Creative Creative And Creative Industries - 3206 Words

Creative Arts in Nigeria Introduction Nigerian culture is shaped by her multiple ethnic groups. As the most populous African country with over 170 million people and an emerging economy, the country boasts of over 521 languages and more than 250 dialects and ethnic groups. The Hausa and Fulani are predominantly in the North, Igbo are in the south east and the Yorubas are in the south western part of Nigeria. These four ethnic groups are believed to be the four predominant ethnic groups while the other ethnic groups such as Ibibio, Ijaw, Efik among others are referred to as the ethnic minorities. The Nigerian government legislated English as her official language, the language that binds together. This report describes the environmental scan of the giant of Africa and the current state of Arts, Cultural and Creative industries. I will also be speaking about the main trends, what influences these sectors, the legislations and policies that have affected them and finally conclude on the overall health of the cultural and creative sector in Nigeria. English is Nigeria’s main language apart from Pidgin English which is spoken by one third of the country’s population. The main religions are Islam which is predominant in the north, Christianity which is predominant in the south east and south west and the traditional religion which is sparsely distributed across the country. Arts and Cultural Industries in Nigeria Before the oil boom in the 1960s, Agriculture was the mainShow MoreRelatedCreative Industries And The Creative Industry1073 Words   |  5 Pagesever-evolving concept, the creative industries as as hard to define as creativity itself. Academia is struggling to keep up with the growing global interest in these ideas. (De Beukelaer, 2015) A creative industry is defined as ‘unpredictability, rapid shift in trends and fashions’ (Lee, 2015, p. 141). Products that are innovative and novel, satisfying the rapidly changing needs and demands of a globalized society. (Lee, 2015) Lee (2015) identified two common strands of creative industry research. The firstRead MoreThe And The Creative Industry Essay2418 Words   |  10 PagesIntroduction In today s era of regular internet downloads and the easy access to illegal films and music, the creative industry has struggled, (BBC.co.uk, 2016). Due to this, money has increased for live performances and cinema to try and ensure money is still being made by the industry,(MakeUseOf, 2016). What are the other options for platforms and how are they surviving? One method is the pay what you want model. Pay what you want (or PWYW) is a payment model where buyers pay their desired amountRead MoreEmployment Structure in Film and Movie Industry3085 Words   |  13 Pagespertinent to the film industry, fashion industry or repertory theatre are often as different as all cultural industries are to the manufacturing sector. (Thompson et al, 2007: 638) Explain and Discuss Cultural Industries (sometimes also known as creative industries) combine the creation, production, and distribution of goods and services that are cultural in nature and usually protected by intellectual property rights (GATT 2005). In recent years the creative industry has become an obsessionRead MoreOnline Computer Games : The University Of Adelaide1374 Words   |  6 Pagespublisher and player. Creative industries closely related to intellectual property, in fact, the creative industry is a high investment industry, the intellectual effort have formed ultimately, which is an intangible asset of this industry. Once the intellectual effort open publicity, the creators cannot appropriate it to themselves, but also hard to control its dissemination and use, while others people can be easily copied. At this time, the substantial investments in the creative process (such as researchRead MoreEvaluation Of The Game On Kids Learning Company1213 Words   |  5 PagesDiscussion Game On! Learning company finds the internet a wealth for communication that can aid training of the employees to prepare them in their preferred industry. Austin’s passion for games opened a vast opportunity to augment the skills of the people in a creative way. He delivered his vision that games can be an antidote to unmotivated employees. An American retail chain said that the training program drove them to think more strategically (Walgreens, 2013). One employee from a telecommunicationsRead MoreAn Overview On The Creative Industry2725 Words   |  11 Pagesto the creative industry, my aims in this report are to inform and explain the major projects, key players, trends, innovative technologies that are prominent in the industry and review how they are being implemented. The purpose is to convey the progress and growth that the industry is making. Additionally I aim to focus on the film industry as it is such massive part of the creative industries and is currently verge of huge change and technological advancements. What are creative industries? TheRead MoreFilm Industry : Creative Industry1035 Words   |  5 PagesFilm Industry CREATIVE INDUSTRY REPORT Mickey Brestakova | HND 3D Animation | 26/09/17â€Æ' Background and History of Creative Industry The British’s creative industries have never been stronger. British creators are behind some of the world’s successful video games, UK architectural corporations lead on high-profile projects across the world, while British films are taking the most wanted of international industry awards. It’s a way to describe a lot of different activities which have creativity atRead MoreWhat Are Creative Industries?1898 Words   |  8 PagesWhat are Creative Industries? Within the creative industry, websites and social networking have become a huge aspect of peoples online lives and is relied upon to keep in touch with friends, relatives and colleagues. Social networking in particular today has become one of the main means of communication and is used all over the world. Throughout this report I will be talking about the new and the old social networking sites, where the old went wrong and what the current did to keep going. FacebookRead MoreThe Rise of the Creative Class Essay1975 Words   |  8 Pages In the information economy, creative content is a nation’s most important natural resource. â€Å"The wealth creation in an economy of ideas is dependent on the capacity of a nation to continually create content or new forms of widely distributed expression, for which they will need to invest in creative human capital throughout the economy and not merely gadgets and hardware.† (Venturelli 14). We may assume then that in the 21st century, artists will finally be able to earn a living. IndustrialRead MoreCirque Du Soleil : Creative And Creative Entertainment Industry1401 Words   |  6 PagesVision: Cirque du Soleil is an innovative and creative entertainment industry which focuses on performing various artistic acts for those with a wild imagination. This rapidly growing company creates magic and creativity around the stage which evokes the emotions and imaginations of the people surrounding this magic. Issue statement: For the past 18 years there has been a paradigm transference In Cirque Du Soleil retention and high turnover rate of staff, which lead to unfavourable outcomes in the

Essay on Alphonse Scarface Capone - 762 Words

Alphonse amp;#8220;Scarface; Capone BACKGROUND INFORMATIONnbsp;nbsp;nbsp;nbsp;nbsp; nbsp;nbsp;nbsp;nbsp;nbsp;Alphonse Capone was born on January 17, 1899. He grew up in rough neighborhood in Brooklyn, NY where he would attend school only up to the sixth grade, when dropped out. Capone got his nickname amp;#8220;Scarface; from a knife attack by the brother of a woman whom Capone had insulted. The attack left him with three scars across his face and a new nickname. nbsp;nbsp;nbsp;nbsp;nbsp;Capone joined his first gang when he became part of the James Street Gang, headed by the well-known Johnny Torrio. In 1920, upon the request of Torrio, Capone went to work for Johnnyamp;#8217;s Uncle, Big Jim Colosimo. Colosimo was†¦show more content†¦nbsp;nbsp;nbsp;nbsp;nbsp;Capone was able time and time again to avoid criminal charges, and became a true racketeer, an art of its own. Ironically, the government finally was able to put Scarface behind bars on charges of federal income tax evasion. He was sentenced to eleven years in prison. Eleven years that couldnamp;#8217;t even be saved by the four million-dollar bribe offered by Caponeamp;#8217;s attorneys. nbsp;nbsp;nbsp;nbsp;nbsp;In 1934 Capone was transferred to Alcatraz, and in 1939 he was paroled. Suffering from syphilis that had begun to drive him insane, Capone knew he could no longer run his Chicago empire, so he retired to his Miami Beach mansion. The exact place where on January 25, 1947 Alphonse amp;#8220;Scarface; Capone died. IMPORTANCE IN THE TWENTIES nbsp;nbsp;nbsp;nbsp;nbsp;In 1920 when prohibition became law, a large portion of the population still wanted alcohol. But not many were willing to put themselves at risk to sell it to others. Some did take advantage of prohibition, but none more than Al Capone. With the rise of the telephone, the increase of automobiles, the invention of the Thompson machine guns Capone was able to create an illegal empire like no other. When in came to bootlegging during the time of prohibition, Capone knew how to get to people, and how to make a huge profit out of it. Another thing Capone was good at was avoiding the law. Whether he blackmailed someone or he talked his way out of it, heShow MoreRelatedAn Analysis Of Alphonse Gabriel s Al Capone1262 Words   |  6 PagesAlphonse Gabriel Al Capone (January 17, 1899 – January 25, 1947) is my great grandmother’s (Raiola) cousin. Although, I could not interview him I asked many family members about him and got an abundance of family stories. Since parts of my family did not want to be connected to the mob they chose to change our last name from De Vito to De Vita to Americanize it and separate themselves from the mob. Al Capone was the son of two poor Italian immigrants, which at that time in history meant you didnRead More Al Capone and the Evolution of Organized Crime Essay1504 Words   |  7 Pagesabout Al Capone were merely fictitious, such as he was born in Italy, when actually he was the first Capone to be born in the United States. When Gabriele Capone came to the United States, he owed no one and was able to read and write in his homeland language. This helped him to get a job and work until he could save enough money to open his own barbershop. He brought with him his 27-year-old wife, Teresa and their two sons, Vincenzo Capone and Rafaele Capone. Later another son, Salvatore Capone was bornRead MoreEssay on Al Capone697 Words   |  3 PagesAl Capone is one of Americas most feared, greatest-known gangsters and the utmost symbol of the fail of law and order in the United States during the 1920’s Prohibition era. Alphonse Capone was born on January 17, 1899, in Naples, Italy. He and his family later immigrated to the United States. They settled in Brooklyn, New York (â€Å"Capone, Alphonse†). Al Capone was a ruthless, violent, horrifying gangster. He was very organized and set on his high income. In 1920†™s and 1930’s, Capone was the mostRead MoreHistory of the American Mafia Essay1512 Words   |  7 PagesProhibition Era was Alphonse Scarface Capone. He was born in 1899 to immigrant Italian parents in Brooklyn, New York where he would reside until 1919. In that time he had joined the James Street Gang, led by Jonny Torrio. Torrio would later move away but call Al in 1919 when Capone was in trouble with the law (Alphonse 3). After that phone call Alphonse as his mother called him would then move to Chicago to work as a bouncer at one of Torrios night clubs. Through the years Capone would become closerRead MoreGet Capone: the Rise and Fall of America’s Most Wanted Gangster1696 Words   |  7 PagesGet Capone: The Rise and Fall of America’s Most Wanted Gangster Al Capone. Everyone is bound to hear the name at least once in his or her life. The charming, broad smile, the greenish gray eyes, heavy set, and five foot ten and a half; a seemingly normal man. Until someone notices the scars. A faded purple, still fresh looking, Al Capone’s scars marred the normal face, they gave a glance into the life of the notorious gangster. But who was Mr. Alphonse â€Å"Scarface† Capone? One reporter comments,Read MoreEssay on Al Capone Biography1495 Words   |  6 Pageshospitality.†-Al Capone [Woog, 25] nbsp;nbsp;nbsp;nbsp;nbsp; Al Capone was one of the most notorious gangsters during the 1920’s. He was a self-made business man. He had a ready smile and a quick handshake, which if you did not play your cards right, could turn out to be fatal. It took 500 gangland murders to make Capone the boss of Chicago. He was public enemy number one. Capone single handedly gave Chicago the nickname â€Å"The Lawless City.† nbsp;nbsp;nbsp;nbsp;nbsp;Alphonse Capone was born inRead MoreThe Infamous Gangster: Al Capone795 Words   |  3 PagesGangster: Al Capone The most infamously known mobster and gangster, Alphonse Capone better known as Al Capone or Scarface, was born in poverty and worked his way up to get power. His mother, Teresina, immigrated from Italy to New York where Al Capone grew up poor. He ended up quitting school and worked in a bowling alley. Al Capone grew up in a bad neighborhood and ended up being a gangster at the age of eight-teen. He then made some choices based on what his gang leader told him. Al Capone had a leadingRead MoreAl Capone Essay1485 Words   |  6 PagesAlphonse SCARFACE Capone Born in New York City, in 1899, by parents Gabriel and Teresa Capone, Alphonse Capone was blessed with a historical blend of ruthless gangster in his blood. Al Capones parents immigrated to the United States in 1893, from Naples, Italy. Al Capone came from a huge family. He was the fourth oldest of nine children. At birth, Capones parents never would have believed that their son, Alphonse Capone, would grow up to be a murderous thug without remorse. As a childRead MoreEssay about Al Capone1290 Words   |  6 Pages His name was Alphonse Capone. His background, along with thousands of other Italians, the Capone family moved to Brooklyn. It was a new beginning in a New World. The Capone’s were a quiet and peaceful family. Nothing about the Capone family was disturbed, violent, or dishonest. The children and the parents were close. They really enjoyed baseball and were often at games. There was no mental disabilities, no traumatic event that sent the boys into the dangerous life of crime. They did not displayRead MoreEssay about Al Capone 2361 Words   |  10 PagesAlcohol is consumed at sporting events, restaurants, and even church gatherings. However, less than a hundred years ago the prohibition movement was one of the greatest conflicts in the early century. The demand for liquor was in high demand and Alphonse Capone was the man with the solution. In the early twentieth century, many states started making the consumption of alcohol illegal, and by January 6, 1919, the United States government added the eighteenth amendment to our Constitution prohibiting

The Navajo Code Talkers Free Essays

Major General Howard Connor once said, â€Å"Were it not for the Navajos, the Marines never would have taken Iwo Jima† (Teller 1). During the Second World War, Navajo Code Takers were some of the most important troops for the Allied Powers. They used a secret code to relay undecipherable messages to one another (Jones 1). We will write a custom essay sample on The Navajo Code Talkers or any similar topic only for you Order Now There were many important people of World War II. The first person to suggest using the Navajo Language to send messages was Philip Johnston. Philip’s father was a missionary to Navajos, so Philip was raised on Indian reservations almost his whole childhood. He could both speak and understand fluent Navajo. Knowing that other Indian languages had been used before, Philip thought Navajo would be perfect. Navajo was unwritten, unknown, had a complex form, a hard pronunciation, and had so many high and low tones that made it impossible to decipher. In World War I, 19 Chocotaw men worked bravely for the U. S. (Jones 1). By knowing this, Philip put his plan into action. His idea worked so well that Navajos were able to encode, transmit, and decode a three-line English phrase in a matter of about twenty seconds (Infoplease 1). This proved that the Navajo Language could be used for code talking. In 1942, 29 Navajo men were recruited by the United States Marine Corps. These men were not told why they were needed or how long they would be gone. Most importantly they were not allowed to tell anyone, not a family member or even another marine, about what they were going to be assigned to. Theodore Parker, a preacher and writer once said, â€Å"Let us do our duty, in our shop in our kitchen, in the market, the street, the office, the school, the home, just as faithfully as if we stood in the front rank of some great battle, and knew that victory for mankind depends on our bravery, strength, and skill. When we do that, the humblest of us will be serving in that great army which achieves the welfare of the world. † The Navajo men felt that this calling to the military was their duty and obligation. Never before had the country so desperately wanted them. This gave the Navajos a sense of strength to get through hardships other men could not. Their duty was to create a code, based on the Navajo Language, which would not be deciphered by the Japanese (Infoplease 1). The code that they created used Navajo words. When these words were translated to English the first letter of the English translation would help to spell out a totally different message. â€Å"Wolachee† is in Navajo. In English it means ant. To decipher a code the person would take the â€Å"A† in ant along with many other letters and these would spell out a word. In the end, the Navajos had many words for just military terms and words instead of having to spell out the whole thing (Infoplease 1). Navajos played a big part in the communication of many battles. In fact, every major operation involving marines in the pacific area had code talkers. In the Battle of Iwo Jima, six code talkers worked for two days straight and sent over 800 messages. Not a single one of these messages, however, contained an error (Infoplease 1). The code talkers would alert one another for planes, or for enemy infantries, and much more. The Navajo Code Talkers saved many lives with their unique way of communication and were by far the best way of communication during World War II. Although the Navajos were not allowed to tell anyone about their amazing accomplishments and feats during World War II, they have now received medals and awards for their outstanding service. It is truly amazing that the Navajos were so loyal to their country that they never told even their closest relative or friend about their missions. A great person once said, â€Å"Men of genius are admired, men of wealth are envied, men of power are feared; but only men of character are trusted. † The Navajos had none of these things except character, and for that they will always be known. Even though many Japanese tried to break the Navajo code, every one of them that tried found it impossible to decipher (Grant 131). The Navajo code is now, and always will be, known as the code that was never broken (Infoplease 1-2). How to cite The Navajo Code Talkers, Papers

Major Religions with Food Proscriptions free essay sample

Islam. To the Muslims, eating is a matter of faith for those who follow the dietary laws called  Halal,  a term for all permitted foods. Those foods that are prohibited, such as pork and birds of prey, are known as  Haram,  while the foods that are questionable for consumption are known as  Mashbooh. Muslims eat to preserve their good health, and overindulgence or the use of stimulants such as tea, coffee, or alcohol are discouraged. Fasting is practiced regularly on Mondays and Thursdays, and more often for six days during Shawwal (the tenth month of the Islamic year) and for the entire month of Ramadan (the ninth month). Fasting on these occasions includes abstention from all food and drink from sunrise to sunset. Ramadan In the Muslim faith, the holy month of Ramadan is the ninth month of the Islamic year and is devoted to prayer, fasting, and charity. Muslims believe that it was during this month that God first began to reveal the holy book of Islam, the Quran, to the prophet Muhammad. We will write a custom essay sample on Major Religions with Food Proscriptions or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Most Muslims are required to refrain from food and drink during daylight hours for the entire month. The fast is broken in the evening by a meal called the  iftar,  which traditionally includes dates and water or sweet drinks, and is resumed again at sunrise. Fasting during Ramadan is one of the five Pillars of Faith, which are the most important religious duties in Islam. The practice is meant to remind Muslims of the poor, to cleanse the body, and to foster serenity and spiritual devotion. Ramadan ends with Eid al-Fitr, the Festival of Breaking the Fast. MALAYSIAN RELIGIONS, FOODS PRACTICES AND RESTRICTIONS, AND RATIONALE FOR BEHAVIOR Type of religion| Practice or restriction| Rationale| Buddhism| †¢ Refrain from meat, vegetarian diet is desirable †¢ Moderation in all foods †¢ Fasting required of monks| †¢ Natural foods of the earth are considered most pure †¢ Monks avoid all solid food after noon| Hinduism| †¢ Beef prohibited †¢ All other meat and fish restricted or avoided †¢ Alcohol avoided †¢ Numerous fasting days| †¢ Cow is sacred and cant be eaten, but products of the sacred cow are pure and desirable †¢ Fasting promotes spiritual growth| Islam| †¢ Pork and certain birds prohibited †¢ Alcohol prohibited †¢ Coffee/tea/stimulants avoided †¢ Fasting from all food and drink during specific periods| †¢ Eating is for good health †¢ Failure to eat correctly minimizes spiritual awareness †¢ Fasting has a cleansing effect of evil elements| Nutrition   is thesupply, to  cells  and  organisms in the form of food to support  life. Many common health problems can be prevented with a  healthy diet. The  diet  of an organism is what it eats, which is largely determined by the perceived  palatability  of foods. A poor diet may have an injurious impact on health, causing deficiency diseases such as  scurvy[2]  and  kwashiorkor;[3]  health-threatening conditions like  obesity[4][5]  and  metabolic syndrome;[6]  and such common chronic systemic diseases as  cardiovascular disease,[7][8]diabetes,[9][10]  and  osteoporosis. [11][12][13]

5 Parallelism Problems in In-Line Lists

5 Parallelism Problems in In-Line Lists 5 Parallelism Problems in In-Line Lists 5 Parallelism Problems in In-Line Lists By Mark Nichol Constructing an in-line list a series of items in a sentence seems like a straightforward task, but writers frequently err in their attempts to produce parallel structure. The following sentences illustrate some of the pitfalls of parallel construction and how to fix them. 1. â€Å"You can pay using your bank account, debit, or credit cards.† This list refers to two types of financial resources: a bank account and a card (two types of which are mentioned). The sentence structure mistakenly suggests that the list consists of three elements, rather than two (â€Å"your bank account† and â€Å"a debit or credit card†), one of which is a compound item one consisting of two or more nouns or noun phrases. The following revision reflects the correct organization: â€Å"You can pay using your bank account or a debit or credit card.† 2. â€Å"Her writing was accurate, complete, and demonstrated attention to detail.† Of the three items in this list, two are accompanied by verbs, but the writer has erroneously assumed that complete can share the verb that precedes accurate. It can do so, but only if accurate and complete are linked with a conjunction rather than separated by a comma: â€Å"Her writing was accurate and complete and demonstrated attention to detail.† 3. â€Å"It’s free, secure, and takes no time at all.† This sentence suffers from the same slight but clumsy error as the one in the preceding example. It can be solved in the same way (â€Å"It’s free and secure, and it takes no time at all†) a comma is required before the conjunction in this case because the pronoun’s presence makes the second clause an independent one. Alternatively, each item in the list can be assigned its own pronoun: â€Å"It’s free, it’s secure, and it takes no time at all.† 4. â€Å"The pension system divested in firms doing business with apartheid-era South Africa, avoided oil and energy investments in Iran, and it dropped tobacco companies from its portfolio in 2008.† Here, too, the problem is of inconsistency of structure, but because the subject is a noun and the sentence is more complex, the simple error might not be apparent. Basically, each segment of the sentence needs a subject noun or a pronoun as if it were a distinct sentence, or, better, all segments must share the subject: â€Å"The pension system divested in firms doing business with apartheid-era South Africa, avoided oil and energy investments in Iran, and dropped tobacco companies from its portfolio in 2008.† (Alternatively, the comma following Africa could be replaced by and, but the lengthy sentence is better served by a rest-stop comma rather than another move-along conjunction.) 5. â€Å"There’s the Coke bottle and the old glove and sailboats gliding along the bay.† This sentence (referring to iconic features at a baseball stadium) almost works in its relaxed state, unhindered by internal punctuation. But the lack of a comma suggests that all three things glide along the bay. A comma after â€Å"old glove† will catch that noun phrase and the preceding one, reserving the gliding action for the sailboats alone: â€Å"There’s the Coke bottle and the old glove, and sailboats gliding along the bay.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Style category, check our popular posts, or choose a related post below:Math or Maths?Excited ABOUT, not "for" How Do You Determine Whether to Use Who or Whom?

Temporomandibular Joint

Temporomandibular Joint Free Online Research Papers The most common cause of facial pain is temporomandibular joint and muscular disorder (TMTJ), which causes recurrent or chronic pain or dysfunction in the jaw joint and its associated muscles and supporting tissues. TMTJ is the second most commonly occurring musculoskeletal condition resulting in pain in disability, second after chronic low back pain, affecting approximately five to fifteen percent of the population according to the National Institute of Dental and Craniofacial Research, with an annual cost estimated at around four billion. About half to two-thirds of those with TMJ disorder will seek treatment. Among these, approximately fifteen percent will develop chronic TMTJ. The temporomandibular joint is the joint that connects the mandible bone to the rest of the skull. The temporomandibular joint is arguably one of the most complex set of joints in the human body. Unlike other joints, the TMJ has two joints, which allow it to rotate and to translate. With use, it is common to see wear of both the bone and cartilage of the TMJ. Clicking of the joint is common, as are popping motions and deviations in the movements of the joint. It is considered TMJ disorder when pain is involved. Temporomandibular joint disorder (TMJ, TMJD, TMD) is acute or chronic inflammation of the temporomandibular joint. Disorders of the TMJ and how people respond to them vary widely. Researchers generally agree that the conditions fall into three main categories. These categories are my facial pain, the most common temporomandibular disorder, involves discomfort or pain in the muscles that control jaw function, internal derangement of the joint involves a displaced disc , dislocated jaw, or injury to the condyle, and arthritis. A person may have one or more of these conditions at the same time. Some people have other health problems that co-exist with TMJ disorders, such as chronic fatigue syndrome, sleep disturbances or fibromyalgia, a painful condition that affects the muscles and soft tissues throughout the body. It is not known whether these disorders share a common cause. A variety of symptoms may be linked to TMJ disorders. Pain, particularly in the chewing muscles and/or jaw joint, is the most common symptom. Other symptoms include: jaw pain and/or stiffness, Headaches (usually at the temples or side of the head), vague tooth soreness which often move around the mouth, sensitive teeth, painful or tender jaw, difficulty opening mouth, pain and fatigue when eating hard or chewy foods, clicks Research Papers on Temporomandibular JointPersonal Experience with Teen PregnancyOpen Architechture a white paperArguments for Physician-Assisted Suicide (PAS)Capital PunishmentGenetic EngineeringIncorporating Risk and Uncertainty Factor in CapitalNever Been Kicked Out of a Place This NiceTwilight of the UAWInfluences of Socio-Economic Status of Married MalesThe Hockey Game

Discussion Assignment Example | Topics and Well Written Essays - 250 words - 34

Discussion - Assignment Example This process has been happening naturally as man interacts with the environment. Darwin proves his theory through the size of the brain. Early man had a small brain size approximately 425 cm 3 compared to modern man. Through the fossil records and process of carbon dating, it is easy to follow up the origin of man. The DNA of apes shows a close relationship with that of humans indicating that human beings must have had their origin from apes. Darwin also uses evidence of evolved tools to prove his theory of evolution using fossil records. The early man used sharp stone tools and iron tools. This is evident from data collected by Darwin in caves where the early man lived. According to many anthropologists, man has just evolved recently during the last 50, 000 years providing fresh evidence on evolution. The change in technology, language, culture, and specialized lithic technology has changed gradually changed human

Nighthawks by Edward Hopper Research Paper Example | Topics and Well Written Essays - 2000 words

Nighthawks by Edward Hopper - Research Paper Example The eyes of the viewers are first drawn by the bright, cold fluorescent light of the interior; however, the viewer quickly turns the attention to the customers. The three counter servers or patrons are set against the dark background of the nighttime street. Perspective in the Nighthawks It is important to look at the use of perspective in the painting. The painter chose to paint a scene situated at a sharply angled street corner instead of many of New York’s right angled intersection. Therefore, the sharp corner gave the painter an opportunity to exhibit his subjects from a frontal view and also made the painter to be able to exhibit dimly visible street scene behind the patrons. In addition, the shape of nighthawks when viewed from the painters chosen angle, gives this second glass a surface to fill the whole painting. More so, the pane of glass forms a rhomboid, which is near to the centre of painting and remembering, with slight interruption, the shape of the whole canvas and framing much of the action (Theisen 239). The back windows in the paintings acted as background for all the customers but not for the seller in the restaurant. The customer who is isolated from the rest is at the precise centre of the frame-within-frame (that can be said to be the real centre of the entire painting). Despite the fact that they sit around the bended counter, couple’s heads are painted directly to his right in order for the horizontal line drawn halfway between the bottom and the top of the canvas would cut all the three heads. The painter was keen in presenting the whole human element in his painting to be contained within the lower right-hand quarter of the canvas. Color in the Nighthawks It is vividly clear that the Hopper used ‘a bit of bright’ ceiling in his painting near to hidden fluorescent light that illustrates the interior. The ceiling is of limited importance to any narrative that might be showing up among customers below which depi cts that Hopper’s realism in these paintings. In addition, outside the dinner, dull colors are dominant as might be expect during the night. In the interior, the men’s suits and counter tops are also dull not bright as the ceilings. There are also two brightly colored spots in the whole of interior which shows white outfits worn by the server of the hotel and the female customer is painted wearing a red blouse. The red blouse and lipstick of the female customer represents Hoppers use of red in the entire painting making her different from everything else in the painting (Barnet 37). Light in the Nighthawks The painter was interested in capturing the effect of light on the subjects and objects it touched. In addition, he was inspired by the nighttime effect of artificial and manmade light spilling out doorways, windows and porches. In the paintings, Hopper captured the might-time effect of light. For instance, he showed that the diner plate-glass caused more light to sp ill out onto the sidewalks. Implication of the Nighthawks The painter used the title nighthawks to refer to those people who are night owls and also represents a particular nocturnal bird. In the painting therefore, Hopper tries to show nature is taking over things in the sense that people are moving towards mechanized future and that they will still display an untamed restlessness. These situations are perceived with jaundiced eyes in the sense that nature and technology attract people but at the same repels. The darkness depicted

Drop in customer and target market for a beverage operation Assignment

Drop in customer and target market for a beverage operation - Assignment Example In this paper I will be using drop-in-customer as my customer type and analysing the target market in relation to selection of location for a beverage operation. Energy boosting beverages are largely consumed by sports persons such as athletes. However, the market for these beverages has grown and expanded beyond sports persons to attract non-traditional drinkers. Teenagers, college students and young adults in the ages of 18 to 34 account for majority of energy drink consumption today. This is particularly because of this population’s active lifestyle. Furthermore advertisements for such products appeal to this generation more as compared to older persons. Research has shown that 34% of persons between the ages of 18 and 24 take energy drinks regularly (O’Brien et al, 2008). Also half of all college students consume a drink at least every month regardless of their gender. Most drop-in-customers for beverages are therefore below the age of 34 years of age, are active and therefore will take an energy drink especially on a tiresome day (Heckman, Sherry and Gonzalez, 2010). Sports persons also actively consumer energy drinks. This target market many not have lots of money to spend but regularly need the drinks and will therefore often purchase a drink. The young adults on the other hand are mostly in their first jobs and therefore have some funds to spend on drinks. Marketing and advertisement messages should therefore communicate the benefits of the drinks and at the same time appeal in terms of price (Miller, 2008). Location for beverage operations is also an important element of marketing considering the demographics of the target market. The on-the-go life style of the target market for instance requires that operations are located in strategic places such as supermarkets, college canteens and central places on streets. Design of the retail outlets should also take in account the fact that these

Cognitive Development Theories

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

The Importance of Going Away to College Essay -- Argumentative

The Importance of Going Away to College Imagine the senior year of high school when students are poised to enter college and become adults. It's a time of responsibility, of being on one's own, and of shaping lives by making daily decisions. One of the major decisions is where to attend college. Should a person stay close to home and attend an in-state school where people and even campuses are somewhat familiar? Or should the decision be to start a completely new chapter in one's life by attending a college farther away, with totally new challenges? I believe the answer is definitely to leave town. Of course, I can only speak from own experience to date. I thoroughly enjoyed high school and had excellent teachers who prepared me for entrance into the new world of college. My family and I discussed and received information from many schools, some of which I was totally unfamiliar with. My parents knew this was an important milestone in my life and therefore, arranged for a trip east to visit campuses and classes. That is how I chose to travel from my North Dakotan home to MIT, halfway across the nation. I had many reasons, one of which is obviously that MIT is one of the top schools in the nation, but another is that it is in the city of Boston. I am from Bismarck, North Dakota, a midwestern town of about 60,000 which I love, but I knew it was time for a new place with new experiences. So far, I am only in my first semester of college, but I love it. I have met a whole new set of friends and find that things are always happening on campus and in the city. I was homesick for about the first week, but after that I never thought about being homesick again. I had too many interesting things to do. For the first t... ...ting, a person can look at an experience from both sides. It has opened up my eyes to a new way of life. Going away to college is a great way for people to meet new friends and experience new things. Usually a setting unlike their home will help them with both of these experiences. While this may not be true for everyone, I believe everyone should try living in an area unlike his or her own. This is what develops a person intellectually and socially. It has been said that the grass is always greener on the other side. Being excited about the newness and challenges of a new place may not enable it to stay green for a lifetime, but the new place is a great place to spend the next four years. So even though I lived my whole high school life in one city where there were no actual problems, it still was time for me to move where there were new experiences.

Melissa Younan Twelfth Night

However, Olivia does not return this sentiment an d has sworn off marriage while mourning the death of her dear brother. Under the orders of the Duke, Viola goes to Lady Olivia in pursuit to convince her to marry Rosin, though she herself has grown to love him. After the visit, Olivia sends her serve ant after Corsair, otherwise known as Viola in disguise, in order to return a ring that he had supposedly left at her manor. In her soliloquy, Viola is trying to come to a con occlusion as to why Olivia had sent the ring, knowing for a fact that she had not worn one.Fate r processing the events that occurred in their discussion and the ring predicament .NET, Viola realizes that the Lady has fallen in love with who she believes to be Corsair, a ND that he ring is a sign of her affections towards him. Completely unaware that Ices aria is not really a man, but a woman impersonating one, this adds more complication a ND conflict to the Story. By the end Of the soliloquy, Viola is left overwh elmed and unable to find a solution to the unfortunate love triangle she currently finds herself in.In the soliloquy, Viola uses logos to attempt to understand their hopeless situation and pathos to express her pity for Olivia. Viola uses logos when she begins to make connections as to how Olivia acted during their meeting. Viola uses logo s when she says, â€Å"She made good view of me; indeed, so much, / That sure method her eyes had lost her tongue, / For she did speak in starts distractedly'(Act II, scene ii, 676678). The quote shows how Olivia had repeatedly gazed at her and seem d distracted, which can only mean that she is in love with Viola/ Corsair.This appeal proves to be effective because it leads her to finish off the speech by discuss Eng Olive's misplaced love. As for pathos, in lines such as, â€Å"Poor lady, she were better love dream†(683), and, â€Å"What thriftless sighs shall poor Olivia breathe†(696), Viola implies Olivia is chasing a fantasy and that since the man that she thinks she loves do s not exist, the only outcome will be her sorrow and misery. This can be seen as pat hose because it compels not only Viola, but the reader as well to feel compassion t awards Olivia.Also, when Viola begins to rant about how frail the hearts of women AR e and â€Å"how easy is it for the propellers / In women's waxen hearts to set their forms! â€Å"(686687), she begins to understand Olivia and how she is not to blame for her misguided love for Corsair. This is both pathos and logos because not only is she feeling pity for women, such as Olivia and herself, but she is also using false 10 gig by eying that misguided love is caused by women having weak hearts.By the en d of the speech, Viola understands Olive's love for who she believes is Corsair and empathetic with Olive's feelings. Viola uses many rhetorical and literary devices throughout her speech as well in order emphasize and/ or make a point. She used examples of apostrophes s uch as â€Å"Disguise, I see, thou art a wickedness†(Act II ii 684) and â€Å"O time! Thou must UN tangle this, not l; / It is too hard a knot for me to untie! â€Å"(697698). When she states â€Å"Disguise, I see, thou art a wickedness†(684), she blames her disguise for making Olivia fallI in love with her. As for â€Å"O time! Thou must untangle this, not l; / It is too hard a knot for me to it is used to show how complex their situation is and how she can't fix it alone. The apostrophes show how Viola eagerly wants to avoid the conflict a ND have it resolved. This is shown through how she pins the blame on a simple disguise and wishes that time will resolve the matter on its own. There is also alliteration in the speech such as â€Å"Fortune forbid† and â€Å"she did speak in starts†. The alliteration I s used to emphasize and show importance.For instance, in the sentence, â€Å"Fortune for id my outside have not charm's her! â€Å"(675), the alli teration is used to show the reader r that Viola is worried about Olivia falling in love with her disguise, as well as to amp hassle Viola's wishes to prevent more conflict and heartbreak to the reader. The sent once, â€Å"For she did speak in starts distractedly†(678), also shows the reader that Viola ha s come to the conclusion that Olivia is in love with Corsair, and catches the readers Tate notion to this fact.In my opinion, I think it is important to read and utilize rhetorical strategies in order to make conclusions about Shakespearean writing. I believe this is crucial I because in order for the reader to comprehend the speech itself, they must get a sense e of what is occurring prior to the speech. Because of this, the reader must analyze the re theoretical situation in the speech in order to understand the main problem, purpose, an d who the speech is really targeted for.Without knowing the situation, the reader would be lost and unable to fully comprehend why the s peech is of importance. Therefore, it is one of the key points in understanding the speech. Also, if you're unable to come to conclusion as to why Shakespeare included devices such as logos, pathos and ‘or ethos n the speech, you would not know whether he was trying make a logical point t, show the credibility of a character, or make the reader feel pity or emotion.

Economics Commentary: Macroeconomics Essay

Areas of Syllabus your commentary relates to: Section 4: Macroeconomics Having experienced contraction from Q4 08 to Q2 09, the Canadian economy grew 5% in the fourth quarter of 2009, beating predicted forecasts. This growth was precipitated by consumer and government spending, as well as a growing housing market. There was also growth recorded in exports, with sectors such as the automotive, energy and industrial factoring into this. However, economists warn that for this growth to continue, issues such as unemployment and spotty aggregate demand must be addressed. Fiscal measures, meaning decisions made by the central governing body concerning taxation and government spending, have already been taken by the Canadian government, in the form of the fiscal stimulus package. This package has in it $12B in infrastructure spending, $7.8B meant to stimulate construction firms, $8.3 B for skills training and retraining, and several tax credits ranging from the home improvement ($1350/family) to lowered EI and income tax rates. Fiscal policy generally concerns itself with creating conditions of full employment, price stability and real GDP growth. Full employment, or an economic state where all eligible people who want to work can find employment at the prevailing wage rate, is important in achieving a state of maximum productivity in the economy. The current unemployment rate is 8.2%, above the generally accepted natural rate of unemployment. It has however fallen significantly, with a gain of 159,000 new jobs since June 2009. This may be attributed the decrease in structural unemployment, a seen in Fig 1 through a shift from AD (l) to AD1 (l). There mismatch in skills offered by Canadian workers and those demanded by firms has decreased on the diagram, perhaps through training programs. On the other hand, an increase in aggregate demand, caused by an increase in the disposable income of families may have also caused the increase in demand for labour as firms expanded or rehired laid off personnel. Price stability is also important for long term economic growth, because rampant inflation, meaning a steady and prolonged increase in the price level, is known to have several adverse effects. These include the extra costs caused by unsteady resource costs, and money losing its role as a medium of value. As the government injects more stimuli into the economy, the risk of demand pull inflation grows. Thus aggregate demand would rise; because of growth in the money supply, the price level would increase, as described by the short run equation of exchange, M=P. This increase in the money supply is provided by the Bank of Canada, and included as the Extraordinary Financing Framework in the government’s action plan. To avoid the aforementioned inflation, the Bank of Canada has several tools at its disposal. Raising the amount of reserve requirement is an interesting contractionary choice, so is raising the discount rate charged to major banks. These two together act to reduce the greatest inflationary obstacle, that is public opinion. Thus, as shown in Fig2, an increase in the interest rate results in a decrease in consumer demand for money. This decrease in demand would be useful in controlling inflation once recovery had occurred. However, in the present, the Bank of Canada is likely to concern itself with slowly increasing the money supply, and keeping a stable overnight rate. It is unknown whether the stimulus package is the cause of the rebound in the Canadian economy, this may have been caused by market forces. Additionally, the retraining programs are unlikely to have already decreased structural unemployment, as one of their major faults is the length of time needed to complete such a course. These so called time lags are problematic because once the retrained populace makes their way back into the labour market, 3-4 years may have passed, almost a full cycle of certain economies. As stated in the article, the Canadian recovery itself does not stand on stable ground, especially so given that a significant part of the EU is heavily in debt and America no yet out of its own recession, important, as 80% of Canadian imports are destined there. Whether or not the measures taken by the government with respect to stimulating the Canadian economy in the long run shall be successful remains to be seen. However, the average middle class citizen most likely has experienced the benefits of measures ranging from tax credits and reductions to funding directed to the industry they work in.

A Brief Overview and Description of Geography

A Brief Overview and Description of Geography The science of geography is likely the oldest of all sciences. Geography is the answer to the question that the earliest humans asked, Whats over there? Exploration and the discovery of new places, new cultures, and new ideas have always been basic components of geography. Thus, geography is often called the mother of all sciences as studying other people and other places led to other scientific fields such as biology, anthropology, geology, mathematics, astronomy, chemistry, among others. (See other Definitions of Geography) What Does the Word Geography Mean? The word geography was invented by the ancient Greek scholar Eratosthenes and literally means writing about the earth. The word can be divided into two parts - ge and graphy. Ge means the Earth and graphy refers to writing. Of course, geography today means much more than writing about the Earth but its a difficult discipline to define. Many geographers have done their best to define geography but a typical dictionary definition today reads, The science of the Earths physical features, resources, climate, population, etc. Divisions of Geography Today, geography is commonly divided into two major branches - cultural geography (also called human geography) and physical geography. Cultural geography is the branch of geography dealing with human culture and its impact on the Earth. Cultural geographers study languages, religion, foods, building styles, urban areas, agriculture, transportation systems, politics, economies, population and demographics, and more. Physical geography is the branch of geography dealing with the natural features of the Earth, the home of humans. Physical geography looks at the water, air, animals, and land of the planet Earth (i.e. everything that is part of the four spheres - the atmosphere, biosphere, hydrosphere, lithosphere). Physical geography is closely related to geographys sister science - geology - but physical geography focuses more on the landscapes at the surface of the Earth and not what is inside our planet. Other key areas of geography include regional geography (which involves the in-depth study and knowledge of a particular region and its cultural as well as its physical characteristics) and geographic technologies like GIS (geographic information systems) and GPS (global positioning system). An important system for dividing the subject of geography is known as the Four Traditions of Geography. History of Geography The history of geography as a scientific discipline can be traced back to the Greek scholar Eratosthenes. It was further developed in the modern era by Alexander von Humboldt and from there, you can trace the history of geography in the United States. Also, see the Timeline of Geographic History. Studying Geography Since the late 1980s, when the subject of geography was not well-taught throughout the United States, there has been a revival in geographic education. Thus, today many primary, secondary, and university students are choosing to learn more about geography. There are many resources online available to learn about studying geography, including one article about earning a college degree in geography. While at the university, be sure to explore career opportunities through internships in geography. Great Studying Geography Resources: Branches of GeographyCapitals of Every CountryGeography GlossaryQuestions and Answers About GeographyGeography Facts, Lists, and TriviaMaps and Geographical Information About Every Country (including blank outline maps)Top 10 Reasons to Study Geography (Humor) Careers in Geography Once you start studying geography, youll want to look into various careers in geography so dont miss this article specifically about Jobs in Geography. Joining a geographic organization is also helpful as you pursue a geographic career.

Li Bai. Poetry and the Tang Dynasty Research Paper

Li Bai. Poetry and the Tang Dynasty - Research Paper Example The birth of Li was at the point when poetry had the court sponsorship and was a mandatory element of every administrative and public education. At the time of his demise, the whole country was restless and under the turmoil of civil rebellion which had gravely effected the prosperity of a blooming nation and the tone of Li’s poetry. The poetry of Li Bai during the Tang Dynasty is the clear depiction of art, love, romance, loss, might, failure and gratitude. The rise and the fall of the Tang dynasty is an epic story of love, hatred, betrayal, rise and fall of one of the greatest civilizations of the world. The Tang dynasty was established by the Duke of Tang, Li Yuan, who was the victor of the civil war that ended in 617AD and claimed himself by the name of Emperor Gao-Zu. When he became the emperor of China, he not only reunited China but also ruled it efficiently from 617AD to 626AD2. The emperor was then disposed by his son Li Shimin in 626 which resulted in the blood feud among the sons to become the inheritor of the rule and eventually the winner was Li who became the next ruler known as the Emperor Taizong. The rule of the Emperor Taizong is one of the golden ages in the Tang dynasty who helped promote the art and literature across the country3. Through his reformist administration, and love for art and literature, he is still known as one of the greatest rulers of this great civilization. After his death in 649AD, his son Emperor Gaozong ascended the throne who proved to be a very weak ruler. The rule of the Emperor Gaozong was from 649 to 683 making it more than 34 year but the prime ruler during this era was Empress Wu Zetian. Empress Wu was the concubine of the emperor who used her influence and charm over the emperor and got the wife the emperor murdered and promoted herself as the empress4. The rule of Empress Wu is one of the cruelest eras in the history. She sent to exile and got murdered everyone in the entire country who she thought could be a hurdle in her rule as Lewis states: "Through the examination and her own personal choices, Empress Wu promoted several poets of humble birth who themselves became patrons of others from local elites or even poor families."5 However, with old age, the empress was not able to keep herself in control and was disposed in the favor of Emperor Zhongzong in 705AD. Emperor Zhongzong did not love for ling to rule and with his death in 710AD, the throne was taken control of by his spouse Empress Wei. The empress tried to rule like empress Wu but did not last long and was eventually disposed in 712AD and Emperor Xuanzong was placed on the throne. The rule of Emperor Xuanzong is the longest in the Tang dynasty, which lasted from 712AD to 756 AD making it just about 44 years. Emperor Xuanzong was an efficient ruler in the beginning of his career but later he was greatly influenced by the Taoist spirituality which shoed his weak administrative capability and giving rise to many insurgencies across the rule. Of the major insurgency was the An Lushan Rebellion, which also affected the later years Li Bai’s poetry. Not only this, the weakness of Emperor Xuanzong’s rule resulted in the rise of Islamic influence along the Central Asia who became the major influence holders of the silk route. After the Emperor Xuanzong fled the throne during the rebellion, Suzong became the next ruler of China. The

Jazz Research Proposal Example | Topics and Well Written Essays - 2000 words

Jazz - Research Proposal Example It was only associated to music around 1915 when it was constantly played in Chicago and then it was indelibly called JAZZ music. Throughout the 19th century, there was a growing interaction between black and white people in the United States. This meeting of cultures led to the merging of two musical ethnicities, and the combination of which inspired the development of JAZZ. This type of musical genus was born in America. During the time African slaves were brought to the United States, these slaves preserved much of their culture. The city of New Orleans in Louisiana had a â€Å"population of white settlers, black slaves, and mixed race, most notably the descendants of French and Spanish settlers and blacks known as the Creoles.† (The Story of Music Vol. 5 1) Plantation slaves meet at the Congo Square were they dance to African drumming. Even after the time slavery was abolished during the Civil War, the Congo Square remained to be the favorite meeting venue to perform African rhythm which was soon picked up by other local bands. â€Å"They were black bands made up of freed slaves and house servants throughout the South.† (The Story of Music Vol. 5 2) New Orleans then became the birthplace of jazz being the most prolific ground for the expression of black music. One facet is their musical culture, including rhythms, songs and dances, wherein African Americans were introduced to the European and white popular music. Likewise, European Americans were introduced to the â€Å"off-beat† rhythms and various pitches used in the African melody. For that reason, the development of jazz which became the most important music genres of the 20th century came into being. Jazz is said to be America’s greatest contribution to music. Its impact on American society has been massive and its influence on world culture has been far reaching. â€Å"Its message has been direct, vital, and immediate, enabling it to hurdle cultural,