Explore the impact of social, cultural and historical on your play

The recorded, social and social affected our play hugely in light of the fact that so as to make a comprehension of our boost sexual orientation we expected to investigate various sides to sex. We concluded that all together for the crowd to work out the significance behind our play they expected to completely comprehend the possibility of sexual orientation over a wide span of time. During the making of our play we thought it was imperative to raise certain topical issues, we chose the fundamental issues would be the means by which ladies were treated in the at various times, aggressive behavior at home, love and connections, generalizations and social jobs. We picked the possibility of ‘lion tamers' since it depended on a bazaar anyway we turned it so the scene was ‘lady tamers' to show how ladies were treated previously. We began with the women as wild creatures with the men in the center yelling out the requests, for example, ‘wash the floor'. At that point we went onto further developed strategies were we remained in a ‘Stepford spouse posture' and talked lines, for example, ‘have supper prepared, plan even the prior night so he can have a warm feast on schedule. So as to make a reasonable impression of what ladies' jobs were in the past we taken a gander at The Good housewife's guide this was a booklet of guidance from the 50s advising young ladies how to be a decent housewife and on the grounds that a portion of the guidance were extraordinarily †¦Ã¢â‚¬ ¦ and ridiculous which we figured the crowd would discover funny. We at that point chose to do go the other outrageous with the scene where the women assume control over, we needed the ladies to be amazing both intellectually and physical this was to show how circumstances are different and specifically how ladies in the public arena have changed. A significant issue we needed to focus on was abusive behavior at home since this was a hard hitting issue including sexual orientation. We investigated various parts of abusive behavior at home and found that it is similarly basic these days as it was previously and despite the fact that it isn't really valid for each case men appear to be the†¦Ã¢â‚¬ ¦ of the issue. We had a genuine issue consolidating this issue into the underlying thought of the carnival since we didn't have the foggiest idea how to make a genuine point clever. In the end we thought of a Punch and Judy sketch and this was Perfect since it indicated the issue of abusive behavior at home and adhered to the possibility of the bazaar. As a gathering we concluded that it is ideal to take a gander at the positive side of sex on the grounds that up till then it had all been negative. We utilized the possibility of a tight rope act to show the ups n downs of connections and love, we had a kid toward one side of the tight rope and a young lady at the other and they would stroll along and alternate saying what they didn't care for about one another and the other individual would start to wobble on the tight rope anyway after every little discourse they would end it with ‘but I love him/her. ‘ We needed to grasp the other genders contrasts and make the crowd see sexual orientation in a positive light.

To Kill A Mockingbird Essay Example | Topics and Well Written Essays - 500 words

To Kill A Mockingbird - Essay Example Dill lives in Mississippi however he his get-aways in Maycomb. Atticus is the fundamental character of the story. He is a man of solid virtue. He had extraordinary feeling of energy. He was against the custom of prejudice which existed in his general public. He ingrained in his youngsters extraordinary feeling of fairness. He set a perfect model for them by battling the instance of dark man for which he needed to remain against his own general public so as to help equity and truth. He was an incredible guide and instructor for his youngsters and a phenomenal individual too. â€Å"There goes the meanest man that at any point deeply inhaled life† The story appears to state that Atticus will be Atticus on account of Maycomb. He preferred Maycomb, he was Maycomb County brought up; he knew his kin, they knew him. . . . Later, when Atticus is endeavoring to support Jem about the chargeable judgment in the Tom Robinson case he discloses to Jem that they will live in Maycomb after the case is finished. However in this way, Maycomb is no delight; no heaven on the slope, no spot one can celebrate without stresses and despairing. It is living in Maycomb, working at law there, that we consider Atticus to be the man that he is.

No More Used Cars

Not any more Used Cars Not any more Used Cars Not any more Used Cars By Maeve Maddox Time was, a vehicle that no longer had a place with its unique proprietor was a trade-in vehicle. Dress that had changed hands was recycled attire or, in a family, pre-worn stuff. Not any longer. Clearly, in our buyer society, frugality is as yet drilled, yet admitting to it isn't cool. Old garments are currently sold in transfer shops, not recycled stores. Utilized vehicles are publicized as recently possessed. however, presently even that code word might be on out. This week I got a promoting mailer offering bargains on reprocessed vehicles. From the start I thought the printer had committed an error for repossessed. Evidently the organization sending the mailer foreseen such a response in light of the fact that a definition was astutely given: Reprocessed Vehicle (thing) A late model used vehicle that has experienced a 27-point inside and outside mechanical and wellbeing investigation and molding and has been justified for unwavering quality. English essayist David Rowan offers a few additional doublespeaks for the humiliating word utilized : pre-delighted in, recently thought about, and experienced. Rowan has assembled an entrancing rundown of extremely startling code words from genuine reports. A large number of the articulations are U.S. coinages. The Pentagon is by all accounts a particularly productive supporter of the class of words that fall upon the realities like delicate day off, the frameworks and concealing all the subtleties. Perceive how close you can come to what these code words should mean. monetary underachiever HRP quick lasting crippling NBC suit continuous precipitation circumstance walkway guiding toy officer urban outdoors welcome station untamed life protection park Check your answers against Rowans list (Update: interface not, at this point on the web). Need to improve your English in a short time a day? Get a membership and begin getting our composing tips and activities every day! Continue learning! Peruse the Expressions class, check our famous posts, or pick a related post below:What is the Difference Between These and Those?The Six Spellings of Long E20 Names of Body Parts and Elements and Their Figurative Meanings

Cognitive Psychology Definition Paper free essay sample

Out of the numerous parts of brain research, psychological brain research is the â€Å"branch of brain science that reviews mental processes† (Cherry, 2010). Numerous people have contributed such a large number of achievements identified with the turn of events and development of intellectual brain science. Conduct perception is significant in subjective brain research bite the dust to the theoretical idea of comprehension. The psychological procedures that intellectual brain research examines incorporate how individuals think, see, recall, and learn. The principle center focal point of intellectual brain science is the manner by which individuals assemble, procedure, and store data (Cherry, 2010). Intellectual brain science us totally different from past mental methodologies in two significant manners: †¢ It acknowledges the utilization of the Scientific Method and for the most part dismisses contemplation as a legitimate technique for examination, dissimilar to the image driven methodologies utilized in Freudian brain research (Schunk, 2008). †¢ It unequivocally recognizes the presence of interior mental states, for example, conviction, want, and inspiration, in contrast to behaviorist brain research (Schunk, 2008). There are a few positive viewpoints behind psychological brain research, for example, approaches to improve memory, increment dynamic precision, and furthermore how to upgrade learning (Cherry, 2010). We will compose a custom article test on Intellectual Psychology Definition Paper or then again any comparative point explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page Ulric Neisser assumed a significant job in the improvement of psychological brain research when he distributed his first, and generally powerful, of his books: Cognitive Psychology in 1967. At that point in 1976, Neisser composed another book titled, Cognition and Reality, in which he communicated his reactions on the field of psychological brain science. In the first place, he was discontent with the straight programming model of intellectual brain research and how it over-underlined data preparing models that were utilized to depict and clarify conduct. Also, Neisser felt that intellectual brain science had fizzled, from numerous points of view, to address human conduct. Finally, which appears of the most importantance, Neisser created regard for the hypothesis of direct observation that was declared by the full of feeling clinician J. J. Gibson. In this book, Neisser arrived at the resolution that he accepted that intellectual brain science had practically zero possibility on getting well known until Gibson’s’ take a shot at recognition had been re-worked (Massaro, 1990). One achievement connected to psychological brain science would be Individual Psychology, which was created by Dr. Alfred Adler. In 1902 Freud welcomed Adler to help make mental medications for anxieties and at one point Alderian brain research had just gained colossal ground. At that point in 19122, Adler began to question Freud about Freud’s speculations behind sexual motivations and how they are the central factor in framing both ordinary and masochist characters. Adler left Freud to build up his own thoughts, these then turned into the reason for all the psychological brain sciences and treatments that would come later (Cherry, 2010). George Mandler and his work with the association of recollections is another formative achievement in subjective brain science. Mandler was a benefactor in the intellectual upset in the mid-twentieth century. His work was immense enhancements in the fields of â€Å"cognition and feeling and the significance of autonomic feedback† (Kessen. Ortony, Craik, 1991). Mandler’s work with the utilization of association hypothesis for a comprehension of memory and review and acknowledgment made incredible walks in intellectual brain science. Social perception is significant in the field of subjective brain research. The thinking is that psychological brain science is about how individuals think, act, recall and learn. Conduct perception would be required so as to completely see how an individual, or a gathering, demonstrations, learns, and thinks based a brain research point of view. Psychological brain science has assumed a significant job in the kerning behind the human mental procedures. In the event that it wasn’t for George Mandler, Alfred Adler, J. J. Gibson, and Ulric Neisser, subjective brain research would not be as evolved as it is today. Truth be told without the entirety of the exploration and apparatuses, we could never have intellectual brain science. With the proceeding with examine behind intellectual brain science and through conduct perceptions, psychological brain research will proceed to develop and thrive.

Comparative Analysis on Kikuyu

Similar Analysis on Kikuyu Similar Analysis on Kikuyu inside the SPE and Post-SPE Framework Research paper for Foundations of Phonology Course Presentation This paper targets watching the informational collection of Kikuyu language. Two systems are thought about, for example the Sound Pattern of English (from this time forward; SPE), and Post SPE (Autosegmental Phonology). Inside the conversation, approaches structure different speculations will likewise be featured; be that as it may, the primary concern tended to in this paper is to assess the informational collection of Kikuyu based on phonological hypotheses inside the two systems included. In light of SPE hypothesis, the lexical passages should comprise of adequate data for the phonological guidelines so as to recognize its phonetic structures for every specific situation. At the end of the day, each lexical passage is entered as a lot of phonological unmistakable highlights. Moreover, the fundamental portrayal (UR) is considered as a theoretical portrayal in contrast with a surface portrayal (SR). Along the paper, we will talk about the two structures together with highlight documentations and afterward we will investigate the informational index segmentally to get the principles administering the language of Kikuyu. In the following area, we will endeavor to investigate the inconstancy of the planned articulary contraption with the soul of the Post-SPE system driven by various inquiries in the advancement of the informational collection examination of concerning the structure inquestion. During the investigation, we won't consider some fundamental prerequisites, for example, No Crossing Constraint and Linking Constraint so as to be steady with the well-formedness state of Post-SPE structure. Besides, we will likewise approach the alleged geometry of phonetic portrayals joined by adequate guides to make sense of any conceivable arrangement. One of the focal issues tended to inside this paper is the examination on the moving of nasal + consonant as for the given informational collection. We will attempt to look at two hypotheses being referred to and see how those speculations could represent the adjustments in the informational collection. At a later stage, we will see which hypothesis throws better examination of the given information than different does. A few writings will be considered particularly those from the course reading of Phonological Theory: The Essential Readings by Goldsmith, J. for example, The Sound Pattern of English by Chomsky, N. furthermore, Halle, M., among others, just as important sources which may give us more data about the language of Kikuyu. Presently, let us experience the examination from the principal structure, for example the SPE system. The SPE Framework The SPE structure is accepted to be the premise of Generative Phonology since hypotheses inside this system were impacted by the perspectives from generative semantics. Chomsky and Halle (in Goldsmith, 1999 : 17-19) expresses that a speakers information on his language comprises of knowing the lexical things of the language and each lexical section must contain indicated highlights, which decide the phonetic type of the thing in all unique situations, for example the things phonological highlights. Besides, such phonological highlights are classificatory gadgets, they are double, similar to all other classificatory highlights in the dictionary, for the common method of showing whether a thing has a place with a specific classification is by methods for twofold highlights. There will be two degrees of portrayals that will be talked about in the SPE structure; basic portrayal (for example lexical or morphophonemic arrangement) and the surface structure (for example phonetic yield structure). Given the creators target augmenting the effortlessness of the sentence structure, it follows that hidden portrayals ought to be as unique as could be expected under the circumstances and stay away from repetitive, or non-particular, highlights. Limited fundamental portrayals are in fact a necessity to guarantee the sweeping statement of the general semantic framework. Inside this system, we will break down the informational collection on the language of Kikuyu in the soul of morphological investigation, review on any conceivable rotation inside the dataset, just as distinguishing the basic portrayal (UR) from the given informational index. Following this investigation, we will attempt to watch potential guidelines with highlight documentation of the provided information so as to get a summed up rule requesting inside the informational collection. For this examination, we additionally allude to the International Phonetic Alphabet (IPA) outline, particularly for the consonants diagram and their highlights. Let us attempt to dissect the informational index from the morphological investigation with the given informational index underneath. The informational collection of Kikuyu is given beneath in table 1: Basic - 1 sg.Imperfect- - English Meaning Ãÿura - mbureet?- - 'trim off' Ãÿaara - mbaareet?- - 'take a gander at' t?ma - nd?meet?- - 'cut' toma - ndomeet?- - 'send' reha - ndeheet?- - 'pay' ru?a - ndu?eet?- - 'cook' cina - ineet?- - 'consume' koma - ?gomeet?- - 'rest' kera - ?gereet?- - 'cross' ?ora - ?goreet?- - 'purchase' ?aja - ?gajeet?- - 'isolate' From table 1, we can see that there are two structures to watch, the one being Imperative and the other being the 1-sg-Imperfect from informational collection of Kikuyu language, which is trailed by its importance in English. The table shows that for each given word, a few letters stay unaltered, which is composed in Bold inside the word. The greater part of them appear to have a Vowel and Consonant request (VC) and a long vowel one (for example VVC, for example, in Ãÿaara. Besides, we can likewise find in the Imperative section in which all words are constantly finished with a, set apart after a slice sign (- ). In this manner, the words in the primary solitary Imperfect segment are constantly finished with an eet?, which is likewise isolated by a slice (- ). A total informational index examination is given in table 2 beneath. Table 2 Basic - 1 sg. Flawed - English Translation Ãÿur - a - - mbur - eet?- - - 'cut off' Ãÿaar-a - - mbaar-eet?- - - 'take a gander at' t?m - a - - nd?m - eet?- - - 'cut' tom - a - - ndom - eet?- - - 'send' reh - a - - ndeh - eet?- - - 'pay' ru? - a - - ndu? - eet?- - - 'cook' cin - a - - in - eet?- - - 'consume' kom - a - - ?gom - eet?- - - 'rest' ker - a - - ?ger - eet?- - - 'cross' ?or then again - a - - ?gor - eet?- - - 'purchase' ?aj - a - - ?gaj - eet?- - - 'isolate' From table 2, we can see that the unaltered letters, which are Bold composed above, are the stems or could be a piece of the stems of the word in hidden portrayal. Besides, we can likewise observe postfixes, which show the Imperativeness or the given words that are motioned as the last letter an at the last situation of the word. From the normality of the last letters eet?, we can say that the given words must be named additions demonstrating the 1 sg. Blemished type of Kikuyu language. We will examine the fundamental types of the morphemes consistency in a different conversation in a later part. Presently let us see the structure of the nasal sound which happens before the stems. It is possible that a shift is characterized as a morpheme, which has two diverse sound shapes, which can be broke down by a phonological procedure. From the informational collection of Kikuyu, the a few variations can be seen as demonstrated in the accompanying table (see table 3). The variations can be distinguished effectively in that Ãÿ becomes b; t/r becomes d; c becomes ?; k/? becomes g. Those shifts can be seen as the variations in the language of Kikuyu whose phonological procedure will be investigated in rules. Table 3 Basic - 1 sg. Defective In a.b.ãÿ - - mb In c.d.t - - nd In e.f.r - - nd In g.c - - In h. I. k - - ?g In j. k. ?- - - ?g Moreover, we can likewise observe that a nasal consonant is embedded before the changed consonant, for example m; n; ? what's more, ?, which proposes that the morphological procedure obliges the phonological procedure. Such inclusion shows us significant focuses for the informational index in the language of Kikuyu. We will talk about such wonder in more noteworthy worry in later part. Be that as it may, there is one comment about this marvel in the addition of nasal consonant in the 1 sg. Flawed gatherings could be examined as certain prefixes inserted which may communicate the strained of an action word. At whatever point the shift is built in a contrary manner, for example b becomes Ãÿ in informational index, this lead to a badly framed development. Such a case is likewise falsifiable from information h. what's more, j. in which ?g would become k and ? individually following the case. Consequently, we will consider the arrangement of shift as from Imperative to 1 sg. Flawed. The reanalysis of the stems of the two structures is delineated in table 4 beneath. Both prefixes (nasals) and additions ( an and eet?) are disposed of in table 4 with the goal that we can get the stem of every action word. Table 4. Basic - 1 sg. Flawed - English Meaning Ãÿur - - pod - - 'hack off' Ãÿaar - - baar - - 'take a gander at' t?m - - d?m - - 'cut' tom - - dom - - 'send' reh - - deh - - 'pay' ruc - - du?- - - 'cook'

An MIT survival guide

An MIT survival guide This is a list I made at the end of my freshman year in the reading room of Hayden Library one of a very short list of places where I am comfortable enough to actually fall asleep. A fifteen-minute nap in Hayden can give me enough alertness to get me through the rest of my day plus its just a nice place to sit and think. So heres my list of Things I Discovered About Myself Freshman Year 1. There is no substitute for sleep. Caffeine is great in a pinch, but eventually the piper must be paid. 2. It really is better to get a good nights sleep before a test than to stay up and cram. Really. 3. Shopping is therapy. 4. Naps: theyre not just for kindergarteners! 5. Food made from scratch (or close to it) tastes so much better than the stuff out of microwave boxes. 6. Videos and pizza with friends is a perfectly acceptable way to spend a Saturday night, and is often better than going out to a random frat where you know no one. 7. Trying new activities like cheerleading can be a great idea. Discovering skills you never knew you had is pretty cool. 8. You gotta have friends 9. The store brand does NOT taste any different from the name brand. 10. I still dont know how to cross streets in the city, but I do know how to get anywhere in Boston by T. 11. Like a plant, I need a certain amount of sunshine to thrive. 12. Preserving ones mental health is a perfectly valid reason to skip class. 13. Kazaa: how do people survive without it? (*NOTE: When this list was written, the RIAA had not yet begun suing the pants off college students. My 2005 self has removed Kazaa from her computer and now uses iTunes, simply because she has no desire to lose every dollar she has.*) 14. Besides my room, the reading room at Hayden is my favorite place in all of campus. Whoever bought those comfy leather chairs gets a big gold star from me. 15. Money doesnt grow on trees and earning it is time-consuming. 16. On less than about four hours of sleep, the brains proofreading abilities go completely down the drain. 17. Very, very brilliant people sometimes make really great professors and sometimes not. 18. Being afraid to ask for help is a very major handicap. 19. Fifteen-minute naps are better than chocolate. 20. He who takes the hardest classes, does the most psets, participates in the most extracurriculars, and gets the least sleep WINS. By choice, I am not a participant in the competition. 21. Never, ever, ever let one class evaluation of you determine your worth as a person. 22. Grades are important. Sanity is way more important. 23. Its wonderful to be perfectly content in the company of just yourself. 24. Self-confidence is crucial but its not the same thing as arrogance. 25. Both the human body and the human spirit can be beaten severely without being broken. 26. Nothing is more important than getting up when you fall down.

Managerial Economics Research Assignment Papaer - 275 Words

Managerial Economics Research Assignment Papaer (Coursework Sample) Content: Managerial economicsName:Institution: Managerial economicsQuestion oneTax credit is a description of a possible reduction in a firms income taxes with a claim that the accrued credit would then be used to recompense the Federal Government (Hanlon, Lester, Verdi, 2015). Per se, the planned investment tax credit will lead to a possible reduction of the relative price of capital at the automobile company compared to the price of labor. Other factors constant, an isocost line will shift becoming steeper given the upsurge in wage rate (w/r). In economics, an isocost line is a representation of all amalgamations of a companys factors of production that will result into the same total cost. A steeper isocost line will imply that the input mix that was aimed at minimizing cost will now require less labor input and more capital, as the firm will be substituting towards capital incentive products. The result of an increased capital/labor ratio is a possible loss of jobs in t he U.S (Hanlon, Lester, Verdi, 2015). Moreover, the substitution will increase the price of labor and most firms will start moving away from the market. As such, being a representative of a local union, I will oppose this statute on investment tax credit. Question twoEqually, investment tax credits will assist the automobile company to expand its operations in the region given that costs of production will be reduced considerably (Hanlon, Lester, Verdi, 2015). In addition, MPL (Marginal Product of Labor) will possibly intensify with the increased use of capital implying higher wages to those workers that are still employed by the firm. The union should, therefore, favor this statute given the associated higher wages (...

Operations Management ISO Implementations for Riordan...

ISO Implementations for Riordan If Riordan Manufacturing is looking at acquiring ISO certification, the first consideration may be to determine which standard, or standards, may be relevant. For most firms there will be more than a single potential standard, the question will be to determine which would help the firm optimize its market position and support the business. Riordan are manufacturing fans, this is an area in which there are a number of standards; for example, ISO 5136:2003 deals with the noise created by fans radiating acoustics through ducts, ISO 13347-2: 2004, ISO 13347-3; 2004 and ISO 13347-4; 2004 all deal with the fan sound levels, each using a different testing approach (ISO, 2013). ISO 14694: 2003 and ISO 14695: 2003 deal with vibrations, ISO 5801: 2007 deals with performance levels and ISO 13348: 2007 concerns tolerances and data presentation for fans (ISO, 2013). There are many more ISOs that may be considered, the real issue for Riordan is to choose that which is most appropriate for their lo ng terms goals. The assessment and compliance with the different quality measures may help to increase the credibility and desirability of the firm to their customers, as the attainment of ISOs are a reassurance (Hoyle, 2009). Where there are many ISOs which apply to the technical aspects of the fans, one standard which has become increasing popular and has the potential to improve the internal operations at Riordan, increase value and support the positionShow MoreRelatedpm 582 week11429 Words   |  6 Pages Diversity and Conflict Management for Going Green Initiative of Riordan Manufacturing Sharon D. Olney-Hill PM/ 582 February 2, 2014 Lindsay Pineda This paper will speak to the issues and opportunities experienced by Riordan Manufacturing. 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Riordan currently has a legacy MRP Information System (IS) in place, and this project provides an excellent opportunity to upgrade the infrastructure to allow for a more cost-efficient way to track inventory. Goals of the Project Riordan would like to develop or acquire an MRP system that will track and manage raw materials and finished product inventoryRead MoreRiordan Manufacturing1941 Words   |  8 Pagesï » ¿Strategic Plan Riordan Manufacturing is a mid-size American company that was founded in 1991, employs 550 people and has projected annual earnings of $46 million. Riordan has three manufacturing locations, two in the United States and one in China. Riordan understands the importance of strategic planning and will lay out their reasoning in this paper. Competitive advantages, sustainability, innovation and ethical and social responsibilities will be addressed, as well as cultural and structuralRead MoreRiordan Manufacturing Strategic Plan Essay3812 Words   |  16 Pages. 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This paper identifies an improvement plan by outlining the steps of Riordan Manufacturing’s developed quality management process and requiredRead MoreRiordan Manufacturing Project Sr-Rm-0022944 Words   |  12 PagesRUNNING HEAD: RIORDAN MANUFACTURING PROJECT Riordan Manufacturing Project Introduction Team B has obtained information for SR-rm-002 asking for an assessment for the development of an MRP system that would trace and run raw materials and give a finished product inventory. This evaluation is to help Riordan Manufacturing lessen the raw materials received at each plant, and manage and reduce the completed good inventory costs, at all its plants. This is a high levelRead MoreRiordan Manufacturing Strategic Plan Essay2656 Words   |  11 PagesRiordan Manufacturing Strategic Plan MGT/498 Riordan Manufacturing Strategic Plan Strategic managers have responsibility to both the employees and stakeholders of the organization. Engaging in strategic management decisions should include ethics and social responsibilities. The expectation of such responsibilities from stakeholders is to fulfill legal and ethical economic decisions. Satisfying the purpose of the strategic planning process for Riordan Manufacturing, the management

Learn How to Ask Questions in English as an ESL Student

There are many ways to ask questions in English. Its important to understand the situation when deciding how to ask questions. In other words, is the question you want to ask a polite request? Would you like to confirm the  information you already know? Are you gathering details about a subject? How to Ask Direct Questions Direct questions are the most common type of question in English. Direct questions are asked when asking for both simple and complex information. To begin with, here is a guide to the structure of direct questions: (Question Word) Auxiliary Subject Verb Form (objects) ? Examples: When do you get to work?Do you like fish?How long have you been working on this project?Where are those ties manufactured? How to Ask Yes/No Questions Yes/No questions refer to simple questions you ask to receive either a yes or no as a response. Yes/No questions do not use question words and always begin with the auxiliary verb. Auxiliary Subject Verb Form (objects) ? Examples: Does he live in New York?Have you seen that film?Is she going to come to the party? How to Ask Subject and Object Questions Look at the following example sentence and questions: Jason likes playing golf. What does Jason like playing? (Answer: golf)Who likes playing golf? (Answer: Jason) In the first question, we are asking about the object. When asking about the object, use direct question construction beginning with a question word followed by the auxiliary verb. Wh? auxiliary subject verb? Who does he follow online? In the second question, we are asking for the subject of the action. When asking subject questions, do not use the auxiliary verb. The Wh question word plays the role of the subject in the question. Wh? (auxiliary) verb object? Who understands this problem? Note: Remember that the present simple or past simple do not take the auxiliary in positive sentence structure. Examples: Who enjoys playing tennis?Who is coming to the party next week? Common question forms for subject questions: Which Which bicycle goes fast? What kind of What kind of cheese tastes mild? What sort of What sort of tea costs very little? Who Who goes to school here? How to Use Question Tags to Ask Questions Another type of common question in English is the question tag. Many languages such as Spanish also use question tags. Use them to confirm information that you already know, or think you know. This form is used in conversation and when checking that you have understood something. Construct a question tag by making a statement followed by a comma and the opposite (positive negative, negative positive) form of the appropriate auxiliary verb. Examples: Youre married, arent you?Hes been here before, hasnt he?You didnt buy the new car, did you? Indirect Questions When we want to be more polite we often use indirect question forms. They ask the same as direct questions but are considered more formal. When using an indirect question, use an introductory phrase followed by the question itself in positive sentence structure. Connect the two phrases with the question word or if in the case the question is a yes/no question. Construction Chart Introductory phrase question word (or if) positive sentence Examples: I was wondering if you know the way to the nearest bank.Do you know when the next train leaves? Here are some of the most common phrases used for asking indirect questions. Do you know...I wonder/was wondering...Can you tell me...Im not sure...I dont know... Examples: Do you know when the next train leaves?I wonder when he will arrive.Can you tell me where he lives?Im not sure what he wants to do.I dont know if he is coming.

A Brief Look at Rene Descartes - 829 Words

Rene Descartes was a brilliant man who came up with many inventions and thoughts to put in people’s minds and let them ponder off and question life in itself. In one of the many things Rene Descartes created, he wrote a book called Discourse on the Method and Meditations. Descartes discusses how there are two main proofs of God’s existence, the casual argument in meditation three and the ontological argument in meditation five. There are a few differences between these two meditations and one is more convincing of the other, but Descartes needed these two proofs to prove a certain point. Also, he shares in meditation four how human error is possible even though a perfect God created humans. Although, those are points that Descartes spent a lot of time thinking about and attempting to prove, they are not really convincing points that can be believed. In the third meditation, Descartes discusses how God does in fact exists and is perfect. It is definitely more of a cosmol ogical argument that is more so for the thinkers in the medieval times. Descartes claims â€Å"I think there for I am.† (Descartes, p. 19) He claims that an evil mastermind is misleading him, so he wants to prove that God exists. He believes of what an ideal being should be but that he could not come up with that idea on his own, and it was ingrained by God. He exists because God put the ability in his thoughts to be able to think. God exists in the real world because if he only existed in Descartes psyche, heShow MoreRelatedThe Mind Body Problem, By Rene Descartes Essay1331 Words   |  6 Pages Mind-Body Problem Oluwadamilola Kamson Philosophy 101: Introduction to Philosophy November 2016 INTRODUCTION The Mind-body problem dates back to Plato and was well received by the scholastic philosophers. However, it was Rene Descartes the famous French philosopher, mathematician, and scientist. The mind-body problem is not, of course, a single problem at all, but a large collection of problems which focuses upon the fundamental issue of reality and knowledge in so far as such analysisRead MoreThe Relationship of the Mind and the Body: The Person1071 Words   |  5 Pagesfunctions as usual, and in the same manner as if it was still in union with its partner? In his book, Discourse on the Method and Meditations on First Philosophy, Rene Descartes analyzes the mind and the body as two entirely distinct and separate entities. Through his analysis, he concludes that the mind does not need the body to exist. Descartes argues that since we are at the basest form, â€Å"thinking things,† our bodily senses are not necessary to our minds and to knowing what truly does and does not existRead MoreThe Discovery Of A New Science1634 Words   |  7 Pages The Discovery of a New Science A Brief History Physiology has piqued human curiosity for thousands of years. In the early centuries, examination and dissection of the human body was a taboo practice and consequently became mired due to ethical or religious concerns. Scientist had no choice but to undertake inconceivable acts, such as grave robbery in the name of learning and educating. They carried out dissections in secrecy. Human physical and mental health practices have greatly benefittedRead MorePersonal Growth Through Learning Essay1427 Words   |  6 Pagesolder college student, my desire is to learn everything that I possibly can with the aid of Victory University. It was fascinating reading about Rene’ Descartes who grew up in France. Descartes was also a life-long learner. He was the thinker and writer who coined the phrase, â€Å"I think, therefore I am† (Gluck, Mercado, Myers, 2014, p. 7). Although Descartes existed during the time of the Renaissance, his theory that the eyes were significant to stimulating other parts of the body, such as the fingersRead MoreDescartes s Meditations On First Philosophy Essay2099 Words   |  9 PagesFirst published in Latin in 1641, Renà © Descartes philosophical study, entitled Meditations On First Philosophy, poses a question that continues to be both continously relevant, and hotly debated, in the field of philosophy. One of Descartes main queries in his meditations is as follows; how can we be fully assured that we know anything at all? Descarets theorises that, whilst not all knowledge may provide probable doubt, we can never be fully certain that there is no room for doubt, and if we cannotRead MoreWhy I Don t Think Philosophy Is A Secret Society1485 Words   |  6 Pages After reading this book it is safe to say that I don’t think philosophy is a secret society because I have entered into it. Groothuis takes on a large subject and looks into the minds of seven philosophers and what they think of God, the universe, and humanity. This book shows the significance within the history of Western philosophy. One of the philosophers we will discuss first is Protagoras he is best known for this saying â€Å"Man is the measure of all things.† His ideas can be explainedRead MoreAnimal Testing (Speech Outline)1200 Words   |  5 Pagesfirst look at the problem of animal testing.) br brbBody/b br brI. As I have mentioned, the question on animal testing was posed even as early as the 17th century, according to the All For Animals Newsletter. brA. According to this newsletter, Philosopher Jeremy Bentham rejected philosopher Rene Descartes theory that because animals have no reasoning that humans have, they therefore cannot feel pain or suffering. br1. But Bentham went further in this issue, rejecting Descartes ideaRead MoreLanguage and the Destiny of Man12402 Words   |  50 PagesÅžtefan Afloroaei / Descartes and the â€Å"metaphysical dualism† Descartes and the â€Å"metaphysical dualism†: Excesses in interpreting a classic* Al.I. Cuza University of Iasi Abstract The article focuses on one of the most serious accusations brought against Descartes and modern philosophy, namely â€Å"the dualism of substance†. The accusers claim that the human body and soul were viewed as completely separate; consequently, their relationship as such and the united being of man become incomprehensible. AsRead MoreAthanasia: Human Impermanence and the Journey for Eternal Life in the Epic of Gilgamesh1740 Words   |  7 Pageswith mortals, the status of immortality means a complete separation from humanity. â€Å"I could imagine that I had no body, and that there was no world nor any place that I occupied, but that I could not imagine for a moment that I did not exist.† (Descartes 21) With everything considered thus far, The Epic of Gilgamesh is proof of mankind’s ingenuity and aptitude for fantasy and lore. The epic is amongst the oldest works of human literature. The fable is a work of literary art that is focused on mankindsRead More Animal Testing (speech Outline) Essay989 Words   |  4 Pagesdiscussing the various alternatives that can be taken. (Transition: Let us first look at the problem of animal testing.) Body I.nbsp;nbsp;nbsp;nbsp;nbsp;As I have mentioned, the question on animal testing was posed even as early as the 17th century, according to the All For Animals Newsletter. A.nbsp;nbsp;nbsp;nbsp;nbsp;According to this newsletter, Philosopher Jeremy Bentham rejected philosopher Rene Descartes’ theory that because animals have no reasoning that humans have, they therefore

Cyber Attacks The Threat Of Cyberterrorism - 2809 Words

Hacking to Peace: The Threat of Cyberterrorism Computer systems have become essential to the way of life that exists in the United States and other Western nations. However, America’s dependency on computers results in the nation being vulnerable to cyber-attacks. This paper will discuss cyber threats to American security as they pertain to the nation’s government, military, businesses, and infrastructure. Such threats include possible acts of cyber terrorism, as well as espionage and information theft. It will be seen that cyber-attacks could result in physical as well as economic damage to the nation. It will be argued that the threat of cyber-attack is real and that it needs to be taken seriously. Since the techniques of those involved†¦show more content†¦Such entities can steal critical information, disrupt vital services, and cause economic or even physical damage. The risk is related to the fact that American society has become increasingly dependent on computer networks. According to Cetron, et al., computer networks enrich life and increase efficiency in all kinds of important operations. However, dependency on networked systems results in America being vulnerable to cyber-attacks. In the words of Cetron, et al., â€Å"disrupt essential information or communications systems, and a company, government agency, or military unit could be dead in the water, or at least cut off from oversight and coordination with its partners† (46). Because of interconnections between systems, a single cyber-attack could cause widespread damage. Cyber-attacks are appealing to terrorists and other wrongdoers because it is relatively cheap, quick and easy to launch such an attack in comparison to launching a traditional military assault (Clark Levin). Also, cyber-attacks are attractive because they can be carried out anonymously. Because of this, it is poss ible for a terrorist group to initiate a devastating attack â€Å"without ever being identified or facing retribution† (Cetron, et al. 47). Experts are worried about the risk of cyber-attacks against the nation’s military and government systems. In addition, they are worried about possible attacks on the nation’s infrastructure. As noted by

Gender differences Free Essays

Males will use the Splashradio in different ways than females and will react differently to how it is used. The Splashradio is designed for both males and females and they can use it in many similar situations, however, males and females may use it to play in very different ways and since the Splashradio has no major rules, it can be used however the players choose. Gender roles still hold their stereotypical values developed throughout time, but they are continuously changing. We will write a custom essay sample on Gender differences or any similar topic only for you Order Now Some barriers are starting to break and girls are beginning to enjoy video games more. The difference between male and female has been culturally constructed and society teaches children what is appropriate and inappropriate based on social norms and stereotypes (Cassell 6, 28). For example, boys are generally more interested in computer games and electronics than girls. This is not due to lack of women’s ability, but their access to technologies and prior negative beliefs about women and electronics (Cassell 11-12). Stereotypes wont stop girls from using the Splashradio, but it may effect how they use it. Stereotypically girls play house and Barbie’s while boys play more aggressive games, like war and wrestling, due to social norms. They can still do this with the Splashradio, but it doesn’t limit them to the stereotypical roles. It will allow them to easily cross the line between designated male only and female only games. Right now it is still too difficult to market towards girls alone, but since the Splashradio can be used in any situation, it should be easily marked for both sexes (Cassell 16). Just because games like Purple Moon and Hawaii High failed don’t mean all will. Girls can still play with romance plots, secrets, Barbie’s and other traditional interests if they wish, but they aren’t limited to them (Cassell 21). Cassell and Jenkins suggested it is best not to design gender specific games, because they will tell users how they are supposed to act and what they should like. The Splashradio leaves these decisions entirely up to the user. Girls may seek â€Å"complexity in terms of character relations, not in terms of action elements† like boys do, but they will be able to create this with the Splashradio. Simplifying games or making things pink, like the tanks in â€Å"Barbie Quake† won’t help girls enjoy using the Splashradio (Cassell 26). The genders are different; they think differently, like different things, and in some cases want to play differently. Girls and boys should be given equal opportunities to explore and play with the same toys and they will have this chance with the Splashradio. Typically boys tend to explore and roam more than girls do (Jenkins 267). Boys are, stereotypically, more outdoor-oriented and girls are more indoor-oriented (Jenkins 268). In the past, boys have grown up more independent, they have gained recognition for risky play, were more competitive, violent, aggressive, and participated in more role-playing activities than girls did (Jenkins 270-274). Girls grew up being more dependent, house ridden, quiet, and conservative. According to Jenkins, girls are more interested in romance novels, secrets, and gossiping. However, in the 21st century girls aren’t as interested in the romance novels and slow â€Å"exploring† games, like Purple Moon (Jenkins 284). Some girls still choose to play stereotypical games, but others are interested in competitive games, just like boys. Gender roles are not as strict as they used to be and girls are discovering many new forms of play that earlier generations thought were only for boys. Girls and boys may use the Splashradio to play games like Star Wars, football, or Marco Polo. However, it can still be used to play with dolls or house, as well, but the device is not gender specific and does not limit the kind of games people play relating to gender. Only social experiences and past stereotypes will control the types of play people participate in while using the Splashradio. One major reason boys and girls will play differently with the Splashradio and other toys is gender segregation. â€Å"Not only do preschool-age children tend to self-segregate by sex, but that segregation leads to the development of different sets of social skills, styles, expectations, and preferences† (Cohen 1). Observational studies have proven that the more children play with same sex peers, the more they follow gender stereotypes created by society. Researchers Carol Lynn Martin and Richard A. Fabes of Arizona State call this phenomenon â€Å"the social dosage effect†, implying how a greater â€Å"dosage† of gender segregated play will increase gender differences (Cohen 2). It is important for children to experience mixed-gender play in order to eliminate falling into gender stereotypes, however, when playgroups include both genders, another problem may arise. Girls aren’t as active in play when boys are around, because boys tend to â€Å"monopolize† toys (Maccoby 514). Powlishta’s research shows when two kids are alone boys get more play time with the toy, in this case a movie viewer. When an adult is present boys are more inhibited and girls acquire at least equal access to the toys (Maccoby 515). This means that in coed situations girls may not play with the Splashradio as much as boys, unless an adult is present. How to cite Gender differences, Papers

Stakeholder is of Wide Significance in Theories of Management

Question: Describe about the Stakeholder is of Wide Significance in Theories of Management? Answer: The term stakeholder is of wide significance in theories of management. The term signifies, individuals, organizations or groups whose interests must be taken care of by the leaders or managers of the organization. R. Edward Freeman in Strategic Management: A Stakeholder Approach 1984 has defined the term stakeholder as being an individual or group who have the potential to affect or are affected by the accomplishment of the objectives of the organization. Stakeholders may also be referred to be individuals or groups who possess the potential to affect the future of an organization. Sans this power, an individual or group is not a stakeholder. Stakeholders of PharmaCARE Investors: They invest money in the organization because the organization promises them an income in return. Managers: The management may as well derive income from the success of the organization, and thus they put in their efforts. Employees Workers: Employees serve the organization and get paid in lieu of such service. Customers: The organization meets its obligation with the money provided by the customers. Suppliers: They supply goods or raw materials to the organization and derive income. Families of the Employees: The organization takes up a lot of time of the employee's family even if he or she is not working overtime. This time could have been otherwise spent with spouse and children. Community: The organization would not have survived without the community that provides roads, electricity, police protection, etc. Government: The government derives income from the company in the form of taxes. Special Interest Groups: The organization undertakes educational programs concerning health care and scholarships. Thus, these groups are also the stakeholders. 2 PharmaCARE is a company based in New Jersey of the United States of America. The United States is a participant of the United States Universal Declaration of Human Rights. This Declaration primarily supports the idea that all individuals must be treated in a dignified manner and should have certain freedoms. Some of these include; the right to fair remuneration, rest and leisure and a basic standard of living. In PharmaCARE the human rights issues involved in the treatment of the executives and the Colberian workers is primarily that of discrimination. The company is not providing to the Colberian workers the basic rights to fair remuneration, proper living conditions and on the other hand, the executives are being provided with the luxuries of life. Recommendations The company can provide the Colberian workers with fair wages. The company may take steps to improve the working conditions of the workers. The company can provide the workers accommodations with electricity and water facilities. By adopting these steps, PharmaCARE can become an ethical organization. 3 PharmaCARE on the one hand, undertakes changes in packaging processes, does recycling and other initiatives for the protection of the environment. On the other hand, it does not abide the environmental laws and regulations which have been created by the CERCLA and also violates the human rights of the Colberian workers regarding fair remuneration, proper working conditions and adequate standard of living. The initiatives of PharmaCARE regarding the environmental protection primarily requires it to abide by the CERCLA as the release of pollutions from its factories would cause greater injury to the public at large as compared to the good done by the initiatives which the company is taking in this regard. Moreover, it must also make sure that the Colberian workers human rights are not violated by its company policies. The basic purpose of the CERCLA is to cleanse the environment of the hazardous releases into the environment that may endanger the health of the public. Thus, it is ess ential that the company abides by this law. Together with the initiatives it is taking as regards environmental issues, and the following of the CIRCLA rules the company can become an environment-friendly company. 4 Utilitarianism provides that morality is a means to an end but is not an end in itself. No action is deemed to be intrinsically right or wrong by this theory. The rightness of an action, as per this theory depends upon the good that results from such action. Now analyzing the actions of PharmaCARE towards the indigenous communities of Colberia with respect to the theory of utilitarianism theory, we may say that its actions are not ethical. The reason being that the actions are not generating good for the greatest number of people, the company executives who are fewer in number the enjoying the luxuries of life and the Colberian workers are unable to procure the basic requirements of life. Deontological theory of ethics emphasizes that duty should be performed for the sake of performing it and not by concentrating on the consequence. The action of PharmaCARE when analyzed against the concept of deontological theory of ethics, we may deduce that its actions are not ethical. It is the duty of the company to take care that the human rights of the workers are not violated by its policies. But in this case, the company is not abiding by its duty of ensuring the human rights of the workers. Virtue ethics is concerned more with the person rather than the actions or consequences. Virtue ethics requires an individual to act in such a manner as a virtuous person would do in similar circumstances. The actions of the company when viewed with respect to the virtue ethics we may say that the said actions are not ethical. The actions of the company are not at all the actions of virtues. It is not virtuous to not pay proper wages to workers or not provide them with proper working conditions. Ethics Of Care is regarded to be one of the types of virtue ethics. This type of ethics lays emphasis on the significance of response. Individuals have dependence and interdependence on each other. Thus, when one is dependent upon the choices made the other, the latter must consider the interest of the former while making decisions. Attentiveness, competence, responsibility and responsiveness are the characteristics of this category of ethics. Now analyzing the actions of PharmaCARE in the light of ethics of care, we may say that its actions are not at all ethical. The Cloberian workers are a vulnerable group and are dependent upon the decisions taken by the company in this regard. The company must have taken into consideration their interests while making decisions. However, the company is exploiting them. Thus, their actions are not ethical as regards the ethics of care. My Ethical Viewpoint does not as well support the actions of the PharmaCARE with respect to the Cloberian workers. It is not ethical from any respect to violate the human rights of individuals and to undermine their interests and well-being. They do not pay them the proper wages or provide them with proper working conditions or accommodations. All these actions are not at all ethical. 5 I would analyze the actions taken by PharmaCARE with Mansato Company, which is an agricultural biotechnological and Agro Chemical Corporation based in the United States. This company is one of the most unethical companies in the world. The company is into the business of manufacturing genetically modified foods. In fact, it leads the world production of genetically modified foods. The company sues such farmers who intend to grow food ethically and organically. Even though Monsanto does not win the legal battle, it makes sure that the small farmers become bankrupt as a consequence of bearing the litigation expenses. The company is also the manufacturer of herbicide, called, Roundup which is a weed killer. Research has revealed that the said weed killer is harmful to both the environment and the human beings. In fact, studies show that this weed killer has the potential to cause the death of an unborn child as well. The World Health Organization has revealed that the glyphosate conta ined in Roundup may cause cancer in human beings. Now, comparing the activities of the two companies, i.e., Monsanto Co. and PharmaCARE, we may say that both companies are acting unethically. However, the degree is varying. In case of Monsanto, the degree is higher. They are directly causing harm to human health and not abiding by the environmental laws. Human life is at stake. However, PharmaCARE is primarily violating the human rights of the Colberian workers and is not abiding by the rules and regulations of CERCLA. Though these are pretty much, unethical practices yet are far less grave as compared to the actions of Monsanto Co. Monsanto is also not allowing other farmers to grow organic food and thus is violating their human rights as well as fundamental rights. PharmaCARE may become an ethical company by making few changes in its policy, but the same is not true for Monsanto Co. The only similarity between the actions of both the companies is that they are acting unethically and are violating human rights. Their actions are unethical as regards all the theories of ethics.

The Quest Essays - Social Psychology, Identity,

The Quest The Quest Introduction Adolescence is a period of life in which critical psychological and physiological changes occur. It is also the time when identity, ?a unified sense of self characterized by attitudes, beliefs, and ways of acting that are genuinely one's own ?(Insel, 1994), forms. The theory of Eric Erikson describes the psychological development of identity as a developmental stage in which ?individuals are faced with finding out who they are, what they are all about, and where they are going in life.?(Santrock, 1997) During this stage, adolescents are trying to find an answer to the question ?Who am I and making important life choices, such as career, intimate commitments, or morality. The identity formation period is very critical and it will affect the individual throughout the adulthood. ?If adolescent arrives at a positive path to follow in life, then a positive identity will be achieved; but if a positive future path is not defined, then identity confusion reigns.? (Santrock, 1997) Methods I interviewed a 13 year old girl from a well educated family. The interview was done in the privacy of her house in her own room and took about 40 minutes. During the interview, the teen was asked to answer a list of questions and encouraged to use as much details as possible. Each answer was carefully recorded and evaluated. The questions I asked her targeted fundamental self aspects that build the feeling of identity. The interview examined the following aspects: role experimentation, self certainty, peer relationships, family relationships, sexual orientation, career, and leadership. Results The girl I interviewed had a strong sense of uniqueness-she wants to be different and expresses herself colorfully. I found that appearance is very important, such as adoption of different fashions and ?in? hair styles. Girls are very conscious of how they look. While admitting that appearance is crucial, the teen made a point that ?maintaining a sense of confidence and self-esteem is important for your future.? Also, I was informed that it is substantial to ?try everything and put your butt here and there.? It appears that teenagers think they should experiment with smoking, drinking, sexual activity, and other ?adult's stuff.? In addition, the significance of the ?successful? role model, a father in this case, was emphasized. Furthermore, the teen stressed that she considers herself a ?very sociable individual who likes to mix with different groups.? She also feels that she is ?the woman of the 90s? and plans to depend on herself. She also claimed to possess some leadership qualiti es in her nature, which will become ?more and more evident as she will mature.? I also found that it is ?crucial? to have a sense of direction in one's own life. Together with that, she indicated that she feels that the involvement in the intimate relationship, ?having a boyfriend?, means ?a big deal? to her. She added that it is important to have ?someone to talk to and do stuff with.? Discussion Adolescents are obsessed with their looks and they are expected to do that because it is through these symbols, wearing the right clothes and having cool sunglasses, that their identities are formed. Adolescents are expected to view self-esteem as crucial; after all, it plays a big role in their quest for identity. As teenagers begin their quests for identity, they experiment with different roles, various social postures, and self-images (this is what Erikson would call a search for identity). Teens often feel that appearing mature will bring recognition and acceptance, so they begin to engage in behavior associated with adults, such as smoking, drinking, and sexual activity. Experimenting with different roles is expected in Erikson stage and having a role model is not uncommon. During the early adolescence, a role model is usually one of the parents. ( Insel, 1994) Teens often are very social at this stage and that is expected because socialization contributes a lot to a teen's sear ch for identity. Some teens have already developed a strong sense of self-worth and it is not uncommon, although it is not necessarily expected for them to develop a sense of self worth at such a young age. Today, the percentage of teens who engage in sexual activities is increasing every year together with the

Henrietta Lacks Journal Entry Essays

Henrietta Lacks Journal Entry Essays Henrietta Lacks Journal Entry Essay Henrietta Lacks Journal Entry Essay Throughout Henrietta treatment there is confusion on whether or not she was discriminated against for being a Negro. Slots dialogue and text implies that she received the same treatment and Johns Hopkins hospital as she would as a white woman, although the time period suggests differently. The advancements of modern medicine are substantial since Henrietta underwent her cervical cancer treatment and even since Slots book was published, but even if the advancements in technology and sciences were present would they adhere to Lacks case since she as an African American woman? Henrietta individuality suggests she was a loving mother as well as a strong devoted individual. She had a special connection with children in general not Just her own. Henrietta strong personality is shown by her actions up until her death in 1951. The repetitious bleak doctors notes stand out to me throughout the first section of the book. The doctor seems to be removed from the disease and Just hoping for the best and not scientifically searching for the best options for Henrietta Lacks. This rapid progression was all new and the doctors were t a loss of what treatments or medical paths should be taken. In Chapter 8 entitled A Miserable Specimen, he writes comments towards the end of Henrietta treatment such as, Demeter does not seem to touch the pain. Morphine is tried, but this does not work either (Peg. 66). Other notes include, In view of rapid extension of the disease process the outlook is quite poor (Peg. 65) and, She continues to complain of lower abdomen pain, no evidence. Return in one month (peg. 63). By this point, the doctors have given up and Just let Henrietta wallow in her misery until death. Prior to reaching the ultimatum that Henrietta was in fact was going to die; the doctors were still removed from the situation. This was evident in the initial doctors notes that hinted there was nothing wrong with this woman because there were no visible signs that Henrietta was in fact ill and had cancer. Was this because she was colored and was overlooked or was the medical field not advanced enough to find precancerous signs? This questions remains. Yes, medicine was slowly advancing but at this time doctors often relied on only the visible signs of illness before treatment loud be done or even examinations were undergone. By this stage in not only cancer but many illnesses, the patient has passed the point of no return and the disease will infect the entire body and the small treatments such as radiation that Henrietta would undergo were only temporary fixes and only helped the patient for a short time period. The last chapters in Section 1: Life, are depressing and make the reader feel for Henrietta as an individual but also for her family. The Lacks family prior to her treatments had no idea what the family as a whole would embark on. This initial trip to John Hopkins forever changed what was the present Lacks family and later generations of the Lacks. The death of a family member in and of itself is a trauma, and this does not to even include the immortal Heal cells Lacks was to watch them play during her final time at Hopkins is vivid and shows the determinedness Henrietta had but also the love of a mother for her children. This image as well as the emotionless notes of the doctor set the tone for the struggle the Lacks set sail on. The generations of the Lacks family were hitting the high seas because of the sample of cells taken and examined at John Hopkins.

Biography of Yuri Gagarin, First Man in Space

Biography of Yuri Gagarin, First Man in Space Yuri Gagarin (March 9, 1934–March 27, 1968) made history on April 12, 1961, when he became both the first person in the world to enter space and the first person to orbit the Earth. Although he never again went to space, his achievement was one of the most significant events of the space race which eventually saw men land on the moon. Fast Facts: Yuri Gagarin Known For: First human being in space and first in Earth orbitBorn: March 9, 1934 in Klushino, USSRParents: Alexey Ivanovich Gagarin, Anna Timofeyevna GagarinaDied: March 27, 1968 in Kirsach, USSREducation: Orenburg Aviation School, where he learned to fly Soviet MiGsAwards and Honors: Order of Lenin, Hero of the Soviet Union, Pilot Cosmonaut of the Soviet Union; monuments were raised and streets named for him across the Soviet UnionSpouse: Valentina GagarinaChildren: Yelena (born 1959), Galina (born 1961)Notable Quote: To be the first to enter the cosmos, to engage single-handed in an unprecedented duel with nature- could anyone dream of anything greater than that? Early Life born in Klushino, a small village west of Moscow in Russia (then known as the Soviet Union). Yuri was the third of four children and spent his childhood on a collective farm where his father, Alexey Ivanovich Gagarin, worked as a carpenter and bricklayer and his mother, Anna Timofeyevna Gagarina, worked as a milkmaid. In 1941, Yuri Gagarin was just 7 years old when the Nazis invaded the Soviet Union. Life was difficult during the war and the Gagarins were kicked out of their home. The Nazis also sent Yuris two sisters to Germany to work as forced laborers. Gagarin Learns to Fly In school, Yuri Gagarin loved both mathematics and physics. He continued on to a trade school, where he learned to be a metalworker and then went on to an industrial school. It was at the industrial school in Saratov that he joined a flying club. Gagarin learned quickly and was obviously at ease in a plane. He made his first solo flight in 1955. Since Gagarin had discovered a love of flying, he joined the Soviet Air Force. Gagarins skills led him to the Orenburg Aviation School, where he learned to fly MiGs. On the same day he graduated from Orenburg with top honors in November 1957, Yuri Gagarin married his sweetheart, Valentina (Valy) Ivanovna Goryacheva. The couple eventually had two daughters together. After graduating, Gagarin was sent on some missions. However, while Gagarin enjoyed being a fighter pilot, what he really wanted to do was to go to space. Since he had been following the Soviet Unions progress in space flight, he was confident that soon his country would send a man into space. He wanted to be that man, so he volunteered to be a cosmonaut. Gagarin Applies to Be a Cosmonaut Yuri Gagarin was just one of 3,000 applicants to be the first Soviet cosmonaut. Out of this large pool of applicants, 20 were chosen in 1960 to be the Soviet Unions first cosmonauts; Gagarin was one of the 20. During the extensive physical and psychological testing required of the chosen cosmonaut trainees, Gagarin excelled at the tests while maintaining a calm demeanor as well as his sense of humor. Later, Gagarin would be chosen to be the first man into space because of these skills. (It also helped that he was short in stature since Vostok 1s capsule was small.) Cosmonaut trainee Gherman Titov was chosen to be the backup in case Gagarin was unable to make the first space flight. Launch of Vostok 1 On April 12, 1961, Yuri Gagarin boarded Vostok 1 at the Baikonur Cosmodrome. Although he was fully trained for the mission, no one knew if it was going to be a success or a failure. Gagarin was to be the very first human being in space, truly going where no man had gone before. Minutes before the launch, Gagarin gave a speech, which included: You must realize that it is hard to express my feeling now that the test for which we have been training long and passionately is at hand. I dont have to tell you what I felt when it was suggested that I should make this flight, the first in history. Was it joy? No, it was something more than that. Pride? No, it was not just pride. I felt great happiness. To be the first to enter the cosmos, to engage single handed in an unprecedented duel with nature- could anyone dream of anything greater than that? But immediately after that I thought of the tremendous responsibility I bore: to be the first to do what generations of people had dreamed of; to be the first to pave the way into space for mankind. * Vostok 1, with Yuri Gagarin inside, launched on schedule at 9:07 a.m. Moscow Time. Just after lift-off, Gagarin reputedly called out, Poyekhali! (Off we go!) Gagarin was rocketed into space using an automated system. Gagarin did not control the spacecraft during his mission; however, in case of an emergency, he could have opened an envelope left on board for the override code. He was not given the controls because many scientists were worried about the psychological effects of being in space (i.e. they were worried he would go mad). After entering space, Gagarin completed a single orbit around Earth. The Vostok 1s top speed reached 28,260 kph (about 17,600 mph). At the end of the orbit, Vostok 1 reentered the Earths atmosphere. When Vostok 1 was still about 7 km (4.35 miles) from the ground, Gagarin ejected (as planned) from the spacecraft and used a parachute to land safely. From launch (at 9:07 a.m.) to Vostok 1 touching down on the ground (10:55 a.m.) was 108 minutes, a number often used to describe this mission. Gagarin landed safely with his parachute about 10 minutes after Vostok 1 came down. The calculation of 108 minutes is used because the fact that Gagarin ejected from the spacecraft and parachuted to the ground was kept secret for many years. (The Soviets did this to get around a technicality about how flights were officially recognized at the time.) Right before Gagarin landed (near the village of Uzmoriye, near the Volga River), a local farmer and her daughter spotted Gagarin floating down with his parachute. Once on the ground, Gagarin, dressed in an orange spacesuit and wearing a large white helmet, terrified the two women. It took Gagarin a few minutes to convince them that he too was Russian and to direct him to the nearest phone. Death After his successful first flight into space, Gagarin never again was sent into space. Instead, he helped train future cosmonauts. On March 27, 1968, Gagarin was test-piloting a MiG-15 fighter jet when the plane plummeted to the ground, killing Gagarin instantly at the age of 34. For decades, people speculated about how Gagarin, an experienced pilot, could safely fly to space and back but die during a routine flight. Some thought he was drunk. Others believed that Soviet leader Leonid Brezhnev wanted Gagarin dead because he was jealous of the cosmonauts fame. However, in June 2013, fellow cosmonaut, Alexey Leonov (the first man to  conduct a spacewalk), revealed that the accident was caused by a Sukhoi fighter jet that had been flying too low. Traveling at supersonic speed, the jet flew perilously close to Gagarins MiG, likely overturning the MiG with its backwash and sending Gagarins jet into a deep spiral. Legacy Nearly as soon as Gagarins feet touched the ground back on Earth, he became an international hero. His accomplishment was known around the globe. He had accomplished what no other human being had ever done before. Yuri Gagarins successful flight into space paved the way for all future space exploration. Sources Britannica, The Editors of Encyclopaedia. â€Å"Yuri Gagarin.† Encyclopà ¦dia Britannica.Biography.com, AE Networks Television. â€Å"Yuri Gagarin.†

Building Cost Estimation and Calculation of Construction Profit Essay

Building Cost Estimation and Calculation of Construction Profit - Essay Example Item rate contracts Sources of profit specific to item rate contracts: 1. Profit as a percentage of each executed item from tender. Contractors try to reduce low-margin items and increase high-margin items. 2. Profit from sub-contractors. 3. Profit from administrative reimbursable expenses borne by client. 4. Profit from delays caused due to client, or design changes. Cost plus fee or Cost plus percentage contracts Sources of profit in cost plus fee contracts: 1. Profit as a percentage of expenditure. Higher the project cost, higher the profit. 2. Profit from efficient material purchase. Material is bought low and contractor's fee is calculated as a percentage of a higher material cost. Profit from material and from administrative charges. Not possible if material bought by client. Labour contracts 1. Profit from labour. 2. Profit from administration, site office and other reimbursable expenses. Design-Build Contracts. Sources of profit in Design-build contracts: 1. Profit on design services. 2. Ability to maximise profit through influencing the design process. 3. Reduction in costs through better coordination and streamlining of execution. 4. Control of costs through easy and efficient tracking of changes and adaptability to change. PFI (Private Finance Initiative) or BOT (Build Operate Transfer) contracts: The only way for contractors executing such projects it to maximise revenue by operating the project for a specified period of time that is deemed to be sufficient for the contractor to recoup expenses and a reasonable profit. Such contracts are given for large public projects like roads or power plants. In conclusion, a contractor has two avenues of maximizing profit from a project; direct and indirect methods. Direct methods are...Material is bought low and contractor's fee is calculated as a percentage of a higher material cost. Profit from material and from administrative charges. Not possible if material bought by client. The only way for contractors executing such projects it to maximise revenue by operating the project for a specified period of time that is deemed to be sufficient for the contractor to recoup expenses and a reasonable profit. Such contracts are given for large public projects like roads or power plants. In conclusion, a contractor has two avenues of maximizing profit from a project; direct and indirect methods. Direct methods are those that are built into the contract, and indirect are those profits that accrue due to an efficient and well managed project team.

Household changes, I.E Lifecycle changes Essay Example | Topics and Well Written Essays - 250 words

Household changes, I.E Lifecycle changes - Essay Example The Life-Cycle Model of Consumption and Saving tells us that younger people have a tendency borrow money so they can spend it on education and housing ( Browning and Crossley, 2001). Young people spend their money on buying things while they are young professionals. As for young people, their tendency is to go overboard in their purchases which make them work harder to pay off credit card debts. Because of this young people incur debts through credit card. If this is a common behavior for most people, then old people have few money left for them at that time they badly need it : for hospitalization and burial. By the time this young people reach middle age, debts have already piled up since they are burdened with their child’s education and house mortgage. As they approach old age or retirement, the savings ( if there are any) are slowly used since they get sickly and have medical bills. Over-all, a person’s savings in a lifetime is really small unless you are used to s aving money as a

Using Talk for Learning in the Primary School

Using Talk for Learning in the Primary School Historically, talk was discouraged in a classroom.  It was a place for the teacher to give instructions and the class simply to  listen. However, the use of talk for learning has been studied in recent years, indicating that it can in fact be constructive. In this study, I explored how talk could be used for two particular purposes. Firstly, as a tool to optimise childrens learning in a classroom environment; secondly, for a teacher to assess the childrens understanding by listening to the childrens talk in return. Alexander (2008: p.93) states, If children need talk in order to learn about the world, teachers need talk in order to learn about children.   My theory was that talk is not the obstruction to learning that it was considered in the past, but rather a powerful tool in the classroom. I believed that teachers could use talk constructively in order for children to gain a deeper understanding of the material presented to them. To investigate how to use talk in the classroom effectively, I looked at past research and conducted my own observations and investigations during a four week placement. This will help me to develop my own teaching techniques in the future. I conducted this study at a Grade 2 Leicester city school with nearly 400 children on roll, aged from 4 to 11. The pupils within the school were mostly from minority ethnic backgrounds, predominantly Asian and Asian British and speaking English as a second language (Ofsted, 2009).   I was based with 27 children in one of two Year 3 classes. Literature Review It is only during the last 40 years or so that the quantity and quality of talk in the classroom has been studied and evaluated. A key concern is that constructive talk in the classroom is still underused (Alexander, 2008: p.92). The Primary National Strategy which was introduced in 2003 barely touches upon talk at all (DfES, 2003a cited in Cambridge Primary Review, 2009: p.15) and as a result teachers are left with little advice on how to use talk effectively for learning. This isnt the case elsewhere in Europe. Alexander (2008: p.99) reported that in France dialogue has a much greater emphasis in the classroom. He noted that good skills in speech, reasoning and the ability to argue would identify an educated person in France, whereas in Britain good readers and writers are valued higher in society. Despite this emphasis on reading and writing skills in Britain, the Confederation of British Industry reported in 2006 that spelling and grammar skills are of a low standard (Alexander, 2008: p.99). The National Curriculum requires children to read from age five, but Sage (2000: p.135) thinks that children are sometimes being required to read before they have developed the necessary language and communication skills to read with comprehension. The National Strategies argue that talk is an acquired skill rather than one that can be taught (Alexander, 2008: p.100), but this does not mean that the teacher cannot support childrens talk development. Language can be modelled and encouraged in the classroom and this would particularly benefit children with English as a second language, where it may not be spoken or supported effectively at home. Alexander (2008), cited in Mercer and Hodgkinson (2008: p.105), gave five principles to outline the key features of dialogic teaching, all of which can encourage classroom talk and increase these language and communication skills. The first three principles were teaching must be collective, reciprocal and cumulative. To achieve this, the teachers and children must learn together as a group, share ideas and build on the ideas of their peers as well as their own. The fourth principle was the teachers plan must be purposeful with particular learning objectives, a matter that is now generally used in every lesson. Finally, Alexander (2008: p.185) emphasised the importance of a supportive learning environment; children should be able to express ideas without the worry of being embarrassed if they give what the teacher sees as an unsatisfactory response. Alexander (2003, 2004b), cited in Alexander (2008: pp. 115-116), found that following a period of dialogic teaching, children answered questions with more clarity and confidence, listened better, thought aloud more and were more helpful and respectful to their peers. Furthermore, following the increase in talk, the childrens skills in reading and writing showed improvement, especially the less able. This supports Sages theory that language is essential for literacy. However, Smith et al. (2004 cited in Alexander, 2008: p.108) found that, in the classes they studied, childrens answers only lasted an average of five seconds and in 70% of occasions were limited to a maximum of three words. This indicates that dialogic teaching is not being widely used. Question-answer methods are more commonly used, aiming to develop understanding, improve recall and encourage imagination (Sage, 2000: p.64). Questions encourage children to verbalise their thoughts (Van Ments, 1990: p.77), which can provide the vital link between language, reading and writing. Questioning techniques are popular because they enable the teacher not only to control the use and context of talk, but to also gauge the childrens level of understanding, knowledge and creativity. Questions allow for another perspective to be added and misconceptions to be corrected immediately, making them more accessible than written comments, which can easily be ignored. However, Barnes (1976/1992, cited in Barnes 2008: p.6) noted the difficulty in teachers gaining a full understanding of a childs thinking by relying on short answers to questions. Thus, although questioning provides an immediate way of informally assessing the children and giving feedback, it can be a vague and narrow minded approach to assessing a childs ability, so it should be used alongside other methods. In England, open questions are generally thought of as preferable; children think through the answers themselves rather than merely repeating a teachers pre-determined answer. However, teachers still tend to ask a large proportion of closed questions (Barnes et al, 1986, Alexander, 1992; both cited in Myhill and Dunkin, 2005: p.416). Myhill et al. (2006: p.72) used a complex model, creating four categories of questions; process, procedural, factual and speculative. We may generally think of factual questions as closed and speculative as open. They found that the majority (60%) of questions asked by teachers were factual. Sometimes closed questions are preferable. Sullivan (1992) found that using open questions to teach mathematics had no advantage. This may be due to the extremely factual nature of mathematics, with a right or wrong answer which is not negotiable. Open questions are more effective when the child can use their personal experiences and ideas to extend their understanding. Barnes (1976/1992, cited in Barnes 2008: pp.5-7) constructivist approach divides talk into exploratory and presentational. Exploratory talk defines the child verbalising ideas, taking others contributions into account and ordering these to develop their own understanding. Open questions can encourage children to use exploratory talk. Presentational talk takes the audience into account and happens frequently when children recall information, allowing the teacher to assess their knowledge (Barnes, 2008: p.6), thus the teacher can ask closed questions to encourage presentational talk. Barnes believed a child should have the opportunity to order their ideas through exploratory talk before being asked to present them through presentational talk (Barnes, 2008: p.7). In the classroom both talk types are vital, but teachers must use them appropriately by being aware of the benefits of both; many teachers dont give children enough time to grasp new ideas through exploratory talk before using presentational talk (Barnes, 2008: p.7). Children need time to talk, develop and share before they can gain a firm understanding (Barnes, 2008: p.2). Piaget understood the importance of exploratory talk. He believed that a childs intelligence is based on their interactions with their environment and their commitment to develop their own understanding (Mercer and Littleton, 2007: p.8-9). Piaget believed that every child has a schema an understanding of the world around them. Exploratory talk supports new knowledge and experiences to be either assimilated if they fit a childs existing schema, or accommodated if the schema must be changed corresponding to the new information (Piaget and Inhelder, 1969). Piaget labelled the teacher simply as the assessor and provider to give children these facilities to learn actively (Moore, 2000: p.13). Group work provides children with this opportunity, since it allows the children to self-discover and share their ideas with one another. Piaget believed that children worked most efficiently when grouped into similar stages of development. Children are less likely to be intimidated if placed with others of a similar ability, encouraging them to talk through their ideas together. Vygotskys theory contradicts this. He named the bridge between a childs current level of knowledge and their potential level the Zone of Proximal Development and described the support given to reach this potential level as scaffolding (Mercer and Littleton, 2007; pp.14-15). Due to the structured and guided nature of scaffolding, Vygotsky believed that dialogue worked best when children were guided by an adult or a child of a higher level of knowledge. Methods and Procedure My investigation was based on two science tasks on floating and sinking, a topic in which the children had very little prior knowledge. The same four children attended two twenty minute sessions and my aim was to develop their knowledge on why objects float or sink (see Appendices A and B for lesson plans). I planned the tasks after observing the teacher and children in a wide range of subjects (Appendices C and D) to gain an understanding of the teachers practices and record how talk was used in the classroom. I particularly observed the types of questions the teacher used, the use of exploratory and presentational talk, how the children were grouped together and the use of dialogic teaching, to see their influence on the childrens learning and the teachers assessment opportunities. Reflecting upon the effectiveness of these methods influenced my own lessons within the class (Appendix E). I used a lot of talk within these lessons, so the post-lesson evaluations (Appendix F) allowed me to observe which talk methods were the most effective, which in turn influenced my science task plans. My TE1 partner observed and took notes of the discussion and activities during these tasks (Appendix G). Worksheets also allowed me to record the childrens ideas (Appendices H and I). The first science task was to assess the childrens initial understanding of floating and sinking. I documented the general misconceptions that were stated during this session (Appendix J). The second science task, influenced by these misconceptions, provided the children with experiences aimed to develop their understanding. Analysis and Interpretation of Evidence I analysed the areas of dialogic teaching, exploratory talk, questioning and ability grouping with relation to talk for learning and assessment. Dialogic Teaching Alexanders dialogic teaching principles were all present in an observed lesson (Appendix C). The children were sat on the carpet for the starter, sharing and developing their ideas. The teacher had a specific learning objective and used questions to structure the lesson and assess the childrens understanding. This technique was successful in forcing the children to think for themselves and vocalise their ideas aloud, so that their ideas could be shared and developed together. Using talk in the classroom allowed the children to gain a deeper understanding, as misconceptions could be discussed and good contributions verbally rewarded, which encouraged the children to carefully think through their answers. Dialogic talk kept the children engaged, whereas in lessons that did not include much dialogic talk, I observed that the children tended to lose interest sooner, suggesting that talk can aid concentration. Aspects of dialogic teaching were present in all lessons but not necessarily all five principles, supporting previous research which indicates that dialogic teaching is not widely used (Smith et al, 2004). The lessons always had a purposeful plan and usually incorporated a collective approach, for example via class discussions. However, the other three aspects (reciprocal, cumulative and a supportive environment) were not always present; children didnt always have the opportunity to share and develop ideas together and the teacher often expected a certain answer, which resulted in many children not being confident enough to answer in case they were wrong. Shy children and those of a lower ability struggled more in these lessons, possibly due to a lack of structured idea sharing. Appendix K shows the work of a less able child during a literacy lesson before and after dialogue; the improvement of her writing after using talk based on dialogic teaching is astounding. This supports Alexanders (2008) findings; the writing of less able children improved following dialogic teaching. Thus, Alexanders principles of dialogic teaching are all important and dictate how talk can be used constructively to create a positive learning environment. I included dialogic teaching myself within my tasks. I used talk to assess the childrens knowledge, develop their understanding and encourage them to share their ideas without being intimidating; the children had time to express and develop their ideas, or expand on their peers ideas. They gave long answers, such as I was surprised that the wooden cube floated because I thought it would sink because of its shape. This contradicts Smith et al.s (2004) research, which found that 70% of answers didnt exceed three words. The children added to each others ideas politely and seemed genuinely interested in the opinions of others. For example, when one child stated that wood sank, another pointed out that in a film they had recently watched as a class, the boat was made from wood and floated. The first child then admitted that this was true; this new insight allowed them to assimilate this new concept into their schema. Without conversation different perspectives like this, which can be the link to understanding, might be lost. Exploratory Talk Within the observed science lesson the teacher set up an experiment. A lot of exploratory talk was encouraged (Appendix C) before the children made their own predictions. During the follow up lesson, the experiment was completed; the children used presentational talk to explain the results. This allocation of talk types worked well, supporting Barness (2008: p.7) theory that giving children time for exploratory talk is favourable, allowing them to gather their ideas before expressing their conclusions using presentational talk. I found exploratory talk to be very beneficial in my second science task to encourage self-discovery. I found that the childrens talk didnt always flow fluently, but as Barnes (2008: p.4) observed, exploratory talk is hesitant and incomplete because it enables the speaker to try out ideas, to hear how they sound, to see what others make of them, to arrange information and ideas into different patterns. Using exploratory talk allowed the children to express opinions and consider everyones experiences, thus gaining a deep understanding of the topic. Questioning My findings extend the research of Barnes et al (1986), Alexander (1992) and Myhill at al (2006), who found closed questions were dominant in the classroom overall. I found that in numeracy and some foundation subjects, closed questions were dominant; they simply follow the facts, e.g. What is half of 50? According to Sullivan, although open questions are generally preferable, they have no advantage in numeracy. However, within literacy and science most questions were open, e.g. Why do you think the egg will disappear? (Appendix C). The children were encouraged to refer to their own experiences and ideas to construct their own predictions. Therefore, the dominant question type depended on the subject. I found open questions to be an advantage in my science task; children were encouraged to provide and develop their own original ideas, e.g. Why did you think the cork will float? Soon the children offered developed ideas without encouragement, e.g. I think the cork will float because it is made from wood. Open questions allowed me to model responses until children expanded their answers naturally. Ability Grouping The groupings I saw generally supported Piagets approach of ability grouping, which is common practice across the UK. Numeracy consisted of two ability groups and lower ability children were often grouped together in literacy. I found this approach preferable to encourage peer talk within a familiar topic, since they were not intimidated to discuss their ideas. Vygotskys approach of putting a learner with someone of a higher level of knowledge was rarely used on a peer level. It concentrates on developing the skills of the lower ability child and is of little aid to the higher ability child. However, this scaffolding was present in adult-child teaching, for example an autistic child had a teaching assistant someone of higher ability who supported his development. It was a very effective method, but this level of personalised teaching is too time-consuming and impractical to use on every child. My science task consisted of both the children developing their ideas together (similar ability teaching) and myself aiding them (higher ability teaching). I found that when I wasnt controlling the discussion the children were very enthusiastic share ideas, but often presented inaccurate ideas to one another as facts. Therefore, I needed to step in to avoid the children sharing their misconceptions. The children were more relaxed by having no input from someone of a higher ability, but I found that this method did not work in this case. This may have been because it was a new topic; therefore the children had little experience to call upon. Validity I have based this study on a series of observations within a wide range of subjects to gain a thorough insight into talk for learning within a particular class. However, I concentrated on one teacher, one class and my science task was based on only four children. Therefore, my conclusions assume that other classes would act similarly. On the other hand, my findings are often supported by other studies which have used a larger test sample. These studies increase the validity of my own findings. Conclusion of Findings Dialogic Teaching Dialogic teaching is very effective when encouraging new and creative ideas. It builds confidence, as the children are encouraged not to rely too heavily on their teacher, but to be in charge of their own learning. Children can share ideas, develop their own, improve their communication skills and the teacher can assess the childrens talk content. I found that dialogic talk improved childrens imagination and understanding. My research supported Alexanders (2003, 2004b) findings that dialogic teaching encourages children to answer questions confidently and clearly and listen respectfully to their peers. Using dialogic teaching also allowed me to assess the children quickly and subtly. Children who needed extra help could be identified before the main activity if dialogic talk is used during the lesson starter. Exploratory Talk I found that it is good practice to give children time for exploratory talk when starting a new topic, to discuss and develop ideas in an informal setting. Only when children have personally ordered these ideas should presentational talk be introduced. Exploratory talk allows new concepts to be assimilated or accommodated into the childs existing schema. Questioning I think open questions are vital to encourage children to think for themselves, allowing the children to achieve a deeper understanding. However, closed questions are appropriate in factual based subjects such as maths, since there is not much room for opinion. Questioning can gauge the general understanding of the class and encourage the children to share and develop their ideas. Individual knowledge can be assessed and immediate feedback given. However, as Barnes (1976/1992) notes, it is difficult to gain a deep understanding of individuals knowledge, so questioning should be used alongside other methods. Ability Grouping Placing children with someone of a higher ability was preferable when developing a new concept, to avoid misconceptions being shared and amplified. However, ability grouping was best to encourage talk when the children were applying and developing their understanding, since the children could discuss their work at the same level and without being intimidated. Conclusion of Investigation Focusing on specific areas of classroom talk allowed me to produce a focused analysis. My study was carefully planned, based on my areas of focus and observations of existing practice to analyse the use of talk for learning. I compared my findings to those of existing studies, drawing links between my literature review and my own research to increase validity. The small test sizes within this investigation may have negatively affected my results. For example, I found dialogic teaching effective, stating that the children were comfortable in expressing their ideas. However, the small group size might have created a less intimidating environment and in fact be the cause to the effect, rather than dialogic teaching itself. My observations were based on the same class, so discrepancies in location, age and teaching will not have been picked up. Therefore, to improve the accuracy and validity of my results, I would have to look at a wider range of schools and age groups. Overall, by developing my investigation in a structured and focused manner, I gained a well rounded insight into the best ways of using talk for learning, which I will apply in my own teaching. (Word Count: 3500) Referencing Alexander, R. 2008: Essays on Pedagogy. London, UK: Routledge. Alexander, R. 2008: Culture, Dialogue and Learning: Notes on an Emerging Pedagogy. In Mercer N. and Hodgkinson S. (ed.). Exploring Talk in School. London, UK: Sage Publications, pp.91-114. Barnes, D. 2008: Exploratory Talk for Learning. In Mercer N. and Hodgkinson S. (ed.). Exploring Talk in School. London, UK: Sage Publications, pp.1-15. Cambridge Primary Review. 2009: Towards a new Primary Curriculum. Accessed 27/10/10: www.primaryreview.org.uk/Downloads/Curriculum_report/CPR_Curric_rep_Pt1_Past_Present.pdf Mercer, N. and Littleton, K. 2007: Chapter 2 How Does Interaction Help Learning and Development? in Dialogue and the Development of Childrens Thinking: A Sociocultural Approach. London, UK: Routledge, pp.8-23. Myhill, D. and Dunkin, F. 2005: Questioning Learning. UK: University of Exeter, Vol. 19, No. 5, pp.415-428. Accessed 10/12/10: http://eric.exeter.ac.uk/exeter/bitstream/10036/15292/1/MyhillDunkinQuestioningLearning.pdf Myhill, D. et al. 2006: Chapter 4 Questioning and Learning in Talking, Listening, Learning: Effective Talk in the Primary Classroom. Maidenhead: Open University Press, pp.68 -84. Ofsted (2009) Section 5 Inspection. Accessed 05/12/10: http://www.ofsted.gov.uk Sage, Rosemary. 2000: Class Talk: Successful Learning Through Effective Communication. Stafford, UK: Network Educational Press Ltd. Sullivan, P. 1992: Using Open Questions For Teaching: A Classroom Experiment. Victoria, Australia: Australian Catholic University. Accessed 17/11/10: www.merga.net.au/documents/RP_Sullivan_1992.pdf Van Ments, Morry. 1990: Active Talk: The Effective Use of Discussion in Learning. London, UK: Kogan Page Limited. Jones, P. 1988: Lipservice: The Story of Talk in School. Milton Keynes, England: Open University Press. Sharp, E. 2005: Learning Through Talk in the Early Years Practical Activities for the Classroom. London, UK: Paul Chapman Publishing, A SAGE Publications Company. Moore, A. 2000: Teaching and learning: pedagogy, curriculum and culture. London, UK: RoutledgeFalmer.