The Old Man And The Sea Essays - American Literature, Free Essays

The Old Man And The Sea Essays - American Literature, Free Essays The Old Man And The Sea The Old Man and the Sea is a heroic tale of man's strength pitted against forces he cannot control. It is a story about an old Cuban fisherman and his three-day battle with a giant Marlin. Through the use of three prominent themes; friendship, bravery, and Christianity; the Old Man and the Sea strives to teach important life lessons to the reader while also epitomizing Santiago, the old fisherman, as a Hemingway code hero. The relationship between Santiago and the boy is introduced early in the story. They are unlikely companions; one is old and the other young, yet they share an insuperable amount of respect and loyalty for each other. Santiago does not treat Manolin as a young boy but rather as an equal. Age is not a factor in their relationship. Manolin does not even act as a young boy; he is mature and sensitive to Santiago's feelings. He even offers to disobey his parents and accompany Santiago on his fishing trips. Santiago is viewed as an outcast in his village because he has not caught any fish for more than eighty-four days and is therefore unlucky. Nonetheless Manolin is loyal to Santiago and even when his parents forbid him he wants to help his friend. Their conversations are comfortable, like that of two friends who have known each other for a long time. When they speak it is usually about baseball or fishing, the two things they have most in common. Their favorite team is the Yankees and S antiago never loses faith in them even when the star player, Joe DiMaggio is injured with a heel spur. In this way Santiago not only teaches Manolin about fishing but also about important characteristics such as faith. In the story Santiago's bravery is unsurpassed but it is not until he hooks the great fish that we truly see his valor and perseverance. Through Santiago's actions Hemingway teaches the reader about bravery and tenacity in the face of adversity. He demonstrates that even when all is lost and seems hopeless a faith and willful heart will overcome anything. Santiago had lost his luckiness and therefore the respect of his village. Through the description of his cabin we also suspect that Santiago is a widower. Although Santiago has had many troubles he perseveres. He has faith in Manolin, in the Yankees, in Joe DiMaggio, and most importantly in himself. This is perhaps his greatest attribute because without it he would never have had the strength to persevere and defeat the giant Marlin. Faith is not the only thing that drives his perseverance. Santiago also draws upon his past victories for strength. After he hooks the Marlin he frequently recalls his battle with a native in what he calls the hand game. It is not just an arm wrestling victory for him it is a reminder of his youthful days. His recollections of this event usually proceed a favorite dream of his in which he sees many lions on a peaceful shore. These lions represent him when he is young and strong and could overcome any challenge. Although he is an old man and his body is no longer like it used to be his heart is still great and he eventually defeats the Marlin. Santiago's perseverance and bravery are further illustrated when he tries to fight off the sharks. He was a fisherman all his life and therefore he knows that the fate of his catch is inevitable yet he persists to fight the sharks. The battle between him and the sharks is about principles not a mere fish. Santiago is still a great warrior at hea rt and warriors fight until the end. One of the greatest and most obvious pieces of symbolism in the story is Christianity. From the beginning of the story the reader is shown a unique relationship between Santiago and Manolin. Their relationship parallels that of Christ and his disciples. Manolin is Santiago's disciple and Santiago teaches Manolin about fishing and life. One of the greatest lessons that Santiago gives is that of a simple faith. Have faith in the Yankees my son. This type of faith reflects the basic principles of Christianity. Hemingway's

Definition and Usage of the French Word Enchanté

Definition and Usage of the French Word Enchantà © French has long had an influence on the English language. The two languages  share the same  alphabet  and a number of  true cognates. But, the biggest influence of French on the English language may be the number of words- such  as  enchantà ©- that have been passed from the former to the latter tongue. The French word enchantà © is an adjective, but you are likely to use the term to express delight when meeting someone new. Definitions: Enchantà ©Ã‚  vs. Enchant The word  enchantà © in French means enchanted, delighted, overjoyed, smitten, or bewitched. In English, the word enchant means to influence by charms and incantation, to  bewitch, attract, move deeply, or rouse to ecstatic admiration. The similarities in the French and English terms are clear. The spellings are quite similar, but the pronunciations are a bit different. The word enchantà © is pronounced [a(n) sha(n) tay] in French. Not surprisingly, the English word enchant has an origin dating back centuries, having derived from its sister word  enchantà ©Ã‚  in French. Origin of Enchantà ©Ã‚  and Enchant The  Oxford Living Dictionaries  notes that the modern English term enchant actually comes from  Middle English, the language spoken in England from about 1100 to 1500. Enchant is derived from the late Middle English term meaning to put under a spell and delude. The term was originally spelled incant in Middle English, as in an incantation.​ Before that, the English word derived from the French term, enchanter, which in turn originated from the Latin incantare, meaning in   cantere,  to sing.  The French term  enchanter  is the infinitive form of the word, meaning to enchant, to delight, to be overjoyed, or to bewitch. Examples of  Enchantà © To gain a fuller understanding of  enchantà ©, it may be helpful to see how the term is used in French and translated into English. French Sentence(s) English Translation Je suis enchantà © de cette pià ¨ce. I'm delighted by this play. "Voici mon frà ¨re David.""Enchantà ©." "This is my brother David.""Nice to meet you." Cette forà ªt est enchantà ©e. This forest is enchanted. Note how, in the first two examples,  enchantà ©Ã‚  is translated as delighted or nice (as in delighted to meet you). The word, nice by itself translates as  agrà ©able  in French. The word nice only translates as  enchantà ©Ã‚  in the context of expressing delight or enchantment upon meeting someone. Enchantà © in French Literature The notion of enchantment has a firm grounding in French literature.  Ã‚  William C. Carter,  in his book, Marcel Proust: A Life, said that the famous French novelist always sought to enchant his readers: His intently seductive voice is similar to Walt Whitmans, whose sounds and words constantly seem to urge the reader to lie with him and exchange caresses. This brings you back, then, to the original meaning of the term  enchantà ©, meaning to bewitch or cast a spell on, which certainly makes it an alluring term. So, the next time you are searching for just the right word when you meet someone new, use the term  enchantà ©Ã‚  to show your delight at meeting that person or to cast a spell as you draw in your reader or listener.

Definition and Usage of the French Word Enchanté

Definition and Usage of the French Word Enchantà © French has long had an influence on the English language. The two languages  share the same  alphabet  and a number of  true cognates. But, the biggest influence of French on the English language may be the number of words- such  as  enchantà ©- that have been passed from the former to the latter tongue. The French word enchantà © is an adjective, but you are likely to use the term to express delight when meeting someone new. Definitions: Enchantà ©Ã‚  vs. Enchant The word  enchantà © in French means enchanted, delighted, overjoyed, smitten, or bewitched. In English, the word enchant means to influence by charms and incantation, to  bewitch, attract, move deeply, or rouse to ecstatic admiration. The similarities in the French and English terms are clear. The spellings are quite similar, but the pronunciations are a bit different. The word enchantà © is pronounced [a(n) sha(n) tay] in French. Not surprisingly, the English word enchant has an origin dating back centuries, having derived from its sister word  enchantà ©Ã‚  in French. Origin of Enchantà ©Ã‚  and Enchant The  Oxford Living Dictionaries  notes that the modern English term enchant actually comes from  Middle English, the language spoken in England from about 1100 to 1500. Enchant is derived from the late Middle English term meaning to put under a spell and delude. The term was originally spelled incant in Middle English, as in an incantation.​ Before that, the English word derived from the French term, enchanter, which in turn originated from the Latin incantare, meaning in   cantere,  to sing.  The French term  enchanter  is the infinitive form of the word, meaning to enchant, to delight, to be overjoyed, or to bewitch. Examples of  Enchantà © To gain a fuller understanding of  enchantà ©, it may be helpful to see how the term is used in French and translated into English. French Sentence(s) English Translation Je suis enchantà © de cette pià ¨ce. I'm delighted by this play. "Voici mon frà ¨re David.""Enchantà ©." "This is my brother David.""Nice to meet you." Cette forà ªt est enchantà ©e. This forest is enchanted. Note how, in the first two examples,  enchantà ©Ã‚  is translated as delighted or nice (as in delighted to meet you). The word, nice by itself translates as  agrà ©able  in French. The word nice only translates as  enchantà ©Ã‚  in the context of expressing delight or enchantment upon meeting someone. Enchantà © in French Literature The notion of enchantment has a firm grounding in French literature.  Ã‚  William C. Carter,  in his book, Marcel Proust: A Life, said that the famous French novelist always sought to enchant his readers: His intently seductive voice is similar to Walt Whitmans, whose sounds and words constantly seem to urge the reader to lie with him and exchange caresses. This brings you back, then, to the original meaning of the term  enchantà ©, meaning to bewitch or cast a spell on, which certainly makes it an alluring term. So, the next time you are searching for just the right word when you meet someone new, use the term  enchantà ©Ã‚  to show your delight at meeting that person or to cast a spell as you draw in your reader or listener.

Marketing Strategy Essay Example | Topics and Well Written Essays - 1750 words

Marketing Strategy - Essay Example Marina Bay Sands targeted the ‘Meetings, incentives, conventions and events’ and business travellers as their major markets but the hotel is now aiming at the family and leisure markets as well. The hotel appears to be entirely matching with regard to their products, experience offered and their facilities. For this reason, they appear to be attracting and containing quite distinguishable market segments. Therefore, for future markets, the economic growth and population growth in China implies that China is no longer a huge and poor market. Marina Bay Sands like many other companies should now try to locate and target the most outstanding market for them (Jauhari and Rishi, 2012). This is because previous studies of China economy have not entirely acknowledged the remarkable growth of the middle class. Research done using data from Asia Pacific and MasterCard Worldwide showed that middle class reached 87 million by 2005 from just about zero ten years ago, and is expected to rise to 340 million by 2016. This means that the middle class will occupy the 60 percent of China’s urban households by 2016 which already clocked 39% by 2006. The other markets that constitute notable target include Malaysia, India, Indonesia, Thailand and Vietnam (Cui and Song, 2009:38-41). Over the years brand positioning has also been an essential part of marketing strategy and thus, the hotel industry has accepted and embraced its value in marketing and in particular when there is extensive brand segmentation. Just like several others Marina Bay Sands has developed multiple brands in order to serve multiple market segments (Burkard, 2011). This strategy of segmentation involves the idea that the brand name is a component of the process of illustrating tangibility to what basically appears intangible. This provides a shorthand way of setting up a particular property’s value when a customer is given significant information about the service or product. With resp ect to this, the brand’s quality is based on the awareness of the potential quests, their perception of the quality and the overall satisfaction of the customers. This concept that brand positioning provides added value to both the hotel and quests, is what a reasonable growth of brand positioning relies on. When hotel brand is managed well, the hotel tends to get a rising market share from a corporate strategy point of view. Cai and Hobson (2004) say that a brand can create a distinguishable identity by establishing a given set of promises to its customers where functional features of the products are not considerably differentiated. A personality that a brand creates may be relevant reason for a consumer to select one brand over the other. A brilliant brand personality is likely to make the brand more tangible thus reducing the intangibility associated with the hotel industry. Since there is the idea that brand positioning creates a personality for an intangible unit it is, therefore, related to the consumer emotions. Burkard (2011) explains that these emotional connections to a brand come about in part from the promises mentioned above. This means that the customers rely on brand names so that they can minimise the risk that is associated with unknown brands. Therefore, the hotel’

Events Management Law Essay Example | Topics and Well Written Essays - 2500 words

Events Management Law - Essay Example Also the overall situation while reviewing the terms of the contract. But it would not be wrong to mention that, in this case, the requirements of the audience were not considered during such previous deliberations. The main questions that arise is this: Are the basic needs of the audience, viewed in the light of shows conducted by highly acclaimed and successful divas as the present one, subservient to such demands and is it necessary to bend rules and conduct to suit individual requirements, much to the detriment of common health and safety norms. The laws relating to law of tort could be applied in this particular instance which could hold the organising groups responsible for deficiencies in public services by not providing basic amenities to the viewing public. There are also elements of lack of car or imputed negligence which could become cause for later action. It needs to be reaffirmed that in such events, the onus of proving that standards of care were maintained would lie on the organisers who have take up the responsibility for stage managing this concert. It would be first of all, necessary to take up aspects of health and safety laws since providing for necessary air- conditioning would come primarily under public safety standards. Apparently, there has been a deficiency in service, and audience comprising of around 12,000 people had to endure 90 F heat and resultant health detriment. It is quite possible that the section of audience who have suffered health loss could file suits against event management organisers for reparation of health damages due to exposure to excessive heat and related hazards. The organisers could seek remedies under insurance coverage schemes, or exclusion clause. The main idea behind exclusion clauses is to limit or exempt the extent of liability in the event of any problem relating to performance of agreed contract. The conditions for the enforcement of the exclusion clause

Philosophy as Metaphysics Essay Example for Free

Philosophy as Metaphysics Essay ABSTRACT: Philosophy works with special types of objects: the totalities. The basic characteristics of this type of object are their metaphysical, transcendental, and total character. The character of these objects determines the specificity of language and the methods of philosophy. The language of philosophy represents symbolic language; speculation is the basic method of philosophy. On the one hand, objects of this type emphasis homo sapien as essences capable of constructing such objects, which in turn assumes the ability of human consciousness to make synthetic acts. On the basis of philosophy as metaphysics, an original approach is offered which divides the history of philosophy into periods as well as providing analysis of different philosophical systems. Feature of philosophical activity, as against a science, is the work with special, not physical objects — the totalities, which are constituted by the philosopher. One of such objects is the world, and, in this sense, we often say, that philosophy is a wel-tanschauung (world-outlook) . Certainly, the world as some set of things can be studied by physics (sciences in a broad sense), but in this case a researcher can miss the point that the world is a totality, not just a simple set of things. As distinct from scientific study the philosophy takes its objects as the totalities, which the subject of knowledge cannot study as ordinary objects, because the including the learning subject character of these the totalities excludes any standard scientific approach to knowledge in principle. Others examples of the above mentioned objects (the totalities) are Ego and God. Objects of this type (with some reservations) are a lot of human being phenomena, such as love, virtue, conscience, courage, bravery, understanding and so on. All these objects are those, that the precise fixing of objective criteria of their existence is impossible, it is impossible to create the high-grade theory of these phenomena (for example, theory of love or bravery), as they assume not only objective Contemplator (as it occurs in case of objects of scientific knowledge), but also postulate the Actor inside them, that causes essentially twinkling way of them being. (2) Exactly the character of these objects determined essential features of the philosophizing as metaphysical activity. The underlining of metaphysical character of philosophy objects dictates the special procedures of work with them, distinct from of methods of scientific knowledge. Metaphysical objects — constructs cannot be given in frameworks of physical experience; the study — constructing of these objects occurs by a way of thinking means, procedures of speculation. That is why the one of the most typical mistakes in the researching of these objects is procedures of naturalization metaphysical objects, i. e. consideration of natural (physical) analogs of these objects. For example, instead of work with the world (the world as totality) we consider the world as some sets of physical, chemical, biological etc. objects, and instead of the analysis of phenomenon of consciousness proper as metaphysical object the natural analog of consciousness — brain or mentality of the particular human being, we examine. Specifying the status of these objects, it is possible to tell, that the subject of the philosophy activity are metaphysical-transcendental objects, i. e. objects having the boundary status of their existence. The boundary character of these objects allows to specify Kantian distinction sensible phenomena and transcendent things in itself. Moreover, metaphysical-transcendental objects are located on border of other known distinctions of classical philosophy. (3) They are, for example, not subjective and not objective, not conscious and not material. It is interesting in this respect appearance of the first proper philosophical category of being, which, in fact, was entered Parmenid`s as boundary metaphysical-transcendental object being-thinking (in this case, alongside with Parmenid`s postulating his first thesis, entering a category of being, presence of the second his thesis, establishing the coincidence of an entered category of being with another category — the category of thinking). In some sense, metaphysical-transcendental objects are Husserl`s phenomenal, from which as a result of procedures of objectivizing and (or) subjectivizing the subjects and objects can be received, i. e. is entered subjective-objective distinction of New time. On the other hand, the boundary character of these objects allows still to work with them ( I specially avoid the term to learn, as far as these procedures are applied only for work with usual objects). Above this mode of working with them was named as speculation, which, as a result, the construction of these objects to occur by a way of thinking means. The creation such thinking construct is caused by that the person aspires to understand mode of functioning of the totalities, which surround him. And just this phenomenon of surprise before presence of such totalities is a beginning and basic nerve of philosophy. In this sense, philosophizing is possible only as an act of work of the beings, capable to postulate these totalities, due to synthetic acts (Kant), as being, perceiving the environmental world not in itself, but by means of symbolical function (Cassirer), through a prism of the transformed forms (Marx, Mamardaschvili). Another important characteristic of metaphysical objects is their total-making nature. It means, that the purpose of designing such objects is the attempt of understanding of some phenomenon of totality (for example, the world as whole, totality) in light of a question how (why) this phenomenon is possible?. The answer to this question assumes revealing mechanism of existence of this phenomenon. That is why it is important for the philosopher not to know some common aspect, that is allowed at a level of the primary, superficial description of it and other similar objects, but to know general (total) principle of functioning of objects of this type. For example, if a row of the plane polygons is given to us, a triangle(4) will act as general principle of this variety, because all others plane polygons can be given with the help of a triangle. Thus, philosophical constructs act as transcendental condition of seeing of other physical objects. That the phenomenon of seeing of a house was possible as some totality, it is necessary to postulate a row of transcendental conditions of this phenomenon, among them we can allocate necessity being of the house (Parmenid), recognition (and taking shape) this being by means of idea of home (Plato), fixing the house as an object of perception by some subject (Decartes) within spatial-temporary a priory forms of sensuality (Kant). On the other hand, a row of such philosophical constructs define a horizon, a way of seeing of subjects (Wittgenstein), associated with a certain epoch. For example, the mentioned above transcendental conditions of a phenomenon of seeing of a house define a way of seeing of subjects within the framework of classical philosophy. In this sense these constructs act as total-necessary cultural machines, that set the cultural way of living activity of the person and made imperceptible but essential background of his existence. For example, when a modern man looks at star sky, he sees not simply separate stars, but constellations — and it is impossible to explain to a person from other culture (and the more so, being, which is not having ability to the synthetic acts). Moreover, developing this example with constructing of constellations, it is possible to tell, that exactly it has made possible occurrence of such activity as an astrology. The above mentioned metaphysical character of philosophy objects causes the specification of the language and methods philosophizing. The language of philosophy has not signal, but symbolical character. Lets stop on it hardly more in detail. Already science differs from the common sense description, because it uses some abstraction, ideal elements, which, in a common case, it is impossible to compare any certain objects of the physical validity. For example, as D. Gilbert says, in mathematics, those are language fictions, and one of the main problems of a substantiation of mathematics is either an exception these fictions, or imposing some certain restrictions — all that prevent the appearance of negative consequences, while using language fictions. Any language works with signs, besides that, any theory deals with mentioned language fictions (=  «symbols »), i. e. such kinds of signs, with which nothing corresponds in sensible reality. For example, in physics has concepts a material point, an absolutely black body, etc. They are often called as abstract — ideal objects, which turn out by a way of abstraction (idealization) from any properties of real physical objects. But in physics there are and more fictitious objects: cwarcks, for example, which not only is evident not imagine, but also until last time have acted only as theoretical constructs essentially of unobservable nature. In this case we can postulate a metaphysical mode of existence for these objects. It is important to emphasize, that these metaphysical objects do not exist in the same sense, as it is for the particular objects of a physical reality, such as table, chair,etc. The majority of the philosophy terms, its categorical apparatus have such symbolical character. It is impossible to give any referents of philosophical categories inside a physical reality. We can take as an example of such philosophical categories as being, consciousness etc. , for which we can somehow find certain physical analogues (for example, for a philosophical category  «being  » such analogue is the category  «substance » or matter). But there are more humanitarian objects connected with some features of a human being way, for which in general there are no analogues in a nature. These are, for example, concepts virtue, conscience, love, debt, bravery This specification of the philosophy language, which symbols indicate an existence of a special metaphysical dimension of a reality could be expressed by Kantian exclamation Excuse me, but it is not, what I speak about (mean)! in reply to German poet Schiller`s misunderstanding his categorical imperative. The metaphysical character of the categorical philosophical apparatus predetermines also specification of philosophical reasoning. The postulated non-sense character of perception of objects of the filosophizing assumes the special procedures of work, which were above characterized as a procedure of speculation. The main difficulty thus — is absence of a support on sensible analogy, which often helps us in daily life. The structure a reasoning about pure being (or conscience) is principle different from the reasoning about a tree, or a sex, or other objects of the physical world. Danger, which here waits us — influence of our vital experience, influence sensible hooks, which can destroy the ability for the reflex and philosophical analysis. To explain the idea about involuntary influence ours sensible apparatus, M. Mamardaschvili in the lectures about M. Proust, used as an example biblical commandment when they beat you on the one cheek — put another one as a vivid example of inhibition (Husserl`s  «phenomenological reduction ») of a standard human reaction (reflex), imposed to us by sense-figurative thinking (if somebody hearts you — reply with the same). Moreover, it is possible, that some other logic operates in area of speculative objects, distinct from usual, earthly logic. In particular, according to opinion of the Russian philosopher and the logic N. A. Vasiljev, validity of the logic law of excluded third, has purely earthly an origin and it is connected with primacy, after Aristotle, of individual existing things. (5) If we, following Plato, consider classes of subjects as primary (for instance, subject a class of tables), the law of excluded third will be incorrect, as the table as one of set of subjects of a class of tables can be simultaneously both white and non-white (in instance, green). Of course, here it is necessary to realize, that the opposite properties are attributed to the different individuals of primary subject — different things of the same class). The transfer of the point of view from single objects to classes of objects has allowed N.Vasiljev to formulate imagined logic with the law of excluded fourth. This logic in anything does not concede on its parameters to our habitual logic with the law of excluded third, but expands opportunities of our thinking. Within the framework of this logic the paradoxical coincidence between maximum and minimum, revealed Nikolaj from Kuza, does not cause surprise. The only acceptable procedure for understanding of philosophical categories within of some philosophical framework is the correlation of the different speculative (metaphysics) objects with the help of a method language game.

Krakatau :: essays research papers

Krakatau Krakatau (Krakatoa), is said to have created the worst volcanic eruptions in history, in 1883. Ancient Krakatoa formed in 416 A.D. and still exists today in Indonesia. That same explosion, in 1883, created 130 feet tsunamis, which destroyed 130 coastal homes, two docks (India and Australia), and killed about 36,000 people. It created very loud sounds and was heard as far away as Madasagascar, about 3,000 miles away from Java, where Krakatau was. Some people even believe that it may have been the reason for the drop in temperature and the spectacular sunsets for the next three years.   Ã‚  Ã‚  Ã‚  Ã‚  Krakatoa has erupted many times in its â€Å"lifetime†, but this paper will only share about 3 eruptions: 1883, 1988, and 1992. In 1883, Krakatoa had its most dangerous explosion on August 27th. It blew itself to bits, literally! It destroyed 75% of itself along with many other people living near the coastlines of Australia and India. In 1988, Krakatoa erupted in February, then continued on March 16th on which was reported caused two small lava flows from its new crater, then continued into April, causing frequent explosions to eject small plumes of fire. The last eruption we'll talk about was in 1992. This explosion’s strongest activity point occurred on November 12, when Krakatoa started â€Å"shooting† lava-bombs out of its crater onto the north coast and some lava flowed into the sea.   Ã‚  Ã‚  Ã‚  Ã‚  While we know volcanoes erupt, how do they erupt? After some research, I found that they are caused by gas pressuring the molten magma, forcing the magma to push upward into the weak zones in the Earth’s crust. Thus, this allows the magma to push its way out through the volcano’s vents to be erupted from its crater to become lava. In the 1883 eruption, the eruption lasted from August 23-27. In 1988, the explosions lasted from February to April, erupting continuously. And in 1992, it lasted from November 7, 1992 to August 14, 1993, one of Krakatoa’s longest eruptions. In 1992, the lava flowed one kilometer to the north, moving the shore 100 meters more northern than the former shore   Ã‚  Ã‚  Ã‚  Ã‚  Krakatoa has caused much damage to the world, but what specifically has it done?

Pregnant Couples Should Receive Parenting Lessons Essay

Parenting classes are offered for every type of parent, from the brand new mom and dad to the experienced† parents of teens. Parenting classes can help give you a better grasp on what to expect, learn more about parenting and discipline styles and help you feel more confident and in control as a parent. Most parenting classes help parents to understand their roles better, they get an idea about what is going to be like, they start to get prepared for what is coming next. Regardless of the age of your children, a parenting class helps and provides confidence in parenting, you gain resources, and make new friends. Some new parents are nervous about the new arrival of their little one, and they are completly right to be like that. A new baby brings new challenges and experiences that some parents simply aren’t equipped or prepared to deal with. Taking a parenting class can help you feel more confident in your abilities as a parent, whether you’re bringing home a new baby or dealing with the trials of a preteen at home. Parenting classes can help in the transition of being a normal person to the process of becoming a parent so in that way you know what to expect and how to handle the situations they present. If you’re like some parents, the terms â€Å"attachment parenting,† or â€Å"positive discipline† may be confusing to you. The terms often used when talking with other parents can leave you scratching your head and wondering avout what they might be talking. Parenting classes give the opportunity to ask questions in a safe setting and gain resources from the teachers, like books and pamphlets, so that you can choose the best parenting method based upon your own knowledge. The world of a parent sometimes can be isolating and lonely. With a child, suddenly you don’t have time to spend with your single friends. Parenting classes are an excellent way to meet other parents who are in the same walk of life and in similar situations like you. Together, you can find parenting solutions and have an opportunity to socialize with persons who can undersatnd your day-to-day struggles, or problems. Being a good mom or dad means more than baking cookies and buying you lots of cool stuff. An effective parent does things like structure meaningful family activities that help kids learn while having fun. Providing guidance, encouragement, and discipline are some of the things good parents do, all this can be achieved by having parenting guidance. A parenting class can help you become a better parent as you learn strategies to stay close to your children as you raise them to be functioning members of society.

Bilingualism affects childrens language and cognitive development

The possibility that early bilingualism affects kids ‘s linguistic communication and cognitive development has long been a concern for parents and pedagogues. In the first half of the twentieth century, the predominating position was that bilingualism and second-language acquisition early in life made kids baffled and interfered with their ability to develop normal cognitive functions1 and win in educational environments.2 These thoughts were dramatically reversed in a landmark survey by Peal and Lambert3 that showed a general high quality of bilinguals over monolinguals in a broad scope of intelligence trials and facets of school accomplishment. Recent research has been more balanced, placing countries in which bilingual kids excel and others in which bilingualism has no consequence on their development. The inquiry sing the possible impact of bilingualism on kids ‘s development has ever been of import, but has progressively emerged as a important concern for modern societies and for Canada in peculiar. In add-on to the official committedness to a national policy of second-language acquisition and bilingualism, in-migration has transformed Canada into a rich multilingual and multicultural state. Public schools, particularly in major urban Centres, are home to big Numberss of kids for whom English or French is a 2nd linguistic communication. These kids represent an tremendous assortment of place linguistic communications and frequently constitute the bulk of kids in a individual schoolroom. Therefore, it is imperative that we understand the impact of these linguistic communication backgrounds on kids ‘s cognitive and educational hereafters. Information about the linguistic communication, cognitive and educational development of kids with varied linguistic communication backgrounds is indispensable to construe the public presentation of these kids in school and measure their development. For illustration, kids with limited proficiency in the linguistic communication of schooling are certain to see increased trouble in get bying both academically and socially, and it is of import to place these troubles in order to understand what intercession or remedial attacks are needed. The research is typically conducted in schoolrooms, frequently settings incorporating both multilingual and monolingual kids. The context in which the bilingualism or 2nd linguistic communication occurs is of import, even though it is non ever included as a formal facet of research probe. There is grounds that whether the kid ‘s place linguistic communication is in a bulk or minority state of affairs, is valued in the community and is used as a medium for literacy undertakings affects the kid ‘s lingual and cognitive outcomes.4 Therefore, the deductions of the kid ‘s linguistic communication experience should ideally be examined with careful attending to the societal and lingual factors that describe the kid ‘s societal and educational environment. The of import issues concern the cognitive and educational results for bilingual kids. First, it is necessary to set up whether linguistic communication acquisition returns at the same rate and in the same mode for kids who are larning two linguistic communications at the same time or are larning a 2nd linguistic communication after holding begun to get the hang one. Second, are kids able to get literacy accomplishments at school if they are either bilingual or larning a 2nd linguistic communication, particularly if their place linguistic communication is non the linguistic communication of direction? Finally, are at that place effects on normal cognitive development in footings of the kid ‘s ability to get new constructs or execute assorted computations ( e.g. arithmetic ) , particularly if school direction is in the kid ‘s weaker linguistic communication? There are three chief outcomes from this research. First, for general linguistic communication proficiency, bilingual kids tend to hold a smaller vocabulary in each linguistic communication than monolingual kids in their language.5 However, their apprehension of lingual construction, called metalinguistic consciousness, and is at least as good6 and frequently better7 than that of comparable monolinguals. Second, the acquisition of literacy accomplishments in these kids depends on the relationship between the two languages8 and the degree of proficiency in the 2nd language.9 Specifically, kids larning to read in two linguistic communications that portion a authorship system ( e.g. English and Gallic ) show accelerated advancement in larning to read ; kids whose two linguistic communications are written in different systems ( e.g. English and Chinese ) show no particular advantage, but neither do they show any shortage relation to monolinguals. The benefit of larning to read in two lin guistic communications, nevertheless, requires that kids be bilingual and non second-language scholars whose competency in one of the linguistic communications is weak. Third, bilingual kids between four and eight old ages old demonstrate a big advantage over comparable monolinguals in work outing jobs that require commanding attending to specific facets of a show and suppressing attending to deceptive facets that are outstanding but associated with an wrong response. This advantage is non confined to linguistic communication processing, but includes a assortment of non-verbal undertakings that require controlled attending and selectivity in such jobs as organizing conceptual classs, 10 seeing alternate images in ambitious figures, 11 and understanding the difference between the visual aspect and functional world of a deceptive object.12 The consequences of these surveies demonstrate that childhood bilingualism is a important experience that has the power to act upon the class and efficiency of kids ‘s development. The most surprising result is that these influences are non confined to the lingual sphere, where such influence would be expected, but extend every bit good to non-verbal cognitive abilities. In most instances, the kid ‘s grade of engagement with a 2nd linguistic communication, defined as the difference between bilingualism and second-language acquisition, is an of import variable that determines both the grade and type of influence that is found. Three forms of influence were noted in these surveies. One result is that bilingualism makes no difference, and monolingual and bilingual kids develop in the same manner and at the same rate. This was found for cognitive jobs such as memory- span development and linguistic communication jobs such as phonological consciousness. The 2nd is that bilingu alism disadvantages kids in some manner. The primary illustration of this is in the development of vocabulary in each linguistic communication. The 3rd form, and the most prevailing in our surveies, is that bilingualism is a positive force that enhances kids ‘s cognitive and lingual development, bettering entree to literacy if the two composing systems correspond and development of general executive procedures for all bilingual kids work outing a broad scope of non-verbal jobs necessitating attending and control. These executive control abilities are at the Centre of intelligent idea. Parents are frequently concerned that utilizing a non-community linguistic communication as the linguistic communication of their place will disfavor their kids. This plan of research provides solid grounds that the overpowering consequence of bilingualism in the place is positive. The disadvantages are comparatively minor and easy get the better of. The deductions for schooling are more complex. Children ‘s success in school is strongly dependent on their proficiency in the linguistic communication of direction, a relationship that holds for of import lingual activities ( e.g. larning to read ) , non-verbal computational topics ( e.g. mathematics ) , and content-based course of study ( e.g. societal surveies ) . In all these instances, kids must be skilled in the signifiers and significances of the school linguistic communication and be competent readers of that linguistic communication. Bilingual kids may non be at the same degree as their monolingual equals, and second-langu age scholars for whom English or French is non their place linguistic communication may hold non built up equal accomplishments in the instructional linguistic communication to win in schools. The grounds for the overpowering positive benefit of bilingualism, together with grounds that bilingual kids are non cognitively handicapped, indicates an of import function for schools in supplying a agency for these kids to construct up their linguistic communication accomplishments in the school linguistic communication so that they can be full participants in the schoolroom and harvest the most positive benefit from their educational experience.

Improve Grades with These Study Group Ideas

Improve Grades with These Study Group Ideas Many students get more out of study time when they study with a group. Group study can improve your grades, because group work  gives you more opportunity for comparing class notes and brainstorming potential test questions. If you are facing a big exam, you should try studying with a group. Use these tips to make the most of your time. If you cant get together face-to-face, you can create an online study group, too. Exchange contact information. Students should exchange email addresses, Facebook  info, and phone numbers, so everyone can be contacted to help the others. Find meeting times that work for everybody. The bigger the group, the more effective the study time will be. If necessary, you could assign two times a day, and those who show up each scheduled time can study together. Everybody bring a question. Each member of the study group should write and bring a test question and quiz the other group members. Hold a discussion about the quiz questions you bring. Discuss the questions and see if everyone agrees. Compare class notes and textbooks to find answers. Create fill-in and essay questions for more impact. Divide a pack of blank note cards and have everyone write a fill-in or essay question. In your study session, swap cards several time so everyone can study each question. Discuss your results. Make sure each member contributes. Nobody wants to deal with a slacker, so dont be one! You can avoid this by having a conversation and agreeing to commit on the first day. Communication is a wonderful thing! Try communicating via Google Docs or Facebook. There are lots of ways you can study without actually gathering together, if necessary. Its possible to quiz one another online.

Sample Recommendation Letter - Undergrad Student

Sample Recommendation Letter - Undergrad Student Undergraduate students are often asked to supply a recommendation letter when applying to a business program. Many students automatically think of academic recommendations when they come across this part of the application, but there are other types of recommendation letters that can make an impact on business school admissions committees. Sometimes the best letters offer insight into the students personality. Sample College Recommendation for an Undergraduate Applicant To Whom It May Concern: Carrie Youstis is an exceptional young lady. Most everyone knows of her intellectual acumen, lofty ambitions, dancing abilities, and kindness; indeed, she is a sort of legend in her small hometown of Southwest Plainsfield, NJ, but few know of the struggle Carrie endured during her middle years of high school. Carrie had a close friend, Kaya, whom she had met at summer camp. She and Kaya had grown very close during the first two years of high school.During the middle of tenth grade, Carrie received news that Kaya was suffering from a rare degenerative disease. It was terminal, Carrie was told but did not cry. She did not even take a moment to worry about how this might affect her. She simply called me, her principal, and asked if she could miss a few days of school, explaining to me the grave situation. I told her that, of course, she may miss school, provided that she make up her work.Then, before she hung up, Carrie asked me to pray on her friends behalf, and said, â€Å" I can go on without Kaya  ­ I have many friends and I will mourn but I have a wonderful life. Kaya is suffering so much, though, and when it’ s all over, that will be it for her. And she is her mother’ s only child. How will she go on?† I was so impressed that Carrie was thinking about everyone affected except herself: Kaya, Kaya’ s mother, but not CarrieYoustis. Such maturity. Carrie knew she had a wonderful life, a belief in God, but she felt for others so profoundly.Carrie visited Kaya often for several months, always bringing her cards and flowers and of course, good cheer. Kaya finally passed away that Spring, and Carrie made sure to visit the mother every week that following summer.You will read of Carries grades and scores and sports abilities, of her awards and accolades; I wanted to relate this episode, as it characterizes what this remarkable young lady is really all about. As she graduates high school, I and all of SouthwestPlainsfield are so sad to se e her go, but realize that she is destined to effect great things far beyond the narrow confines of a small town in New Jersey.Sincerely,Esti IturraldePrincipal, North SouthwestPlainsfield High School

The dichotomy Essay Example | Topics and Well Written Essays - 2500 words

The dichotomy - Essay Example On one hand, the student feels achieved by mere success appraisal of the individual, which is a function of a number of considerations as discussed below. Theorists of the incremental perspective of learning place meaning on the perception of learning and intelligence, where flexible notions of learning determine how an individual associates success to a task. Proponents of this perspective hold the view that students see opportunities in their own experiences and hold little credit on the views of other persons. Opinion on the evaluation outcomes does not make a huge impact on the perceptions held on individual performance. In light of the demands of learning, effort made towards a task amount to an experience rewarding enough that the opinion of an evaluator would not significantly change the overall satisfaction obtained. Incremental view of the learning process is that the opinion of the appraising individual is secondary to the essential part of the task, whether quality is achieved of otherwise (Shippensburg University 2012, para.7). Despite the demands of an appraisal likely to form part of the learning assignment, the student attaches meaning to the learning experience as opposed to appraisal. Perhaps one of the reasons why the student opts to employ personal evaluation strategy could arise from available alternatives to appraisal. The evaluation aspect by a team as an optional functionality in the determination of success upon learning the piece of music gives the student a choice of evaluation alternatives, personal appraisal included on the list of appraisal methods. In view of making choices from the different options of evaluation available to students, the students with a higher belief on their performances may opt to make the appraisal by their own volition not only demonstrate the logic of their interpretation to learning but also potential to evaluate. Despite the fact that