Political Science questions Essay Example | Topics and Well Written Essays - 1750 words

Political Science questions - Essay Example These reflected into two that is extreme realism and moderate realism that all provide a different opinion on realism. Extreme realists William of Champeaux related realism as a position in which the universals exist through an independence of the humans and other particular things related in the field. On the contrary, other philosophers viewed this realism as so extreme and considered realism in the eyes of God as the relation through which particular things are created. This moderate theory as proposed by St. Thomas Aquinas and John of Salisbury. In relation to political realism, international relations come to consideration. These relate to general theories of political realities of the world. The aspect of political realism on this international perspective reflects aspects of competiveness within international communities and conflicting aspects that relate to the ultimate security aspects. Idealism and liberalism are part of this realism parameters. Idealism and liberalism deal more with the emphasizing of cooperation’s on an international level. It is therefore fair to conclude the position of the world based on realist as a connection of different states with regard to competition that has raised conflicts through which security has soured.

Amazing Grace And Amazing Revelations Essay Example | Topics and Well Written Essays - 1250 words

Amazing Grace And Amazing Revelations - Essay Example The entire book is devoted to moving real life stories of the poor and deprived of the district and mind boggling figures of poverty. Perhaps, the main reason behind the success and effectiveness of the book is that it does not put forth long, confusing scientific charts and graphs to explain the poverty and give related figures but exposes the situation by introducing the reader to real life characters - people who live and breathe in that district and are stuck in such a vicious cycle of poverty that is simply beyond our imagination. Kozol's prime focus is women and children. He tries to show that poverty, racial discrimination and lack of basic civic amenities affects this weak and vulnerable stratum of our society the most. For instance, Kozol points out how widespread AIDS actually is by simply stating that almost everyone knows someone who has died of or is currently suffering from AIDS. By 1993 alone, nearly 2000 children had lost their mothers due to AIDS (194). Health care facilities are almost non-existent and hospitals are over-crowded. Patients suffering from serious and at times terminal diseases actu ally have to wait at the hospital for days before they can get a bed or a room. Kozol relates the incident when he had a conversation with David about his sick mother. When asked if she got approval for SSI, David replies in the negative, simply saying, "They say she isn't sick enough" (99). The hygiene and sanitation conditions are so terrible that toxic barrels are strewn everywhere and a great majority of the children suffer from asthma due to the garbage incinerators operating in the residential area. Perhaps the most horrifying section of the book is when Kozol speaks of the problem of rat infestation. Kozol's relation of the incident when a child's fingers are eaten away by rats is too sickening (114). The poverty problem in the area is so acute that soup kitchens and shelters are crowded with mothers elbowing violently and hoping that their child might get some food today. During winter there is acute shortage of warm clothing and sometimes the city government is benevolent enough to hand over sleeping bags. The distressing words of a father of four haunt one by the ruthless honesty of their tone, "You just cover up ... and hope you wake up the next morning" (4). The extreme poverty and totally hopeless circumstances has given rise to widespread depression amongst the children. The seriousness of the problem can be gauged from the fact that the school psychiatrists have long waiting lists of patients. Kozol relates many cases, for instance, of a child staying awake late at night simply to smack cockroaches and of children who cry a lot without knowing or being able to explain why. Kozol's friends at Mott Haven are vehemently critical of the governments policies regarding the poor and are furious at Mayor (fmr.) Rudolph Giuliani for cutting back on a few basic and precious facilities provided to the poor (100). They claim Giuliani's policies, which aim to cut back on sanitation facilities, food programs, drug-rehabilitation programs etc., are unfair and will hurt the poor exceedingly. Saying that the book is an eye opener will be a terrible under statement. The first thought that comes to mind

Parent Acceptance of Child With Disability

Parent Acceptance of Child With Disability PARENTALE VIEW OF ACCEPTANCE ON CHILDREN WITH AUTISM OR STUDY ABOUT CHILDREN WITH SPECIAL NEEDS PARENTALE VIEW (NAVI MUMBAI AREA) Introduction Disability The Convention on the Rights of Persons with Disabilities (2006) expresses that, disability results from the communication between persons with difficulties and attitudinal and natural obstructions that upset their full and compelling investment in the public arena on an equivalent premise with others. Again it stresses that person with disabled, incorporate the individuals who have long haul physical, mental, knowledgeable or physical disabled, which in cooperate with different boundaries may obstruct their full and powerful interest in the public eye on an equivalent premise with others. Prevalence of Disability A worldwide figure of 335 million parent’s with moderate and extreme disabilities, of whom 70% are existing in the creating scene, has been assessed focused around the UN populace insights for 2000 (Helander, 1998). The Census of 2001 has uncovered that in excess of 21 million individuals in India or 2.1% of the aggregate populace have one or the other sort of Disability of which 12.6 million are guys and 9.3 million are females. However the number of Disable is more in rural and urban territories. Such extent of the debilitated by sex in provincial and urban territories has been accounted for between 57-58 percent for guys and 42-43 percent females. Among the five sort of Disability on which information has been gathered, Visual impairment at 48.5% rises as the top classification. Others in arrangement are: locomotor impairment (27.9%), Mental (10.3%), speech impairment (7.5%), and hearing impairment (5.8%). The impaired by sex take after a comparable example with the exception of that the extent of Disabled females is higher if there should be an occurrence of visual and hearing impairment (Census,2001) Visual Impairment As per the PWD Act, 1995, visual impairment (low vision) indicates to a condition where a person has any of the associated conditions including total lack of sight, visual activity not greater 6/60 or 20/200 (Snellen) in the better eye with redressing lenses; or confinement of the field of vision subtending an edge of 20 degree or more regrettable. Hearing Impairment Hearing Impairment as considered by the PWD Act 1995 suggests the loss of sixty decibels or all the more in the better ear in the routine scope of regularities. Persons with gentle or moderate listening to misfortune have not been incorporated in the classification of persons with hearing impairment. Just persons with serious, significant and collective listening to hindrance have been incorporated in this class. Parental reaction and stereotypes to Visual Impairment and Hearing Impairment Because of the powerlessness of most parents to comprehend the ramifications of visual weakness, it is seen as impairment. One compelling, reaction is indifference, the other great is the condition of over-assurance, in light of the fact that parent’s feel that their child with visual impairment is without all human capacities of being a dynamic part of the general public. Parents feel the beginning of a child with visual impairment to be importance of some misbehavior. Subsequently in their own dissatisfaction the child is ignored. Commonly, the expectancy forecast comes to be genuine; the child creates into an individual who cant help socially or monetarily to the family and society. Disregard causes certain identity issues. The child needs to take in certain fundamental living aptitudes however overprotection denies the child all the common desires of society. Between the two finishes of the range containing neglect and overprotection, the discrepant conduct of parentâ€⠄¢s, adds to the issues of the child with visual hearing impairment. Discrepant conduct indicates to the gap between what an individual says and what an individual feels and does. Genuine sentiments are once in a while communicated as they may be socially unsuitable. Obviously there is full acknowledgement of child with visual hearing impairment yet privately, it might be hard to acknowledge a child who is viewed as responsibility, a purpose behind social remark and feedback. Unmistakable dismissal is sensible yet secretly dismissal in some cases stays undetected, which harms the child mentally. It not just effects his/her development and social connections additionally his/her own self idea, the very basic of a person’s improvement. Families who view visual impairment as a discipline for a wrongdoing, for instance, feel sorry and cover this confirmation of sin from parent’s in general, bringing about disregard of the child with visual impairment. Few parent’s feel that the family relations, for example, the marriage for different parts of the family, or even the reputation of the family itself, would be unfair, if the visual impairment child is presented to general society, again bringing about confinement of the child from formative encounters (Kundu2000). The early years of child with basic hearing impairment regularly comprise of encounters that abandon them confused and irritate. Distressed parents hesitate between foreswearing, outrage, blame and despondency from one viewpoint and an overprotective love on alternate as they search for enchanted cures. Parental responses to the determination of the impairment parallel the pain reaction that has been depicted by Kubler Ross (1969). The vacuum hard of hearing babiesà ¢Ã¢â€š ¬Ã… ¸ experience is best represented by Brazeltons (1974) finding that the mothers voice is additionally calming that her visual presence for babies. Consideration looking for and fits are showed by the children as they were not able to make themselves or their needs caught on. Glades (1980) in a broad survey of writing discovered frequencies of enthusiastic and behavioral issues going from 8% to 30% are extensively higher in child with hearing impairment than those experienced in the all-inclusive community of sc hool-age child’s. Families and their children with disability A family having a child with disability first tries to wind up mindful of the issues their child with incapacity is challenging and searches out the reason for the issues and consequently searches for arrangements. In spite of the fact that the vicinity of a child with a physical disability require not make a family emergency, the shame of incapacity forced by society can be aggressive to the parent’s and the crew. Former examination shows that parental responses to having a child with disabled, range from disavowal, projection of accuse, blame, misery, withdrawal, dismissal and acknowledgement of their child. The folks religion may be straightforwardly identified with the level of acknowledgement of the child with disability. Moelsae and Moelsae (1985) contemplated the resistances of relatives to watch the responses of the family when confronted with brokenness in one of its parts and found that the birth of a disabled child interrupted on the ordinary life cycle of the famil y, prompting an emergency. The main response in the parent’s was frequently opposition, yet in any case acknowledgement was arrived. Examination demonstrates that a wide mixture of components may help both the acknowledgement and the concern experienced by groups of child with disability (Singer Irvin, 1989). These variables incorporate child qualities, for example, age, indicative class, consideration giving requests and behavioral attributes (Beckman, 1983). The capacity of the parents to cope with stressors in general (Rabkin Steunings, 1976) and parental convictions about the reason for disability (Lavelle and Keogh, 1980) are qualities that may influence acknowledgement. The sorts and accessibility of both formal and casual frameworks and systems of help, for example, family, companions and experts are additionally thought to help family acknowledgement (Dunst, 1983). A solid relationship between social backing and family adjustment to stretch coming about because of managing life moves and discriminating occasions has been reported (Unger Powell, 1980). Crisis and Acceptance The possible responses of parents of children with disability may incorporate resentment, Humiliation, concern, tension, dissent, perplexity, dismissal, vacillation, severity, over-insurance, disgrace, self-centeredness, stun, profound torment, distress, melancholy, threatening vibe, grieving, wish to murder or suicide endeavors. Parental responses can likewise be separated three sorts of emergency. The principal sort is called the emergency of progress and it originates from the event of a startling change in the individual life and acumen toward oneself. This is not a response to the disability essentially, rather to the sudden change in life circumstances. The second kind of emergency is joined with the change of individual values as an aftereffect of the particular emergency. Most parents have been taught as indicated by a moral framework that worries singular individual capacities and accomplishments. The birth of a disabled child requires parents to love a significant figure – their child, who is denied of the capacity to give a feeling of accomplishment. The result is bivalent emotions around the child. A third kind of emergency is called the emergency of reality and it comes from the unforgiving target conditions framed by the need to raise a child with Disability: monetary challenges, limitati on of the parents free time, and the extraordinary arrangement of time that parent’s are obliged to give their child (Dunst Trivette, 1986). Groups of child’s with Disability ordinarily encounter every one of the three emergencies; however these are not so much equivalent. A few emergencies will last more than others. On the off chance that the family succeeds in meeting parent’s high expectations and persisting through these emergencies it achieves the phase of acknowledgement, i.e. – acknowledgement of the child. At present acknowledgement the family is fit for starting to support itself and for the child with disability as per an expert arrangement, to tackle the clash, and to acknowledge the child regardless of the limits. The writing does not push positive conduct of adapting, as it has a tendency to portray negative parts of the adapting methodology. There are parent’s who respond suitably to a circumstance in which they must live with a child with disability. These are parent’s who deliberately adjust to their child. So as to achieve the phase of acknowledgement and to encourage t he child’s headway and recovery, the child’s genuine circumstance must be acknowledged and the issue must be recognized. To achieve a harmony between inordinate desires, which end in dissatisfaction, and surrendering, it is important to make a central change in methodology. For this reason it is paramount to have essential confidence in the child’s potential, whatever the Disability. At this stage the parent’s search down answers for their issue and approaches to help their child’s progress. They figure out how to admire their internal quality to manage the burden and consider elective arrangements. They figure out how to comprehend the pith of the pain and the breaking points inside which the child may create towards freedom. They figure out how to utilize existing group administrations and profit from them. Families that acknowledge their child with Disability are characterized as being in a condition of harmony between recognition of the childs limitations and looking to make up for these limits, while likewise abstaining from loading of intra-family correspondence forms. Four attributes of the methodology of acknowledgement have been recognized. LITERATURE REVIEW As per Indian registration 2011 just expand 2.21% incapacity contrast with evaluation 2001 2.13%. Instruction framework absence of mindfulness data on child with disabled. As per family structure relying upon class, cast, and customary social on otherworldly accept, philanthropy approach, and so on. Efficient class bunch, social disgrace, rely on upon experience adapting instrument, MSJE Govt. of India According to National Trust Act 1999 for the welfare of Person with Autism, Cerebral Palsy, Mental Retardation Multiple Disability Act. (Act 44 of 1999). Commonness appraisals demonstrate that there may be upwards of two million individuals in India with a mental imbalance. Universal Classification of Disease (ICD-10; World Health Organization, 1992) these analytic develops have since gone around the globe as confirm by the presence of national associations for extreme in excess of 80 nations (Daley 2002, p. 532) regarding India specifically, information of western psychiatry and brain science first touch base with British expansionism (Daley, 2004).a Child demonstrating schizophrenic conduct was initially said in 1959 (Batliwalla, 1959, p.351) and child with special needs research particularly exploration has generously expanded since then (Daley,2004 ). Sustained proficient concentrate in a mental imbalance being in the late 1980s and 1990s (Krishnamurthy, 2008) and autism is presently broadly perceived in medicinal political, and legitimate loops in India. METHODOLOGY The center of this study is to investigate parental acknowledgement and adapting for parents of children with disability. This is a subjective study, families are dynamic working units over and over impelled from circumstances of dependability and parity to those of advancement and change. Parent’s and their families advance inside a solitary framework, always striving for parity. The conception of a child with disability makes a serious rupture of this parity and the family experiences a troublesome experience (Kandel Merrick, 2003). Parent’s are the principal and most imperative connection in the consideration, instruction, and supervision of their child with disability. Capable writing managing parent’s’s examples of adapting to rising a child with disability depicts a wide range of examples, going from responses of grieving and emergency to those of acknowledgement (Kandel, Morad, Vardi Merrick, 2005). Objectives: To increase knowledge into the way parent’s understand the significance of acknowledgement of their child with special needs and the different appearances of their acknowledgement while associating with and raising their child with disability. To investigate shifted variables that impact parental acknowledgement of child with disability. To comprehend diverse adapting components utilized by folks to adapt to their child with disability encouraging acknowledgement. Interview Guide 1. Demographic Information: a. Name: b. Age: c. Address: d. Sex: e. Family Profile: f. Type of Disability: g. Nature of Disability: h. Description of The House: i. Religion: j. Caste: k. Do you have Disability Certificate? If no Why? 2. Reaction when they first came to know about the pregnancy 3. Questions about marriage: Consanguine, Single Parents Single Parents 4. Health of the mother during pregnancy 5. Expectations of parents for the child: Future, Gender, Physical Qualities 6. Anticipation of Disability 7. Reaction when the child was born 8. Treatment Done 9. IfAcquired, what were the causes 10. Do you consider your child as having disability? 11. Do other parent’s think your child has a disability? 12. Spiritual Beliefs 13. Perceived identity of the child a. What comes to your mind when you see your child? b. What all do you like about your child? c. What are the difficulties you face with the child? 14. Perceived Capabilities of the child a. self care b. mobility c. communication d. interpersonal relations e. social relations f. other talents 15. Awareness about the disability a. What do you know about the disability? b. From where did you get the information? 16. Behavioral practices 17. Child rearing practices 18. Questions on coping a. primary appraisal: identification of the stressor b. secondary appraisal: identify the resources c. coping efforts

Justice And Injustice Essay -- essays research papers

In The Republic, the great philosopher Plato attempts to reveal through the character and dialogues of Socrates that justice is better when it is the good for which men must strive for, regardless of whether they could be unjust and still be rewarded. His method is to use dialectic, the asking and answering of questions. This method leads the audience from one point to another, supposedly with indisputable logic by obtaining agreement to each point before going on to the next, therefore, building an argument.   Ã‚  Ã‚  Ã‚  Ã‚  Interestingly about the work of Socrates is that its not known very well, since nothing was recorded during his time. Everything that we know about Socrates has come through the writings of his greatest pupil, Plato. Socrates was a man that revolutionized philosophy and how to approach his surroundings. One of Socrates greatest findings as a philosopher was that he admitted that he knew nothing, which to others, specifically the Delphic Oracle led them to believe that there were none wiser than Socrates. Socrates techniques as a philosopher came about with his abilities to question others. His line of questioning, to see why everything had a purpose drew a crowd of younger people, which leads us to The Republic, where Socrates encounters some questions for him.   Ã‚  Ã‚  Ã‚  Ã‚  Socrates had two young listeners posing questions of whether justice is stronger than injustice, and what each does to a man? What makes the first good and the second bad? In answering this question, Socrates deals directly with the philosophy of the individual's goodness and virtue, but also binds it to his concept of the perfect state, which is a republic of three classes of people with a rigid social structure and little in the way of amusement.   Ã‚  Ã‚  Ã‚  Ã‚  Although Socrates reiterates the concept of justice over and over again it all comes to his discourse on the perfect city-state, which seems a bit off the mark, considering his original subject. However, one of Socrates’ main points is that goodness is doing what is best for the common. It is greater good as opposed to that of individual happiness. There is a real sense in which his philosophy turns on the concepts of virtue, and his belief that ultimately virtue is its own reward. His first major point is that justice is an excellence of character. He then se... ...uite compassionate. Since happiness is the sign of justice, and pleasure is one sign of happiness, then the just person is the happy person. Socrates then equates true pleasure with knowledge, the province of reason and the philosopher.   Ã‚  Ã‚  Ã‚  Ã‚   Within Book X, In The Republic, Socrates argues for the existence of an immortal soul. With this plead, he makes the point that good is that which preserves and benefits. Justice is good, so it therefore preserves and benefits in this life as well as the next. Therefore, even though a man may wish to behave badly when no one is looking, as with the myth of the ring of Gyges, according to Socrates, by behaving justly we will have the most rewards. Eventually, the difficulty with Socrates' arguments is that they rely on associating things on to the next in a chain that eventually leads back to the original proposition. But, the logic of these connections seems built more on assumptions than on objective truth. Thus, within keeping his stance that ultimately what he says is right is right because he is a philosopher, and therefore is by his nature right. The dialectic seems more of a game to get the audience to go along.

Factors Contributing the Unplanned Pregnancy Among College Students Essay

Being a mother is the most important and challenging role for a woman. A woman should be financially and emotionally ready to get pregnant, give birth, and raise her child. However, at present there are many risks of unwanted pregnancy among young female university students, as the majority of today’s university students have prematurely engaged in sexual intercourse. Consequently, without preparation, some of them face with unwanted pregnancy while studying. Unwanted pregnancy among university students can cause many serious problems which can affect the body, mind, and social status of female university students who are not yet ready to be a mother. Unwanted pregnancy sometimes forces university female students to face a tragic or dead end in their lives. They are nervous as they can’t solve the problem and their parents may not accept this. Some female students may finally seek illegal abortion which can cause their lives. Even though they do not terminate their pregnancy, some of them are too young to give birth and they may have problems of miscarriages or great pains and difficulties when giving birth. These can affect the health of both the mothers and their children. Pregnant university students in some way are directly or indirectly forced to quite their studies to stay at home until they give birth. These unprepared young mothers often inevitably encounter financial problems. Stress and worries can harm their mentality. Many of them lack knowledge to deal with the problem and don’t know how to take care of their children. The problem can be two-folded. Typically, young people aged 10-20 years are not ready to become parents. Both financial stability and emotional maturity are the problem for parenting or caring responsibilities. Getting back into the education system is very difficult. University female students have to worry about losing the educational opportunities. They have to quit university to escape the pressures of society while university male students can still go to university regularly. Therefore, women are responsible for the problem unilaterally and live in society difficulty. Unwanted pregnancy among university students is caused by sexual intercourse which is they will be pregnant while they are not ready in all aspects. So, they should realize that unwanted pregnancy can cause many serious problems. Despite modern methods of family planning, and idespread information about how to use it, unplanned pregnancy is one of the most common medical problems faced by sexually active women under 45. Abortion, the most usual solution to the problem of unplanned pregnancy, is the most common operation among women in the fertile age range. It is impossible to calculate precisely just how many pregnancies each year are accidental. When medical sociologist, Anne Fleissig, asked a number of women who had given birth six weeks previously about whether their pregnancy was planned, she found that 31 percent of them were not. She concluded in a paper subsequently published in the British Medical Journal that almost a third of births could be the consequence of accidental pregnancies. If this were the case it would mean 310 000 accidental pregnancies in Britain every year. In fact, this is likely to be a conservative estimate. Because Anne Fleissig conducted her research into the circumstances in which women’s new babies were conceived, her sample did not include women who had conceived but ended the pregnancy by an abortion. When these unplanned pregnancies are considered as well, it suggests the real extent of accidental pregnancy is even higher than, perhaps as high as 50 per cent of all conceptions. According to the Olaitan Olukunmi Lanre, 2011, Research Journal of Medical Sciences, 5: 336-339, the findings were that unprotected sexual intercourse and poor parental care are the causes of unwanted pregnancy while termination of educational programme and medical complications for both the mothers and children are the effects of unwanted pregnancy. Abstinence and adequate teaching of sex education have been seen as measures to prevent unwanted pregnancy among the adolescents. It was recommended among others that sex education should taught as a subject at the secondary level and government should enact laws to compel parents to take proper care of their children to avoid all forms of immorality among the adolescents.

Emotions/ Moods and the Group Essay

In assessing my own role within the organization, I have come to conclusion that there were several basic questions to be answered. First, I wanted to clearly understand what factors motivated me at workplace. Second, I wanted to determine my managerial skills and to understand whether I needed job enrichment. Third, I had to know whether I was capable of following ethical standards at work, and how I managed my stress. All these questions were answered by me through the set of specially designed self-assessments. Motivation and job enrichment are the two categories which have for long been interrelated. In her article, Payne (2007) defined job enrichment as â€Å"increasing an employee’s responsibility and control over his or her work† (p. 235). As a result, job enrichment is one of the major pathways towards increasing employee motivation. Despite the fact that I was traditionally satisfied with my job, the first self-assessment test has revealed my low job motivating potential. With the score of 32 (against 128 in average) I could hardly hope to increase this motivation in the nearest future. Simultaneously, I have come to conclusion, and this conclusion was absolutely natural in terms of the previous result, that job enrichment is what I needed working in this organization. Probably, this was the reasons of my being unable to identify my role in this organization: motivated employees better realize what they do, and what they can do for their company (Payne 2007, p. 237). In this search of the â€Å"organizational self† understanding what type of organization I preferred could shed the light onto my organizational skills and roles; yet, the self-assessment test has not led me to any relevant conclusions. The results have shown that I did not have any clear preferences as for the type of organization in which I would like to work. Consequentially, I have come to understanding the two basic things: first, as far as I did not display any organizational preferences, I could find myself and realize myself in any company; second, the problem of motivation did not lie in the type of organization, but in the attitudes of management, and the conditions in which I had to work. A study conducted by Chiaburn and Marinova (2006) has researched the connection between fairness and employee role enlargement within an organization. The authors have come to conclusion that fairness-related components can play significant role in enhancing the employee role (Chiaburn & Marinova 2006, p. 176); but is it possible for an employee to drive his own motivation and to manage these aspects? The results of several other self-assessments have led me to the realization of the following facts: my political skills in organization are better than average, which presupposes that in my daily performance I follow fundamental ethical principles; I am committed to my organization, and display extremely high motivation to manage. Simultaneously, I am capable of managing turbulent changes, have low probability of stress-related stress changes (35-50%), and is far from experiencing burnout (my score is 2. 43 with 7 being the maximal result for this assessment scale). Self-assessment tests have helped me to realize what I mean for the organization, what limitations I face on my way towards better career, and what problems I have in my professional development. I realize that I can manage people but my current responsibilities do not leave enough space for me to act. I do not have professional opportunity to display my abilities, and thus I do not possess clear perspectives for my career growth. Although my organizational profile cannot be called perfect, and I have to be prepared to certain risks (stresses and burnouts), my profile in general is connected with significant career potential. As long as I have no possibility to realize it in the current organization, I could think of changing my employment. Bearing in mind that I do not display any clear preferences as for the type of organization, I expect that I would be able to easily adjust to any new organizational environment. Conclusion My profile has clearly determined my role in the organization and the problems of my career development. What I currently realize is that I have to look for other opportunities to realize my potential. What I now have is the clear understanding of my positive sides and constraints, which I have to face in my professional career within any organization I choose.

Free Essays on Hemingway-An unparalleled creative flurry

One of the foremost authors of the era between the two world wars, Hemingway in his early works depicted the lives of two types of people. One type consisted of men and women deprived, by World War I, of faith in the moral values in which they had believed, and who lived with cynical disregard for anything but their own emotional needs. The other type were men of simple character and primitive emotions, such as prizefighters and bullfighters. Hemingway wrote of their courageous and usually futile battles against circumstances. His earliest works include the collections of short stories Three Stories and Ten Poems (1923), his first work; In Our Time (1924), tales reflecting his experiences as a youth in the northern Michigan woods; Men Without Women (1927), a volume that includedAfter graduating from high school in 1917, he became a reporter for the Kansas City Star, but he left his job within a few months to serve as a volunteer ambulance driver in Italy during World War I (19! 14-1918). He later transferred to the Italian infantry and was severely wounded. After the war he served as a correspondent for the Toronto Star and then settled in Paris. While there, he was encouraged in creative work by the American expatriate writers Ezra Pound and Gertrude Stein. After 1927 Hemingway spent long periods of time in Key West, Florida, and in Spain and Africa. During the Spanish Civil War (1936-1939), he returned to Spain as a newspaper correspondent. In World War II (1939-1945) he again was a correspondent and later was a reporter for the United States First Army; although he was not a soldier, he participated in several battles. After the war Hemingway settled near Havana, Cuba, and in 1958 he moved to Ketchum, Idaho. Hemingway drew heavily on his experiences as an avid fisherman, hunter, and bullfight enthusiast (see Bullfighting) in his writing. His adventurous life brought him close to death several times: in the Spanish Civil War when ... Free Essays on Hemingway-An unparalleled creative flurry Free Essays on Hemingway-An unparalleled creative flurry One of the foremost authors of the era between the two world wars, Hemingway in his early works depicted the lives of two types of people. One type consisted of men and women deprived, by World War I, of faith in the moral values in which they had believed, and who lived with cynical disregard for anything but their own emotional needs. The other type were men of simple character and primitive emotions, such as prizefighters and bullfighters. Hemingway wrote of their courageous and usually futile battles against circumstances. His earliest works include the collections of short stories Three Stories and Ten Poems (1923), his first work; In Our Time (1924), tales reflecting his experiences as a youth in the northern Michigan woods; Men Without Women (1927), a volume that includedAfter graduating from high school in 1917, he became a reporter for the Kansas City Star, but he left his job within a few months to serve as a volunteer ambulance driver in Italy during World War I (19! 14-1918). He later transferred to the Italian infantry and was severely wounded. After the war he served as a correspondent for the Toronto Star and then settled in Paris. While there, he was encouraged in creative work by the American expatriate writers Ezra Pound and Gertrude Stein. After 1927 Hemingway spent long periods of time in Key West, Florida, and in Spain and Africa. During the Spanish Civil War (1936-1939), he returned to Spain as a newspaper correspondent. In World War II (1939-1945) he again was a correspondent and later was a reporter for the United States First Army; although he was not a soldier, he participated in several battles. After the war Hemingway settled near Havana, Cuba, and in 1958 he moved to Ketchum, Idaho. Hemingway drew heavily on his experiences as an avid fisherman, hunter, and bullfight enthusiast (see Bullfighting) in his writing. His adventurous life brought him close to death several times: in the Spanish Civil War when ...

Why Go to College Essays

Why Go to College Essays Why Go to College Essay Why Go to College Essay Before I read the short essay â€Å"ATTITUDE† by Charles Swindoll, attitude means mere a physical position or a manner to me. As a non-native English speaker, I just consider the word â€Å"attitude† as a way to show one’s posture toward something. However, I could not help admitting that my concept of attitude was totally wrong right after meeting Swindoll’s essay. I always thought that someone’s success depends on his gift or intelligence which comes with passion.On the contrary, Swindoll defines attitude as the more important thing than anything else and even the only thing with which we can do to change the inevitable. According to Swindoll’s theory, having a certain attitude can decide how one’s life would be. Generally I agree with his argument. Surely his point that the most significant thing in one’s life can be the way how he responds to his circumstances is right. However, there are still variou s obstacles that cannot be overcome only with attitude. Before have a positive attitude, we need to have a strong will power.Also before getting a will power, we must experience something in failure or in need desperately. Nevertheless his argument can be applied only after some prerequisites like a will power or desperation are satisfied; I am willing to use his thought for my successful college daily life. I would take a positive attitude on learning process, so I will be careful not to be absent from class and try to be punctual as possible as I can. Also I will apply it to making a good relationship with others. First of all, I will apply this attitude theory to the relationship with my son right away.

Blessing

Blessing is a poem by Imtiaz Dharker and is set in a village in Pakistan. This is a descriptive poem, which uses imagery to illustrate sights and sounds, and creates an atmosphere of frantic joy. The poem also consists of some inconsistent usage of end-rhyme, followed by some usage of metaphors, personification, simile, assonance and alliteration. The poet uses free verse in this poem to emphasize what the poem is about and to make the reader think about the situation and to think about the words used. It has no fixed metrical pattern. The poem begins with a simile ‘The skin cracks like a pod’ this line immediately give the reader an impression of drought and a shortage of water. The usage of the word ‘skin’ could be a literal reference to a person’s skin that had become chapped by constant exposure to the sun or it could be a more figurative reference to the dry, dusty ground that cracks and splits during heat waves and droughts. The word ‘pod’ can refer to a seed pod that opens in the hot weather to release it seeds. The poet uses words that remind the reader that what we are dealing with is a hot country where thirst is common and where after all, ‘there never is enough water. ’ By the words of the first two-lined stanza we are in no doubt to the fact that the villagers here are desperate for water and how much of an amazing and special thing it is for them. The poet involves the reader by asking us to ‘imagine the drip of it’, which is telling us how small the quantity is and to imagine the tiny splash as the water droplet hits the bottom of the cup. It seems as though the person describing the dripping water hasn’t had a drink in a very long time and is fantasizing about that special and delicious drop of water. The fact that the tiny droplet of water creates an ‘echo’ in the mug suggests that the tin mug is almost empty and is like a drop of water hitting a parched tongue. It also makes you think, what kind of person would own a tin mug? Would it be a rich person or a poor person? The reference of a tin mug may imply that the person who owns a tin mug must be poor and not very fortunate. The last line of the second stanza has a religious reference. It personifies the echoing splash of the water as the ‘voice of a kindly god. ’ God is seen as the provider of water and every drop received is a kind of gesture and therefore it is something miraculous and deeply special. The third stanza is the longest one of the poem. It tells us a story of a burst water pipe and how suddenly this ordinary small pipe is transformed into a powerful overflow of water. Water has so much importance and value to these people that throughout the poem it is referred to as if it was a precious metal like gold or silver. The municipal pipe bursts’ tells us the burst of this public (municipal) pipe is an amazing and incidental occasion. It is described by the metaphor ‘the sudden rush of fortune’, like somebody winning the jackpot and the money is rushing out of the machine. As the precious water splashes onto the ground the word ‘rush’ could mean that people are ‘rushing’ around trying to save as m uch water as they possibly can, as it is precious. This same idea is echoed in another metaphor ‘silver crashes to the ground. ’ When caught in the right light water can look like silver or a high polished mirror. The poet may have used the word ‘silver’ to emphasise how precious it is. Line ten flows to line eleven, and the water is described as a ‘flow’ that gives rise to a sudden burst of noise from the villagers, ‘a roar of tongues’. The word ‘roar’ could refer to a group of people since we only have one tongue each and therefore the plural ‘tongues’ suggest a group. The tongues could be roaring with thirst or maybe they are shouting and their combined voices becomes a ‘roar. ’ In this same stanza, the use of the word ‘congregation’ may have two important meanings to the context of the poem. Firstly it may refer to a congregation or group of people, but it also may refer to a group of people in church or being given a religious instruction. We see that the poet uses religious language, the affect being to make the process of saving the spilling water a kind of religious ritual. The poet has already described the water as a gift from a kindly god, so it is only right that collecting it should have some resemblance to a religious ritual. Pakistan is a place where many of them are very religious and have many ways of worship. The men, woman and children are all eager for their share of the spilled water and come with any container that they are first able to see. The stanza concludes with the phrase ‘frantic hands’, which once again emphasizes the desperation that leads the villagers to take even handfuls of water. The poet uses enjambment to link the third stanza to the fourth and final one. This focuses on the children of the village, where the children are described as naked and delighted of the chance to bathe in the water. ‘Screaming in the liquid sun’ is a metaphor that aligns the water to the sun to emphasise the pleasure and warmth of the experience. It shows that all is not doom and gloom since the small children are playing in the water. Alliteration is also used in the phrases ‘polished to perfection’ and ‘the blessing sings’, they combine alliteration and assonance, which creates vivid imagery to portray the excitement of the occasion. The word blessing continues the religious theme which has been running through the poem. The final line flows from the previous one ‘sings/over their small bones. ’ It is a gentle ending, focusing on the children of the village who are in great need of this water.

'An awareness of the impact of (national) culture on people in work Essay - 1

'An awareness of the impact of (national) culture on people in work organisations' is important in today's world - Essay Example Despite this, there are theories that argue that cultural diversity has a tendency of contributing to lack of performance in the working environment (D’Almeida, 2007). According to Quappe and Cantatore (2007), Cultural awareness is defined as the foundation of communication and the ability of people to become aware of their cultural values, perceptions and beliefs. This answers the questions that people often have in the mind regarding why things are done in a certain way, how people perceive the world, and why they react the way they do. Cultural awareness becomes an important object when one has to interact with people from other cultures who see things differently, have different opinions, and ways of evaluating things. What is often more appropriate in ones culture could be different and inappropriate in the other’s culture, and this provides an opportunity for conflicts in the work place. With this view, it is therefore important to create awareness and have knowle dge on the impact of cultural diversity amongst work mates. Many researchers have been dwelling around the issue of cultural diversity in organizations and other work places and in the process, many theories have been put in place, the purpose of these researches is to ascertain the importance of having awareness of the impact of multiculturalism in organizations. D’Almeida (2007) found out that the integration of cultural diverse groups has been involved in many parts of team dynamics in organizations with different types of customers, this has increased misunderstandings, resulting in negative effects on the side of production, job togetherness, and the quality of service has been greatly affected. In order to address the issue of negative effects of cultural diversity in organizations, there are varieties of measures that organizations should undertake. One of them is leadership approaches and trainings, which should be good enough to address the issues faced with regard t o cultural diversity. Many issues have to be overcome so that individuals can reach the objective of increasing motivation and targeted productivity levels. Amongst the awareness created is knowledge on individuals’ identities, perceptions on various things, variations in geographical setup, together with the internal and external environments. Beck and Rubaii- Berret, who are cited in D’ Almeida (2007) point out that individuals in the work place must understand and observe morals towards other people in workplace; doing this brings about motivation and effectiveness to the workers and they can therefore reach the targeted production level in the organization. Cultural awareness is very crucial for multicultural groups to maximize their business potential. It helps members of a multicultural group to identify wrong doings and best ways of solving conflicts. This can be effected through training, and by also identifying the most crucial regions that need attention and formal cross cultural awareness. There are various ways in which cultural differences can manifest from within a group of closely related people, and in this case, the workmates. According to, Kwintessential (n.d) creating real cross cultural harmony is accomplished through appropriately designed cultural awareness training. Ways of Creating Cultural Awareness 1. Treating colleagues as individuals To effectively deal with the issue of diverse cultures, people have

Policy Change Essay Example | Topics and Well Written Essays - 1000 words

Policy Change - Essay Example Thus, this essay will argue that ideas affect policy change only indirectly, as paradigms frames and determinants of interest, such that its importance in understanding policy change is only secondary to other approaches. To better understand the importance of a study of ideas in policy change, it is first necessary to understand what ideas are. Ideas are shared beliefs held by individuals. However, a distinction must be made between two categories of shared beliefs, particularly "consensual beliefs" and "economic ideas", where although not mutually exclusive differ in their relation to policy. As Jacobsen explains, the difference lies between those of "means" to "ends", where consensual beliefs "shape the legitimate ends of economic activity"; economic ideas are the means to reach these ends. 3 Taking this definition of ideas, the importance of a study of ideas in policy change can be summarised in their roles as paradigms, roadmaps, or ideational frames. Comparing policy change to scientific revolutions, Hall (1989) places emphasis on the role of ideas through "policy paradigms", or "roadmaps" as Goldstein and Keohane (1993) calls them, where ideas guide policies by determining the "tracks" of policymaking and setting constraints in the policy process4. As Hall argues, policy paradigms, determine policy change in acting as "a framework that specifies the goals of policy and the kind of instruments that can be used to attain them", as well as the "nature of the problems they are meant to be addressing."5 Campbell's (1998) and Beland's (2005) ideational frames or programmes also echoes Hall's concept of paradigms, varying only in the manner that ideas are presented and implemented in the policy process. Within this strand of literature, the failures of policies to achieve economic goals are seen as the impetus for policymakers to search for alternative ideas that pave the way for new policy paradigms to be accepted. Hence, in times of uncertainty marked with "exogenous shocks, demographic changes [or] the perception of failed policy", new ideas emerge as either roadmaps or focal points that reduce uncertainty and provide alternatives.6 The policy shift during the first Thatcher government can therefore be explained as the result of a shift in policy paradigms; replacing Keynesian ideas with monetarist ideas (Hall, 1993). Looking at the first Thatcher government, it is evident that the policy shift coincided with an ideational shift from Keynesian to monetarist where Keynesian policies were perceived to have failed in resolving rising inflation (Walsh, 2000). In this respect,

Cultural Event Report Essay Example | Topics and Well Written Essays - 500 words - 28

Cultural Event Report - Essay Example Buell theatre was full of all sorts of personality where in attendance including Senator Nancy Todd hence government was fully represented. The Shen Yun festival was all about Chinese culture and music. The set up was amazing it was like being on avatar movie (Fritsch 17). The Shun Yun performances are arts and entertainment based on the 5000 years of Chinese culture it’s a series of events including music and dances about China and the impact and its revolution. The dances express history and past ways of life .the revolution also is expressed. The orchestra is conducted by Antonia Joy-Wilson. While the dances vary from classical dances to story based. Animations are also included in portraying the full message of Chinese culture. Performances began at 8:00 am. First to perform were a group of Chinese ladies approximately sixty dancers. They performed a classical dance, there costumes were superb silk clothing and ribbons with bright colors there dresses where red white and green. The dance involved turns, leaping air flips spins and side ways movements in a well choreographed pattern. What followed was a group of other female dancers with white attires and pink ribbons was like the first dance involved less dancers but very colorful. The third dance was story based performed by male dancers , it portrayed one general who was heading to war while a woman probably his wife or mother holding his right hand while fighting with his left hand. All dancers were dress in brown attire except the woman who is in red one (Fritsch 109). Most are dressed like accident combat men. Then it followed a performance of ancient drums. The artists where dressed in orange tops, black boots and white trousers, the performed differ ent arts. Each rhythm came about with changes in the background representing the Chinese landscapes, buildings and different cultures. It showed the transformation of china over the

FINAL PROJECT Essay Example | Topics and Well Written Essays - 250 words

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Hilton Embraces Collaboration with Information Technology Partners Assignment

Hilton Embraces Collaboration with Information Technology Partners - Assignment Example It was also crucial to embrace collaboration with technology leaders because then, it would be possible to focus more on the company’s core competencies. It is much easier for them to do so without having to worry about things such as systems implementation, research and development practices, and also technological solutions (Webb 1). One of the major problems associated with collaborating with five IT leaders might be their lack of cooperation. It may be hard trying to get these companies to work together and share ideas, and also work through their interdependence (Webb 3). For example; If AT&T and IBM refused to identify each other’s importance, it would be impossible for them to work together for the greater good of the company. Furthermore, it would be a major problem if the IT companies fail to adhere to the governance process that exists in the company. What this means is that, if there is a failure to follow the governance procedures that exist prior to the commencing of the contracts, there might be a loss of contract

2,500 EDU essay Example | Topics and Well Written Essays - 2500 words

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Hilton Embraces Collaboration with Information Technology Partners Assignment

Hilton Embraces Collaboration with Information Technology Partners - Assignment Example It was also crucial to embrace collaboration with technology leaders because then, it would be possible to focus more on the company’s core competencies. It is much easier for them to do so without having to worry about things such as systems implementation, research and development practices, and also technological solutions (Webb 1). One of the major problems associated with collaborating with five IT leaders might be their lack of cooperation. It may be hard trying to get these companies to work together and share ideas, and also work through their interdependence (Webb 3). For example; If AT&T and IBM refused to identify each other’s importance, it would be impossible for them to work together for the greater good of the company. Furthermore, it would be a major problem if the IT companies fail to adhere to the governance process that exists in the company. What this means is that, if there is a failure to follow the governance procedures that exist prior to the commencing of the contracts, there might be a loss of contract

Using Tight-Binding Model Essay Example for Free

Using Tight-Binding Model Essay Abstract— In this study, using tight binding model a simple analytical approach has been proposed to investigate the energy dispersion of graphene under the conditions of different planner strain distribution. Here the change in the angle between the primitive unit vectors due to application of external strain has been taken into consideration to propose the approach. From our proposed model it is found that graphene under relaxed or symmetrical strain distribution is a zero bandgap semiconductor. However a band gap is opened as the asymmetrical strain is applied to it. It is seen that upto a certain level of strain (i.e. 12.2 % parallel to carbon-carbon bond and 7.3% perpendicular to carbon-carbon bond) the band gap of graphene increases and then begin to fall . So, four different assumptions have been made for angular change of primitive unit vectors for four different regions of applied strain (i.e. before and after the strain of 12.2 % parallel to carbon-carbon bond before and after the strain of 7.3% perpendicular to carbon-carbon bond). The result obtained in the present study are compared and found an excellent agreement, with more or less 96% accuracy with that of determined from first principle technique. Keywords—Graphene, planner strain, tight binding model, energy dispersion, band-gap. I. INTRODUCTION Graphene, a strictly two-dimensional material having unusual and interesting properties [1] is a rapidly rising star on the horizon of material science and condensed matter physics. It is a material of interest in semiconductor industry because of its exceptionally high crystal and electronic quality, excellent transport properties (i.e. high electron mobility [2] and high thermal conductivity), and as it is planner, it is capable of extreme device scaling comparing with silicon technology. However these excellent properties are associated with a major drawback; graphene is a zero bandgap semiconductor or semimetal [3]-[4]. For large scale manufacturing, the absence of bandgap is the most difficult engineering issue to solve. The zero bandgap revels that it is impossible to switch graphene based device from the conductive to the nonconductive state. So it can not be used in the logic circuit. As the zero bandgap property of graphene limits its application in practical fields, scientists are working to find out the methods to open the bandgap in graphene. To solve this problem several methods have been proposed, such as graphene nanoribbin using quantum confinement effect in its transverse direction [5]-[8], bilayer graphene introducing symmetry breaking between two carbon layers via an external electric field [9],[10] , by the process of doping [11]-[13] and by the process of external strain [14],[15]. To investigate the bandgap opening by the above methods, several techniques have been applied for calculating the band structure of graphene such as first principal calculation, tight binding modeling, k.p method etc. All of them are performed earlier using the software simulation or numerical techniques, which require a huge computational complexity and time consuming and need high capacity super computer. In our study we have proposed a simple analytical approach to investigate the energy dispersion of graphene under different planner strain condition. Using the proposed method the bandgap opening is calculated under the application of asymmetrical strain parallel and perpendicular to the carbon-carbon bond in graphene. The results obtained from the proposed method is compared with the result published by the first principle method and found to be in good agreement with more or less 96 % accuracy. II. METHOD Graphene is a honeycomb lattice of regular hexagonal structure. But it loses its regular hexagonal structural symmetry under uniaxial/shear strain. When planar stress is applied to graphene, the position of carbon atoms shift relative to each other. As a result the vector position of lattice point changes. To explain this, the angle between a1 and a2 is considered here as ÃŽ ¸ instead of assuming 60o which is true for ideal or relaxed graphene structure. The eï ¬â‚¬ect in the tight-binding Hamiltonian is that the parameters of tight-binding scales changes accordingly. The strained lattice structure of graphene is shown in Fig.1. We have used the simple nearest Neighbor tight binding model. Here each Carbon atom is ÏÆ' bonded with three of its nearest neighbor Carbon atoms. Fig.1 : The direct lattice structure of graphene under strained condition The primitive unit vectors can be represented by where The separation of the carbon atoms (A and B) can be represented by three vectors R1, R2, R3 From Tight-binding energy dispersion model the formula of energy dispersion is given by [13] (1) Where Here is a fitting parameter which is often called the nearest neighbor overlap energy or hopping integral. The value of varies from 2.7eV to 3.3eV. (2) This is the generalized equation for the energy dispersion of graphene. Here is the angle between the primitive unit vectors. For the unstrained or relaxed condition, the value of the angle = 60o. In this case the Ï€ bands overlap at direct point or K point of the two dimensional brillouin zone. (a) (b) Fig.2(a) energy dispersion of relaxed graphene and (b) the corresponding brillouin zone. We have investigated the electronic structure of graphene under different planar strain distributions by the tight-binding (TB) approach. The graphene has been strained in three different ways [12]. These are : (i) symmetrical strain distribution (keeping the hexagonal symmetry unchanged) as shown in fig. 3.1(a) , (ii) asymmetrical strain distribution parallel to C-C bonds as shown in Fig. 3.1(b) , (iii) asymmetrical distribution perpendicular to C-C bonds as shown in Fig.3.1(c). Fig 3(a) Graphene system with symmetrical strain distribution, (b) asymmetrical strain distribution perpendicular to C-C bonds, and (c) asymmetrical strain distribution parallel to C-C bonds. Corresponding primitive cells in black, reciprocal lattices in green dashed and Brillouin zones in green grey are illustrated below the deformed lattices. Γ, K, M, R and S are the high symmetrical points. Lx and Ly are the half of the diagonal lengths of the primitive cells in parallel and perpendicular direction of the carbon-carbon bond. As the strain is applied to the graphene, it causes the deformation of the regular hexagonal structure of it . It also causes the deformation in the primitive unit cell. If the strain is symmetric then the band property of the system does not change but for asymmetrical strain , the band property of the system changes due to symmetry breaking. When an asymmetrical strain parallel to C-C bond is applied, it causes a deformation in the primitive unit cell. This deformation is taken as a change in angle between the primitive unit vectors. Here the strain is applied upto 12.2 % and it is seen that with the increase in strain the angle between the primitive unit vectors is reduced by following a 3 degree polynomial with respect to Lx and Ly(where Lx and Ly are in nanometer). The equation of is (3) This value of is then put in equation (2) to calculate the band gap under different strain distribution . It is seen that up to Ly =0.2396 nm band gap of graphene increases then the bandgap begin to fall . For this region the assumption of is different and it is, (4) In case asymmetrical applied strain perpendicular to C-C bond , up to 7.3 % strain the angle between the primitive unit vectors is increased by following a 2 degree polynomial with respect Lx and Ly. The equation of is, (5) Now up to Lx = 0.1323 nm band gap of graphene increases and then the bandgap begins to fall. For this region the assumption of is, (6) III.RESULT Asymmetrical strain distribution results in the opening of the bandgap between the maximum of the valance band and the minimum of the conduction band in graphene. When an asymmetrical strain parallel to carbon-carbon bond is applied, Ly increases. Then for the system in order to come back to its lowest energy, Lx decreases during the structural relaxation. Due to change of Lx and Ly, the angle between the primitive unit vectors decreases and causes the symmetry breaking. This angular change is taken as the parameter of deformed primitive cell to calculate the electronic structure of graphene. For example, for Ly = 0.2196, 0.2236, 0.2396, and 0.2436 nm the corresponding optimized values of Lx are Lx= 0.1228, 0.1224, 0.1217 and 0.1216 nm. Then from our proposed model the corresponding angle between the primitive unit vectors are =59.47o, 58.91o, 54.79o and 57.75o. The corresponding electronic structure or band diagrams are shown in fig.4 with the extended view at K point (a) (b) (c) (d) Fig.4 Extended view of bandgap opening for (a) Ly=0.2196 nm and Lx=0.1228 nm (b) Ly=0.2236 nm and Lx=0.1224 nm (c) Ly=0.2396 nm and Lx=0.1217 nm (d) Ly=0.2436 nm and Lx=0.1216 nm. Similar behavior is obtained in the graphene system, when asymmetrical strain perpendicular to carbon-carbon bond is applied. In this case for example for Lx =0.1268, 0.1292, 0.1353 nm the corresponding optimized Ly are Ly=0.2126, 0.2120 and 0.2105 nm and the corresponding deformed angle are = 60.52o, 61.05oand 60.38o. The opening of bandgap corresponding to these deformed angle are shown in fig.5 (a) (b) (c) FIG.4 EXTENDED VIEW OF BANDGAP OPENING FOR (A) LX=0.1268 NM AND LY= 0.2126 NM (B) LX= 0.1292 NM AND LY=0.2120 NM (C) LY=0.1353 NM AND LX= 0.2105 NM . These results revels that the zero bandgap or semi-metallic behavior of graphene sheet gets modified or a bandgap is opened when asymmetrical strain is applied to it. Now the question is what is the reason behind this? We know that planner graphene consists of strong bonds and delocalized pz electrons. Here orbitals are formed by overlapping the pz orbitals of the carbon atoms in the hexagonal lattice. These and bands touches each other at the K point causing zero bandgap. When the strain is applied the carbon-carbon bonds of graphene get elongated. Due to this elongation of carbon-carbon bonds, the electron clouds get localized on the corresponding carbon atoms. Therefore a restriction is imposed on movement of the electrons which causes the opening the bandgap at the K point. In this way, under strained condition, graphene loses its semimetal characteristics and turns into a direct bandgap semiconductor. IV.COMPARISON WITH ESTABLISHED METHOD: In this study, we have calculated the band gap of graphene under the application of asymmetrical strain by an analytical approach. The calculated value is found to be in great agreement with the measured value obtained by first principle calculation [14]. It is found that in case of asymmetrical strain distribution parallel and perpendicular to C-C bond, the percentage of error is more or less 4 % for most of the data which is shown In this study an analytical model has been proposed for investigating the energy dispersion of strained graphene under the distribution of the planner strain in parallel and perpendicular to carbon-carbon bond. Using the proposed model the energy dispersion for different planner strain has been calculated. From our study it is seen that for relaxed or symmetrically strained graphene, the band gap of the system is zero. When asymmetrical strain parallel or perpendicular to carbon-carbon bond is applied then a finite bandgap is opened. And it is also seen that tuning the percentage strain, the band gap can also be tuned. Here it is also seen that comparing the perpendicular strain, parallel strain parallel to the carbon -carbon bond more induces more bandgap. Finally we have compared our results with the results obtained from the established method and found good agreement with around 96 % accuracy. References [1]A.K. Geim and K.S. Novoselov, â€Å"The rise of graphene ,† Nat. Mater, vol.6, pp.183-191, 2007. [2]Ryutaro Sako, Hideaki Tsuchiyaand Matsuto Ogawa, â€Å"Influence of bandgap opening on ballistic electron transport in bilayer graphene and graphene nanoribbon FETs,† IEEE Trans. Electronic Devices., vol. 58, no. 10, pp. 3300–3306, Oct. 2011. [3]K.S. Novoselov, A.K. Geim, S.V. Morozov, D. Jiang, Y. Zhang, S.V. Dubonos, I.V. Grigorieva and A.A. Firsov, Science 306, 666 (2004). [4]K.S. Novoselov, D. Jiang, F.Schedin, T.J. Bhoot, V.V. Khot-kevich, S.V. Morozov and A.K Geim, Proc.Natl.Acad. Sci. U.S.A. 102,10451 (2005). [5]M.Y. Han, B. Ozylmaz, Y. Zhang, and P. Kim, â€Å"Energy band gap engineering of grapheme nanoribbons,† Phys. Rev. Lett. ,vol. 98, no. 20, P. 206805, May 2007. [6]G. Liang, N. Neophytou, D.E. Nikonov, and M.S. Lundstrom, â€Å" Performance projections for ballistic graphene nanoribbon ï ¬ eld-effect transistors,† IEEE Trans. Electr on Devices, vol. 54, no. 4, pp. 677–682, Apr. 2007. [7]Y. W. Son, M. L. Cohen, and S. G. Louie, â€Å"Energy gaps in graphene nanoribbons,† Phys. Rev. Lett., vol. 97, no. 21, p. 216803, Nov. 2006. [8]X. Li, X. Wang, L. Zhang, S. Lee, and H. Dai, â€Å"Chemically derived, ultrasmooth graphene nanoribbon semiconductors,† Science, vol. 319, no. 5867, pp. 1229–1232, Feb. 2008. [9]T. Ohta, A. Bostwick, T. Seyller, K. Horn, and E. Rotenberg, â€Å"Controlling the electronic structure of bilayer graphene,† Science, vol. 313, no. 5789, pp. 951–954, Aug. 2006. [10]Y. Zhang, T.-T. Tang, C. Girit, Z. Hao, M. C. Martin, A. Zettl, M. F. Crommie, Y. R. Shen, and F. Wang, â€Å"Direct observation of a widely tunable bandgap in bilayer graphene,† Nature, vol. 459, no. 7248, pp. 820–823, Jun. 2009. [11]Jun Ito, Jun Nakamura, and Akiko Natori, â€Å"Semiconducting nature of the oxygen-adsorbed graphene sheet ,† Journal of applied phys. 103,113712 (2008). [12]Paolo Marconcini, Gianluca Fiori, Alessandro Ferretti, Giuseppe Iannaccone, and Massimo Macucci, â€Å"Numerical analysis of transport properties ofboron-doped graphene FETs†. [13]Zhipping Xu and Kun Xue, â€Å"Engeneering grap hene by oxidation: a first principle study,† Nanotechnology 21 (2010) 045704 [14]Gui Gui, Jin Li, and Jianxin Zhong ‘Band structure engineering of graphene by strain: First-principles calculations’, PHYSICAL REVIEW B 78, 075435 2008. [15]V.J. Surya, K. Iyakutti, H. Mizuseki, and Y. Kawazoe, â€Å"Tuning electronic structure of Graphene: A first-principle calculation,† IEEE Trans. Nanotechnology, vol.11, No.3,pp.534-541, May 2012.

Rationale And Background Of The Study English Language Essay

Rationale And Background Of The Study English Language Essay Reading is indispensable if a person wanted to live comfortably in the modern society. It is the golden path in going to the world of enlightenment and enjoyment (Monuz, 2000). Reading is the activity characterized by the translation of symbols or letters in the words and sentences that have meaning to the individuals. The ultimate goal of reading is to be able to understand written materials to evaluate it, and to used it for ones needs (Paculanan 1999). Reading is consider as the most important subject in the curriculum, because its mastery depends on the learning of nearly to all other subjects. On account of this reality, Filipino educators have in countless instruction channeled their effort towards developing strategies and approaches in the teaching of reading (Tamundong 1998) Reading requires more than mechanical skills. As a tool for learning in the content subjects, the learners has to demonstrate growing ability to handle information effectively. In this area of complex skills are efficient location, selection organization, and retention of information and the ability to gain knowledge from the printed page depending on the learners that equipped with the necessary skills in reading. A persons reading abilities has a help to read facts about the varied and rich factual information and verbal knowledge accumulated through the ages and that of maturity, organizes these actual information and verbal knowledge, process, and interprets them through experiences to form concepts and principles which are essential in solving problems and in developing creative thinking. Paterno (1985), enumerated various factors in the disabilities or weaknesses of reading. This may range from defective hearing or maladjustments in school, to brain damage. Paterno added that some of the specific causes of reading disability, how ever, may cause by a combinations of several factors. The most common: (1) Physical Factors like defective hearing, speech, vision, inadequate nutrition, neurological dysfunction: (2) Educational factors- children have unique learning patterns and: (3) Environmental factors- not all learning takes place in a classroom and their environmental determines to a great extend, the Childs success in learning to read. To minimize if not to solve permanently the problems on reading, two objectives of education as stated in the educational act of 1982 are word mentioning. This are: (1) To provide the knowledge and develop skills, attitudes and values essential to personal development and nece4ssary for living in and contributing to a developing and changing social milieu, and (2) To provide learning experiences which increase the childs awareness of the responsiveness to the changes in and just demands of society, and to prepare for constructive and effective involvement (MEC Journal, 1991), Educational Act of 1982. Conceptual Framework Reading is one of the most needed skills to be learned in school. Seemingly, read is a word that always heard, yet difficult to discern. Reading scholars have not really come out with on universal definition of it. They only describe the characteristics of reading. Munoz (2000) describes reading as a two-way complex active process, which uses a high level of thinking skills such as literal (reading the lines), inferential (reading the lines) and critical (reading beyond the lines). However, comprehension is preceded by recognition of words, thus one can not really comprehend if he can not recognize the words correctly. Therefore in this study, the researchers want to find out the level of reading performance of the pupils in terms of word recognition. INPUT PROCESS OUTPUT Descriptive research design using observation checklist. Oral reading performance of Grade II and Grade IV pupils. Determination of the reading performance of the Grade III and Grade IV pupils in terms of word recognition. Figure 1. Research Paradigm Table shows the input, process and the output variables used in this study. The input represents the oral reading performance of the respondents. The process is the tool used for data gathering and instrumentation in order to gather pertinent data needed for analyzing, tabulation and interpretation of the problem which includes the use of observation checklist arrive at the expected outputs which is the determination of the level of reading performance of the respondents in terms of word recognition. Statement of the problem The study seeks to find out the reading performance of the grade III and grade IV pupils of Bolosan Elementary School in terms of word recognition. It specifically sought to answer the following question: 1. What is the level of reading performance in terms of recognition of the: A.  Ã‚  Ã‚  Ã‚   Grade III pupils B.  Ã‚  Ã‚   Grade IV pupils 2. Is there a significant difference between the level of reading performance of Grade III and Grade IV pupils in terms of word recognition. Hypothesis of the Study There is no significant difference between the level of reading performance of Grade III and Grade IV pupils in terms of word recognition. Significance of the Study Within the recent years, the demands for effective reading among pupils as an applicable instrument in development have become more prominent that always. Teachers and parents are in conformity on this scrupulous need. Conceptually, the study bring light to the student/pupils as a necessity in a more successful academic work. The result of the study are learned to benefit the following. Parents The results of the study serve as bases for the effective and efficient involvement of parents in the learning of their children especially with regards to reading. Pupils The pupils are the direct beneficiaries of the study. They will be benefited much from better school leading program, teachers guidance, parents assistance and other activities in the school, home, school administrators can offer them and also for them to know their reading abilities. Teacher The results of the study serve as an assessment and or diagnosis of reading ability of the pupil. From this the teacher would be able to designed effective reading classroom program for the pupil. School Administrators The result of the study may be used as reference guide for educational planning and policy formulation in the instruction level. Lastly, the result of this study may serve as a reference in determining the reading levels of the pupils which can serve as information in making more plans and programs by higher authorities based on the findings. It will also help in preparing reading materials based on needs and difficult5ies of the pupils. Scope and Delimitation of the Study The study is delimited to determine the level of reading performance of the respondents in terms of word recognition. The respondent of the study is composed of 41 grade III and 45 grade IV pupils. Reading comprehension is not included in the study. The study was started from July 2006. Definition of Terms Accuracy. Relates to the quality of a result and distinguished from processing, which relates to the quality of the operation by which the result is obtained. Effectiveness. Degree to which an activity or initiative is successful in achieving specified goal; Degree to which activities of a unit achieve the units mission or goal. Efficacy. Is the ability to produced an effect, usually a specifically desire defect Frustration. The pupils shows withdrawal from reading situations by crying or refusing to read. The pupils commit errors in reading such as reversal, repetition, substitution, insertion, mispronunciation and inability to interpret punctuation. Independent. The pupil is free from tension, finger pointing or lip movement. He reads with rhythm and with conversational tone and interprets punctuations correctly. Instructional. The pupils oral reading is rhythmical with conversational tone and correct interpretation. Non-reader. A pupil is unable to recognize and sound out letter sound connections for single consonants or unable to blend them. Phil IRI. Philippine Informal Reading Inventory which is a set of oral reading passages for the elementary grades in order to get the reading level og the public elementary school pupils. Reading ability. Is the awareness of print relationship to speech, text structure, phonological awareness and letter naming and writing and comprehension of reading material? It often measured by grade level. Word recognition. It refers to the ability of the pupils to recognize the words with correct pronunciation. Chapter II Review of Related Literature This chapter presents several studies concerning reading abilities and reading comprehension. However, such reviewed studies are related to the presents study in the sense that they all aimed to know about the study were the factors that affect the reading ability of grade 3 pupils. These related studies therefore, are discussed briefly in this chapter. Several program about reading as an active, meaningful, and constructive process. Before reading activities are used to build or activate relevant background knowledge, concepts, and vocabulary. Students are taught to monitor their reading to ensure that what they are reading makes sense. They are taught strategies for correcting word recognition errors that detract from meaning, and they are given opportunities for reacting and responding to selection they have read. The texts they are asked to read for enjoyment and for information. Other activities are developed within a framework of reading for meaning. Because reading for meaning is the constants point of reference and because students in these programs need substantial help in building word identification skills, the amount of time spent in discussing selection and in teacher questioning about the selection is kept to a minimum. All of the successful programs offer students special instruction on a daily basis for period ranging from 20 to 45 minutes. Daily contact with students ensures that progress is the steady and allows teachers to become very familiar with students and their strength and needs. Frequent contacts also allows teacher to reinforce and extend strategic behaviors that students are acquiring. An instructional period of at least 20 to 30 minutes allows time for instruction and practice along a number of dimension that provide students with the strategies they need to become effective readers. The prevailing philosophy in most of the other early interventions programs appears to be that first grade is the point where special help should be offered to prevent reading failure; that many, if not most, students will, by the end of first grade, be able to make sufficient progress in reading to function in a regular classroom setting without special help; but that some students will continue to need support through second grade. Though some of the programs began as just first grade programs, most now continue through second grade for students who need longer periods of special help. These programs use methods and materials that help students to recognize words accurately and rapidly, and to group words into meaningful phrases the three dimensions of fluency. The courage to reread a book several times once it has been introduced. There is evidence that the repeated reading of a texts leads to improved word identification skills and comprehension ( Adams, 1995). As children move through these programs, they become familiar with an increasing number of texts. They are encouraged to reread these texts to gain additional practice, to extend their fluency, and to build confidence in their growing reading competency. To avoid failure or frustration for students, each new book is introduced with as much as a teacher judges is needed. For example, a pictures walk is often used as a before reading activity. Students are asked to speculate about the texts contents, and unusual or difficult vocabulary is pointed out by the teacher and discussed. Thus, the student begins rea ding the book with prior knowledge and clear expectations about the selections contents. Another frequently used technique is shared reading, in which the texts is read first by the teacher as students follow along in the texts. Then as a group, students progress to reading the texts with the help as needed. Teacher support is gradually withdrawn, and students assume more responsibility. Finally, individual children practice reading the text. Instruction often moves from a shared reading model to guided reading in which students assume responsibility for the first reading of a selection after the teacher helps prepare them and supports them during their reading. In all the successful intervention programs there is a clear progression from much teacher support in the initial phases of the program to increase students independence. The types of texts most frequently used in early intervention program are predictable texts. The earliest books used in the programs tend to have a close match between pictures and texts, have recurring language patterns, and include repetition of language elements, which make them easy for students to read. Even children with very restricted word recognition capabilities quickly begin to think of themselves as readers because they are successful with these profitable texts. As students progress in the program, the degree of predictability decreases to ensure that the students attend to the printed texts in order to build a multifaceted word recognition strategy that will make them increasingly independent readers. In the initial phases of instruction, selections also tend to be short so that students can finish a text within an instructional period. As their reading capabilities grow, texts become longer and more challenging. While one of the successful program use traditional, narrow measures of readability, all sequence of the instructional materials, based on many factors including text predictability (reflected in factors such as recurring language patterns, close picture to text match, repetition of words), length of text, challenge of vocabulary, complexity of language, sophistication of concept so that students are challenged to apply the strategies and skills they are learning. Reading new text, and rereading familiar text insure that student in this programs engage in meaningful, connected reading. This program also includes activities that help students focus on and become familiar wit printed words. For example, the Winston-Salem Project uses a procedure called Making Words (Baker L. Brown A.L,1999). Students are presented with the letters that form a word from a selection they read. Words are selected because of their interest and because they contain words identification elements that will be useful for the students It has been recognized that asking students to write words (not copy) is a very effective approach in developing word recognition and reading skill (Adams, 1999;Clay, 1996). For example in the early intervention in reading program, the students select a student to write sentences. The teacher then encourages each students to think about the styling of each word and to write as much of the word as they can. Teacher support his offer only as needed in order to insure that the students write the word accurately. For example, for the children who are having difficulty with phonemic awareness, the teacher draws a box for each sound in the word. The children are guided to think about the number of sound in a word and the letters that represent those sound. For example, the teacher would draw 3 boxes for the word teach, grouping the EA and CH in separate boxes since that word EA and CH represents single sound. The following are regular pattern to he scheduled for better reading. Reading familiar texts. Reading or rereading a new book Working with words Writing words or sentences The researchers therefore want to find out what are the common factors affecting the reading performance of a child, thus, the study. Chapter III RESEARCH METHODOLOGY This chapter presents the procedure utilized in the collection of data, the method employed in the presentation and interpretation to answer the problems presented in Chapter I. Research Design This study utilized the descriptive method of research. Descriptive because it seeks to investigate prevailing conditions about the level of reading performance of the respondents in terms of word recognition. (Adanza, 2002). Sources of Data Table 1 Frequency and Percentage Distribution of the Respondents in Terms of Grade Level and Section Grade Section Frequency Percentage Grade III-B 41 47.67% Grade IV-B 45 52.33% Table 1 presents the respondents of the study which is composed of 41 grade III pupils belonging to section B and 45 pupils in Grade IV also in section B. This so because Grade III and IV are the middle grades in elementary and both section B for it is on the average position thus, they are better representatives for the study. Instrumentation and Data Collection The researcher adopted the Phil IRI oral reading test of the Bureau of Elementary Education SY 2006-2007. After asking permission from the principal, the researchers administered testing with the help of the teachers. The researchers adopted the Phil IRI oral reading test formula for finding the level of reading performance in terms of word recognition. Tools for Data Analysis The researchers used frequency and percentage counts for the presentation of data and the chi-square to test the hypothesis of the study. The formula for finding the level of reading performance in terms of word recognition which is adopted from the Phil IRI oral reading test is: Percent of miscue= No. of major miscue x 100 No. of words WR = 100% percent of miscue Where: No. of major miscue number of words that are not recognized or pronounced right. WR Level of word recognition For the percentage distribution, the formula used is: P = f/N x 100 Where: P Percentage f frequency N total number of cases or respondents For sub problem number 2, the researchers used the chi-square-goodness-of-fit test, that is: X2 = à ¢Ã‹â€ Ã¢â‚¬Ëœ(O-E)2 E Where: X2 = Chi-Square O = Observed Frequency E = Expected Frequency Chapter IV RESULTS AND DISCUSSIONS This chapter presents and discusses the results of the study to answer the problems in chapter I Table 2 Frequency and Percentage Distribution of the Grade III pupils in Terms of Level of Word Recognition Level Frequency Percentage Independent 0 0% Instructional 17 41.46% Frustration 19 46.34% Nonreader 5 12.2% Total 41 100% The table shows that nobody is considered as independent reader. There are 17 (41.46%) who are under instructional, 19 (46.34%) under frustration and 5 (12.2%) under none-reader. Table 3 Frequency and Percentage Distribution of the Grade IV pupils in Terms of Level of Word Recognition Level Frequency Percentage Independent 0 0% Instructional 8 17.78% Frustration 35 77.78% Nonreader 2 4.44% Total 45 100% It is visible in the table that nobody also from the grade IV pupils is under independent category. Also showed that 8 (17.78%) are under instructional, 35 (77.78%) are lined at frustration category and 2 (4.44%) under none-reader type. Table 4 Frequency Distribution of the Respondents according to the Level of Reading Performance in Terms of Word Recognition With their corresponding Grade Levels Level Grade level Independent and Instructional Frustration and Non-reader Total Grade III 17 24 41 Grade IV 8 37 45 Total 25 61 86 Table 4 shows variation of the level of word recognition among the respondents. Table 5 Computation of the ChiSquare O E O-E (O-E)2 (O-E)2/E 17 11.92 5.08 25.81 2.1653 8 13.08 -5.08 25.81 1.9732 24 29.08 5.08 25.81 0.8876 37 31.92 -5.08 25.81 0.8086 à ¢Ã‹â€ Ã¢â‚¬Ëœ (O-E)2/E 5.8347 Where: at df = 1, the level of O Observed frequency significance at „ƒ = 0.05 E Expected frequency is 3.841 (Walpole, 1982) df = 1 „ƒ = 0.05 From the table 4, at 1 degree of freedom, the tabular value of chi-square at „ƒ = 0.05 is 3.841. Since, the tabular value is lesser than the computed value which is 5.8347, the hypothesis is rejected. Thus, there is a significant difference between the level of reading performance of Grade III and Grade IV pupils in terms of word recognition Chapter V SUMMARY, CONCLUSION AND RECOMMENDATION This chapter presents the summary, conclusion and the recommendations of the researchers based on the study. Summary The study was pursued to find out the level of reading performance of the grade III and grade IV pupils of Bolosan Elementary School in terms of word recognition. It sought to determine also whether there is significant difference between the two grade levels in terms or reading performance with regards to word recognition. The study used the descriptive method using checklist for the actual reading performance. This research was conducted from June to December 2006. Findings The researchers found out that 17 or 41.46% grade III pupils are under instructional or are rhythmical reader with conversational tone and correct interpretation. There are also 19 or 46.34% who shows withdrawal from reading situations by crying or refusing to read and committing errors. On the other hand, 8 or 17.78% of the grade IV are under instructional type, 35 or 77.78% are considered under frustration type while 2 or 4.44% are non-readers and lastly, nobody also is under independent type of reader. The bottom line is, it was found out that there is significant difference between the grade III and grade IV pupils in terms of level of reading performance with regards to word recognition. Conclusion Based from the analyzed data presented, the researchers concluded that grade III and grade IV pupils level of reading performance in terms of word recognition is mostly on the bracket of frustration and instructional type of readers, that is they show withdrawal from reading situations by crying or refusing to read and committing errors in reading such as reversal, repetition, substitution, insertion, mispronunciation and inability to interpret punctuation but others are rhythmical with conversational tone and correct interpretation. Recommendation From the findings of the study, the researchers recommend the following: Having been revealed that the level of reading performance of the grade III and grade IV pupils in terms of word recognition falls under the frustration and instructional type, the researchers recommend teachers to use more intensified instruction for the betterment of the reading performance of the pupils. The researchers also wish that future researchers will focus also on reading performances of the pupils in other aspects such as comprehension, speed and others.

The Dangers of Conformity in Bartleby, the Scrivener and A Very Old Man

The Dangers of Conformity in Bartleby, the Scrivener and A Very Old Man with Enormous Wings   Ã‚  Ã‚   Authors can use various concepts to enhance or dictate the progression of their work. Ambiguity is one such tool that has the power to influence a story. In "Bartleby, the Scrivener" and "A Very Old Man with Enormous Wings," Melville and Marquez utilize ambiguity to develop their story's theme. Both authors focus ambiguity around the main characters in the stories to criticize the rigid rules of systems in society.    Melville's use of ambiguity in "Bartleby" is extreme and prevalent throughout the story. He introduces the reader to the narrator's office before Bartleby's arrival to explain the functional system that exists before Bartleby. The reader gains knowledge of the narrator's two copyists and is able to see that despite problems that each man poses, the narrator is able to control these idiosyncrasies.    Nevertheless, as he (Turkey) was in many ways a most valuable person to me, and all the time before twelve o'clock, meridian, was the quickest, steadiest creature, too, accomplishing a great deal of work in a style not easily to be matched - for these reasons, I was willing to overlook his eccentricities, though, indeed, occasionally, I remonstrated with him (545).    "But, with all his failings, and the annoyances he caused me, Nippers, like his compatriot, Turkey, was a very useful man to me; wrote a neat, swift hand; and when he chose, was not deficient in a gentlemanly sort of deportment" (546). Throughout the text, Melville is very verbose in describing each man's peculiarities and we can recognize that the narrator is tolerant of such quirks. The narrator is understanding o... ...re able to comment on the harmful effects that a closed system can pose. Though each author's ambiguity centers on the main characters, the characters serve different roles in the stories. Bartleby exists in the rigid system that Melville criticizes, but then rejects the system to demonstrate the dangers of conformity. The old man with enormous wings, however, is never a part of the closed system that society belongs to. He merely serves to exemplify the inconsistencies in people's faith. Both stories encourage the reader to challenge the restrictions of rigid rules. Works Cited: Garcia Marquez, Gabriel. "A Very Old Man With Enormous Wings." The Norton Introduction Literature. Ed. Jerome Beaty.N.Y. : W.W. Norton and Company, 1996.525-529. Melville, Herman. Bartleby and Benito Cereno. Dover Publications, Inc. New York. 1993. Pgs. 1-34