Theoretical Argument Paper Equity Theory Essay - 824 Words

Theoretical Argument Paper: Equity Theory Mckenzie Hilsen Dickinson State University Motivation is the driving force behind everyone’s actions and it influences the level of efficiency that everyone performs said actions with. While hoping to explain just how individuals become and remain motivated in the first place, many have developed theories. One theory, in particular, was introduced by John Stacy Adams in 1969 and it is referred to as the Equity Theory. Adams was a workplace and behavior psychologist who pushed the ideas of the Equity Theory onto employees. Equity Theory works to explain the importance of keeping equity between the contributions that an employee brings to a job and the benefits that the employee receives. According to www.MindTools.com, â€Å"Much like many of the more prevalent theories of motivation (such as Maslow s Hierarchy of Needs and Herzberg s Two-Factor Theory), Adams Equity Theory acknowledges that subtle and variable factors affect an employee s assessment and perception of their relationship with their work and their emplo yer.† Adams’ findings also point out that employees will take into consideration how others are being rewarded in the workplace and then compare it to their own rewards. If things do not feel equal for an employee, motivation is very likely to dwindle for the employee in spite of the unfairness. This theory stems from the idea that individuals need fair treatment in order to be motivated,Show MoreRelatedThe Case For A Progressive Tax1713 Words   |  7 Pagesconstraints. A large academic literature has developed models of optimal tax theory to cast light on the problem of optimal tax progressivity. 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There is however, a gap in research in terms of critically analysing the extent to which firms position themselves with CSR initiatives through the useRead MoreFinancial Capital Structure Essays1549 Words   |  7 PagesSummary and Evaluation of Articles Conclusion References/Bibliography Introduction On Capital Structure :- In the field of finance capital structure means a way an organization or firms finances their assets by the way of some mix and match of Equity, Debt or Hybrid Securities. The modern thinking on capital structure is based on the Modigliani-Miller theorem given by Franco Modigliani and Merton Miller. The theorem suggests that in a perfect market the total value of the company remains theRead MoreDiscounted Cash Flow Analysis - Empirical Study12804 Words   |  52 Pagesmodel with the theoretical recommendations. 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Research aim and objectives Research question ‘What factors determine the payout ratio of a company in the LSE (London Stock Exchange)?’ Aim The study tests the implication of those factors on setting corporateRead MoreTheory of Capital Structure14250 Words   |  57 PagesTheory of Capital Structure - A Review Stein Frydenberg £ April 29, 2004 ABSTRACT This paper is a review of the central theoretical literature. The most important arguments for what could determine capital structure is the pecking order theory and the static trade off theory. These two theories are reviewed, but neither of them provides a complete description of the situation and why some ï ¬ rms prefer equity and others debt under different circumstances. The paper is ended by a summary where theRead MoreEffects Of Brand Image On Consumer Decision Making1727 Words   |  7 Pagesanalysis of Apple iPhone and Samsung Galaxy Smartphone in the United Kingdom. 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This paper contains three sections to this topic: for regulation, against regulation

The Analysis The The Gibbons Essay - 1518 Words

The ‘Trio’ are three qualified (bachelor of communications) designers who have come up with a hit bi-monthly animation, â€Å"The Gibbons†. It is comprised of two distinctive characters and has raised a cult following of cartoon fans aged fourteen to twenty-three while being free to view. The two characters from the animation are very unique and portray a style that has made the animation and instant classic. Each member of the trio is an animation artist and they evenly distribute the workload. From a managerial perspective, it is important to protect the Trio’s intellectual property. In this essay I will take on a managerial perspective and analyse copyright, creative commons, and trademarking/passing off to find out the most suitable protection for the trio’s intellectual property. The Trio’s creative output could potentially be copyrighted to protect their intellectual property. For starters, they and their product meet the four main conditions to satisfy for copyright protection; the item must be copyrightable, the item must be sufficiently copyrightable, the author must be a qualified person, and the item must exist to some extent of tangibility (Bainbridge, D. 2006). Because the animation itself is uploaded on the internet, it is considered tangible and therefore subject to be copyrighted. The three members of the Trio have graduated from a bachelor’s degree in communications, which covers a range of topics including visual material. This means that they are qualified toShow MoreRelatedGibbons versus Proctor Case Analysis960 Words   |  4 Pagesthe minds requires presence of the knowledge of the offer. If we follow the foreign jurisdiction, Jonathan is highly unlikely to be able to claim the reward. However, it has been suggested that knowle dge is not a prerequisite to accept an offer in Gibbons v Proctor. This is because good deed must be rewarded and the return of the Minnie is a form of factual benefit to David, therefore it is suffice to enforce a promise. Hence, Jonathan has the right to claim the reward if he chooses to do so. On theRead MoreAnalysis Of The Book Watchmen By Dave Gibbons1463 Words   |  6 PagesWatchmen written by Alan Moore and illustrated by Dave Gibbons utilizes the literary tool of symbols to connect ideas and themes. Time is a major theme throughout the comic and plays a significant part in the structure and outcome of the story. This theme is successfully coupled to the theme of destiny by the use of the clock and other symbols that are present throughout the comic. Symbols such as clocks, the smiley pin, and the graffiti are utilized to efficiently connect the themes of time, justiceRead MoreAnalysis Of The Book Watchmen By Moore And Gibbons1114 Words   |  5 Pagesconcise, every n ation would have an identical criminal codes. However, mortality is subjective as religion, culture and personal opinions influence human’s judgment of what is right and wrong. The graphic novel Watchmen, written and drawn by Moore and Gibbons is a graphic novel about a mysterious murderer hunting vigilantes formally known as the Watchmen. While the remainder of the former members of the Watchmen are searching for this mysterious murderer, the graphic novel depicts how each vigilante hadRead MoreAnalysis Of Peter Gibbons s Work850 Words   |  4 Pages1. Peter Gibbons gives exhibits low effort and energy into his work assignments at Initech. He is not motivated to adhere to company policies and procedures, because for him there is no incentive to doing so. For example, Peter believes that if he works extra hard to complete the reports on time and to add a coversheet (mandated), he does not see another dime, and his efforts are unrewarded. Therefore, he does the minimal amoun t of work that he believes will prevent him from getting fired. I believeRead MoreAnalysis Of Watchman By Alan Moore And Dave Gibbon1570 Words   |  7 PagesTake a moment to think of a superhero. What comes to mind? Superman, with his iconic pairing of a red cape and a blue suit, or perhaps Batman’s dark and mysterious bat costume? Now choose a female superhero, such as Wonder Woman. Revealing â€Å"armor† that barely protects anything besides her torso and wrists, and a focus on beauty and stereotypical femininity instead of functionality and her primary role as a strong, respected heroine. This same trend of sexualizing and looking down upon women is asRead MoreAnalysis Of Alan Moore And Dave Gibbon s Gives Us A Peak Of What A World Would Be Like With1238 Words   |  5 Pages In Watchmen, Alan Moore and Dave Gibbon’s gives us a peak of what a world would be like with costumed heroes. The story questions the definition of a hero and their limitations. The graphic novel breaks down the genre by focusing on characters who only appear as heroes. The idea of vigilantism, violence, sense of justice, and gender are all examined in the lens of this apocalyptic and utopian world. When we think of superheroes, who do we normally picture? Most of us will probably think of SupermanRead MoreWatching the Watchmen Essay937 Words   |  4 PagesWatching the Watchmen While reading Watchmen with the purpose of textual analysis, there are many different things to consider. Alan Moore and Dave Gibbons took many original approaches to the typical super hero story when formulating this novel. Watchmen is a story about a group of outlawed super heroes in New York City. The story lines and backgrounds of particular characters are shown during the comic, and we see how different these characters are from the stories of typical super heroesRead MoreA Critical Analysis Of Analyzing Published Research1189 Words   |  5 PagesPublished Research Analysis of data is important because it allows the researchers to derive meaning from the data collected. Numerous research studies are published online and while the internet is a great resource place to find an article, it is also contain innumerable information that are irrelevant to topic being searched. After scrutiny of the papers selected at the first part of this assignment, two published research studies were selected. This paper will provide the analysis of informationRead MoreFederalism Vs. Judicial Review899 Words   |  4 Pagesfederalism, judicial review was one of the initial startups of individual rights with Supreme Court cases that will be later mentioned. Federalism and judicial review paved the way for the start up and stability of individual rights. Before the analysis of how federalism and judicial review plays a part in individual rights, one must know what exactly they are. Federalism is a system that spreads the powers over two or more political structures. These structures could be as small as cities and goRead MoreSelf Critique Of Charles Kebler As Sales Manager Essay1561 Words   |  7 Pagesit came to actual sales. Hammond did pass his planned target sales by quite a bit but did not have the highest amount of actual sales compared to other reps on the team. 4. Gibbons – $2,700 I allocated the amount above to this rep because he was the fourth-best performer on the team when it came to actual sales. Gibbons also passed his planned target sales number by a good margin as well but did not have the highest actual sales. 5. Foster – $1,100 This rep was awarded the amount above because

Supply Chain Management for an Journal - MyAssignmenthelp.com

Question: Discuss about theSupply Chain Management for An International Journal. Answer: Westpac Bank which is commonly referred as Westpac is one of the major banking service provider in Australia. The company is head quartered in Sydney and is one of the four major Australian bank. As of November 2016, the company had some 13.1 million customers which were being served by 1429 branches and some 4000 odd ATMs. As per the asset book size in the country, it is one of the second largest bank both in Australia and New Zealand. In the year 2016, Net profit after tax of the bank stood at $7745 million which is down 7% year-on-year. Westpac Banking Corporation is an Australian publicly listed bank. It is broken up into the following business divisions: Westpac retail and business banking, institutional banking, St.George Banking Group, BT Financial Group and New Zealand Banking. It is headquartered in Sydney. Financial Performance Over the five years through September 2016, Westpac's industry segment revenue is expected to decline at an annualised 1.8% to reach $37.8 billion, underperforming the industry in nominal terms. The decline has largely been due to the high base year in which the company rebounded from the global financial crisis. After the financial crisis, Westpac has reported rising profit before tax due to declining impairments and bad debts in its institutional banking division. The net interest margin (a more fundamental profitability measure) for the bank has also been rising due to the lower funding costs as a result of a declining cash rate. Westpac is staying focused on the domestic market and increasing its penetration through multiple brands and cross-selling products among functions to provide complete financial solutions. The industry is anticipated to face increasing regulation across the banking sector. A higher capital adequacy ratio increases the cost of funding large loans, as it requires the bank to raise extra funds, which in turn increases its liabilities. APRA has already begun implementing measures by increasing the capital requirements on residential mortgage exposures through adjusting the weightings used when measuring the risk of these assets. Banking on Technology Banks are bulking up their technological capabilities to ensure uninterrupted service delivery and better data analytics. This measure is anticipated to retain bank customers and create cost savings for banks. In addition to automating many functions and reducing branch staff numbers, banks have been developing new internet and mobile banking features. Contactless payment uptake has increased significantly over the past five years, and is projected to continue rising with the recent introduction of Apple Pay and Android Pay. As large technology firms such as Apple compete for a share of transactions, banks are under pressure to increase their investments in these features and execute new developments faster. The RBA's plan to build a real-time payments system is anticipated to boost technology expenditure over the next five years. References: Keating, B., Quazi, A., Kriz, A., Coltman, T. (2008). In pursuit of a sustainable supply chain: insights from Westpac Banking Corporation.Supply Chain Management: An International Journal,13(3), 175-179 Beck, D., Davis, E. (2005). EEO in senior management: Women executives in Westpac.Asia Pacific Journal of Human Resources,43(2), 273-288 Hindle, K., O'Connor, A. (2005).Westpac GEM Australia: A study of Australian entrepreneurship in 2004(pp. 1-70). Swinburne University of Technology Kobayashi, K. (Ed.). (1989).Preliminary Report of the Hakuho Maru Cruise: KH-87-3, July 1-August 13, 1988, Izu-Ogasawara (Bonin), East Mariana Basin and Yap Trench (WESTPAC, ODP Site Survey)

My Hometown free essay sample

Its 8 p.m. on a wintry Wednesday as I walk from mycar to the dance studio on the lonely corner in the harbor area. It seems asthough the whole town is shut away in their homes, asleep. The lightsoutside the playhouse have been extinguished for several hours. The warm glowthat once shone from the delicate windows of the harbor shops has faded intodarkness. Swarms of automobiles no longer fight for the coveted parking spacesthat line the narrow streets. The small fleet of fishing boats is docked. Thebells in the steeple of the white church are still. The lighthouse flashes anoccasional unanswered welcome to the ocean. An eerie silence resounds through theharbor, and the lonely streetlights stand boldly against the blackness of thesky. * * * Its 9 p.m. on a humid summerevening. The walk from the small dance studio is a leap onto Broadway. Thetwinkling lights of the playhouse catch my eye, and I pause to read the glowingbillboard that announces the shows. We will write a custom essay sample on My Hometown or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Throngs of shorts-clad vacationers amble downthe sidewalk. Children gluttonously grasp their melting ice cream cones whiletheir parents chat enthusiastically about how delicious their meals were at thequaint restaurants. The doors to the shops are open wide, beckoningvisitors. Voices echo across the water from the boats that crowd the harbor. Themusicians tune up at the bandstand near the marina. The atmosphere is electric,filled with the sounds of light talk, laughter and carefree people. * * * I arrive at work promptly at 10 a.m. on a summer morningand search for a parking space in the beach lot. I can see the heat rising fromthe tar. Mobs of out-of-town beach-goers struggle to lug supplies to choicelocations. The locals carry only sunscreen and a towel. The steamy stretch ofsand is already dotted with hundreds camped out for the day. Hordes of childrenscreech as the cool ocean water sweeps over their sand castles. This will mostdefinitely be a long, hard day of lifeguarding. * * * Its 11 a.m. on a winters day. I am alone as I walk the beach,clutching my coat. The wind almost takes my breath away with its occasionalfrigid blast. Sea gulls soaring overhead keep their eyes open for a morsel offood to pluck from the sea. The lofty dune grass bends and shines in theintermittent sun. There is no sound but nature. My day is open and free.

Letting fear fuel you taking risks for great rewards

Letting fear fuel you taking risks for great rewards Terry Barclay, CEO of Inforum–one of the leading professional women’s associations in the country, shares some deceivingly simple advice about taking risks. If you’re dissatisfied with your position and your place, there’s no sense in letting a fear of failure stop you from pursuing new opportunities. [Source: Daily Fuel]

Whitmans Song of Myself Spirituality and Religion

Whitman's Song of Myself Spirituality and Religion Spirituality is a mixed bag for the great American  poet, Walt Whitman.  While he takes a great deal of material from Christianity, his conception of religion is much more complicated than the beliefs of one or two faiths mixed together. Whitman seems to draw from the many roots of belief to form his own religion, putting himself at the center. Examples From the Text Much of Whitmans  poetry resounds with Biblical allusions and innuendo. In the very first cantos of Song of Myself, he reminds us that we are formed from this soil, this air, which brings us back to the Christian Creation story. In that story, Adam was formed from the dust of the ground, then brought to consciousness by the breath of life. These and similar references run throughout Leaves of Grass, but Whitmans intent seems rather ambiguous. Certainly, he is drawing from Americas religious background to create poetry that will unify the nation. However, his conception of these religious roots seems twisted (not in a negative way) - changed from the original conception of right and wrong, heaven and hell, good and bad. In accepting the prostitute and murderer along with the deformed, trivial, flat, and despised, Whitman is trying to accept all of America (accepting the ultra-religious, along with the godless and un-religious). Religion becomes a poetic device, subject to his artistic hand. Of course, he also seems to stand apart from the grime, putting himself in the position of the  observer. He becomes a creator, almost a god himself, as he speaks America into existence (perhaps we could say that he really sings, or chants, America into existence), validating every element of the American experience. Whitman brings philosophical significance to the most simple objects and actions, reminding America that every sight, sound, taste, and smell can take on a  spiritual importance to the fully aware and healthy individual. In the first cantos, he says, I loafe and invite my soul, creating a dualism between matter and spirit. Throughout the rest of the poem, though, he continues this pattern. He constantly uses the images of body and spirit together, bringing us to a better understanding of his true conception of spirituality. Divine am I inside and out, he says, and I make holy whatever I touch or am touchd from. Whitman seems to be calling to America, urging the people to listen and to believe. If they wont listen or hear, they may be lost in the perpetual Wasteland of the modern experience. He sees himself as Americas savior, the last hope, even a prophet. But he also sees himself as the center, the one-in-one. Hes not leading America toward  T.S. Eliots  religion; instead, he is playing the part of the Pied Piper, leading the masses toward a new conception of America.

Iran during the rule of Ayatollah Khomeini Essay

Iran during the rule of Ayatollah Khomeini - Essay Example [Iranchamber.com] He was a lecturer at Najaf and Qum seminaries for decades before he was known in the political scene. .[Wikipedia.org] As a scholar and teacher, Khomeini produced numerous writings on Islamic philosophy, law, and ethics. Although Khomeini was not politically active, but his teachings and writings suggested that he was firm believer on the importance of clerics in political movement. He was the first Iranian cleric to try to refute the outspoken advocacy of secularism in the 1940s. However at the age of 60, the leadership arena opened for Khomeini following the deaths of two important clerical leaders during 1960's. On 22 January 1963, Khomeini summoned a meeting of the senior parliamentarians of Qom and pursuaded them to decree a boycott on the referendum initiated by the Reza Shah Pahlavi which were regarded as dangerous. Khomeini accused Shah of his submission to America and Israel by violating the constitution by the way of issuing manifesto that represented the signatures of other senior Iranian Shia religious scholars. Khomeini denunicated Shah at several occasions for which he was arrested on 5th June, 1963 which sparked off riots throughout Iran and lead to deaths of several citizens, which is referred to as 'Movement of 15 Khordad'. Once again after the release from house arrest in 1964, Khomeini denounced both Shah and United States for the capitulations granted by the Shah to United States armed military to be treid in their own Military Courts, which lead to his arrest in November 1964 and held for half a year. Four Members of Fedeyan Islam were executed for the murder of Hassan-Ali Mansur, who slapped Khomeini, when he refused to apologize and drop the opposition from the government, for which Khomeini was sent into exile to Turkey.[ www.time.com] B. Khomeini - Supreme Leader of Iran. Khomeini spent 14 years in exile, not limited to one specific nation. But mostly he lived in Nazaf of Iraq which was under Saddam Hussein's power, then Turkey and France. [news.bbc.co.uk] After the 1977 death of Dr. Ali Shariati, an Islamic reformist and political revolutionary author/academic/philosopher who greatly popularized the Islamic revival among young educated Iranians, Khomeini became the most influential leader of the opposition to the Shah perceived by many Iranians as the spiritual, if not political, leader of revolt.[Wikipedia.org] Protest grew against the rule of Shah which gave more influence to Khomeini. Although thousands of kilometers away from Iran in Paris, Khomeini set the course of the revolution, urging Iranians not to compromise and ordering work stoppages against the regime. This resulted into revolution among the supporters of Khomeini against the Shah. Khomeini returned to Iran on the condition that Shah left the country, which he did. Khomeini's return t o Iran was welcomed by joyous crowd, which led to creation of the government elected by him. [news.bbc.co.uk] He appointed the interim Prime Minister, demanding since he has appointed him, he must be obeyed and respected. According to him, it was God's government and disobeying the government was a revolt against God. Soldiers loyal to the Bakthiar Government defected Khomeini's movement. [Ayatollah Khomeini] Khomeini declared Jihad on soldiers who did not surrendered after gaining power, which led to

Corporate and global strategy Essay Example | Topics and Well Written Essays - 1500 words

Corporate and global strategy - Essay Example In the first quarter of year 2007, Toyota has been able to sell more number of cars than GM, pushing GM at the second place for the first time (USA Today, 2007). GM is headquartered in Detroit, Michigan and employs about 335,000 people. The brands include Buick, Cadillac, Chevrolet, GMC, GM Daewoo, Holden, Hummer, Opel, Pontiac, Saab, Saturn and Vauxhall. GM recorded revenues worth $192,604 million during the fiscal year ended December 2005. GM also owns equity partnerships in some regional subsidiaries and joint ventures like New United Motor Manufacturing (NUMMI), Suzuki Motor Corporation, Isuzu Motors, Shanghai GM, SAIC-GM-Wuling Automobile Company and CAMI Automotive (Datamonitor, 2006). The car market has indeed become very competitive, with major players like GM, Ford, Toyota, Audi, BMW, VW etc. vying for the international market, besides a number of local players in the car market. With technology playing a major role in advancements of the features in a car, ICT helping in making the care more intelligent, marketing communication techniques have started playing a major role in convincing the customer. General Motors has also outlined plans for ICT needs of its cares and the company has signed deals worth $15bn (Â £8.5bn) for the next five years with IBM, HP, EDS, Capgemini, Compuware Covisint and Wipro (Brown, 2006). General Motors has also unveiled E-Flex electric architecture, configured with GMs newest, most efficient hydrogen fuel cell system to date, at the recently held Shanghai Auto Show (GM, 2007). Company believes that the fuel cell technology has the potential to be a competitive alternative to the internal combustion engine - in size, performance, du rability and cost. Internationalization provides an opportunity for the company to plan out moves for a wider spectrum of customer base. Strategic decisions are concerned with the issue of setting a direction for the

Discuss the ways in which Steinbeck explores the concept of the American Dream is central to the novel Essay Example for Free

Discuss the ways in which Steinbeck explores the concept of the American Dream is central to the novel Essay The American Dream was a dream that nearly everyone had throughout the twentieth century. It was hope for a better life and people believed strongly that it would come true. The main characters in Of Mice Men have a dream which was to get a plot of land and live on it and become self-sufficient. The American Dream was not an achievable goal for many people. Steinbeck shows this failure through the characters of Lennie George. The American dream was a great thing. We first heard about it when Lennie and George were sitting by the river at the beginning of the book. The dream was a hope that every rancher had an opportunity for a better life. Lennie and George, the two main characters, had such a dream, Some day were gonna get a little place and a couple of acres. The idea was to get a piece of land, grow crops and have an improved life there. They also new exactly what they were aiming for and what they wanted. They realised that their imagination should not be set too high for fear of disappointment. The two men also knew that they should not tell other people about the plot of land in case it was snatched from under their noses. This frequently happened then, as so many people were seeking the same desire., Well its ten acres said George. Got a little win mill. Got a little shack on it and a chicken run. Got a kitchen, orchard, cherries, peaches, cots, nuts, got a few berries. This shows that Lennie and George had ambition and again, knew what they wanted. It also shows that there were places where the dream had a chance of coming true, and that affordable land was for sale. Lennie and George intended to get the land by working extremely hard for a couple of months. They would earn standard migrant labour workers wages which was of course not very much, as the great depression was around at the time the book was set. The men hoped to save money and put it towards the plot of land, Look, if me an Lennie work a month an dont spen nothing well have a hundred bucks. Sooner or later people started to realise that the American Dream was turning into a nightmare. This is shown in the book by all the travelling and unemployment. Steinbeck shows that people were determined to get a job and willing to travel around to find one, he reinforces this through Lennie and George. At the start of the novel Steinbeck told us that they were walking, so we obviously know that they have had a nomadic life. During their rest they have a conversation about their travels The first thing you know is that they are pounding away at some other ranch. This backs up the fact that people travel around for jobs. We know how Lennie and George frequently lose their jobs, this is due to Lennie constantly getting the pair of them into trouble which jeopardises their current job. Because of this they have to travel from one ranch to another in search of another job. Also you can corroborate the fact that people travelled by George quoting, The hell with what I says. You remember about us going into Murray and Readys and they give us work cards and bus tickets. Murray and Ready are a typical work agency that sprung up in America during the Great Depression. In the 1930s the Great Depression spoilt the American Dream, it damaged everything that had a promising future, from buying food to making investments in the stock market. Through out the novel we do not see this very much. It is shown only as a high unemployment rate. George is very passionate about work as he wants to achieve his dream. As you read on through the book George comments on other people in his situation, They aint got nothing to look ahead to. Implying that George is fed up of losing his job to other people. He now knows you should not think about looking ahead to long term ambitions as anything can happen. The rate of unemployment was a serious issue at the time of the book, as the economy was decreasing rapidly. It is shown through various characters such as Carlson, Slim, Lennie, George and many more. We know that they all have been travelling from ranch to ranch in search of jobs during this time, they have started to feel like they do not have a home and dont belong anywhere. Guys like us, they got no family and dont belong no place. They come to a ranch an work up a stake then they go into town and blow their stake. This was quite normal for young and old men in their quest, not just for the dream, but for survival. Because of that, it made it hard for people to keep a job as other people who were as desperate, came along and accepted less pay to work at the same job, just so they could get some money. The idea of the American Dream was to be happy but just as well as the Great depression, racism also crippled the illusion. The dream was merely for the whites, as many of the blacks were unlawfully discarded from the opportunity or status to achieve it. Steinbeck shows this in the book through a character called Crooks, who was a crippled Negro stable buck and had suffered years of abuse in his life. Although Crooks could read and write, he was very lonely and because he was black, he could not join in with the usual endeavours of other men on the ranch. Suppose you had to sit out here and read books. Sure you could play horseshoes till it gets dark, but then you got to read books. This shows he only had books for company. It was still very racist in the 1930s so there was not much chance of Crooks achieving the dream by himself and certainly no one at that time would try to help. In the course of the book Crooks also tells us about his life in the past, how his father did actually achieve the dream, and how his family was the only coloured family in Soledad, which is where the book was set. There wasnt another coloured family for miles around. And now there aint no coloured man on this ranch. Crooks felt strongly about this, he was neglected by everyone and still felt as if he was being treated as an unequal by every other man. He wanted so much to be included in the games that everyone participated in. Suppose you couldnt go into the bunk house and play rummy cause you was black. Because Crooks was being denied these privileges he turned into a bitter man who was equally as malicious as the offenders. This portrays the dream in a bad way, which is unusual as the dream is usually portrayed as being happy and being the provider when it actually created tensions between different races and cultures and caused many tribulations between people. Although Crooks is abused by many people on the ranch there is one person in the book who does not discriminate him because he is black, that person is Lennie. Lennie does not understand or see the racism in the world and he sees everyone as being the same. Crooks feels he can talk to Lennie about many things, A guy can talk to you an be sure you wont go blabbin. Because of this it reassures Crooks and makes him feel better as he knows he can talk to some one instead of read books At first there was a chance of the dream coming true. One reason was because of Candy, willing to give his life savings so he would know that he had somewhere to go after he was incapable of working on the ranch, Tell you what suppose I went in with you guys thas three hundred and fifty bucks Id put in. This endorses the fact that he was willing to put every last coinage that he had, to assist him to have a happy finale to his life. Also Crooks, the negro stable buck, offers to help, If you guys would want a hand in work for nothing just his keep. He did this just so he could have a friendship with someone and feel liked. In addition no one else knew about this certain plot of land, which made it a secret of the group and easy to obtain. We know that the owners needed to get the money fast, The ol people that owns it is flat bust an the ol lady needs an operation. Because of all this Lennie, George and Candy stood a very good chance of achieving this reverie. The American dream ended due to a series of unfortunate events. Steinbeck shows this through Lennie and George not getting the land. They did not get it because of many things. The main reason for them failing was Lennie. He spoilt the dream for George, as he was constantly getting into trouble and destroying any chance that he had to achieve the dream. After a while other men on the ranch begin to question their past, for example, Slim, What happened in Weed. We know that they have been travelling around and losing jobs, but it was not just because of other men stealing their jobs only to get paid less, it was also Lennie destructively destroying their chances, because of this they, had to move on to another ranch. In the end they had no hope what so ever, of the dream coming true because of Lennie, once again, getting George into trouble, as he was responsible for Lennie, when he unintentionally killed Curlys wife. If given the chance most men on the farm would attempt the dream even if they thought it was impossible. A good example is Crooks, at one point in the story, he was putting down the fact of any one achieving their goal, Jesus I seen it too many time. Too many guys with land in their head. They never get none under their hand. When Crooks found out that there was a chance of it happening, he decided on trying to get in on it, If you guys would want a hand to work for nothing, just his keep, why Id come an lend a hand. You can see also that people always put down the achievement of the dream, but they all had a secret burning ambition to get it if the chance came around. Through out the book Steinbeck managed to portray the conditions of the Great Depression in the 1930s. He also gave us a glimpse of The American Dream that every one pursued and showed us that it was not an easy achievement. Steinbeck has managed to show the different levels of hardship and suffering that people faced during that period of time and also managed to show more hopeless situations of people from a minority. The concept of the American Dream is at the heart of the novel Of Mice Men and therefore allows Steinbeck to make comments on American Society and the time of the Great Depression.

The Dual Nature of Power Essay -- power, abuse, wars, crimes, properly

â€Å"With great power comes great responsibility.† This phrase correctly assesses that the more power a being has, the greater capacity they have for both good and evil; for the creation of beautiful things or the destruction of that which is lovely. The possession of power does not necessarily mean that the power will be used honorably. In the timeless Lord of the Rings saga, the two wizards, Saruman and Gandalf, were both imbued with great power. Their reaction to the power, however, was very different. On one hand, Gandalf had a healthy respect for the seductive properties of power and managed to resist using and abusing it for his own ends. Conversely, Saruman gave in and attempted to set himself as a dominant ruler; ultimately failing and creating a colossal amount of ruin in the process. They were both given power, one used it properly and achieved many great feats; the other abused the power and lost everything. This concept applies to the human race as well. Some look at the horrors committed by human being in the past and conclude that we have degenerated far below the common animal. Others point to the great achievements off science and art, along with the selfless aid granted to the helpless, from American ghettos to war-torn countries, and insist that we are progressing toward a perfect utopia. What they both fail to see is that this power can be used to accomplish wonderful deeds or destroy all that truly matters. The dark use of this power can be seen in all the wars, the crime, and the corruption that has plagued mankind since before recorded history. It can be seen in every Stalin, Capone, and Attila the Hun in history, who have not let the concept of morality to stand between them and supremacy. One parti... ...ar, facing disease and hardship or when a soldier throws himself on a grenade to save his comrades. The bad is evident in families torn apart by drug abuse and also in every shop clerk shot and killed during a holdup. This war’s outcome really depends on the individual and the choices they make; every decision will take them down one path or the other, often having greater consequences than they could ever imagine. The people who claim that humans have become less than animals, along with the optimists looking forward to a utopia, both fail to see the whole picture; they need to recognize the dual nature of the power humans in order to reach an accurate conclusion. When they only focus on one extreme, they gain a false worldview that will taint all of their assumptions. Power can be used for evil or good; the choice lies in the individual possessing it.

Articles of association Essay

This sets out the rules for running the company. It contains the procedures for calling shareholder meetings, the number, rights, and obligations of directors, shareholder voting rights, and lastly details of how accounts will be kept and recorded.  Once these two documents have been agreed they are sent to Companies House (a government body that watches over limited companies). If everything is in order, the registrar of companies’ issues a Certificate of incorporation, which allows the company to start trading out makes the company a separate legal entity from the owners. Details of the director’s and the secretary’s intended address for the registered office as well as their personal details and information of other directorships they may have held within the last five years.  This must be signed after all the other documents as it confirms that all the other registration requirements have been fulfilled. This declaration must be signed before a solicitor.  Once all the forms are completed, they should be send to the company’s house where they are checked for such instances as confirming that the prospective officers of the company are not on the disqualified directors’ list. How the ownership suits the business activity  Peacocks group’s ownership suits their activity because they operate on a large scale by selling a wide range of goods like women’s wear, (lingerie, night wear, swimwear, e-vie fashions), men’s wear (jackets, shirts, ties, trousers), children’s wear (new borns, toddlers, babies), street wear, foot wear, home wear. With this, they employ more than 5000 personnel and trades from over 385 stores throughout the UK. The profits Peacocks receives from selling their goods is used to pay wages, and buying other products to be sold from the suppliers. Because Peacocks is a large company, it gets a lot of profits from different branches and can manage to sell a large number of products and also employ enough staff to maintain the smooth running of the business. Relationship between the size of the business and the type of ownership  Peacocks is a large business covering 110,000 square feet and has about 385 stores in the UK. It operates on a large scale and this is one of the reasons why it is a public limited company. It employs 5000 personnel to work for it throughout the UK.  The industrial sectors to which my businesses belong  The primary sector is concerned with the production or obtaining of raw materials. This includes occupations like farming, forestry, fishing and mining, and oil and gas drilling. For many products, such as fish fingers, this will be the first stage of production. The fish will be then sold on for processing at the secondary stage. The secondary sector deals with manufacturing, processing, construction, and assembly. This relates to manufacturers of consumer and industrial goods. A paper mill, a carpet factory, and a house builder are all found in this sector. Secondary industry processes the goods that come from the primary industry and turns them into something that people want. My two businesses, which are Peacocks, and Top Girl hairdressers both belong to the same industrial sector. They both belong to the tertiary sector, which is known as the service sector. The tertiary sector includes all the providers of services to businesses and to individuals, and can be divided into four sections. These are business services, financial and business services, transport and communication, retailing, distribution, hotels and catering. They belong to this sector because they provide services. Peacocks mainly provides retailing while top girl hairdressers provides hair styling. Top girl hairdressers also provides retailing but as a side activity. It sells a few hair products to its customers just in case they come to get their hair done without any products. They also provide information about maintaining hair. Peacocks sells women’s wear, men’s wear, home wear and children’s wear.Consultancy work is generally popular- tax consultants, management consultants, and computer consultants. Whenever there is constant, rapid change that affects business you will find that consultants are often used to advise how best to adjust to these. Recruitment agencies and selection consultants depend on the job market. When unemployment is high they may struggle, when employment is good and people are looking to change jobs regularly they benefit from increased business. Don’t forget that recruitment agencies often specialise in temporary employment opportunities.  Security firms are becoming more and more popular. Certainly many retail organisations do. Security services are normally sub-contracted because this is more cost-effective than employing and managing specialised security staff.  Industrial cleaners are also sub-contracted. Your college probably buys in its cleaning services rather than employing cleaners. This has been a growth area for entrepreneurs in the past few years.  Secretarial services are generally less popular than they were several years ago. The use of computers and modern software packages means that many people can produce their own documents quickly and easily.

Human Development Essay

Human development is marked by different stages and milestones over the lifespan. It is expressed over three domains: physical, cognitive and socio/emotional. While human physical and cognitive development is universal, socio/emotional definitions and development vary from culture to culture. The various stages of human development include the prenatal period, infancy, toddler hood, early childhood, middle childhood, adolescence, young adulthood, middle adulthood and late adulthood. Each stage is marked by milestones in physical, cognitive, and socio/emotional development. The theorist that investigated about middle adulthood was Erik Erickson. Erikson observed that middle-age is when we tend to be occupied with creative and meaningful work and with issues surrounding our family. Also, middle adulthood is when we can expect to â€Å"be in charge,† the role we’ve longer envied. The significant task is to perpetuate culture and transmit values of the culture through the family and working to establish a stable environment. Strength comes through care of others and production of something that contributes to the betterment of society, which Erikson calls generativity, so when individual in this stage they often fear inactivity and meaninglessness. As children leave home, or relationships or goals change, they may be faced with major life changes—the mid-life crisis—and struggle with finding new meanings and purposes. If adults do not n get through this stage successfully, they become self-absorbed and stagnate. The main features of midlife refer to the transformation and progress on physical, cognitive/intellect and social domains. Changes are also evident on expertise and personality. Physical change is the most gradual. Such changes include, atrophy of muscles, slower metabolism, skin elasticity and dryness, wrinkles, slow growth of nail and hair and baldness. These changes also facilitate the decrease in height, increase in weight and decrease in bone density, strength and immunity, vision and hearing and decrease in kidney function and cardiac output. The greatest lost in this domain since physical factors are the primary source of sensory and motor functioning. The changes in physical attributes are generally characterized by menopause in women and andropause in men. Menopause is when the body stops ovulating and producing estrogen and gradual decline in testosterone levels. These physical changes are emphasized of the double-standard of aging. Men become more distinguished and women become old. Cognitive changes has to do with the way humans perceive and experience the world and deals with issues like memory, thinking and decision-making processes and concept comprehension. During middle adulthood, humans are experts at problem solving, although they begin to experience some signs of decline with speed in processing and recall. The lost mainly focuses the ability to perform tasks unlike the agility that they could exert when they are much younger. Many are losing confidence on performing the same task because their IQ or memory won’t allow them to do so. Social changes are wherein the individuals became more aware of his being, his worth and his surrounding. They become more aware of their own mortality, the passing time and the seriousness of the physical decline. The gain is the opportunity to identify you with others and contribute time to the community. Social changes has to do with how an individual is able to handle emotions, relationships, social situations, and the various roles demanded of them by society. Some aspect of Socio/Emotional standards, such as social expectations, relationships, and roles vary from culture to culture. The implication of middle adulthood to social work practice basically refers to the familiarity of the social worker to the journey of the service-users towards reaching that stage of life. The social worker may find difficulty in dealing with them especially when he or she has no idea where his or her clients’ concerns and issues are coming from. Their assistance would be feasible if they can recognize the role that culture plays on the process of. Middle adulthood is met with the psychological and emotional challenges of facing the mid-life crisis, and a life analysis and inventory is taken. During this stage of lifespan, adults encounter changing roles that families face. Firstly in terms of career and work. Adults most often choose to go to college for work-related purposes. Many employers require workers to attain certain levels of education in order to qualify for promotions due to globalization. some adults may change career fearing the consequence of losing jobs while Others go to college to learn new skills in preparation for another career. Some, adults may also return to college simply for personal enrichment. â€Å"The role of work , whether one works in a full time career, part time job or as a homemaker, is central during middle adulthood†(Santrock,2009,p490). As adults reach their peak position in earning, they are saddled with multiple financial burdens including rent, mortgage, medical bills, and children tuition. These competing demands hinder the middle adulthood to further to career progress. They decide whether to change jobs or career, or rebalance family and work or plan for retirement. Having some knowledge about human lifespan development is beneficial for many reasons. It increases self-awareness and understanding, which helps with life planning. If a female is aware of the stages of her physical development, for example, she will know that her natural childbearing years are limited. If she wants to have children, she can use family planning to make choices about her education, career and mate to support this goal. Additionally, this knowledge can be helpful for improving relationships and interpersonal communication and resolving conflicts.

Measurements Experiment Essay

Measurements Experiment Essay Measurements Experiment Essay Date of Experiment: 9/14/2013 Report Submitted: 9/15/13 Laboratory Techniques and Measurements PURPOSE: The purpose of this lab was to experiment using the International System of Units to determine mass, length, temperature, volume, and density of objects and liquids using common measuring devices and formulas. PROCEDURE: In this lab I performed several different exercises to learn how to obtain various lengths, temperature, mass, density, volume, concentration, and dilution. Length: I measured various items using the ruler and recording in cm, mm, and meter. Temperature: I measured water in various temperatures from ice cold to boiling hot then recorded our finding in Celsius and then converted to Fahrenheit and Kelvin. Mass: I measured various objects using our digital scale and recorded the mass in gram and kilograms. Volume/Density: I measured the mass and volume of various liquids and solids to calculate the density of this substance. Concentration/Solution/Dilution: I used sugar and a solution of sugar to learn to calculate molecular weight, molarity, and how to calculate concentration and dilution of that solution. CONCLUSION/DATA TABLES: Length Measurements Object Length (cm) Length (mm) Length (m) CD 12cm 120mm .12m Key 5.7cm 57mm .057m Spoon 18.1cm 181mm .181m Fork 18.5cm 185mm .185m Temperature Measurements Water Temperature ( °C) Temperature ( °F) Temperature ( °K) Hot from tap 42 ° 107.6 ° 315.15 ° Boiling 98 ° 208.4 ° 371.15 ° Boiling for 5 min 101 ° 213.8 ° 374.15 ° Cold from tap 25 ° 77 ° 298.15 ° Ice water – 1 min 5 ° 41 ° 278.15 ° Ice water – 5 min 2 ° 35.6 ° 275.15 ° Mass Measurements Object Estimated Mass (g) Actual Mass (g) Actual Mass (kg) Pen 10g 9.8g .0098kg 3 pennies 8g 7.5g .0075kg 1 quarter 6g 5.6g .0056kg 2 quarters, 3 dimes 18g 18.1g .0181kg 4 dimes, 5 pennies 22g 21.5g .0215kg 3 qtrs, 1 dime, 5pennies 32g 31.7g .0317kg Key 8g 7.6g .0076kg Key, 1quarter, 4pennies 23g 23.2g .0232kg Liquid Measurements Mass A Mass B Mass B-A Liquid Volume (ml) Graduated Cylinder (g) Graduated Cylinder with liquid (g) Liquid (g) Density g/ml % Error Water 5ml 17g 21.9g 4.9g .98g/ml .08% Isopropyl Alcohol 5ml 17g 21.4g 4.4g .88g/ml .12% Magnet – Measurement Method Object: Mass (g) Length (cm) Width (cm) Height (cm) Volume Density Magnet 4.4g 2.5cm .5cm .5cm 0.625cmá µÅ' 7.04g/cmá µÅ' Displacement Method Object Mass (g) Initial Volume (ml) Final Volume (ml) Object Volume (ml) Density (g/ml) Magnet 4.4g 7ml 7.75ml .75ml 5.9g/ml Bolt 8.0g 7ml 8ml 1ml 8g/ml Archimedes’ Method Object Mass (g) Mass of Displaced Water (g) Volume of Displaced Water (ml) Density (g/ml) Metal Bolt 8.0g 1.1g 1.1ml 7.2g/ml Magnet 4.4g .8g .8ml 5.5g/ml Initial Concentration Chemical Mass (g) Molecular Weight (g) Moles in

For Want Of A Letter … Tic, Tick

For Want Of A Letter †¦ Tic, Tick For Want Of A Letter Tic, Tick For Want Of A Letter Tic, Tick By Sharon Sometimes the inclusion or omission of a single letter can completely change the meaning of your word, phrase or sentence. Take the word tic, for example. Its a noun that refers to those visible twitches that suggest nervousness or stress. Merriam Webster defines it as: a local and habitual spasmodic motion of particular muscles especially of the face. It is believed to originate from the French phrase tic douloureux which refers to the same phenomenon. The word has also come to refer to, as Merriam Webster puts it, a frequent usually unconscious quirk of behavior or speech. If you add a particular phrase to the end of every sentence or compulsively lick your lips when youve finished speaking, this would be a tic. However, I have often seen tic misspelled as tick. Tick has several meanings , none of them referring to facial, verbal or behavioral mannerisms. The meanings of the noun tick include: a bloodsucking arachnid (such as the ones found on dogs) a wingless parasitic fly a mattress casing a light, rhythmical tap the beat of a clock a check mark on a list an abbreviation of ticket (hence the British expression, on tick, meaning on credit) Meanings of the verb to tick include: to make the sound of a tick (like a clock) to run (as in to operate or work in a certain way) to mark with a tick (written) to check off Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:When to use "on" and when to use "in"Round vs. AroundThe 7 Types of Possessive Case

Goals Essay Example | Topics and Well Written Essays - 750 words

Goals - Essay Example The first short term goal is communicative competence, communication is the key these days and it is very important to be good at receiving and sending messages. The following procedure will help in understanding this goal. Using language in authentic is the first step towards achieving this goal, banning the use of slangs in the classroom will help in facilitating this goal. Once this is done, providing the appropriate context is the next immediate target, students whose grammar is weak must be worked upon if the goal of communicative competence is to be achieved. The peers will play a pivotal role in this exercise, each student will evaluate the performance of their peer, and this will also facilitate team work in the classroom which will benefit the students in the long run. The last target which will help in achieving the goal of communicative competence is by making the students aware of the cultural use of language; this is extremely important and should be done by every teache r. The following section of the paper will shed light upon the medium term goals (6 months), ways which will be used to achieve this goal will also be comprehensively presented. Encouraging collaboration in the classroom is essential and every successful teacher manages to achieve this goal. ... Students will feel that the collaboration has improved when they work in groups and try their best to achieve the goals set for them. Another important step is to give freedom to students so that they can use language in the way they want, this will help the students learn from each other. Different students will use language in their own way; the teacher must ensure that the students use the language in the right way so that no student learns anything undesirable. Three important things must be taken care off when working towards this goal, the teacher must ensure that there is no communication gap, each activity must have a defined outcome. For instance, drawing a map is an activity which is task oriented and perhaps the best example of a task oriented activity. The teacher must also ensure that there is a time limit set for these activities so that the students can learn within a specific time limit. The long term goal (12 months) would be to facilitate mastery of a field; this is extremely difficult and requires a lot of diligence. â€Å"Your classroom is a training ground not only for future study in your field but also for many aspects of life. Great teachers help students master the fundamentals of their subject matter, which will pay off both for advanced study in their field and for students’ everyday understanding of the world.† (Teaching Goals) These goals will be measured by maintaining a diary which will record events on a daily basis, at the end of the week results will be analyzed. Students will be engaged in leisure activities should the results be good, else more efforts to accomplish the same goals will be put in. At the end of a three-month period if only 50% of the goals are met the

Liabilities and Remedies of Parties in a Contract Essay

Liabilities and Remedies of Parties in a Contract - Essay Example As the paper discusses  there are two contracts existing between the parties. The first contract is between Military Supply Ltd and the British Ministry of Defense while the second contract is between the Military Supply Ltd and Motor Parts plc. The contract between Military Supply Ltd and the British Ministry of Defense is for the purchase and delivery of 500 vehicles which will be used by the Ministry of Defense in its field operations. The second contract on the other hand is a contract of service between Military Supply Ltd and Motor Parts Ltd where the former hire the services of the latter to manufacture the 500 vehicles for the client of Military Supply Ltd which is the British Ministry of Defense. The relationships of the parties are defined and limited by the contracts that they entered into.From the report it is clear that the obligations of the parties in this case vary according to their participation in the transaction. In the case of British Ministry of Defense, its o bligation is towards Military Supply ltd. As buyer of the vehicles, the Ministry of Defense is obliged to deliver payments when the provisions and the objects specified under the contract are satisfied. On the part of Military Supply Ltd, its obligations are towards the Ministry of Defense as well as to Motor Parts. In the case of the Ministry, Military Supply Ltd is bound to deliver the 500 vehicles as per the specifications of the ministry in a timely manner.  

THE GEARED SYSTEM AND THE GEAR BOX Coursework Example | Topics and Well Written Essays - 1250 words

THE GEARED SYSTEM AND THE GEAR BOX - Coursework Example Theory has it that the larger the gear the less the revolution and the reverse are also true. But can this be explained experimentally? Questions that are of fundamental and the experiment seek answers to are: what is the gear system? What does the gear system entail? And last but not least, what objectives define this experiment? A gear is a common device that is used in transmission of power in engineering. It is an essential component in running of automobiles and machinery (Uicker 67). A geared system includes any system that is toothed and designed for transmission or receiving of motion by means of using successive engaged teeth. The wheel is called the larger wheel where as the pinion is referred to as a smaller gear. A gear is used in engineering situations. It facilitates the rotational speed, the transmission of power (torque) and the direction of output and input shaft. Simpler gear specifications occurs in a gear ratio whereby the ratio of the number of hearing teeth that are the driving gears to the numbers of hearing teeth on the driven gear could be more or less than one. In cases where value of the ratio is more than one, this will lead to a reduced driving rotational speed, and in cases where it is less than one, it could give an increased speed. This experiment seeks to study different gear arrangements and some uses of the gear system. An automotive gear is a gear system that is used in the automotive industry (Uicker 92). This gear gives out a high torque and converts the mechanical energy in a smooth and noiseless way. Turbine gears, on the other hand, are used in minimization of power and noise. Worm gears are gears that are used in driving of the tooth wheel rim that is positioned on the turbines bearing. The objectives set for this experiment was to study different arrangements of gears including worm gearboxes, automobile gear boxes, as well as, turbine reduction gear boxes. Theory. The important specification of the parameters of the g ears includes the number of the gears teeth (z), the circular pitch diameter of the gear (d), and the module (m). The module, m, can, therefore, be given by the following equation; m= d/z, d is the path diameter which could transmit equal motion as that of the actual gear by a pure rolling. The gear ratio or the torque ratio can also be termed as the mechanical advantage. For a basic gear train that has two gears, input gear drives output gear. The teeth of the gear are normally made in a manner that the pitch circles of one gear rolls on another without slipping (Uicker 42). The speed (v) of the contact point of the pitch circles are equal and are given by the following equation; V = r A w A = r B w B, where the input gear (GA) has a radius (r A) and an angular velocity (w A), where as the output gear (GB) has a radius (r B) and angular velocity (w B). The radius of the pitch circle is directly proportional to the number of teeth in gear. This, therefore, implies that the number of teeth’s ratio is equal to the radii’s ratio, that is W A/ w B= r B/ r A = N B/N A. Where N A is the input gear’s total number of teeth where as N B is the output gear’s number of teeth. Therefore, the gear ratio for a basic gear train is equal to; R= w A/ w B = N B/ N A. This equation implies that if the number of teeth in the input gear is smaller than that of the output gear, then the input gear has to go through a faster rotation in comparison with the output gear. Observations. The different types of the gear teeth were observed in the laboratory and their names and diameter recorded in the table shown below. Name of the gear Diameter of the gear(cm) 1st gear 13.50 2nd gear 7.25 3rd

Mendelian Genetics of Drosophila | Lab Report

Mendelian Genetics of Drosophila | Lab Report Joshua Park Introduction Drosophila melanogaster, known generally as a fruit fly, is a cost-effective model organism with certain qualities that make it an ideal research tool in various fields of science. Drosophila melanogaster are preferred over vertebrate models as a research tool in genetic studies due to its basic food requirements, its ability to produce large numbers of progeny in a short period of time, and quick life cycle. Depending on diet and stress its life span ranges up to an average maximum of 120 days. They are also easy and inexpensive to culture in a laboratory environment, not to mention they take up very little space. In addition, they have diverse phenotypic traits that are easily observable. Its anatomical features like the compound eye allow easy access for phenotypic characterization. They also have abundant genetic variation in a relatively small genome. Approximately 13,600 protein-coding genes are located in only four chromosomes. Many heredity variations can be studied in these flies.An example of this is the gene that codes for eye color in Drosophila, which can result in red, sepia, white, or brown phenotypes. This unique ability to generate many different phenotypes provides D. melanogaster its practicality as an effective research tool for the study of the relationship between genotype and phenotype. In this experiment, we wanted to understand which phenotypic results would result from a mating cross between D. melanogaster parents with certain wild type and mutant phenotypes for eye color and wing size. The wild type phenotype for eye color is red, while the mutant phenotypes are sepia and white. The wild type phenotype for wing size is long, while the mutant phenotype is apterous, or no wing. We also wanted to know the reason for such phenotypic ratios, which we hypothesized to be the Mendelian Law of Segregation in regards to the study of one trait. To do this, we mated D. melanogaster flies with similar and different phenotypes in order to see how well our results agreed with the Mendelian Law of Segregation. We created two crosses: a monohybrid cross where both male and female flies had the wild type phenotype (Bb and Bb), and a monohybrid cross where the male flies had the mutant phenotype (XwY) and the female flies had the wild type phenotype (X+X+). For our first monohybr id cross, we wanted to know what the expected phenotypic ratio would be when crossing wildtype red-eyed flies, according to Mendels first law. We hypothesized that the expected phenotypic ratio for a cross with red-eyed flies would be 3:1 because according to the Mendelian Law of Segregation, the two alleles are separated from each other during gamete formation. For our other monohybrid cross, we wanted to know what the expected phenotypic ratio would be when crossing wildtype red-eyed flies with mutant white-eyed flies, once again according to Mendels first law. We hypothesized that the expected phenotypic ratio would be 1:1 due to the Mendelian Law of Segregation. Using the chi-square test, we will be prepared to reject or fail to reject our hypothesis according to our mating cross results. Title: Mendelian Genetics of Drosophila Material and Methods Students in groups of two were given a number corresponding to a specific fly stock vial. Two culture vials pre-filled with food and cotton plugs were collected at the front of the classroom. The group number and initials were written on the vials. Next, the assigned stock vials were obtained and were lightly tapped on the lab bench to remove the flies from the cotton plug. An anesthesia wand was dipped into the FlyNap and carefully inserted through the cotton plugs into each stock vial. The stock vials were immediately placed horizontally on the lab bench after, preventing the flies from drowning in the food media. After waiting a few minutes for the flies to fall asleep, the wands were removed from the vials and the flies from each vial were dumped onto separate index cards. The flies were observed under a dissecting scope and found to be either male or female based on the body morphology. A lamp light was used for an easier inspection. Using a brush, 5 male and female flies from e ach cross set were transferred to the culture vials. Once again, the vials were made sure to be placed horizontally on the lab bench. Each culture vial was sealed with a cotton plug, and the leftover flies were returned to the stock vials. The vials were returned to the TA for storage. Once larva could be seen in the fly culture vials, the parent flies were put to sleep and removed from the vials to avoid backcrossing. Once it was evident that many F1 offspring had matured into adults, the flies were put to sleep and dumped onto notecards. The flies from the assigned cross set were observed under a dissecting microscope, and the eye color and wing presence was recorded for each fly. For cross set E, both the sex and phenotype for each fly was recorded. After every F1 generation fly was counted for each cross set, they were dumped into the morgue. Results Cross Set: C Table 1: F1 phenotypes for cross set C Phenotype Total number Eye color Wing size Red Long 39 Sepia Long 9 The F1 data that was collected for cross set C is indicated in Table 1. The number of flies for each phenotype is shown. Figure 1: Graphical representation of F1 data for cross set C Figure 1 presents the data from Table 1 in the form of a bar graph. According to this data, there were more flies with wildtype red eyes (39) compared to flies with sepia eyes (9). There was a total of 48 flies for cross set C. Cross Set: E Table 2: F1 phenotypes and sex for cross set E       Phenotype Number of Male Flies Number of Female Flies Total number Eye color Wing size Red Long 10 9 19 White Long 10 13 23 The F1 data that was collected for cross set E is indicated in Table 2. The number of flies for each phenotype and sex is shown. Figure 2: Graphical representation of F1 data for cross set E Figure 2 presents the data from Table 2 in the form of a bar graph. According to this data, the number of male flies with wildtype red eyes (10) was equal to the number of male flies with white eyes (10). In addition, the number of female flies with wildtype red eyes (9) was very similar to the number of female flies with white eyes (13). There was a total of 42 flies for cross set E. Phenotype Observed Number (O) Expected Number (E) Deviation (O E) (O E) ² (O E) ²/E Red eyes/long wings 39 36 3 9 0.25 Sepia eye/long wings 9 12 -3 9 0.75 Total 48 48 X ² = 1.00 Chi-Square Analysis: Table 3:Chi-square analysis for cross set C Cross Set C:   à Ã¢â‚¬ ¡2 = Degrees of freedom (df) = 1 p-value range = 0.1 Table 4: Chi-square analysis for cross set E Phenotype Observed Number (O) Expected Number (E) Deviation (O E) (O E) ² (O E) ²/E Red eyes/long wings 19 21 -3 9 0.429 White eyes/long wings 23 21 2 4 0.190 Total 42 42 X ² = 0.619 Cross Set E:   à Ã¢â‚¬ ¡2 = Degrees of freedom (df) = 1 p-value range = 0.1 The chi-square analysis was completed for both crosses to compare the observed results with the expected results. The p-value for cross set C was between 0.1 and 0.9. The p-value for cross set E was also between 0.1 and 0.9. As a result, we fail to reject the null hypothesis of the chi-square test for both crosses. Discussion According to the results of this experiment, our research hypothesis was supported in each mating cross. We hypothesized that the expected phenotypic ratio for a cross with red-eyed wildtype flies would be 3:1, because according to the Mendelian Law of Segregation, the two alleles are separated from each other during gamete formation. Cross set C produced about three times as many red-eyed wildtype flies compared to sepia-eyed flies, confirming our hypothesis. For our other monohybrid cross, we wanted to know what the expected phenotypic ratio would be when crossing wildtype red-eyed flies with mutant white-eyed flies. We hypothesized that the expected phenotypic ratio would be 1:1 due to the Mendelian Law of Segregation. Cross set E produced equal amounts of red-eyed flies and white-eyed flies, confirming our hypothesis. The ratios obtained for cross sets C and E accurately reflected the expected results for a monohybrid cross and test cross respectively, as claimed by Mendels law o f segregation. The results of the chi-square analysis show that the observed counts were very close to the expected counts. The p-values for both cross sets C and E were between 0.1 and 0.9. Since these p-values were larger than 0.05, it was concluded that we should fail to reject the null hypothesis. Failing to reject the null hypothesis means that the observed data was not statistically different from the expected data. The mode of inheritance for cross set C was determined to be complete dominance. In complete dominance, the dominant allele completely masks the effect of the recessive allele when both are present. Since both parents were found to be heterozygous for eye color (Bb), the dominant red allele masked the effect of the recessive sepia allele. The F1 data for cross set C demonstrates that wild type red eyes are dominant over sepia eyes, since the ratio of red-eyed flies (BB or Bb) to sepia-eyed flies (bb) was calculated to be 3:1, as expected for a monohybrid cross according to Mendels law of segregation. The mode of inheritance for cross set E was determined to be X-linked. Genetic conditions with an X-linked recessive inheritance pattern usually affect only the males in a family. This is because they are caused by altered or mutant genes found on the X-chromosome. Females are born with two X-chromosomes, so the effects of a working gene on one can mask the effects of a mutant gene on the other, which is similar to complete dominance. They will normally be unaffected carriers of the condition. Males have only one X-chromosome, so if they inherit one with a mutant gene (XwY), they will be affected. The F1 data for cross set E demonstrates that the traits for red eyes and white eyes are located on the sex chromosome, since the ratio of red-eyed flies to white-eyed flies was determined to be 1:1. This indicated that the red-eyed female flies were heterozygous for eye color (X+Xw), since the contribution of a mutant allele from both parent flies would result in offspring with red eyes an d white eyes in equal proportions. These results are comparable to the data from Thomas Hunt Morgans experiment with D. melanogaster. In his experiment, he discovered a mutant gene affecting eye color. This mutant gene was expressed as a white color in the eyes. Morgan proceeded to discover that the gene for eye color was inherited in different ways depending on the sex of the fly. This difference came from the fact that female flies have two X chromosomes, while male flies only have one X chromosome and a Y chromosome. Morgan found that this gene had a similar inheritance pattern to the X chromosome. Thus, Morgan concluded that this gene was X-linked. A limitation of this experiment is the fact that we only counted progeny during one session. Multiple trials of counting offspring may have produced closer values to the expected ratios of Mendels law of segregation. Another limitation would be the difficulty of identifying male flies from female flies in a quick and efficient manner. This research has demonstrated the practicality and versatility of D. melanogaster as a tool for research in the lab. Although these fruit flies may seem like very simple and insignificant organisms, they allow us to do research that may otherwise not have been possible. I plan to conduct further studies with D. melanogaster in the field of pharmacology. Since humans share key physiological processes with this organism, D. melanogaster would serve as an effective model for drug discovery. I aim to generate a new drug compound that would greatly aid in the treatment of type 2 diabetes. I hope that the research conducted with these flies will allow for greater discoveries in various fields of science that will contribute to the advancement of mankind. References Jennings, B. H. (2011). Drosophila a versatile model in biology medicine. Materials Today,  14(5), 190-195. doi:10.1016/s1369-7021(11)70113-4 Morgan, T. H. (1910). Sex Limited Inheritance In Drosophila. Science, 32(812), 120-122.  doi:10.1126/science.32.812.120 Pandey, U. B., Nichols, C. D. (2011). Human Disease Models in Drosophila melanogaster and  the Role of the Fly in Therapeutic Drug Discovery. Pharmacological Reviews, 63(2),  411-436. http://doi.org/10.1124/pr.110.003293 Prà ¼ÃƒÅ¸ing, K., Voigt, A., Schulz, J. B. (2013). Drosophila melanogaster as a model organism for  Alzheimers disease. Molecular Neurodegeneration, 8, 35. http://doi.org/10.1186/1750-1326-8-35     Ã‚   Plagiarism: Types, Causes and Effects Plagiarism: Types, Causes and Effects KENNEDY MULI KAILITI PLAGIARISM Introduction Plagiarism is ideological theft. When a person takes and idea that is not their own and represents it for credit. This is a false representation of oneself by using work or an idea that is not original or stolen from another person. Furthermore different constituencies have different meaning for the history of plagiarism. We might helpfully regard it as a triple entity or triangle. At one point of the triangle is cheating involving written works, the second inadvertent a failure to master conventions and the third are professionals who another work without permission for their own benefit.[1] This is just taking advantage of other peoples creativity without acknowledging them. Plagiarism represents truth without representing the source of the truth so ultimately it becomes its truth from the wrong person. When plagiarism is done without intention, knowledge or as a mistake then its called miss-use of sources. The great controversy on plagiarism is drawing the thin line between the de liberate and mistake and who takes responsibility between the teacher and the student. Plagiarism has been there as long as man existed and there was art and creativity but the realization of the vice and its consequences could have come with the printing press and academic advancement. In the early years of human existence philosophy, music and poetry were the ideologies and their practice as a sign of civilization and social advancement. The mode of education was informal and there was not based on research and writing and though plagiarism was practiced there is no data on who and when it started. In the definition and practice plagiarism was practiced as long as man lived. As people put their ideas and creativity in writing, distribution, business and credit then plagiarism became a parallel business. The publishing and printing companies and the authors had to protect themselves from theft and so the copy right protection laws. The twentieth century has come with innovation, scientific discoveries and research and plagiarism has risen as a competing factor. There is need to protect individual work and publishers from those who plagiarize to avoid the gains achieved so far and chaos and confusion. The world has turned to capitalism and competition for resources and fame. Plagiarism has become more alive in this century and its a moral and legal matter that is challenging every society. The academic world has been transformed to research and analysis and students excel only after writing essays, papers, thesis and publication making plagiarism a great threat. The new form of plagiarism is not for economic and popularity gain but for academic success and it a vice in all learning institutions. There has been so many ideas presented in all academic fields and with technological advancement plagiarism is easy and appealing today than before. There is no limit to the destruction that plagiarism has done economically, politically, socially, emotionally and often leads to enemity, wars and legal disputes. Today in music and art industry plagiarism is a quick fix to fame and riches. Time as a resource today is more precious than ever and people are willing to take shortcuts and achiev e goals within a short time. There is a lot involved in research, organization and tests in order to present work that is credit worthy in all fields of life so there is a trend to take shortcuts. Today there is unwritten policy of publish or perish in universities and so lecturers are likely to redo an old idea thus self -plagiarism. The internet has come of age and information is available all over the web for all disciplines and this is enticing to those who want to plagiarize. There is a demand for innovation, art, music, news and economic benefits are too good attracting the real and fake at the same time. Types of Plagiarism Plagiarism can either be intentional or accidental but the form and modes it takes vary a lot based on the situation. There is concern about academic plagiarism but there is a wide range from the unknown to the known , the written and the spoken and just like theft its trends and forms has no limits. The common one in research are taking some presented idea from a pool of knowledge and presenting it for credit. When one recycles and old concept or idea its self- plagiarism and the copy paste computer technology is a monster that propagates plagiarism. There is a pool of knowledge in all fields and research is ongoing in all parts of the world so plagiarism can arise unknowingly when there is agreement on the same concept and ideology. 14 Seven sons of a Jewish high priest named Sceva were doing this.15 But the evil spirit answered them, Jesus I know, and Paul I recognize, but who are you? 16 And the man in whom was the evil spirit leaped on them, mastered all of them and overpowered them, so that they fled out of that house naked and wounded.[2] This is spiritual plagiarism as people assume the position of Paul and Jesus. Percentage of College Students Admitting to Selected Cheating Behaviors, 1963 and 1993[3] Tests/Examinations 1963 1993 Copied from another student 26% 52% Helped another student cheat 23% 37% Used crib notes 16 % 27% Written Work Copied material without footnoting 49% 54% Plagiarized 30% 26% Falsified a bibliography 38% 29% Turned in work done by another 29% 14% Collaborated on assignments requiring individual work 11% 49% The use of plagiarism has been on the rise just and taking new modes. This research data information show that the percentages have almost doubled in the thirty years. This trend means that in the next century plagiarism will be at level institutions and schools will find overwhelming. There is a great danger for academic and research advancement from plagiarism and there is a wake -up call. The reason for this paper This paper is to demonstrate that I have a clear knowledge of plagiarism and Calvin Theological Seminary rule on plagiarism. I posted this in my paper as a case study and after using the name of the person publishing this information I assumed this is not taking credit or plagiarism. I pledge i will not plagiarize again and action will be taken against me in future as per Calvin Theological Seminary statutes on plagiarism. Max Brewer in his 1907 book Der Deutsche Christus (The German Christ) During the First and Second World Wars, German Protestant leaders used the writings of Luther to support the cause of German nationalism On the 450th anniversary of Luthers birth, which fell only a few months after the Nazi Party began its seizure of power in 1933, celebrations were conducted on a large scale by both the Protestant Churches and the Nazi Party. .At a celebration in Kà ¶nigsberg, Erich Koch, at that time the Gauleiter of East Prussia, made a speech in which he, among other things, compared Adolf Hitler with Martin Luther and claimed that the Nazis fought with Luthers spirit. Such a speech might be dismissed as mere propaganda, but, as Steigmann-Gall points out: Contemporaries regarded Koch as a bona fide Christian who had attained his position [as the elected president of a provincial Church synod] through a genuine commitment to Protestantism and its institutions. Even so, Steigmann-Gall states that the Nazis were not a Christian movement. The prominent Protestant theologian Karl Barth, in1939 stated that the writings of Martin Luther were used by the Nazis to glorify both the State and state absolutism: The German people suffer under his error of the relationship between the law and the bible, between secular and spiritual power, in which Luther divided the temporal State from the inward state, focusing instead on spiritual matters, thus limiting the ability of the individual or the church to question the actions of the State, which was seen as a God-ordained instrument. Effects of plagiarism Plagiarism affects the individual and the society and the effects can be long lasting and devastating. The person involved will lose trustworthy, moral, academic and social standing. This becomes worse when the person is taken to court or loose license of practice and financial loses. Those in the schools are expelled and many years of study and research go to waste. Plagiarism affects just like theft can be too cruel with years of suffering and regret. In the world today there are people that have lost positions of power and authority and careers destroyed. In the society plagiarism can result to financial loses and as companies and jobs are affected, court cases and warring parties, and threatening social standing. Reasons for plagiarism Ignorance and carelessness is the major sources of plagiarism. Ignorance and carelessness are also the major sources of the excuse from students who are caught plagiarizing. Even in cases where there are established writers, politicians, and academics have been caught plagiarizing the most common reason is confusion in my notes.[4] There is always a reason behind every action good or bad and so people have different reasons to justify plagiarism. The world living in the era of quick fix and people have no time to invest in hard work as time becomes the most valuable resource. A majority of the plagiarism is intentional and by people that are well vast in their fields of knowledge but have little time to carry out a research. The financial and positional gain is attractive and is its good luck adventure that usually goes bad and becomes destructive. There is all information in the Web about anything and this makes plagiarism the easy and quick path to take. The economic trends today h ave forced people to do extra work , juggle between multiple careers , become student workers and so there is little time to invest in school and learning hence plagiarism is a solution. Self-plagiarism is one that can be done unaware after years of publishing and at times its miss-understanding and mistakes of not doing a citation. When people do research and writing they do it without fore knowledge of other people involved in the same work so plagiarism out of ignorance may not justify judgement and condemnation. There is a blame and counter by teachers and students but the bottom line is plagiarism is plagiarism. Today learning is intensive and cumbersome and most students had find it hard to match the pace and hence plagiarism. Conclusion Although we are teaching academic writing we cannot discount the cultural context. It invigorates the writing because is connected to the writers identity informing the writers voice -and yes it can be incorporated in to academic writing. Free writing should allow cultural context to serve as the true and comfortable setting in which second language students could get started in the process of writing a personal essay or research paper. [5] When people do research and writing they do it in their character and nature and the work cannot be separate from themselves. All people live and work in communities that influence their thinking and actions and so when writing in their true self their work will be more original. When writing from second language and culture, under strict guidelines and limits and the objective of teaching and learning is defeated by just fulfilling the purpose. There is a reason to demystify plagiarism by teaching students those engaging in research and writing a bout it, and the basic academic law of education is character. There is need for continuous and genuine conversation by all institutions on the standards, punishment, and modes of plagiarism as new method and techniques evolve with technological advancement. Schools and universities need to engage parents and guardians since plagiarism is vice that is academic and moral. The question of self-plagiarism and miss-use of resources, or a typology and its punishment will be there today and as long as there is writing and research. The new trends in plagiarism and its rise is a challenge to all institutions of learning and there is need to teach plagiarism and good academic morals as a mission. Bibliography Blum, Susan D. My Word ! ,New York :Cornell University Press, 2009. Lathrop, Ann, and Kathleen Foss. Student Cheating and Plagiarism in the Internet Era: A Wake-Up Call: A Wake-Up Call. Englewood, Colorado: Libraries Unlimited, 2000. .eBook Collection (EBSCOhost), EBSCOhost (accessed March 9, 2017). Harris, Robert A. The Plagiarism, Handbook Los Angelas: Pyrczack publishing, 2001. Desena, Laura H. Preventing Plagiarism, Urbana: National Council of Teachers of English, 2007 [1] Blum, Susan D. My Word ! New York (Cornell University Press, 2009)12-13 [2] Acts 19: 14-16 (ESV) [3] Lathrop, Ann, and Kathleen Foss. Student Cheating and Plagiarism in the Internet Era: A Wake-Up Call: A Wake-Up Call. Englewood, Colorado: Libraries Unlimited, 2000. .eBook Collection (EBSCOhost), EBSCOhost (accessed March 9, 2017). [4] Harris, Robert A. The Plagiarism Handbook ( Los Angelas: Pyrczack publishing, 2001) ,23 [5] Desena, Laura H. Preventing Plagiarism (Urbana: National Council of Teachers of English, 2007 ),105.

hamlet Essay -- essays research papers

Hamlet’s soliloquy, â€Å"To be or not to be, that is the question,† found in Act 3, Scene 1, of William Shakespeare’s play Hamlet, is one of the most recognized and famous soliloquies in all of English literature. Hamlet uses this moment alone to ponder what he will do in response to his father’s death. In this statement, Hamlet explores the idea of living and dying and what can be found in death. Is death like a dream while one sleeps? Or do we cease to sleep? Or is it just nothing? These are questions that Hamlet considers while deciding the fate of King Claudius. Hamlet wants to seek revenge on Claudius for killing King Hamlet and for marrying the queen, yet he knows that if he were to kill Claudius, he himself would also be killed. Hamlet’s debate of life versus death makes him question the advantages and disadvantages of existence and whether or not it is right to end his life or that of another. â€Å"To be or not to be† or more simply stated is it better to live or die. During this famous soliloquy, Hamlet wonders whether he should take action against his "sea of troubles" and seek revenge for his father's death or live with the pain of his father's murder. He also wonders that if he were to commit suicide, what could he expect in the afterlife. He questions whether or not suicide is morally right in an otherwise painful world. Hamlet has such grief that he frequently longs for death to end his suffering, but he fears that if he commits...

Child Deve

Observation: Physical (fine Motor) Time: 12:30-3:00 Date: 5/12/12 |Time |Actions |Social group |Language |Task | |12:30 |T. C is sitting at table making a jigsaw picking up|T. C , C1,C2,C3,C4,C5 |T. C>C1 –you help me |Making Jigsaw | | |pieces using pincer grasp | |C1>T.C –Yeah | | | | | |C4>T. C – Me too | | |1: 00 |T. C eats dinner with spoon |T. C , G |none |Eating dinner | |1:30 |T. C helps draw head holding pencil using pincer |T. C , C1 |T.C > C1, C1- Look, Look |Drawing picture | | |grasp |T. C , C2 |C1> T. C –That’s lovely | | |1:45 -2:00 |T. C builds a tower with another child |T. C –C1 |T. C> C1 want to help |Free-play | | | | |C1>T.C -yup | | |2:15 |T. C helps change the page of book using pincer |T. C>G |Read That One |Story-time | | |grasp |T. C>A | | | |2:30 |T. C has Book of her own reading it and is changing|T.C, C1, C2, C3,C4,C5 |None |Storey-time | | |pages using her pincer grasp | | | | |3:00 |T. C picks her coats and z ips it up using pincer |T. C > A |T. C> A- Bye |Home-time | | |grasp | | | |Personal learning: †¢ Whilst doing this observation on T. C I learned how amazing it is that at such a young age a child can hold a pencil and attempt to draw with it. †¢ Also in this observation I learned that the more free-play that children get the more they develop their skills †¢ I also learned that at such a young age of two that a child with some help from another child can put together a jigsaw without adults help. Summary: TC shows in this observation that she can use her pincer grasp very well as she is making jigsaws and is using a pencil.TC also shows that she can use her gramer grasp when she feeds herself with the spoon. Recommendations for T. C: I would recommend that the creche could ask T. C to build something with the blocks or they could ask T. C to try drawing something on her own to challenge her so she can develop more. Reference: Flood, E. (2010). Child Development for students in Ireland. Dublin: Gill&Macmillian Physical development: Checklist – gross Motor. Date: 23/11/12 Time: 11:00- 11:30 |Yes |No |Comment |Date | |Runs safely. Confidence, |( | |T. C plays outside catch, T. C |23/11 | |avoiding obstacles | | |runs down towards caterpillar | | | | | |toy and avoids slide. | |Rides a trike, pushing it along | | |Not in observation |23/11 | |with the feet | | | | | |Walks up and down stairs both |( | |Walked down step to go outside |23/11 | |feet to each step, holding wall | | |one step at a time. | | |Squats with ease. Rises without |( | |Plays sleeping bunny.Squats on |23/11 | |using hands | | |ground when saying â€Å" bunny | | | | | |sleeping but doesn’t sit on | | | | | |ground | | |Can climb up on furniture and |( | |Climbed up slide one foot at a |23/11 | |get down again | | |time.Holding onto rails with | | | | | |both hands going up. | | |Steers tricycle pushing along | | |Not in observation |23/11 | |with feet. | | | | | |Able to manoeuvre large toys |( | |Pushes child along in toy car |23/11 | |with wheels | | |using both hands. | |Loves to pull along toys on | | |Not in observation | | |string | | | | | |Throws small ball over arm |( | |Playing ball game outside passes|23/11 | | | | |to another child. | | |Kicks a large ball |( | |Passes ball to other child |23/11 | Evaluation: The Aim of this observation was to observe TC, a 2 year old girl while she was in a creche setting to get a better understanding of her physical development. I feel that I have achieved this aim very well and that generally TC is meeting her norms of development with her physical development in terms of her gross motor. The gross motor skills are the use of the large muscles in your body.In the yard TC shows that she can run in the yard towards caterpillar toy avoiding the slide. TC also shows that she can climb up on furniture and get back down holding onto rails with both hands. TC also shows she’s meeting the nor ms according to flood when she pushes a child in the toy car around the yard. TC also shows that she can kick a large ball when she picks up the soft ball from the ground and throws it to her friends whilst playing hot ball. When returning inside TC went up the step one foot at a time holding the wall for support according to flood 2010 a child at the age of two should be able to carry these tasks without difficulty to be meeting the norms of development.According to flood at the age of two a child should be able to ride tricycles pushing them along with their feet and to pull toys along with wheels, but these activities were not in my observation so I couldn’t observe that TC could carry out these tasks. In summary I feel like TC is meeting her norms of development in her gross motor skills as she carried out the tasks I set out for her to her full potential. Personal learning: †¢ I learned whilst doing this observation that when you set out tasks for the children that they enjoy them more as they can learn through practice doing them. †¢ I also learned that at such a young age that children have good physical strength eg. TC could push the younger child around in the toy car I also learned that children at this age are aware of the dangers that can hurt them like when TC avoided the slide when going to the caterpillar Recommendations for T. C: †¢ I would recommend that the creche get more Toys in the creche so TC can develop her skills on other things. †¢ I would also recommend that the creche encourages TC more to play with other children. References: Flood. E (2010). Child development for students in Ireland. Dublin: Gill&Macmillian. Piaget, J. (1975). The child's conception of the world. Totowa, NJ: Littlefield, Adams. (Originally published 1932). Intellectual development. Observation: narrative. Date: 16/11/12 Time: 11;11:10 T.C is sitting on the couch at the corner with two baby born dolls on her knees; TC is pretending that t he baby born dolls are talking to each other saying â€Å"do you want to play† TC is laughing away to herself and is pretending that the babies are laughing with her. TC keeps playing with the dolls, laughing pretending that the dolls are her own children. TC has just named the babies â€Å"Megan and Rachel† (which are the children on front of her) TC is now sitting on the ground with the one of the babies up at her shoulder saying† Its Ok†. Adults goes over to TC and asks her â€Å"what happened the babies† TC replies to the Adult â€Å"Megan hit her† Adult says back to TC â€Å"the poor baby† and turns to the other baby TC has and says â€Å"That’s Not Nice†. TC laughs at adult saying this and says â€Å"Rachel is ok now† and laughs.TC then puts down the Babies and walks over to the picture board and says â€Å"that’s me† and points to the picture of her on the wall. TC then points to another picture and says to adult â€Å"there is Luke and Lauren†. Adult replies â€Å"Yes it is†. TC then goes over to Luke and Lauren and says and points at wall and says â€Å"that’s you Luke and that is you Lauren. † The Door bell then rings and TC looks at door and shouts â€Å"Mammy† TC looks at adults and Says â€Å"That mammy† Adults Replies â€Å"no that’s Lukes mammy†. TC then says â€Å"silly Me† and TC then shouts over to Luke â€Å"Luke Mammy here†. TC Then Goes back over to the Corner and picks up baby born again. End Of observation. Evaluation:The aim of this observation was to observe TC a two year old girl while she was in the creche setting to get a better understanding of her intellectual development. I feel that I have achieved this aim very well and that generally TC is meeting hers norms of development in terms of her intellectual development. In this observation TC shows empathy for the baby born when â₠¬Å"Rachel† is crying. TC shows affection here when she lifts her up and puts her head on her holder. According to Flood(2010) at this age this is what TC should be doing. TC also shows that she is meeting her norms of intellectual development when she goes over to the pictures on the wall and recognizes herself, Lauren and Luke in the photos. According to Flood (2010) these are the norms she should be reaching.According to Piaget A child at the age of 2 â€Å"is at the per-operational stage and assumes that everyone and everything is like them. Therefore they think everything feels pain and has emotions like them. Tc shows this when she thinks that â€Å"rachel† is crying and is hurt. Summary: This observation shows that Tc is meeting all her norms for her age. Recommendations for TC: †¢ I would recommend that the creche encourages TC to play with other children and to get her interacting with other children so that she is not playing on her own. †¢ I would a lso recommend that the Adults interacts more with TC if they can so that other children will come over and play with her. Personal learning: †¢ I learned that a child at this age can sense emotions and can comfort people who are upset. I also learned that children of this age can are in a little world of their own and just keep themselves amused by talking to themselves †¢ I also learned that children can remember and recognize different people that they might see in a picture. References: Flood, E. (2010). Child Development for students in Ireland . Dublin: Gill&macmillianPiaget, J. (1975). The child's conception of the world. Totowa, NJ: Littlefield, Adams. (Originally published 1932). Language development – precoded (playing play dough) date: 23/11 Time: 20:00-2:10 |Keys |TC(target child C(Child C1(Child 1 A(Adult 1 | |TC(C |This yours? TC doesn’t get an answer of C) | |TC(A |Harry here | |TC(A |Can I play with harry? | |A(TC |Yes | |A(TC |Do you want me t o break that up? | |TC(A |yea | |A(TC |What you making | |TC(A |It for mammy | |A(TC |Good girl | |TC(A |Harry going to sit here |TC(A |There Harry (do-do) | |C1(TC |What you making | |C(C1 |Think she making pancakes | |C(TC |Is it pancakes | |TC(C |I need that | |C(TC |Ok | |C(TC |Shhh† A† on the phone | |TC(C |OK | |TC(C |I need that | |C(TC |Here | |TC(C |Thank you | |C(TC |You’re welcome. | End of observations. Child Initials: TC Age: 2 Sex: female Date: 3/12 time: 10:55-11:03 Setting: creche Observation: social development Min |Activity |Language record |Task |Social | |1 |Sitting in a circle sing singing |TC(adult – do ring-a-ring-a-Rosie |Group time |Group | | |nursery rhymes | | | | |2 |Sitting in a circle sing singing |A(TC ready |Group time |Group | | |nursery rhymes | | | | |3 |Sitting in a circle sing singing |A-TC-1, 2,3,4,5 Once I got a fish alive†¦ Group time |Group | | |nursery rhymes | | | | |4 |Sitting in a circle sing sin ging |Singing songs with group |Group time |Group | | |nursery rhymes | | | | |5 |Sitting in a circle sing singing |A(TC –ready |Group time |Group | | |nursery rhymes |TC nods head | | | |6 |Sitting in a circle sing singing |TC singing row-row |Group time |Group | | |nursery rhymes | | | | |7 |Sitting in circle singing santy |A(TC –what you want to sing? |Group time |Group | | |coming to town |TC- santy | | | |8 |Break |TC(G – Its break time |Group time |Group | Evaluation: The Aim of this observation was to observe TC, a two year old girl every minute for eight minutes while she was doing group time in a creche setting.I carried out this observation to get a better understanding of her social development. I feel that I have achieved this aim very well and that TC is meeting her norms of development with her social development. In this Observation we see that TC is meeting her norms when she responds to the adult when she is asked what she wants to sing, she al so shows that she is meeting her norms when she joins in when an adult sings, so according to flood (2010) as she is doing this she is meeting her norms of development. She is also meeting her norms when she says â€Å"its break time† as according to flood (2010) children at the age of two will ask for food.In this observation these are the only parts of the norms of development in social skills that we could observe, so we don’t know if she has developed any of the other norms as we can not assume she can do these things we have to see a if she is interacting with the group better. Summary: This observation shows that Tc is meeting most of her norms for her age. But I couldnt prove she is meeting them all. Observation: Emotional Development Event sample. Date: 10/12/12 Observation begins: 9:30 observation finished: 2: 30 |No |Time/date/place |Description of incident |Adult involvement |Provoked/un-provoked | |1 |9:00, 10/12 on couches in corner |TC takes toy of child 1.Child |Adult takes toy of TC and says |Un-provoked | | |of room |1 gets upset and cries |â€Å" C1 had that first† and hands | | | | | |toy back to C1 | | |2 |11:00 10/12 preschool room |TC is playing on mat, TC takes |Adult asks TC to give C1 back |Un-provoked | | | |toy of child 1 and wont give it|the toy by saying â€Å" can C1 have| | | | |back |her toy back please† | |3 |11:30 10/12 tables in preschool |TC is at tables doing puzzles, |Adults says to C1 â€Å" give that |Provoked | | |room |child 1 takes a piece of TC’s |piece back to TC that’s for her| | | | |puzzle and TC gets upset |jigsaw† | | |4 |1:00 10/12 table in preschool |TC is having dinner and child 1|Adult asks C1 to stop â€Å"tipping†|Provoked | | |room |is annoying her by tipping her |TC | | | | |on her arm. TC says â€Å"stop† | | | |5 |1:30 10/12 Library space |Child 1 takes book of TC and TC|Adult Asks C1 â€Å"to give her back|Provoked | | |preschool room. | turns to wall and starts |the book† and gives book back | | | | |crying. to TC | | |6 |2:00 10/12 library space |TC then grabs book of child 1 |Adults Takes Book back of TC |Un-provoked | | |preschool room |and wont give book back |and hands to C1 | | |7 |2:30 story-time mat preschool |Child 1 pushes TC out of way so|Adults tells C1 to say â€Å"sorry |provoked | | |room |that she can sit at the front |to Tc† | | | | |of mat. | | | Evaluation: The aim of this observation was to observe TC, a 2 year old girl while she was in the creche setting to get a better understanding of her emotional development. I feel that I have achieved this aim very well and that generally TC is meeting her norms of development in terms of her emotional development.This observation shows that TC is meeting her norms of development as she shows extreme behavioral changes as she takes toys of other children but gets upset when children take things off her. According to flood (2010) this is the w ay a child at the age of two will carry on. This observation also shows that according to flood (2010) a child at the age of two have little concept of sharing this is why TC took the toy off the other child. Flood(2010) also says that children at the age of two doesn’t understand teasing this is why TC gets upset and mad when child 1 is tipping her whilst TC is having her dinner. According to bruner at child at 2 Should be able to â€Å"able to eat with a spoon and fork† TC shows she can do this. Personal Learning: I learned when doing this observation that you have to let children misbehavior for them to learn †¢ I also learned that children shouldn’t be put near another child that may upset or cause conflict with them. †¢ I also learned that you can sort out conflict that happens between children easily and as soon as it occurs. Recommendations for TC: I would recommend that the adults keep TC away from C1 if they keep getting into situations were t hey are annoying eachother. References: Flood, E. (2010). Child Development for students in Ireland . Dublin: Gill&macmillian |Keys |TC – target child, A- adult G-group C- other child | |A(TC |Are uses ready? |G(A |Yes | |TC(A |What that (TC points to glue) | |A(TC |That’s glue | |TC(A |can we use that | |A(TC |yes one minute | |TC(G |Were using glue | |C(TC |Cool what you making | |TC(C |Lambs | |TC(C |What you making | |C(TC |Butterflies | |TC(C |Cool | |TC(G |Look at mine (TC holds up lamb) | |A(TC |That’s lovely | |TC(A |Thanks | |TC(C |I like yours | |C(T.C |I like that colour | |TC(C |Thanks | |TC(C |Luke what you making | |C(TC |Lamb like you | |TC(C |NAP (snap) | |A(G |Use having fun? | |G(A |Yeah | |TC(A |Can I make a butterfly now? |A(TC |Yes course you can | |TC(C |I making butterfly like you | |C(TC |We can be the same | |TC(C |Sure mines pink | |A(TC |When you finish your butterfly we are cleaning up ok | |TC(A |Oktaa | |TC(G |We Have to finish up soon | |G(A |nooooo | |A(G |Its break-time | |TC(A |Can we do it again | |A(TC |Yea later | |A(G |We have to clean up now. end of observation) | Language Development: date: 25/2/13 time: 11:00-11:10 Evaluation: The aim of this observation was to observe TC, A 2 Year old child for 10 minutes in a creche whilst she was taking part in a group activity to get a better understanding of the development of her language from the last time I observed her. I feel that TC has progressed in term of her language skills as she now talking clearer and is using more vocabulary As According to Flood (2010 a child at the age of 2 â€Å"uses 200 or more words. † Flood(2010) also claims that a child at the age of 2 â€Å"constantly pointing out an asking the names of people and objects.TC shows that she is meeting this norm when she asks the adult what the glue is. This also shows that TC has progressed since she was last observed as in the last observation she wasn’t aski ng much questions at all. According to Piaget † the vocabulary of a child is expanded and developed during this as they change from babies to toddlers† Tc shows that she has developed since the last observation as she is having a better conversation in this observation then she was in the last one. According to bowler a child at 2 should â€Å"let people know what they want using words†. TC shows this when she asks adult can she make a butterfly. Personal learning: From doing this observation I learned that children can progress and are always progressing as TC progressed since the last time I observed her. Recommendation for TC: I would recommend that the creche get TC to do more activities like this as in this activity TC was doing lots of interaction with the other children. References: Flood, E. (2010). Child Development for students in Ireland . Dublin: Gill&macmillian Bowler P and Linke P, â€Å"Your Child from One to Ten†. Australian Council for Educ ational Research, Melbourne, Vic. 1996. Piaget, J. , & Inhelder, B. (1973). Memory and intelligence. London: Routledge and Kegan Paul. Physical development: Checklist – gross Motor.Date:25 /2/13 Time: 11:00- 11:30 | |Yes |No |Comment |Date | |Runs safely. Confidence, |( | |T. C plays outside catch, T. C |23/11 | |avoiding obstacles | | |runs down towards caterpillar | | | | | |toy and avoids slide. | |Rides a trike, pushing it along |( | |TC is playing in the cars with |23/11 | |with the feet | | |the other children in yard. | | |Walks up and down stairs both |( | |Walked down step to go outside |23/11 | |feet to each step, holding wall | | |one step at a time. | | |Squats with ease. Rises without |( | |Plays sleeping bunny.Squats on |23/11 | |using hands | | |ground when saying â€Å" bunny | | | | | |sleeping but doesn’t sit on | | | | | |ground | | |Can climb up on furniture and |( | |Climbed up slide one foot at a |23/11 | |get down again | | |time.Holding onto ra ils with | | | | | |both hands going up. | | |Steers tricycle pushing along |( | |TC is playing in the cars in |23/11 | |with feet. | | |yard. | | |Able to manoeuvre large toys |( | |Pushes child along in toy car |23/11 | |with wheels | | |using both hands. | |Loves to pull along toys on | | |Not in observation | | |string | | | | | |Throws small ball over arm |( | |Playing ball game outside passes|23/11 | | | | |to another child. | | |Kicks a large ball |( | |Passes ball to other child |23/11 | Evaluation:The Aim of this observation was to observe TC, a 2 year old girl while she was in a creche setting doing an outdoor activity to get a better understanding of her physical development to see if she has developed since I last observed her. I feel that I have achieved this aim very well as TC is now meeting all her norms of development with her physical development in terms of her gross motor. The gross motor skills are the use of the large muscles in your body. In the yard TC shows that she can run in the yard towards caterpillar toy avoiding the slide. TC also shows that she can climb up on furniture and get back down holding onto rails with both hands. TC also shows she’s meeting the norms according to flood when she pushes a child in the toy car around the yard.TC also shows that she can kick a large ball when she picks up the soft ball from the ground and throws it to her friends whilst playing hot ball. When returning inside TC went up the step one foot at a time holding the wall for support according to flood 2010 a child at the age of two should be able to carry these tasks without difficulty to be meeting the norms of development. According to flood at the age of two a child should be able to ride tricycles pushing them along with their feet and to pull toys along with wheels, but these activities were not in my observation so I couldn’t observe that TC could carry out these tasks. In summary I feel like TC is meeting her norms of develop ment in her gross motor skills as she carried out the tasks I set out for her to her full potential.TC Also shows that she is meeting her norms as she shows that she can Rides a trike, pushing it along with the feet as according to flood(2010) she should be doing this at the age of 2 Years also TC shows that she is meeting her norms as she shows that she can Steer a tricycle pushing along with feet. Personal learning: †¢ I learned whilst doing this observation that when you set out tasks for the children that they enjoy them more as they can learn through practice doing them. †¢ I also learned that at such a young age those children have good physical strength eg. TC could push the younger child around in the toy car †¢ I also learned that children at this age are aware of the dangers that can hurt them like when TC avoided the slide when going to the caterpillar Recommendations for T. CI Recommend that the creche do more outdoor activities with them so that TC can ke ep developing her norms. References: Flood, E. (2010). Child Development for students in Ireland . Dublin: Gill&macmillian Social development: flow chart- narrative Date:25/2/13 Time: 9:00-12:00 TC entered the creche and went straight over to the table to get toast and juice. TC sat down beside another child and said â€Å"hi† she then turned around to the adult and said â€Å"can I have some toast† The adult replyed â€Å"yes† and handed Tc some Toast. After her toast TC went over to the library counter and sat alongside another child and read a book. TC and the other child were reading the book aloud and swapping book after they had each book read.After the library counter TC went over to the home corner with two other children and pretending to cook them lunch at the kitchen asking â€Å"what would you like for lunch† TC then told the children that this is what her mammy uses to make her dinner. After this TC went over onto the mat and sang nursery rhy mes with all the other children and held hands when going around in the circle. TC then went back over to the table where she was going to have her break and asked the adult could she sit beside Lauren and luke. The adult said she could so she said beside them. TC then asked could she be the helper to give the children out there lunches and the adult let her. TC then went around giving all the children their lunches and talking to them.After Break TC went and got her coat on as she was going outside to do and outdoor activity TC stood in the line beside Lauren holding her hand singing â€Å"if your happy and you know it† song. TC then went outside with the other children and stood against the wall watching the adult demonstrating the activity. TC then got in a line behind the other children and waited her turn to do activity. After Activity was done TC went back inside as all the children were and went over and took a sit beside another child as they were making mother days c ards TC asked all the children † what colours they were using† after the activity as done it was TC home time so she got up of her chair and said â€Å"bye† to everyone and went to the door to go home. (see flow chart) Evaluation:In this observation we see that TC has progressed since the last time that she observed as she in now interacting with the children more. We see this when TC is sitting next to â€Å"Lauren and luke† and she is taking to them in the last social observation TC was mainly just joining in on what the group was doing she wasnt making her own conversation with the children. According to the Piaget a child at the age of 2 should â€Å"Initiate play activities† TC shows she can do this when she join in indoor and outdoor activities. Also according to Piaget a child at the age of two â€Å"Demonstrate personal preferences about toys, food, and activities† TC show she does this when she pretends to make food for the other chil dren.According to bowler a child at 2 should â€Å"2- 3 year olds love simple picture books with familiar things and simple stories. Read aloud to them and talk about the pictures† TC shows that she can do this when she reads the book at library corner. Summary: In this observation it shows that Tc has developed since the last time i observed her. Recommends: I would recommend that the creche workers keep getting TC involved in activity to make her interact even more with the other children. References: Bowler P and Linke P, â€Å"Your Child from One to Ten†. Australian Council for Educational Research, Melbourne, Vic. 1996. Piaget, J. , & Inhelder, B. (1973). Memory and intelligence. London: Routledge and Kegan Paul.