The Use of Computers Should Be Restricted

Some people think that the use of computers should be restricted. Agree and disagree? Being invented in technology revolution, computers play an essential role in our daily life. Despite of its advantages, computers have negative effects. To be frank, I strongly agree that the use of computers should be limited. There are numerous reasons why I hold my points of view on this issue and I would like to explore only a few primary ones in this essay. The first drawback I would like to talk about is that computers make people waste time instead of doing useful things.Nobody can deny that computers bring about a variety of benefits for our life, with the help of computer our work become easier and more effective. On the other hand, computers can make students neglect their studies. They can spend so many hours on computer games or social network that they have no time for their studies, or even when they are being in class, they may not pay attention to the lesson. One thing which is equal ly important is that using computer too much, people are certainly harm to their health.Gazing at a screen of a computer, people easily have eye strain without suitable relaxing. Furthermore, electro-magnetic waves from computers affect people’s nervous systems, which is the reason why people have headache after using computer for a long time. Sitting one place and lacking of doing exercise due to computers, osteoarthritis and obesity are the serious diseases people may deal with. Finally, computers may affect people’s thoughts and characteristics. Using computer too much make people lazy instead of doing useful things such as doing housework, playing sports.In addition, people approach bad information such as violent actions, sexual videos when they have access to the Internet. This fact can lead people’s attitudes and behaviors to become bad. Otherwise, computers make people can not build their confidence when they get into reality. Using social network limit people to have face-to-face relationships and improve communication skills From what has been said above, I may come to the conclusion that people should restrict using computers. To minimise these drawbacks of computers stated above, people should have a detail plan or purpose to use it

Methods of Performance Appraisal

Q1 . Distinguish between ‘Performance Appraisal’ and the†potentialAppraisal’. Also discuss, in bief, the methods of performance appraisal. Ans. A performance appraisal system judges the performance of an employee over a given period of time. It is an indication of how he has performed in the PAST, but may necessarily not be an indication of his performance in the future. Depending on his past performance, a person is rewarded suitable with an appropriate cash incentive or bonus. A potential appraisal system is done to judge the capability of the person for a future role, meaning you are trying to assess a person to see whether he has the necessary skills, aptitude, attitude and competency for an increased level of responsibility and accountability or a leadership role. It can be enhanced with giving him specific T & D, or assigning him a mentor. You are trying to judge his FUTURE performance based on the potential appraisal. Methods of Performance Appraisal The performance appraisal methods may be classified into three categories, as shown in Figure below. [pic] Individual Evaluation Methods Under the individual evaluation methods of merit rating, employees are evaluated one at a time without comparing them with other employees in the organization. 1. Confidential report: It is mostly used in government organizations. It is a descriptive report prepared, generally at the end of every year, by the employee’s immediate superior. The report highlights the strengths and weaknesses of the subordinate. The report is not data based. The impressions of the superior about the subordinate are merely recorded there. It does not offer any feedback to the appraisee. The appraisee is not very sure about why his ratings have fallen despite his best efforts, why others are rated high when compared to him, how to rectify his mistakes, if any; on what basis he is going to be evaluated next year, etc. Since the report is generally not made public and hence no feedback is available, the subjective nalysis of the superior is likely to be hotly contested. In recent years, due to pressure from courts and trade unions, the details of a negative confidential report are given to the appraisee. 2. Essay evaluation: Under this method, the rater is asked to express the strong as well as weak points of the employee’s behavior. This technique is normally used with a combination of the graphic rating scale because the rater can elaborately present the scale by substantiating an explanation for his ra ting. While preparing the essay on the employee, the rater considers the following factors: (i) Job knowledge and potential of the employee; (ii) Employee’s understanding of the company’s programmes, policies, objectives, etc. ; (iii) The employee’s relations with co-workers and superiors; (iv) The employee’s general planning, organizing and controlling ability; (v) The attitudes and perceptions of the employee, in general. 3. Critical incident technique: Under this method, the manager prepares lists of statements of very effective and ineffective behavior of an employee. These critical incidents or events represent the outstanding or poor behavior of employees on the job. The manager maintains logs on each employee, whereby he periodically records critical incidents of the workers behavior. At the end of the rating period, these recorded critical incidents are used in the evaluation of the workers’ performance. 4. Checklists and weighted checklists: Another simple type of individual evaluation method is the checklist. A checklist represents, in its simplest form, a set of objectives or descriptive statements about the employee and his behavior. If the rater believes strongly that the employee possesses a particular listed trait, he checks the item; otherwise, he leaves the item blank. A more recent variation of the checklist method is the weighted list. Under this, the value of each question may be weighted equally or certain questions may be weighted more heavily than others. The following are some of the sample questions in the checklist. †¢ Is the employee really interested in the task assigned? Yes/No †¢ Is he respected by his colleagues (co-workers)Yes/No †¢ Does he give respect to his superiors? Yes/No †¢ Does he follow instructions properly? Yes/No †¢ Does he make mistakes frequently? Yes/No A rating score from the checklist helps the manager in evaluation of the performance of the employee. The checklist method has a serious limitation. (e)Graphic rating scale: Perhaps the most commonly used method of performance evaluation is the graphic rating scale. Of course, it is also one of the oldest methods of evaluation in use. Under this method, a printed form, as shown below, is used to evaluate the performance of an employee. A variety of traits may be used in these types of rating devices, the most common being the quantity and quality of work. The rating scales can also be adapted by including traits that the company considers important for effectiveness on the job. A model of a graphic rating scale is given below. Table: Typical Graphic Rating Scale Employee Name†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Job title †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Department †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Rate †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Data †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Quantity of work: Volume of work under normal |Unsatisfactory |Fair |Satisfactory |Good |Outstanding | |working conditions | | | | | | |Quality of work: Neatness, thoroughness and |   |   |   |   |   | |accuracy of work Knowledge of job | | | | | | |A clear understanding of the factors connected |   |   |   |   |   | |with the job | | | | | | | Attitude: Exhibits enthusiasm and |   |   |   |   |   | |cooperativeness on the job | | | | | | |Dependability: Conscientious, thorough, |   |   |   |   |   | |reliable, accurate, with respect to attendance, | | | | | | |reliefs, lunch breaks, etc. | | | | | | |Cooperation: Willingness and ability to work |   |   |   |   |   | |with others to produce desired goals. | | | | | | From the graphic rating scales, excerpts can be obtained about the performance standards of employees. For instance, if the employee has serious gaps in technical-professional knowledge (knows only rudimentary phases of job); lacks the knowledge to bring about an increase in productivity; is reluctant to make decisions on his own (on even when he makes decisions they are unreliable and substandard); declines to accept responsibility; fails to plan ahead effectively; wastes and misuses resources; etc. , then it can safely be inferred that the standards of the performance of the employee are dismal and disappointing. The rating scale is the most common method of evaluation of an employee’s performance today. One positive point in favor of the rating scale is that it is easy to understand, easy to use and permits a statistical tabulation of scores of employees. When ratings are objective in nature they can be effectively used as evaluators. The graphic rating scale may however suffer from a long standing disadvantage, i. e. , it may be arbitrary and the rating may be subjective. Another pitfall is that each characteristic is equally important in evaluation of the employee’s performance and so on. (f)Behaviorally anchored rating scales: Also known as the behavioral expectations scale, this method represents the latest innovation in performance appraisal. It is a combination of the rating scale and critical incident techniques of employee performance evaluation. The critical incidents serve as anchor statements on a scale and the rating form usually contains six to eight specifically defined performance dimensions. The following chart represents an example of a sales trainee’s competence and a behaviorally anchored rating scale. Table: An Example of Behaviorally Anchored Rating Scale (BARS) |Performance |Points |Behavior | |Extremely good |7 |Can expect trainee to make valuable suggestions for increased sales and to have | | | |positive relationships with customers all over the country. |Good |6 |Can expect to initiate creative ideas for improved sales. | |Above average |5 |Can expect to keep in touch with the customers throughout the year. | |Average |4 |Can manage, with difficulty, to deliver the goods in time. | |Below average |3 |Can expect to unload the trucks when asked by the supervisor. | |Poor |2 |Can expect to inform only a part of the customers. | |Extremely poor |1 |Can expect to take extended coffee breaks and roam around purposelessly. | How to construct BARS? Developing a BARS follows a general format which combines techniques employed in the critical incident method and weighted checklist ratings scales. Emphasis is pinpointed on pooling the thinking of people who will use the scales as both evaluators and evaluees. Step 1: Collect critical incidents: People with knowledge of the job to be probed, such as job holders and supervisors, describe specific examples of effective and ineffective behavior related to job performance. Step 2: Identify performance dimensions: The people assigned the task of developing the instrument cluster the incidents into a small set of key performance dimensions. Generally between five and ten dimensions account for most of the performance. Examples of performance dimensions include technical competence, relationships with customers, handling of paper work and meeting day-to-day deadlines. While developing varying levels of performance for each dimension (anchors), specific examples of behavior should be used, which could later be scaled in terms of good, average or below average performance. Step 3: Reclassification of incidents: Another group of participants who are knowledgeable about the job is instructed to retranslate or reclassify the critical incidents generated (in Step II) previously. They are given the definition of job dimension and told to assign each critical incident to the dimension that it best describes. At this stage, incidents for which there is not 75 per cent agreement are discarded as being too subjective. Step 4: Assigning scale values to the incidents: Each incident is then rated on a one-to-seven or one-to-nine scale with respect of how well it represents performance on the appropriate dimension. A rating of one represents ineffective performance; the top scale value indicates very effective performance. The second group of participants usually assigns the scale values. Means and standard deviations are then calculated for the scale values assigned to each incident. Typically incidents that have standard deviations of 1. 50 or less (on a 7-point scale) are retained. Step 5: Producing the final instrument: About six or seven incidents for each performance dimension – all having met both the retranslating and standard deviation criteria – will be used as behavioral anchors. The final BARS instrument consists of a series of vertical scales (one for each dimension) anchored (or measured) by the final incidents. Each incident is positioned on the scale according to its mean value. Because the above process typically requires considerable employee participation, its acceptance by both supervisors and their subordinates may be greater. Proponents of BARS also claim that such a system differentiates among behavior, performance and results and consequently is able to provide a basis for setting developmental goals for the employee. Because it is job-specific and identifies observable and measurable behavior, it is a more reliable and valid method for performance appraisal. (g)Forced choice method: This method was developed to eliminate bias and the preponderance of high ratings that might occur in some organizations. The primary purpose of the forced choice method is to correct the tendency of a rater to give consistently high or low ratings to all the employees. This method makes use of several sets of pair phrases, two of which may be positive and two negative and the rater is asked to indicate which of the four phrases is the most and least descriptive of a particular worker. Actually, the statement items are grounded in such a way that the rater cannot easily judge which statements apply to the most effective employee. The following box is a classic illustration of the forced choice items in organizations. Table: Forced Choice Items 1. LeastMost ADoes not anticipate difficultiesA BGrasps explanations easily and quicklyB CDoes not waste timeC DVery easy to talk toD 2. LeastMost ACan be a leaderA BWastes time on unproductive thingsB CAt all times, cool and calmC DSmart workerD The favorable qualities earn a plus credit and the unfavorable ones earn the reverse. The worker gets over plus when the positive factors override the negative ones or when one of the negative phrases is checked as being insignificantly rated. They overall objectivity is increased by using this method in evaluation of employee’s performance, because the rater does not know how high or low he is evaluating the individual as he has no access to the scoring key. This method, however, has a strong limitation. In the preparation of sets of phrases trained technicians are needed and as such the method becomes very expensive. Further, managers may feel frustrated rating the employees ‘in the dark’. Finally, the results of the forced choice method may not be useful for training employees because the rater himself does not know how he is evaluating the worker. In spite of these limitations, the forced choice techniques is quite popular. h)Management by Objectives (MBO): MBO represents a modern method of evaluating the performance of personnel. Thoughtful managers have become increasingly aware that the traditional performance evaluation systems are characterized by somewhat antagonistic judgments on the part of the rater. There is a growing feeling nowadays that it is better to make the superior work with subordinates in fixing goals. This would inevitably enable subordinates to exercise self-control over their performance behaviors. The concept of management by objectives is actually the outcome of the pioneering works of Drucker, McGregor and Odiorne in management science. Management by objectives can be described as â€Å"a process whereby the superior and subordinate managers of an organization jointly identify its common goals, define each individuals’ major areas of responsibility in terms of results expected of him and use these measures as guides for operating the unit and assessing the contributions of each of its members†. MBO thus represents more than an evaluation programme and process. Practicing management scientists and pedagogues view it as a philosophy of managerial practice; it is a method by which managers and subordinates plan, organize, control, communicate and debate. Features ? MBO emphasizes participatively set goals that are tangible, verifiable and measurable. MBO focuses attention on what must be accomplished (goals) rather than how it is to be accomplished (methods). ? MBO, by concentrating on key result areas translates the abstract philosophy of management into concrete phraseology. The technique can be put to general use (non-specialist technique). Further it is â€Å"a dynamic system which seeks to integrate the company’s need to clarify and achieve its profit and growth targets with the manager’s need to contribute and develop himself†. ? MBO is a systematic and rational technique that allows management to attain maximum results from available resources by focusing on achievable goals. It allows the subordinate plenty of room to make creative decisions on his own.

Power and Dependency

Section B: The Power-Dependency Relationship In order to understand power, one must understand that it comes from dependency. Power and dependence have a causal relationship in that power creates dependence and vice versa. In addition, power and dependence are positively correlated because the degree of power A has over B is equal to the degree of dependence A has on B (Molm, 1990). Therefore, the more power A has over B, the more dependent B will be on A. â€Å"Dependence increases when the resource [one controls] is important, scarce, and non-substitutable (Robbins & Judge, 2013)†.To illustrate this point, consider the following: 1. Importance – If A places great value on a resource B controls, then A’s dependence on B increases. For example in the given scenario, Employee 1 places great value on receiving a large bonus that will be used to go on a much needed vacation. Since the bonus depends on the performance review rating given by the manager, Employee 1’s dependence on the manager increases. This can also be demonstrated in Employee 3’s case. The sales team places high importance on increasing sales. Employee 3 used referent power to convince the team to try the new idea and was selected to lead the team.The sales team is now dependent on Employee 3 to be their leader and generate increased sales. 2. Scarcity – If A has sole control over a resource that B considers valuable or important then B will be solely dependent on A. For instance, Employee 2 is the only CPA in the company and as a result is the only employee able to prepare financial statements. CPA’s are scarce in the company therefore the accounting manager’s dependence on Employee 2 increases. The manager is solely dependent on Employee 2 to complete this vital task for the company.Another example can be seen in Employee 1’s case. Employee 1’s manager has sole control over the performance review rating which means that he or she is solely dependent on the manager. 3. Non-Substitutability – The less alternatives there are for a resource which A controls and B requires, the more B will be dependent on A for that resource. The Accounting Manager over Employee 2 has Legitimate Power to approve the shortened workweek and that power cannot be substituted by any other employee in the company. As a result, Employee 2 is solely dependent on the manager to approve the schedule.

My Theory of Literacy Essay Example | Topics and Well Written Essays - 750 words

My Theory of Literacy - Essay Example Computer skills are needed in education as well as in the job. What good an individual that can just read and write do in the contemporary organization in which manual work has been replaced with mechanical work? In the past, individuals with an ability to write and read were considered literate because these two skills sufficed to be employed in any organization, but contemporary organizations are way more demanding. The contemporary definition of literacy is incomplete unless the significance of computer skills is acknowledged and set as one of the criteria for judgment of an individual literacy. Charles Bazerman defined literacy in these words, â€Å"Literacy does not require or inexorably lead to any particular development, but it is a powerful tool available for organizing, extending, providing resources for, and transforming all of our social endeavors† (Bazerman cited in Goggin). Writing is conventionally associated with creativity. Every piece of writing has to be orig inal or it would be considered as plagiarized. Thus, writing is essentially a creation and the writer is an inventor, but Bazerman does not consider such a person necessarily literate. His definition of literacy requires a literate person to be able to organize, promote, support and transform his/her social efforts using his/her literary skills. All of these functions are achieved with a computer these days. Computer helps organize the data. Programs like Microsoft Excel help not only organize the data, but also perform different kinds of functions upon it. Programs like Corel Draw transform imagination into reality. An in-depth analysis of the computer skills suggests that use of computer does a lot to improve a person’s social and critical analysis skills. â€Å"Many contemporary perspectives on literacy view scripted text as one component of complex acts and practices of written communication that occur in social contexts† (Goggin). Modern age is characterized by so cial media. Today, writing has evolved so much that it encapsulates a lot of linguistic styles that were unknown to the writers of the past. Old literature is characterized by formality. Modern literature is informal to the maximum limits. In the past, there used to be abbreviations for long words. Nowadays, there are abbreviations for phrases. For example, â€Å"also known as† is written as â€Å"aka†, â€Å"laughing out loud† is written as â€Å"lol†. These are only two of the hundreds of abbreviations that chatting on social media websites has given birth to. Today, an individual who is able to write but does not understand or use these abbreviations in the scripts is as illiterate as anyone in the past who could not write. These abbreviations and such other modifications of literature are a result of the time-based modification in the assumptions and values of people. Robert Scholes had realized the importance of modern and emerging linguistic pattern s in the writing back in 1985. He expressed his realization in these words: What students need from us . . . now is the kind of knowledge and skill that will enable them to make sense of their worlds, to determine their own interests, both individual and collective, to see through the manipulations of all sorts of texts in all sorts of media, and to express their own views in some appropriate manner. (Scholes cited in Schwartz). Of the two texts, Schwartz has presented a more rational analysis of the concept of literacy by emphasizing upon the need to

Case study Essay Example | Topics and Well Written Essays - 1000 words - 5

Case study - Essay Example The stress may have been one of the results as to why she contracted bipolar disorder. According to McDonald 2005 stress situations have been known to trigger bipolar disorder especially for those people who have a genetic vulnerability. The stress might have been as a result of the work environment which was not very conducive. Catherine did not have the courage to reveal that she was suffering from a dipolar disorder. This made the situation even worse since it added to her stress. Deciding on what step to take was the most difficult situation for her and it actually amplified her stress. She did not want to leave the job since it was the only source of living for her, her husband and their child. On the other hand, she was afraid to tell the manager that she was suffering from the condition since she feared she might be promoted again. Further, resigning was also a difficult action for her having witnessed how people who had resigned before had been treated by the managers. All th ese situations became too much for Catherine and her condition did not improve, instead it worsened. Catherine was lacking of self- confidence; she did not have self- esteem and did not even have the courage to talk about her situation. ... Self –disclosure is not easy and in most cases is â€Å"it depends on the relationship that exist between the involved parties and the trust they have for each other† (Hargie, 2011). Self-disclosure has a number of benefits and it has some risks as well. For instance, in some cultures, self –disclosure is an important element in a relationship. For two people to form a kind of a relationship, they must know one another (Schwartz, Galliher & Domenech, 2011). Therefore, if Catherine discloses herself to the management, there is a possibility that the relationship will improve (Corrigan, Kosyluk & Rusch, 2013). The management will understand her situation and therefore they will be likely to do what they can so as to help Catherine. Her working environment will improve since the management will provide her with what she needs to recover. She might be given an extended leave to go and rest and this might be important to improve the situation. Self –disclosure is likely to help Catherine in positive development and this will be beneficial considering her condition. According to Maata and Uusiautti (2013), communication is important is it improves the status of any form of relationship. This could also be applicable in the relationship between Catherine and the rest of the workers in the organization as well as with the managers. The workers have been seen to discuss her since her return to work and also make smiles about her. This has affected her relationship with them and it is only through self-disclosure that the situation is likely to improve. She will be better positioned to manage the situation. Self –disclosure on the other hand might be risky. It is not always one will be appreciated when they talk to others about themselves. Self- disclosure may lead

Early Childhood-Practical Life Research Paper Example | Topics and Well Written Essays - 750 words

Early Childhood-Practical Life - Research Paper Example When children are exposed to practical life activities early on in life it not only enables them perform common physical tasks but also helps in the character building as they learn patience and responsibility while performing the activities. For example practical life activities help children to button their shirts and tie their laces, to clean things, to set the table and eat properly and later clean and wash dishes and keep them in their respective places. All these tasks require patience and concentration and in the end give the child fulfillment and happiness upon completing the tasks. Children also learn to be devoted and accurate by doing the tasks and in the process they also develop and calm and dignified attitude. According to Maria, when a child is repeatedly exposed to real life tasks the child would automatically attain the ability to perform other tasks later in life. Performing everyday tasks would also enable the child to develop a sense of balance and analyze their movements. And when they repeat the tasks they would be able to achieve perfection in their tasks. The usefulness of repetition is especially true among young children and it also teaches the child a lifelong lesson to strive in achieving perfection in all their endeavors. 2. Achieving power over your own movements leads to independence. Montessori constantly refers to the importance of movement. A teacher can become an â€Å"obstacle to a child†. What did Maria Montessori mean by this statement? Taking the example of the teacher who prevented the little boy from viewing the objects in the basin through his own efforts, Maria stresses that it is necessary for instructors to initially watch the movements of their children and teach them the difference between what is right and wrong. This would help the children to better regulate their movements. Once the children are made aware of this

CREATING A BUSINESS EMAIL Essay Example | Topics and Well Written Essays - 500 words

CREATING A BUSINESS EMAIL - Essay Example tment has brought to our attention that some employees either knowingly or unknowingly have installed wireless networks on the main company’s network. Whereas the company has made concerted efforts to provide wireless networks for workers, use of hot spot networks on mobile phones within our network qualifies as rogue access points. Additionally, some have gone to the extent of using Modem supported networks on office computers. However, the most risky rogue access points are made when employees try to connect their personal cell phones or laptops to other Wi-Fi supplied by unknown Wi-Fi vendors. These unsecure networks become access points in which intruders can access the main company’s network. Let us kindly remember that the effects of rogue access points on our company are detrimental. Secure networks in any business ensure that important business information does not leak to malicious people. Additionally, secure networks ensure that information systems within the business remain secure from manipulation. However, the most fateful event would happen when our business secrets leak to our business rivals. Certainly, such information may be used against us hence compromising the success of our business. As stipulated in the employment policy and regulation document, it is unlawful for any employee to act in a way that compromises the success of the company. Therefore, all employees are reminded that setting up of rogue access points using personal mobile phones as hot spots or tethering devices while working within the company’s internet is therefore unlawful. Setting up of networks using Modems is also unlawful. More often, the effects of such actions may cost us heavily hence compromising the source of income for all employees. Let us remark that honesty is one of the core pillars of our corporate culture and our success so far has only been possible through honesty and integrity that you have displayed so far. More important is the need to remember

Sound levels Essay Example | Topics and Well Written Essays - 1000 words

Sound levels - Essay Example There is no doubt that the amount of noise generated in the NICU can be significant. A study at the University of Padova established noise levels within and outside the incubator. It divided those noises into significant ‘white’ noise, and specific noises, which can be used by voluntary and involuntary noises generated when workers touched the plexiglass surface of the incubator, or connected or disconnected to the incubator. It appears that the background noise was less harmful than the sudden and unexpected noises, which tended to generate levels above 80 dB (Benini, 1997). A literature review discovered a good deal of evidence of neonatal stress from noise, with the most common measures being cardiovascular and respiratory response. The authors list the key stimuli, including sound intensity, and the effect that they have on the infant’s behavioral state. Some articles have differentiated the neonates by gestational age and infant maturity. As one of the co-authors found, however, the sample sizes were small, and the variables were not well controlled in most studies (Morris, 2000) Noise has been measured and reported upon in the NICU since the 1970’s. At that time, noise levels were reported in the 70-117 dB range, which is clearly above currently-acceptable levels (Peltzman, 1970) (Long, 1980) (Satish M. a.-S., 1993) (Satish M. S., 1991) . These studies suggested that continuous and elevated noise levels resulted in significant deterioration in healing and levels of nervousness in neonates. Early work on the effects of noise in the NICU concentrated on noise within the incubator itself; these led to improvements in incubator noise reduction, and resulted in a general emphasis on NICU noise reduction (Bess, 1979). It is always difficult to find accurate, reproducible responses of newborns to stimuli. One effect which can be reproduced is that of reduced noise on sleeping times for infants. Strauch et al led a study which

Is One Experience Enough Essay Example | Topics and Well Written Essays - 1000 words

Is One Experience Enough - Essay Example The American population is a mixture of different people from all over the world, the country thus enjoys a rich cultural background, thus capable of accommodating any other new citizen as the essay below posits. The U. S is among the countries with one of the most liberal structures in the world. The county has a vigilant civil group that monitors and criticizes the activities of the government with the view of creating a constitutional environment. This way, the pressure groups ensure that the country maintains a high level of constitutionalism and the government respects and safeguards the interests and rights of every citizen. The American constitution protects the rights of every citizen from whichever background. The country is among the first countries to protect the rights and privileges of the gays and lesbians. The controversial move to embrace the sexually misconstrued group sought to offer a liberal society in which everyone enjoys a degree of freedom regardless of their sexual orientations. Several nations globally do not recognize the group, in fact some countries both in the developed and developing economies still shuns the rare sexual connotations thus compelling the homosexuals to live in fear and secrecy. With the view of respecting and protecting human integrity, the American government through its vigilant citizenship and dynamic constitutionalism sought to incorporate the rights and privileges of every citizen including the homosexuals. Currently, the country is a safe haven for thousands of homosexuals from different countries through out of such countries due to the unnatural nature of their sexual orientation. The American society does not consider the sexuality among other personal issues of an individual; people in the society interact on personal levels without the investigation of private issues. This way, the American

Finance Management Essay Example | Topics and Well Written Essays - 4500 words - 1

Finance Management - Essay Example The paper also assesses loans for the investment proposal and two suitable alternatives have been discussed. Analysis of Current Financial Performance: Ratio analysis has been used here to identify the company’s position in terms of the profitability, efficiency, liquidity and financial structure. (Drury, 2005) Here the paper analyses the financial results of the four divisions over the past three years, based on which the business improvements in terms of the aid planning, control and performance management in the future have been discussed. The results are as discussed below: Profitability: Based on the profitability ratios, it has been noted that the Quality Product Division has seen an improvement in terms of the net profit margins. The company has moved from a loss to a profit of almost 3.36% which shows growth. Also the Return on Equity has also grown from a negative result in 2007 to almost10% which is close to the company’s required rate of return. The gross pro fit margin for the company however has been stable. Quality Products Division

A Review Of Related Literature On A Time On Task Rewards System And A Research Paper

A Review Of Related Literature On A Time On Task Rewards System And A Summary Of The Methodology Used In Experimentation - Research Paper Example According to cdc.gov, as much as 8% of children between the ages of 3-17 are suffering from Attention deficit hyperactivity disorder or ADHD. This makes this disorder a very real occurrence in our communities, and specially our schools. This makes almost one out of every 12 children affected by this issue. Although this is normally not life threatening, it does have serious effects on a child’s life. Some people also think that this disorder does not exist and that it is just some simple thing such as the child's will to do a task, but according to nytimes.com, as well as the individual they interviewed, Dr. Barkley, the disorder is quite real. According to nih.gov, symptoms of this disorder include irritability, forgetfulness, easily distracted from a task, difficulty with focusing on a certain tasks, hyperactivity, restlessness and others. These are the kinds of symptoms that are often mistaken for other issues such as the child's lack of discipline, lack of will to concentr ate, dislike of the task at hand and others. These symptoms also have a huge effect on a child's education. Due to these symptoms, at least 1 out of every 12 children have a problem concentrating while in school, or while doing their home works or seat works. Due to these issues, these children will have a hard time keeping up with lessons and have a hard time learning new topics. Because of these effects on the child's learning, we can now consider this disorder as a learning disability. Our subject, who we will name â€Å"Angelina† is affected by this disorder and is historically known to have difficulty in concentrating, and focusing on certain tasks, especially when it comes to reading comprehension. This paper's goal is to look at related literature regarding her disorder, define certain aspects of the disorder, and attempt a simple experiment with a discipline style known as the rewards system, to try and see if this style of discipline will have any effect or will show any improvement in Angelina's lack of focus and concentration. This paper will attempt to discuss these topics in sections, namely: Review of related literature Definition of â€Å"learning disorder† Learning characteristics associated with learning disorder Reading challenges of learning disorder, & its effects Strategies to use when dealing with children with learning disabilities Conclusion Methodology Intro paragraph Participant Setting Design Inter-rater reliability Description of the procedure – chronological summary of the major events in your study Baseline Intervention Return to baseline Data collection procedures Social validation Concluding paragraph Results Discussion Definition of â€Å"learning disorder† As previously mentioned, ADHD can have a considerable effect on a child’s learning because it affects the persons ability to learn and review things, but can we consider ADHD as a learning disorder? We must define exactly what a learning di sorder is. According to brighthub.com, ADHD and a learning disorder are 2 different kinds of disorders. It goes on to explain that â€Å"ADHD effects learning in almost thirty per cent of the cases.† The different of the 2 disorders is explained in a very simple yet effective way in the article. It describes that although ADHD is able to have an effect on learning, it is a medical condition. It affects â€Å"all cognitive functions.† While a learning disability only affects the child or person while learning or trying to understand new information. A simple analogy that was also used in the article is that while a learning disorder will prevent the proper functioning of a few brain functions related to learning, ADHD softens functionality of all brain functions. Also, learning disorders only take effect while trying to do certain cognitive functions. According to Sheila L. Videbeck in her book â€Å"Psychiatric mental health nursing, Third edition†

Overview of the Film Free

Overview of the Film Freedom Writers Essay Based on a true story, Freedom Writers is an inspiring film about a young teacher named Erin Gruell (played by Hilary Swank) who chooses to work at Woodrow Wilson High School in Long Beach, California. It is a school that is torn by gang violence and racial tension due to the recent integration program in that district. The story begins in 1994, Erin is a newly hired teacher at the high school and is assigned to teach Freshman and Sophomore English. Teaching at the school is nothing like what she expected, as fights constantly break out both inside and outside of the classroom. Additionally, students come to school strapped with guns (if they come at all). The teachers have very little faith in the students and the students have very little faith in Erin Gruell, but as time goes by she develops their trust and respect. Erin throws out her more traditional lesson plans and instead appeals to the students by having them write daily journals about their personal stories. She teaches them about the Holocaust, Anne Frank, and takes them on field trips and to restaurants. At the same time that Erin tries to reach out and inspire these young people, Erin faces a divorce and protests from her fellow coworkers. However, Erin rises above these adversities to inspire her students to soar to new academic and personal heights, none of which they ever thought were imaginable. Erin displays unwavering faith in her students and in their capacity to learn. Likewise, these students find faith in themselves and each other and previous gang, racial, and territorial divides are broken down as students like Eva, Jamal, Marcus, and Brandi gain the courage to do what’s right and improve their lives. The ending is incredibly motivational as Erin gets 35 computers to be donated to her school so that her students can compile their stories from their journals into a book that would eventually be published in 1999. Most of her students went on to college and broke from their previous lives.

Drama activities: teaching english in the esl classroom

Drama activities: teaching english in the esl classroom If even the greatest dramatist that has ever lived in this world believes that all humans are actors, who are we to disagree? I for one completely do not. As a language practitioner, I for one strongly believe that drama has the potential of making the learning experience fun for the students and even memorable because it is â€Å"real†. Let me tell you why. Students in schools today seem to have very little exposure to the English language. The only contact with the language comes from being taught using the traditional ‘chalk and talk method in the English language classroom. They have very little experience with real-life situations where the English language is used as a communication tool. It is not surprising then that the Communicative Approach has been introduced in the new ‘Kurikulum Bersepadu Sekolah Menengah (KBSM) English Language program. The communicative syllabus will focus not only on the linguistic competence but also on the development of the communicative ability of the learner. Instead of being a passive participant, the learner is now encouraged to take a more active role in their own language learning process in the classroom. In line with the National Education Philosophy, classroom strategies devised by the English teacher should cater not only for efficient language but also provide opportunities for students personal development to produce students who are competent and confident language users (Compedium, 1989). Teachers who advocate the Communicative Approach are expected to develop strategies that would promote self-learning, group interactions in authentic situations and peer- teaching, instead of the traditionally teacher-dominated and teacher-directed classes. The activities would also require the learner to do things with the language such as making choices, evaluating, and bridging the information gap. Examples of such activities are drama, role-play, simulation games, improvisation and miming. For the purpose of this project paper, we shall look at drama activities as a communicative tool in the teaching and learning of English in the ESL classroom. Drama has always had a close relationship with the teaching of the English language. With its link to literature, drama is a powerful tool in developing the students communicative ability. Generally speaking, drama is student-centered because it puts the students in a position to do most of the communicating and interacting instead of the teacher. Therefore, the onus is now on the students to take control of their own learning. Psychologically, it is also very motivating for there are no wrong answers in drama, allowing success for each student. The flexibility and openness of drama also provides the students a greater degree of freedom as compared to when they are required to find a single acceptable answer in the conventional English language lesson. Students acquire fluency skills at a much faster rate as a result of promoting student student talk and reducing the teachers role to a necessary low level or almost non-existent in some cases. Looking at it from the teachers perspective, engaging in group activities, as in drama, allows students to feel more relaxed and in turn feel comfortable to express their feelings better; compared to when they are required to come up with individual responses. Used properly, drama allows both the teacher and learner to gauge how far the learners ability to communicate has developed and this in time can develop confidence and better social skills in the learner. Furthermore, it is emphasized that English should be taught to not only develop the basic means of communication, but to further encourage fluent and accurate expression, both oral and written. Once the students begin to master the language they should be able to overcome their self-consciousness and develop their confidence to express views openly and articulately. These students would then make English meaningful and relevant in the sense that now they can take it out of the classroom and use it in their everyday lives. It i s rather obvious to realize the common ground English and drama share. Drama should contribute significantly to the realization of all these aims. Statement of the Problem Students in schools today seem to find the learning of English irrelevant and to a certain extent, confusing. They do not need to use the English they have learnt in the classroom in their daily lives. English language moreover, is often described as â€Å"a strong second language† but is, in reality only treated as a foreign language in all primary and secondary schools (Compendium, 1989). This change in the status of English in the system has brought with it a lot of problems for both teachers and students. Students who are hesitant to communicate in English may view the use of the language orally as trivial and insignificant to language learning. To them, to be merely ‘competent in the language is sufficient, rather than to ‘perform them (Chomsky, 1965). In actual fact, students especially the shy and silent ones, are afraid of making bizarre mistakes or errors. Thus, many resort to the use of their mother tongues or their L1 in their daily discussions or daily convers ations. The launching of the Language Policy in 1971 adds to this restriction. Bahasa Melayu was made the sole medium of instruction in schools and other formal events. At the same time, students of all races and background seemed to be more comfortable communicating in Bahasa Melayu, and so the importance of English language has been gradually declining. One possible way of overcoming this problem is to supplement the conventional English teaching methods with suitable teaching techniques such as drama, which offer the students the chance to actually use the English they have learnt. Even though the students English may not be perfect, the activities would help them to improve verbal communication. Objective of the Study The main aim of this study is to give a broad introduction to drama and to show how such techniques can be useful in the teaching and learning of the English language, particularly in Malaysian schools. This exploratory study plans to achieve the following objectives: To determine the students extent of exposure to drama activities. To ascertain students motivation towards learning English. To assess students attitudes towards learning English. Research Questions Specifically, this study seeks answers for the following research questions: Have the students been exposed to drama activities in their language classroom? What are the students motivations in learning the English language? What are the students attitudes towards English? Significance of the Study There is fundamental need for learners to bring what they have learned in the four walls of the classroom out into the open and apply it in ‘real-life situations; and drama activities meet this need. This study therefore hopes to make teachers of English language aware and to have the conviction that drama activities can be an effective tool in language teaching. It is hoped that this study will be an ‘eye opener for teachers and students of ESL. It provides the necessary information for language teachers to make students inevitably participate in the English lesson and thereby gain self-confidence in using the language. Thus, the significance of this study is to make ESL teachers aware that rather than acting in plays or studying them, students are taught English using a technique derived from drama as a social process of development. This will obviously promote the use of drama in the teaching and learning of ESL and in its widest sense, is best seen as an alternative methodology to one based on the traditional ‘chalk and talk. As far as students are concerned, they will soon see the purpose of drama activities in their learning and how realistic and relevant they are when applied in their everyday lives. Since drama activities often portray the society from which the students come from, it can give the students an opportunity to feel what life is all about. Drama activities encourage the students to make practical and rational judgments when confronted by complex situations, which they may encounter later in life. This valuable experience would certainly hold them in good stead in their future. Thus, the significance of the study advocates the usage of drama activities in the ESL classroom. It is aspired that teachers would adopt this technique and adapt the activities to the relevance and needs of their students. Limitations of the Study On the basis of discussion on this project paper, the drama activities presented is targeted towards Form four students of intermediate proficiency level. The drama activities are some of the possibilities for social interactions that lie within classroom situations. However, some of its limitations were recognized, in particular: In situations outside the classroom, learners will need to satisfy a much wider variety of communicative needs arising from the events of everyday life. They will need to cope with greater variety of patterns of interactions. These may vary from the formal interview, with its tightly controlled structure, to the informal gathering where everybody competes on an equal basis for turns to speak. They will need to become involved in different kinds of social relationship, for which different forms of language will be needed. In order to prepare learners to cope with these wider functional and social needs, we must look for ways extending the possibilities for communicative interactions in the classroom (Littlewood, 1984). It is hoped that by using the drama activities, the apparent gaps can be bridged and in return the students language competency and performance can be enhanced. Definition of Terms Drama How do we, as teachers of English as a Second Language bring drama into todays classroom? Though some teachers have tried using drama in their classroom, they are still in a state of confusion. This is not because they do not know how to teach it, but simply because they are not sure of its purpose in education. The use of communicative activities is a technique to achieve one of the aims of the communicative approach, which is to obtain communicative competence. The important aspect of this approach is to communicate with another person in the classroom and in the long term, the society (Wan, 1990). Drama used in the classroom can be considered a communicative activity since it fosters communication between learners and provides opportunities to use the target language in various ‘make believe situations. Thus, drama is any activity, which asks the participant to portray himself in an imaginary situation; or to portray another person in an imaginary situation. Drama is concerned with the world of ‘pretense. It provides an opportunity for a person to express himself through verbal expressions and gestures using his imagination and memory. According to Wan (1990), drama takes what it shares with English, an emphasis on developing the means of communication and extends this means to include all the paralinguistic aids to meaning which takes communication beyond just writing to gestures and physical interaction. Drama activities draw on the natural ability of every person to imitate, mimic and express himself. The students are encouraged to draw on their natural capacity to live parts of his past experience that might otherwise never emerge. When students are brought together they bring along with them different life and different background into the classroom. According to the Oxford Dictionary (1995), drama is defined as a literary composition to be performed by actors; play or the art of acting, writing or producing plays. But for the purpose of this paper, drama refers more to informal (creative drama) as it is used in the language classroom and not on stage. Drama is doing. Drama is being. Drama is such a normal thing. It is something that we all engage in daily when faced with difficult situation. This is clearly illustrated by Tricia (1984) when she quotes, â€Å"Getting on with our day-to-day live requires a series of masks†. Generally, drama is considered as a type of activity in which the learners are given fairly controlled scenarios to interpret. But the term drama is often viewed with confusion because different people use it in different ways to suit different contexts. As such, it seems necessary to define the terms from the perspective of teaching and learning English as a Second Language (ESL). Drama takes into account the socio-psychological aspects of learning as it involves the whole person and his total response. For some students drama techniques can be an alternative means of learning the language and may produce far more positive results than normal classroom teaching (Mordecai, 1985). CHAPTER 2 REVIEW OF RELATED LITERATURE Introduction Drama is used in ESL classrooms to promote communication in its authentic form. The Communicative Approach advocates that learners need to learn how to use the target language in ‘real life situations and drama activities meet this need, for it allows natural learning. If examined carefully, we would find that, English teachers define English as one that encourages and develops communication skills, self-expression, imagination and creativity. These are the key terms, which would surface as aims of teaching in a language classroom. When similarly confronted, teachers of drama say the same thing. Thus, drama invariably and significantly contributes to the realization of all the aims in an ESL classroom. The Communicative Approach The term ‘approach refers to the theories about the nature of how language is learnt (Richards, 1986). It takes into account the basic units of language structure and the nature of language proficiency. It also considers the psycholinguistic and cognitive processes involved in language learning and the conditions that allow for effective learning to take place. The Communicative Approach thus refers to the belief that language learning is communicative competence (Richards, 1986). Communicative competence here refers not only to the knowledge of the grammatical rules of a language and how to form grammatical sentences but also to know when, where and to whom to use these sentences in a speech community (Richards, 1985 and Hymes, 1972). Communicative ‘Methodology on the other hand, refers to the different ways of teaching language using the communicative approach. Therefore, the term ‘techniques refers to different classroom activities (Wan, 1990). In this study they will be called communicative activities. In the Communicative Approach, language teaching and learning emphasized the use of language for the communication of meaning than learning the language structures, forms and vocabulary (Wilkins, 1976 and Widdowson, 1978). However, this does not imply that the grammatical and lexical aspects are neglected. In fact, they do have a place in the Communicative Method of language teaching. Therefore, the ‘how of language teaching and learning refers to the specific techniques and procedures used to unconsciously acquire and consciously learn a language through communication (Brumfit, 1984). The Nature of Communicative Activities Communicative activities refer to the techniques, which are employed in the communicative method in language teaching. Examples of such activities are games, simulation, miming, drama and role-play, which make use of the target language. The activities involve doing things with language and these language activities for communication is not restricted to conversation and may involve listening, speaking, reading and writing or an integration of two or more skills. Communicative activities have the following characteristics (Wan, 1990): They are purposeful. They are beyond strictly practicing particular structures. They are interactive. The activities are often conducted with others and often involve some form of discussion. Authentic materials are used. The situations in which the learners have to use language should be as realistic as possible. The language models given should be authentic. They are based on the information gap principle. Five guiding principles have been vividly outlined behind the use of communicative activities as language teaching and learning techniques (Morrow, 1981). They are as follows: 1. Know what you are doing. This principle gives relevance to the lesson, which the students would want to use in order to perform in the target language. For example in teaching speaking, the task could be asking for directions to a certain place.. The students here communicate with each other and there is no control over the exact language used but the situation is controlled. 2. The whole is more important than the sum of the parts. In the communicative method, the natural language is dealt in real situations where it is necessary to work in the context of the whole. Communication is not learnt inductively as it cannot easily be analyzed into its various components without its nature being destroyed in the process. For example you may teach the component of various forms of greeting but it is no guarantee that the student will be able to choose the appropriate form when required in a real-life situation. 3. The processes are as important as the forms. The processes of communication such as information gap, choice and feedback, should be as much as possible replicated in trying to develop the ability of the students to communicate in the target language. The teacher must try to devise exercises where there is an information gap so that real meaningful communication can take place. The participants in a conversation also have a choice in what they say and how they say it. When undergoing these processes, there should be ample feedback during interaction between two speakers in order to gauge if the message has been successfully sent across. 4. To learn it, do it. Only by practicing communicative activities would students learn to communicate. Students must become responsible for their own learning. This is what student-centeredness entails and thus the role of the teacher consequently changes. He / she must learn to take a backseat and should no longer dominate the learning situation. The teacher is now a facilitator and should strive to provide all the help the student needs to play an active role in his own learning. 5. Mistakes are not always mistakes. As language practitioners we must able to make the distinction between ‘mistakes and ‘errors. There is the need for flexibility in deciding to treat ‘mistakes at different stages of the learning process towards communicative competence. We must not be hasty in wielding the axe on the students as ‘mistakes are evidence of learning taking place after all. The use of communicative activities is to achieve one of the aims of the communicative approach, which is communicative competence. The essence of this approach is to communicate with another person in the classroom and in long term the society. Hence, drama can be used in the classroom since it fosters communication between learners and provides opportunities to use the target language in various ‘make believe situations. Drama also allows participants the opportunity to act out roles and to use all the media of communication, the voice, gesture and movement. It thus takes what it shares with English, an emphasis on developing the means of communication, and extending these means to include all the paralinguistic aids to form meaning. This takes communication beyond the two dimensions, writing and talking, to involve the third dimension of gesture and physical interaction, thus encouraging active and discriminating observation and listening, which true communication always dem ands (Tricia, 1984). Drama Versus Theater Susan Holden (1981) defines drama as any activity which asks the participant to portray himself in an imaginary situation; or to portray another person in an imaginary situation. Drama is thus concerned with the world of lets pretend. It provides an opportunity for a person to express himself through verbal expressions and gestures using his imagination and memory. In this paper, drama refers more to dramatic activities as the setting is the language classroom rather than the stage. The participants in the drama activities are thus learners and not actors. To have a further understanding between Drama and Theater, a clear distinction has to be made between the two concepts. One way of accomplishing this is to look at Drama as process oriented and Theater as being product oriented. Through the examination of the fundamental features that lay behind both these concepts, ONeill (1995) came up with the following characteristics for each of them: 1. Drama as a Process The emphasis is placed on participants experiencing personal growth through an exploration of their understanding of the issues within dramatic experience. Student and teacher share equal places in the development, analysis and the carrying out of the drama activities. The drama is normally not performed for an audience. 2. Theater as a Product The students personal growth is measured through the learning of skills. The study is facilitated through a scripted work not of the students making. The teacher transfers her or his interpretation and analysis of the drama. The primary objective is formal play production. For the purpose of this paper, we will focus on Drama as a Process rather than Theater as a Product. As opposed to the traditional idea of theater, which results in an end performance, drama as a process is performed for the sake of the act of doing it, not for an audience, not for a production, and it doesnt need to be rehearsed. The audience can simply be the performers themselves. Drama as a process refers to a teaching method that involves children in imaginary, unscripted, and spontaneous scenes, in which the meaning is made from the engagement and transactions between the teacher and students (Schneider Jackson, 2000). The students and teachers work together to create an imaginary dramatic world within which issues are considered and problems can be solved. In this world they work together to explore problems and issues such as betrayal, truth and other ethical and moral issues. ONeill (1995) mentions that sometimes the work may begin as light-hearted, but the teacher always layers more dramatic tension and complexity into the work because the teacher may aim for a pedagogical outcome. In Drama as a Process, students learn to think beyond their own points of view and consider multiple perspectives on a topic through playing different roles. Playing a range of positions encourages them to be able to empathize with others and to consider life from their viewpoint. It allows them to walk on other peoples shoes, to walk the paths they tread and to see how the world looks from their eyes. Since the end product is not the focus, students work at every moment to produce to the best of their ability. In this way, drama can be seen as more meaningful, productive, and well-rounded. Drama thus, not only teaches students to be better communicators in a variety of authentic situations, but also compels them to use English in ways that differ from everyday classroom interactions, mimicking more authentic language use. Drama in the ESL Classroom Generally, drama involves being an imaginary person usually in an imaginary situation and sometimes a real one (Venugopal, 1986). The learners are given fairly controlled scenarios to interpret. Drama is defined by the scope of the task of problem-solving in order to achieve their goals. Students need to know of their ability to learn from each other as well as to learn independently. They should be aware that they are working towards a goal within a given time limit. This will sharpen their concentration and at the end of the lesson they should have satisfaction of having achieved that goal (Venugopal, 1986). Drama in education is a mode of learning. Through the pupils active identification with the imagined role and situations in drama, they can learn to explore issues, events and relationships (ONeil, 1994). In drama, students draw on their knowledge and experience of the real world in order to create their own experience they have as well as their knowledge, which they have gained from books, films or television. Although, these imaginary situations may at first seem superficial and only action oriented, through the teachers guidance and careful intervention it should be possible for the work to grow in depth. In creating a make believe world students can come to understand themselves and their real world in which they live. In order to engage in drama activities students do not need sophisticated theatre skills. However, they must be willing to (ONeil, 1997): Make believe with regard to objects, for example, a table-top can become a wagon or raft; a circle of chairs may represent a starship; cupped hands may contain a precious object. Make believe with regards to actions and situations, for example, creeping across the school hall may be means of escaping from the jail; a group sitting huddled on the floor may be passengers on an emigrant ship; stealing a bunch of keys may represent a test of stealth and cunning for the warriors. Adopt a role, for example, settlers who seek a new life in a foreign country; poor children living on the streets; teenagers who have left home. Maintain the make believe verbally, for example, describing the doorway in which they spent the night; presenting the facts about child labour to the committee for reform; discussing the problems to be faced on a voyage. Interact with the rest of the group, for example, agreeing to join the crew of the starship; choosing a leader for the community; teaching a skill to a friend; In drama activities, students are given the opportunities to draw together all the bits of language they have learnt and practice it in situations they are likely to encounter outside the classroom. In any drama activity, learners must create the interactions themselves on the basis of their roles rather than perform in ways that have been predetermined by the teacher (Littlewood, 1981). This freedom of choice offers the students the chance to use their English learnt to develop the character, therefore promoting spontaneity in activities similar to â€Å"real-communication†. Drama in a way helps students to improve oral and verbal communication despite gaps in their knowledge. However, the use of picture cards and other visual cues will narrow these gaps. Drama activities are essentially social activities and involve contact, communication and the negotiation of meaning. The nature of the work will impose certain pressures on the students but will also bring considerable rewards. Co-operative activities are very rare in the Malaysian schools. Too often students are trained to work as individuals and to be both competitive and possessive about their achievements. Drama on the other hand, works from the strength of the groups. Drama is an individuals spontaneous behavior reacting to others in a hypothetical situation. The essential core of the activity is understanding the situation of another person, and to do this well the ‘player needs to come to grip with the other participants roles, not just his own. In practice, this works when a ‘player is given the basic information about who he is, what he is like, and what he wants to do. He must interact with others and relate his situation to theirs and gain a greater understanding of the roles, the relationship and the language involved (Revell, 1979). Movements and Mime Mime involves the expressive use of the body. It is a non-verbal representation of an idea or story through gestures, bodily movements and expressions. It may seem strange that mime should be encouraged in language teaching, as it does not involve language. It must be borne in mind that though no language is used during the mime, it will act as a catalyst to generate language during the discussions before the mime is presented and also elicit language when there is need for explanations (Edwin, 1992). Mime is thus used to enrich verbal features rather than replace them. After a mime session, parallel exercises are carried out where appropriate words are added to the mime activities. In the English language classroom, unlike in theatres mime activities are not demanding and this makes mime activities suitable for poor and shy students who lack the necessary level of language proficiency. Mime activities can be incorporated into scenes from texts or improvisation of scenes from texts. Role Play Simulation and role play provide the opportunity to move away from the traditional role of teachers and also the classroom setting arrangements where the class is rearranged to reflect the situation that is being dramatized (Edwin, 1992). Role play can be used for students of different proficiency levels. However, the teacher will have to decide the degree of control over the scenario for the role play. For the very shy and low proficiency students, teachers could ask students to dramatize conversations and dialogues directly from the texts. For students with some English proficiency, teachers could provide a situation, which is relatively structured so that these students would feel confident and be more willing to participate. The more proficient students could be given less structured scenario and they should be encouraged to attempt to improvise the same text. In role play, a student is required to imagine that he is either himself or another person in a particular situation. He would be asked to behave exactly as he feels the person would. His portrayal of the character will help him understand the character and also provide an intimate experience with the literary text. There are many types of role play, for example, dramatic plays, story dramatization and socio-drama, seminar style presentation, debates and interviews. Simulations Simulations are drama activities that often mirror real life. They can however be imaginary. They are often problem solving activities and students bring their personality, knowledge and experience into these activities. Among the common forms of simulation is the mock trial. It is popular with students and court cases are quite easy to be developed from literary texts, often based on the conflicts faced by the characters in the story. Other forms of simulation can also be encouraged. For example, group work in the fo

Isolation and Identification of Listeria Species

Isolation and Identification of Listeria Species Alesha Coleman-McCallum Title: Isolation and Identification of Listeria species from chicken sample using Palcam broth (pre-enrichment), UVM 11 broth (selective enrichment), Palcam and Oxford agars (selective plating) also confirmation using biochemical tests. Objectives: To isolate Listeria species from chicken sample To observe the reaction of listeria on selective medium To confirm the Listeria species using biochemical tests Introduction Listeria is a genus of aerobic parasitic, gram positive rod-shaped bacterium (Define, n.d). This genus has more than 10 species with the commonly encountered being: Listeria monocytogenes, Listeria innocua, Listeria ivanovii, Listeria welshimeri, Listeria seeligeri, Listeria grayi, Listeria murrayi. Members of this genus are extensively spread in the environment and maybe found in soil, plants, gastrointestinal tract of animal and humans. Listeria monocytogenes species is of great concern because it is pathogenic to humans and causes Listeriosis. Listeriosis is a foodborne illness (Hardy Diagnostics, 1996). Listeria monocytogenes is different from most bacteria since it can grow in the cold, salt, acid and air-tight conditions. The increased demand of ready to eat foods especially in first world countries has the potential of listeriosis more eminent. Pregnant women, older adults, young children and immunocompromised persons are more susceptible to Listeriosis infections. Therefore cooking, pasteurization/applying heating steps to food, avoiding raw meat and milk/ moist or processed food and washing hands regularly may reduce the risk of infections. (FDA, 2004). According to Food Quality Safety USA [4] a dry and clean work environment is crucial in avoiding listeria outbreaks in the food industry. Methods for Identification Methods used in BI208 lab for identification of Listeria were Palcam broth (pre-enrichment) then UVM 11 broth for selective enrichment step, Palcam (selective agent) and Oxford agars (selective and differential agent). For confirmation of species: organism was plated on a blood agar to check for hemolysis. Biochemical test included SIM tube for motility, mannitol, D Xylose and L Rhamnose reactions obtained. Other methods that could be used to identify listeria species are: Polymerase Chain Reaction (PCR), Rapid Identification Kits and Serological tests (MFHPB-07, 2012). Results Table showing results obtained from Listeria media reaction Media Observations Reaction Palcam Agar Shiny, smooth, circular, convex colonies. No fermentation No Hydrolsis Oxford Agar Black colour around colonies Esculin Reduction Blood Cream, hilly,glistening colonies No Beta-hemolysis Mannitol Transparent colonies Negative D Xylose Transparent colonies Negative L Rhamnose Light yellow fermentation around colonies Positive SIM Tube Umbrella shaped growth Positive Gram Stain gram positive rods Assuming Listeria monocytogenes control was used: Media Expected Results Palcam Broth Cloudy UVM 11 Cloudy Palcam Agar No fermentation Positive Hydrolysis Oxford Agar Esculin Reduction Blood Beta-hemolysis Mannitol Negative D Xylose Negative L Rhamnose Positive SIM Tube Positive Discussion Listeria innocua was isolated from the chicken sample. Listeria innocua is not usually implicated in food born-illnesses however an isolated death in an elderly patient was reported (Perrin, Bemer and Delamare, 2003). Portions of chicken sample were first placed in pre-enrichment broth in order for stressed cells to become viable and all other bacterial cells to multiply.   Enrichment stage is to partially suppress unwanted organisms and allow listeria to thrive. Oxford agar (OXA) is both selective and differential. The selective properties of OXA agar will not allow gram negative organisms to grow while suppressing most gram positive organisms (Oxoid, n.d). The different property of OXA agar will allow some species of Listeria to be totally inhibited, growth with or without blackened colonies (MFHPB-07, 2012). Palcam agar   utilizes two indicator systems: esculin and mannitol.   Listeria monocytogenes changes esculin to a black complex around colonies but does not ferment mannitol. Therefore some gram positive organisms such as enterococci and staphylococci will ferment mannitol hence can be ruled out as contaminants (Oxoid, n.d). Blood agar was used to determine if the organ ism is beta-hemolytic. Other Biochemical tests were mannitol, D Xylose, L Rhamnose and SIM Tube to differentiate and confirm the species. Since Listeria monocytogenes is pathogenic to humans a 2 Class Sampling Plan would be used to asses if the chicken is fit for consumption. Different species of an organism may exhibit variable characteristics and maybe mistaken. Listeria species were found and should be deemed unacceptable for consumption. Further testing such as PCR which is very specific could be used to conclusively identify the species present. Conclusions Based on the objectives previously outlined, isolation and Identification of Listeria species from chicken sample using Palcam broth method was very effective. References Define,n.d. Listeria Genus. Retrieved February 22, 2017 from http://www.dictionary.com/browse/listeria Hardy Diagnostics, 1996. Food Borne-illneses Retrieved February 22, 2017 from https://catalog.hardydiagnostics.com/cp_prod/Content/hugo/Listeria.htm FDA, 2004. Food-Borne Pathogenic Microorganisms and Natural Toxins Handbook: The Bad Bug Book U.S. FDA/CFSAN. Center for Food Safety and Applied Nutrition, Food and Drug Administration, College park, MD. Food Quality Safety (formerly Food Quality),2007.   Retrieved February 20, 2017 from http://www.foodqualityandsafety.com/article/prevent-and-control-listeria Jay, J.M.,Loessner, M.J. Golden, D. A. (2005). Modern Food Microbiology: Indicator of Food Microbial Quality and Safety, 476-477. United States of America: Springer Science+Business Media LLC . MFHPB-07 Method, November, 2012. The isolation of Listeria monocytogenes and other listeria species from food and environment samples using Palcam broth. Retrieved February 20, 2017 from  http://www.hc-sc.gc.ca/fn-an/res-rech/analy-meth/microbio/volume2-eng.php Monique Perrin, Michel Bemer and Catherine Delamare, 2003. Fatal Case of Listeria innocua Bacteremia: Journal of Clinical Microbiology Oxoid, n.d. Enrichment Media for Listeria. Retrieved February 20, 2017 from  http://www.oxoid.com/uk/blue/prod_detail/prod_detail.asp?pr=CM0856org=91c=uklang=EN US Government, n.d. Retrieved February 20, 2017 from https://www.foodsafety.gov/poisoning/causes/bacteriaviruses/listeria/ Zimbro, M.J., Power D.A., Miller,M.M., Wilson, G.E., Johnson, J.A., (Revised 2009). Difco BBL Manual: Palcam and Oxford Agar, Culture Media for Specific Groups of Microorganisms. United States of America: Becton, Dickinson and Company.

Internet Pornography Censorship vs Free Speech -- Internet Pornography

The Internet is a worldwide network of computers and databases that has evolved rapidly in recent years. Tremendous amounts of information are transmitted and are fairly easy to obtain. Although in the past the information available was for the most part educational and business oriented, in recent years it has become much more diverse and questions have been raised as to the appropriateness of the content being viewed and consumed. Another issue is whether or not the government should take an active role in censoring it, especially when it comes to pornography, or cyberporn, as it is more commonly referred to when it is displayed on the Internet. Should cyberporn be censored? If so, who is responsible, parents or the government? Is Internet censorship the solution, or a violation of the first amendment? The citizens of a democracy must make these kinds of decisions while simultaneously maintaining freedom and responsibility on the Internet. BACKGROUND OF THE PROBLEM Pornography on the Internet and the ease at which it can be accessed has been a very controversial issue, especially in the last ten years. The Internet was largely unregulated until 1996 when the Communication Decency Act, a portion of the Telecommunications act, was proposed. The Communication Decency Act, or the CDA, made it illegal to make or solicit any image or message that was â€Å"obscene† or â€Å"indecent†. (Wekesser 106), But how do we define terms with an ambiguity such as these. The Court in Miller-constructed the modern definition of â€Å"obscene†: The basic guidelines of the trier of fact must be must be: (a) whether â€Å"the average person, applying contemporary community standards† would find that the work, taken as a whole, appeals to the prurient... ... a democracy must achieve a happy medium. I agree that much of the cyberporn that is attainable is inappropriate, especially when it involves children in even a remotely sexual manner. However, censorship is not the answer. We must find a way to practice freedom of expression while maintaining decency and assuming responsibility, as individuals, for our children. Bibliography: Works Cited Elmer-Dewitt, Philip (1995) â€Å"On A Screen Near You: Cyberporn.† Time, July 1995 Ford, Marrin, Esposito, Witmeyer & Gleser, Can Congress Censor The Internet? L.L.P., 1996 Simon, Glenn E. (1998), â€Å"Cyberporn and censorship: constitutional barriers to preventing access to Internet pornography by minors.† Journal of Criminal Law and Criminology, v88 n3 p1015-1048. Wekesser, Carol. (1997). Pornography: opposing viewpoints. California: Greenhaven Press, Inc.

Nature :: essays research papers

After reading the chapter encountering nature the question arises. What is nature and why have historical American figures such as poets and writers focused so much of their time on writing about nature. Well the answer is quit simple. Nature is a part of us and history. It can’t be avoided. After reading this nature causes many natural disasters such as snow and frigid temperatures. Many classic stories discuss the cold winter and survival. Moby Dick talks about a Captains goal to find the great white whale. Nature is a beautiful thing but it can also be devastating. Natural disasters such as things that happen in the ocean can be deadly. Tidal waves are just one example of what the ocean can do. These massive waves can crash down on entire cities destroying anything in its path. Creatures of the sea such as whales and sharks can be deadly. Even though the odds are slim of being killed by one, things can still happen. Such creatures like whales as depicted in Moby Dick can be a nice sight but also deadly. In the book the captain of the ship lost his leg in a prior encounter with a whale. When the crew went after Moby Dick he snapped and swelled huge waves towards the boat and attacked. He wrecked the ship. The panicked crew was scattered around the boat. IN the end nature prevailed because moby dick scared the crew. But it was the humans who got the last word when they killed he gigantic whale. Frigid cold winters are another one of nature’s forces. Back in the times of the Indians, and before modern day housing people had to survive in the cold. Many times people lived on mountaintops or alongside a river. When winter hit its strongest it was hard to live. These people used techniques such as making fires and eating wild fruit and killing animals as way of survival. As in the classic story Rain of Gold, gold was traded for food and clothing. This was one of the only ways to harvest food in the weather. Water was easily found by almost every one in the mountains, this mad it to trade. Every one was eager to get gold. Mother nature poured piles of snow onto the mountains making the trading of goods a necessity. Snow is a thing of beauty but when Mother Nature unleashes her full power it can be deadly.

Grandpas Lap :: essays research papers

Grandpa's Lap She seems to be at ease. Her face was completely consumed by her smile. She was in what felt like a safe place. Grandpa's lap always felt like a safe place. He was her hero. He would protect her from anything and everything that may come her way. He was a brave warrior who would take on the world for her if he had to. He smelled of Old Spice and cheap chaving cream. It was a comfortable smell. It was the kind of smell that made her want to curl up next to him. She would always watch him shave in the morning. She would often wonder why she couldn't shave like Grandpa. Once he shaved half of his beard off. He said, "If you like me with a beard look at this side, and if you like me better without, look at the other side." He was silly like that a lot. He was always humming while he shaved. It was always a silly song she guessed. He only hummed because the words to the songs were too dirty for a little girl's ears. He was in the marines after all. he didn't know any frilly songs. Only the hearty, manly, dirty songs. He would sometimes sing her a nursery rhyme when no one else was around. Grandpa was a special man. He retired from the marines, but never retired from the lifestyle. "One can take a man out of the marines, but you can't take the marine out of a man." This was one of Grandpa's favorite sayings. The marine really does stay in a man. It added to Grandpa's loving personality. It added a feeling of security. It added a lot. Grandpa's lap was her favorite spot. The big chair wasn't the same when Grandpa couldn't sit in it any longer. Once he was gone, no one would really sit there. He used to tickle her if she took his seat.

17th Century Art, Light vs. Dark Essay

The use of light and dark in 17th Century art captures your eye, and you wish to include this important Baroque element in your book. Look at the portraits in the text and pick two painters and compare how they use brilliant light and dark shading to illuminate parts of the human body. I will use two different artists Antonio del Pollaiuolo, Battle of the nudes. Along with, Michelangelo. Pieta from Old Saint Peter’s. 17th Century Art, light vs. dark I will take a look at Antonio del Pollaiuolo, Battle of the nudes from the c. 1465-1470 The engraving is in my hometown of Cincinnati Art Museum, in Ohio. This shows men at war fighting and killing one another everyone is in the nude. The five men wearing headbands and five men without, fighting in pairs with weapons in front of some woods. To me it looks like the ones that have on the bands are on one team and the other’s are together. The designer and engraver, sculptor was a trained goldsmith and bronze sculptor. answers. com) I like this one because its art you can feel. Michelangelo. Pieta from Old Saint Peter’s, laying across the Virgin Mary. With the dead Christ in her arms, with the body of an average-sized man. Cardinal Jean Bilheres de Lagraulas’ due to his death, he was not able to see the completion of. The inventive triangular composition conveys grandeur. Mary is seated upon the Rock of Golgotha, which had supported Christ on the cross. She is extensively draped in clothing and her body is large. He’s body looks like its falling off of the lap of Mary. Instead of Christ’s body showing deformation from hanging on the cross. On this statue hands are very expressive, with her right hand holding and cradling Christ, while her left hand is extended. One of the most famous works of art, the Pieta was probably finished before Michelangelo was 25 years old.

Children: a Good Target Market or an Abuse of Innocence?

Children A Good Target commercialisedise or An Abuse of Innocence? advertizement is a way some businesses overstretch consumers. Consumers atomic number 18, after all, their source of income. Billions of dollars argon pass e genuinely year by corporations to spacious advertize companies to think of the next tremendous commodity. However, the most attractive cross market today is fryren, which inevitably sparks controversy end-to-end the hoidenish.When discussing publicizing to tikeren, one should highly count how the effects the increases creation advertised discombobulate to children, the status of our countries impartialitys, and the current uses of child advertising and the effect they may bewilder on their interview because we remove to think of the children prototypal in order to protect our dry lands recent person. some(prenominal) businesses fetch got do the arguable decision in merc egestise towards children. If the venture is done the chas ten way, it tidy sum be a successful be of getting attention to a business.In the article Brand loyalty starts from a in truth early old age, Lou Cooper reveals, Influencing children at a young age could see to it them retain their custom in the next (24). However, if done incorrectly or unhonorablely, youth advertising plenty be very dangerous and influential to a child in the wrong way. More and more than(prenominal) manufacturersand tv set advertisersthink that children constitute an authorized group for their targetmarket. They see other(a) businesses succeeding when they use the tactic and they swear they need to use it too so as to re chief(prenominal) competitive in the labor.However,television advertisingaimed at children is exceedingly harmful to child development. Over the receive out few decades,television advertisinghas changed peoples action styles and buying habits, especially children. Children have big spending power. With the additional reassuranc e from statistics and research, more and more manufacturers andadvertisersthink that a young age group is an important group for their targetmarket.However,television advertisingaimed at children is super harmful to child development because of the galore(postnominal) harmful and unhealthy things the television is portray as acceptable and even way out so far as to making a harmful product near attractive and necessary to a young consumer. Television aids the alcohol industry, as well as the fast viands industry in spreading the intelligence activity of their harmful products. The fast food industry is especially taking advantage of their selling ability, and consumers are paying the price for it, with their health. concord to the film Super Size Me, over the past few years, there has been a doubling of childhood and adult diabetes. Also, in the film Super Size Me, Morgan Spurlock provides the learning that more children are having liver abnormalities and are already image ing signs of cirrhosis, a clinical scaring of the liver. As stunningly accurate as in Fast fodder Nation, Eric Schlosser mentions, just the value meals, two-for-one deals, and free refills of soda give a distorted sense of how such(prenominal) fast food actually addresss.The original price never appears on the add-in (9). Thus, the harmful products shown on TV should be highly monitored and perhaps even constrained laws upon certain ads to protect the public. The founding laws of our country have worked for us for centuries. They protect us when is necessary and allow us freedoms when appropriate. Legislators have been able to protect us very well with the constant updating of our laws. through with(predicate) amendments and some new laws, law makers have been able to stay current with issues at hand.However, because our countrys laws havent taken another modern twist, many children are feeling the consequences. As seen in The United States Bill of Rights, the first amendme nt to the establishment is Congress shall make no law respecting an establishment of religion, or prohibiting the free engagement thereof or abridging the freedom of speech, or of the press (US Const. , amd. 1) When creating the law, however, legislators in the revolutionary magazine period surely didnt guess that the safety of children would be at venture when they wrote such a broad and faint concept.The legislation for advertising to children is minimal, and most advertising companies have free reign to do whatever they want. When a commercial is adapt toward children, they find it appealing and some remainder to comforting. Fast Food Nations Eric Schlosser expressed that children are exposed to 30,000 commercials a year. Congress has passed laws in the past virtually setting regulations for the advertising of cigarettes and alternative kernel of selling because of their extremely harmful and forbid side effects they threaten consumers with. veritable means of adverti sing in moving-picture show theaters was reviewed and banned Truthful advertizements are being squeeze on to cigarette companies. Advertisements in movie theaters would show pictures of a random place and quickly show a flash of a product so people in the audience would need to have it. For example, they would show a handsome desert and then quickly show a Coke, and a person seated in the audience would stand up and need to buy the Coke, almost as if they were brainwashed.Cigarette companies are now forced to point pictures of diseased organs on the box of cigarettes so as to find fault with the public of their unhealthy and dangerous issue and hopefully thwart as many Americans smoking as possible, a much different form of advertising than an advertisement for Paul Mall cigarettes depicting cigarettes to agree against throat-scratch. When children are exposed to such foreplay of such appealing products, According to Lou Cooper, they have the influence over their parents t o utilize close to 1. 88 trillion dollars, which of course makes children a hefty target, but at what cost? Cooper 24). Advertisers use many forms of marketing to charm children. Phrases and slogans are one example. Many typesof food have a phrasal idiom associated with them. Commercials use phrases and slogans to embed their product into an audiences memory. By the time the commercial ends the line and product are stuck in a persons mind. By targeting children, whole families are then targeted. contestation sparks the creation of phrases and slogans so as to picture that brand into the minds of consumers. If one company can create a phrase that everyone testament know and remember, they are one footstep ahead of their competition.Characters are also a way utilise to target children. fashioning characters has been the way in which many companies aim the attention of children everywhere. When a child sees commercials on television, the characters are instantly installed in th eir brain. bombastic figures also bring forth an ethical appeal for children for example, in Lucky strickle advertisement, Santa Claus is shown with his bag of playthings in one hand and a cigarette in the other. When the child witnesses such extreme behavior from the ones they give birth dear, they want to be just standardized the people they admire.Therefore, children are more probably to buy a product used by their favorite celebrity or character. Toys are another way in which companies target children. Companies give toys to children sometimes relating to their product to endorse their item and entice the receiver to the merchandise. The hope some companies have is that the child will associate their brand with a reward such as a toy and want it more because of the attraction. For example, cereal companies are famous for toy advertisements. If they put toys in the boxes of cereal, children are more probably to want the box with a toy in it.Pleasing children is a main con cern for all big companies. In closing, advertising to children isnt the best mind when you want to keep the youth of our country safe, healthy, and uncorrupt so as to brighten our future as a nation. The products of some endorsements are mainly those that need to be feared. However, when a child is just as stark as watching their favorite television show, parents and the children themselves shouldnt need to worry roughly what kind of commercials pop-up that try to entice them with that intellectual meal and those toys.Children deserve every right to enjoy their time of being care-free and trusting. childhood is a time for joyful seventh heaven and innocence, not corruption. Works Cited Cooper, Lou. Brand trueness Starts from a Very Early Age. EBSCO produce Service Selection Page. Marketing Week, 10 June 2010. Web. 02 Nov. 2010 httpweb. ebscohost. com/src/pdf? vid=3hid=104emailprotected. The United States Bill of Rights. discipline Archives and Records Administration. U. S. National Archives Records Administration.Web. 02. Nov. 2011. http//www. archives. gov/exhibits/characters/print_friendly. hypertext markup language? page=bill_of_rights_transcript_content. html. Schlosser, Eric. Fast Food Nation the Dark Side of the All-American Meal. refreshing York, NY Harper Perennial, 2005. Print. Supersize Me a Film of large Proportions . Hart Sharp Video, 2004. Santa Smokes Lucky Strikes surrender Smoking Painlessly Now Web. 02 Nov. 2010. http//www. quitsmokingpainlesslynow. com/cigarette-advertising/santa-smoking-lucky-strikes/.

Types of Courage to Kill a Mockingbird

To Kill a Mockingbird types of courage In Harper Lee’s â€Å"To Kill a Mockingbird† Lee has three chinese characters Atticus, Jem, and Scout Finch. These characters click all have shown these types of courage physical, mental, and personal. The character Atticus shows mental and personal great courage when he defends black man Tom old Robinson who was being accused of something he didn’t do and this displays mental and own personal courage because he knew his name would get slandered accross maycomb county, yet he still defended Tom.Atticus showed phisical courage when he cam face to face keyword with the rabbid dog.The storyline of the film is depending upon the publication.This portion demonstrates his phisical courage.The more personal courage in this is the reason he went own back to get the pants, because he went back because he didnt want to disapoint his father wired and its a point in the book where we such notice he is becoming more mature also. Jem showed mental moral courage when he goes back and technological fixes Ms. Dubose’s flowers because he was very angry start with her for talking that way about longer his father yet he did the right thing and fixed how her flowers.Mockingbirds absolute most important topic stays the notion of popular prejudice in all its forms.

Being a famous singer has been a dream of mine.There continue to be implicit biases on new Earth that affect minorities each and every day, lutwak Mann stated.Valued and the innocent ought to be protected.Courage is a real hard thing for folks to do.

Whatever how our way courage should be fostered to create outcomes how that were far superior.Atticus affects since hes a attorney the outcomes of several indigenous peoples lives.Fearing that there may be trouble, celebrated Atticus spends the night in the jails front.Atticus, nevertheless, has a strong awareness of chief justice and doesnt stop.

Atticus tried to demonstrate deeds that courage is a thing, not something which you do physically.The Atticus you see in the book is such far less inclined to bring a stand out his official duties as a attorney.Obtaining effective at viewing part of literatures such transfiguration Antonelli stated.Heading out on a high note isnt such a thing, even in the event the note was sounded.