Shame: Feeling and Random Chivalrous Deeds

Dick Gregory, the author uses mood and tone to develop the main character as a shameful person, which ultimately teaches the reader that people have to find themselves over time and also how stylistic techniques create the story and its plot. The narrator demonstrates this throughout the short story, influenced by a girl named Helen Tucker. Her existence alone developed the narrator as the shameful person he is and taught him that he will never have a daddy or live a life without feeling dfferent.The author uses mood, which are the feelings created In the set atmosphere of the reading, to put the reader in the narrator's point of view and feel sympathy for his thrive to fit In with everyone else at school. This Is what Influenced the development of Richard's feeling of shame. Another example Is how Richard develops hate for his life and school. He hated asking everyone for necessities, such as rotten pears and even spoonfuls of sugar; even though it is the only way he can survive. Th e mood, including shame and hate, puts the reader in Richard's shoes and makes him r her realize how terrible it would be to live like that.The author also uses tone, which is expressed through the author's attitude, to show how such a sweet kid is treated so badly for being different. For example, when all of the â€Å"daddy's† came into school to donate money. Richard saved all of his money he earned shining shoes and with a very soft and sweet tone was trying to put the Impression on his classmates that his father gave him the fifteen dollars to put In. Yet, the teacher still treated him with hate and disrespect, making feel left out. Another example is the tone of love. Richard always talked to Helen with love In his voice, doing random chivalrous deeds for her and her family.Even after everything he did the love was not returned. This, overall, developed Richard to be a depressed little kid; shedding tears in front of his love and classmates. This technique allows the re ader to see the change in the narrator easily. Richard Gregory was a happy little kid filled with love who changed into a shameful kid filled with hate. In the story â€Å"Shame† by Dick Gregory, the author uses mood and tone to develop the main character as a shameful person, which ultimately eaches the reader that people have to find themselves over time, and what goes around does not always come back around.Richard learned that life does not go how you want It to and even the happiest person can turn out to be living In a life of shame. The trait was rubbed onto Richard through other characters attitudes and feelings. The reader can learn from this, and know to always keep their head up even when life isn't going their way. Shame: Feeling and Random Chivalrous Deeds By kaigace life without feeling different. The author uses mood, which are the feelings created in the set atmosphere of is thrive to fit in with everyone else at school.This is what influenced the development of Richard's feeling of shame. Another example is how Richard develops treated so badly for being different. For example, when all of the â€Å"daddys† came into with a very soft and sweet tone was trying to put the impression on his classmates that his father gave him the fifteen dollars to put in. Yet, the teacher still treated him Richard always talked to Helen with love in his voice, doing random chivalrous deeds you want it to and even the happiest person can turn out to be living in a life of

Bahram Ahmadi

A programme of work for the implementation of a strategy is a large set of coherent guidelines that include several activities in the program so as to achieve certain objectives. It involves several processes including organising, coordination, developing, designing, training, building, developing, growing, closing, etc. In any program strategy for a project, the objectives of the organisation play a very important role.The project program strategy gives importance to the manager that would be responsible for carrying out the operations of the project, the timing and the nature of the activities, and the dealing with specific tastes of the customers. Project program strategy is highly specific to a project. However, there may be more than one strategy to be employed to meet the objectives of the project. During the planning stages, the managers would sit down to develop a strategy.These strategies are developed so as to be appropriate with the characteristics of the organisation, hum an resources, geographical location, social features, politics, etc (Walter, 1999). For each project in an organisation, the program of work (workflow as such) is managed independently. The project manager would be looking at several limitations in the resources, including time, money and the scope.A project may fail due to several reasons (including deficiency of resources, lack of goals, conflict issues, problems with the customers, etc), and the manager would have to anticipate these problems right during the initiation of the project and ensure that a problem-solving process is enabled. Each project manager would be determining the ongoing processes in the project through monitoring and evaluation of the performances.The project manager would have to adopt different strategies so that the organisation could achieve certain objectives and hence reach a desired goal (Brentani, 2003, Walter, 1999, University of Texas, 2007 & Rad, 2006). The process of developing a strategy for the project is very simple. The managers would have to sit down and decide the various objectives that need to be achieved by the project. The means of achieving such objectives need to be discussed. The manager should involve other parties including the administration, the portfolio manager and the stakeholders.It may be very difficult to come to a consensus if too many people are involved in the process. This is because several people may have different values, outlines and approaches. The process of setting up the objectives, determining the goals and the ways of achieving them is very tedious and could take a long time. The manager should associate the strategy needed to achieve the objectives. During the final stages, the manager would have to also ensure that the strategy/ies adopted help to meet the objectives (Walter, 1999)On the other hand, portfolio of the project management is an approach in which various projects in an organisation are treated as smaller portions of a much l arger venture (with respect to investment and resource allocations). The project portfolio management would be functional right from the initiation of the project to the very completion. Certain instruments are utilised in the portfolio project management to help the managers (including planning, allocation of resources, evaluation, monitoring, analysing, standardization, etc).This can be considered as a centralised instrument required to effectively handle several projects in an organisation and to study the performance of several projects that may run in an organisation. It can be utilised to compare and contrast various projects. One very important feature of project portfolio management is to determine the costs, expenditure, benefits, investments and other features of the project. In recent years portfolio management has turned out to be a very important aspect of planning, especially in IT firms.IT companies would be managing several projects and programs running in various pa rts of the world through an effective portfolio management system. Studies conducted in the past have demonstrated a little less than half of the IT companies are unable to meet their targets due to inefficient portfolio management (Oracle, 2007, Stanford University, 2007 & UMT Consulting Services, 2007). The portfolio manager mix of projects should be such that the resources of the organisation are utilised effectively.They should be selected in such a way that the risks are significantly reduced. The portfolio manager is in a good position to priortize the projects and accordingly allocates the resources. He should be able to select the project based on their ability to fulfil certain criteria (Crow, 2004 & Oracle, 2007). A portfolio management system would be much broader and would include several other processes such as defining the opportunities, bringing those projects into the focus that would be able to achieve some objectives, monitoring of the projects, etc.Portfolio manag ement should be considered to be an art rather than a science. Frequently, portfolio managers would have to work with the fund managers of the organisation, so that there is effective use of the money. Portfolio management is frequently utilised in several developed, and slowly developing nations are moving towards effective portfolio management (Crow, 2004, Brentani, 2003 & Rad, 2006). A portfolio management system is often utilised by an organisation to bring about success in the project (as many projects could be effectively be handled simultaneously).A portfolio may be funds or resources and can be utilised by the organisation to increase returns over a very short period of time. An organisation would observe that the resources available at any point of time would be less than the amount of resources required by a particular project. Hence, one of the main objectives of the portfolio managers would be to effectively manage the resources of several ongoing projects. The managemen t of the organisation needs to sit and figure out what the commitment of the organisation would actually be.As management of an organisation is a dynamic process, this exercise has to be done from time to time. Besides, actually managing several resources including human resources, logistics, IT, support systems, etc, time also needs to be handled. The management should be very much interested in ensuring that the portfolio management processes are enabled properly. The organisation should ensure that the interests of each and every protject are enabled. If a project is not performing properly, the ideal plan would be to discontinue it, if the organisation does not have the resources to handle it.A proper flow of information of the project should exist so that the process of monitoring is effective. It is very important that the projects be managed in a formal and official manner. The data that would be flowing would be much more accurate and effective in ensuring the objectives of the organisation are met. There should be a clear flow of data between the programs, projects and the portfolios (Brentani, 2003, Walter, 1999, & Rad, 2006). In the portfolio management, all the projects that are ongoing in the organisation are chosen and a standardised fashion of evaluating them is utilised.Portfolio management is very much required for the production, development and the utilisation of ideas and intellectual property in various projects in an organisation. The portfolio manager would be performing various tasks such as reallocating and promoting the staff members (as per their characteristics) in various projects. Thus it can be seen that if an organisation has a very good portfolio manager, he would be using the human resources very efficiently (UMT Consulting Group, 2007). The entire framework of portfolio management involves three steps, namely creating, selecting and managing.The goals and the strategies to be adopted in the portfolio management are made keepi ng in mind the characteristics of the organisation. Accordingly, new opportunities that are present should be identified and resources allocated. The objectives have to be prioritised and the tasks and activities that are to be done are selected. Finally, it is also important that the project be managed in the most efficient and organised manner (UMT Consulting Group, 2007). Many organisations do not have any portfolio management process running.Only the companies that feel that research frequently perform it and development is vital for the well being of the company. Only about 10 % of all organisations in the industry do have a strong portfolio management system in place. If a portfolio management system were not in place, then all the projects in the organisation would be given equal amount of importance or authorisation. This would result in all the projects that are going on in the organisation are given equal amount of resources (Rad, 2006).In an organisation, the project or t he program manager would ensure that the project could achieve its objectives. On the other hand, the portfolio manager would ensure that the operational activities and the maintenance programs in the organisation are smooth and functional. The team leader and the middle scale managers usually do the project management. On the other hand, the higher staff members including the administration do the portfolio management.The higher management of the organisation would be concentrating on the portfolio, rather than the functioning of each individual project (Brentani, 2003 & Rad, 2006). In a project or a program management, the team leaders and the manager would ensure that the staff members meet the specific goals of the project. The organisations main aim would be to deliver quality products or services. The portfolio manager would instead be ensuring that the goals of each and every project are in tune with that of the organisation.In the project management, a lot of importance is g iven to completing the tasks on time and ensuring that costs are limited. On the other hand, the portfolio management would be concentrating to a very less extent on fulfilling completion tasks on time and using the minimal amount of resources. The members of the portfolio management team would include the leader, the stakeholder, advocates, project managers and the office managers (Brentani, 2003, Stanford University, 2007 & Rad, 2006). The project or the program management should work in coordination with the portfolio management.Several processes in the project such as selection of the resources, prioritisation of the targets of the project, and the resource allocation should be performed in the most appropriate manner. The decision-making of the project needs to be very active and dynamic in nature. Informed decision-making and resource allocation is very important for the project to function properly. The project or program manager has to ensure that certain structures or a fra mework in the organisation is in place before the functional activities can be carried out.The project environment should be such that the objectives kept in mind can be achieved. The program manager and the portfolio manager should ensure that an environment is created that would be conducive to achieving the objectives of the organisation. The project members should function as a team so that the objectives are met. The team working on the project should have the skill, experience, knowledge and the competence to carry out the tasks of the project.One of the main reasons why projects do not succeed is because they may take long time to produce the results or may consume a lot of the resources. To ensure the project is effective (to ensure completion of the tasks) and efficient (completion of the tasks with appropriate use of the resources) in its objectives, it is very much needed that both the project management and the portfolio management work in close coordination with each ot her (Brentani, 2003 & Rad, 2006). The management activities of the portfolio management would be repetitive in nature.On the other hand, the management activities of the project management would be cyclic in nature. If the portfolio manager can take care of the functioning of all the projects, then the organisation can be considered to be very competitive. If a project does well, it would have an impact on the functioning of the organisation, but also on other projects (Brentani, 2003 & Rad, 2006). Portfolio management would definitely help the organisation to grow, expand and develop. The wealth of the organisation would increase with an effective portfolio management strategy.The portfolio manager would be bringing in various assets (including infrastructure, support systems, financial resources, human resources, logistics, etc) and securities into the organisation. He would be considering investing in various ways including growth stock investing and value stock investing. From t ime to time, the objectives of the organisation would vary and hence, it is the duty of the portfolio managers to vary the investment pattern in the organisation. A greater amount of flexibility would be required.The management style of the portfolio managers should also vary depending on the needs (Brentani, 2003). A portfolio manager and the program/project manager would be concentrating on different characteristics of the project. The portfolio manager would be using the PPM (project portfolio management) tools, whereas the project manager would be using the single-project management tools. The PPM tools would ensure that the functioning becomes more and more efficient, the costs are effectively distributed and the profits of the organisation are increased.It also ensures that the organisation is following a particular framework whilst managing the projects (Brentani, 2003 & UMT, 2007). Each project has to be carefully planned and implemented in the organisation. The entire proje ct management should be done in phases. The project management tools would ensure that the staff members make effective use of the resources in the organisation and ensure completion of the targets that are required within the project. The project manager would have to motivate the staff so that the work is improved in quality and the project is able to achieve its targets.Only if the management practises of the project are appropriate, could it be able to achieve its objectives (Free Management Library, 2007, Brentani, 2003 & Rad, 2006). The program strategy would be concerning a greater amount of internal issues with relation to the project, whereas the project portfolio management would be concerning the external issues. It is necessary that the portfolio mangers align their objectives as per the strategic objectives of each program.The portfolio processes should be customised to suit other management processes that would be functional in the organisation, simultaneously. Both pr ogram strategy management and portfolio management involve interacting with the clients, and hence demonstrate the importance of clients with respect to management and its processes (Stanford University, 2007). References: Brentani, C. (2003), Portfolio Management, Elsevier, Philadelphia http://books. google. com/books? id=8LJrilH_eEEC&pg=PT14&dq=portfolio+management&sig=x-IYrHl67RaZTocKedqv_fTBX3w#PPT16,M1Crow, K. (2004), A Practical Approach To Portfolio Management, [Online], Available: http://www. npd-solutions. com/portfolio. html, [Accessed: 2007, August 18]. Free Management Library (2007), Project Management, [Online], Available: http://www. managementhelp. org/plan_dec/project/project. htm, [Accessed: 2007, August 18]. Oracle (2007), Peoplesoft Enterprise Project Portfolio Management, [Online], Available: http://www. oracle. com/media/peoplesoft/en/pdf/datasheets/e_epm_ds_projportmgmt_41005. pdf, [Accessed: 2007, August 18]. Rad, P.F. & Levin, G. (2006), Project Portfolio Man agement, IIL, New York. http://books. google. com/books? id=PUavbSMdP7QC&pg=PA7&dq=project+portfolio+management&sig=Nwscmbzr4s8B_X2cHG26-1hiW9Y#PPA10,M1 Stanford Advanced Project Management (2007), Mastering the Project Portfolio, [Online], Available: http://apm. stanford. edu/courses/MPP. html, [Accessed: 2007, August 18]. Stanford University (2007), Portfolio Management Team, [Online], Available: http://www. stanford. edu/dept/its/projects/PMO/files/pmt. html, [Accessed: 2007, August 18].Walter, S. L. (1999), Defining and developing program strategies, [Online], Available: http://www. sil. org/lingualinks/literacy/PlanALiteracyProgram/DefiningAndDevelopingProgramSt. htm, [Accessed: 2007, August 18]. Walter, S. L. (1999), Defining program objectives, [Online], Available: http://www. sil. org/lingualinks/literacy/PlanALiteracyProgram/DefiningProgramObjectives. htm, [Accessed: 2007, August 18]. UMT Consulting Services (2007), PPM – Project Portfolio Management Consulting, [Onl ine], Available: http://www.umt. com/site/PPM-Consulting_60. html? PHPSESSID=9917b5631be27d19dbb1d077885e2866, [Accessed: 2007, August 18]. UMT Consulting Group (2007), What's Really Driving the Importance of Portfolio Management? (DM Review, February 27, 2004), [Online], Available: http://www. umt. com/site/Why-Portfolio-Management_4. html, [Accessed: 2007, August 18]. University of Texas –DIIA (2007), Project management tutorial, [Online], Available: http://www. utexas. edu/academic/cit/howto/tutorials/project/index. html, [Accessed: 2007, August.

Analysis Of Marketing Positioning Of Kelloggs Special K Marketing Essay

Analysis Of Marketing Positioning Of Kelloggs Special K Marketing Essay Kotler et al’s ideology of marketing entailing understanding consumers and their needs and designing marketing initiatives to deliver those needs (2009, p. 5) emerges in the marketing endeavors undertaken by the Kellogg’s Special K (SK) cereal brand. The marketing foresight inculcated by the brand not only helped it contribute to the overall success of the Kellogg conglomerate but also helped it evolve as a strong contender in the UK cereal industry. This assignment will unravel the marketing practices followed by the SK brand by analyzing its positioning in the UK cereal market. The analyses will encompass highlighting the customer segmentation adapted by this cereal brand followed by evaluating the efficacy of its target market selection. Subsequently, it will assess the cereal’s positioning as compared with its competitor’s positioning including its usage of the marketing mix elements to sustain that positioning. Finally as an outcome of the above anal ysis, it will offer recommendations to strengthen the brand’s market positioning. Assumptions Made: Barring considering the retailers as buyers for a five force analysis of the UK cereal industry, the assignment considers the end users as the consumers of the SK cereal. Whilst for a perceptual map, price   [ 1 ]   has been used to draw inferences on the product quality of the various cereal brands, Kellogg’s product life cycle stage in the UK market and SK’s brand share have been used to draw inferences on SK’s product life cycle stage. UK Cereal Market and Kellogg’s: The UK cereal market grew by 15.7% in value between 2004 and 2008 because of the perceived health benefits of and convenience in consuming cereals coupled with the declining popularity of the traditional breakfast (Worth, 2009). This growth rate indicates the attractiveness of UK cereal industry, which is also substantiated by a Porter’s five forces analysis of the market ( represented diagrammatically in Figure 1.1). This oligopolistic market is dominated by three big brands: Kellogg’s, Weetabix and Cereal Partners (Worth, 2009 and Datamonitor, 2009a) with Kellogg’s leading the market (as shown in figure 1.2). Since giving the world its very first ready to eat cereal – cornflakes (Emerald, 1991, p. 16), Kellogg’s has become practically synonymous with breakfast cereals (Mitchell and Boustani, 1992, p. 21). With over 100 years of experience in the cereal business, it appears that Kellogg’s has built its high brand value (shown in figure 1.3) on consistent pioneering innovations and incessant delivery of consumer’s nutritious food requirements. And keeping true to this tradition is Special K, the leading cereal brand of the Kellogg’s family   [ 2 ]   . Special K and its marketing choices: Launched in the UK in 1959 (Kellogg’s Special K, 2009), Special K is a nutritious low-fat, ready to eat die t cereal that owes its eminent market position to the enhanced marketing choices made by the Kellogg marketers (Kellogg Company, 2003,2004). Following section of the assignment will analyse the components of the marketing choices made by the SK brand. Market segmentation and Target Market: SK is targeted at weight conscious women, employed/homemakers, between the ages of 25-49 who desire to attain a slimmer shape either for a healthy lifestyle or for an occasion. And in pursuit of their weight goals these women will prefer to consume nutritious food substitutes including paying an above average price for the product.

Research Proposal Form Dissertation Example | Topics and Well Written Essays - 2500 words

Research Proposal Form - Dissertation Example In 1974, being the earliest legal opportunity, majority of the 16-year old British boys left full-time education. The driving force behind differentials in earnings at given levels of experience is the variation in years of schooling prior to labour market entry depicted in the simplest human capital model. But this model is inapplicable for the majority of young people in Britain because they have no schooling beyond the compulsory level. Therefore, it is essential to determine the big variation of success in the labour market regarding this group of young men. We observe the boys who left school in 1974 at the age of 16, and analyse their success with their respective occupations in 1981 (Connolly, et al. 1991; Elias & Blanchflower, 1988), by computing the average gross hourly earnings (over the whole male labour force) in the relevant occupation, gathered data from the Department of Employment’s New Earnings Survey. The sample considered is drawn from the National Child Dev elopment Study (NCDS) panel which is based on all individuals born in Britain in the week, March 3-9, 1958. The current paper aims to gather perceptions and causal attributions of the general public on youths not in employment, education, or training. The eventual goal is to facilitate these youth’s process of finding meaning – that is, assisting them in determining their rightful niches in society.

China's foreign policy. Mao Zedong and Deng Xiaoping Essay

China's foreign policy. Mao Zedong and Deng Xiaoping - Essay Example It is clear that all the significant changes distinguish the International Course of China after the reforms of the late 70's and early 80’s from the political line, held during the â€Å"cultural revolution" (1966-1975). The current foreign policy of the PRC continues its updating, although it is still based on the development of conceptual approaches of the eighties. It is remarkable that even before the collapse of socialistic system and disintegration of USSR, the Chinese government had already worked out quite productive paradigm of relations between China and other countries, which justified itself under the dramatic circumstances of the 90’s. The process of modernization of China's foreign policy during the 90’s was a gradual process, which was also typical for Chinese reforms. It was the completion of the construction, consisting of time-tested components and elements. The essential distinctive feature of China’s foreign policy is a constant search for non-forcible, quite economical and still effective solutions, which do not exclude using tough methods and focusing on individually developed relations with particular states. Consequently, a great deal of analytical work, when preparing for any diplomatic movement, is devoted to assessing the world’s most poignant contradictions and possibility to use them in the country’s interests. China almost never takes any major international initiatives. As usual, China does not hurry to assess any events, happening in different parts of the world, it often takes expectant or neutral positions. The evolution of Chinese foreign policy of the last two decades can be schematically represented in the form of several ongoing transformations and changing relations, meaning the substantial difference between so-called "static" foreign policy, ensuring the national independence, and its "dynamics " that is strictly oriented towards supporting the socio-economic development of the country. On the first of October, 1949, the formation of a new republic, Chinese People's Republic (CPR), was proclaimed by Mao Zedong at the Tiananmen Square, in Peking. Then diplomatic relations with lots of European and Asian countries were established. In December of 1949 Mao Zedong paid a visit to the USSR. Thus, on the 14th of February, the Treaty of Friendship, Alliance and Mutual Assistance was signed between the USSR and China. As for the Occident, it did not recognize the newly formed state, and its place in the UN was taken by the representatives of Kuomintang. In 1950 all the continental part of China, except Tibet, was free from the troops of Chiang Kai-Sheik; they were evacuated to the island of Taiwan under the USA protection and to Burma. It was the beginning of China’s splitting into two states, which chose different ways of further economic, social and ideological developmen t. Since 1953 China took a course towards industrialization and nationalization of private property that ended by the late 1955. The first Five-Year plan was fulfilled successfully (1953-1957). Considerable assistance to CPR was

Di box Lab Report Example | Topics and Well Written Essays - 500 words

Di box - Lab Report Example The basic function was to enable the sound engineers to lay long lines of three core balanced cable between musicians and the engineer, who might be seated at the far end of the venue. In order to send him proper and noiseless signals, one would require balanced lines with high impedance. But the electric guitar, bass guitar, electric keyboard or the drum machine outputs are all unbalanced and low impedance outputs of around 50 kilo ohms. In order to convert it into impedances of around 3 kilo ohms, DI boxes are employed. They basically consist of an impedance matching transformer. A transformer consists of two coils – the primary and the secondary. The number of turns in each actually determines whether it is a step-up, a step-down or just an isolating transformer. Having a transformer also serves another very important purpose – isolation between the input and output signals. This helps to keep the expensive musical instruments out of the way of damage by the intrusio n of unwanted electrical impulses such as an accidentally switched on phantom power in the mixing console. In DI boxes, however, a step-down transformer is used. The number of turns in the primary coil is more than in the secondary coil. Therefore lesser amount of current is induced in the secondary coil, resulting in a mic level output (around -30dBV), from a line level input (around -10dBV).

Organizational behavior Research Paper Example | Topics and Well Written Essays - 2000 words

Organizational behavior - Research Paper Example Answer: our organization considers employees who are creative and good team players. This is because team work ensures high quality output with minimum supervision. Creative employees would be able to come up with new ideas that may prove viable in out-competing other competitors in the company. Answer: while using Maslow theory, many individuals are motivated to work harder so as to achieve a more satisfying reward. Thus, this theory proved to be important because most of our employees have to gain experience in the lower ranks before getting a promotion. Answer: with the integration of several theories, issuance of rewards to well performing employees is mostly used to motivate employees. These rewards may be in the form of promotions, salary increments or staff transfers to a more convenient environment. Moreover, the company cares a lot for the employees’ socio-welfare and health issues by providing free medical cover for common illnesses. This helps to motivate employees to work better thus resulting to quality service production. Answer: I mostly motivate myself through setting of personal goals with a view of achieving them within a given specified time. The urge to achieve the set goals motivates me to keep working harder. Also, by regarding other players in the industry as my competitors, I am motivated to work harder for fear of being failing. Answer: sometimes decision making is quiet stressful because the nature of decisions that I make affects the outcome of the company’s productivity. This always compels me to think through decisions and make resolutions in a professional way. Answer: over the long working period, I have managed to cope with stress due to constant exposure to it. However, managerial retreats and family holidays have played a key role in the stress management. Answer: the company’s team of managers has resolved to

About alcohol and drug regulation(Writer's Choice to determine the Essay

About alcohol and drug regulation(Writer's Choice to determine the topic, but in this direction) - Essay Example genetic models of alcoholism should account for the clinical findings.† In connection to this, the paper will expound on various reasons as to why there is a genetic factor in alcoholism. Evidence for the presence of a genetic factor in alcoholism arises from many diverse sources. For instances, family studies, twin studies as well as separation studies on adoptees and half sibs confirms that there is a genetic factor in alcoholism. Studies of genetic linkage are also the most direct way of justifying that the presence of a genetic factor in alcoholism. The studies were enhanced by the investigations on physiological as well as biochemical processes that were relevant to alcoholism as well as having genetic bases. From the findings of the studies, it was evident that the alcoholism runs in families. According to Collins, Leonard and Searles (40), the percentage of alcoholism is very high in relatives of alcoholics compared to other persons. Most family studies also evidenced that rates of alcoholism was significantly higher in subjects born to alcoholic fathers. Psychiatric conditions manifested in the etiology of alcoholism also play a very significant role in the study of the genetic involvement in alcoholism. For instance, for many years antisocial personalities has been associated with adult alcoholism. This has also been evidenced by the clinical and family studies that have been carried on alcoholism. The existence of antisocial personality is often associated with earlier age of drinking as well as earlier age of regular drinking. According to Collins, Leonard and Searles (41), earlier onset of drinking alcohol has a genetic influence and, as a result, leads to familial alcoholism. Children’s conduct also plays a very significant role in studying familial alcoholism. In most occasions, children born to alcoholic parents portray aggressive behavior. For instance, it is evident that the majority of them is hyperactive as well as portrays conduct

The Role of Amino Acid R-groups to the Structure and Function of Lab Report - 1

The Role of Amino Acid R-groups to the Structure and Function of Ligand-Protein Complexes - Lab Report Example Biologically proteins functions well when stable hence the need for enzymes that helps in maintaining their stability (Bruylants). The folding of proteins takes place mainly while they are biologically active. This knowledge is widely employed rational drug design, and biopharmaceutical production in developing stable proteins for various production and function. The process is not as easy as it may look since it requires the knowledge of correct folding and the amount of forces required during the folding process. Ability of folding of proteins, which forms basic units of amino acids can be measured using several detectable and analytical machines and instruments. Ligand is a molecule that is always targeting a protein site leading to binding. The process of binding is through various forces such as van der Waals forces, ionic bonds, hydrogen bonds, and intermolecular forces (Baron). The process of binding has an effect of altering the shape of the ligand. The process of binding and coming together is known as affinity. The ligand binding affinity power depends on the type of forces that exist in the process and the amount of the intermolecular forces existing in the chemical molecule. Longer distance While looking at the difference of these amino acids it is important to look at the molecular weight and their structures, which transforms to the rate to front between these amino acids . Cysteine has a molecular weight of 121.1150 and the only binding factor is the sulphur molecule, which does not give it any much more weight. Alanine has the last weight with 89.0935 due to the possession of only three carbon molecules and a carboxylic group. Serine has 105.0930 weights and has four carbon molecules, which increases the tie for rate to front. Aspartic acid has the highest weight of 13.1032 since is possess the amino group. In addition to this, the amino acid also contains the carboxyl group, which reduces its rate

Evaluating a Website for Credibility Guidelines with Scoring Rubric Assignment

Evaluating a Website for Credibility Guidelines with Scoring Rubric - Assignment Example The website is quite simple to access because it only requires individuals to type the name of the government website in order to access (GOV.UK, 2014). In order to gain full entry right to access the website, the websites only require that an individual only type gov.UK as the search engine when accessing the website. The website being owned by the government, it provides reliable information of health that the citizens can apply in the daily activities whenever they develop symptoms that persist for quite some time. In this regard, the website endow with information to its citizens regarding the public health, social care, National Health Service, and public and emergency. The government web address is provided as: https://www.gov.uk/government/organisations/department-of-health. In the same context, the link provides an easy path when an individual’s access the website. This website is under the UK government, and this plays the role of ensuring that information regarding health matters is well-handled (GOV.UK, 2014). In addition, the website offers information relating to the public health; giving tips on staying healthy and shielding them against threats to their health. In the same context, the website offers information regarding social care; a few individuals require extra care and support which the government provides the tips on how to handle such issues. It is made quite easy to get the information of national service; this is because it is the command requirement to deliver to the people better results. The government owes the citizens the duty to offer quality public safety and emergency, funding and support for the local emergency service such as the police, fire, and ambulance service information is offered in the government website (GOV.UK, 2014). Content on the internet is unfettered, and anyone is allowed to

Eom Draft Essay Example for Free

Eom Draft Essay Although many practices such as resale and consignment of clothing are not widely known in Singapore, they are possible practices that could be adapted and promoted in our culture as an alternative to recycling clothing, making it relevant to our project. The concept of the consignment boutique is for shoppers to â€Å"wear the outfit once, bring it in, get money back and continue their shopping habit†. This encourages the idea of reuse of clothing but keeps the clothing in a fixed circuit, being recycled in the same boutique. Instead, these shops can expand their networks or probably work together with other resale shops and reach out to more buyers and sellers, providing them with a bigger variety as well. Although when reselling it to the different boutiques, varying offers may be made by different boutique owners. These boutiques may standardize the prices to offer according to the number of days from which it was purchased, which will be recorded in a computer system assessable to the owners in the network. The article claims that â€Å"people don’t have a stigma against buying used clothes anymore† but I disagree. In Singapore, many second-hand clothing stalls are not popularly purchased from, due to the social stigma that used clothes are old, unwanted and unhygienic which is usually reflected through how the shops are usually disorganized, unlike those mentioned in the article where ‘the racks aren’t overcrowded’ and the store has a ‘boutique feel’ which appeals to the target demographic. Thrift shops in Singapore could be mirrored to have organized racks for different clothing articles and trends and could hire youth volunteers who would communicate better with the shoppers. This would increase the appeal for used clothing and possibly change the perspective on used clothing. In a consignment, the owners are able to ‘chose what [they] want’ to purchase. This may be unreflective of what the rest of the consumers want. Also, when they are willing to purchase it, the seller may be unhappy with the price of the offer. Therefore, instead of having the retailer as the middle-man, events where people can swap or sell their clothing would be more effective as buyers are able to chose what they want while sellers can name their own prices according to their perceived value for it or allow others to bargain for cheaper prices. The article states that consumers want good deals and are ‘growing tired of mass produced clothing’ therefore resale shops targets the ‘vintage aspect’ to set themselves apart. I agree with this statement as mass produced clothing are widely seen around the market and loses its originality and one-of-a-kind concept which customers define unique. Consumers would be willing to pay slightly more if the article of clothing is not commonly or easily found. Furthermore, the vintage aspect suites current clothing trends and would appeal to the target group of teenagers well. There is also a small number of male shoppers visiting or purchasing from consignment and resale boutiques, possibly because resale boutiques may not appeal to the male demographic widely, as they may come across as more female-centric and may not be as widely known. As the article mentions that the location affects the target demographic, these boutiques can be relocated or expanded to places in the urban areas which have many other male clothing outlets in order to boost its image as a boutique for male clothing as well and attract more male shoppers.

Myofascial Triggger Point Essay Example for Free

Myofascial Triggger Point Essay This chapter is the review of the available literature concerning the theoretic content that is necessary to understand the trapezius muscle and its role in the symptoms associated with upper back pain. Particularly the issues about the types of trigger points, including a discussion of myofascial trigger point therapy and acupuncture trigger point therapy. More importantly the awareness and understanding on how to improve the quality of life by learning about the alternative options, making changes and applying self-help strategies on myofascial trigger points. Given this points, a brief description of the topics are noted: It is painful to say that about 23 million persons, or 10 percent of the U. S. population, have one or more chronic disorders of the musculoskeletal system (Imamura, Fischer, Imamura, Teixeira, Tchia Kaziyama, (1997). The most common reason for the breakthrough of pain and rigidity in the head, neck and shoulder is the development of myofascial trigger points (MTrPs) activity in those areas. Factors responsible to set in motion trigger point in the muscles of the neck and shoulder region include postural disorders, drooping of the shoulder girdle, direct and indirect overloading of the neck muscles, acute trauma to the neck and anxiety (Baldry, 2002). For instance, the muscle most often affected by MTrPs is the trapezius muscle. Any position or task that requires the shoulders to carry out the weight of the upper extremities repeatedly or for prolonged periods of time overloads the upper trapezius muscle, and strongly boosts the development of MTrPs (Mense, 2001). Incidentally, MTrPs extremely common and became a painful part of nearly everyone’s life at one time or another. ), the upper trapezius active MTrPs are common in patients presenting neck pain (Simons Travell 1999). Surprising statistics suggested that neck pain has a lifetime incidence of 45%-54% in the general population (Fernandez-de-las-Penas, Alonso-Blanco Mangolarra, 2007). Trigger points are tender to direct pressure or squeezing, they are painful and they are palpable as hard nodules. Rachlin, 2005). In fact, Simons Travell (1999) has described pain due to TrPs is a cause of pain in all parts of the body and it has been reported as a source of pain in numerous medical conditions. Patients presenting mainly with upper body pain or headaches are more likely to MTrPs pain than patients presenting with pain located elsewhere (Rachlin, 2005). Indeed, therapy for MTrPs has been used by Bilkstad and Gemmell, (2008) with anecdotal success in patients with non-specific neck pa in. Gemmell and Allen’s (2008) study also proved that a session of trigger point therapy, has a clinical meaningful effects in the treatment of acute trigger points of the upper trapezius muscle. Certainly acupuncture for MTrPs is an effective and efficient technique for the treatment of myofascial pain and dysfunction. That is, an acupuncture needle is inserted through the skin and moved gently up and down through the MTrPs. The effect is to de-activate the trigger point and relax the muscle according to Travell and Simons (1999). Furthermore, studies of neck pain have proposed that manipulation is an effective therapy, especially when combined with exercise (Rubinstein, Leboeuf-Yde, Knol, de Koekkoek, Pfeifle van Tulder, 2008). Gatterman (2005) stated that chiropractic treatment of the spine has a relaxing effect on the spinal muscle and a loosening effect on spinal articulations, hence making a difference in a number of ailments drawn by cervical structure. Historical Background Review  Back to 1816, British physician Balfour, as cited by Stockman, described â€Å"nodular tumors and thickenings which were painful to the touch, and from which pains shot to neighboring parts† (Stockman, 1904 p. 107-116). In 1841, trigger points have been documented in western medicine research. In the European literature, regional musculoskeletal pain conditions have been documented since the 18th century (Reynolds, 1983). Dr. Janet Travell (1901-1997) is generally credited for bringing MTrPs to the attention of healthcare providers. MTrPs have been described and rediscovered for several centuries by various clinicians and researchers as far back as the 16th century, de Baillou (1538-1616), Ruhmann (1940) described what is now known as myofascial pain syndrome (MPS). Bron Dommerholt, ( 2012, p. 1) acknowledges, myofascial pain syndrome is defined as the â€Å"sensory, motor, and autonomic symptoms caused by Mypfascial Trigger Points†, and has become a recognized medical diagnosis among pain specialists. The first trigger point manual was published in 1931 in Germany nearly a decade before Dr.  Janet Travell became interested in MTrPs These early descriptions and other historic papers did illustrate the basic features of MTrPs quite accurately (Simons, 1975). In 1966, Dr. Travell founded the North American Academy of Manipulative Medicine, together with Dr. John Mennell, who also published several articles about MTrPs (Mennell, 1976-1989). In the early 1960s, Dr. David Simons was introduced to Dr. Travell and her work, which became the start of a fruitful collaboration eventually resulting in several publications, including the Trigger Point Manuals (Simons Travell 1999). The Trigger Point Manuals are the most comprehensive review of nearly 150 muscle referred-pain patterns based on Dr. Travell’s clinical observations, and they include an extensive review of the scientific basis of MTrPs. Both volumes have been translated into several foreign languages. These books are considered the definitive reference on myofascial pain and locating trigger points. Trapezius Muscle This diamond shape muscle is situated in the neck and upper part of the back and lies most superficially (Moore Dalley, 2006). It was given its name because the muscles of the two sides form a trapezium. The main action of the trapezius is to aid in head, neck and the clavicle movement. The trapezius commonly contains trigger points, and referred pain from these trigger points bring patients to the office more often than for any other problem. Figure 2. 1 shows the trapezius- a large kite-shaped muscle, covering much of the back and posterior neck. There are three main parts to the muscle: the Upper, middle, and lower part. Each part has its own actions and often different functions. Figure 2. 1 Trapezius Muscle Namely the upper portion of the trapezius muscle laterally flexes the head and the neck towards the same side, and assists in extreme rotation of the head so that the face turns to the opposite side. It can draw the clavicle backwards and raise it by rotating the clavicle. It usually helps to carry the weight of the upper limb during standing, or support a weight in the hand with the arm hanging. Acting bilaterally, the upper fibers extend the head and the neck . The upper trapezius can reflect headaches on the temples, dizziness, severe neck pain, intolerance to weight on your shoulders. While the middle trapezius reflects pain on the mid-back, headaches at the base of your skull and superficial burning pain close to the spine. On the other hand lower trapezius on the mid-back refers pain to the neck, and/or upper shoulder region (Simons Travell, 1999). Figure 2. 2 Trapezius Trigger Points Myofascial Trigger Points The word myofascial means muscle tissue (myo) and the connective tissue in and around it (fascia). According to the most commonly accepted theory, a myofascial trigger point ( Figure 2. ) is an area of hypersensitivity in a taut band, or contraction knot of skeletal muscle with respect to pain (Simons, et al. , 1999), as opposed to healthy muscle, which does not contain taut bands or trigger point (Shah, et al. 2005). The trigger point feels like a pea embedded within the muscle to the touch. A trigger point is always tender and becomes painful, like contracted knots that refers pain and tightness upon direct compression and is mediated by a local twitch response (Hong, 2006; Simons et al. , 1999; Simons, 2004). Auleciems (1995) furthermore researched the incidence of MPS, reported to be as high as 85% at certain American pain clinics. Figure 2. 3 Myofascia Trigger Point Taut Band Myofascial Trigger Point Development There are existing studies to account for the development of trigger points and subsequent pain patterns, but scientific evidence is lacking. Many researchers concur that an acute injury or repetitive small injuries may lead to the development of a trigger point which creates some degree of tissue damage (Rachlin, 2005). The damage to muscle and connective tissue can befall several ways. From lack of exercise, prolonged poor posture, vitamin deficiencies, sleep disturbances, and joint problems (Simons Travell, 1999). Examples of predisposing activities such as typing/moussing, handheld electronics, gardening, home improvement projects, work environments, holding a telephone receiver between the ear and shoulder to free arms; prolonged bending over a table; sitting in chairs with poor back support, improper height of arm rests or none at all (Simpson McCarthy, 2001); sustained loading as with heavy lifting, carrying babies, briefcases, boxes, wearing body armor or lifting bedridden patients. Injury from falling down stairs or whiplash injury in a motor vehicle accident (Lavelle, Lavelle, Susti, 2007). Myofascial Trigger Point Classification Trigger points are classified as being active or latent. The active, painful phase of the trigger point is the one which motivates people to seek relief. The active trigger point hurts when pressed with a finger and causes pain around it and in other areas. (Hong, 2006; Simons, 2004). The active trigger point referral symptom may feel like a dull ache, deep, pressing pain, burning, or a sensation of numbness and fatigue. If unaddressed or ineffectively treated, eventually other muscles around the dysfunctional one become stressed and develop secondary trigger points. It is not unusual for chronic pain patients to have multiple, overlapping referred pain patterns, making diagnosis and treatment more complex. Trigger points can also lie quietly in muscles, sometimes for years. This type of trigger point is called latent. Latent trigger points are very common. Probably one wont know they are there for the fact that they cause pain unless it is compressed. Latent trigger points cause restricted movement, distorted muscle movement patterns; stiffness and weakness of the affected muscle (Fricton, Kroening, Haley Siegert, 1985). When firm pressure is applied over the trigger point in a snapping often causes the muscle to â€Å"jump† or briskly contract a â€Å"local twitch response† (Simons et al. , 1999). The reaction of a twitch response during palpation of a trigger point, or during a trigger point release procedure, is a reliable confirmation that the trigger point has been accurately located. When a trigger point in one muscle can create pain in another area it is known as referred pain. This referred pain is felt not at the site of the trigger-point origin, but remote from it (Mense Schmit, 1977). For example (Figure. 2. 4), a primary trigger point in the upper trapezius muscle refers pain to the temple region of the head. All muscle tissue is potentially prone to developing trigger points. Fig. 2. 4 Referred Pain from Trapezius Trigger Points Treatment of Myofascial Trigger Points As a matter of fact treating each trigger point is relatively simple. Treating the whole myofascial pain syndrome so that pain fully goes away is a more complicated process. Pharmacologic treatment of patients with chronic muscle pain includes analgesics and medications to induce sleep and relax muscles. Antidepressants, anti-inflammatory drugs are often prescribed (Imamura et al. , 1997). The long-term clinical efficacy of various therapies is not clear, because data that incorporate pre- and post-treatment assessments with control groups are not available. No laboratory test or imaging technique has been established for diagnosing trigger points (Fricton et al. , 1985). However, the use of ultrasonography, electromyography, thermography, and muscle biopsy has been studied. A variety of hands-on skills, such as stretching, massage, manipulation, mobilization and strengthening (Simons, 2002), and a wide variety of modalities namely, diathermy, transcutaneous electrical nerve stimulation, ethyl chloride Spray and Stretch technique, dry needling, and trigger-point injections with local anesthetic, saline, or steroid heat, ice, ultrasound, electrical stimulation, mechanical pressure and light energy, are available to physicians and therapists for the treatment of trigger points (Edward Knowles, 2003). For instance trigger point therapies can help specifically a number of health issues such as: 1) Relieve migraine and headache 2) Alleviate low-back pain and improve range of motion Ease dependence over the counter or prescription medication 3) Release endorphins that work as the bodys natural painkiller 4) Enhance immunity by stimulating the bodys natural defense system. 5) Increase blood flow to bring oxygen (Dommerholt Huijbregts (2011, p. 18 ). The proposed principle of treatment of MPS is to inactivate the active MTrPs through the use of various therapeutic modalities (Hong, C. 2000). However, the various treatments are beyond the scope of this study, the main focus here is to determine the efficacy of acupuncture and myofascial trigger point therapy for upper back pain. Acupuncture Trigger point pain may result from old or new injuries, excessive work out, incorrect body mechanics and poor body posture. In this light, acupuncture treatments can help return the balance to muscles. It is one of the safest ways to address physical problems. Using FDA-approved grade of acupuncture needles, it stimulates the muscle fibers, generating involuntary twitching of muscles located on the suspect trigger point (Figure 2. 5). Usually leads to an immediate reduction of the tightness as well as a reduction or elimination of the related problems (Scholar Hong, 2000. Aside from relieving muscles from stress, acupuncture treatment releases endorphins, boosts the nervous system, enhances the immune system, and causes a number of other biochemical and hormonal changes (Napadow, Webb, Pearson, et al. , 2006). Acupuncture is a time proven and safe method to optimize health. In restoring balance to brain and nervous system functions, it helps regulate blood pressure, blood flow and body temperature, which is indirectly beneficial to managing and relieving body stressor (Birch, Hesselink, Jonkman, et al. , (2004).

Robert F Kennedys Rhetoric

Robert F Kennedys Rhetoric The aim of this thesis is to conduct research into a selection from Robert F. Kennedys 1968 presidential election campaign speeches, in order to outline the key features of his utterances that earned him success in inspiring masses and frightened the power structure. One of the reasons I have decided to conduct research into Robert F. Kennedys rhetoric is personal. The speech given on the assassination of Martin Luther King, Jr. has drawn my attention to Robert Kennedys unique talent as a public speaker. The other reason is driven by the fact that there is a lack of literature directly discussing the aspects of Robert F. Kennedys rhetoric. With this work I want to demonstrate that the domain of Robert F. Kennedys rhetoric is one worthy to be explored and to suggest the topic for further research. In Chapter 3, entitled Corpus Description and Evaluation I describe the events and the target audiences of the analysed public addresses. In addition I also delineate the main linguistic aspects of the particular speeches and I explain in what terms the analysed material meets the research criteria. In Chapter 4 I describe political speech as an individual genre within the domain of political discourse. I also explain from what perspective Robert Kennedys selected addresses fall under the genre of political speech. I devote Chapter 5 to Robert Kennedys biography, character study and the historico-political background of the time for several reasons. During the analysis of the core research material I lay great emphasis on the contextual meaning (Firth 1957 in Downes 1998: 371) of Robert Kennedys utterances. Therefore I want to make the reader familiar with the context and the so called member resources (Fairclough 1989) within the discourse of Robert Kennedys selected addresses. Fairclough describes these member resources as prototypes which people have in their heads and draw upon when they produce or interpret texts including their knowledge of language, representations of the natural and social worlds they inhabit, values, beliefs, assumptions, and so on. [à ¢Ã¢â€š ¬Ã‚ ¦] they are social in the sense that they have social origins they are socially generated, and their nature is dependent on the social relations and struggles out of which they were generated [à ¢Ã¢â€š ¬Ã‚ ¦] (Fairclough 1 989: 24) I regard Chapter 6 as the body of the thesis. This is the reason why its title is identical with the title of the thesis. Within this chapter I devote separate subchapters to the discourse strategies and different aspects of Robert Kennedys rhetoric. I describe the ways of addressing the target audiences, the forms of interaction between Robert Kennedy and his audiences and the methods of confrontation of the target audiences. I examine the degree of Robert Kennedys subjectivity and personal involvement in the selected addresses and I also introduce to the reader the means of persuasion applied by Robert Kennedy and his rhetorical idiosyncrasies. Chapter 6 as the most complex and most extensive unit of the thesis is intended to provide information essential for answering the research questions formulated in the following chapter. 2 Research Objectives, Hypotheses and Methodology The main objective of the analysis of Robert Kennedys selected public addresses is to point out to what degree are his discourse strategies and rhetorical devices predetermined by factors like the topics covered, the speech events and the nature of the target audiences. According to Stanley Fish there are two ways of language that have shaped the history of Western thought: on the one hand, language that faithfully reflects or reports on matters of fact uncoloured by any personal or partisan agenda or desire; and on the other hand, language that is infected by partisan agendas and desires, and therefore colours and distorts the fact which it purports to reflect. It is the use of the second kind of language that makes one a rhetorician, while adherence to the first kind makes one a seeker after truth and an objective observer of the way things are. (Fish 1989 in Richards 2008:6-7) I will analyse the discourse strategies and the rhetorical devices in Robert Kennedys selected public addresses with an additional intention to prove that in terms by Fish he is a seeker after truth and an objective observer of the way things are. During the writing process I will concentrate my effort on answering the following research questions: Are the discourse strategies and rhetorical devices predetermined by the topic rendered by the speaker? Are the discourse strategies and rhetorical devices predetermined by the speech event and the nature of the target audience? I would like to build my hypothesis on Hallidays statement that all language functions in contexts of situation and is relatable to those contexts. The question is not what peculiarities of vocabulary, or grammar or pronunciation can be directly accounted for by reference to the situation. It is which kinds of situational factor determine which kinds of selection in the linguistic system. (Halliday 2009: 94) Through my research I will attempt to prove that Robert Kennedys rhetorical devices and discourse strategies in his selected utterances are predetermined by situational factors like the topic, the speech event and the nature of the target audience. I hereby underline that I will analyse the contextual meaning (Firth 1957 in Downes 1998) of Robert Kennedys utterances in order to substantiate my theory of predetermination. From the methodological perspective, I subject the research material to a qualitative political discourse analysis. I will conduct a critical reading of the transcripts of the selected public speeches and simultaneously listen to the audio recordings of the addresses in order to outline also those aspects of Robert Kennedys utterances which cannot be exposed only through the analysis of their transcripts. These are especially the paralinguistic features, like the tone of voice, intonation, gestures etc. The audio recordings will help me to clarify ambiguous situations where the question what is said? will not allow for any adequate judgements. In order to avoid lengthy repetitions of the titles of the selected speeches I have decided to deploy an indexing method. Therefore I will further refer to the University of Kansas address as Speech A, to the Remarks on the Assassination of Martin Luther King as Speech B and to the Cleveland City Club address as Speech C. Through the research I will refer to Robert Francis Kennedy as Robert Kennedy or RFK. The core research material has been selected according to the following research criteria: public speeches with a classical rhetorical organizational pattern public speeches delivered to target audiences of different nature addresses with various speech events addresses with various topics of moral values utterances free of partisan agendas In my work I predominantly rely on the following literature: The factual information for Robert Kennedys biography, character study and the historico-political background of the time I retrieve from Robert Kennedy and his Times (1985) written by Arthur M. Schlesinger, Jr. and from RFK: His Life and Death (1968) written by Jay Jacobs. The book RFK: Collected Speeches (1993) edited and introduced by Edwin O. Guthman and C. Richard Allen contains valuable information about the events and the context of the selected public addresses. The theoretical knowledge for the analysis of the discourse strategies and rhetorical devices in Robert F. Kennedys selected public addresses I gain from the following works: Language and Power (1989) by Norman Fairclough is an especially useful source for critical discourse analysis as it contains several demonstrations of discourse analysis in practice. I use his model for the interpretation of the utterance meaning in the analysed material from the position of the analyst. I draw on his conception of the member resources within a discourse, which justifies my decision to introduce to the reader the historico-political context of the analysed material and some biographical facts about Robert F. Kennedy. Meaning in Interaction: an Introduction to Pragmatics (1995) by Jenny Thomas provides me with the theoretical knowledge to decipher the illocutionary forces and the implicit meanings of Robert Kennedys particular utterances. Through the analysis of the selected addresses in Chapter 6 I rely on her model of interpreting illocutionary forces to understand the meaning of Robert Kennedys utterances depending on their context. Language and Society (2009) by M.A.K. Halliday (edited by Jonathan J. Webster) furnishes me with the conceptions of the field, tenor and mode of the discourse, which allows me to identify, what is linguistically important in a given utterance in relation to its context. I build my hypotheses on Hallidays theory that external factors determine the individuals selections in the linguistic system. Through the whole analysis of the selected addresses in Chapter 6 I rely on the above theory to identify to what degree are Robert Kennedys utterances predetermined from a linguistic perspective by factors, like the topic rendered, the speech events and the nature of the target audiences. 3 Corpus Description and Evaluation The analysed resource material of this thesis consists of a selection of three significant speeches of Robert F. Kennedys public addresses during his 1968 presidential campaign. Namely, in chronological order, the speech from March 18th, given at the University of Kansas, the Remarks on the Assassination of Martin Luther King from April 4th, delivered in Indianapolis and the Remarks on the Mindless Menace of Violence in America, delivered at the Cleveland City Club on April 5th. I would like to start the corpus description with some quantitative statistics about the analysed material. The most extensive of the texts in subject is the University of Kansas address which consists of 3942 words and 17 386 characters without spaces, the second text, which is the transcript of remarks on Martin Luther Kings assassination is composed of 618 words, counting 2653 characters without spaces and the last one, the Cleveland City Club address comprises 1080 words and 4700 characters without spaces. In the following pages of this chapter I will describe the analysed texts individually. My description will predominantly focus on the context behind the public addresses, including a portrayal of the setting and the occasion. At the end of the chapter I will also explain the reasons for integrating these particular speeches into the research. The University of Kansas address (further referred to as Speech A, in abbreviated form: SA) was delivered by Robert F. Kennedy just two days after the announcement of his candidacy for the President of the United States. It was the second real public speech of his freshly started campaign. He came to Kansas with doubts about his popularity, since the state was largely rural with a conservative majority, where he, as a liberal and a critic of the military efforts in Vietnam, could not expect much affability. (Kennedy and Guthman and Allen, 1993: 323) To his and his staffs surprise, their warm reception at the campuses disproved their assumptions. With twenty thousand people present, Robert Kennedy drew the largest crowd in campus history. (Kennedy and Guthman and Allen, 1993: 327) He came to the university to talk to young people, the group of citizens his campaign program predominantly aimed at. The purpose of his speech was to express his viewpoint towards the situation within the c ountry and towards the War in Vietnam, to inform and confront his audience with the problems the country was facing and to persuade them to vote for him in the election. As usual when talking to young people he began his address with his famous self-deprecating humour to set a friendly atmosphere and create a positive relationship with the target audience before he moved on to sensitive topics. The points of his argument lined up in the following order: the polarization and violence within the country, the alarming conditions of poverty in certain areas of the country and the progress of the War in Vietnam. The way Robert Kennedy renders the above mentioned issues is descriptive, with linear organisation of the topics covered. The style of addressing his audience could be characterised as direct, confrontational and contemplative. Robert Kennedys interaction with the target audience is most noticeable in this address. This speech is argumentative and demonstrates a high degree of RFKs personal involvement as he frequently asserts his own beliefs, demands and opinion. The persuasive strategy through argument dominates the address. The Remarks on the Assassination of Martin Luther King (further referred to as Speech B, in abbreviated form: SB) was delivered in Indianapolis in the evening of April 4th 1968. RFK was heading for Indianapolis to give a speech to a mostly black American community in the city ghetto as a part of the rally. Before boarding the plane he was told that Martin Luther King had been shot in Memphis, Tennessee. Right after their plane landed he was informed that Martin Luther King had died of the injury. The crowd had been gathering for the rally in the ghetto for one hour before Robert Kennedy arrived. They were already fired up, albeit they could not have heard any official news about the assassination. Some of them were armed and violent. Robert Kennedy was advised by the police representatives not to go there, because they would not be able to defend him if mob violence broke out. RFK decided to face the danger and talk to his audience, thus taking up the unpleasant role to be the first to inform them about the death of Martin Luther King. Robert Kennedys words were meant from his heart. He alluded to the assassination of his brother. He alleviated the tension and literally tranquilized the audience. He asked the people to seek peace in their faith as a tribute to Martin Luther Kings legacy. On this occasion RFK spoke to an audience of mostly black people from the ghetto of the city. His tone of voice was moderate. Every single word of his utterance showed empathy and his personal involvement in the issue. He used simple, but at the same time delicate language and short sentences built up from sophisticated words. He managed to draw the audiences attention to terms like love, wisdom, understanding and compassion toward one another. His purpose was to shift the attitude of the crowd, to move and inspire them. He applied persuasion through emotions and through his own character. The style of the address is lyrical and emotional, obviously determined by the tragic event. This speech was built up solely from Robert Kennedys own words. It was delivered without a written template, only from the memory of RFKs own notes. For this reason this address shows several traits of extemporaneousness. As a reaction to Martin Luther Kings assassination the whole country was in flames that night, there were violent demonstrations, riots and boycotts initiated by African-American communities for revenge. In Indianapolis there were no significant protests registered. The Cleveland City Club Address (further referred to as Speech C, in abbreviated form: SC), was delivered by Robert Kennedy in Cleveland, Ohio on 5th April 1968. After the Indianapolis speech on Kings assassination, RFK cancelled his oncoming campaign appearances. (Kennedy and Guthman and Allen 1993: 358) However he was persuaded by some African-American community leaders to keep his address, scheduled for the next day at the Cleveland City Club and to make it a plea for ending the violence. (Kennedy and Guthman and Allen 1993: 358) RFK addressed his speech to a crowd of mostly white executives at the City Club. As usual, he conveyed his message in a moderate, soft tone of voice. The primary purpose of the speech was to express his concern about the violence in the country and to put the reasons for this growing violence in the country into focus. The overall organisation of the topics is associative. The content of the speech is confrontational and contemplative. The beginning and closing paragraphs are built up from merely simple sentences, while the core of the address consists of complex philosophical units. The style of RFKs utterance is emotive for he attempted to persuade the target audience through emotions and through his own reasoning. This is the most lyrical address of the given selection with numerous examples of figurative language. My decision to include in the research exactly these three public speeches of Robert F. Kennedy during his 1968 presidential campaign was determined by several factors. During the process of selection I took into consideration the previously formed research hypotheses. This approach directed me to choose speeches which adequately demonstrate to what extent were the rhetorical devices used predetermined by the target audience, the speech event and the topics covered in them. My first criterion was to select speeches that are organized according to the classical rhetorical pattern, that include introduction, argumentation and conclusion. Since all of the selected speeches are built on this pattern, they evidently meet the first criterion. The second criterion for the selection was the target audiences character. My firm intention was to analyse several of RFKs public addresses delivered to audiences of a different nature. With the given selection I managed to adhere to the plan. The speech at the University of Kansas was delivered to students, a community of young people the predominant target group of Robert Kennedys campaign. The remarks on the assassination of Martin Luther King addressed mostly black uneducated ghetto people of various age groups. The Cleveland City Club speech was given in front of mainly white executives of a higher social class. The above brief descriptions of the target audiences of the selected speeches indicate substantial heterogeneity from social perspective. The size differences between the audiences are also remarkable, with the University of Kansas crowd as the largest and the Cleveland City Club attendees as the smallest. The third criterion for the selection was the event of the particular speeches. Here I also attempted to seek variability in order to provide more objective evaluations of the rhetorical devices determined by the event of the utterance. The University of Kansas speech was an ordinary political speech during Robert Kennedys campaign rally. He covered the main points of his program: the divisions, the poverty and the War in Vietnam. He explained why he was running for the presidency and asked for the audiences support. The speech on Kings assassination was most affected by the occasion. Robert Kennedy could not deliver his pre-prepared speech instead he transformed the appearance into an honest tribute to Martin Luther Kings memory and legacy. The third speech, the Cleveland City Club address was still influenced by the happenings from the day before. Robert Kennedy again had to reformulate his initial message. Although he spoke about issues also included in his campaign proclamation, one can scarcely call his address an ordinary campaign speech. Not once he did mention his candidacy nor did he ask for any support directly. Briefly we can summarise the speech events as follows: an ordinary campaign rally at a university campus, an extemporaneous tribute to the legacy of an assassinated public leader in a city ghetto and a plea for reconciliation and non-violence in front of an audience of distinguished executives. The fourth and the most important criterion for the selection was the content of the individual speeches. Hereby I admit a relatively higher degree of subjectivity, since in this case the criterion was considerably conditioned by my own interpretation of the messages. I attempted to choose those addresses from Robert Kennedys 1968 campaign speeches which most of all prove the extraordinary phenomena of his rhetoric. The University of Kansas speech was selected for his involvement, objectivity and for the emphasis of moral obligation over material values. The lyricism and spiritualism and the calming effect of the carefully chosen words in the Remarks on the Assassination of Martin Luther King were all factors of great importance that determined my choice for this piece of rhetoric. The Cleveland City Club address is remarkable for Robert Kennedys concern about humanity. It is an emotive call for peace and reconciliation of mankind. I chose this utterance in addition to its many uniq ue qualities especially for the philosophic thoughts and prophetic words it communicates, which more than forty years later still appear to be relevant. The fifth criterion was to select speeches that are free of any partisan agendas and manifestations. Robert Kennedy in the selected addresses does not enforce any programs or any political ideologies he rather draws his audiences attention to the real conditions in the country which affect them all. Nonetheless he categorically distinguishes himself from hiding the truth in illusions and empty promises. I was lead by the above assumptions during the selection of the core research material. I hope the fact that the selected speeches evidently meet all the criteria defined justifies my choice.

Little Credibility Found in The Captain’s Quarterly Blog :: Website Evaluation Blog Blogging

Little Credibility Found in The Captain’s Quarterly Blog Captain Ed allows his emotions to overflow after Media Matters for America accuses Sinclair Broadcasting Group of partisan news programming. Sinclair airs The Point, a commentary featuring Mark Hyman, the spokesman and overseer of all of Sinclair’s Washington lobbing. Sinclair. Most of Sinclair’s 62 Stations are required to air every night during their local news. Captain Ed stated with an excellent argument, but quickly lost his credibility with name calling and childishness but even more with his ability to ignore logic and dispute truth with no relevant backing. Emotion can be a powerful tool in writing, if it can be harnessed and put into words. On the other side, emotion left unchecked, can destroy an entire work. The appeal of pathos and ethos in this essay did all the work for the opposing view. What is the best way to win an argument? Captain Ed will say it is to as quickly as possible call the people whom one is arguing against â€Å"lunatics† (Captains Quarters Blog 1). This is precisely what was done. When doing this the point that is being made is lost. It now has become a credibility issue. When writing an argument it is only logical to think the intended audience is the opposite view. Why would a writer blatantly attack its own audience? No the reader is trying to understand the other opinion not get verbally assaulted. Logic is necessary in any kind of argument. With out it the reader will only become confused and weary of any further reading of the authors. Captain Ed excellently points out that, â€Å"MMA and the rest of the lunatics seem to have overlooked one thing: The Point is a commentary, an editorial that does not pretend to be news reporting. Sinclair advertises it as such. In effect, MMA seeks to condemn Sinclair for doing exactly what newspapers and broadcast stations have done for decades -- editorialize as owners see fit† (Captains 1). This is an excellent example of a well written logos appeal. It is true commentary is editorial and bias but not news. However, the fact that was left out is really more important. These commentaries are aired during the local news. The local news is on every night for people to tune in and get a non bias report of what is going on around them. For Sinclair to force stations to air a biased commentary during the news is illogical.

Allegory :: essays research papers, informative

Allegory ALLEGORY, pronounced AL uh gawr ee, is a story with more than one meaning. Most allegories have moral or religious meanings. Famous allegories include the fables attributed to Aesop, an ancient Greek writer. Aesop's fables seem to describe the adventures of animals and human beings. But the author actually wanted to teach his readers something about human nature. One of Aesop's best-known fables is "The Fox and the Grapes." On its surface, or its literal level of meaning, the story tells of a fox who wants a bunch of grapes hanging above his head. The fox tries desperately to reach the grapes but cannot. He finally gives up, saying that the grapes are probably sour anyway. The allegorical meaning of this story is that people may pretend the things they cannot have are not worth having. Allegories had their greatest popularity during medieval and Renaissance times in Europe. The Divine Comedy, written by the Italian author Dante Alighieri in the early 1300's, literally tells of a man's journey to heaven through hell and purgatory. Allegorically, the poem describes a Christian soul rising from a state of sin to a state of blessedness. Other allegories include the parables of Jesus, and The Faerie Queene, written by the English poet Edmund Spenser in the late 1500's. Allegories lost popularity in Europe after about 1600, but some, such as Pilgrim's Progress (1678, 1684) gained recognition in later times. Allegory also exists in other ways. Many novels include allegorical suggestions of an

The Florence Baptistery :: essays research papers fc

People often try to imitate a finished product if it has become popular. When this is done after several years it is considered a revival. Usually the artist or patron has a purpose such as modeling after a powerful culture or religious significance. They may slightly change or mix other styles to make the best of past and present. In Florence Italy there stands a baptistery. It resides west of the Florence Cathedral, which was modeled after the baptistery. The Cathedral began in 1296 by Arnolfo di Cambio. Although the two resemble each other, they are considered to be from two different styles. The Baptistery of S. Giovanni is categorized as Romanesque while the cathedral is considered Gothic. The exterior of the cathedral doesn't appear to be Gothic, it's the interior that is. The baptistery possesses an octagonal structure with an extension to the west. This extension was originally an apse. There are doors to the north, south, and east sides. All of the doors are decorated with beautiful sculptures. The first doors were done by Andrea Pisano and set the standards for the next to come. The second set, the first done by Lorenzo Ghiberti, were originally hung on the east end, but were soon moved to the north side to make room for the final set. These final doors, by Ghiberti, have earned the name 'Gates of Par adise.'; The name S. Giovanni was given to the baptistery because of the remains of Piazza S Giovanni found beneath the floor in a medieval cemetery. Historians have argued the baptistery's date for a few hundred years and it is still completely unsure what is it. The first recorded documentation of the baptistery's existence was March 4th, 897. Many have come to agree that the original constructed was during the 6th and 7th centuries and much of the restoration happened around 1059. Through the years nature's forces have taken their toll upon the San Giovanni. Several restorations have been made to the exterior and the interior since the 10th century. The most drastic change done would have to be the exterior marble. Around 1293 the corner pilasters were reconstructed with alternating slabs of green and white marble. This technique wasn't ever seen in the Florentine school and was assumed to have originated in Pisa. The use of alternating marbles and the arcade sills wrap around th e entire building. It gives a sense flowing continuity.

Learning strategies Essay

Learning or instructional strategies determine the approach for achieving the learning objectives and are included in the pre-instructional activities, information presentation, learner activities, testing, and follow-through. The strategies are usually tied to the needs and interests of students to enhance learning and are based on many types of learning styles (Ekwensi, Moranski, &Townsend-Sweet, 2006). Thus the learning objectives point you towards the instructional strategies, while the instructional strategies will point you to the medium that will actually deliver the instruction, such as elearning, self-study, classroom, or OJT. However, do not fall into the trap of using only one medium when designing your course. . . use a blended approach. Although some people use the terms interchangeably, objectives, strategies, and media, all have separate meanings. For example, your learning objective might be â€Å"Pull the correct items for a customer order;† the instructional strategies are a demonstration, have a question and answer period, and then receive hands-on practice by actually performing the job, while the media might be a combination of elearning and OJT. The Instructional Strategy Selection Chart shown below is a general guideline for selecting the learning strategy. It is based on Bloom’s Taxonomy (Learning Domains). The matrix generally runs from the passive learning methods (top rows) to the more active participation methods (bottom rows. Bloom’s Taxonomy (the right three columns) runs from top to bottom, with the lower level behaviors being on top and the higher behaviors being on the bottom. That is, there is a direct correlation in learning: Lower levels of performance can normally be taught using the more passive learning methods. Higher levels of performance usually require some sort of action or involvement by the learners. Instructional Strategy Selection Chart Instructional Strategy Cognitive Domain (Bloom, 1956) Affective Domain (Krathwohl, Bloom, & Masia, 1973) Psychomotor Domain (Simpson, 1972) Lecture, reading, audio/visual, demonstration, or guided observations, question and answer period 1. Knowledge 1. Receiving phenomena 1. Perception 2. Set Discussions, multimedia CBT, Socratic didactic method, reflection. Activities such as surveys, role playing, case studies, fishbowls, etc. 2. Comprehension 3. Application 2. Responding to phenomena 3. Guided response 4. Mechanism On-the-Job-Training (OJT), practice by doing (some direction or coaching is required), simulated job settings (to include CBT simulations) 4. Analysis 3. Valuing 5. Complex response Use in real situations. Also may be trained by using several high level activities coupled with OJT. 5. Synthesis 4. Organize values into priorities 6. Adaptation Normally developed on own (informal learning) through self-study or learning through mistakes, but mentoring and coaching can speed the process. 6. Evaluation 5. Internalizing values 7. Origination The chart does not cover all possibilities, but most activities should fit in. For example, self-study could fall under reading, audio visual, and/or activities, depending upon the type of program you design Instructional Skills: What are Instructional Skills? Instructional skills are the most specific category of teaching behaviors. They are necessary for procedural purposes and for structuring appropriate learning experiences for students. A variety of instructional skills and processes exist. Explaining Demonstrating Questioning Questioning Techniques Levels of Questions Wait Time Explaining The teacher spends much classroom time explaining or demonstrating something to the whole class, a small group, or an individual. Student resource materials typically do not provide extensive explanations of concepts, and students often need a demonstration in order to understand procedures. Demonstrating The teacher spends much classroom time explaining or demonstrating something to the whole class, a small group, or an individual. Student resource materials typically do not provide extensive explanations of concepts, and students often need a demonstration in order to understand procedures. Questioning Among the instructional skills, questioning holds a place of prominence in many classrooms. When questioning is used well: a high degree of student participation occurs as questions are widely distributed; an appropriate mix of low and high level cognitive questions is used; student understanding is increased; student thinking is stimulated, directed, and extended; feedback and appropriate reinforcement occur;students’ critical thinking abilities are honed; and, student creativity is fostered. Questioning Technique The teacher should begin by obtaining the attention of the students before the question is asked. The question should be addressed to the entire class before a specific student is asked to respond. Calls for responses should be distributed among volunteers and non-volunteers, and the teacher should encourage students to speak to the whole class when responding. However, the teacher must be sensitive to each student’s willingness to speak publically and never put a student on the spot. Levels of Questions While the need for factual recall or comprehension must be recognized, teachers also need to challenge students with higher level questions requiring analysis, synthesis, or evaluation. The consideration of level is applicable at all grade levels and in all subject areas. All students need the opportunity to think about and respond to all levels of questions. Teacher probes or requests for clarification may be required to move students to higher levels of thinking and deeper levels of understanding. Wait Time  Wait time is defined as the pause between asking the question and soliciting a response. Providing additional wait time after a student response also allows all students to reflect on the response prior to further discussion. Increased wait time results in longer student responses, more appropriate unsolicited responses, more student questions, and increased higher order responses. It should be noted that increased wait time is beneficial for students who speak English as a second language or English as a second dialect. Instructional Strategies: 1. Direct instruction 2. Indirect instruction 3. Interactive instruction 4. Independent study 5. Experiential learning 1. What is Direct Instruction? The Direct instruction strategy is highly teacher-directed and is among the most commonly used. This strategy is effective for providing information or developing step-by-step skills. It also works well for introducing other teaching methods, or actively involving students in knowledge construction. Possible Methods Structured Overview Lecture Explicit Teaching Drill & Practice Compare & Contrast Didactic Questions. Demonstrations Guided & Shared – reading, listening, viewing, thinking What is Structured Overview? Structured Overview is verbal, visual or written summary or outline of a topic. It can occur at the beginning of a unit, module or new concept, or it may be used to help relate a learned idea to the big picture. A Structured Overview distills difficult or complex idea into simple definitions or explanation, and then shows how all the information relates. It is the process of â€Å"organizing and arranging topics† to make them more meaningful. What is Lecture? Lecture is a valuable part of a teacher’s instructional repertoire if it is not used when other methods would be more effective. If the presenter is knowledgeable, perceptive, engaging, and motivating, then lecture can stimulate reflection, challenge the imagination, and develop curiosity and a sense of inquiry. Criteria for the selection of the lecture method should include the types of experiences students will be afforded and the kinds of learning outcomes expected. Because lecture is teacher-centred and student activity is mainly passive, the attention span of students may be limited. Many students, because of learning style preferences, may not readily assimilate lecture content. In addition, lectured content is often rapidly forgotten. What is Explicit Teaching? Explicit teaching involves directing student attention toward specific learning in a highly structured environment. It is teaching that is focused on producing specific learning outcomes. Topics and contents are broken down into small parts and taught individually. It involves explanation, demonstration and practise. Children are provided with guidance and structured frameworks. Topics are taught in a logical order and directed by the teacher. Another important characteristic of explicit teaching involves modeling skills and behaviours and modelling thinking. This involves the teacher thinking out loud when working through problems and demonstrating processes for students. The attention of students is important and listening and observation are key to success. What is Drill & Practice? As an instructional strategy, drill & practice is familiar to all educators. It â€Å"promotes the acquisition of knowledge or skill through repetitive practice. † It refers to small tasks such as the memorization of spelling or vocabulary words, or the practicing of arithmetic facts and may also be found in more supplicated learning tasks or physical education games and sports. Drill-and-practice, like memorization, involves repetition of specific skills, such as addition and subtraction, or spelling. To be meaningful to learners, the skills built through drill-and-practice should become the building blocks for more meaningful learning. What is Compare & Contrast? Compare and Contrast is used to highlight similarities and differences between to things. It is a process where the act of classification is practiced. It is effectively used in conjunction with indirect instructional methods, but can also be used directly to teach vocabulary signals, classification, nomenclature and key characteristics. It is often presented in either written text paragraphs or a chart. Its most common use is as a graphic organizer of content. What are Didactic Questions? Didactic questioning offers the teacher a way to structure the learning process (McNeil & Wiles, 1990). Didactic questions tend to be convergent, factual, and often begin with â€Å"what,† â€Å"where,† â€Å"when,† and â€Å"how. † They can be effectively used to diagnose recall and comprehension skills, to draw on prior learning experiences, to determine the extent to which lesson objectives were achieved, to provide practice, and to aid retention of information or processes. Teachers should remember that didactic questions can be simplistic, can encourage guessing, and can discourage insightful answers or creativity. However, effectiveness of this method can be increased by the appropriate addition of â€Å"why† questions, and the occasional use of â€Å"what if† questions. What is Demonstration? A method of teaching by example rather than simple explanation What are Guided and Share? Prioritizes intrinsic motivation and helps students to become more engaged in learning experiences through connecting their beliefs and life goals to curricular requirements 2. What is Indirect Instruction? In contrast to the direct instruction strategy, indirect instruction is mainly student-centered, although the two strategies can complement each other. Indirect instruction seeks a high level of student involvement in observing, investigating, drawing inferences from data, or forming hypotheses. It takes advantage of students’ interest and curiosity, often encouraging them to generate alternatives or solve problems. In indirect instruction, the role of the teacher shifts from lecturer/director to that of facilitator, supporter, and resource person. The teacher arranges the learning environment, provides opportunity for student involvement, and, when appropriate, provides feedback to students while they conduct the inquiry (Martin, 1983). Possible Methods Problem Solving Case Studies Reading for Meaning Inquiry Reflective Discussion Writing to Inform Concept Formation Concept Mapping. Concept Attainment Cloze Procedure What is Problem Solving? There are two major types of problem solving – reflective and creative. Regardless of the type of problem solving a class uses, problem solving focuses on knowing the issues, considering all possible factor and finding a solution. Because all ideas are accepted initially, problem solving allows for finding the best possible solution as opposed to the easiest solution or the first solution proposed. What are Case Studies? Case studies are stories or scenarios, often in narrative form, created and used as a tool for analysis and discussion. They have a long tradition of use in higher education particularly in business and law. Cases are often based on actual events which adds a sense of urgency or reality. Case studies have elements of simulations but the students are observers rather than participants. A good case has sufficient detail to necessitate research and to stimulate analysis from a variety of viewpoints or perspectives. They place the learner in the position of problem solver. Students become actively engaged in the materials discovering underlying issues, dilemmas and conflict issues. What is Reading for Meaning? Children become curious about printed symbols once they recognize that print, like talk, conveys meaningful messages that direct, inform or entertain people. By school age, many children are eager to continue their exploration of print. One goal of this curriculum is to develop fluent and proficient readers who are knowledgeable about the reading process. What is Inquiry? Inquiry learning provides opportunities for students to experience and acquire processes through which they can gather information about the world. This requires a high level of interaction among the learner, the teacher,the area of study, available resources, and the learning environment. Students become actively involved in the learning process as they: act upon their curiosity and interests; develop questions; think their way through controversies or dilemmas; look at problems analytically; inquire into their preconceptions and what they already know; develop, clarify, and test hypotheses; and, draw inferences and generate possible solutions. Questioning is the heart of inquiry learning. Students must ask relevant questions and develop ways to search for answers and generate explanations. Emphasis is placed upon the process of thinking as this applies to student interaction with issues, data, topics, concepts, materials, and problems. What is Reflective Discussion ? Reflective discussions encourage students to think and talk about what they have observed, heard or read. The teacher or student initiates the discussion by asking a question that requires students to reflect upon and interpret films, experiences, read or recorded stories, or illustrations. As students question and recreate information and events in a film or story, they clarify their thoughts and feelings. The questions posed should encourage students to relate story content to life experiences and to other stories. These questions will elicit personal interpretations and feelings. Interpretations will vary, but such variances demonstrate that differences of opinion are valuable. What is Writing to Inform? Writing that reports information to others can vary greatly in content and format. Many learning experiences culminate in expository or informative writing activities. Students must have opportunities to read a variety of resources and printed materials for information. During writing, students can apply their knowledge of the structures and formats of these materials to organize and convey information. What is Concept Formation ? Concept formation provides students with an opportunity to explore ideas by making connections and seeing relationships between items of information. This method can help students develop and refine their ability to recall and discriminate among key ideas, to see commonalities and identify relationships, to formulate concepts and generalizations, to explain how they have organized data, and to present evidence to support their organization of the data involved. What are Concept Maps? A concept map is a special form of a web diagram for exploring knowledge and gathering and sharing information. Concept mapping is the strategy employed to develop a concept map. A concept map consists of nodes or cells that contain a concept, item or question and links. The links are labeled and denote direction with an arrow symbol. The labeled links explain the relationship between the nodes. The arrow describes the direction of the relationship and reads like a sentence. What is Concept Attainment? Concept Attainment is an indirect instructional strategy that uses a structured inquiry process. It is based on the work of Jerome Bruner. In concept attainment, students figure out the attributes of a group or category that has already been formed by the teacher. To do so, students compare and contrast examples that contain the attributes of the concept with examples that do not contain those attributes. They then separate them into two groups. Concept attainment, then, is the search for and identification of attributes that can be used to distinguish examples of a given group or category from non-examples. What is Cloze Procedure? Cloze procedure is a technique in which words are deleted from a passage according to a word-count formula or various other criteria. The passage is presented to students, who insert words as they read to complete and construct meaning from the text. This procedure can be used as a diagnostic reading assessment technique. It is used: to identify students’ knowledge and understanding of the reading process to determine which cueing systems readers effectively employ to construct meaning from print to assess the extent of students’ vocabularies and knowledge of a subject to encourage students to monitor for meaning while reading  to encourage students to think critically and analytically about text and content 3. What is Experiential Learning? Experiential learning is inductive, learner centered, and activity oriented. Personalized reflection about an experience and the formulation of plans to apply learning to other contexts are critical factors in effective experiential learning. The emphasis in experiential learning is on the process of learning and not on the product. Experiential learning can be viewed as a cycle consisting of five phases, all of which are necessary: experiencing (an activity occurs);sharing or publishing (reactions and observations are shared); analysing or processing (patterns and dynamics are determined);inferring or generalizing (principles are derived); and, applying (plans are made to use learning in new situations). Possible Methods Field Trips Narratives Conducting Experiments Simulations Games Storytelling Focused Imaging Field Observations Role-playing Model Building Surveys What are Field Trips? A field trip is a structured activity that occurs outside the classroom. It can be a brief observational activity or a longer more sustained investigation or project. While field trips take considerable organization, it is important to: be clear about what the field trip will accomplish prepare students for the learning have a debriefing session for students to share their learning when they return to the classroom What are Narratives? Narrative essays are told from a defined point of view, often the author’s, so there is feeling as well as specific and often sensory details provided to get the reader involved in the elements and sequence of the story. What are Conducting Experiments? Is an orderly procedure carried out with the goal of verifying, refuting, or establishing the validity of a hypothesis. Experiments provide insight into cause-and-effect by demonstrating what outcome occurs when a particular factor is manipulated. What are Simulations? A simulation is a form of experiential learning. Simulations are instructional scenarios where the learner is placed in a â€Å"world† defined by the teacher. They represent a reality within which students interact. The teacher controls the parameters of this â€Å"world† and uses it to achieve the desired instructional results. Simulations are in way, a lab experiment where the students themselves are the test subjects. They experience the reality of the scenario and gather meaning from it. It is a strategy that fits well with the principles of constructivism. Simulations promote the use of critical and evaluative thinking. The ambiguous or open ended nature of a simulation encourages students to contemplate the implications of a scenario. The situation feels real and thus leads to more engaging interaction by learners. They are motivating activities enjoyed by students of all ages. What are Games? Is structured playing, usually undertaken for enjoyment and sometimes used as  an educational tool. Games are distinct from work, which is usually carried out for remuneration, and from art, which is more often an expression of aesthetic or ideological elements. What is Storytelling? Is the conveying of events in words, and images, often by improvisation or embellishment. Stories or narratives have been shared in every culture as a means of entertainment, education, cultural preservation, and instilling moral values. Crucial elements of stories and storytelling include plot, characters, and narrative point of view. What is Focused Imaging? Imaging, the process of internally visualizing an object, event, or situation, has the potential to nurture and enhance a student’s creativity (Bagley & Hess, 1987). Imaging enables students to relax and allow their imaginations to take them on journeys, to â€Å"experience† situations first hand, and to respond with their senses to the mental images formed. What are Field Observations? The process of filtering sensory information through the thought process. Input is received via hearing, sight, smell, taste, or touch and then analyzed through either rational or irrational thought. What is Role Playing? In role playing, students act out characters in a predefined â€Å"situation†. Role playing allows students to take risk-free positions by acting out characters in hypothetical situations. It can help them understand the range of concerns, values, and positions held by other people. Role playing is an enlightening and interesting way to help students see a problem from another perspective. What is Model Building? What is Survey? is a peer-reviewed open access scientific journal that publishes papers related to the development and application of survey techniques. 4. What is Independent Study? Independent study refers to the range of instructional methods which are purposefully provided to foster the development of individual student initiative, self-reliance, and self-improvement. While independent study may be initiated by student or teacher, the focus here will be on planned independent study by students under the guidance or supervision of a classroom teacher. In addition, independent study can include learning in partnership with another individual or as part of a small group. Possible Methods Essays Computer Assisted Instruction. Journals Learning Logs Reports Learning Activity Packages Correspondence Lessons Learning Contracts Homework Research Projects Assigned Questions Learning Centers What is Essay? is generally a short piece of writing written from an author’s personal point of view, but the definition is vague, overlapping with those of an article and a short story. Essays can consist of a number of elements, including: literary criticism, political manifestos, learned arguments, observations of daily life, recollections, and reflections of the author. What is Computer Assisted Instruction? Computer-assisted instruction (CAI) refers to instruction or remediation presented on a computer. Computer programs can allow students to progress at their own pace and work individually or problem solve in a group. Computers provide immediate feedback, letting students know whether their answer is correct. If the answer is not correct, the program shows students how to correctly answer the question. Computers offer a different type of activity and a change of pace from teacher-led or group instruction. Also, computer-assisted instruction moves at the students’ pace and usually does  not move ahead until they have mastered the skill. What is Journal Writing? Journal writing is a learning tool based on the ideas that students write to learn. Students use the journals to write about topics of personal interest, to note their observations, to imagine, to wonder and to connect new information with things they already know. What are Learning Logs ? Learning logs are a simple and straightforward way to help students integrate content, process, and personal feelings. Learning logs operate from the stance that students learn from writing rather than writing what they have learned. The common application is to have students make entries in their logs during the last five minutes of class or after each completed week of class. The message here is that short, frequent bursts of writing are more productive over time than are infrequent, longer assignments. What are Reports ? Written reports are documents which present focused, salient content to a specific audience. Reports are often used to display the result of an experiment, investigation, or inquiry. The audience may be public or private, an individual or the public in general. Reports are used in government, business, education, science, and other fields. Learning Activity Packages Correspondence Lessons What are Learning Contracts ? Learning contracts provide a method of individualizing instruction and developing student responsibility. They permit individual pacing so that students may learn at the rate at which they are able to master the material. Learning contracts can be designed so that students function at the academic levels most suitable to them and work with resource materials containing concepts and knowledge that are appropriate to their abilities and experiences. Although this method focuses on the individual, learning contracts also provide an opportunity for students to work in small groups. The teacher may select this approach for some students to support them as they learn to work independently. What are Homeworks ? Refers to tasks assigned to students by their teachers to be completed outside the class. Common homework assignments may include a quantity or period of reading to be performed, writing or typing to be completed, problems to be solved, a school project to be built (such as a diorama or display), or other skills to be practiced. What is Researching? Research projects are very effective for developing and extending language arts skills as students learn in all subject areas. While doing research, students practice reading for specific purposes, recording information, sequencing and organizing ideas, and using language to inform others. A research model provides students with a framework for organizing information about a topic. Research projects frequently include these four steps: 1. determining the purpose and topic 2. gathering the information 3. organizing the information. 4. sharing knowledge. What are Assigned Questions ? Assigned questions are those prepared by the teacher to be answered by individuals or small groups of students. Students discuss their responses among one another or with the teacher. Particular positions or points-of-view should be supported by evidence. In some instances, it may be desirable for students to generate their own set of questions. What is Learning Center? There are eight basic learning centers in an early childhood/elementary classroom, according to the Stephen F. Austin State University Charter School program, each structured to expand the students’ experiences in a variety of meaningful and effective ways. Each center is constructed to encompass numerous objectives, including state and federal standards, school standards, and community standards. The learning centers approach focuses on student autonomy and learning style by giving each student an opportunity to explore his learning environment hands-on in a developmentally appropriate classroom 5. What is Interactive Instruction? Interactive instruction relies heavily on discussion and sharing among participants. Students can learn from peers and teachers to develop social skills and abilities, to organize their thoughts, and to develop rational arguments. The interactive instruction strategy allows for a range of groupings and interactive methods. It is important for the teacher to outline the topic, the amount of discussion time, the composition and size of the groups, and reporting or sharing techniques. Interactive instruction requires the refinement of observation, listening, interpersonal, and intervention skills and abilities by both teacher and students. The success of the interactive instruction strategy and its many methods is heavily dependent upon the expertise of the teacher in structuring and developing the dynamics of the group. Possible Methods Debates Role Playing Panels Brainstorming Peer Partner Learning Discussion Laboratory Groups Think, Pair, Share Cooperative Learning Jigsaw Problem Solving Structured Controversy Tutorial Groups Interviewing Conferencing What is Debating? Debating is a structured contest of argumentation in which two opposing individuals or teams defend and attack a given proposition. The procedure is bound by rules that vary based on location and participants. The process is adjudicated and a winner is declared. What is Role Playing? In role playing, students act out characters in a predefined â€Å"situation†. Role playing allows students to take risk-free positions by acting out characters in hypothetical situations. It can help them understand the range of concerns, values, and positions held by other people. Role playing is an enlightening and interesting way to help students see a problem from another perspective. What is Panelling? Panel discussions, however, differ from team presentations. Their purpose is different. In a team presentation, the group presents agreed-upon views; in a panel discussion, the purpose is to present different views. Also in a team presentations, usually speakers stand as they speak; in panel discussions, usually speakers sit the whole time. In panel discussion each speaker prepares separately, the other speakers here one another for the time at the session itself. What is Brainstorming? Brainstorming is a large or small group activity which encourages children to focus on a topic and contribute to the free flow of ideas. The teacher may begin by posing a question or a problem, or by introducing a topic. Students then express possible answers, relevant words and ideas. Contributions are accepted without criticism or judgement. Initially, some students may be reluctant to speak out in a group setting but brainstorming is an open sharing activity which encourages all children to participate. By expressing ideas and listening to what others say, students adjust their previous knowledge or understanding, accommodate new information and increase their levels of awareness. What is Peer Partner Learning? Peer partner learning is a collaborative experience in which students learn from and with each other for individual purposes. Students reflect upon previously taught material by helping peers to learn and, at the same time, develop and hone their social skills. What is Discussion ? A discussion is an oral exploration of a topic, object, concept or experience. All learners need frequent opportunities to generate and share their questions and ideas in small and whole class settings. Teachers who encourage and accept students’ questions and comments without judgement and clarify understandings by paraphrasing difficult terms stimulate the exchange of ideas. What is Laboratory Groups? What is Think, Pair, Share? Think-Pair-Share is a strategy designed to provide students with â€Å"food for thought† on a given topics enabling them to formulate individual ideas and share these ideas with another student. It is a learning strategy developed by Lyman and associates to encourage student classroom participation. Rather than using a basic recitation method in which a teacher poses a question and one student offers.