fitting Mueller's theory to the play (or perhaps the play to his theory), a vast number of previously unnoticed interpretive opportunities arise. Though the nondescript tree can be universally symbolic, when viewed from a religious standpoint it conjures an image of Christ's cross.

The Rosetta Stone Essay -- Hieroglyphs Egyptian Writing System Essays

The Rosetta Stone In 1799, when Napoleon’s army was dismantling a wall in Rashid, Egypt, they discovered the Rosetta Stone. Little did they know that this 11-inch thick piece of rock would be one of the greatest discoveries in history! It contained Egyptian scripture, with Greek also on the stone. This was used to decode the once lost Egyptian writing system. Before the 1800’s, attempts at trying to uncover the secrets held by the ancient Egyptian hieroglyphics found on walls inside numerous tombs were useless. The pictures were falsely believed to be symbolic, representing some sort of object or idea. Something soon changed all of this misconception. 1799 was the year of a great breakthrough in Egyptology. French troops, under Napoleon’s command, were destroying a wall when they found a black, basalt stone. The stone was inscribed with three different forms of writing: Egyptian hieroglyphics, a shorthand form of hieroglyphs, and Greek written in 196 BC. The Rosetta Stone then be came instrumental in decrypting the long forgotten Egyptian writing system. The stone was first discovered near Rosetta, Egypt, by one of Napoleon's soldiers, named variously as Bouchard, during his expedition to Egypt in August of 1799. In no time, this discovery was mentioned to all the top scholars who were immensely interested since there was no way to decode the hieroglyphs. In 1802, Johan David Akerblad was the first to break ground in identifying the first demotic symbols. He identified a few of the proper names in the demotic text, after comparing them with the same names found in the Greek text. (Ogg 78) Next on the scene was Thomas Young, an English physicist, who took an interest to the deciphering the Rosetta Stone as well. After much researching, Young was able to prove that the proper names in the hieroglyphics section of the stone did in fact have phonetic value, and were not made up of symbols. He then introduced the idea of the proper names being written with ovals around them, known as cartouches. In reality, the hieroglyphs only contained six. Of the phonetic values that he assigned to hieroglyphs, five were correct (p, t, i, n, and f). (Budge 54) In 1814, he revealed the way in which the hieroglyphic signs were to be read by studying the direction in which the birds and other animals were all facing. He also was able to correctly identify some single-consonant... ...y death due to a stroke. The whereabouts of the Rosetta Stone today is the British Museum, in London. Without this old, black, basalt rock, we may never have deciphered the ancient egyptian scriptures. Still, there are many other writing systems of numerous lost civilizations that have yet to be deciphered. Until then, we can only make well thought inferences, and educated guesses until the next Rosetta Stone is unearthed. Works Cited 1. Budge, Sir E.A. Wallis. Egyptian Language- Easy Lessons in Egyptian Hieroglyphs. New York: Dover Publications Inc., 1991. 2. Ogg, Oscar. The 26 Letters. New York: Thomas C. Crowell Company, 1962. 3. Claiborne, Robert. The Birth of Writing. New York: Time Inc., 1974. 4. Andrews, Carol. The British Museum Book of The Rosetta Stone. New York: Peter Bedrick Books, 1985. 5. Giblin, James Cross. The Riddle of the Rosetta Stone - Key to Ancient Egypt. New York: Harper & Row Publishers,1990. 6. Frimmer, Steven. The Stone That Spoke- and other clues to the decipherment of lost languages. Toronto, Canada: Longmans Canada Limited, 1969. 7. Jean, Georges. Writing- The Story of Alphabets and Scripts. New York: Harry N. Abrams, Inc., 1992.

Humanitys Fall in John Miltons Paradise Lost :: Milton Paradise Lost Essays

Humanity's Fall in Paradise Lost      Ã‚   The original sin that led to humanity's fall in the Garden of Eden is by far the worst sin committed by humankind.   It is this sin that led to future sins.   This original sin   must be emphasized by writers to depict the evil involved in it.   In writing Paradise Lost, John Milton recognizes this fact and uses a variety of literary techniques to stress the evil in the story over the good.   The techniques used include a series of parallels with the parallel between good and evil being first and foremost as well, as symmetry to keep the poem in balance.   Paradise Lost is a poem essentially about the origin of sin and evil, as a result, Milton presents evil in a more coercive manner than good.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Satan and his followers in Paradise Lost are presented as being more evil than God and his disciples are good.   God addresses the Son to be in the likeness of himself in Book three by saying, "The radiant image of his glory sat, his only Son."(Bk. 3, 63-64).   Although this implies that the Son is a model of perfection as is God, it does not clarify it by stating it outright.   Milton definitely portrays Satan's evil in Book four by asserting that Satan is hell and that evil is his good because good has been lost to him. (Bk. 4, lines 75, 108-110).   Satan's moral state further decays in Book nine as detailed in a soliloquy at the beginning of the book by Satan.   Satan recognizes his descent into bestiality after once being in contention with the gods to sit on top of the hierarchy of angels.   He is unhappy with this "foul descent" and in turn wants to take out his grief on humanity.   Despite recognizing that revenge eventually becomes bitter, Satan wants to make others as miserable as he is.   It is i n destruction that he finds comfort for his ceaseless thoughts.   (Bk. 9, lines 129-130, 163-165).   Satan is described at length in an epic simile that compares his great size to that of mythical figures.   This simile drags on for sixteen lines of direct comparison.   This comparison to mythical figures makes the reader think more about the subject therefore invoking more thought about

Family structure Essay

First of all the meaning of a family varies from place to place and from culture to culture. Nowadays in some countries there are different types of family existence. For instance traditional extended family has dominated the Saudi Arabia, they have considered the parents the siblings aunts and uncles cousins and grand and great grand parents form the basic unit of the society. The traditional extended family structure has ended up being in Saudi because of the maintenance of the Islamic social, political, and political values. This means that every single being identity in Saudi Arabia posts a collective ancestry, respect for elders, obligation and responsibility for the welfare of other family members. Australian families cannot be compared with the Saudi Arabian type of a family we can define the Australian type of a family as nuclear one but not all families are nuclear. This defines the Australian Family, Which is there might be couple with or without co-resident children of any age or lone parents with co-resident children of any age or other families of related adults such as brothers or sisters living together where no couple or parent –child relationship exists. Effect of Family Structure on Life Satisfaction: Australian Evidence. (2010). Australian community is considered to be the bread winner that is the mother can go to work with the father, but majority the mother provides for the family whereas the father organizes a good bond with the kids. Australia institute of family studies (2010). The mother and the father are responsible for the decision of the family and are both responsible in raising and taking care of the children. This is much different with the Saudi Arabian parents the mother is responsible for the taking care id the children and the house hold chores while the father is still considered to be the head of the family, sons and daughters are taught on how to follow the inherited traditions and responsibilities. a womas life Saudi Arabia (2008). The development of culture beliefs and habit from the past has brought up a difference of the role of the men and women I n both Australia and Saudi Arabia. Both the countries beliefs state that the man still remains the head of the family and the woman remains the care giver of the children, no matter how they try to change the role it will remain the culture being the same. There is difference on the two countries on the bond of the parent and the teenager for example in Australia the mother and the father is always close to the teenager, he gives advice to the teenager and allows him to take the necessary decisions for himself f but this is very different in Saudi Arabia where by the teenage boy should only be seen with other teen age boys and the teenage girl should stay with other teenage girls, they do not make there own decision they follow up the inherited tradition and responsibities. In Australia it is the role of the parent to allow the children to have enough space on what they are supposed to do that is taking care of the children is very necessary but letting them make there own choice, but the Saudi Arabia its much different where by some children will be allowed to take care of other children but at the same time under the supervision of the parent David E (2003). Both the mother and the father in Australia pay close attention to there children for instance they can interact freely with them by either the child is a girl or a boy, but this is also different in Saudi Arabia where by the father is free with the boy child and the mother is free with the girl child. Skolnik A (2010) Reference list: A Woman’s Life in Saudi Arabia. (2008). Available http://americanbedu. com/2008/03/06/a-womans-life-in-saudi-arabia/(accessed April 23, 2010). Australian Institute of Family Studies. Available(2010). http://www. aifs. gov. au/ (accessed April 25, 2010). David E. (2003) The Role of the Extended Family in Saudi Arabia.. http://www. saudi-american-forum. org/Newsletters/SAF_Essay_09. htm(accessed April 24, 2010). Effect of Family Structure on Life Satisfaction: Australian Evidence. (2010). http://ideas. repec. org/p/iae/iaewps/wp2004n24. html (accessed April 22, 2010). Skolnik, A. Politics of Family Structure. (2010). http://www. scu. edu/ethics/publications/other/lawreview/familystructure. html (accessed April 24, 2010). Some sub-cultural variables in family structure in Australia . 2010. http://www. informaworld. com/smpp/1461654283-62197970/content~content=a782578385? words=taft&hash=1395657467 (accessed April 24, 2010).

Occupational Psychology

Theories of motivation provide those that are in managerial positions with greater understanding of what makes employees perform to their peak performance. The practice of comprehending motivation can result in influencing and managing the behaviour of a workforce effectively. Motivation is intrinsic or extrinsic and is seen as a desire or need that gives an individual focus and drive in their role, tasks they are employed to do and controls an individual's behavior. We are all motivated by different things and in different ways. Some people are motivated by doing a good job and look for personal recognition and personal growth, whereas others are motivated by money and promotion. When applied to the workplace it is about getting the most from an employee through encouragement in order for them to give the best performance in their role. Two theories that have influenced organizations and are used to date are Maslow's theory ËÅ"hierarchy of needs' and Locke's theory on goal setting'. Maslow's theory is referred to as a content theory of motivation and suggests how an individual behaves in a workplace is dependent on the need or requirement to fulfill certain needs. If an individual does not accomplish these needs they encounter an imbalance which they will try to rectify. The theory suggests we are motivated by basic needs and as these needs are met we move to another level of the hierarchy of needs until we reach the pinnacle of the pyramid. The levels that Maslow proposes we all go through are, basic needs, safety needs, social needs, esteem needs and self-actualization. Once individuals reach the self actualization level, the need continues to act as a motivator, the more they experience the need, the more they want to experience further growth and satisfaction. A study by Parker et al (1991) looked into motivation needs and their relationship to life success. The study looked at the responses of managerial and non-managerial industry workers. It showed that the need to achieve was positively related to success. This included status-wealth, contribution to society and professional fulfillment, but was negatively related to security and when carried out the type of role i.e. managerial and non managerial was an essential predictor of power needs and accomplishment. C.L. Cooper (2001) also supported Maslow's theory of needs believing that they are extremely important because the nature of work is changing, as employment is now insecure or short term contracts. British employment structure is becoming more Americanized, having longer hours, intrinsic job insecurity and employing a bottom line management approach. Cooper proposed that Maslow's theory is far more important today with the British workforce than it was in the last century. P.E. Ajang (2012) also supports the theory that Maslow's hierarchy of needs have been useful in organisations in motivation, believing that in order for them to be effective and efficient, managers and the organisation must be willing to understand and provide factors that motivate employees within their roles and duties. Greenberg & Baron (2003) support the distinction between the growth needs and deficiencies in Maslow's theory but proposed that not all individuals are able to satisfy their higher order needs in employment. Their research found that managers from higher ranks in organisations were able to satisfy both their growth and deficiency needs whereas managers at a lower level were only able to satisfy their deficiency needs at work. Nadler & Lawler (1979) cited in Graham & Messner (1998) believed there were three major criticisms of Maslow's theory arguing that the theory makes assumptions about employees in general. These are that employees are similar, all situations are similar and that there is only one best way to meet their needs. Locke's theory is referred to as a process theory of motivation and proposes that employees are motivated by having specific goals set them and being given the necessary feedback. He suggests that if we are given goals it motivates an individual to achieve a goal which improves overall performance. Goal setting employs key points, referred to as SMART. These are specific, measurable, agreed upon, realistic and time bound. Goals should be specific (so an individual knows what to do), measurable (so an individual knows when they have to be completed), agreed upon (this way an individual has a joint/vested interest in their success), realistic (difficult but realistic to accomplish in period allotted, making sure they are not impractical objectives as this will demotivate them) and time constrained (having a time limit ensures individuals complete the task). Morisano et al (2010) investigated whether goal setting would enhance academic performance for struggling students, following the conclusion that in universities twenty five percent never complete their course. The study found that the students who followed the goal setting intervention showed extensive improvements in their performance compared to those that had not had goals set. They propose that if they are standardized, easily administered and time limited that enhancement in academic performance can be attained in struggling students. Steele-Johnson et al (2000) found in their analysis of goal orientation and task demand effects on motivation, affect and performance that participants with performance goal orientation were more satisfied with their overall performance on an simple task as this offered a better possibility for them to demonstrate their capability. Their results showed that advantages of goal direction were dependent on the type or intricacy of task given. Job complexity affected goal orientation on affect and performance and task consistency moderated goal orientation on intrinsic motivation and self-efficacy. In Latham & Steele's (1983) study on college students performing toy assembly, and whether work strategies or goal setting would boost performance, the results showed that specific goals set by a supervisor led to elevated performance rather than generalized ‘do best' objectives. The study found and supported Locke's theory of goal setting as did other studies by Mento et al (1987), Locke & Latham (1990) and Locke & Latham (2002). Grant's (2012) study on goal setting in teaching and practice saw goal setting as an ideal structure in order for individuals to explore, recognize and modify unhelpful implicit goals. This would promote positive change and a motivational effect on behaviour, but he also felt that it could hinder performance, especially if the task allotted was too complicated, was too exigent or the individual was inexperienced, had low self-efficacy and resources were limited. He also proposed that individuals were more likely to cheat and be unhelpful with peers if there were highly competitive situations or high performance goals. He felt that SMART goals suppress the development of sophisticated comprehension and knowledge. He stated that unclear managerial perception or knowledge of Locke's theory could result in ill informed decision making and incorrect practice. In conclusion the level of influence on performance and motivation is dependent on how a theory is applied and by whom and whether they are proficient at applying the theory. When using Maslow's theory if an individual is inexperienced in teaching or training methods (i.e., supervisors, managers, etc) the theory is absolutely ineffective, although if they are a trained teacher or academic they may have some success in its application. Employers need to be able to work out which level of the hierarchy of needs an individual is at in order to motivate them i.e. if someone is on a low salary and are struggling to get by they are unlikely to be motivated be receiving a credential for a job well done, they are more likely to be motivated with the offer of a salary increase. Problems exist with the theory as individuals aren't always predictable, they can also sometimes be driven to do well by what they feel strongly about and not necessarily by what they require. In contrast Locke's theory seems to have more success and is an established method used in organisations today. It has been shown to be a reliable and effective way of motivating employees. Studies have shown that performance improvements that are related to goal setting can be between ten and twenty percent. Goal setting works because it gives individuals objectives, energizes individuals, provides a challenge and encourages creativeness in an individual in their workplace. To managers and supervisors it is easy enough to employ and can be very useful as the results can be easily understood and supervised. In academics and teachers who are highly proficient it can be very useful as can show levels of attainment and can be a good indicator on how to progress and improve an individual's overall performance and if applied correctly will have great advantages. In summary we all require motivation to work hard, but individual differences in motivation are due to factors such as locus of control and personality. We are all motivated in different ways and by different things, such as personal gain, money, reward or by achievement and personal success. These motivations can alter depending on our circumstances. Locke's theory seems the most useful in addressing human problems in motivation but ultimately it is down to the organisation and which method they employ, that determines whether a theory has been helpful or unhelpful. The competency on the individual using the theory will evidently determine whether motivation of an individual is successful or not in the workplace.

Multiculturalism in Leicester

Out of all the cities in the UK Leicester is the most culturally diverse and it's not ashamed to let it be known. It aims to support this mix of races into the area and much thought has been put into aiding the acceptance of immigrants into the city so they can mix with the white community and create an Asian mix. From the major start of immigration in the 1970's it is now thought that Leicester has greater diversity in three blocks than anywhere else in Europe. There is not just a mix of race but also of religion and specific religious groups tend to be drawn to each other. Muslims concentrate in the Spiney hill and Stoneygate areas, and Hindu's are mainly in Latimer, Belgrave and Rushy Mead, these religions stay very close knit whereas the Sikhs are spread across the whole city. This could be seen as segregation for the Muslims and Hindu's but infact outside of these concentrations they are present in large numbers throughout the city apart from Eyres Monsell where there are few immigrant populations. The local government instead of becoming intolerant of the immigrant influx have defined the mix of races and religion in the city as one of their defining features. They believe the multiculturalism widens the experience of living introducing new arts, music, architecture, fashion and food and therefore aim to support the community relations. Throughout the city religious places of worship have been built to help accommodate the new comers. Leicester plays a huge role in accommodating refugees and asylum seekers who come to the UK following persecution in other countries. The city also hosts many of the religious and foreign festivals such as Mardi Gras and Caribbean Carnival. After the problems in the past of certain individuals and communities suffering from abuse Leicester tries to make it clear how all minorities have things to contribute to the society. This has helped people mix much easier and continues to get closer to Leicester's aim of a healthy and diverse city. It has been thought the whole of the UK was ‘sleepwalking into segregation' whilst cities who were thought to be culturally diverse are instead becoming ghettos. Much of the data on the mix of races in Leicester and other cities is found through the census however this does not tell the whole story about the immigrants. In Leicester Asian immigration is much higher than African immigration. An important thing to take into account is that the majority of the people migrating to Leicester are double migrants having already migrated somewhere once before moving to the UK. This has helped them mix in much easier as they have already faced the same difficulties before and have experience dealing with the issues faced. An example of this is Asian families migrating to Africa, and then government oppression causing them to move to the UK. Many of the family leaders are business men or professionals however their qualifications count for nothing in this country and they have had to start businesses from scratch to make use of their skills and bring an income to the household. The Leicester Asian Business Association helps to create a platform for new Asian businesses and gives a place to raise concern and discuss support. The workforce employed by these asian business men is just as mixed as Leicester itself. Companies also offer no difference to service for different races instead treating them all equally. One of the main reasons that segregation usually occurs is that immigrants want a place close to their building of worship. This meant that when they moved to new cities they would have to move in with their own group of people so that they are near the facilities that they often want. To help spread the cultures Leicester brought in these places of worship across the city. Immigrants also want a sense of equal opportunity and although there was much intolerance to their mixing there were also groups of white people who wanted to offer them opportunities to fit in. One such example is that planning departments grant permission much easier to build their places of worship. Leaflets were also given to new arrivals in their native language to help them settle. Whereas the migrants have to adapt to their new circumstances the current population also has to relate to their presence. To help the bonds with these new migrant Leicester started letting candidates come forward from the minority communities for electoral positions. By 2002 Half of the Labour group had councillors from minority groups. A race relations committee was also made of which the leader was a Ugandan refugee. So as shown the mix of races in Leicester is huge and segregation is kept to a minimum. But perhaps most importantly and impressively the minorities have people representing them in government positions which is vital to their integration into the city. Without this representation and involvement in decisions and plans which will affect them mixing would be impossible and the immigrants would be forced into their own communities in which they would leave parallel lives. This is perhaps the key foundation that is needed for multiculturalism and some places like London should take hints from Leicester to make their own multiculturalism succeed.

Theroies of Child Development

Professor:Linda Derscheid, Ph. D. Office:Wirtz 160Fax: 753-1321 Office Phone:753-6341 with voice mail or 753-1543 (receptionist); Helpdesk: 815-753-8100 E-mail: [email  protected] edu; Blackboard: http://webcourses. niu. edu n development. Thousand Oaks, CA: Sage. Wadsworth, B. J. (2004). Piaget's theory of cognitive and affective development (5th ed. ). Boston, MA: Pearson Education, Inc. READINGS:Other assigned readings will be placed on Blackboard e-reserve from the NIU library. COURSE DESCRIPTION: Analysis of the major theories of chilfor syllabus and assignments; computer help email: [email  protected] du Office Hours:Open: M noon-1 p. m. ; Adv. : TTh. 1 2 p. m. & Fri. 11-noon or by appointment REQUIRED TEXTS (These are typed in APA 6 style except they need to be double spaced): Salkind, N. J. (2004). An introduction to theories of humad development and their implications in working with young children. PRQ: FCNS 230, FCNS 280, and at least junior standing. OBJECTIVES: 1. St udents will be able to identify and compare and contrast (in-depth) theories of child development. (Activities: 1, 2, 4, & 5) 2.Students will apply some of the knowledge acquired about theoretical approaches to practical issues in child development using technology. (Activities: 1, 2, 4, & 5) 3. Students will evaluate the contributions and limitations of the major theories of child development. (Activities: 1, 2, 4, & 5) Family and Child Studies (FCS) B. S. Program Obj: Graduates of the FCS program will be prepared for successful professional careers serving children, families, & individuals throughout the lifespan by demonstrating: 1) use of self-understanding for personal & professional development (Obj. ); 2) use of a variety of theoretical & scientific approaches used to study & work with children, individuals, & families (Obj. 1-3); 3) application of methods for affecting change in family and social systems through empowering intervention strategies (Obj. 2); 4) application of professional expertise regarding human development & family relationships when disseminating knowledge to children, individuals, & families (Obj. 2); 5) professional communication skills & use of technology (Obj. 1,2); and 6) integration of knowledge & skills to work with individuals & families of diverse backgrounds (Obj. ). Early Childhood Studies Conceptual Framework: The ECS program is part of the NIU Community of Learners, which builds upon knowledge, practice, and reflection to build exemplary Early Childhood Professionals. EVALUATION: (Grades are based on the 90%, 80%, 70%, 60% scale. ) Undergraduate students 4 Exams (10% each) =200 pts. (50%) 2 Short Papers (10% each) =100 pts. (25%) Quizzes & Question Sets 100 pts. (25%) 400 pts. (100%) Note: Incompletes given at the end of the semester, will only be given if the form has been signed by you and your instructor by the last class period.See your NIU student handbook for approved reasons. Note: Both undergrad and grad students ’ assignments and grades are posted under the same Blackboard posting, so all points will be displayed. Just figure your points according to the above points. 1. Exams: The exams will involve multiple choice questions that will cover the readings, lectures, and class discussions. The exams will be worth 200 points. Quizzes (5) will be given after 1 or 2 theories have been discussed. These will be given at the beginning of class. If you are late; you will miss the quiz. No Make-Ups for quizzes.Leave only when exam is completed; during exams and quizzes, no hats with brims may be worn; no cell phones or other technology equipment; no cheating. Students are expected to arrive for exams and quizzes on time. No student will be allowed to take an exam if s/he arrives after the first student has completed the exam and left the room. If quizzes are given in class, you must be present when quizzes are distributed in order to be eligible to take a quiz. All exams and quizzes must be re turned to the instructor before the student leaves class. A student who removes an exam from the classroom will be given an F for that exam.Bring a #2 pencil. Also refer to #5 and Grading Criteria below. Make-up Exams: Make-up exams will be allowed only when prior notice is given with an approved excuse with proof. Make-up exams are scheduled on Friday afternoons at 1:30 in WZ 118. 2. Short Papers (2, see the due dates on the class calendar): In these papers (4-6 text pages in length), you will be required to integrate, apply, and communicate the appropriate theories. All papers must be typed and written in APA style (with cover page, citations in your text, including citing all theoretical constructs (see end of this syllabus for citation info. , & reference page). Turn in & submit on Blackboard’s Assignments button. Re-do of these papers are available for those achieving a 70% or better. 3. Question Sets (5 Take Home Mini-Exams for study guides): These will be available on Blackboard. Type in your paraphrased responses to each question with the text page number and submit via Blackboard through the Assignments button by 9:15 a. m. Tuesday morning. Late question sets & those with quotes will be given a 0. Typos, spelling, grammar, and punctuation will be factored into your points (1 pt. /error after 2). So proof read!!!Think of these as study guides for yourself, so be thorough and accurate. Check the chapter lecture outline that is on Blackboard for helpful tips if you can’t find the info in the textbook/s. 4. Class Policies: a. Class Participation: Participation is encouraged and appreciated! Each week you will be assigned readings from the text and/or articles. You are expected to have read or skimmed these assigned readings before class in order for you to participate meaningfully in class discussions and small group exercises. It is important we have a safe atmosphere for discussion and learning.Unprofessional class conduct that impedes oth er class members’ learning (e. g. , eating, talking, whispering, shuffling, reading or writing in a newspaper, cell phone use, sleeping, etc. ) while others (including the professor) are talking or watching videos will result in the lowering of one grade (Refer to the Student Judicial Code). Two tardies will count as one absence. Attendance counts only if attending the whole class period. More than 2 weeks missing class will lower your final grade at least one grade. Students must ask the professor’s permission before any guests can attend class. b. Americans with Disabilities Act.Any student who, because of a documented disability, may require some special arrangements in order to meet course requirements should contact the professor as soon as possible to make necessary accommodations. c. All written assignments must be completed. A missing written assignment will result in lowering your final class letter grade by double the original points. Keep a hard copy of all written assignments when you submit them. Save your files in multiple places. d. Professional behavior. You are in college or graduate school because you plan to be a professional (or are enhancing your professional status).Part of what you are here for is to learn/enhance your professional skills. If at work you don’t show up, or come in late, or exhibit grossly unprofessional behavior, you will be fired. Please use this class, and all your classes, as places in which to learn and practice professional behaviors! Then on your own time and when work is done, party hearty! e. Do not bring electronic devises to class. If your beeper/pager goes off or your cell phone rings during class, you will be asked to leave and you will be considered absent for that class period. Refer to the Judicial Code for details. ) If a pager or cell phone is required for your job, please inform the professor PRIOR to class. In this instance, the pager/cell should be on vibrate mode. Any cell phone t hat is out &/or used during a quiz or exam will be confiscated and you will receive an F on that quiz or exam. f. Confidentiality: Students are expected to be professional. One of the issues that you will face when you enter the workforce is the issue of confidentiality. All written work is confidential. During discussions, personal information may be shared with the class.It is expected that what is said in the context of class discussions will be given the confidentiality it deserves. Because some of the topics discussed may touch on personal issues, you are encouraged to regulate how much you decide to share based on your comfort level. Should issues arise as a result of class discussions, please inform the professor. Names of children will not be used in class discussions. g. Contacting your professor: You have several ways to contact me. I check email several times a day every week day and at least once on weekends.There is never an excuse for not being able to contact me. I am available before and after class, by email and phone. Common sense says if you leave me a message and I do not respond within 24 hours, contact me again. I will never accept that a student did not know something, do something, etc. because he or she could not find me. If students need something from me, it is the student’s responsibility to locate the professor. It is not the professor’s responsibility to find students and ask if they need something! Students are professionals and can take responsibility for themselves and their needs.Contact me only after checking your syllabus & assignments first! Do not email me about grades after posting because grades cannot be discussed via email. SHORT PAPERS’ GUIDELINES: There will be two short papers. The 1st paper will include analyses using a social and emotional theories; the 2nd paper will include analyses using cognitive and learning development theories. This paper should tie together observations from your exper iences with appropriate theoretical content from the class sessions. You will be given a choice of paper topics, which will be handed out later.Your papers will be graded with A–F (on a % basis). All papers must be TYPED. They should each be 4-6 text pages (not including title and reference pages) long with citations included, double-spaced in APA 5 style with title and reference pages. Turn in one hard copy & also submit on Blackboard using the assignment button. Any paper with more than 7 typos past 2 per page will be failed. After 3 grammatical errors, 20 pts will be deducted. A paper longer than 6 text pages will drop a letter grade. In other words, take the time to proof read and follow directions! GRADING CRITERIA: A† PaperYour ideas are well organized and presented clearly. Thorough and appropriate course content is used accurately to analyze and discuss the assigned topic. Relevant examples are included. â€Å"B† PaperThe course material may be either acc urately or thoroughly presented. The interrelationships between the course content and the paper topic and examples are either not clear or not integrated clearly. â€Å"C† PaperOverall, the coverage is not integrated and incomplete or inaccurate. Selection of material from one area is not based upon what materials were chosen from other areas.This paper tends to be basically a simple repetition of readings and/or class discussions and/or personal experiences with little integration. There is little analysis, and/or there are some inaccuracies. â€Å"D† PaperThe course content is presented in an incomplete and isolated manner, with basic misunderstandings of course material. Examples, if presented, are fragments. â€Å"F† PaperThe paper is irrelevant to the course or demonstrates plagiarism. Note:Late papers will not be accepted unless arrangements for an extension are negotiated between student and professor prior to the due date.Reminder: Students guilty of or assisting others in either cheating or plagiarism on an assignment, quiz, or exam may receive a grade of â€Å"F† for the course and may be suspended or dismissed from the university. Refer to the University Undergraduate or Graduate Catalog and the Student Judicial Code. Early rough drafts are strongly encouraged. Bring to class, email or fax them to me for early feedback. FCNS 432-Fall, 2009 TENTATIVE COURSE OUTLINE & ASSIGNMENTS DateTopic/sAssignment/s Aug. 25Intro. & Overview of terms & Theories of DevelopmentChap. 1 & 2 (w/o pp. 34-38) Sept. 1Sigmund Freud's PsychoanalysisChap. 5 Sept. Life Stages Approach: Erikson's Psychosocial Chap. 6 Perspective Ques. Set #1 Due 9/8 Sept. 15 Exam 1 over Chap. 1, 2, 5, & 6 minus pp. 34-38Ethology w/ AttachmentChap. 4 Sept. 22Sociobiology & Ecological TheoryChap. 4 & Chap. 2 pp. 34-38; Reading #1 Short Paper #1 Due 9/22 Sept. 29 Exam 2 over Chap. 2 (pp. 34-38), & 4 Behavioral Model: Basic Assumptions & CCChap. 7 Oct. 6Behavioral Analy sis – Operant ConditioningChap. 7 Ques. Set #2 Due 10/6 Oct. 13 Social Learning Theory Chap. 8 Oct. 20Exam 3 over Chap. 7 & 8; PiagetChap. 9 Oct. 27Cognitive-Developmental Approach-PiagetChap. 9; Wadsworth Chap 1-2 Ques. Set # 3 Due 10/27Nov. 3Cog. -Dev. – PiagetWadsworth Chap. 3-6 Nov. 10Vygotsky Chap. 10 Nov. 17Information Processing Reading #2 – Reserve Ques. Set # 4 Due 11/17 Nov. 24 NeoPiagetians & Theories of Moral DevelopmentReadings #3 Short Paper #2 Due –11/24 Dec. 1Theories of Moral Dev. ; Eval. of Dev’al TheoriesWadsworth (ends of Chap 3-6 & pp. 160-161) & Chap. 11 Quest. Set #5 Due 12/1 Dec. 10FINAL EXAM: Thursday Dec. 10 at 10-11:50 a. m. over content since exam 3 E-Reserve Readings found on our Blackboard site: #1. Thomas, R. M. (2005). Ecological psychology, (Ch. 11). #2. Thomas, R. M. (2005). Computer analogues and the self, (Ch. ). #3. Thomas, R. M. (2005). Kohlberg’s moral developmental model, (Ch. 14). FCNS 432 References (APA 6 references are double-spaced) Aldridge, J. , Sexton, D. , Goldman, R. , & Werner, M. (1997). Examining contributions of child development theories to early childhood education. College Student Journal, 31(4), 453-459. Baddeley, A. D. , & Hitch, G. J. (2000). Development of working memory: Should the Pascual-Leone and the Baddeley and Hitch model be merged? Journal of Experimental Child Psypchology, 77 (2), 128-137. Barnett, D. , Butler, C. M. , & Vondra, J. I. (1999).Atypical patterns of early attachment: Discussion and future directions. Monographs of the Society for Research in Child Development, 64(3), 172- 192. Blair, C. , Peters, R. , & Lawrence, F. (2003). Family dynamics and child outcomes in early intervention: The role of developmental theory in the specification of effects. Early Childhood Research Quarterly, 18(4), 446-446. Boom, J. , Brugman, D. , & van der Heijden, P. G. M. (2001). Hierarchical structure of moral stages assessed by a sorting task. Child Developme nt, 72(2), 535-548. Bowen, N. K. (2005). Histories of developmental task attainment in aggressive children and their elationship to behavior in middle childhood. Journal of Emotional and Behavioral Disorders, 13(2), 113-124. Chen, Z. , & Siegler, R. S. (2000). Across the great divide: Bridging the gap between understanding of toddlers’ and older children’s thinking. Monographs of the Society for Research in Child Development, 65(2), 1-96. DeVries, R. (2000). Vygotsky, Piaget, and education: A reciprocal assimilation of theories and educational practices. New Ideas in Psychology, 18(2-3), 187-213. DeVries, R. , Edmiaston, R. , Zan, B. , & Hildebrandt, C. (2002). What is constructivist education? Definition and principles of teaching. In R.DeVries, B. Zan, C. Hildebrandt, R. Edmiaston, & C. Sales (Eds. ), Developing constructivist early childhood curriculum: Practical principles and activities. (pp. 35-51). New York: Teachers College Press. Dilg, M. (1999). Why I am a mu lticulturalist: The power of stories told and untold. In M. Dilg (Ed. ), Race and culture in the classroom: Teaching and learning through multicultural education. (pp. 99-107). New York: Teachers College Press. Draghi-Lorenz, R. , Reddy, V. , & Costall, A. (2001). Rethinking the development of â€Å"nonbasic† emotions: A critical review of existing theories. Developmental Review, 21(3), 263-304.Edwards, S. (2005). Constructivism does not only happen in the individual: Sociocultural theory and early childhood education. Early Child Development and Care, 175(1), 37-47. Ethridge, E. , & King, J. R. (2005). Calendar math in preschool and primary classrooms: Questioning the curriculum. Early Childhood Education Journal, 32(5), 291-296. Fischer, K. W. & Pare-Blagoev, J. (2000). From individual differences to dynamic pathways of development. Child Development, 71(4), 850-853. Gelman, R. (2000). Domain specificity and variability in cognitive development. Child Development, 71(4), 85 4-856. Gilbert, J. L.Getting help from Erikson, Piaget, and Vygotsky: Developing infant-toddler curriculum. U. of Kentucky. 12 pages. Accession No: ED457968. Golbeck, S. L. (2001). Socioeconomic differences in children’s early cognitive development and their readiness for schooling. In S. L. Golbeck (Ed. ), Psychological perspectives on early childhood education: Reframing dilemmas in research and practice. (pp. 37-63). NJ: LEA. Griffin, S. (2004). Building number sense with Number Worlds: A mathematics program for young children. Early Childhood Research Quarterly, 19(1), 173-173. Harwood, R. L. , Miller, J. G. , & Irizarry, N.L. (1995). Culture and attachment: Perceptions of the child in context. NY: The Guilford Press. Hodapp, R. M. (2001). Advancing findings, theories, and methods concerning children with disabilities. Monographs of the Society for Research in Child Devleopment, 66(3), 115-126. Lally, J. R, Lerner, C. , & Luire-Hurvitz, E. (2001). National survey reveals gaps in the public’s and parents’ knowledge about early childhood development. Young Children, 56(2), 49-53. Martin, A. , & Oliva, J. C. (2001). Teaching children about money: Applications of social learning and cognitive learning developmental theories.Journal of Family and Consumer Sciences: From Research to Practice, 93(2), 26-29. Parent, S. , Normandeau, S. , & Larivee, S. (2000). A quest for the Holy Grail in the new millennium: In search of a unified theory of cognitive development. Child Development, 71(4), 860-861. Piaget, J. (1993). Development and learning. In M. Gauvain & M. Cole (Eds. ), Readings on the development of children (pp. 25-33). NY: W. H. Freeman and Company. Piaget, J. ; Smith, L. (Trans. ). (2000). Commentary on Vygotsky’s criticisms of language and thought of the child and judgement and reasoning in the child. New Ideas in Psychology, 18(2-3), 241-259.Raines, S. C. (1997). Developmental appropriateness curriculum revisited and challenge d. In J. P. Isenberg & M. R. Jalongo (Eds. ), Major trends and issues in early childhood education: Challenges, controversies and insights. (pp. 75-89). New York: Teachers College Press. Rothbaum, F. Pott, M. , Azuma, H. , and others. (2000). Trade-offs in the study of culture and development: Theories, methods, and values. Child Development, 71(5), 1159-1161. Smetana, J. G. (1999). The role of parents in moral development: A social domain analysis. Journal of Moral Education, 28(3), 311-321. Suizzo, M. A. (2000).The social-emotional and cultural contexts of cognitive development: Neo- Piagetian perspectives. Child Development, 71(4), 846-849. Vondra, J. I. , Hommerding, K. D. , & Shaw, D. S. (1999). Stability and change in infant attachment in a low-income sample. Monographs of the Society for Research in Child Devlepment, 64(3), 119-144. Williams, M. M. (2000). Models of character education: Perspectives and developmental issues. Journal of Humanistic Counseling, Education and Dev elopment, 39(1), 32-40. Wolfgang, C. H. (2000-2001, winter). Another view on â€Å"Reinforcement in Developmentally Appropriate Early Childhood Classrooms. Childhoood Education, 77(2), 64-67. Note: To cite within your text, remember there are 3 ways: (a) a quote (only 3 per short paper), then put author's or authors' last name/s, year, page # in ( )s, e. g. , â€Å"†¦ † (Salkind, 2004, p. 34); (b) paraphrase, then put author's or author's last name/s and year in ( )s, e. g. , †¦ (Vondra, Hammerding, & Shaw, 1999); and (c) paraphrase after saying, According to Martin and Oliva (2001), †¦. If you use 4 or more words in a row from an author you must quote them and use example â€Å"a† above for proper citation; otherwise, you are plagiarizing =; F for a grade.Not citing any theoretical construct is also plagiarizing even if you paraphrase/put in your own words. These theoretical ideas/concepts/constructs are not yours originally! It is best to cite each se ntence that contains an idea that is not yours. One citation at the end of a paragraph with lots of sentences with ideas that are not yours is not enough! Each idea must be attributed to a source, if it is not a general idea. If all the ideas in a paragraph come from 1 source, you can wrap the paragraph by citing at the beginning of the paragraph (or end of the 1st sentence) and then at the end of the paragraph.Note: All papers must include a typed cover/title page & a reference page when appropriate using APA style. All papers will be graded on accuracy and thoroughness of responses. Note: Your grade will be lowered at least one grade for late work. Note: Come to class with your rough drafts or email them to me so that your questions about accuracy of your responses can be answered. Save your work in multiple places, e. g. , jump drive, email it, etc. Note: All papers are considered late if missed the time for submission on Blackboard, usually 15 minutes before class or at the begi nning of class. STUDENT ACKNOWLEDGEMENT FORMI, _____________________________________________ have been given the syllabus for FCNS 432, (please print entire name) Theories of Child Development for fall 2009. My signature affirms that I have read and that I understand all policies, procedures, and expectations, associated with this class. My signature also affirms that I have been given an opportunity to discuss questions regarding the syllabus and class outline during the first class session, and that I understand that it is my responsibility to seek the professor’s assistance if I have further questions. (student’s signature)(date)